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Volunteer Learning Department Revised June 2010 © Girl Scouts of Western Washington

Girl Scouts of Western Washington

A Volunteer Learning Department Resource

OUTDOOR 3

Participant Workbook

Outdoor Skills


Thank you to the many volunteers who committed countless hours to the 2010 revision of the Outdoor 3 Curriculum, its facilitator’s manual, participant workbooks and other support materials.

Inquiries regarding this manual should be addressed to:

Volunteer Learning Department

Girl Scouts of Western Washington PO Box 900961

Seattle, WA 98109

The online resources related to this workshop can be found at: http://www.girlscoutsww.org/for_volunteers/learning/resources You can find a PDF copy of GORP (the Great Outdoor Resource Packet) there for you to refer to, download and print whatever pages that you like.

Copyright © 2010 by Girl Scouts of Western Washington

All rights reserved

Volunteer Learning Department Revised June 2010 © Girl Scouts of Western Washington Page 1

OUTDOOR 3 - APPROXIMATE SCHEDULE

o Setting the Stage _______________ ______________ - Getting Acquainted, Course, Overview, Group Agreements, Resource Review

o Progression _____________ _______________ - Girl Progression, Learning Style Reminder

o Wide Games – Tools Skills _______________ ______________ - Jack Knives, Knots, Kitchen Fly and Shelters

o The Camping Kitchen ________________ _______________

- Using Dutch and Box Ovens, Fire Tenders, Meal Time and Clean-Up

o Completion - Reflection; Next Steps, Evaluation, Ceremony


PROGRESSION OF OUTDO0R SKILLS


PROGRESSION METER

Pencil in where you feel your skills are at the beginning of Outdoor 3. At the end of Outdoor 3 review your list and note where you would still like to progress. When we get to the “What’s Next” section at the end of the class we will review what opportunities exist for you to support continuous learning.

Skills Never done this skill before

Have tried it and am still learning

I can do this sometimes

I can do this most of the time

Could teach this skill

Huh? What? Feels awkward

Feels so-so

Feels Good Feels Great

Fire building

Camp Stove cooking

Knot Tying

Lightning lanterns

Pitching tarps and tents

Hiking Safety

Leave No Trace

Kitchen knife skills

Pocket knife skills

Dutch oven cooking

Box oven cooking

Other:


POSSIBLE PROGRESSION OF OUTDOOR EVENTS FOR GIRLS

Day Hikes Attending Core Camp a resident camp where the food and program is provided

Outdoor overnight experience from 1-2 nights at GSWW camp sites staying in open air cabins and cooking over propane stoves, some program is provided by the Service unit Encamporee

Outdoor overnight 1-2 nights at a GSWW open air cabin where the troop is in charge of all the program and cooking, explore charcoal cooking techniques.

The troop rents a camp site a local state park, learns how to cook over an open fire.

The troop takes a four day trip to Idaho, staying in camp site along the way.

The girls decide they want to backpack, starting with an overnight hike and progressing to a full week trip around Mt. Rainer

The troop loves water and learns the craft of their choice and progresses to a four night trip on Ross Lake

The girl love snow, they explore snowshoeing and avalanche safety for a day experience and then progress to a weekend camping out in the snow.


LEARNING STYLES

Who are My Learners and How will I engage them?

Most people have similar preferences for acquiring and processing new information. Most individuals prefer to learn through one of the following three ways: o Seeing- the visual learner; o Hearing- the auditory learner; o Touching/doing- the

kinesthetic learner.

Although we actually use all three, most learners have a preference. A facilitator will engage all three types by using a variety of methods. You facilitate the girls!

On the following pages are some clues as well as some tips for engaging each type of learner.

VISUAL LEARNERS - Visual learners learn best by seeing new information. Visual learners prefer to read or see the information in a written format or in graphics or pictures that represent the information.

LEARNING STYLE CLUES FACILITATION TIPS

• Need to see something to truly understand it

• May have trouble following lectures or spoken directions

• Often misinterpret words • Have strong sense of color • May have artistic abilities • May say “it looks good to me” or “I see

what you are saying.”

• Use graphics to help reinforce concepts • Color code sections to help organize

content • Provide written directions • Use graphics whenever possible • Use metaphors that create a visual

image.


AUDITORY LEARNERS - Auditory learners learn best by listening to new information.

LEARNING STYLE CLUES LEARNING STYLE FACILITATION TIPS

• Prefer to get information by listening-need to hear it to understand it.

• Sometimes have difficulty understanding written information and expressing themselves through writing

• Sometimes unable to read body language and facial expressions well

• May have trouble following written directions

• May say “It sounds good to me” or I hear what you are saying.”

• Explain information orally rather than relying on learners to read and synthesize directions or charts

• Process activities that will engage them in discussions where they may freely express their reactions and ideas.

•

KINESTHETIC LEARNERS - Kinesthetic learners prefer hands-on experience to learn and acquire new skills or information.

Learning style clues Learning style facilitation tips

• Prefer hands-on learning • Often don’t need to read directions

to do an experiential activity • May have difficulty sitting still and

focusing • Learn better when physical activity

is involved

• Engage in active learning, making models, movement activities

• Take frequent breaks • Allow doodling or other “hand” activity that

does not distract from the rest of the group.

