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O TEACHINGTEAVENO TRACE A nationally recognizedoutdoor skills and ethical awarenessprogram
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A c x n o w t E DM c ENTs We thank the followingpeoplefor their time and efforts in makingthis hanG book possible:Scott Reid,LeaveNo TraceInc.;Jeff Marion,U.S.Geological Survey;KellyHartsell,NationalParkService;AaronGale,AnneRobinson, DougRobinson,KayRusson,and DaveWitt, Utah NationalParksCouncil;Fred Jepsenand DavidMunford,GreatSalt LakeCouncil;Kim Hardcastle,Trapper TrailsCouncil;Bill Wagnerand StewJacobson,Bureauof LandManagement; SarahFlindersand RandyWelsh,U.S. ForestService;BrucePowell,National Park Service;and Martin Ott, State of Utah Departmbntof NaturalResources. Specialthanks go to DonaldM. Gale,chairmanof LeaveNo Tracefor the Utah NationalParksCounciland advisorfor the Tu{ubiruNoonieLodgeof Order of the Arrow,for developingthe prototypeof this handbook.
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fnformationfor this handbookwas extractedfrom TerchingLeaveNo Trace,a bookletpublishedby the Bureauof LandManagementand the U.S.ForestServicethat containsactivitiesto teach responsible skills. backcountry
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Contents Preface.
.......v
WhyLeaveNoTraceT...
.......1
WheretoStart TipsforTeaching
......2 ....3
Backgroundon the Principlesof ......5 LeaveNoTrace ...5 OurNaturalWorld . . ..6 1 .P l a n A h e a d a n d P r e p a r e . . . 2. Tfaveland Campon DurableSurfaces. . . . . . .9 3. Disposeof WasteProperly (PackIt In, PackIt Out) . 13. . . . 16 4. LeaveWhat YouFind . . 17 5. Minimize CampfireImpacts.. . .20 6. RespectWildlife . . . . .22 7. Be Considerate of OtherVisitors ... .23 OuickConcepts World . . .24 for Natural QuickConcept Our Quick Conceptfor Plan Aheadand Prepare. . . . Zs Quick Conceptfor Tfavel and Camp on ......26 DurableSurfaces Quick Conceptfor Disposeof WasteProperly (PackIt In, PackIt Out) . . . . . .27 Quick Conceptfor LeaveWhat YouFind . . . . . . 28 Quick Conceptfor Minimize CampfireImpacts . 28 . . . . .29 Quick Conceptfor RespectWildlife for Be Considerate of Concept Quick ....30 OtherVisitors
......31 ActivityPlans Activity Plan for Our NaturalWorld. . . . . .32 UnderstandingOutdoorEthics Activity Plan 1 for Plan Aheadand Prepare....37 ExploringPretripPlanning Activity PIan2 for Plan Aheadand Prepare.....44 ExploringMealPlanning. Activity Plan I for Tiaveland CampOn Durable . .47 TravelConcepts Surfaces-Exploring Activity Plan 2 for Thaveland Campon Durable Surfaces-ExploringCampsiteSelection. . . . 51 Activity Plan I for Disposeof WasteProperly.....58 ExploringTfashDisposal of Waste ProperlyActivity Plan 2 for Dispose ExploringDisposalof Human Waste. . . . . . . 61 Activity Plan for LeaveWhat You FindExploringNaturalSettingsand ...65 ArchaeologicalAreas Activity Plan for Minimize CampfireImpacts. . . . . . 68 ExploringFiresand Stoves. . . Activity Plan for RespectWildlife-Exploring ..72 RespectforWildlife.. Activity Plan for Be Considerateof Other Visitors-Exploring How to Be Considerate . .75 of OtherVisitors .....79 Appendix . . 80 LeaveNo TlaceResources . . 8l To LeaveNo Thace . . .82 A SideNoteon Rulesand Regulations ..... 83 IdeastoRemember.. . . . . . . 84 The Principlesof LeaveNo Tlace
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The purposeof this manual is to further LeaveNo Tfaceskills and awarenessof outdoor ethics.The Boy Scoutsof America has adoptedthe principles of Leave No Thace,which are easyto learn and apply. As eachprinciple is learned,it should be applied. Every outing and activity should be conductedwith Leave No Tlace in mind. As young peoplemature, we will enjoy an increasinglybeautiful environmentbecauseof the impact of their training in LeaveNo Tface. As membersof the Boy Scoutsof America, we should be good stewardsof our environmentthrough knowledgeableuse of resources.This manual can serveas a major tool in our efforts to teach othersthe importanceof our relationship with the environment. We all must take responsibilityfor our decisions when we use the outdoors,and we should treat the environmentwith respect so future generationscan enjoy the outdoorsas we do today. Contactfederaland stateland managementagenciesfor additional information. (Checkthe blue pagesof your local telephonedirectory.)Additional resourcesare availableon the Internet at lttp://unru.blm.gov/educatioll/WT or from the kave No TfaceWeb site,http://wunt.lNT.org;by telephoning800-3324100;through local land managers;and through the BSASupply catalog. Ttris manud contains a variety of activities designedto teach the skills necessary to earn the LeaveNo TfaceAwarenessAward. As you review the manual you will realizehow easytheselessonsare to prepare.Youcan focusmany months of weekly activities on teaching and learning l.eave No Tfaceskills and ethics. Usea singleconceptfrom the sectioncalledBackgroundon the Principlesof LeaveNo Tfaceone week, and the next week work on the colrespondingconcept from the Quick Conceptssection.The Backgroundon the Principlesof LeaveNo Tfaceprovides essentialinformation required to understandleave No Tlaceprinciples.The Quick Conceptssectionpresentsactivitiesthat requirelittle preparation.Eachactivity takesonly about 15 to 30 minutes.Weeklymeetings can also be usedto work on the merit badgesneededto qualify for the award. The Activity Planssectionprovidesin-depth LeaveNo Tlaceactivities for your monthly campout.Theseactivities will require more preparationand will take 45 to 75 minutes to complete.Campoutsmay be used as LeaveNo Tfacerelatedserviceprojects. It is also recommendedthat adults and youths take the opportunity to participate in other activities such as ConservationGood Tirrn and the William T. HornadayAwards,and earn other awardsrelatedto conservationand our environment. Any part of this manual may be reproducedand used in any manner that will help further knowledgeof LeaveNo Tfaceprinciples, skills, and ethics.
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Why Leave No Trace? Today,use of designatedwildernessareashas increasedfrom 4 million peopleirl 1 9 6 4 t, o 7 m i l l i o np e o p l er n l 9 7 4 , t o 1 5 n i l l i o n i n 1 9 8 4 , 2 1r n i l l i o ni n 1 9 9 4 ,a n d nearly 30 million expectedusersin 2000.That's a 750 percelltincreasein 30 yearsl As citiesgrow and populationsencroachupon wildlands anclrecre.rtion ar eas ,w e m u s t d o mo re th a n j u s t p i c k up the l i tter and exti ngui shcarnpfi res. We must learn how to maintain the integrity anclcharacterof the outdoorsfor all living things. LeaveNo Traceis not simply a prograrnfor visiting the backcountry,it is an attitude and a way of life. Learningabout LeaveNo Tr.lce lr eginsw i th v o u r u n i t. visitors to The knowledge and conceptsenablir-rg leaveno trace are easily taught both before and during outings.This hanclbookis clevotedto helping you teach others the value of natural areasand the methods we can use to help protect and conservetl-researeasfor future generations.
As long as I'll live, I'll hear waterfalls and birds and winds sing.
I'll interpret the rocks, Iearn the language of flood, storm, and the avalanche.
I'll acquaint myself with the glaciers and wild gardens, and get as near the heart of the world as I can.
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Individual Scouts,
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Scouters,or units apply training available in this workbook and complete requirements for the Leave No Trace AwarenessAward.
Complete the application and submit it to the local council service center or resident camp trading post.
Whereto Start Somegroupswith extensivebackcountryexperiencemay alreadypracticethe LeaveNo Tlaceprinciplesas a part of their culture.Othersmight only "car camp."Somemay do a lot of backpackingbut haveno knowledgeof LeaveNo Tfaceand consequentlymay haveto dvercomea few bad habits.To complicate the task, evenexperiencedgroupswill probablyhavenew memberswho have not beenexposedto LeaveNo Tiaceprinciplesand skills. The first stepin putting togethera training programfor your group is to honestly understandwhere you are.Startby askingyourselfand your youth participantsthe followingquestions: ) Do we plan aheadfor all circumstances and go prepared?
The Leave No Trace Awareness
Award patch, No. 8630,
) Do we alwaystravel and camp on durablesurfaces? Do we know what that means?Do we know what surfacesare not durable? ) Do we know how to properlydisposeof our human wasteand wastewater?
is available at council
) Do we minimize site alterationsand leavenaturalitems and artifactsfor othersto discover?
senricecenters and
) Do we minimize our campfireimpact?
resident camp trad-
) Do we only observewildlife,or do we disturbthem with our actions?
ing posts.
) Are we alwaysconsiderateof other campers? ) Do we understandand follow the LeaveNo TiaceprinciplesS
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Honest answersto questionslike thesewill help determinewhere your Sroup standsin the processof learningLeaveNo Tlaceprinciples.Having established where you arc will help you determinewhere to start your LeaveNo Tlacetraining. Learn those skills and ethics that are neededfrom this handbook to help you completethe requirementsfor earning the kave No TlaceAwarenessAward. This handbookhas been designedfor flexibility in meetingyour needs.Teach as little or as much as your group can handle in a session.You may have already taught participantssomeof theseskills. With this designyou can determineyour group needsand go to that part of the handbook.Work theseactivitiesinto your weekly meetingsand monthly campoutsto preparefor successfulcompletionof requirementsfor the LeaveNo TfaceAwarenessAward.
Tips for ftaching MAITE TT AN AI'VETIT{'REI It's easyto help your group learn LeaveNo Tfaceskills in a fun and interesting atmosphere.The following tips provide insight into the teachingand learning process. Be Prepared Advancepreparationof meetingshelps ensurea quality experiencefor you and your audience.Someactivities require you to assemblematerials,to have participantscome prepared,or to selectspecialmeetinglocations.Keepthe following in mind: ) Find a relaxing spot and review the entire activity aheadof time. Reviewing will give you time to familiarize yourself with the necessaryinformation, assemblematerials,choosea meetinglocation, or make assignmentsprior to teachingthe activity. Carefully readingthis information will keepyou one step aheadof your audiencemembersand allow you to support them in understandingeach new LeaveNo Tfaceprinciple.. ) Assemblematerialsaheadof time. The materialsneededfor eachactivity are readily availableand require minimum time to gather. ) Make arrangementsfor the meeting location in advance.Be sure there is adequate space,lighting, and other important elementsto help make the participants comfortable. ) Assigntasksbeforethe meeting,and give individuals plenty of time and direction to completetheir assignmentsin advance.
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Teaching and Learning styles-Diversity Is the spice of Life Eachof us teachesand learnswith our own unique style. Anyone who has worked with people knows that different peopleare inspired by different teachingand learning techniques.Most young peoplegenerallyprefer active, hands-on,minds-on learning. TheseLeaveNo Thaceactivities have been wdtten with the following stylesin mind. ) Visual learner. The visual learner likes to learn through seeing-video, chart, picture,model. ) Auditory learner. The auditory learner likes to learn through listeninglecture,discussion,debate. ) Kinesthetic learner. The kinestheticlearner likes to learn by using his or her body-dance, drama,movement,hiking. ) Tlactilelearner. The tactile learner likes to learn through touching and feeling-hands-on activities and projects. ) Experiential learner. The experientiallearner likes to learn by experiencing the activity first-hand. A Guide on the Side, Not a Sage on the Stage Peoplelearn better when being guided to discoverand think for themselves. Learningthrough lecturesfrom the "expert" is seldom interestingand easily forgotten.When teachingLeaveNo Thace,rememberto ) Encourageinvolvement. Allow individuals to discoverand think for themselves,rather than providing them with all the answers. ) Iearn together. You will have some foundationalknowledgebecauseyou have reviewedthe necessaryinformation. Allow yourself to learn along with your group as you experienceeach activity. You do not have to be a Leave No Tbaceexpert. The activitiesin this handbookare designedto allow participantsto discover for themselvesthe importanceof LeaveNo Tfaceand how to apply the principles.
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Plan Ahead
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Travel and
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Camp on Durable Surfaces
Dispose of
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Waste Properly (Pack It In, Pack It Out)
Backgroundon the PrinciPles of LeaveNo Trace AN IN.DEPITI LOOK AjT TIIE NEED FOR I.EATTENO TRACE Getacquaintedwith the sevenprinciplesof LeaveNo Tiace.It's essentialto feel comfortableand knowledgeablebeforegettingstarted.Beginby thoroughly readingthis sectionbeforeproceedingwith the activities.Then,reviewthe appropriateinformationbeforeconductinga specificactivity.
Leave What
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Minimize
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Our Natural World Often,beforepeoplecan decideto leaveno tracein the backcountry,they must feel a personalconnectionto the land; they needa reasonto care.Caringcan take many forms:a love of beauty,an enjoymentof wild plantsand animals, an interestin learningaboutthe naturalworld, a feelingof onenesswith nature, a desirefor fun and leisure,the excitementof discovery,or evena needto be challenged.All theseexampleshelp illustratehow we are a part of the web of life that surroundsus. of how the naturalworld functions-and our ability to An understanding aboutLeaveNo Tiace.Before many considerations world-raises changethis to help peoplemake a perare encouraged teachingLeaveNo Tface,leaders as the individual sonalconnectionwith the naturalworld. Simultaneously, nurturesthis connection,a commitmentto protectingthe naturalworld also takesshape.This sectionhelpsset the stagefor promotingLeaveNo Tface and remindsus that humansare part of the naturalworld.
"oo Find
campfire Impacts
Respect
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Wilderness is a necessity...a fountain of life . . . thousands of tired, nerve-shaken, o v e r -c i v i l i z e d
O Phn Ahead and Prepare
Propertrip planningand preparationhelpsbackcountrytravelers accomplishtrip goalssafelywhile minimizing damageto the land and having fun. Poorplanningoften resultsin miserablecampersand damageto natural and cultural resources.Rangersoften tell storiesof campersthey have encounteredwho, becauseof poor planningand unexpectedconditions, degradebackcountryresourcesand put themselvesat risk.
beginning to find
M|E IMPORTANCE OF TRIP PI.ANNING Hereare a few incentivesfor trip planning.Youmay want to add to this list. Tfip planning
out that going to
) Helpsensurethe safetyof groupsand individuals
the mountain is
) Reducesthe likelihoodof neededsearchor rescueassistance
going home; that
) Preparesusersof the out-of-doorsto leaveno traceand minimizes resourcedamage
people who are
wilderness is a hecessity; that
) Contributesto a fun and enjoyableoutdoorexperience ) Increasesself-confidence and opportunitiesfor learningmore about nature
mountain parks and reservations are useful not only as fountains of timber and irrigating rivers, but as fountains
When a group neglectsthe responsibilityof propertrip planning,it leaves the door wide open for eventsto go awry. A group that is experiencedand familiar with the geographicalcharacteristicsof an areawill avoid risk by ) Steeringclearof areassusceptibleto flash floodsor along ridgetopsvulnerable to lightning activity ) Carrying an adequatesupply of drinking water or arrangingfor a way to purify water from natural sourceswhen traveling along arid lands ) Checkingwith local land managers'andstudyingmapsand weatherconditions to contributeto a low-risk experience
of life.
A well-preparedgroup might plan to cook mealson stovesor, if using a campfire,will find out in advancewhen and where that is allowed.Stovesare preferredover campfiresbecausethey leaveno impact, can be usedin different environments,and are convenient.Sucha group would not discoverupon arrival at its destinationthat a fire ban is in effect or that firewood is in scarce supply.In contrast,poorly preparedgroupsoften build a fire anyway-breaking the law or spoilingthe land-simply becausethey havenot plannedfor alternatives.A scarcewood supply is a sign that an areais experiencingthe cumulative effectsof heaw recreationuse.
o A group that l'rasdevelopedgood travel plans will be able to travel as fast as it expected.This group will not be caught off guard becauseof steepterrain or trails that are too rugged.However,the unpreparedgroup will often resort to s et t ingu p c a mp l a te a t n i g l -rt,s o m e ti mesi n an unsafel ocati on.P oor campsi te s elec t i o nu s u a l l yl e a d sto u n n e c e s s aryresourcedamage.In addi ti on,the group destination. may never even reacl'tits planr-red
tJre ncri Axes and sarnl,E, l ect it t g for coi needecl prel)ann.{l wocd and for a Leave N<-rI'rar,'e; fire. I)ownecl^ ritilil 'woori rs gatherecl {.ronl the grounri anri hr:okert by hand.
Chooseequipment and clothing for comfort, safety, anrl to follow Leave No Trace principles. Include these outdoor essentials:
il { Identify and recorclthe I goals (expectations)of ' your trip. Identify the skiils and abilities of the participants. Select destinations that match the goals, skills. anclabilities of participants. Seek information about the area your group plans to visit front land managers, maps, and literature. Check the normal weather patterns and temperature ranges for the area during the time of year your trek is planned. Get a projected weather forecast the night before departure. Adiust your plans if necessary,considering the knowledge, experience, and preparedness of the group.
