Mission: Resilience Challenge Course GOAL Academy (Beta Version/May 2021) - National Park Service
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National Park Service U.S. Department of the Interior Mission: Resilience Challenge Course GOAL Academy (Beta Version/May 2021)
ON THIS PAGE Fruita Middle School 6th graders on a field trip at Colorado National Monument Photography by: Casey Hawley ON THE COVER Mission: Resilience logos Logos by: Brad Sutton
Mission: Resilience
Challenge Course
National Park Service
Beta Version
May 2021
Contents
Page
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Resiliency Rappel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
The Power of Presence Mindfulness Hike. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Super Hero Self-Portrait for Self-Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Strengths Through Hardship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Geology Giant Jenga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Web of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Adversity Maze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Adapting Optimism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Appendix A: Example Summary of Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-1
Appendix B: Example Teacher Ranger Teacher Curriculum. . . . . . . . . . . . . . . . . . . . . . . B-1
Introduction
To help with life’s hurdles, we designed if a specific activity does not directly
an in-park adventure experience for connect to your park resource, we
middle schoolers to develop resiliency hope that it might spark an idea that
skills. This mission will strengthen would work for your circumstances.
students’ mastery of six resiliency
tenets while leveraging the power of How to Use this Catalog
your unique park resources to foster
Depending on your park resources,
mental health. Completing Mission:
there are many ways to use this catalog.
Resilience will reveal students’ own
superpowers, giving them tools to ●● If you have a Teacher Ranger
thrive in the face of challenges. Help Teacher or a gateway community
the next generation of stewards view with a local school district, you can
your park as a place of healing. partner with the schools to teach
the curriculum during the school
year. Their in-class learning can
Background culminate with a visit to your park
Mission: Resilience! was developed at the end of the school year.
using the six tenets of resiliency ●● If following a year-long curriculum
created by University of Pennsylvania- isn’t feasible, you can still host an
Positive Psychology Center: self- amazing field trip for students at
awareness, self-regulation, mental your park. To prepare students and
agility, strengths of character, enhance learning, the field trip can
connection, and optimism. This be accompanied by a pre-site at the
catalog contains eight challenge school.
course activities that highlight each
of the six tenets of resiliency in a fun ●● You can treat our framework as a
and interactive way. The catalog was catalog of activities and use several
designed to be adaptable, affordable, of them for a stand-alone Jr. Ranger
and accessible to all park units. Even Day or a Healthy Parks Healthy
People day.
Fruita Middle
School 6th
graders at
Colorado
National
Monument,
photo: Casey
Hawley
National Park Service – GOAL Academy (Beta Version/May 2021) 1
The budget is also scalable, depending Regardless of how this framework
on how you use the framework. A bare works for your park, the end result is
bones version of this framework can the same. This framework builds skills
be executed with very little investment. useful for all humans – kids and adults
(See each activity for suggested – and highlights that parks can be a
materials.) Using a more robust place of renewal and refuge for healing.
version of the framework provides It also has the potential to bring
a great opportunity to partner with underserved communities to your
your Friend’s Group or Association so park, strengthen the community, and
they can contribute to this meaningful inspire the next generation of stewards.
work.
Six Resiliency Tenets
These activities are built around the six tenets of resiliency as defined by the
University of Pennsylvania Positive Psychology Center (https://ppc.sas.upenn.
edu/resilience-programs/resilience-skill-set).
Self-Awareness – The ability to pay attention to your thoughts,
emotions, behaviors, and physiological reactions.
Self-Regulation – The ability to change one’s thoughts, emotions,
behaviors, and physiology in the service of a desired outcome.
Mental Agility – The ability to look at situations from multiple
perspectives and to think creatively and flexibly.
Strengths of Character – The ability to use one’s top strengths to
engage authentically, overcome challenges, and create a life aligned
with one’s values.
Connection – The ability to build and maintain strong, trusting
relationships.
Optimism – The ability to notice and expect the positive, to focus
on what you can control, and to take purposeful action.