• Use computer or models to reinforce learning through the sense of touch

• Incorporate activity to demonstrate ability


LEARNERS EXERCISE

What do you think the primary learning style is for the girl described? How would you help that girl? 1. Sally: Sally likes puzzles, she pulls out the boarders on jigsaws first and doesn’t like it when

Julia just starts trying out pieces, Sally always has a project, asks questions, and is attentive to troop visitor/presenters. Sally likes the troop activities where we make posters and when planning our trip she liked using the white board to keep notes. She gets irritated when Mary strays off topic.

2. Mary: Mary knows everyone in the troop, what they are up to and all of their phone numbers. She seems to work well with everyone in the group and had an opinion about everything. After quite a bit of talking, and lots of questions, she will often turn up voting on the other side of an issue. Mary comes up with great ideas but it is a struggle to get her to finish them.

3. Julia: Julia seems willing to try anything and frequently turns things into light hearted competitions. She has a hard time sitting still and paying attention during planning sessions but will happily volunteer for some of the more strenuous tasks. She loves to help others with our camping skills, beading, and knot tying.

4. Carmen: Carmen is often labeled as shy. She is the first one to read through our Journey books and does a great job journaling. She likes writing skits but she prefers to watch the others perform the skits. She has unofficially taken on the job of keeping the Kaper chart up to date and she and Sally work well together. She remembers everything you tell her and follow directions well.


PAPER KNIVES

A One of the best ways for younger girls to learn about knife safety and knife handling is to make a paper knife with which they can practice without fear of accidents. Below are instructions for making the knives.

Materials needed:

o Gold construction paper for the blade o Cardboard or poster board for the sides of the knife o Brads o Scissors

How to:

Cut the sides of the paper knife from the cardboard or poster board. Sides are 4 inches long and about 1 inch wide. The girls can round the edges as shown in the illustration. Cut the blade from the gold construction paper. The blade should be about 3 1/2 inches long and shaped as shown in the illustration below. Insert the blade in one end of the knife and brad together to enable the knife to be opened and closed. Use the other brad to secure the other end of the paper knife. Girls can draw a Girl Scout trefoil on one side of their knife and put their name on the other.

Once the knives have been made, the unit can form a large circle and practice using a knife safety circle with their knives.

Safety circle:

Holding tool in hand, stretch the arms out to the side, up, and to the front. No one else can be within arm's reach in any direction while you are using a sharp tool!


KNIFE SHARPENING

A sharp knife is safer to use. When sharpening on a sharpening stone, some steel on both sides of the blade must be removed at a precise angle. Stroking the blade over the stone at a 10 - 15° angle slowly removes the metal. The metal is actually scraped from the blade making it sharper with each stroke as you push it across the stone, as if you’re attempting to cut a thin slice from the stone’s surface.


KNOTS

Square Knot: To join 2 cords of the same thickness

Sheet Bend: To join a thin cord to a thick cord

Overhand for Grannny Knot: When only a simple knot is needed

Sheepshank: To shorten a rope

Taut line-Hitch: To make a loop that will slip (for tightening tent or tarp guide lines)

Clove-Hitch: To fasten one end of rope to a tree or post (used most frequently for dish

line).

Bowline: To form a fixed loop at the end of a rope


KNOT TYING GAMES

Knot Relay: Decide on a knot to use for this game. Divide into teams of equal size and count off. Each team sits or stands in a circle with the first player holding a piece of rope. At a given signal, the first player runs around the circle and back to her place. She must then tie the knot correctly. She then passes the rope to the player on her left, who must untie the knot before running around the circle. Each player takes a turn until the rope has come back to the first player and she unties the knot.

Cat’s Tail: Prepare 20 to 30 pieces of heavy string, each piece six inches in length. Hide all but three or four places of string. Divide the group into three or four teams of equal size. Each team chooses a “cat” and then scatters to find the hidden strings. As a girl finds one, she takes it back to her “cat” and ties it with a square knot to the last piece of string the “cat” holds. The team that makes the longest tail of strings wins.

Test of Strength: For this game, all the players need practice ropes of the same thickness. Players stand in a circle holding their ropes. Each girl ties one end of her rope with a square knot to the rope of the girl on her left. When all knots are tied, lift the rope circle over your heads and down to the middle of your backs. At a signal lean back against the rope. (If any of the square knots isn’t correctly made, the rope circle won’t hold the weight of the group and you’ll all fall backwards!). Try this game by making the knots behind your backs instead of in front of you or try eyes closed.

Blindfold Test: See how fast you can tie a certain knot when you are blindfolded or have your eyes shut.

Simon Says: Each player needs a practice rope. Every time Simon Says to tie a certain knot, the group does. If the command doesn’t start with “ Simon says”, then the group would do nothing. A player misses if see ties the knot incorrectly, ties the wrong knot, or ties at the wrong time. After three misses, a player is out,

Knotting Pairs: This game could be done as a relay or just as a practice game. Girls pair off. Each pair will use only two hands to tie the given knot, one hand of each girl. Girls are then given two pieces of knotting cord and asked to tie certain knots. The first pair done has the knot inspected and then if it’s a relay, the girls could have to run to a certain spot. For extra fun, do with licorice shoelaces and eat the results!


TENTS AND TARP CARE

Before the trip:

• Check the tent and tarp to make sure that all the zippers work, there are no holes, and it has the correct poles and stakes.

• Practice setting up tents and tarps. • A plastic ground sheet cut the same dimension as the tent floor helps keep dampness out. Be

sure any excess is tucked under the tent so the ground sheet will not act as a waterproof rain collector right under the tent floor.