Extra clothing
u Extra trail food r Rain gear (shelter) f, Pocketknife and n Matches fire starters n Stove il
Water bottles
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Watch
Plan trip actiu';iies to match the g;oalr skills. and abiltties oi the gyroup. E val uate yOur tri p upoit return, note chan l; es Lo nrake next ttmi:.
tr Maps and compass tr First-aiclkit I
Sun anrl insect protection (broadbrimnied hat, sunglasses,sunscreen of SPF 15 or higher, insect repellent)
with zoom tr Camera photographfor lens ing wildlife at a drstance
trowel for n Small digging a cathole
f,
Smali strainer or 1-foot-squarepiece of fiberglass screen for removing food particles from dishwater
muddy tr Gatorsorfortrails with trails loose stones
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OITTER CONSIDERATIONS WHEI\TMIP PI.ANNING Takethe following elementsinto considerationduring trip planning.Youmay want to add to this list. ) Weather ) Tenain ) Regulations,restrictions,permits ) Privateland boundaries ) Hiking speedof the group'sleast capablemember ) Anticipatedfood consumption(Leftovers createwaste,which leavesa trace!) ) Groupsize (Doesit meetland management regulations,trip purpose,and Leave No Tlacecriteria?) > All LeaveNo Tfaceprinciples ME/AL PI"ANNING Mealsare anotherelementto trip planningthat can profoundlyaffecta group's impact on a backcountryarea. Benefits of Good Meal Planning Meal planninghelps ) Reducetrash. ) Reducepack weight, resultingin fasterhiking times and lessfatigue. ) Reducedependenceupon campfiresfor cooking. One-Pot Meals and Food Repackdglng Planningfor one-potmealsand lightweightsnacksrequiresa minimum of packagingand preparationtime, lightensloads,and decreases garbage.Onepot meals require minimal cooking utensils and make it easyto preparemeals on a lightweightstove.TWobackpackstovescan be usedto cook all mealsfor groups of.12 peopleif you havea coupleof largepots. (Onelargepot can be balancedon two stoveswhen quick heatingis desired.)When using smaller pots, four backpackstovesmay be needed. Most food should be removedfrom its commercialpackagingand placedin resealableplastic bagsor sealableplastic containersbeforepackingyour backpacks.Resealableplasticbagssecurepremeasuredfood and reducebulk and garbage.Empty bagscan be placedinside eachother and packedout for reuseat home or usedto carry out garbageleft by others (goodturn). This method minimizes the amount of garbageyour group must pack out at the end of the trip and eliminatesthe undesirablebehaviorof stashing or burying unwantedtrash.
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O Travet and Garnpon Durable Surfaoes
The goal of backcountrytravel is to move through the backcountry while minimizing damageto the land. Understandingthe impact of travel on the land is necessaryto accomplishthis goal. Damage occurswhen hikers trample surfacevegetationor communitiesof organismsbeyond recovery.The resultingbarren arealeadsto the development of undesirabletrails and erosion.
IIU HEAVITY USED ARE/AS COIUCEXI-TRAtEAgfrVmES Backcountrytravel frequently involves travel over trails and off-trail areas.Land managementagenciesconstructtrails in backcountryareasto provide identifiable routesthat concentratefoot and stock traffic. Constructedtrails are themselvesan impact on the land; however,they are a necessaryresponseto the fact that peopletravel in the backcountry.Concentratingtravel on trails reducesthe likelihood that multiple routes will developand scar the landscape.It is better to have one well-designedroute than many poorly chosenpaths. Tfail use is recommendedwheneverpossible.Encouragetravelersto stay within the width of the trail and not take shortcutsalong trail switchbacks(trail agzagsthat climb hillsides). Tlavelersshould provide spacefor other hikers if taking breaksalong the trail. When taking a break, selecta durable surfacewell off the trail on which to rest. Practicethe principles of off-trail travel if the decision is made to move off-trail for breaks. SNEAI' US AND IIIPACI IN PRISTIIIE ANEAS Spreadinguse and impact applieswhen visiting any pristine area,exceptsoqg 'Off-trail" refersto all travel that doesnot utilize a desi desertsettings. "bathroom" privacy, trail, such as travel to remote areas,searchesfor and explorationsnear and around campsites.With the exception of some desertareas,backcountrytravelersshould spreaduse
andimpactin pristineareas.T\uoprimaryfactors how off-trailtravelaffectsthe land: dtrabiltty of. surfacesand vegetation, and fteEtency of.travel
(or groupsize). ) Durabiliryrefersto the abilityof surfaces vegetationto withstand wear or remain in a stablecondition. ) Ftequmcy of use (and large group size) increasesthe likelihood that a large area will be trampled or that a small area will be trampled multiple times.
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SI'RFACE DI'NABIIJTY The conceptof durability is an important one for all backcountrytravelers to understand.The following natural surfacesresponddifferently to backcountry travel. Rock, Sand, and Gravel. Thesesurfacesare highly durable and can tolerate repeatedtrampling and scuffing. However,lichens that grow on rocks are vulnerableto repeatedscuffing. lce and Snow. The effect of travel acrossthesesurfacesis temporary,making them good choicesfor travel-assuming good safetyprecautionsare followed and the snow layer is of sufficient depth and firmness to prevent vegetationdamage. Vegetation. The resistanceof vegetationto trampling varies.Carefuldecisions must be made when traveling acrossvegetation.Selectareasof durable vegetation or sparsevegetationthat is easily avoided.Grassesare resistantto trampling, but most forest herbs and ferns are fragile and quickly show the effectsof trampling. Wet meadowsand other fragile vegetationquickly show the effectsof trampling. Tlampling encouragesnew and inexperiencedtravelers to take the same route and leadsto undesirabletrail development.As a generalrule, travelers who must venture off-trail should spreadout to avoid creatingpaths that encourageothersto follow. Avoid vegetationwheneverpossible,especially on steepslopeswhere the effectsof off-trail travel are magnified. Cryptobiotic Crust. Cryptobiotic crust, found in desertenvironments,is e,rtremelyvulnerableto foot traffic. Cryptobiotic crust consistsof tiny communities of organismsthat appearas a blackish and inegular raisedcrust upon the sand. This crust retains moisture in desertclimatesand providesa protective layer that helps prevent erosion.One footstepcan destroycrlptobiotic crust for decades.It is important to use developedtrails in theseareas. If you must travel off-trail, walk on rocks or other durable surfaces.In broad areasof crlrytobiotic crust, where dantageis unavoidable,it is best to follow in one another'sfootsteps,thereby affectingthe smdlest areaof crust possibleexactlythe oppositerule for traveling through vegetation.Cryptobiotic crust is also ortremely vulnerable to mountain bicycle and horse travel. D6ert Puddles and Mud Holes. Water is a preciouslyscarceresourcefor all living things in the desert.Don't walk through desertpuddles or mud holes, or disturb surface water in any way. Potholesare also home to tiny desert animals.
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CAMP ON DI'RABI.E SI'RFACES Selectingan appropriatecampsiteis perhapsthe most importantaspectof lowimpact backcountryuse.It requiresthe greatestuse of judgmentand information and often involvesmaking trade-offsbetweenminimizing ecologicaland socialimpacts.A decisionabout where to camp shouldbe basedon information about the level of use in the area,the fragility of vegetationand soil, the likelihoodof wildlife disturbance,an assessment of previousimpacts,and your party's potentialto causeor avoid impact. Choosing a Campsite in High-Use Areas Avoid campingcloseto water and trails, and selecta site that is not visible to others.Evenin popular areasthe senseof solitudecan be enhancedby screening campsitesand choosingan out-of-the-waysite.Campingaway from the water'sedgealso allows accessroutesfor wildlife. Plan aheadby discoveringand obeyingregulationsrelatedto campsiteselection. Someareasrequirecampersto use designatedsitesand/or to campa specified distancefrom water sources.Allow enoughtime and energyat the end of the day to selectan appropriatesite. Fatigue,bad weather,and late departure timesare not acceptableexcusesfor choosingpoor or fragilecampsites. Generally,it is best to camp on sitesthat are so highly impactedthat further carefuluse will causeno noticeableimpact. In popular areas,thesesitesare obviousbecausethey havealreadylost their vegetationcover.Also, it is often possibleto find a site that naturallylacksvegetation,such as exposedbedrock, sandyareas,or baresoil. On high-impactsites,concentratetents,traffic routes,and kitchen areasin the centerof alreadyimpactedareas.Locatethe camp kitchen on the most durablesite becausemost impact occurswhen cookingand eating.The objective is to confineimpact to placesthat alreadyshow use and avoid enlarging the areaof disturbance.When leavingcamp,make surethat it is clean,attractive, and appealingto other camperswho follow. Camping in Undisturbed, Remote Areas Pristineareasusually are remote,seefew visitors,and haveno obvious impacts.Visit thesespecialplacesonly if you are committedto and knowledgeable of the techniquesrequiredto LeaveNo Tface. On pristinesitesit is bestto spreadout tents,avoid repetitivetraffic routes, and move camp everynight. The objectiveis to minimize the number of times any part of the site is trampled.In settingup camp: ) Dispersetentsand the kitchen on durablesites. ) Plan aheadto wear soft shoesaroundcamp to minimize the impact on vegetationand compactionof the soil, which may stifle roots. ) Minimize activity aroundthe kitchen and placeswhere packsare stashed.
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The durable surfacesof large rock slabsmake good kitchen sites.Watch where you walk to avoid crushing vegetation,and take alternatepaths to water. Minimize the number of trips to water by carrying water containers.Checkthe regulation,but camping at least 200 feet (80 adult steps)from water is a good rule of thumb. When breaking camp, take time to naturalizethe site, help the site recover, and make it lessobvious as a campsite. ) Coverscuffedareaswith native materials (such as pine needles). ) Brush out footprints. ) Rakematted grassyareaswith a stick. This extra effort will help hide any signsthat the spot has been a campsite and make it lesslikely that other backcountrytravelerswill camp in the same spot.The lessoften a pristinecampsiteis used,the betterits chanceof remaining pristine. Camping in Arid Lands The most appropriatecampsitesin arid lands are on durable surfaces,such as rock and gravel,or on sitesthat have been so highly impactedthat further use will causeno additional disturbance.Previouslyimpactedsites are obvious becausethey have alreadylost their vegetationcover or the rocky soils have beenvisibly disturbed.If choosingthis type of site,makesureyour spot is large enoughto accommodateyour entire group. A pristine campsite,with no evidenceof previoususe, is appropriatein arid lands provided it is on a nonvegetated,highly resistantsurface.Drpansesof rock, gavel, or sand all make excellentchoices.It should never be necessary to camp on cryptobioticsoil, islandsof vegetation,or within the preciousgreen ribbons of desertcreeksor streams.Bewareof camping on sandy river bottoms and areassusceptibleto flash floods. Positioncooking.ueas,tents,and backpackson rock, sand,or gtavel.Consciouslychoosedurable routes of travel among areasof your camp so that connectingtrails do not develop.Vary your routes sincethe objectiveis to minimize trampling and compactionon any specificpart of the campsite. Also, limit your stay to no more than two nights. Never scrapeaway or clean sites of organiclitter like leaves,and always minimize the removal of rocks and gravel.Organiclitter helps to cushion trampling forces,limits the compatibilityof soils,releasesplant nutrients,and reduces the erosiveforcesof rainfall. Disturbing the lichen-coatedand varnishedrocks known as desertpavementcan leavea visible impact for hundredsof years. Onceoverturned,theserocks are difficult to replace,and the lichens and varnish will not grow back within our lifetime. Camping in River Corridors River corridors .ue narrow strips of land and water where there is little room to dispersehuman activities.For this reason,campsitesare often designated.It is generallybest to camp on establishedsiteslocatedon beaches,sandbars,or nonvegetatedsitesbelow the high-water line.
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of Waste Properly O Dispose (Pack It In, Pack It Out)
This commonsayingis a simpleyet effectiveway to get backcountry visitorsto take their trash home with them. Thereis no reasonwhy peoplecannotcarry out of the backcountrythe extrafood and packagingmaterials that they carriedin with them in the first place.Ttashand litter in the backcountryrankshigh as a problemin the minds of many backcountryvisitors. Tfashand litter are human impactsthat can greatlydetractfrom the naturalnessof an area. Reducelitter at the source.Much backcountrytrash and litter originatesfrom food items.Perhapsthe easiestway to practicethe principleof prck tt in, pack it out, is to follow principle number one-plnn alrcad ond prepare.It is possible to leavemost potentialtrash at home if you take the time to properlyrepackage food supplies.Reducethe volume of trashyou haveto pack out. Saveweight by repackagingsolid foodsinto plasticbagsand liquids into reusablecontainers. Anothergoodideais to keepyour menu simple.For shorttrips, considernot taking a stoveand taking only food that requiresno cooking.This significantly reducesbackpackweight and excessfood packagingtakeninto the backcountry. Yourfirst preferencefor dealingwith trash shouldbe to pack it out. Most trashwill not be entirelyconsumedby fire and conditionsfrequentlymake fires Areasare often closedto firesbecauseof high fire hazardsor unacceptable. excessivecampsitedamage.Someareas,such as desertsettings,are impractical for firesbecauseof the scarcitvof firewood. \-
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Under no circumstancesshould food scrapsbe buried! Discardedor buried food scrapsattract animal life. It is common to seechipmunks, ground squirrels, and various speciesof birds gatheringaround camp kitchens.These"camp robbers" have becomeattractedto campersas a food source.Human food is not natural to wild animals,and their natural feedingcyclesand habits become disruptedwhen they are fed by humans. A conscientiousno-tracecamperalwayskeepsand leavesa clean camp. SANITATION Dishwater Strain dishwaterthrough a smdl straineror bandana.Put the food particlesin a sealableplastic bag and pack them out. Broadcastthe straineddishwater over a wide areaat least 200 feet from the nearestwater source,campsite,or trail. Scatteringdishwaterin a sunny areawill causethe water to evaporatequickly, causingminimal impact.
How Long Does It Last? Packing out trash is increasingly important
as
greater numbers of people visit the backcountry.
Here are some estimated life expectancies for different kinds of litter:
PAPER: two to four weeks
Human Waste Properdisposalof human waste is important to avoid pollution of water sources,avoid the negativeimplications of someoneelsefinding it, minimize the possibility of spreadingdisease,and maximize the rate of decomposition. If an outhouseor bathroom is available,use it. In most backcountrylocations, buryrng human fecesin the correctmanner is the most effectivemethod to meet thesecriteria. Solid human waste must be packedout from some places,such as niurow river canyons.Land managementagenciescan advise you of specificrules for the areayou plan to visit. Contraryto popular opinion, researchindicatesthat burial of fecesin mineral soil actually slows decomposition.Pathogenshave been discoveredto survive for a year or more when buried. However,in light of the other problems associatedwith feces,it is still generallybest to bury it in humus (decomposing plant or animal matter that forms organic soil). The slow decompositionrate emphasizesthe needto choosethe correctlocation, far from water, campsites, and other frequently used places. Catholes Catholesare the most widely acceptedmethod of waste disposal.Locate catholesat least200 feet (about 80 adult steps)from water, trails, and camp. Selectan inconspicuoussite where other peoplewill be unlikely to walk or camp. With a small gardentrowel, dig a hole in humus that is 6 to 8 inches deep and 4 to 5 inchesin diameter.Coverand disguisethe catholewith natural materialswhen finished. If camping in the area for more than one night, or if camping with a largegroup, widely dispersecatholesites.
BANANA PEEL: three to five weeks
WOOL CAP: one year
CIGARETTE BUTT: two to five years
DISPOSABLE DIAPER: 10 to 20 years
HARD PTASTIC CO N T A I N E R : 20 to 30 years
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Catholes in Arid Lands A catholeis alsothe most widely acceptedmeansof wastedisposalin arid Iands.Locatecatholesat least200 feet (about 80 adult steps)from water, trails, and camp. Avoid areaswhere water visibly flows, such as sandy washes,even if they are dry at the moment. Aid decompositionby selectinga site that will maximize exposureto the sun. Becausethe sun's heat will penetratedesert soils severalinches,it can eventuallykill pathogensif the fecesare buried properly. South-facingslopesand ridgetopswill have more exposureto sun and heat than will other areas. fiench Latrines Though catholesare recommendedfor most situations,there are times when a trench latrine may be more applicable,such as when camping with young children or if stayingin one camp for longer than a few nights. Use similar criteriafor selectinga latrine locationas thoseusedto locatea cathole.Since this higher concentrationof feceswill decomposevery slowly, location is especially important. Depositfecesin one end of the trench and lengthenthe other end as needed.A goodway to speeddecompositionand diminish odorsis to toss in a handful of humus after eachuse.Ask your land managerabout latrine-buildingtechniques.Carry a urine bottle when caving to avoid impacting an extremelyfragile environment. Toilet Paper Usetoilet paper sparingly and use only plain, white, nonperfumedbrands. Totletpaper must be disposedof ptoperly!lt should be either thoroughly buried in a catholeor placedin plastic bagsand packedout, which is the best way to practiceLeaveNo Tlace.Neverburn toilet paper becauseof the dangerof starting a wildfire. Urine Urine has little direct effect on vegetationor soil. In someinstancesurine may draw wildlife that are attractedto the salts;wildlife mdy defoliateplants and dig up soil. Becauseurine has an obiectionableodor, be sure to urinate at least 200 feet from a campsiteor trail. Urinating on rocks, pine needles,and gavel is less likely to attract wildlife. Diluting urine with water from a water bottle also can help minimize negativeeffects. Special Considerations for River Canyons Westernriver canyonsoften presentunique LeaveNo Tfaceproblems.In large westernrivers the most common practiceis to urinate directly in the river fbecauseurine is sterile) and to pack out fecesin sealedboxesfor later disposal. Checkwith your land managerfor detailsabout specificareas.
R U B B E RB O O T SOLE: 50 to 80 years
TIN CAN: 80 to 100 years
ALUMINUM CAN: 200 to 400 years
PLASTIC SIX.PACK HOLDER: 450 years
GLASS BOTTLES: Thousands or millions of years
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@ Icave llUhat You Find Allow othersa senseof discoveryby leavingrocks,plants,archaeological artifacts,and any other objectsas you found them. Leove wlwt you ftnd involvesmany aspectsof outdooruse.The following informationaddresses a variety of ways to respectnatural settings. MINIMIZE SITE ALTRATIONS Leave.reas as you found them. Do not dig trenchesfor tents or constructleantos, tables,chairs,or other rudimentaryimprovements.If you clearan areaof surfacerocks,twigs, or pine cones,replacethesematerialsbeforeleaving.On high-impactsites,it is appropriateto cleanup the site and dismantleinappropriate user-builtfacilities,such as multiple fire rings and constructedseatsor tables.Considerthe idea that good campsitesore found and not mnde. In many locations,properlylocatedand legallyconstructedfacilities,such as a singlefire ring, shouldbe left. Dismantlingthem will causeadditionalimpact becausethey will be rebuilt with new rocksand thus distressa new area.Learn to evaluateall situationsyou encounter. AVOID DAMAGING IJITE MEES AND PI.AN.TS Neverhammernails into treesfor hangingthings,hack at them with hatchets or saws,or cut or trampletree saplingsor seedlings.Carvinginitials into treesis unacceptable. The cutting of boughsfor use as a sleepingpad createsminimal benefitand maximum impact.Inexpensive,lightweightsleepingpadsare readily availableat camp supply stores. Pickinga few flowersdoesnot seemlike it would haveany greatimpact and, $ only a few flowerswere picked,it wouldn't. However,if everyvisitor thought, take a couple,"a much more significantimpact might result.Takea piclig#lljust the flower insteadof picking it. Knowledgeablecampersmay enjoy plant but are carefulnot to depletethe surroundingvegetaially thosethat are rare or are slow to reproduce.