National Park Service – GOAL Academy (Beta Version/May 2021) 2
Station 1
Resiliency Rappel
Resiliency Strengths Materials
Self-Awareness, Self-Regulation, ●● Static Climbing Rope
Strengths of Character, & Optimism ●● Belay devices
Objectives ●● Trained belayers
Students will: ●● Harnesses in adult and youth sizes
●● Helmets
●● Test their own self-awareness, self-
regulation, strengths of character, ●● Gloves
and optimism while rappelling ●● Materials for belay station anchors
down a rock cliff.
●● Reflect on strengths of character Pre-visit suggestion
and how they leveraged trust and Discuss with students about challenge
connection during the activity by choice. This activity is optional
with the instructor, leader, belayer, for students that want to challenge
and knots. themselves and their resiliency.
●● Express how they showed tenets
of trustworthiness as a partner to Set-up
other students. Students would be lowered down
●● Have an opportunity to reflect by a trained belayer that is secured
on what they have learned to an anchor point. While students
throughout the day and apply are waiting for their turn to rappel
those skills to a real-life adversity. one instructor would teaching kids
important climbing knots they will
use for the activity such as the figure
eight follow through.
Climbing rope,
photo: Jean
Mottershead
via Creative
Commons
National Park Service – GOAL Academy (Beta Version/May 2021) 3
Please note: This activity is designed K – Knots: Check all the knots in
to be adapted and modified for your the system. Make sure that knots
unique park site. It is crucial to have adjoining two ropes in a double-rope
trained rock climbing instructors rappel are correctly tied with enough
to facilitate a rappel station. It’s tail.
suggested to partner with a trusted
local climbing gym, guide service, or E – Ends: Confirm that the ends of
park SAR team to ensure safety. your ropes are on the ground or that
they reach the next anchor. Confirm
Resources on belaying kids: that your system is closed with knots
at the end of your rappel lines.
●● Rock Climbing with Kds | The
Climbing Guy S – Safety Backup/Sharp Edges: Use
●● How to Rappel: Climbing Skills | an autoblock backup and check to
REI Co-op make sure that you aren’t going to
rappel over any sharp edges.
Activity
Introduction
Welcome to the rappel station!
Our first order of business is to discuss
safety for this station:
B.R.A.K.E.S. from Climbing.com
Prior to rappelling, you should check
every aspect of your system.
B – Buckles: Check the buckles on
your harness. Make sure they are snug
and that all appropriate straps are
doubled-back.
R – Rappel Device/Ropes: Check
that the carabiner attached to your
device is locked, both strands of the
rope have been loaded correctly in
the device, and the rope is properly
threaded through the rappel anchor.
A – Anchor: Confirm that the anchor
is strong. If it’s a tree, make sure
it’s alive, large enough to hold your
weight, and that it has a good root
base. If it’s a boulder, ensure that it
is not going to move. If rappelling
off bolts or gear, confirm that they Rock climbing,
are suitably strong enough. Double- photo:
check that any webbing or cord isn’t Littlefield
damaged or too faded.
National Park Service – GOAL Academy (Beta Version/May 2021) 4
You will need to lean on all the ●● Knot tying instructional videos
resiliency skills that you have learned can be found here How to Tie
during the school year and throughout a Figure 8 Knot for Climbing -
the challenge course today as you Everything You Need to Know ||
successfully navigate this rappel. You REI - Bing video
will need to trust your belayer and the ●● Knot instructor will be conducting
equipment that they will safely get you a safety check on each student
to the bottom of the rappel. prior to going to the belay station.
Consider how being prepared for a
stressful situation can make it easier. Reflection
and less stressful. If you are confident in Reflection can happen with a smaller
your knot tying ability and you have a group at the base of the rappel or can
partner double check your work that wait until the end for a larger debrief.
could reduce fear or anxiety around ●● How did it feel to back off the edge
trusting that the knot will hold. of the cliff and trust your rope and
belayer?
Procedure ●● How did you overcome any fear that
●● Lower students with a trained you felt before or during the rappel?
belay instructor that is secured ●● What did you do to regulate your
to an anchor point. Another fear / anxiety?
instructor would teach kids
important climbing knots used ●● What did it feel like to put your feet
during the rappel such as the back on the ground?
figure eight follow through while ●● How did you stay positive and
students wait to rappel. optimistic during the activity?