At the site:

• Instruct girls and adults not to apply mosquito repellant or other aerosols in or near the tents as they reduce the fabric’s ability to repel water. For the same reason, it is important not to touch the sides or ceiling of the tent when it is raining.

• Remind everyone that food and other aromatic items (e.g. toothpaste, sunscreen, deodorant) should not be stored in the tent as they can attract animals.

• When selecting an area to set up the tent, be aware of drainage and wind patterns within the site. If it rains hard, where will the water run through and form puddles? With rectangular tents it is better to have the narrow ends into or away from the wind.

• On tents that do not have special wind lashing loops, wind lashing can be added by running ropes diagonally across the tent/fly from corner to corner.

After the trip:

• Sweep out all dirt, leaves and other natural debris. Remove all litter. • Clean, straighten (if necessary), and pack all the tent stakes and poles. • Tents and tarps must be returned completely dry. Any moisture can cause the tent to mildew, • If a nylon tent is muddy wipe it clean with a damp sponge and let it dry well before folding.

With muddy canvas tents it is better to let them dry and then sweep the dried mud off. • Sweep off every outside surface as the tent is folded. It is better for nylon tents to NOT be

folded on the same crease each time they are used. Repeated folding in one area can cause the waterproof coating to separate from the nylon.

• Place all tent parts in the proper bags. If the troop has borrowed “numbered” tents and/or tarps from an equipment depot, be sure that the correct tent and tarps are in the right bags and that “numbers” are exposed on the folded pieces.


FIRE BUILDING ESSENTIALS

Be certain you have permission to build a fire at your site!

1. Choose a safe and suitable place. Look for an open area away from overhanging tree limbs and away from unit traffic areas. In most day camp areas there will be an already-made fireplace. If not: clean an area six feet in diameter, down to dirt, sand, or rock, and make a fire ring – Or use a vagabond stove or charcoal stove for cooking. Make sure you have a large bucket of water, sand, or dirt and a shovel nearby, ready to put out the fire before lighting the match. Never leave your fire unattended for even one minute!

2. Gather your wood pile. You will need three types of fire material – tinder, kindling, and fuel. The match lights the tinder, the tinder lights the kindling, the kindling lights the fuel. a. Tinder is tiny, dry twigs and other material that catches fire

easily. It is the size of a match and as long as a new pencil. b. Kindling is dry wood, from pencil size up to as thick as your

thumb. c. Fuel is larger than your thumb, up to good-sized logs, and may

also include charcoal. ♦ For quick, hot fire use soft wood. (Wood from evergreen

trees e.g. Doug fir, western hemlock, cedar.) ♦ For lasting coals, use hard wood. (Alder, maple – deciduous

trees) ♦ Cover your woodpile for a supply of dry wood the next day. ♦ Build your woodpile far enough from your fireplace so that the

wind could not blow sparks on it. ♦ Gather three times as much wood as you think you will need. ♦ Beware of green sticks that bend – and of sticks and logs that

crumble. Continued on next page


3. Putting the fire out. After you have finished cooking your meal, place 2 metal buckets of water on the fire to heat for dishwashing. Sufficient heat should remain to heat the water without feeding the fire. Let the fire die down until only ashes are left. Stir the ashes, sprinkle them with water, then stir them again. Repeat until there is no gray ash anywhere in the fire bowl. Do not pour water on a fire. If you have no water, put on sand or dirt and stir thoroughly. NEVER USE WATER TO EXTINQUISH A FIRE IN A CEMENT OR BRICK FIREPLACE, OR AROUND HOT ROCKS. It could cause cracking, or even an explosion. A hand passed several inches above the ashes will indicate whether or not the spot is still hot. When a hand can be passed and not feel any warmth on the spot where the fire was, the fire is out. Never leave a campsite until a fire is completely out.


LEAVE NO TRACE AND OVENS AND STOVES Fire prevention. A fire extinguisher should be by every stove. A shovel, rake, a bucket of water or sand, and a blanket should be available at the fire circle. With backpacking stoves, try to have a kettle large enough to invert over the burner. Learn about shovel and fire use and safety before going on a cookout. Practice assembling and replacing parts on a stove before going on a trip. Only use parts approved by the manufacturer. Know the proper tools to use. Never leave a stove or fire unattended. Location Place the stove on a level surface. Clear a six foot fire ring around the fire. Fuel Store all fuel away from the stove and fire circle and pathways. Only refuel a stove when it is cool. Fill or change canisters away from open flames. With liquid fuels. Always carry the stove to an area away from the kitchen and use a funnel to transfer liquid fuels. Never open a refillable fuel tank while the stove is ignited or warm, even if the tank is running low. Fill the tank before starting a meal. Gather a supply of tinder, kindling, and fuel before you start to build the fire. Extinguishing Turn off the stove and put out the fire as soon as you are through using it. Never dump water on a fire to put it out. Always sprinkle and spread. Sprinkle sand and spread in a cement or rock fireplace, never use water. No playing with or around the fire or kitchen area. Safety

o Provide adequate supervision for young people when using stoves or fires. o Follow all product and safety labels for stoves. o Use approved containers for fuel. o Never leave a fire unattended. o Keep wood and other fuel sources away from fire. o Thoroughly extinguish all fires.

Continued on next page


Other Only cooks and fire builders should be inside the kitchen/fire circle. Build only the type and size of fire that suits your needs. Leave no trace principles encourage using an outdoor stove when available. Before working near any open flame, long hair should be tied back, loose sleeves rolled up or fastened, and baggy clothes with loose bits changed. Remember plastic and synthetic fibers melt rather than burn. Wool, cotton and other natural fibers are the best choices for cooking clothes.