:i,.LEA\IE NAn RAL OBJECTSAND Naturalobjectsof beautyor interest-such as antlers, petrifiedwood, or coloredrocks-add to the mood of the backcountryand shouldbe left so otherscan experiencea senseof discovery.In nationalparks and someother protectedareasit is illegalto remove :i naturalobjects. The sameethic appliesto cultural artifactsfound on public lands. Cultural artifactsare protectedby the ArchaeologicalResources ProtectionAct. It is illegal to removeor disturb archaeological sites,historic sites,or artifacts-such as pot shards,arrowheads, structures,and evenantiquebottles-found on public lands.If you discovera significantarchaeological resourcethat may not be known to others,pinpoint its locationon a topographicmap and reportyour finding to a land manager. \--l
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O Minimizecampfire Impacts FInES I/ERSIS S'AOVES
The use of campfires,oncea necessityfor cookingand warmth, is steepedin history and tradition. Somepeoplewould not think of campingwithout a campfire.Campfirebuilding is also an important skill for every camper.Yet,the natural appearanceof many areashas been degradedby the overuseof fires and an increasingdemand for firewood. The developmentof efficient, lightweight camp stoveshas encourageda shift away from the traditional fire. Stoveshave becomeessentialequipmentfor minimum-impact camping.They are fast, flexible, efficient, reliable,and clean burning, and they eliminate the need for firewood. Stovesoperatein almost any weather condition, and they leaveno trace. $NULD YOU BI'IID A FINEI? The most important considerationto be made when decidingto use a fire is the potential damageto the backcountry. ) What is the fire dangerfor the time of year and the locationyou have selected? ) Are there restrictionsfrom the land managingagency? ) Is there sufficient wood so its removal will not be noticeable? ) Doesthe harshnessof alpine and desertgrowing conditions for treesand shrubs mean that the regenerationof wood sourcescannot keep pacewith the demand for firewood? ) Do Soup memberspossessthe skill to build a campfirethat will leaveno trace? I.ESSNING IMPATS WHEN CAMPFIRES ARE USED If building a fire cannot be avoided,camp in areaswhere wood is abundant. Choosenot to have a fire in areaswhere there is little wood-at higher elevations, in heavily used areas,or in desertsettings.A true LeaveNo Tfacefire showsno evidenceof its use.
Existing Fire Rings The best place to build a fire is within an existing fir$ ring in a well-placedcampsite.Keepthe fire smalld and burning only for the time you are using it. Allow wood to burn completelyto ash. Put , out fires with water, not dirt. Avoid building i fires next to rock outcropswhere the black "i scarswill remain for many years.
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Mound Firc Constmctionof a moundfire canbe accomplished by usrngsimpletools:a gardentrowel,largestuff sack,and a gound cloth or plasticgarbagebag.Tbbuild this type of fire: O CoUectsomemineralsoil, sand,or gravelfrom an alreadydisturbedsource. Theroot hole of a toppledtreeor sandfrom a dry riverbedarepossiblesources. (D UV a gound cloth on the fire siteanh then spreadthe soil into a circular, flat-toppedmoundat least5 inchesthick. Thethicknessof the moundis criticalto insulatethe groundfrom the heat of the fire. Ttregound cloth or garbagebagis importantonly in that it makes cleaningup the fire mucheasier.The cirsumference of the moundshouldbe largerthan the sizeof the fire to allow for the inevitablespreadingof coals. The advantageof the moundfire is that it canbe built on flat, exposedrock or on an organicsurfacesuchaslitter, duff, or grirss. Fhe Pans Useof fire pansis a gooddternativefor fire building.Metaloil drainpansand somebackyardbarbecuegills makeeffectiveand ine'rpensivefire pans.Ttre pan shouldhaveat least3-inch-highsides.Elevatethe pan on rocksor line it with mineralsoil so the heatwill not scorchthe ground.
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Firewood*U "r"-on Standing[ees, dead or alive, are home to birds and insects,so leavethem intact. Fallentreesalso provide bird and animal shelter,increasewater-holding capacityof the soil, and recyclenutrients back into the environmentthrough decomposition.Strippingbranchesfrom standingor fallen treesalso detracts from an area'snatural appearance. ) Avoid using hatchetsand sawsor breakingbranchesoff standingor downed trees.Use dead and downed wood, which burns easily and is easyto collect. ) Use small piecesof wood-no larger than the diameterof an adult wristthat can be broken with your hands.This practiceavoidshaving to use a saw or hatchet, and the wood readily burns to ash. ) Gatherwood over a wide areaaway from camp to avoid depletingthe wood supply and to let nutrients return to the soil. Along rivers and seashores,use dry driftwood. ) Stop adding new fuel to a fire near the end of its use and toss in burned ends of wood. Allow the coalsto burn to white ash, thoroughly soak with water, and scatterthe remainsover a large.uea away from camp. In river corridors, ashesmay have to be packedout. ) When cleaningup a mound or pan fire, replacesoil where you found it. ) Scatterunused wood to keep the arealooking as natural as possible. ) Packout any campfire litter. Thashshould not be burned, especiallyplastic items and foil-lined wrapp€F, the remainsof which stay in the firelay. SAFETT Certain safetyprecautionsshould be followed when handling fire: ) When using stovesor fires, follow BSAproceduresfor . supervisionof young people. ) Follow all manufacturer'sproduct and safetylabels for stoves. ) Use only approvedcontainersfor fuel. > Build campfires well away from tents or tarps. ) Never leave a fire unattended. ) Keepwood and other fuel sourcesaway from fire. ) Thoroughly sdnguish all fires.
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@ Respec'tWildlife Most wildlife can adaptto consistentpatternsof human activity, but it's best to learn about wildlife through quiet observation.
carry binoculars,a spottingscope,or a telephotolens to view and photograph wildlife from observationareasand trails. Observewildlife from a distanceso they are not scaredor forcedto flee. Youare too closeif your presenceor actionscausewildlife to alter their normal habits. Largegroupsoften causemore damageto the environmentand can disturb wildlife, so keepyour group small. If you have a larger group, minimize your impact by dividing into smaller groupsif possible.Plan your trip to avoid critical or sensitivewildlife habitats or times when wildlife are nesting and rearing their young. Quick movementsand loud noisesare stressfulto animals.Tlavelquietly and do not pursue,feed,or forceanimalsto flee. (Oneexceptionis in bear country, where it is good to make a little noiseso as not to startlethe bears.)In hot or cold weather,disturbancecan affectan animal'sability to withstand the rigorousenvironment.Do not touch, get closeto, feed,or pick up wild animals.It is stressful to the animal, and it is possiblethat the animal may harbor rabiesor other diseases.Sick or woundedanimalsmay bite, peck, or scratchand sendyou to the hospital.If you find sick animalsor animalsin trouble,notify a gamewarden. Consideratecampersobservewildfire from afar, give animals a wide berth, store food securely,and keep garbageand food scrapsaway from animals. Leaveyoung animals alone and remain at a distancefrom nestingbirds, denning animals,and newborn animals. Younganimals removedor touched by well-meaningpeople may causethe animals' parentsto abandontheir young. are a visitor to their home. feed wildlife or allow them to food, evenscraps. that obtain human food nuisanceanimals are often killed by t cars,dogs,or predators
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becausethey left the safetyand coverof their normal habitat.Suchanimals often get into human trash,eatingthings such as plasticfood wrappers,which can becometrappedand clog their digestivesystems.Human food alsois not nutritiousfor wildlife and can causetooth decay,gum infection,and ulcers. The chanceof survivalis slim when wardensmust be calledin to trap and relocatea bear or deer. Allow animalsfree accessto water sourcesby giving them the buffer space they needto feel secure.Ideally,campsshouldbe locatedat least200 feet or more from existingwater sources.This will minimize disturbanceto wildlife and help ensurethat animalshaveaccessto their preciousdrinking water. With limited water in arid lands,deserttravelersmust striveto reducetheir impact on the animalsstrugglingfor survival.Desertdwellersare usually most activeafter dark; you will be lesslikely to frightenthem by avoidingwater holesat night. Washingand human wastedisposalmust be done carefullyso the environment is not pollutedand so animalsand aquaticlife are not injured.While swimmingin lakesor streamsis fine in most instances,in desertareas,leave scarcewater holesundisturbedand unpollutedso animalsmay drink from them.
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Megsy kitchens and food odors attract bears. A conscientious low-impact camper always keepg a clean camp. Kitchens should be placed at least 200 EtlN'[: feet (or 80 adutt steps) ftom 6rat tent sites. Food must be stored TOt"EE at loart 3fi) feet from tent and ldtchen sltes, hung at loast 12 feet off tbe ground between I treor, 6 feet away ftom the TtrlNE trunls of the Eees, and 6 feet 12sgr. below a limb. Your food storFnox 8g€, moHng arga, and tent (NOUI|D sitss should form a trlangle wit.h a minimum of 2m feet bgfiirgen tb€m. All food ltems and trash I must be bung to keop them away from boarr and other Y wlldllfe. Food brought to yotu tsnt tnvit€r danger to your sleeping area, and food left in your pack may result in a desffioyed pack as the bear searchesfor the source of food odors. Consider using bear-proof canisters, which are tighfipeight and easy to carry.
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O BeGonsiderateof OtherVirsitors One of the most important componentsof outdoorethicsis to be courteoustoward other visitors.It helpsall visitorsenjoy their outdoor experience.Many peoplecometo the outdoorsto listen to nature.Excessivenoise,unleashedpets,and damagedsurroundings take away from everyone'sexperience.So, keep the noise level down while travelingand, if you must bring a radio, tapes,CDs,or cell phone,use headphonesso you will not disturb others. Also keepin mind that the feeling of solitude,especiallyin open areas,is enhancedwhen Soup sizeis small, contactsare ffiequent, and behavioris unobtrusive. Visitor surveysshow that severalsmall groupsare preferableto one large Soup. Wheneverpossible,separatelargergroupsinto severalsmallergroupsthat travel and camp separately.To maximize your feelingsof privacy, avoid trips during holidaysand busy weekends,or take a trip during the off-season. Be courteousto other groupsyou meet.Groupsleadingor riding livestock have the right-of-way on trails, and bikers should yield to both equestriansand hikers. Hikers and biryclists should move off the trail to the downhill side and stop. Horsesare spookedeasily,so staymotionlessand talk quietly to the riders as they pass.Stayin controlwhen mountainbiking. Beforepassingothers, politely announceyour presenceand proceedwith caution. Takerest breaks on durable surfaceswell off the designatedtrail so that the experienceof other visitorswill not be disturbed. Keepin mind that visits to seldom-usedplacesrequire an extra commitment to travel quietly and lightly on the land. When selectinga campsite,choosea site away from the trail and away from other groups,where rocks or treeswill screenit from view. Keepnoise down in camp so as not to disturb other campersor those passingby on the trail. Goofingoff and pulling pranks are undesirablesocial behaviorsand could lead to seriousor fatal injuries. In addition, activities should fit the settingsavegame playing for the city park. Bright clothing and equipment,such as tents that can be seenfor long distances,are discouraged.Especiallyin open natural areas,colors such as dayglow yellow are disturbing and contribute to a crowded feeling. To lessen visual impacts,choosecolors that blend with the environment. Keeppets under control at all times. Dogsdo not fit in the wildlife category and allowing pets to run free can be unwelcome,becausethey can frighten peopleand leavebehind unwanted"presents."Pleasescoopup dog fecesfrom campsand trails and carry it to a trash container.Someareasprohibit dogs or require them to be on a leashat all times. Know and follow the rules of the land managlngagency. Leavegatesas you found them, and leavethe land undisturbedfor others to enjoy. Remember,our open spacesand wildlands are protectedfor all generations. It is up to us to keepthem healthy,beautiful, and open to the public for recreation,reflection,and revitalization!Enjoy and learn from historical and archaeologlcalsites,but respectthesesitesand treasures.Someof thesesitesare sacredto Native Americansor are important cultural remindersof our heritage.
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Ouick Concepts OITICK AGTTVITIES TO IE/ACH LEATIE NO IRACE The following activities are designedto provide a quick introduction to participants' connectednessto the natural world and the sevenLeaveNo Tfaceprinciples.Eachactivity can be completedin about 15 to 30 minutesand may be adaptedto eitherhome or backcountrysituations. "GrabbingYour EachQuick Conceptactivity is divided into threeparts: "The "The Discussion."It is very important Activity," and Group'sAttention," Principles of LeaveNo Tfacebefore read Background on the the to carefully introducingtheseactivities. Grabbing Your Group's Attention Usethis time to set the stagefor the activity and generatecuriositythroughout the group. The Activity Encourageparticipationand thought during the activity. Remember,building critical thinking skills is more valuablethan simply memorizingcorrectanswers. The Disqrssion Useyour knowledgeand experienceto help your audienceanswerquestions raisedby the activity.Guide,ratherthan dominate,the discussion.The quick conceptscover
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) Our Natural World ) The SevenLeaveNo TfacePrinciples @ llan Ahead and Prepare @ Tlavel and Camp on Durable Surfaces @ Oisposeof WasteProperly(PackIt In, PackIt Ou| @ LeaveWhat You Find O Uinimize CampfireImpacts @ RespectWildlife O e. Considerateof OtherVisitors
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Ouick Concept for Our Natural World GRABBTNG YOUR GROUP'S ATTENTTON (20 MTNUTES) Y o u rg r o u p r v i l l b e g , o i n gr l n . r n a t L r r se c . r v e n g th' rr r n t .R . r t h c rt h . r nc - o l l e c t i n g o b i e c t s t, h e v r v i l l b e l i s t i n gi d e a so n 1 l a p e r . ' f h eh r r n tr v i l l h t l p p . r r t i c i p , r n t lsi s r,rrorl .rnd d hou, tl rt' c o \/e rh o r,vn rtrc hth e v have i n corttrnonrvi th the n.,rttrral n a t u r a lw o r l d i n i l t r e n c e tsh t i r s r r r v i v . r T l . h i s . r c t i v i t vs t ' t st h t ' s t . r g cl o r l t ' . r r n i n g ani.lt.nrbracingl.eaveNo ]t.rcc. B e g i nt h e a c t i v i t l 'b y c o n c l u c t i n og n e o i t h e i o l l o r v i n g . l . A n e x c trrs i o nto .m otrtcl oorst' tti ngsrrchas a p.trk,cA n\' on,ri vt-r,ru tl t' st' r' t A n e x c u rs i o r.r to .' r n.' l tur.rlsetti ngvi .' l.r sl i tl c shon' ,col or photogr.rphs, 0 r p o s te rs i rn.rgi nt'tht' i r f.l ,ori tt' nJtrrrdlsctti ng A n ri n d t' x c u rs i o nrvhc.rep.rrti ci p;rnts A m i n d t' x c u rs i o nl vhe.reparti ci pantscl osethti r t' \' esn,l ri l cvorr descri [rt' a n a t u r a ls e t t i n l i ITIE ACTIVITY
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s }.rktG i v e e .rc hp .rrti c i p .r nt.lpi ecr.of paper.rntl.r penci l .F{ .rvcp.rrti ci p.rnln' "1'hings "-l'hings We IIrr,t'ilr in N.rture," sith the he.rclings t h r e ec o l L r r n nw "Horv l t H e l p sM r . . " C o n t m o n , ". l n d ts H .rVep .rrti c i p .-tnobserve. thei r r.nvi ronmentphvsi cal l vi i thev rrt' orrtdoors, o r n r e n t a l l vi f t h e v a r e i n c i o o r s . ' l ' h envr r r s tf i n d o l r i e c t si r r r r . r t L r r t ' J rtrtr''lll n , h . r t t h e y h . i v t ' i n i : o n r n r o nr v i t h t . r c h o b i e c t .M a k c s t r r t ' t h e t ' c r , r t s i t lltc' rs s - n o t i c c . r b l e t h i n g ss u c h a s a i r , s o i l ,. r n ds t r n .H e r e ' s. r r e x a n r p l e : TTIE DISCUSSION H a v ep a rti c i p a n tss h . rreone or nroreof thei r connecti uns. l l el p l l .rt' rr.r to rl i st-ovt' r th a t th i s p e rs o n acl o nnecti oni s u' herr' aconmi tnrentto l arttlstervl rtl shi lltrt' gi rts. L a n d s te r" ,.rrc i s hi si i trhr.goal of l .t.avcN o' l l ' acr..Or.rtl i nr' tor tl ' tr-tnrvhattht' r' n,i l l be le.rrning.rboutl,e.rveNo Tracein tlie future.
TREE We both have an outer layer to protect us (bark/skin).
A tree gives me oxygen.
We both contain minerals.
Soil helps grow my food.
We both need shelter.
Ants loosen the soil.