●● What role did trust play in the
activity?
Climbing
down, photo:
Eric Fischer
National Park Service – GOAL Academy (Beta Version/May 2021) 5
Station 2
The Power of Presence Mindfulness Hike
Resiliency Strengths If possible, it is suggested to introduce
Self-awareness, Self-regulation, and practice some of these activities
Optimism, Connection (ex. Collective Breaths; Mindful
Movement) in the classroom with the
Objectives students prior to the hike.
Students will:
Set-up
●● Understand what mindfulness
is and practice being mindful in Depending on number of students,
nature. group is split in half and hike is
staggered with a ranger leading
●● Use their senses to connect to the each group. The ranger guides the
present moment. mindfulness bingo and other activities
●● Reflect on how to incorporate with the students at each stop of the
mindfulness into their daily lives. hike.
These activities are designed to be
Materials adapted for your unique park site:
●● Mindfulness Bingo Sheets
●● Pick and choose the activities that
●● Clipboards and Pencils
work for your group size, hiking
●● Nature Journals trail, time limits, etc.
●● Use the example mindfulness
Pre-visit suggestion bingo sheet on the hike or design
Classroom lessons “Active your own!
Listening: Mindfulness in Nature”
and “Mindfulness Activities” (see
classroom curriculum in appendix).
Santa Monica
Mountains National
Recreation Area,
photo: Connar
L’Ecuyer
National Park Service – GOAL Academy (Beta Version/May 2021) 6
Activity ●● Take a moment to check in and
notice how you are feeling. Are you
Introduction and Settle In excited, calm, or neutral about
going on this hike?
*This strategy is inspired by the
Breathe for Change Settle In activity, 3 ●● If your eyes are closed, gently open
Collective Breaths. For students who them and if you’d like, share one
aren’t comfortable participating in word with the group about how you
the breathing exercise, allow them the are feeling in this moment.
option to just observe. ●● Ask students to share other ways
to pay attention to the present
●● As students gather, distribute moment during the hike. Some
supplies (ex. pencil/clipboard with prompts could be: “How do you
mindfulness bingo sheet and/or notice the world around you? What
nature journal). tools do you have to observe what is
●● Welcome students to their happening right now?”
mindfulness nature hike. ●● Encourage students to focus on
●● Mindfulness means paying the five senses during the hike.
attention to what is happening right (For example, “We look around.
now or in the present moment, in a We use our eyes. We listen. We use
non-judgmental, curious way. our ears.”)
●● I know we are all excited to be here Transition
together and to get started! Before
we begin our hike, I want to take As we start our hike and walk to our
a few moments to settle in and first stop, use your senses to mindfully
prepare our bodies and minds to notice your surroundings and look for
be in the present moment for our items to complete on your bingo sheet*.
experience together. *Option to use each stop to complete
●● I invite you all to come together a ranger-guided mindfulness activity
in circle. Bring both hands to on bingo sheet.
your heart or rest your hands
comfortably on your thighs or by Stop 1
your sides. What did you notice as you were
●● Once you are there, choose an walking? (share out)
object to focus your gaze on or you
can close your eyes, whatever feels Ranger-Guided Mindful
most comfortable for you. Movement
●● As you settle in, begin to pay For students who aren’t comfortable
attention to your breath. Notice participating, allow them the option
how each inhale, and each exhale to just observe.
moves through your body. To come into the present moment: let’s
●● Let’s take 3 collective breaths take a moment to pause, feel your feet
together. Inhale, exhale. Breathe in; and listen to the sounds around you.
breathe out. Inhale, biggest breath of Now I invite you to do some mindful
the day; exhale, sigh it on out. movement to get in touch with our
●● Feel the bottoms of your feet bodies while we are in nature.
on the earth and listen to your Invite students to find a spot and pick
surroundings. a mindful movement pose: (model
National Park Service – GOAL Academy (Beta Version/May 2021) 7poses for students and/or use image of into the earth. Bring your shoulders
pose on the bingo sheet) back and down, chin slightly lifted,
●● Mountain Pose your eyes can be focused on one spot
for balance.
●● Tree Pose
●● Deep breath in, deep breath out.