LEAVE NO TRACE AND FIRE BUILDING

Fires vs. Stoves

The use of campfires, once a necessity for cooking and warmth, is steeped in history and tradition. Some people would not think of camping without a campfire. Campfire building is also an important skill for every camper. Yet, the natural appearance of many areas has been degraded by the overuse of fires and an increasing demand for firewood. The development of light weight efficient camp stoves has encouraged a shift away from the traditional fire. Stoves have be come essential equipment for minimum-impact camping. They are fast, flexible, and eliminate firewood availability as a concern in campsite selection. Stoves operate in almost any weather condition, and they Leave No Trace.

Should you build a fire?

The most important consideration to be made when deciding to use a fire is the potential damage to the backcountry.

o What is the fire danger for the time of year and the location you have selected?

o Are there administrative restrictions from the agency that administers the area?

o Is there sufficient wood so its removal will not be noticeable?

o Does the harshness of alpine and desert growing conditions for trees and shrubs mean that the regeneration of wood sources cannot keep pace with the demand for firewood?

o Do group members possess the skill to build a campfire that will Leave No Trace?

Lessening Impacts When Campfires Are Used

Camp in areas where wood is abundant if building a fire. Choose not to have a fire in areas where there is little wood at higher elevations, in heavily used areas, or in desert settings. A true Leave No Trace fire shows no evidence of having been constructed. Continued on next page


Existing Fire Rings: The best place to build a fire is within an existing fire ring in a well-placed campsite. Keep the fire small and burning only for the time you are using it. Allow wood to burn completely to ash. Put out fires with water, not dirt. Dirt may not completely extinguish the fire. Avoid building fires next to rock out crops where the black scars will remain for many years.

Mound Fire: Construction of a mound fire can be accomplished by using simple tools: a garden trowel, large stuff sack and a ground cloth or plastic garbage bag. To build this type of fire:

Collect some mineral soil, sand, or gravel from an already disturbed source. The root hole of a toppled tree is one such source. Lay a ground cloth on the fire site and then spread the soil into a circular, flat-topped mound at least 3 to 5 inches thick. The thickness of the mound is critical to insulate the ground below from the heat of the fire. The ground cloth or garbage bag is important only in that it makes cleaning up the fire much easier. The circumference of the mound should be larger than the size of the fire to allow for the spreading of coals. The advantage of the mound fire is that it can be built on flat exposed rock or on an organic surface such as litter, duff or grass.

Fire Pans: Use of a fire pan is a good alternative for fire building. Metal oil drain pans and some backyard barbecue grills make effective and inexpensive fire pans. The pan should have at least three-inch-high sides. It should be elevated on rocks or lined with mineral soil so the heat does not scorch the ground.

Firewood and Cleanup: Standing trees, dead or alive, are home to birds and insects, so leave them intact. Fallen trees also provide bird and animal shelter, increase water holding capacity of the soil, and recycle nutrients back into the environment through decomposition. Stripping branches from standing or fallen trees also detracts from an area's natural appearance.

Avoid using hatchets, saws, or breaking branches off standing or downed trees. Dead and down wood burns easily, is easy to collect and leaves less impact.

o Use small pieces of wood no larger than the diameter of an adult wrist that can be broken with your hands.

o Gather wood over a wide area away from camp. Use dry drift wood on rivers and sea shores.


o Burn all wood to white ash, grind small coals to ash between your gloved hands, thoroughly soak with water, and scatter the remains over a large area away from camp. Ashes may have to be packed out in river corridors.

o Replace soil where you found it when cleaning up a mound or pan fire.

o Scatter unused wood to keep the area as natural looking as possible.

o Pack out any campfire litter. Plastic items and foil-lined wrappers should never be burned in a camp fire.


OUTDOOR COOKING SAFETY Fire prevention.

A fire extinguisher should be by every stove. A shovel, rake, a bucket of water or sand, and a blanket should be available at the fire circle. With backpacking stoves, try to have a kettle large enough to invert over the burner.

Learn about shovel and fire use and safety before going on a cookout.

Practice assembling and replacing parts on a stove before going on a trip. Only use parts approved by the manufacturer. Know the proper tools to use.

Never leave a stove or fire unattended.

Location

Place the stove on a level surface. Clear a six foot fire ring around the fire.

Fuel

Store all fuel away from the stove and fire circle and pathways.

Only refuel a stove when it is cool. Fill or change canisters away from open flames. With liquid fuels. Always carry the stove to an area away from the kitchen and use a funnel to transfer liquid fuels.

Never open a refillable fuel tank while the stove is ignited or warm, even if the tank is running low. Fill the tank before starting a meal.

Gather a supply of tinder, kindling, and fuel before you start to build the fire.

Extinguishing

Turn off the stove and put out the fire as soon as you are through using it.

Never dump water on a fire to put it out. Always sprinkle and spread. Sprinkle sand and spread in a cement or rock fireplace, never use water.


No playing with or around the fire or kitchen area.

Other

Only cooks and fire builders should be inside the kitchen/fire circle.

Build only the type and size of fire that suits your needs. Leave no trace principles encourage using an outdoor stove when available.