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Ouick Concept for Plan Ahead and Prepare GRABBIIIG YOItn GROITP'S ATIEIWION (15 MINUTS) Havea one-potmeal, or a variety of one-potmeals,cookingoutdoorson a backpackstovewhen your group arrives.Give eachparticipanta copy of each recipeand describehow you preparedeachmeal. Provideeveryparticipant with a tasteof eachdish. Alternate Plan for Grabbing Your Group's Attention (15 minutes) As an alternateactivity,beforeyour meeting,find picturesor postersdepicting a local or regionalenvironment(high alpine,desert,river). Youwill usethese picturesto serveas your imaginarydestination. Breakparticipantsinto small groups of three to five when they arrive. Tell your group you are taking them on an imaginary hiking trip and ask eachperson to pack a small backpackfor your adventure.Don't tell the participants their imaginarydestinationor what to bring. Build suspenseby askingthem to guessthe destinationof their imaginarytrip.
ffiEACrnnTr Breakyour group into pairs and have them ) Createa recipefor a simpleone-potmeal. ) Make a list of all the ingredientsthey would needto bring into the backcountry for this meal. ) Describehow they shouldpack theseingredientsto minimize garbage. Alternate Activity Showthe destinationpicturesfrom the alternateplan aboveand describe (weather,terrain,etc.) the locationyou haveselected.Explainthe goal of the trip: wildlife viewing or fishing.Ask the groupsto unpacktheir packsand discusstheir answersto the following questions.To help facilitatediscussion,the leadermust readthe Backgroundon the Principlesof LeaveNo Tface. ) How well do the contentsof your pack properlyprepareyou for this trip? ) How well do the contentsof your pack ensureyour safety? ) How well do the contentsof your pack ensureyou will leaveno tracethat you will not damagenatural or cultural resources? ) Do the contentsof your pack ensureyour trip will meetyour goal-for example,wildlife viewing or fishing-safely and enjoyably? Becauseparticipantspackedtheir packswithout properinformation,they will probablybe inadequatelypreparedfor their destination.This activity the importanceof planningbeforepacking. demonstrates
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TIIE DISCUSSION Discusswhy planningand preparingfor one-potmealson a backcountrytrip is wiser than planninga meal of cannedchili, cannedfruit, and hot dogs.Referto the Backgroundon the Principlesof LeaveNo Tlacefor detailsto assistyou in this discussion.You may want to invite a guestfrom an outdoorstoreor hiking club to conductthe cookingdemonstrationif you lack experience. Discussion for the Alternate Activity Followingthe alternateactivity,facilitatea discussionwith all participants about the resultsof the activity.Ask eachgroup to briefly shareits answersto the abovequestionsand add: ) How would the contentsof your pack differ with differentdestinations? I What other informationdo you needto pack properlyfor a trip? ) What is the value of knowing more about your destinationand the activities you haveplannedbeforepacking?
Ouick Concept for Travel and Camp on Durable Surfaces GRABBING YOttR GnOItp'S ATENTTON (10 MIlrlItES) Gatherparticipantsoutsidea home or in a park. Ask them why we construct sidewalks.Focusthe resultingdiscussionon the needto provide durablesurfaces for travelby many people.Explainthat concentratingactivity on one durablesurfacecan help protectthe surroundingland. Definethe conceptof durability for the group (seethe Backgroundon the Principlesof LeaveNo Tface). TIIE ACTryITY Breakthe group into pairs and give eachpair the following assignment:Imagine you are looking for durablesurfacesto travel over or set up camp. Find five different surfacesin the immediateareaand rate them from one to five for durability, one being the most durablesurfacearld five being the leastdurablesurface.Give the group approximately5 to 10minutesto explorethe area.
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ITIE DISCUSSION Ask the group to name all the durablesurfacesthey can identify.Be surethey includerock,gravel,sand,baresoil, firm snow,mostgrasses, and existingtrails and campsites. Then ask them to identifynon-durablesurfaces.Makesurethey includetundra,riparianareas,aquaticenvironments, fragileplants,muddy areas,springmelt, and cryptobioticcrust (theblackishcrustwith living microorganisms that is frequentlyfound in desertareas).
Ouick Gonceptfor Disposeof Waste Properly (PackIt In, Pack It Out) Arrangements for this activitymust be madea week or two in advance.Find a locationthat is litteredwith garbage-for example,a roadside,a park, or a high schoolparkinglot right afterschool.This activitycan alsobe conductedduring organizedcleanupprojectssponsoredby groupsthat haveadoptedroadsegmentsor recreationsites.If you cannotfind or visit a litteredarea,simulatea litteredareaat or nearyour meetingsite.Be sureto pick up the litter at the end of this activity. GRABBTNG yotrR GRO[rp'S ATTENflON (20 MINT TES) Tiavelto the site.Havethe participantsobservethe litteredsite and recordin writing what they think of this situationand how it makesthem feel.Present participantswith garbagebagsand challengethem to makethe arealook morepleasant. TIIE AGrIVIfl Breakthe groupinto pairsand issueplasticgarbagebagsto eachpair.Havea contestto seewho can collectthe mostgarbagein 5 to 10minutes.Instructthe group to use carewhen picking up sharp,rusty,or unsanitarywaste.You may want to haveparticipantsbring light glovesfor this activity. ffiE DISCUSSION Discusswhat litter is and the effectsof litter in general.Discussthe effectsof litter in the backcountry.Divide participantsinto pairs and haveeachpair devisea plan for packingout garbageon the next trip. Discuss
ffikand thereforeless of other b Tiace for d
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Note: A Quick Concepton sanitation (which falls under disposeof waste prcperly) has not been developed.However,the lessonin the Activity Plans sectionis short enoughto be used as a Quick Concept.
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(hrick Concept for lcave What You find GnABBING YOITR GRO['P'S ATEIVTTON (15 MINITTEIS) Ask participantshow scientistsknow what dinosaurslooked like. (They find fossils and reconstructthe skeletons.)It is important for scientiststo find the pieces in their original positions (relativeto one another) so that they can seehow the piecesfit together.The sameis true for cultural-human-made-artifacts. TIIE ASNT'ITT Usethreesimplepicturepuzzles.Breakthe puzzlesapart.In a yard, sandlot, or playglound, scatterall the piecesof one puzz\ein a small area.In another locationscatterjust two or threepieces,and in anotherlocationleavejust one piece.Split the group into three teamsand have one group at eachlocation recoverthe pieces.Ask the groupsto try reconstructingtheir puzzle or describe the picturebasedon the piecesthey havefound. M|E DISCUSSION Ask eachgroup how easyit was to reconstructthe puzzle.Discuss the following: ) The importanceto scientistsof finding fossilsor artifactswhere they were originally deposited ) The effectsof intentional vandalism or theft of fossilsor artifacts ) The effectsof unintentional impacts (driving off-road,hobby collecting, campsiteconstruction).Ask participantsif they can think of other ways fossils and artifactscan be lost or damaged.Discusshow theseresourcescan be viewed and enjoyedonsite without damage.Remindthe group that on public lands it is againstthe law to removeor destroytheseresources.Referto the Backgroundon the Principlesof LeaveNo Tfacefor more detailsto help stimulatethis discussion. Although this Quick ConceptdealSwith fossilsand artifacts,the principle leavewlnt you ftttd.appliesto all things that should remain undisturbedin the backcountry.Wildflowers, petrified rock, and nestsare examplesof other discoveriesto leave for othersto enjoy.
(hrick Goncept for Minimize Campfire Impacts GRABBING YOITR GROITP'S ATIEIIITION (10 MINttrtS) Sharethis scenariowith the group. Imagineyou are campingin the mountains. The air is a bit chilly as the group preparesthe eveningmeal. Youplan to build a fire to cook hot dogsand heat cansof chili. The fire will also take the chill out of the night air. As you begin to pile sticksinside the fire ring, a rangerapproaches your group and informs you that there is a ban on fires becauseof dry weather. You will not be able to build a fire. TIIE AGTTYITT How will your group solvethis problem?What will you do about dinner?How will you deal with the chilly air? How will not having a fire affect your nighttime activities?How could you have better planned this outing?
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MIE DISCUS$ON It is recommendedthat all visitors to natural areasminimize their use of fires, even when there is no fire ban. Createa plan for your next outing that doesnot include fires. You may want to discussdifferent types of food, food repackaging, and the value of using lightweightfoodsinsteadof cannedgoods.Discussthe value of contactingland managersin advanceto learn about local restrictions. for detailsto assist Referto the of"I*aveNo,
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Ouick Goncept lor GRABBING YOI,R GROI'P'S ATTEIWTON (30 IIIUUITTES) Tfavelto a city park containing wildlife or a wildlife viewing area,or show pictures or slidesof wildlife. Ask the group why loud noisesand quick movements are stressfulto wildlife. Ask if there are particularly sensitivetimes of the year for wildlife. Oncewildlife get food or garbageone time they will return for more. Eventually,wildlife becsmea nuisanceand sometimesendangerpeople. Uve-trappingwildlife and relocatingthesecreaturesto remoteareashas not been proven effective-only about 15 percentof relocatedbearssurvive after being relocated. TI|EACTVTTT Demonstratehow to properly hang a bear bag and then let participantspractice hanging one. n|E DISCI'SSTON Have eachparticipant shareobservationson what can be done to minimize disturbing wildlife and or wildlife habitat. Discussthe negativeeffectsif these precautionswith wildlife are not observed.Discussways to view wildlife without harming creatures.Encouragethe group to observewildlife from a distance (using binoculars) so the wildlife are not scaredor forcedto flee. Remindthem how to prevent wildlife from obtaining any human food and the importanceof such a guideline.
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0uick Goncept for Be Considerate of Other Visltors (20rmnrrs) GnABBINGYOItn GROITP'S ATIEIUTTON Tell the group that while traveling along a trail, they will likely passother hikers and/or campeninear the trail. Ask what things they can do to respectthese other campers.Also ask what elsethey might do to show respectfor othersif they were to passindividuals on horsebackor mountain bikes.
TrE ACrrVrr Divide the participantsinto four small groups.Have group one sit down on the trail and group two move off the trail where an adjoining campsiteis located. Have both groupsbe somewhatloud and rowdy. Have group three sit quietly just off the trail on a hardenedarea (rock outcrop or areadevoid of vegetation) "blend in," avoiding and be very quiet. (This group may also want to try to detection.)Have Soup fOurpassalong the trail where groups one and two are located.Oncegroup four has walked by those on or near the trail and observed the actions of those at the campsite,have the entire group meet at the campsite. TflE DISCI'S$ON Have the participantswho passedby those sitting in the middle of the trail and at the camp s(press how they felt when they encounteredthesegroups.Discuss how this event affectedtheir outdoorsexperience.Ask what they feel would improve their experienceon the trail and at the campsite.Ask if the loud and rowdy behavior would have had any additional impact on mountain bikers or thoseon horseback.
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Activity Plans \_,
DETAII.EI' AGTTVITIES FOR MEETINGS OR OIrnNGS The following activity plans are designedto providedetailedteachingblueprints for leaders.The activities focus on our natural world and the seven LeaveNo Tlaceprinciples.Eachactivity requires45 to 75 minutesto complete. Activity plans are composedof five parts: ) What Your Group Will Learn ) Materialsand Preparation ) GrabbingYour Group'sAttention ) Stepsfor lbaching the Activity ) WrappingUp the Activity VUhat Your Group Will Learn Eachactivity plan will include the objectivesfor the activity, along with a brief explanationof the activity. Materials and Preparation A list of all required materids and preparationwill accompanyeach activity plan. Grabbing Your Group's Attention Usethis time to set the stagefor the activity and generatecuriosity throughout the group. Steps for Teaching the Activity Eachactivity plan includes step-by-stepinstructions for conductingthe activity and stimulatingdiscussion.
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Wrapping Up the Activity Closeeachactivity with follow-up questionsand thoughtsto help summarize and reflect on the activity.
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Acttvity Ptan lor Our Natural World Understandtng Outdoor Ethics This activity will take approximately 45 minutes. WIIATYOUN GNOUP WII.L I.E/ARN This activity plan will help foster understandingof outdoor ethics.After partici pating in this activity plan, which will set the stagefor learning outdoor ethics, group memberswill be able to ) Describesimple connectionsbetweenthe plants and animals of an ecosystem. ) Predictchangesto an ecosystemthat have been causedby human behavior. ) feU how to choosebehaviorsthat help protect natural resources. Group membdrswill play a game that will help them make connectionsto the natural world and understand how their behaviors can affect nature. Using a ball of string and cards that representplants and animals, group members will constmct a "web" of connectionsbetweenall li
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IIATERIAIS AND PNEPARATION Materials ) Cardsapproximately3" x 5" (number of cardsto be determinedby group size) ) Hole punch ) Approximately4 feet of yarn per person > 100feet of thick string ) Paperand pencil for eachperson ) Symbols,pictures,or words to representsun, clean water, clean soil, and air ) A copy of instructions and scenariocards Preparation ) Readthis entire activity plan and thoroughly review the Backgroundon the Principlesof LeaveNo Tlace. ) Roll the 100feet of string into a ball. ) Preparethe alpine ecosystemcardsas instructed. "scenario Card" sheetat the end of this activity plan, lami) Photocopythe nate (optional), and cut along dotted lines. Have scenariocardsavailable for use by leaderor by individuals.
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GnABBII|G YOttR GROITP'S ATTENTION (5 MtrUtITES) Beforepeople can chooseto LeaveNo Tlacein the backcountry they often needto adopt reasonsfor caring for our natural world. This activity plan will help participantsidentify someof those reasons.Ask participantsto name some of the plants and animals they might find in backcountryor wildernessareas.
m|E Acrrvrrr (20MII[Urs) s'fPs FoRTts/IGHING Equate! Relate!-A Game of Gonnections This game demonstratesthe connectionor links betweenplants and animals in an alpine setting and will help participantspredict the effectshuman impacts have on those plants and animals of this ecosystem. "Equate!Relate!"gameinstructionsbelow to the group, Readand explainthe then play the game.The purposeof this gameis to ) Identify connectionsamong plants and animals of an ecosystem. ) Describehow human behavior can affect ecosystems. Participantsshould assumethe role of the plant or animal listed on their alpine ecosystemcard.
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AIpine Ecosystem Card Categories PTANTS Conifer tree Oak tree Wildflower Doumedlog Grass
MAMIVIALS Mouse Rabbit Deer Coyote
INSECTS Grasshopper Mosguito Ant Flv
AMPHIBTANS/ REPTILES Snake Frog
BIRDS Jay Woodpecker Hawk Oriole
Prepare the Alpine Ecosystem Cards Write the namesof the 19 plantsand animalslistedin the columnto the left on the 3" x 5" cards,one nameto a card.Punchseveralholesin eachcardand attachyarn long enoughto loop the cardoverthe participant'sshoulders.Give the ball of string to one group memberand explainto group membersthat they are goingto play a gamecalled"Equate!Relate!" Distributeall of the cards.If your grouphas fewerthan 19 participants, somegroupmemberswill havetwo cards.If your groupis largerthan 19 you will needto add plantsand animalsto the ecosystem. Someideasinclude: berry,bear,coyote,hummingbird,grub worm. Haveeachgroupmember,includingthe leader,loop a cardoverthe shoulders. In the middleof the room placethe symbols,pictures,or wordsthat representthe sun, water,soil, and air. Gatherthe groupin a circlearoundtheseobjects. Making Connections-A Ball of String The personholdingthe ball of stringassumesthe role of the plant or animalon his or her cardand looksaroundthe circleto find one otherplant or animal that the holder'splant or animalneedsor that needsit to survive.This person describesthe connectionout loud, holdsa sectionof the stringwith one hand, and throws the ball with the other hand to that plant or animal. For example, the woodpeckerhasthe ball of string,holdsthe end of the string,and throwsit to the oak saying,"l needthe oak to provideinsectsto eat." The oak catches the ball, hangson to the string,and throwsthe ball of stringto the ant saying, "The ant needs me to find food." The ant catchesthe ball of string,hangson to the string,and throwsthe ball to the downedlog saying,"l needthe downed log for a home." Playgoesaroundthe circleuntil everyoneis holding a sectionof the string. At no point shouldanyonelet go of the string.In somecasesanimalsand plants will havereceivedthe ball of string more than onceand thereforewill hold morethan one sectionof string. Familiaritywith the Backgroundorlthe Principlesof LeaveNo Tiacewill now help the leaderguidea discussion. Havegroupmembersobservethe web of connectionsthey havemade.Discusswhat the web demonstrates aboutconnectionsin an ecosystem, includingthe human connection. Plants,insects,animals,and humansowe their existenceto one another. Insectspollinateplantsand providefood for smallanimals;plantsprovidefood and shelterfor both animalsand humans.Plantsalsohelp filter waterthat is then storedin mountains,streams,lakes,and aquifers.when one memberof the web of life hasbeenalteredor is eliminated,otherliving thingsare invariably affected.Seethe Backgroundon the Principlesof LeaveNo Tiacefor more about the web of life. Haveeachgroupmemberthink aboutone item from the middleof the room-sun, water,soil, air-and then describeone connectionhe or shehas to this resource.For example,the frog might say,"l needthe water in which to lay my eggs."
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Scenario Cards-Human Impacts on Eoosystems "Equate! Havethe leader,one other person,or four individualsread one Relate!"scenariocard at a time to the group.Havethe group discussthe question at the end of eachscenario.As you discusseachscenario,haveparticipantsdrop their string to show how an impact to one part of the web affects anotherpart. For example,if camperspick all the wildflowersin an area,what Mice?Coyotes?Thoseholding the mouseor coyotecard elsewill disappear? would drop their sectionsof string. Note: This game can be played using plants and animals from more specific ecosystemssuch as a desert,subtropicd area,or river corridor. Cardsand scenariosshould be created accordingly.
ItP m|E Acrnnrr WRAPPTNG
(15MINITTES)
Tell your campersthey are greatproblem solvers.They know how to havefun in the outdoorswhile respectingthe importanceof all living things.How well has eachperson learnedto protectnaturalresources? ) While still in a circle, have participantssummarize "Equate!Relate!" what they havelearnedfrom ) Haveparticipantstell one new behaviorthey will practicethe next time they camp or hike. ) Haveparticipantsexplainhow their new behavior will supportthe naturalresources(plants,animals, soil, water). Congatulationson conductinga well-preparedmeeting for your group!
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SCENARIO:GAMPStrIES
SCEIUAruO: FIRETU(X)D
A group of peoplecamp on the edgeof an untouched meadowbecauseit is easyto watch wildlife. They stay for many days and leavea new rock fire ring, large log benches,and newly worn trails in and around the camp.
A leaderhas askedfour young campersto collectwood. The campeniuse axesto hack at live trees.They also peel uee bark to help start their fire.
Ouestions a) Hout might these actionstnrmtlu
Ouestions o) How migltt thc sceneof this abandoned campsite attran. nnre compersto this arca?
c) Wlwt mtglX be somc nightttme activities tltat couw repLrcean anming arcund.tlte campftre?
b) lf more camperccorte, tww miglx tlwir presmre affed the meadnw's commtrnity of life?
Answers a) When bark is hackedor peeledfrom a live tree, the tree is wounded. Wounds exposetreesto diseaseand insectsthat could harm or kill the tree.
Answers a) Peopleare often attractedto establishedcampsites. The remainsof the fire rings, benches,and trails will encouragemore peopleto camp there.
Note: The web will be affectedif the tree dies. For e,xample,the woodpeckerwould drop the string.
b) If campinguse bgcomestoo heavy,some animals will be driven from the meadow.
b) Camperscan more easilycook using lightrveight stovesrather than campfires,or they can bring prepared foods.