●● Get creative! Allow students to
invent their own pose inspired by ●● Mountains reach tall through your
their surroundings. peak!
●● Hold poses and breathe naturally ●● Trees, perhaps grow your branches
for two minutes. and sway them in the breeze.
●● Body is strong, breathing deep.
Facilitator instructions for poses:
Poses can be practiced in a standing ●● Now, release your pose and slowly
or seated or lying down position. bring your hands to your heart or
Whatever is most comfortable for the by your sides, keeping your eyes Mountain pose,
focused or closed. Take 3 breaths,
students. Mount Rainer
gently open your eyes, and take a National Park, photo:
●● Plant your feet flat onto the ground, moment to notice how you feel. NPS
hips width distance apart.
●● Invite students to silently reflect on
●● Lift your chest and relax your how they feel, share with a partner,
shoulders down your back. or the whole group.
●● Mountain Pose: Bring your arms to
your sides with your fingers spread Transition
wide. As we walk to our next stop, use your
●● Tree Pose: Bring your arms to your senses to continue to mindfully notice
sides with your fingers spread wide. your surroundings and look for items
to complete on your bingo sheet.
○○ Plant one foot firmly on the
ground, opposite foot can rest Stop 2
against inner ankle or thigh
(to protect the knee joint, avoid What did you notice as you were
resting foot on the knee). Both walking? (share out)
feet can also stay planted on the
Solo stop option A
ground.
Tree pose, Mount
○○ Bring your hands to heart center Find a comfortable special spot to sit by Rainer National Park,
or if you are feeling steady, you yourself. photo: NPS
can raise your arms out to your Guide students or allow them to
sides or above your head and choose their own solo activity:
grow your branches. ●● Getting in touch with my senses: 5,
●● Choose an object to focus your 4, 3, 2, 1:
gaze on or you can close your eyes, ●● Notice: 5 things I see, 4 things I
whatever feels most comfortable for hear, 3 things I feel, 2 things I smell,
you. 1 thing I taste.
●● We will be in our poses for ●● Watch the clouds. Sit or lie down
approximately 2 minutes. on the ground. Breathe in and out as
●● Take a deep breathe in. Deep breathe you watch the clouds roll by.
out. Inhale, exhale. ●● Just “be” not “do” anything.
●● Continue to naturally connect to After the activity, have students write
your breath and perhaps feel your in their journal about the experience,
feet or body grounding down growing with prompts:
your mountain or tree roots, deep
National Park Service – GOAL Academy (Beta Version/May 2021) 8●● I notice, I wonder? It reminds me a partner or groups of three. We will
of… challenge each other to hike in silence
and complete items on our bingo sheets
Solo stop option B
or just observe our surroundings. When
This activity is based on Joseph Bharat one hiker in your group sees something
Cornell’s Sound Map strategy: Sound interesting, instead of speaking aloud
Map (sharingnature.com). about it, they can gently tap the
shoulder of one or more teammates,
Guided Sound Map
than point to the object and silently
●● In your journal, find a blank page share the enjoyment.
and mark an X in the middle – the X
represents where you are sitting. *This activity is based on Joseph
Bharat Cornell’s Silent Sharing
●● When you hear a sound, mark on
the paper to represent the sound. The Walk strategy: Silent Sharing Walk
location of the mark shouldindicate (sharingnature.com).
the direction and distance of the
sound from your seat. Closing at Trailhead
●● Tell students not to draw a detailed *This strategy is inspired by the
picture for each sound, but to make Breathe for Change Closing activity,
just a simple mark. Making simple Seal the Connection.
marks keeps the focus on listening
rather than on drawing. Guided “Seal the Connection” Circle
●● Invite students to focus their gaze ●● Invite students to come together
or close their eyes while listening in a circle. Softly focus your gaze
for sounds. or close your eyes, whatever is most
●● After completion, have students comfortable for you.
share their map with a partner and
reflect. ●● To close our mindfulness nature
hike, we are going to take a moment
Transition to connect to our breath, as you
As we continue on our hike, we are breathe, think about a time you
going to do a silent sharing hike* with felt present or connected to nature,
Santa Monica
Mountains National
Recreation Area,
photo: Flickr public
domain
National Park Service – GOAL Academy (Beta Version/May 2021) 9yourself or others during our Reflection
experience together today. Visualize ●● How did it feel to use your senses in
that moment in your mind. nature?