Before working near any open flame, long hair should be tied back, loose sleeves rolled up or fastened, and baggy clothes with loose bits changed. Remember plastic and synthetic fibers melt rather than burn. Wool, cotton and other natural fibers are the best choices for cooking clothes.


CHARCOAL BRIQUETTES FOR BOX AND DUTCH OVENS

The following information works best with Kingsford Charcoal because it is compacted tightly and there is more uniformity between briquettes. The safest way for girls to light charcoal is by using a charcoal fire starter can.

Warning: Do not use Matchlight brand charcoal or any other chemically treated fast lighting brand in a box oven or a covered barbecue. This charcoal is only for use in an open and well-ventilated environment.

BOX OVENS

1 fully lit charcoal = 25 degrees Be sure to use whole, not broken briquettes. Prepare a few extra just in case.

Windy days: Add 1 extra and vent box oven ½” only – on side away from wind.

Cold days – add 2 extra briquettes for chill factor. Place the briquettes in a checkerboard pattern on the foil (bottom of the oven) – be sure to keep them away from oven walls.

DUTCH OVENS

The temperature chart was developed to give the beginner a fairly accurate starting point with charcoal fuel.

Oven Aluminum Cast Iron Size 6 ¼ “ x 9” 9” x 9” 8 “ Round 12 “ Round 1” Round Temp Bottom Top Bottom Top Bottom Top Bottom Top Bottom Top

250-300

4 6 6 8 3 4 8 8 10 10

300 – 350

5 7 7 10 4 6 9 10 11 12

350-400

6 8 8 12 5 8 10 12 12 14

400 - 450

7 9 9 14 6 10 11 14 13 16


When the briquettes are ready (ash gray in color), transfer them to the Dutch oven with tongs. Those briquettes placed underneath should be just within the outside edge, not bunched together but spread out, so the heat will radiate evenly. Those on top are placed evenly spaced around the outside edge of the cover against the lip.

Temperatures will vary due to the charcoal quality, wind and other weather elements. Cooking times in Dutch ovens are based on using a pre-heated oven on a 70 degree day with little wind. Generally it is better to increase cooking time and shelter the oven from wind and insulate the bottom coals from the cold ground rather than add more briquettes. If more briquettes are added, place them on the lid – this reduces the risk of burning food.

Avoid the temptation to lift the cover while the Dutch oven dish is baking, since you lose about ten minutes of cooking time each time you peek. You may also be tempted to use more coals than necessary the first couple of times, doubting that so few briquettes can do so much. It is advisable to heat a few more briquettes than the recipe calls for in the event some are lost in the fire. As a rule, the baking time is slightly longer than a home oven. Test with a knife or toothpick, or use the “nose” test. When you begin to smell the finished product, wait five or ten minutes, then check it. This test is highly accurate and your dish will usually be done.


DUTCH OVEN COOKING

The first steps taken before cooking in a Dutch oven.

1. Clean 2. Season 3. Preheat

Prior to use of the oven for any type of cooking, it should be preheated. This consists of nothing more than placing some coals under and on top of the oven near or at the necessary temperature when you are ready to add the food. This also will aid in preventing the food from sticking to the oven.

Baking will usually require a few coals under the oven with most of the coals on top of the oven.

Having too many on the bottom may overcook the baking food. More coals on top give the high heat to the baking air space in the oven and then directly down to your food.

When baking in a flat pie pan inside the Dutch oven, it is good to have the dish supported off the bottom to avoid overheating the bottom of the container. Three items provide balanced support; these can be soda caps, rocks, green twigs, or canning rings. If you use the rocks, be sure the rocks are non-porous so that moisture in the pores will not expand and crack the rocks, or even shatter them violently. Any metal piece should be unplated so that it will not shed a coating or melt.

Sometimes you may want to drop biscuits or cookies from a spoon directly onto the bottom of the oven. Be certain that the oven is well greased. Also, the temperature of the bottom of the oven should be reduced to prevent overcooking the food; this can be done by removing some of the coals from under the oven.

When cooking muffins, you will not have a round pan with muffin spaces, a very good idea is to place cupcake papers in individual aluminum Jell-O molds for firm support.


MAKING BOX OVENS

To build a cardboard box oven you will need:

1. Get a sturdy cardboard box such as a 6 gallon liquor box or a banana box. The box must fit over the pan (9x13 or 10 x 15) being used and have at least 1 inch clearance all around. This allows for air flow and even heat for baking.

2. Heavy duty aluminum foil

Note: Front end open for 3. Duct tape illustration only

4. Four 6 oz metal cans to support the baking pans at all corners. Tomato paste cans are great – they aren’t too tall, so there is still plenty of heated air above the baking pan after the oven covers it.

5. Optional: Some people like to set a baking rack on the cans to create a shelf for the baking pan.

Construct the oven: 6. Line inside of the box with heavy duty foil The shiny and dull sides are equally reflective of

hat. Line it first from end to end, then side to side. Be sure to allow enough foil to overlap the edges of the box at least by two inches. Hint: Form the foil over the outside of the box so it slides into the bottom of the box easily. The fewer creases in the foil, the better the reflection. Tape the overlap foil edges to the outside of the box with duct tape.

7. Use foil on the level ground for the base of the oven. Be sure to clear away any combustibles on the ground, so the soil is clean. If you are placing the oven on concrete, use two or three layers of foil to protect the concrete. NEVER place the oven on a wood or asphalt surface.