Note: A large-scaleexampleof animal displacementcan be seenin cities. How many wild animals like to live near people?The deer might want to drop the string.
c) Learn about the stars;use dark shapessurrounding the campsiteto stimulate storytelling;go for a moonlight hike if the moon is bright.
SCEIUAruO: WILDFLOWERS
I SGEIUAruO:WAIER
Three &rmpers go out for an afternoon hike. They each return to camp with a handful of wildfloweni to give to their leader.
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Ouestions a) Whyslwrild. wildfbwers belcft in their
trces?
b) Wlwt altem.ativesare tlrcreto cookingwith ftrc?
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Vou have been hiking all day and stop in a campsitefor the night. As you are setting up you notice two tents next to the stream.
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nntwal setting?
a) How wiV tlrcsecampas affed tlu animals tlnt use this locaion at night to Kt tlvir water?
b) How else m:ryllxtlu campus share tlwir bve for wildfbwerc or the dcsire to presmt tlwir leoder with a gift?
b) Wlu1 if anything, mglx you do or sayto thesecampets?
Angwers
Answers a) Wildflowers should be kept in their natural setting as food for animals,so the flowers can reseedthemselvesfor the next growing seasonand to allow other visitors the opportunity to view their beauty. Note: If wildflowers disappear,animals in the web that dependupon them are in trouble. They should drop their string. b) The camperscould take their leaderto see the flowers, or they could make a drawing to give their leader.
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a) The animals might be too afraid to approachthe river for a drink. Also, campingso closeto a stream could causepollution from wash water and human wasteenteringthe river. Note: Those animals that dependupon the streamfor drinking water should drop their string. b) This is a difficult questionto answer.How will your group respond?
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TEACHII\TG LEAVE NO TRACE
Activity Plan 1 for Plan Ahead and Prepare Exploring Pretrip Planning This activity will take approximately65 minutes. WIIATYOITR GROITPWIII I'E/ARN After participatingin this activity plan, which is designedto help participants learn about backcountrytravel, they will be able to ) Identify at leastthree reasonswhy trip planningis important. ) Describethe key elementsincludedin successfulplanningand preparation. ) Createa planning and preparationchecklistto use in making future travel decisions. ) Explain how planning can help leaveno trace. "Are You Ready?"demonGroup memberswill participatein three activities. 'Will You Make It?" revealsthe key stratesthe importanceof trip planning. Next, "Planning participants createa elementsto considerwhen trip planning. Finally, and PreparationChecklist"as a focal point to wrap up the activity plan. AND PREPARATION MAEruAI.s Materials ) Picturesdepicting a local or regionalenvironment (high alpine, desert,river) "Are You Ready?"game.A collageof picturesworks well. for the ) One photocopyof the
'Will You Make It?" handout for eachparticipant. "Will You Make It?" travel cardsper group of three to
) One photocopyset of five participants.(Seethe end of this activity plan.)
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Preparation ) Readthe entire lesson plan and the Backgroundon the Principles of kave No Tface thoroughly.
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> Ask participants to bring a backpack packed for a day hike to the meeting. (Don't reveal a destination or suggestcontents-orplain it is a practical dril.) ) Photocopy and laminate (optiond) handouts and cards. 'Will You Make It?" travel cardsinto individual sets. ) Cut the ) For best results, pick a meeting place that allows smdl groups to spread out to work. ) Consider practicing the activities beforehand with family or friends.
GRAEBTI|G YOItn cnoltp's ArrE$TIOlf (15uIIfurESl Are YouReady? Use"AreYouReady?" to'getthegoup energized. Breakparticipants intogroups of three to five. Explain that you are going on an imaginary day hike. Build suspenseby asking participants to guessthe destination. Show the destination pictures and describe (weather,terrain, etc.) the location you have selected. Explain the goal of the trip-for example,wildlife viewing or fishing. Ask the Soup to unpack their packs and discuss answersto the following questions. (The leader must read the questions below to help facilitate discussion.) ) How well do the contents of your pack properly prepare you for this trip? ) How well do the contents ensure your safetySCheck for proper clothing, maps, compass,small flashlight, water filter, first-aid kit, etc.
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) How well do the contents ensure you will leave no fiace-that you will not damagenatural resources?Check for stove, repackagedfood, cathole trowel, plastic jug for water, no hatchet, etc. ) How well do the contents ensureyour trip will meet your goal-for enample, wildlife viewing or fishing-safely and enjoyably?Check for binoculars, camera,bird book, etc.
Ask the smallgoups to briefly sharethe answersto the abovequestions. points: Keyfacilitatordiscussion ) How unuWtlu rctmts of yow packdiffer uttthdiffermt destirutioru? The equipment,clothing,and food chosenwould changeto suit the intendeddestination. > Wlwt otltn informntbn do you rud to packpropuly for a tnp?Thereareat leastselrenelementsdescribedin the Backgroundon the Principlesof Leave No Tfaceand 'Will YouMakeIt?" handout. > Wlwt ts tlu valueof krwwingthis infomation beforepacktng?It helpsensure the safetyof the traveler,helpsaccomplishtrip gods safelyand enjoyably, and minimizesimpactto resources.
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Wtll You Make It? This activitywill teachparticipantshow to identifyerrentsthat caninterfere trip. Thesearered-life scenariosconEibutd by experienced with a successful field rangerswho seepoorlypreparedgroupssufferbecausethey do not plan the needto plan solutionsto potential ahead.'Will YouMakeIt?" emphasizes problemsbeforca trip. Inslruc{fons O uror ancntr end rclutlonr. Evenlydisfiibutethe fiavel errentand solution cards.SomeSoup membersmayneedto sharecardsif the goup is largerthan 15.Thegod is to haveparticipantsfind the gloup memberwith the corresponding went or solutioncardand form a pair.Theleadermaywant to usethe key to ensurecorrectpairing. O nm a pruccrtrdon. Onceall solutiorxrilr€ matchedto the corresponding events,haveeachpair plan someway to teactrthe plan-aheadconcept.Allow groupmembersto be imaginative.Someideasincludepantomime,actingout, lecture,and drawing O Cnn a prucntrdon. Haveeachpair usetheir chosenpresentationmethod to teachtheir conceptto the restof the group.
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Make aftertheyarepresented. the scenarios Facilitatelearningby discussing Emphasize the keyelementsof rip planningpre sureeacherrmtis discussed. on the Principles sentedin the 'Will YoulvlakeIt?' handoutandthe Backgfound of LnaveNo ltace. fie thesekeyelementsto the importanceof goodpreparation.
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Wil,tYOUMAI|ETfiI
Why Is Trip Planning Important? ) It preparesyou to LeaveNo Tface. ) It helpsensurethe safetyof groupsand individuals. ) It contributesto accomplishingtrip goalsand having fun. ) It increasesself-confidence and opportunities for learning.
Elements to Consider VUhenTrip Planning of your trip. O Identify the goals(expectations) O tdentifythe skills and ability levelsof trip participants. (D Selectdestinationsto match the group'sgoals,skills, and abilities. () m advance,gain knowledgeof the areayou plan to visit. (D Choosethe properequipmentand clothing. @ plan trip activitiesto match the group'sgoals,skills, and abilities. O Eualuateyour trip upon return-note neededchanges.
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Planning and Preparation Checklist Createa "Planning and PreparationChecklist" you can use to plan your next trip. Use the answersto thesequestionsin creatingthe checklist. ) Can your group identify at leastthree reasonswhy trip planning is important? ) Can your group describesevenkey elementsincluded in successfulplanning and preparation("Will You Make It?" handout, Backgroundon the Principles of LeaveNo TfaceX ) Do solutionsto planning elementschangedependingon the environment visited (i.e., desertversushigh alpine areas)?Reflecton conversationthat resultedfrom the imaginary day hike to the desertand alpine environments. Congratulationson conductinga well-organizedmeetingfor your group!
ItP fl|E AgrrVITr e0 MIIUUIES) WnAPPIITIG Your group has participatedin three activities-one identifies the importanceof trip planning, another identifies key elementsto considerwhen planning a trip, and the third can be used as a tool for planning a trip. How well has your group learnedthe importanceof trip planning?If the group needsadditional help, try theseactivities. ) Createnew event and solution cardsas you learn new LeaveNo T[aceconcepts. ) Discussthesetopics. Ask participants - If they have seenresourcedamagethat may have resultedfrom poor planning - To recall safetyconcernsthey have experiencedor witnessedas a result of poor planning ) Have participantssharethe planning processwith their families and use it to plan a family vacation or birthday party.
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BIJSTERSIYou have a nasty blister and can no longer carry your pack. You are not even sure you can walk to your campsite.
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LJGHTnllMil A storm is quickly blowing into your area. From your vantage point high on the trail you can seelots of lightning. You estimateyou have about five minutes before'thestorm reachesyou.
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An adhesivefelt-like material acts like a second skin and can be applied to the feet or other areasof human skin to help prevent rubbing. Always cany this with you, and olways break in new footwear beforc a trip. Encourageyour crew membersto check 'hot spots" while you take a break. Changesocks frequently, and keep your feet clean and dry.
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Beforeyou left on your trip, you researched safety. Yourememberthat lightningis attractedto the highest point andthat waterandmetd conductthe electrical charge.Youdescendfrom your high vantatepoint, awayfrom the storm.If lightningoccursnearby,take off your metalframepack,stayawayfrom water,and choosea low spotin which to crouchawayfrom the tallesttrees.Insulateyourselffrom the groundby sitting on your packor sleepingbagandrestingyour feet on oneor the other.
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PACI(WEIGHTI Your pack did not feel heavy when you left, but now you can hardly move. You're so tired you would iust as soon sit right down and not wdk anotherstep!
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Tbo bad. Your heavy pack made it impossible for you to hike cordortably, and you didn't have any fun. You find a campsite for the night, but you neyer made it to your destination. fire weight of you pack should generdly be no more than a fourth of your body weight. Packyour backpack bfiorc you leave and weigh it on a scde. kave items behind if necessary.Somethings, like cook kits, can be sharcd by severalpeople and the contents divided irmong severalpacks.
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STEEPTRAILI Your hike is 3 miles long and gains 1,000feet of elevationfor every mile. This is steep. You must reach camp before dark. Everyoneis walkntvery slowly becauseit is so steep.
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You believe in planning ahead. You looked at a map and tdked to the agencythat managesthis trail, so you were aware it was steep. Realizing that people hike an averate of 2 miles an hour on flat terrain, you figured backpacking at a rate of I mile per hour and added one hour for the thousand-foot elevation gain for a total of four hours. You have plenty of time to reach camp beforedark.
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PRVAIE PROPERITYI Your goup is wdking along a trail when suddenly in front of you there is a fence with a'No Tlespassing"sign.
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Your group leader pulls out a statement signed by the property owner, who has granted the group permission to cross the private land. A review of maps revealed this private property, and a couple of phone cdls resulted in the signed statement.
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WATERIYourgroupbrought2 quartsof waterper penion,but your hike hasbeenvery hot andnow everyoneis low on water.Youcan't boil waterto drink becausethereis a fire banin effect,andyou don't havea stovebecauseyou wereonly gorng on a hike.
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After anotherhour of an uncomfortablydry hike,you a preparedhikerwho pulls out a waterfilter T".*ro-ss designedto removebacteriafrom openwatersources. After takinga breakon the rockyshoreof a smallpond filterini water,you haveenoughwaterto finish the *d filtering ard
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hike. You make a note to remind someoneto buy a water filter or water purification tablets before your
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CAMPHREBANI You have no stove, and the area you came to visit has been heavily used and does not per- ' ! mit campfires. It's dinnertime and everyonein the goup is very hungry.
Becausethis was only an overnight camping trip, someonesuggestedbringing prepared food for dinner. As the sun begins to set, everyonegatherstogether on a rock outcrop near the camp and pulls out a sandwich, a pieceof fmit, and a snack for dessert.As darknessfalls, the group watches the stars appear and tells storiesabout the shadowsin the night.
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CAMPSffiI When you arrive at your destination, you find that both of the campsitesrecommendedto you by friends are being used. It will be dark soon, and there is little time to searchfor another site. You are tempted to set up camp right where you are on the trail, even thouglr you know that does not follow good trave No TIaceethics.
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Your goup leader hiked to this area two weeks ago in anticipation of your trip and found three perfect campsite options. After following your leader for another l0 minutes you move off-trail to a campsite with big, flat rocks to sit on and a great view of the valley.
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Activity Plan 2lor Plan Ahead and Prepare Exploring Meal Planningt This activity should take approximately70 minutes. WHATYOI'N GROI'P WILI I.E.ANN After participatingin this activity plan, which is designedto familiarize participants with meal planning, participantswill be able to ) Describereasonsfor planning meals and snacksprior to a trip. ) Createa recipe for a one-potmeal. ) Chooselightweight snacks. Group memberswill comparetwo backpacks:one packedwith one-pot meals and lightweight snacksand the other packedwith more complex meals and bulky snacks.Group memberswill use the weight of the packs and the amount of garbagecreatedfrom the mealsand snacksto determinethe best preparationfor meal and snack planning.
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MATRIAIS AND PREPANATION Materials ) A backpackpackedwith one-potmeals (seemenusin this section)and snackssuch as trail mix, fruit sticks, hard candies,and dried fruit. All meals items in this pack shouldbe repackagedinto resealableplasticbagsto reducebulk, securefood, and reducegarbage.For example,transferitems such as instantrice, cereal,and noodlesfrom commercialpackaginginto sealablebags.The bagscan be packedout, washed,and reusedat home or used for garbagecreatedor picked up during the trek. ) A backpackpackedwith more bulky mealssuch as hot dogs,cannedchili, cannedsoup,cannedstew,bottled ketchup,and snackssuch as cansof pop, cannedfruit, and a jar of peanuts. Preparation ) Readthis entire activity plan and the Backgroundon the Principlesof Leave No Tfacethoroughly. ) Preparetwo backpacksprior to your group's arrival. The one packedwith one-potmealsand lightweight snacksshould be considerablylighter and createlessgarbagethan the one packedwith more complex mealsand bulky snacks.
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GRABBING YOITR GROITP'S ATTEITTTION(10 MINITIES) Preparinga menu and snacksaheadof time will help group memberspack lightly with a minimal amount of garbageand will make the use of a stove more convenient,eliminating the need for a campfire. Show studentsthe two closedbackpacks.Let eachparticipanttry on both packs.Takea vote to determinewhich pack is lighter and likely more comfortable.Without looking at the contentsof the backpacks,haveyour group list items that might be contributing to the weight of the heavierpack.
$'rPs FoR E/ACHINGffiE ACfrVmr (30MniUrS) On the Lighter Side Divide the participantsinto two groups.Give a pack to eachgroup and have group membersunpack the packs and categoize the food items. Ask eachgroup how long it thinks it will take to preparethe mealsfrom its pack. Focusingon the meal preparationitems only, have the participantscompare the items from eachpack. Ask the group what characteristicsof the meal and snack items from the heavierpack contribute to its weight. Answersmay vary dependingon what eachpack contains.Tly to createa situationthat allowsthe group to seehow planningfor one-potmeals,repackaglng foods, and taking light snacksreducesthe amount of garbagethat must be packedout. Discussthe differencesin litter that would result from cooking mealsand snackingfrom the items in eachpack. Your choice of items in the packs will affect responses.Again, try to createa situation that allows the group to see how planning for one-potmeals,repackagingfoods, and taking light snacks reducesthe amount of garbagethat must be packedout. Ask participantswhich pack would require the fewestutensils for cooking and the smallestfire. One-potmealscan be madewith one pot and can be cookedon a small backpackingstove.Cookinghot dogs and heating beans either requiresthe use of two pots or the use of a campfire.
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WRAPPINGIrP ITIE Agrrvn'r
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Yourcampersaregreatbackcountryplanners!Yourgroupknowshow to have fun while preservingthe naturalness of the outdoorsfor wildlife and visitors. How well haseachpersonlearnedto plan mealsand lightweightsnacks? ) Haveparticipantscreatea menu for their favoriteone-potmealand suggest lightweightsnacksfor one full day in camp. reduce ) Describehow their mealsand snackswill lightentheir backpacks, garbage,and eliminatethe needfor a fire. ) Hold a backyardcookoutwith campstovesor a backcountrycook-offfor advancedgroups.Thsteeachdish and then vote.Rewardthe winnerswith LeaveNo Tiace-typeprizes.Havepeoplecreatea lightweight,economical, one-potmealthat producesa minimum of trash,or havea tastingparty with dried fruits and othernoncookbackpackfoods. on conductinga well-prepared meetingfor your group! Congratulations
CouscousYou Say 1 sup water 1 snp packaged Gouscousmix 1 package dry vegetable soup mix Bring water to a boil. Add couscous (a quick grain dish available in supermarkets) and soup mix. Cook until water is absorbed and cousqousis tender. Variations: Add one beef bouillon qrbe; add Vienna sausagesor pepperoni.
Bean Burritos 1 package freeze-dried refried beans Tortillas Cheese Cook beans acrording to instnrctions on the package. Heat tortillas over a flame. Add refried beans and cheese.
Check local outdoors stores and your pubfc library for magazines and camping books that have one-pot recipes.
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Actiuity Plan I for fiavel and Camp On Durable Surfaces Exploring Travel Goncepts This activity will take about 75 minutes. WHAT YOITR GROITPWII.I LEAnN After participatingin this activity plan, which is designedto help participants learn about backcountrytravel,participantswill be able to ) Describethe value of trails in backcountrytravel. ) Apply LeaveNo Tlaceideasto traveldecisionsin the backcountryand near home. ) Createand travelthroughimaginarybackcountrylandscape.The participants will take two trips. First they will imaginetheir backcountrylandscapeis a popular,well-usedareawith a developedtrail. On the secondtrip, they will imaginethe areais rarelyused.How will group memberschooseto travelto their destinationin eachsituation?The backcountrylandscapewill providea focal point for questionsand discussion. AND PREPARANON MATRIAIS Materials ) A large (approximately18' x 24"), shallowbox or containerwith an open top. An outdoorsandboxor similar areawill also work well. ) If a box is used,collectenoughsand,dirt, or similar materialto fill the box to a depth of about I inch. ) Smallpapercutoutsor other objectsto simulate naturalfeaturessuch as animalsand vegetation (trees,shrubs,grasses, etc.). ) Smallstonesand flat rocksto simulate bouldersand rockv surfaces. Preparation ) Readthis entire activity plan and the Backgroundon the Principlesof Leave No Tlacethoroughly. ) Preparea backcountrylandscapeprior to your group's arrival by creatinga flat, featurelesslayerof slightly damp sandor soil in the bottom of your box. ) Have group membersmake small cutouts or bring toy objectsfrom home to simu-late naturalfeatures.Preparingtheseitems prior to your meetingwill contributeto success.