Reconnect to how this experience
made you feel. ●● How is being mindful in nature
similar or different to being mindful
●● When you have this clear vision in in your daily life?
your mind, look up to signal you
are ready. ●● When did you feel present or
connected to nature, yourself or
●● Let’s seal this connection with a others today?
collective, energizing clap together.
●● What did you learn about yourself
●● Reach one arm up and the other through this experience?
down. Take a deep breath in
together; 1...2...3...clap! (or “pass ●● How can you incorporate
the clap” - each student claps mindfulness practices at home, with
around the circle). your school, or in your community?
●● Invite students to share what they
visualized with the entire group.
Popcorn style or go around the
circle and take turns. Students are
allowed to say “pass” if they don’t
want to share. Santa Monica
Mountains, photo:
Steven Friedman
National Park Service – GOAL Academy (Beta Version/May 2021) 10National Park Service – GOAL Academy (Beta Version/May 2021) 11
Station 3
Super Hero Self-Portrait for Self-Awareness
This strategy is inspired by the Art Once finished, collect the
of Education’s Social-Emotional compliments and distribute to
Learning activity, “I am” Self-Portrait. each student to read and keep. If
completed prior to the self-portrait
Resiliency Strengths activity, students can draw on these
Self-Awareness compliments when completing their
“I am” statements.
Objectives
Students will: Activity
●● Gain self-awareness of what makes Introduction
them unique Here at (your park), many plants and
●● Identify at least two of their animals possess unique adaptations that
strengths or character traits help them to survive. You might even call
●● Compare their personal strengths them superpower strengths. Animal and
to strengths found in nature plants instinctively use these strengths in
their everyday lives.
Materials Briefly discuss examples of different
●● Art supplies (ex. colored pencils, plant and animal adaptations through Super hero self-
markers) the use of props and visuals. (Ex. portrait, photo:
Bighorn Sheep, Mountain Lion, Adeline Sutton
●● Optional: additional art supplies
Coyote, Utah Juniper)
(paint, feathers, buttons, etc.)
●● Blank pieces of paper or super hero
templates
●● Clipboards
●● Completed self-portrait example
●● Printed list of unique strengths
found in nature for reference
●● Plant/animal pictures and props
Pre-visit suggestion
As a class, have each student write a
compliment (this can be anonymous)
for each of their classmates. These
compliments should be based on each
student’s strengths, what they like
about them, and what makes them
unique.
Consider prompts such as:
●● You are...
●● You are good at...
●● I like how you...
National Park Service – GOAL Academy (Beta Version/May 2021) 12Each of you also possess amazing traits significance to some cultures, and we
and strengths that make you unique! need not appropriate that practice.
●● Some ideas: I am courageous like
By recognizing your unique strengths, the mountain lion, I am adaptable
you will start to become self-aware like the bighorn sheep, I am rooted
and develop the superpower of like the Utah juniper, I am clever
understanding yourself. like the coyote.
Procedure When time is up, encourage students
Distribute art supplies and paper or that haven’t completed their self-
self-portrait templates to students. portrait to continue to work on it at
school or home.
Facilitator shares completed self-
portrait as an example. Reflection
●● How did it feel to identify your
Students can choose to use the unique strengths and traits?
superhero outline template or using
their own creativity, draw an outline of ●● What are the benefits of knowing
their face. your strengths and unique traits?
●● What, if any, plant/animal strengths
Time Constraints
did you identify with?
If time is limited, facilitator can
time each section so the activity is ●● Invite students to share their self-
completed on time. Ex. Students, you portrait with the group and/or
have two minutes to brainstorm “I am” invite students to share one of their
statements, now you have two minutes “I am” statements.
to draw your self-portrait, etc.
●● Gallery walk: students walk around
and view everyone’s self-portrait.
Using “I am” statements, have students
write a list of the things they like about ●● Encourage students to put their
themselves, strengths, and what they self-portrait in a place where they’ll
think makes them unique and amazing. often see it to reinforce the positives
they see in themselves.