8. Invert the box onto the ground foil and press down to leave an imprint of the box edges.

9. Place the cans within the rectangular imprint. Check with an empty baking pan to see if the oven cans are level.

Using the Oven:

10. Start the briquettes using a charcoal can starter – 1 fully lit briquette for every 25 degrees of heat needed, e.g. 350 degrees would need 14 briquettes. Heat a couple of extras, in case some are lost. Remember windy and cooler temperatures may require 1-3 additional briquettes.

11. Prepare the item to be baked.


12. Space coals evenly within the rectangular imprint on the foil around the cans. Don’t place them too closely to the outline of the box.

13. Set up the baking pan on the cans.

14. Invert the box over the baking pan. On the side away from the wind, prop up one long edge about ½” for ventilation.

15. Follow baking time instructions for the item being baked.

16. When checking for doneness, raise the box slowly straight up (don’t spill the heat), check the food, and then replace the oven if more time is needed.

BRIQUETTE STARTER CANS


SAMPLE BOX AND DUTCH OVEN RECIPES

LASAGNA

2-3 jars (25 oz each) spaghetti sauce 2 lbs ground meat (or soy crumbles) 1 lb lasagna noodles 1 lb mozzarella cheese – sliced or grated 16 oz sour cream, cottage or ricotta cheese Demonstrate pre-preparation by browning meat at home, freezing and bringing with you. While meat is heating, boil water and cook lasagna noodles or buy the “pre-cooked ones. ”Reheat meat in Dutch oven. Add spaghetti sauce and heat to almost boiling. Remove all but ½ inch of meat sauce. Top with single layer of noodles, then cheeses, then meat sauce, noodles, cheeses etc. Be sure to coat both sides of noodles with meat sauce when layering as this cooks the pasta. Top with aluminum foil and lid and bake until noodles are soft (30-60 min depending on if the noodles are precooked or not). Use 14 coals on top, 10 on bottom. Serves 12

VEGETARIAN SPANISH RICE Put into Dutch oven 1 medium chopped onion 3 cans (36-45 oz) canned, diced tomatoes – consider using some that have onions or chilies in them 2 cans (28-30 oz) canned, drained black beans (or use the equivalent of 1 pound of soy crumbles) 3 c water Heat to boiling (either over charcoal or put on propane stove). Add 2 c Minute rice. Cover, put on coals on top and bottom (use chart in workbook for amount based on size of Dutch oven) and set aside 5-20 min to cook rice.

Remove lid; continue boiling to remove some liquid if necessary. May garnish with shredded cheese, olives, crushed tortilla chips.

SESAME CHEESE BISCUITS 1 pkg (8) refrigerated biscuits Mix together in shallow pan: ¾ c grated parmesan cheese 3 TBLSP sesame seeds Melt in a small pan ¼ c butter or margarine Dip each roll in butter, then cheese-sesame mix. Place on ungreased baking sheet. Bake 8 minutes at 400 degrees F Serves 4-8

MIXED BERRY CRISP Preheat Dutch oven for 10 minutes While Dutch oven is preheating, prepare topping & filling. Filling: In a bag or bowl, combine 30 oz thawed frozen berries (or fresh) with ¾ cup sugar; set aside.

Topping: Melt 1 stick margarine or butter. While it is melting, in a 1 quart Ziploc bag, mix: 1 cup flour 1 cup brown sugar 1 cup oatmeal

CHOCOLATE CHERRY CAKE Ingredients: 1 chocolate cake mix 3 eggs 1 can cherry pie filling 12 oz bag chocolate chips Directions: Mix cake mix, eggs and pie filling. Pour into Dutch oven. Cover and bake with 10 coals on the bottom of the Dutch oven and 14 on the top (if using a 12” Dutch Oven). Bake about 45 min (start checking after 30 min). After removing from coals, sprinkle on chocolate chips and replace the cover (creates the frosting)


PEACH DUMP CAKE Grease 9 x 13 pan or line pan with foil and grease it. Dump ingredients in this order: 1 29 oz can sliced peaches and juice 1 white or yellow (1 lb 2 oz) cake mix (dry) ½ stick (1/4 c) butter (cut in thin slivers – or melt and pour over dry mix) ¼ - ½ c sliced almonds or chopped pecans

Optional: Lightly sprinkle peaches with cinnamon before continuing

Do not stir. Just dump in the order listed above. Bake at 350 degrees F 40-60 min or until mixture is bubbling and slightly browned on top.

Mix in the melted margarine/butter. When Dutch oven has finished heating, pour in berry mixture. Sprinkle topping evenly onto berries. Bake, covered, for 30 to 35 minutes (9 coals on the bottom and 15 coals on top).

Serve warm or cold with Cool Whip or ice cream. Serves 6-8.

Note for Apple Crisp substitute one of the following for the berries & sugar. Use the same “crisp” topping. 2 #2 cans of sliced apples (sprinkle with cinnamon and sugar)

OR 1 can apple pie filling – OR - 2 cans applesauce – OR -8 or more sliced fresh apples (toss with ¾ c sugar & ¼ c flour and cinnamon to taste)


HOSTESSING

1. Wipe down tables 2. Wash hands 3. Set table – Decorate tables using “Leave No Trace” principles. 4. Put out salt, pepper, butter, etc. 5. Check with cooks to see if anything else needs to go on table 6. Lead “Thanks” 7. Set up buffet or serve food

Giving thanks for the food we will be eating is a world wide tradition in ALL cultures and faiths. We want the “thanks we choose to do at a Girl Scout event to be inclusive. To do that it is important that we avoid language that is specific to any one faith. Below are two possible “thanks” that are consistent with the need to be inclusive. There are many others that are appropriate.