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Ahernative sstting: A sandlot playgroundcan serveas a "life-sized" backcountry if preferred.Preparethe sand with a rake or other tool to createyour featurelesslandscape.The trick is to make the area smooth enoughso that participants can seethe effectsof their travel. Swing setsand other playground equipmentcan serveas "rocks" and other natural features. GRABBING YOITR GROI'P'S ATmil'HON (15 MINI TESI Your group is going to build an imaginary backcountrysetting.The backcountry landscapecreatedwill stimulate participants' curiosity and interest;they will actuallyseetheir "footsteps"on the landscape.Presentingthis activity in a fun and interestingway is crucial to its success. Have everyonegatheraround the preparedbox of sand or soil. Using the cutouts,pebbles,rocks,and other objects,have the participantscreatea backcountry world into which they will enter on an imaginaryhiking trip. Your backcountryworld shouldincludea "stream"or "river," "trees,"a "meadow,"and at leastone "flat, rocky area." Designatea point at one end of the box as the "starting point" and a point at the other end of the box as the "final destination."
s'rPs FoR EACHING m|E AenVtrr Scenario1: On-Trail
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"hiking trail" Q Have participantsdecideas a group where to locate a narrow leading from the starting point to the final destination.Tell them they must include a short section of.zigzags(switchbacks).Have one personuse two fingersto draw the trail in the sand. O Presentthe following scenario:Imaginethe group is planning a trip through its backcountrylandscape.The trail and destinationare visited yearly by many hikers and campers.The goal of the group is to leaveas little trace as possible while traveling from the starting point to the final destination.Eachparticipant should indicate the route he or she would take by letting the "fingers do the walking" in the moist sand. Instruct the group to identify one spot for a break along the way. Let eachpersonindicate a path beforediscussion. A closereview of the Backgroundon the Principlesof LeaveNo Tfaceis neededto effectivelylead discussion.Ask participantsthe following questions. WIty did you chmse tlu rotfie you did? Most peoplewill chooseto stay on the trail. The discussionshouldfocuson choosinga route that will protectthe land and help prevent new trails from beginning. Why dn Intd ntonngersbuild ltikins trails for baclcrounw visitors?Constructedtrails concentratehiker activity and help preventinformal trails-which increasethe impact on vegetationand may causesoil erosion-from forming. Whse slwtild tlw gtoup stopfor brealcs?Taking breaks off-trail can help preservesolitude for others;however,alwaystake breakson durable surfaces. Move to gravel or flat rocks if such surfacescan be found without disturbing soil or vegetationand preferablyout of sight off the trail to allow othersto pass without impacting their experience.
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How rnisy*rrc participantsdurhlgtlwir like?A little chatter is a part of hiking and can reducethe risk of bear encountersin bear country. However, screaming,radios,singing, and other loud noisesupset the outdoor experience of all visitors and may disturb wildlife. Summarizethesekey points: ) Use existingtrails. ) Avoid taking shortcuts. ) Walk single file. Avoid widening trails. Scenario 2: Off-Trail O Use a wide paintbrush or your hand to erasethe trail from your backcountry landscape. @ Presentyour group with a new scenario:Imagine the group is planning a trip through a new areararely visited by hikers and campers-it has no trail leadingto the destination.The group'sgoal is to reachthe destinationwhile leaving as little evidenceof its passingas possible.How should group members travel to their destination?Again, eachparticipant should indicate a route by "fingers do the walking" in the moist sand. Let eachparticiletting his or her pant indicatea path beforediscussion. A closereview of the Backgroundon the Principlesof LeaveNo Tfaceis neededto effectivelylead discussion. Why did you choosetlv route tlut you did? Travelingoff-trail will present group memberswith difficult decisions.It is important to help peopledevelop critical thinking skills by weighing the effectsof alternativeoff-trail choices. Shouldthey spreadout or walk in the samepath? Would.yourclnice differ if thts werea desertenuironment?hrested envircnment?Generally,spreadingout will be the best choice,but this may be inappropriate in some desertenvironments.Avoid sensitiveriparian areas.Referto the Backgroundon the Principlesof LeaveNo Tfacefor ddtails. Find durable surfacessuch as large Wlrcre slnuld.the grcup stopfor brealcs? rocks, sand, or gravelwhen stopping for breaks. Summarizekey points with panicipants. ) Avoid hiking off-trail in highly sensitiveareas,especinllywith lnrge gtoups. Considerchangingyour travel plans. ) If hiking off-trail, spreadout and travel on durable surfacesto avoid making new paths that destroyvegetationand lead to erosion.Takespecialprecautions in desertareaswhere cryptobiotic crust is easily damaged.Seethe Backgroundon the Principlesof LeaveNo Tface. ) If hiking off-trail, don't mark your path with trail markersthat may encourage othersto follow. The likelihood of permanentdamageincreasesas more peopletramplethe samearea.
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.*"ING T'P TTIB ACTTVIIT (15 UtrUT'TES} Your campershave exploredtravel methodsthat help preservethe naturalness of the outdoors for wildlife and visitors. How well have they learnedto walk softly on the land?Ask them:
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) What role doespretrip planning play in choosingthe best route for an outdoor excursion? ) How might planning a route before starting a trip help protect the land? Imagine that eachpersontravelsat random, somewalking along the banks of the stream (fragile area), sometraveling through the trees,and sometaking shortcutsup steepbanks (erosion).How might this random method of route selectionaffect eachscenario? Small groupsreducethe likelihood that an unsightly web of new footprints will be created.Ask participantsthe following: ) How large a group might be appropriatefor a trailed backcountry?For a traillessbackcountry? ) If your campinggroup is larger than the group size you have suggestedhere, how might you solve this problem? ) Can they recall e,xamplesof travel damagethey have seenin the backcountry? ) Have group membersseendamagefrom poor travel habits near their homes or in parks? ) What are the city's equivalentsto trails? Ask eachpersonto describeone backcountrytravel idea he or she will promiseto use when traveling the outdoors-or evenin the city. Congratulationson conductinga well-preparedmeetingfor your group!
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Activity Planz for Travel and Camp on Durable Surfaces Emloring Campsite Selection This activity shouldtake about 45 minutes. WHATYOI'R GROI'P WILI I.EANN After participatingin this activity plan, which is designedto help participants learn about campsiteselection,participantswill be able to ) Determinethe best locationfor a campsite. ) Apply LeaveNo Tfaceideasto campsiteselectiondecisions. Yourgroup will use a sketchof a heavilyusedalpine areaand one of a pristine desertareato help them decidethe bestlocationfor settingup a campsite. The sketcheswill providea focal point for questionsand discussions. MAIERIAI.S AND PNEPARATION Materials ) A copy of the two scenarioactivity sheetsfor eachperson(Seethe end of this activity plan.) ) Smalladhesive-backed coloreddots to simulatetents (Eachpersonshould havethe samenumber of dots as the group would havetents,assumingone tent per two people-l0 campers,five dots.) Preparation ) Readthe entireactivity plan and the Backgroundon the Principlesof Leave No Tfacethoroughly. ) Photocopyone scenarioactivity sheetand drawing for eachparticipant. The photocopiesshouldbe one-sidedto permit easy referenceby the participants.Photocopying drawingsin two differentcolors makesreferringto the scenarios eveneasier(i.e.,alpinebackcouDtrygreen;desert-buf0. ) Purchasedots.
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GRABBTNG yOItR cnOItp'S ATTENnON (5 MTNITES) Distribute Scenariol-Alpine Setting-Alpine Backcountry and Scenario2DesertSetting-Desert Backcountry.Haveparticipantscomparethe two drawings and sharewhat they observeabout the two scenes.In what ways are they similar?In what ways are they different?Explain that they will use thesetwo drawingsto make decisionsabout how to choosethe best campsitein an area that has experiencedheavy visitation and in an areathat has experiencedlittle or no visitation. $'IEPS FOR TEJACHING tItE ACTilIITT (30 MINI lES) Scenario 1: Alpine Setting Q OistributeScenariol-Alpine SettingActivity Sheet. @ nivide the group into teamsof three or four. Tell them that eachgroup is part of a larger group on a trip to a primitive area.Beforestarting the activity, eachgroup should determinethe size of the larger group, keepingin mind that this wildernessarea allows no more than l0 campersper group. @ OistriUutethe tents (dots)to eachgroup.Assumetwo peoplewill share one tent: 10backpackers: five tents (dots). @ Reviewthe directionsfor scenarioI and have participantscomplete the activity. A closereview of the Backgroundon the Principlesof LeaveNo Tfaceis neededto effectivelylead the following discussion. where would"you odvfseyour group to camp?Most peoplewill choosean establishedcampsite.Discussionshould focuson choosinga site that will protect the land and help prevent new impact to the area. Wlty is camptngcbse to o lake or stream not an acceptahleoptton?Discussion should focuson protectionof riparian zones,the fragile,greenareaalong the bank of the stream,on water contamination,and on scaringwildlife from approachingthe streamfor a drink. Al3o, soundcarriesacrossopenbodies of water. Rearrangethe tents (dots)if the discussioncausesparticipantsto change their minds. Haveparticipantsexplain the reasonsfor their changes.Summarize key points for heavily used areas. ) Camp200 feet or more from lakes,streams,meadows,and trails. ) Selectcampsitesthat are alreadywell-established and properlylocated. ) Confine most activities to the areasof the site that are alreadyestablished. ) Choosesitesthat comfortablyfit your entire group without creatinga new site.
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Scenario Z, O"r"rt Setting Distribute Scenario2-Desert SettingActivity Sheet.Repeatsteps2 through 4 listed under scenariol. A closereview of the Backgroundon the Principlesof LeaveNo Tfaceis neededto effectivelylead the following discussion. Wtwt areoswiL your groupseleAfor o campsite?Most peoplewill choose the most durable surfaces,such as flat rocks or sandy areasfree of cryptobiotic soils. Discussionshould focus on use of durable surfaces,on dispersalof activities, and on alternativeroutesto and from locations. Rearrangethe tents (dots) if the discussioncausesparticipantsto change their minds. Have participantsexplain the reasonsfor their changes.Summarize key points for pristine areas. ) Choosea nonvegetated,highly resistantsurfacefor tents and kitchens. ) Choosedurable routes of travel betweenparts of camp. ) Avoid cryptobiotic soils. > Limit your stay to no more than two nights.
wnappuucttPmIEAcrrvmr (10MII[urs] Your campershave practicedhow to selectcampsitesthat will preservethe naturalnessof the outdoors for wildlife and visitors. How well have they learned their lesson? Have participantsimagine they are on a backcountrytrip and their leader has selecteda campsite50 feet from a stream.Your group has learnedabout the criteria for proper campsiteselection. Given what they know: ) How will the group communicatewith their leaderconcerningthis problem? ) How will group memberspreparetheir tent sites?Will they removerocks, twigs, or leaves? ) What stepscan be taken to minimize the impact of selectingand using a tent site? Referto the Backgroundon the Principlesof LeaveNo Tlace for answers. Conglatulationson conductinga well-preparedmeetingfor your group!
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Scenario 1:Alpine Setting-Alpine Backcountry
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rN$lnucnoNs ) Readthe scenariobelow and completethe activity. ) Answer the questionsfrom the discussionfor the dpine scenarioin this activity plan. Imagineyour group is on a hike in an alpine area.You have arrived at the location illustrated in scenariol, the alpine setting.Your group has decidedto camp here for the night. You can tell from the number of fire rings, log benches,and numeroustrails that othershave campedhere often. The group leaderhas suggestedthat everyonecamp in the well-usedareasnear the fire rings and avoid the surroundingareas,which show little or no impact. Four peoplein your group have suggestedthe group camp in the small meadowsnext to the stream. What should you do? ASTTVIIT Using your simulatedtents (dots), have eachgroup member place a tent in the location he or she thinks is best for camping. Discussion:Heavily UsedAlpine Setting O Ust the reasonsfor your choiceand be preparedto defendthem with the entire group.
O ts camping near the streamacceptable?Explain yoirr answer.
O What location did the leaderchoosefor the kitchen site?Evaluatethat decision.
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Scenario 2: Desert Setting-Deselt Backcountry
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Scenario ^ Desert Setting Activity Sheet Instructions ) Readthe scenariobelow and completethe activity. ) Answer the questionsfrom the discussionfor desertscenarioin this activity plan. Imagineyour group is on a hike in a desertarea.You have arrived at the location illustrated in scenario2, the desertbackcountry.Your group has decidedto camp here for the night. The areayou have chosenhas experiencedvery few visitors and thus has few noticeableimpacts.Your leaderreminds you that you are in a fragile ecosystemand must chooseyour tent areawisely. Your leaderwill do the samewhen choosinga kitchen site. Activity Using your simulatedtents (dots), have eachgroup member place a tent in the location he or she thinks is best for camping. Discussion:Pristine DesertSetting O Ust the reasonsfor your choiceand sharethem with the entire group.
O ts camping near the streamacceptable?Explain your answer.
O What location did the leaderchoosefor the kitchen site?Evaluatethat decision.
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Actiuity Plan 1 for Dispose of Waste Properly Exploring Trash Disposal This activity shouldtake approximately30 to 45 minutes. WHATYOUN GROI'P WILI I.E.ARN After participatingin this activity plan, which is designedto help participants learn about trash disposalin the outdoors,participantswill be able to ) DescribeLeaveNo Tfacemethodsof trash disposal. ) Describethe socialimpactsof litter and methodsof reducingtrashin city landfills. Participantswill imaginethey are cleaningup a previouslyusedcampsite. After scouringthe campsitefor trash,they will evaluatethe effectsof trash on animals and the effectivenessof burning trash. MATRIAIS AND PNEPARATION Materials ) Bagof trash:empty sodacan, plasticfoam cup, aluminum foil, gum wrappers,plasticsix-packholder,grahamcrackerbox, twist tops, etc. ) Smellyfoods:barbecuesauces,oranges,onions,etc. ) Odorlessfoods:carrots,celery,etc. ) Samplesof partially burned trash:meltedbottle, sodacan, plasticsix-pack holder,foil, etc. (Youwill haveto plan aheadand searchold fire sitesto find burned items.) Preparation Readthe entire activity plan and the Backgroundon the Principlesof LeaveNo . Tfacethoroughly. ) Go through and selectgarbagefrom your home and prepareit for use as examples.Washout soileditems. ) Beforethe group arrives,hide trashin obscureplaces. Tfashshouldbe visible but not blatantlyso.
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GRABBTNG YOttR GROI'P'S ATTETTTION (10 ilUUtTIES) Setthe stagefor the activity when all of the participantsarrive. Ask them to visualize that they have hiked l0 miles into the backcountryand have just arrived at their first night's campsite.Your group will be at this campsitefor two nights. Previousqrmpers have left the site full of trash. Sendthe group on a trash hunt to clean up the site. Give the participantsfive to l0 minutes to locate as much trash as they can. Ask the group: WIwt stwrild,we do wtth all this ttush?Possibleanswersmay be: Burn it, bury it, and pack it out. Havethe participantsvote on which option they think would be the best.They should be able to grvereasonsfor their choices.
s'rEpsFoRtT,acHINGlrtE AcTrvmr (30MINtrrs) How Smart Is Your Smeller? Ask group membershow they found the trash. What sensesdid they list? (Participantsmost likely dependedon their eyesight.)Ask the group how animals find food. Explain that animals have a much keenersenseof smell, and often better eyesight,than humans. This keen senseof smell attractsthem to food and garbageleft behind in the backcountry.Even food packaginghas scent.To simulate this experience,tell the participantsthey are going to take the "smelltest." Have participantsclosetheir eyes.Hold the various food objects,one at a time, under eachparticipant's nose.Have participantsidentify each food item. Repeatuntil everyonehas had a chanceto test eachfood item. A closereview of the Backgroundon the Principlesof LeaveNo Tfaceis neededto effectivelylead a discussion. Have a discussionwith participantsabout an animal's use of smell to find food. Usethe analogyof a dog burying a bone and using odor to find it later. The sameoccurswhen animals find food that was buried near campsites. The odor of food is also what attractsbearsto campsites. Discussthe dangersof attractingwildlife to campsites.Also discussdangers to wildlife dependentupon human food, including problemswith digesting human food and packaging.Remembertheseanimals arewild and a potential dangerto human life. Animals that becomedependenton human food often raid campsitesor populatedareasin searchof food and often must be destroyed. Theseare iust a few of the reasonsit is important to leavea cleancampsite. Campfire Trash Have participantsdivide their trash into burnable and nonburnableitems. Ask participanls: Wlwt luppens to tlese items wlwn you put tlrcm into tlu ftre? Does anerythingturn to ash? Show examplesof items that do not burn to ash (i.e.,foil lining, cans,glass). Bring out the partially burned items you collectedfor your activity and explain that not everythingburns. Someitems require a very hot fire and take a long time to burn. Theseremain as litter in the campsite.Burning trash also puts odors into the air and the fire site that can attract animals and flies to the site. Many placeshave fire restrictionsthat do not allow open fires. Campersshould not burn trash as a disposaloption. Plan to pack it out.
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Is That Trash Temporary? Have the participantsdivide the trash into biodegradableand nonbiodegradable piles. Define "biodegradable"if necessary-capableof being broken down into harmlessproductsby the action of microorganisms.Have the participants explain why they divided the trash the way they did. Have them readjusttheir stack of trash if necessary. Ask participants:How lnng doesffash Inst tn tlu oAdmrs? Have them guess how long different kinds of trash last in the outdoors.For example,it takes about 200 to 400 yearsfor an aluminum can to biodegrade.A cigarettebutt takestwo to five years,and a bananapeel may take three to five weeks.Refer "How Long DoesIt Last?"earlierin this handbook. to the sidebar
WRAPPINGItP THEACrrVmr (10MINUES) Propertrash disposalis an important responsibilityfor everyoneand in every place that we live or visit. How well has the group learnedto properly dispose of trash? ) Discusswhat choicescould havebeenmadeat home when packingto eliminate bringing someof the nonbiodegradableitems or to bring food that can be consumedentirely, such as applesand carrots. ) What choicescan you make in your everydaylife to eliminate the amount of trash in your city's landfill? E:rplainthat nonbiodegradableitems are a good choicewhen they can be reusedmany times. ) Have the group make a list of things they are alreadydoing, and pledgeto start doing, to make a differencefor the environment. Congatulations on conductinga well-preparedmeetingfor your group!