THE EAGLE THANKS

The eagle is thankful for the mountains, The fish is thankful for the sea, We are thankful for the wind and the rain And for what we’re about to receive

‘NEATH THESE TALL GREEN TREES

'Neath these tall green trees we stand, Asking blessing from thy hand. Thanks we give to thee above, For thy health and strength and love


Bless Our Food Tune: Make New Friends (*) beginning point for a round) Bless our food * we share with friends today. Grant us peace and love along the way.

Promise and Law Thanks Tune: Goin' To Leave Old Texas Now; words adapted by Susan Wichers

[]=echo I'm goin' to share [I'm goin' to share] This meal with friends [This meal with friends]

Girl Scout Way Thanks Tune: Auld Lang Syne For all the bounty we receive, Let us offer thanks and praise. And be courageous, strong and fair, As we live the Girl Scout way.

Orchard and Ocean [adapted] Tune: Tell Me Why Orchards and oceans, farms and fields We are so thankful for all that they yield. For earth and water, for flowers and seeds We show our thanks in our words, thoughts and deeds.

Madeline*

We love our bread, we love our butter, Most of all we love each other.

*No tune - this is just spoken.

Zippity do Dah

Zippity do dah, zippity ay My oh my what a wonderful day Plenty of blessings, coming my way Zippity do Dah, Zippity ay

Promise and Law Thanks Let's give our thanks, [Let's give our thanks,] 'Fore this day ends. ['fore this day ends.] The Promise and Law [The Promise and Law]

Shows me the way [Shows me the way] To be prepared [To be prepared]

Each and every day. [For each and every day.]


COOKS & FIRE TENDERS Girls who have been assigned the cooks role, would do the following, some of which was already

done today when you were learning to use the box and Dutch ovens. o Tie back hair, wash hands o Check menu and get out food and equipment o Build fire or start charcoal if they are being used (not in this case)* o Sanitize work surfaces o Prepare food o Put away food items when done with them o Wipe up spills as you go, sanitize surfaces and knives when needed o Soak cooking pans if necessary o Monitor box and Dutch ovens at both sites, and remove food when cooked. Work with

Hostesses to set up at the buffet table. o Make two “no cook dishes” (salad, appetizers) and place on buffet table. (Your

Facilitators will let you know the supplies they brought for these dishes.)

POSSIBLE NO COOK DISHES ANTS ON A LOG

Celery Peanut butter Raisins

PLAIN SALAD 1 lg or 2 sm heads torn lettuce Miracle Whip to moisten Season to taste

COLE SLAW 1 cabbage (shredded) Miracle whip to moisten Sugar & salt to taste

TOSSED SALAD add: Celery Gr. Onions Radishes Tomatoes

Then for MALLOW FRUIT add: 1 30-oz. fruit cocktail 2 c. mini marshmallows

Then for HAWAIIAN SLAW add: 1 20-oz. crushed pineapple shredded carrots optional

TUNA SALAD add: 2 7 oz. cans tuna 2 c. chopped celery

½ c. chopped onion

ISLAND WALDORF Substitute: Pineapple chunks or Mandarin oranges for

Half the apples

PEANUT SLAW add: 2 t. salt 2 t . sugar 2 t. vinegar Just before serving add: ½ c. roasted chopped peanuts

TROPICAL WALDORF Substitute: Sliced Bananas or Sliced pears for Half the apples

CARROT SLAW add: 3 c. grated carrots 1 c. raisins ¼ c. lemon juice

COLESLAW DRESSING 1/3 c salad dressing, i.e. Miracle Whip 1 Tbsp vinegar 2 tsp sugar ½ tsp salt ½ tsp celery seed

Put sugar and salt into a small bowl and stir in vinegar until almost dissolved. Add remaining ingredients and stir until sugar and salt are completely dissolved.

Yield: dressing for ~ 3 c chopped cabbage


DISH WASHING

This Kaper was covered in detail in Outdoor 2. The information below is offered as a reminder.

Start dishwater heating before sitting down to eat Set up dishwashing: Garbage can Rubber spatula to scrape excess food from dishes 3 wash tubs—1 hot, soapy water

2 warm rinse water 3 sanitize-1 tsp. bleach per 1 gallon cool water

Dish drainer Put leftover food in coolers (check temperatures) After personal dishes are washed, wash pots, pans and utensils. Let them air dry. Put away dishes and cooking equipment Wipe up tables, counters and stoves Empty dishwashing pans, strain water before dumping. Sweep kitchen and dining area

CLEANING UP THE COOKSITE

Maintaining a clean campsite and cooking area is a necessary discipline for all campers. Washing your utensils and food preparation surfaces will eliminate the very real threat of illness within your group. Proper clean-up is also ecological. It is your responsibility to leave the outdoor environment natural, beautiful, and unspoiled.

DISHWASHING:

1. Do not soap the outside of pots before using them over a fire. This practice adds too many phosphates to the environment. NOTE: Blackened pots retain heat better and thus may save on fuel. If you are planning a longer trip, you may wish to leave the pots black.

2. To keep food from sticking to inside of pans when cooking foods like atmeal, pasta, or stew, lightly wipe pan with cooking oil.

3. As soon as pot is empty, scrape or rinse out the pot to remove food residue. Warm water may be necessary to remove residue.