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Activity Plan 2tot Dirsposeof Waste Properly Emtoring Disposal of Human Waste This activity should take approximately30 to 45 minutes. UUIIATYOI'R GNOI'P WIII IfiARIf After participatingin this activity plan, which is designedto help participants learn about backcountrywaste disposal,participantswill be able to ) Describewhy catholesare a good way to disposeof human feces. ) Selectan appropriatecatholesite. ) Dig a catholeof the proper dimension. Participantswill explorethe effectsof improper disposalof human waste and ways to properly disposeof human waste. MATtsRIAIS AITTDPREPARANON Materials ) Jar of soil ) Jar of decayinggrass,leaves,etc. ) Toilet paper ) Small rocks for paperweights ) Information sheet"Catholes:Proper
Disposalof Human Waste"
) Small gardentrowel (preferablyone for every two participants) ) Optional: box of sand at least 8 to l0 inchesdeep Prepaiation ) Readthe entire activity plan and the Backgroundofi the Principlesof Leave No Tface thoroughly. ) Copy the information sheet"Catholes:ProperDisposal of Human Waste,"one for eachparticipant. > At leasttwo weeksprior to your meeting,place small amounts of soil, decayingleaves,or grassclippings in a iar. WARNING: Do not tightly seal the jar. Gases created during decomposition could cause a sealed jar to explode.
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rorn GnOUPS ArlErTrOn F Erlltlsl GnASBNffir Bringin your two jars,onecontainingiust mineralsoil andthe othercontaining humus-organic soil and decayingleaves,or grassdippings.Allow the participantsto look at the jan. Disorsswhat the jan demonstrate aboutthe naturd processof decomposition. Explainthat dthough this processcantakedays, weeks,months,or evenyears,organicmateridssuchas food,leaves,gass clippings,and feceswentudly decompose into the soil. Explainthat the conceptof wil be explorcdagainlaterin the activity. decomposition
Nort, askthe gloup membersif theywould usetheir yardas a bathroom. Why or why not?The followingactivitywill help arurwerthosequestions.
srps FonrErcHrrfclflE ActTvtTr e0 IIIn'1!SD The Paper Chase Distibute toilet paperandhaveparticipantstearit into individud squares.If you Have conductthis activityoutdoors,dso disfiibutesmdl rocksfor paperweights. the participantsscattertheir piecesof paperaroundthe areain which theyare gathered,makingsurethe paperis visible.Havethemstandbackandview the usedtoilet paperor area.Tbllthe participantsthat eachpieceof paperrepresents perimeter of a campsite. the depositof humanwastedong a trail on the A thoroughreadingof the Backgroundon the Principlesof Irave No Tface will help facilitatethe followingdiscussion. Ask participantsthe following:Wltu is Ww twrctionto thiswne and.why? Wtwt canpaplc do n dispseof tlwir toiletpapr and human wastein olrris visihlcand.morc sanitorymntns? Participantsshouldunderstandthat they shouldpackout toilet paperand humanwasteor bury it in a cathole.
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Gatbolos Explainto the Soup that digginga catholeis oneway of properlydisposing 'C,atholes: of humanwaste.Distributeand disorssthe informationsheet hoper Disposalof HumanWaste'at the endof this activityplan. Practice digg$ a cathole.
digginga catholeuslnga garden ) Haveonegrcupmemberdemonstrate watch. trowelwhile others ) Haveparticipantsbreakinto pairsto practicedigginga cathole. Ask participantszWhntif a Safien nantelisn't available?Wlwf otlts tmb antWWu useto dig a catlalcSBrainstormotherwaysto dig a hole.Usea trock, a stick,or a boot heel.Practiceusingthesetoolsto drga hole.Are they effective?Why or why not?Alwayscarrya fiowel.
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Other Important Options There are other ways to get rid of toilet paper without burying it or leaving it in the backcountry.Have group memberscreatea plan for how their goup will disposeof toilet paper in the backcountry.Burning it with a lighter right after use is not an option; this could causea fire, and the paper rarely burns completely. One option is to depositthe toilet paper in a small sealableplastic bag and pack it out with the other camp garbage.A small disposalspongesoaked with ammonia helps reducethe smell. Someareasmay require that all feces and toilet paper be packedout. Always check with the land management agencyif there is a question.Referto the Backgroundon the Principlesof LeaveNo Tfacefor details.
UUnAPPING IrP m|E AgrrVITr (10MIIIUIES) What is human waste and how do we usually disposeof it? In the backcountry, it's not so easy.We need to be preparedto disposeof it each day using the techniques we've talked about. Disposalof human waste is a challengefor outdoor visitors-and it can be a personaland sensitivematter-but it is important. How well has your group learnedto properly disposeof human waste? Have group membersbrainstorm why proper disposalof human waste in the backcountryis important. The leadershould add ideasfrom the Background on the Principlesof LeaveNo Tfacenot mentionedby the group. Discussionshould centeraround decomposition,pollution of water sources, spreadof disease,disruption of wildlife, and negativeimplications of someone finding human waste. Congatulations on conductinga well-preparedmeetingfor your group!
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Catholes: Proper Disposal of Human Waste Perhapsthe most widely acceptedmethod of backcountryhuman waste disposalis the cathole.The advantagesare: O ftrey are easyto dig in most areas. O fney are easyto disguiseafter use. O fney are private. O fney dispersethe wasterather than concentrateit to enhancedecomposition. O tt is usually easyto selecta remotelocation where you can be certain no one is going to casuallyencounterthe cathole. Selecting a Cathole Site O Selecta cathole site far from water sources;200 feet (approximately80 adult paces)is the recommendedminimum range. O Selectan inconspicuoussite untraveledby people.Examplesof cathole sites include thick underglowth, near downed timber, or on gentlehillsides. O It camping with a group or if camping in the sameplace for more than one night, dispersethe catholesover a wide area;don't go to the sameplace twice. O Thyto find a site with deeporganic soil. This organicmaterial contains organismsthat will help decomposethe feces.Organicsoil is usually dark and rich in color. Referto the jars used to demonstratedecomposition.The desert doesnot have as much organicsoil as a forestedarea. Diggnng a Cathole O e small gardentrowel is the perfecttool for digging a cathole. O Oig the hole 5 to 8 inches deep (about the length of the trowel blade) and 4Io 6 inchesin diameter.In a hot desert,human wastedoesnot biodegrade easily becausethere is little organic soil to help break it down. In the desert, the cathole should be only 4 to 5 inches deep.This will dlow the heat and sun to hastenthe decayprocess. O When finished, fill the catholewith the original dirt and disguiseit with native materials. A Note About Urine Urine doesnot hurt plants and soil directly. Sometimes,the salt in urine may attract wildlife. Animals can defoliateplants and dig up soil to get at the salts. It is best to urinate on rocks and in placesthat will not attract wildlife.
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Acttvity Plan for leave llUhat You Find Exptoring Natural Settings and ArchaeologricalAreas This activity should take about 50 minutes. IUHATYOUN GNOT'P WII.I IAANN After participatingin this activity plan, which is designedto help participants learn about the value of leaving natural featuresand cultural artifactsundisturbed, participantswill be able to ) Describethe characteristicsof an archaeologicalor historical (cultural) resource. ) Discusswhat happenswhen cultural resourcesare removedfrom a site. ) List at leastthree ways of enjoying cultural resourceswithout taking them home. YoUrparticipantswill imagine themselvesas part of a futuristic sciencemission returning to Earth to uncoverthe secretsof our planet's ancient inhabitants. Participantswill try to constructa picture of a vanishedpeoplebased upon the objectsthey find.
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MAIERIAI.S AITD PNEPANATION Materials Gatherold campingitems such as a tent peg, old frying pan, piece of rope, burnt wood, blackenedrocks, a child's toy, an ax, and a bullet shell, or cut pictures of theseitems from magazinesor newspapers. Useyour imagination to add other items. Have one object for eachperson.If conductingthis activity inside, you may want to place the items on a bedsheetto protect floors. Preparation ) Readthe entire lessonplan and the Background on the Principlesof LeaveNo TfacethorougNy. ) Scatterartifacts (campingitems) in an area away from the view of the group (preferably outside),and dump the trashin one place. GNABBIIUG YOI'R GROI'P'S ATENTION
(10urrfurEs)
Explain to participantsthat they are traveling in the year 2172on spaceshipsreturning to Earth. They are on a sciencemission to find out how earthlings hundredsof yearsago. You may want to use a such as a model spaceship,to embellishthe story. T\uo different scienceteams will visit Earth. What will they find?
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Beam Me Doum Breakthe group into two scienceteams.E:rplainthat two teamswill take turns visiting the planet. One team will "beam down" to observethe site while the other waits inside. Have the first team view the objectsand site without picking up the artifacts. Tell team membersto remembertheir initial impressionof the site and be able to describewhat the peoplewho lived here were doing. After viewing the site, have eachmember of the first team pick up one or more of the objectsand hide it so it is not visible. This leavesonly half the objectsto tell the archaeologicalstory when the secondteam arrives. Beamdown the secondscienceteam, and have its memberslook at the site and the remaining artifacts.Have eachpersonfrom this team pick up an artifact. Tell them to remembertheir initid impressionof the site and be able to describewhat the peoplethat lived here were doing. Do the following: ) Haveboth teamssit down together.Ask membersof the secondteam to describetheir impressionof the site and past civilization. Ask participants: Wlnt did.you leam about this pastulntrc baseduryn the artifactsyou fouttd? ) Have the first team show the artifactsthey removedfrom the site. Ask members of the first team to describetheir impressionsof the site and civilization. Ask participants: WIwt did.you learn about this past calture basedupon your anluatian of tlu sitewhm all the artifacts wenepresmt? Returnto the site and discusswhat later orploreni might think about this site. Ask participantsthe following: > WIut imprcssbn wouW you have rww tlut oll of the aftifans are gone? ) How l'r.s tlu value of tle siteclwnged sirrceall artifans Inve beenremaved? ) How ttns this actt@ ttal@. you tndastond tle fiforts of todny's atehaalbgis:'r?
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WnAPPTNG ItP tIIE ACfTVITT F0 UII|UTtsSI Your participantsare great scientists!Your group knows the importanceof leaving items that they find in their natural setting.A group discussionwill help determinehow well eachpersonhas learnedthe value of this lesson. ) Discussthe idea that the items discoveredby the group representartifactsand evidenceabout our culture. Similarly,the artifactswe sometimesfind in the outdoorsprovide valuableinformation about peoplewho lived here long ago. ) Have participantsrelate the objectsthey found on their sciencemission to somethingthat might be found on public lands (from Native Americansor pioneers).Havethe group summarizewhy it is important for peopleto leave what they find. Clarify the differencebetweenobjectsof historical value and common trash or debris. If necessary,remind participantsthat it is against the law to removeor destroycultural resources. > Talk about what peopledo with artifactswhen they take them home. Generdly the artifact sits on a shelf or in a drawer.How much pleasuredoesit bring when it is removedfrom the site?Havethe group brainstormways to enjoy and learn from an archaeologicalsite without taking the artifactshome. ) lmportant Discusshow leaving what you find appliesto plants, animals, and the outdoor setting in general.Picking flowers, removing antlersor petrified wood, cutting tree branches,building lean-tosand chain, moving rocks and stumps,carving on treesand stone,and digging tent trenchesare all examplesof ways peopledetractfrom the natural outdoors.Use the Background on the Principlesof LeaveNo Tfaceto lead discussion. \Congratulationson conductinga well-preparedmeeting for your group! Additional
Activities
) Visit an archaeologicalsite. Discusswhat might have been found there 1,000 yearsago, 100yearsago, and l0 yearsago. ) Tip over a garbagecan. What do the contentstell you about the people? Which contentsare likely to remain unchangedfor hundredsof years? What will peoplein the future think about our culture when they examine our garbage?
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Activity Plan for Minimize Campfire Impacts Exploring Fires and Stoves This activity should take approximately55 minutes. WHATYOITR GROITP WILt LE/ARN After participatingin this activity plan, which is designedto help participants learn about various options for fires, participantswill be able to ) Determineif a campfireis a necessarycomponentof camping. ) Assesswhat areascan ecologicallyor aestheticallywithstand another campfire with minimal impact. ) Build minimum-impactfires in both high-useand remoteareas. Participantswill comparehow fast they can heat water on a camp stove,campfire, and a mound fire. They will then assessthe value of eachcookingmethod. MAI'ERIAIS AND PREPARANON Materials ) A backpackstove,fueledand ready ) Three small pans for heating water ) Waterjug ) Firewood-small to large sizes ) Mineral soil for a mound fire ) Groundcloth or plasticgarbagebag to gathersoil ) Enoughunscarredrocksto build - A traditional campfirering - A basefor the fire pan ) Fire pan (metalgarbagecan lid, oil pan, or other fire pan substitute) ) Hot chocolatemix and cupsfor drinking
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Preparation ) Locatean areathat will permit the group to safely and responsiblybuild fires. ) Readthe entire lesson plan and the Backgroundon the Principles of Leave No Thacethoroughly. It is necessaryfor group members to know how to use a fire pan and how to build a mound fire before beginning this activity. ) Practicebuilding a mound fire prior to the meeting so you are familiar with the process. ) Scatterthe unscarred rocks and firewood over the surrounding gound. ) Placethe soil for the mound fire nearby.
cnABBIIfG YOITRGnOI'P'SATTEN'TrOI|(20UII|IITESI Drplain to the group that there are three types of prepared food for camp meals: precookedcold meals, meals cooked over fires, illd meals cooked on a camp stove. Group memberswill compare the value of stovesand fires when making hot chocolate.But first, they will help the leaderdemonstratehow to build a tme kave No Tlace fire. Demonstratehow to build a mound fire. Follow the directions for building a mound fire found in the Backgroundon the Principles of Leave No Tlace. Use Soup membersto help gather soil, firewood, and clean up afterward. Help participants understand how a properly built mound fire leavesalmost no trace of the fire. The entire processof building the mound fire, extinguishing the fire, and cleaning up should take about 30 minutes.
$IEPSrOntEACHIIfGtrlE Acrrvrrr (ilt uuuurs) The Heat Is On Participantswill compare how fast they can heat water on a camp stove, a fire built using a fire pan, and a traditional campfire. After heating the water and making the hot chocolate,gfoup memberswill attempt to remove all evidence of the fire (e.g.,tracesof ash, dirt, firewood, etc.). Thig processwill help participants think about the advantagesof stoves,mound fires, or fire pans over traditional campfires. Explain to group membersthat they will conduct an experiment to demonstrate the pros and cons of fire use. Divide the participants into three Sroups. Each will: O Preparea fire sotuce. O goil water and make hot chocolate. O Cteanup the site so no one can tell they have been there. Ask one group to use a stove,one a fire pan, and one a new rock-ring fire. Have each group keep track of how long it takes to prepare the hot chocolate and clean up the site.
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LeaveNo Tfacedoesnot simply mean putting out the fire and cleaningup the trash. There should be no evidencethat the fire ever existed.Here are points to rememberwhen supervisingand discussingthe activity: ) Make it a specialchallengeto LeaveNo Tface. ) Is the ground scarredor scorched? ) Is there evidenceof charred wood? All campfiresrequire crushing coals to ash, soakingwith water to eliminatefire danger,and disposingof the ash. (Even fires built in e,ristingand properly located fire rings should be cleaned.) ) Are there scarredrocks? ) Is soil noticeablydisturbedin and around the cooking site? Ask participants: Which metl@dof boiling wattr was fastesf?The stove will most likely be the fastestmethod of boiling water. Firesrequire more preparation time, especiallyif proper care is taken to LeaveNo Tface. Ask participants the following: Wltich metlwd would gtoup membersprefu tf tlvy woe very hungry, if it wte raining, or if tlt4t u)tre campedon rcclcytenain wltqe a ftre was impractical or tlvy hnd.rc wood source? Ask them: Wlut problemsatosedurhg cleanup?How strcessfulwqe tlu fire builders at leaving no slgiltwhatsoanq of tlwtr ftre?A true Leave No Tface fire should leavevirtually no sign of its existence.Did the fire builders meet this standard?Easeof cleanupgenerallywill follow this order: > EASIESTstove. Stovesrequire virtually no cleanupwhen used properly. > MOREDIFFICULTfire pan. The fire pan, set on rocks or someother suitable surface,will not damagethe land but still will require disposalof ash. > MOST DIFFICULTtraditional rock-ring fire. Tfaditional fires will scar the surfaceupon which they were built, requiring rehabilitation of the fire site. Thesefires are usually built with ropksthat becomepennanently scarred. Did the group take the time to wash soot off the rocks?
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wnAP"lIKruPtf,E rcfrvrtr (r5EnltltD Yourgoup hashad the opportunityto orperienceand discussthe benefitsand proceduresfor buildirg differentqrpesof frres.How well havegpoupmembers learnedto minimizetheir impactwith fires3 of carpfires and and disadvantages Summarizethe advantages backpacldngstoves. > Canthe groupdescribethe prefenedtechniquesforu{uminga fire in highusear€ilsl (Usea stoveor irn odstingfire site.) ) What ale someof the no-tracefir€ buildingpracticesin pristineareas? (Builda moundor pan fire.) > What aresomelei$oilt why a night without a campfiremiShtbe more enioyable?(Stanaretrxn€noticeable;smallanimalsoundsareeasierto hear;the darknessenhancesstorytelling.) ) Discussthe impactsof ga0rering'wood-socialtrails,lossof nudents for plant lifq etc. meetingfor your Soup! Congratulatioluon conductinga well-prrepared
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Activity Plan for Respect Wildlife
Exploring Respect for Wildlife This activity should take approximately70 minutes. UUIIAT YOI'N GROI'P WE[.I.E.ARN After participatingin this activity plan, which calls for participantsto observe impacts on wildlife, participantswill be able to ) Describewhat activities causeimpacts to wildlife. ) Identify the actionsthat can be taken to minimize impacts to wildlife. Your participantsare going on an imaginary hike to a marshlandareawhere they will encountera flock of ducks, a doe, and a fawn. This activity will help them think about their potential impacts to wildlife and how theseimpacts can be avoided. MA1ERIAIS AIUD PREPARANOil Materials ) A gardenhose or someother meansof marking the marshlandarea ) Duck decoys,silhouettes,or picturesof ducks ) Picturesor silhouettesof a doe and fawn deer
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I Preparation ) Readthe entirelessonplan and the Backgroundon the Principlesof Leave No Tlacethoroughly. ) Lay out the gardenhoseor someother meansor markingthe marshland. ) Placethe duck, doe,and fawn picturesor silhouettesin the marshland. GRABBIIUG YOUn GROITP'S ATmIWION (20 MINUTS) Explain to participantsthat they will be hiking along a trail and will come to a marsh areawith ducks, a doe, and a fawn. Ask them to explain the actions they will take so they do not disturb the ducks and deer.
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S'IEPS FOR TE/ACHINGTIIE ACTTVTTY (30 MINT TES) How Wild Is Wildlife? The participantswill demonstratethe techniquesthey feel will help minimize impact to wildlife in the marshlandarea.After demonstratingthesetechniques, group memberswill move past the marshland.The activity will help them becomemore aware of their potential effectson wildlife and how they can avoid.negativeimpacts. As they approachthe marked marshland,ask goup membersto demonstratehow they will avoid disturbing the wildlife and how they will be able to tell if they were successful. After participantshave passedthe marshland,ask them why they used the techniquesthey did to minimize their impactsto the ducks and deer in the marsh.Ask them if there are any other techniquesthey could use.Emphasize that the best meansof determiningtheir successis the degreeto which the witdlife may have alteredtheir normal behavior.In contrast,if the ducks fly or the deer run away quickly, you know you have gotten too close. Quick movementand loud noisesare stressfulto animals.Considerate campersshould ) Observewildlife from afar to avoid disturbing theml ) Give animals a wide berth, especiallyduring breeding,nesting,and birthing seasons. ) Storefood securelyso wildlife will not be attractedto it. ) Keepgarbageand food scrapsaway from animals so they will not acquirebad habits. Remember,you are too closeto an animal if it alters its normal activities.
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wnAPPItG ItP tTrE AGfrVrTr (15UIIftlTESl Your goup is considerateof wildlife needsand knows how to respectwildlife. Group membersalso know the techniquesfor minimizing their impact on wildlife and meansof determining if they have been successful.Do the following: ) Discusssome of the local areasparticipants might visit that have wildlife. What additional techniquesor specificprecautionsshould they use to avoid disturbing the wildlife speciesin these areas? > Talk about the behavior of some goup membersor the behavior observedof others on previous outdoor activities that may have disturbed wildlife. What could have been done differently to avoid disturbing the wildlife? How can the group help encourageothers to keep wildlife wildS Congratulationson conducting a well-prepared meeting for your group! Additional Activitles Visit a local wildlife refuge and have the wildlife managersexplain how they recommend viewing wildlife speciesat the refuge without disturbing them in the wild. Takea walk with the wildlife manager around the refuge to practice the techniques.
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Activity Plan for Be Considerate of Other Vl$itors Exploring How to Be Gonsiderate of Other Visitors This activity should take approximately40 minutes. WHATYOT'R GROI'P WII.L I.E.ANN After participatingin this activity plan, which is designedto help participants learn about the importanceof being considerateof other visitors,participants will be able to ) Describethe waysthey can be considerateof other visitors. ) Help othersto improve their behavior,thus improving everyone'sexperience. This activity will help the participantsthink about how their actionsaffect other people'sexperiencesin the backcountry.It will also help them think about how to ensureall usershave a good experience. MATRIAIS Materials
ANI' PREPARATION
) Backpacksfull of gear for a hike ) TWostick horsesand two mountainbikes or two mountainbikersand two horseriders
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Preparation ) Readthe entire lessonplan and the Backgroundon the Principlesof Leave No Tlacethoroughly. ) Have the group bring full backpacksas though they were going on an overnight campout. ) Assigntwo individuals to bring their mountain bikes and borrow or build two stick horses. ) As an option, iurange for two local mountain bike club membersand two horse riders to assistwith the activity. ) Contactthe BackcountryHorsemenof America and InternationalMountain BicyclingAssociationfor literature,videos, etc., on their activity. BackcountryHorsemenof America P.O.Box 1367 Graham,WA 98338-1367 888-893-5161 InternationalMountain Birycling Association P.O.Box 7578 Boulder,CO 80306 888-442-4622 Web site: http:/ /utww.tmba.com GRABBING YOI,R GROITP'S ATEIWTON (10 MINUTES) Your group has been excitedfor weeks about hiking into White Pine Lake.As you arrive at the trailhead to the lake, group membersgrab their packs and head up the trail, running, shouting, and kicking up their heelsin fun. As you round the first bend, a group of youths, quite unfamiliar with horses,comes riding toward you down the steeptrail on horseback. Ask group memberswhat changestheyneed to make in their behavior to allow the horseriders to passsafelyby on the trail. What kind of behavior would help createa good relationshipwith thesehorseriders or other horse riders in the future? (Stopand make no sound, move off the trail and let the horsespassby, continue down the trail and hope the horseriders get by OK with their own skills.) S'TEPS FOR EJACHIIIIG TIIE AgrrVITg (20 MIIUUIES) Doing Unto Others Ask group membershow they would have felt encounteringthe group on horseback. What was their first reaction?What were their fint thoughts?Would they have felt better if they had known beforehandwhat to do?Few hikers know they should pull off on the downhill side of the trail when encounteringhorseriders, and that a little conversationas you passby one anothermay reducethe chance of the horsesbeing spooked. Ask the group what they should do if they are on the trail and are overtaking those on horseback.Horseriders need to be aw.re and rememberthe hiker is packing a load and has a right to be on the trail, too. Ideally the horse riders will find a good spot and let you pass.Here again, a little light conversationas you passwill reducethe chancesof spookingthe horses.Hiken may also want to considertaking off their packs so horseswon't wonder what those strange things on their backs are.
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Selectone or two from your group to ride mountain bikes down a trail and a coupleothersto ride stick horsesdown the trail, or considerrecruitinga couple of local mountain bike club membersand horseriders to ride down the trail. Havethe remainderof the group hike up the trail and demonstratehow to show respectfor other userswhile passingthe horseriders and those on the mountain bikes.The mountain bikers should slow down and/or stop their mountain bikes to let the hikers pass. After the hikers have passedthe horse riders and mountain bikers, pull the group back togetherat an appropriatelocation on a hardenedsurfaceoff the trail for discussion.How did the horseridersfeel about the hikers,and how did the hikers feel about the mountain bikers?If everyoneshowsrespectfor other users,all can sharethe trail and the outdoorswithout affectingthe outdoor experienceof others. Other points for discussionto minimize the group's impact on other users may include the following. Thoughtful campers ) Tfavel and camp in small groups (no more than the group size prescribedby land managers). ) Keepnoise down and leaveradios,tape players,and pets at home. ) Selectcampsitesaway from other groupsto help preservetheir solitude. ) Always travel and camp quietly to avoid disturbing other visitors. ) Make sure the colors of their clothing and gear blend with the environment. ) Respectprivate property and leavegates(open or closed)as found. ) Are considerateof other campersand respecttheir privacy. ) Are friendly and smile as they encounterother visitors and avoid long conversationsunlessthe other group exhibits an interestin talking. Any of theseefforts work to createbetter understandingand appreciation betweendifferent backcountryuser groups,which benefitsus all.
WRAPPTNG ItP TrrEAgrrvmr (10MIIUUTS) Your campersare very considerateof all usersof the backcountry!They know how to show respectfor a variety of different users. ) How well have they learnedwhat to do to make the experiencesof all users experiencesmore enjoyable? ) Have participantsbrainstorm how, as a group to, sef the examplefor being considerateof other visitors they meet. ) Challengethem to be the premierexampleof how one should act and respectotherswho will, in turn, have a desireto do likewise. Congratulationson conductinga well-preparedmeetingfor your group!
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Addtdonal As:tivider with thegroupthefollowing. Discuss
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) How would you like it if someone - Ihocked down your tent? - Put waterin your sleepingbag? - Shoutedwhile you wer€watchinf,a deer? (Addyour own ideasto the list basedon yoru goup.) > Visit an equestriangroupor horsebackriding stableto learnmoreaboutthe characteristics of horses.Invite membersof the BackcountryHorsemenof Americaor otherhorseriding groupsto visit with your Soup. ) Meetwith your localmountainbike club or write for informationon mountain biking from the InternationalMountainBicychngAssociation,which has adoptedleave No Tlaceaspart of its rulesfor the trail. Youcanwrite to the IMBAat InternationalMountainBicyclingAssociation,P.O.Box7578, Boulder,CO80306.
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Appendix L e a v e N o T f a c e R e s o u. .r.c. .e.s. Handouts* ToleaveNoTface A Side Note on Rulesand Regulations IdeastoRemember.. The Principlesof LeaveNo Tface
*Make these handouts something participants will want to keep. Use your imagination-copy the handouts on parchment paper, burn the edges,frame them, etc.
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Icave No TraceResoruceg LeaveNo TlaceInc. P.O.Box 997 Boulder,CO 80306 303-M2-8222 Toll-free800-332-4100 E-mail:
[email protected](DanaWatts,executivedirector) Web site: http:/ /unw.LlVTorg LeaveNo ThaceInc. is a private, not-for-profit organizationestablishedto administerthe national LeaveNo Tbaceprogram while partneringwith the following federalagencies:U.S. ForestService,U.S. Bureauof Land Management, U.S. Fish and Wildlife Service,and National Park Service. Staff membersof LeaveNo TfaceInc. serveas the primary sourceof program information and coordination.In addition, more than 1,100individuals throughout the country are Mastersof kave No Tface.Theseindividuals can assistin the LeaveNo Tlace program. National Outdoor LeadershipSchool (NOIS) 288 Main Street Lender,WY 82520 307-332-8800 E-mail:
[email protected] Web site: http:/ /www.rwls.edu The National Outdoor LeadershipSchoolhas developedmany Leave No Tfaceeducationalmaterialsand createdthe Mastersof LeaveNo Tface training program. I.EAI/E ITO MACB IIAIERIAI.S The following booklets from the LeaveNo TlaceOutdoor Skills and Ethics seriesprovide techniquesfor specific*egions.Thesebooklets are available through LeaveNo ThaceInc. or from the National Outdoor LeadershipSchool. Alaslan Tltndra Desertand.&nyon C-ountry La.kesRegion North Amertcan Nortlrcost Motntaitu PacifrcNorthwest RoclcyMountatn Siera Nanad,nMountains Sotfiluastern States Tempuate C-oostalhrrcs Tlopical Ratnforests(also available in Spanish) WesternRtvsrC-otidors Other Written Materids Bacl
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A Side Note on Rules and Regulations The increasinguse of our nation's parks and forestshas led to an increasein rules regulatingrecreationists'activities.Many of these regulationshave been imposed as a result of increasedhuman impacts in these areas.A widespread awarenessof Leave No Tiace will go a long way toward limiting the rules neededto protect these wild placesand protect the freedom of visitors. Visitors who practice Leave No Tiace can avoid the chain of events describedbelow. The negativeimpact of, and resultingincreasednumber of, rules and regulationsis a cycle that can be broken, but only if outdoor visitors practicethe LeaveNo Tiace skills outlined in this handbook.
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F User doesn't meet responsibilities.
OUTDOOR
vIsxToRs Actions affect the (lora, fauna' water. gecllogy. etc . and ou.r behavior aff*ct.s other people.
) User has less freedom. F Scenery is damaged. ) Resources are impacted" ) Future users will have fewer opportunities.
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RESOURCH Managers apply rules. regulations, and quotas to protect the wilderrress.
The prirneval ch,aracter of wilderness is altered and laws are not, respected.
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Ideas to Remember LeaveNo Tiacemeanstravelingand campingwith care,deliberatelyplanning, and guidingone'sactionsso as not to harm the environmentor disturbothers. The Principles of Leave No Trace {$ RlanAheadand Prepare. @ Tiaveland Campon DurableSurfaces. @ Oisposeof WasteProperly(PackIt In, PackIt Out). @ LeaveWhat YouFind. @ tttinimizeCampfireImpacts. @ nespectWildlife. O e. Considerateof other Visitors.
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The Principles of lcave No fiace The principles of LeaveNo Tlacemight seemunimportant until you consider the combinedeffectsof millions of outdoorvisitors.One poorly locatedcampsite or campfiremay havelittle significance,but thousandsof such instances seriouslydegradethe outdoor experiencefor all. Leavingno trace is everyone'sresponsibility. O PLAN AIIE/N) AND PREPARE Propertrip planning and preparationhelps hikers and campersaccomplishtrip goalssafely and enjoyablywhile minimizing damageto natural and cultural resources.Camperswho plan aheadcan avoid unexpectedsituations,and minimize their impact by complying with arearegulationssuch as observinglimitations on group size. Scheduleyour trek to avoid times of high use. Obtain permits or permissionto use the area for your trek. Properplanning ensures ) Low-risk adventuresbecausecampersobtained information concerning geographyand weather and preparedaccordingly ) Properlylocatedcampsitesbecausecampersallotted enoughtime to reach their destination ) Appropriate campfiresand minimal trash becauseof careful meal planning and food repackagingand proper equipment ) Comfortableand fun camping and hiking experiencesbecausethe outing matchesthe skill level of the participants CAMP ON DITRABLE $'RTACES oTRA\IELAND Damageto land occurswhen visitors trample vegetationor communitiesof organismsbeyond recovery.The resulting barren areasdevelopinto undesirable trails, campsites,and soil erosion. Concentrate Activity,
or Spread Out?
In high-useareas,campersshould concentratetheir activities where vegetation is alreadyabsent.Minimize resourcedamageby using existing trails and selectingdesignatedor existing campsites.Keepcampsitessmall by ananging tents in closeproximity. In more remote,less-traveledareas,campersshould generallyspreadout. When hiking, take different paths to avoid creatingnew trails that cause erosion.when camping,dispersetents and cooking activities-and move camp daily to avoid creatingpermanent{ooking campsites.Avoid places where impacts are just beginningto show. Always choosethe most durable surfacesavailable:rock, gravel,sand,compactedsoil, dry grasses,or snow. Theseguidelinesapply to most alpine settingsand may be different for other areas,such as deserts.Learn the LeaveNo Tfacetechniquesfor your crew's specificactivity or destination.Checkwith land managersto be sure of the propertechnique.
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o) DIsposEo; wAs'm pRopERLy(pAcKIT IN,pAcKIT ourl This simple yet effectivesaylngmotivatesbackcountryvisiton to take their trash home with them. It makessenseto carry out of the backcountrythe extramaterials takenthereby your group or others.Inspectyour campsitefor trashor spilled foods.Acceptthe challengeof packingout all trash,leftoverfood, and litter. Sanitation Backcountryuserscreatebody waste and wastewaterthat require properdisposal. Wastewater. Help prevent contaminationof natural water sources:After straining food particles,properlydisposeof dishwaterby dispersingat least200 feet (about80 to 100stridesfor a youth) from springs,streams,and lakes.Use biodegradablesoap200 feet or more from any water source. Human Waste. Properhuman wastedisposalhelpspreventthe spreadof diseaseand exposureto others.Catholes6 to 8 inchesdeepin humus and 200 feet from water,trails, and campsitesare often the easiestand most practicalway to disposeof feces. @LUAVSWHATYOU FIIID Allow othersa senseof discoveryand preservethe past.Leaverocks,plants, artifacts,and other objectsas you find them. Examine animals,archaeological but do not touch cultural or historicalstructuresand artifacts.It may be illegal to removeartifacts. Minimize Site Alterations Do not dig tent trenchesor build lean-tos,tables,or chairs.Neverhammer nails into trees,hack at treeswith hatchetsor saws,or damagebark and roots by tying horsesto treesfor extendedperiods.Replacesurfacerocks or twigs that you clearedfrom the campsite.On high-impactsites,cleanthe areaand dismantleinappropriateuser-builtfacilitiessuch as multiple fire rings and log seatsor tables. Goodcampsitesare found, not made. Avoid alteringa site,diggingtrenches, or building structures. o MTNTMIZE CAMPFIRE IMPASTS Somepeoplewould not think of campingwithout a campfire.Yetthe naturalnessof many areashas beendegradedby overuseof fires and increasing demandfor firewood. Lightweightcamp stovesmakelow-impactcampingpossibleby encouraglng a shift away from fires. Stovesare fast, eliminate the need for firewood, and make cleanupafter mealseasier.After dinner,enjoy a candlelanterninstead of a fire. If you build a fire, the most importantconsiderationis the potentialfor resource damage.Wheneverpossible,use an existingcampfirering in a well-placedcampsite.Choosenot to havea fire in areaswherewood is scarce-at higherelevations, in heavilyusedareaswith a limited wood supply,or in desertsettings. Tfue LeaveNo Tfacefires are small. Usedeadand downedwood that can be broken easilyby hand. When possible,burn all wood to ash and removeall unburned trash and food from the fire ring. If a site has two or more fire rings, you may dismantleall but one and scatterthe materialsin the surrounding area.Be certainall wood and campfiredebrisis cold out.
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TEAcHTNcLEAvENoTRAcE
G) RESPECTWTLDIITE Quick movementsand loud noisesare stressfulto animals.Considerate camperspracticethesesafetymethods: ) Observewildlife from afar to avoid disturbing them. ) Give animals a wide berth, especiallyduring breeding,nesting,and birthing seasons. ) Storefood securelyand keep garbageand food scrapsaway from animals so they will not acquirebad habits. Never feed wildlife. Help keep wildlife wild. You are too closeif an animal alters its normal activities.
OF omrER VTSTTORS o BE CONSTDERAIE Thoughtful campersrespectother visitors and protect the quality of their experience. ) Tfavel and camp in small groups (no more than the group size prescribedby land managers). ) Let nature'ssoundsprevail.Keepthe noisedown and leaveradios,tape players, and pets at home. ) Selectcampsitesaway from other groupsto help preserve ir solitude. ) Always travel and camp quietly to avoid disturbing visitors. Make sure the colors of clothing and gear blend ith the environment. Respectprivate property and leavegates (openor clos€d)as found. considerateof other campersand respecttheir privary.
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2001 Printing