4. While eating, heat water for dishwashing.

5. Scrape dishes into the garbage. Grease should be poured into a can with a cover and put in the garbage. Garbage should be disposed of in a garbage can or packed out.


6. Use a sponge to wash dishes and food preparation surfaces since it is easier to keep clean than a dish rag. A metal scouring pad, or even sand, is helpful for removing sticking particles.

7. Under no circumstances should you ever wash your dishes in a lake or stream. Discard dishwater away from any water supply, preferably in a designated drain, on well-drained soil, or on rocks where it cannot run back into the water.

8. Use the 3 Dish Pan Method for washing dishes.

9. Dishpan 1- Wash dishes in warm soapy water. Use a biodegradable soap for dishwashing.

10. Dishpan 2 - Rinse dishes in warm clear water.

11. Dishpan 3 - Sanitize dishes by soaking in bleach water for 1 minute (use 1 tsp bleach per 1 gallon water).

8. Put clean dishes into dunk bag and hang to dry. Place cooking pots upside down on clean towel to dry.

9. Strain dishwater into sump hole through cheeseclothe or mesh to remove food particles.

Dispose of food particles in garbage. Do not pour dishwater


REFLECTION ON THE GIRL SCOUT LEADERSHIP EXPERIENCE


DISCOVER, CONNECT AND TAKE ACTION OUTCOMES

Consider: What kind of outcomes are girls likely to accomplish when participating in more advanced outdoor experiences? What have you accomplished? What have you discovered about yourself? What connections have you made? What kind of action might you or the girls be inspired to take? If you like, write your thoughts on the next page.

DISCOVER OUTCOMES

Girls develop a strong sense of self Girls have confidence in themselves and their abilities, feel they are able to achieve their goals, and form positive gender, social and cultural identities.

Girls develop positive values Girls form their beliefs and values based on the Girl Scout Promise and Law, learn to consider ethical aspects of situations, and are committed to social justice, community service and action.

Girls gain practical life skills Girls gain skills that prepare them for a positive, healthy and independent future.

Girls seek challenges in the world Girls develop positive attitudes toward learning, seek opportunities for expanding their knowledge and skills, set challenging goals for themselves and take appropriate risks.

Girls develop critical thinking Girls learn to examine ideas from a variety of viewpoints and use critical thinking to explore implications of gender issues for their lives and their leadership development.

CONNECT OUTCOMES

Girls develop healthy relationships Girls learn to form and maintain meaningful and caring relationships, communicate effectively, protect their rights in relationships, and know when to seek help from others.

Girls promote cooperation and team building Girls recognize the value of working together and learn to make decisions that benefit the whole group. They can build effective teams, learn to be accountable to their shared goals, and show recognition for others’ accomplishments and contributions.

Girls can resolve conflicts Girls learn to recognize and analyze different conflict situations and develop skills for constructive conflict resolution and conflict prevention.

Girls advance diversity in a multicultural world Girls learn to think and act in a way that promotes an inclusive environment, respecting and valuing diverse backgrounds, viewpoints and life experiences.

Girls feel connected to their communities, locally and globally Girls feel that they are part of a larger community and recognize the importance of building diverse, supportive social networks for their personal and leadership development.

TAKE ACTION OUTCOMES

Girls can identify community needs Girls learn to identify issues in their local and global communities and come up with realistic possibilities for action.

Girls are resourceful problem solvers Girls can use their knowledge and skills to set up and implement creative and effective ‘action plans,’ locate tools and resources they need, and know when, where and how to enlist help from others.

CONTINUED ON NEXT PAGE


Girls advocate for themselves and others Girls develop the ability to speak out on their own behalf and seek opportunities to act and speak on behalf of others.

Girls educate and inspire others to act Girls learn to effectively explain their ideas to others and motivate them to get involved in community service and action.

Girls feel empowered to make a difference Girls feel empowered to use their leadership skills to effect change in their lives and their world, and that their contributions are valued in the larger community.

RECORD YOUR THOUGHTS HERE!

FOLLOWING THIS COURSE I PLAN TO …..


WORKSHOP EVALUATION – OUTDOOR 3 1. On a scale of 1 – 10 (1 = poor and 10 = excellent)

o I would rate this workshop:

1 2 3 4 5 6 7 8 9 10

o I can explain how different learning styles might change the way skills are taught to girls. 1 2 3 4 5 6 7 8 9 10

o I feel I can help the girls understand the progress of skills and outdoor events that they can choose to participate in.

1 2 3 4 5 6 7 8 9 10

o I know how to coach my girls through starting fires. 1 2 3 4 5 6 7 8 9 10

o I can identify the steps in using charcoal cooking (Box and Dutch Ovens) with girls.

1 2 3 4 5 6 7 8 9 10

3. Three things I found most valuable in this workshop were:

o ________________________________________________________________

o ________________________________________________________________

o ________________________________________________________________

4. Facilitator evaluation. Please indicate your assessment of the trainers’ skills in presenting this course using a scale of 1 – 4, 4 being the highest value. For each trainer check the box for the value of your choice for each statement. Facilitator Facilitator Facilitator

Name Name Name _______________ ______________ ______________

1 2 3 4 1 2 3 4 1 2 3 4

Appeared to be prepared

Appeared to be competent in the subject matter

Gave clear and concise instructions

Encouraged group involvement and participation

Handled discussions and problems from the group

Used a variety of facilitation methods

Worked well with co-facilitators (if applicable)

5. Other comments:


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