If they need a nudge, suggest
something like “I am cheerful,” or “I
am creative.”
Students can also partner with another
student, each student then brainstorms
their partner’s strengths.
If students are still struggling to
identify their own strengths, invite
them to draw on nature’s strengths.
●● Preempt students calling animals
their “spirit animal.” Ex. It’s
wonderful to identify with an
animal’s strengths as a simile Super hero self-
or metaphor, but we need to be portrait, photo: Oliver
culturally sensitive and realize Simpson
that “spirit animals” have deep
National Park Service – GOAL Academy (Beta Version/May 2021) 13Template 1
National Park Service – GOAL Academy (Beta Version/May 2021) 14Template 2
National Park Service – GOAL Academy (Beta Version/May 2021) 15Station 4
Strengths Through Hardship
Resiliency Strengths Set-up
Strengths of Character Select an individual or group
connected to your park site. Ex:
Objectives Civilian Conservation Corps, the
Students will: Buffalo Soldiers. (If possible, hold this
activity in a location specifically tied
●● Understand the role of strengths of to the history being shared.)
character in an individual’s success.
●● Learn about historical figures Using resources from NPS webpages,
connected to park sites and draw print a brief historical narrative,
inspiration from them. divided into short paragraphs. Include
●● Reflect on their own strengths of supporting photos.
character Except for Part 1, place the story
sections in different areas around the
Materials activity site. These can be well-hidden
●● Typed historical narrative, for increased challenge.
divided into short paragraphs and
numbered in order Place a sticky note on each paragraph
with a clue to where the next one is
●● Historical photos located.
●● Sticky notes
●● Worksheet with inquiry questions
[see included example]
●● Typed list of character strengths
Masonry work
at Colorado
National
Monument by
the Civilian
Conservation
Corps, photo:
NPS
National Park Service – GOAL Academy (Beta Version/May 2021) 16Activity Reflection
Introduction ●● What were the difficulties
Engage in a brief discussion with experienced by the person/people in
students: What can we learn from the story?
people of the past? ●● What made them successful?
Explain the role of national parks in ●● How can we use our strengths of
preserving diverse human histories, character to be successful?
with emphasis on your park site.
Procedure
As a group, students receive activity
worksheet and Part 1 of the written
historical narrative, including photo(s).
A student reads the paragraph out
loud.
The clue included with the paragraph
leads students to find the next hidden
text and photos.
Each text is read out by a different
group member to complete the story.
Once the story is completed, students
●● Review list of character strengths to
pick out those demonstrated by the
story subject(s).
●● Come up with their own written
definition or symbol for each
character strength.
The group decides which strengths
were demonstrated by the historical
figure(s).
Students then pick from the same list
strengths of character they identify
with.
National Park Service – GOAL Academy (Beta Version/May 2021) 17Strengths through Hardship
Read each part of the story to uncover the lives and work of the CCC members. Answer each question
in the box below before reading the next parts.
Part 1
Location found: ___________________________________
Why was the CCC program important for American families?
________________________________________________
________________________________________________
Part 2
Location found____________________________
What are some emotions you think the young men
of the CCC may have felt when they first arrived at
Colorado National Monument?
__________________________________________
__________________________________________
__________________________________________
Part 3 Part 4
Location found ______________________ Location found _______________________
Describe the types of skills the CCC may have What were some of the hazards of working
needed to work at Colorado National in the CCC program?
Monument.
_________________________________
____________________________________ _________________________________
____________________________________ _________________________________
Part 5
Location found _____________________________
Write one question you would ask a member of the CCC.
______________________________________________________________________________
National Park Service – GOAL Academy (Beta Version/May 2021) 18Station 5
Geology Giant Jenga
Resiliency Strengths Some layers of rock are harder than
others and over time erosion has
Self-Regulation
worn away layers to create rock
formations, canyons, sandy washes, etc.
Objectives The landscape is changing and it has
Students will: overcome hardships— just like our lives
change and we overcome hardships.
●● Learn the different layers of rock It might look different over time, but it
at the park and connect that to the persists.
layers inside themselves.
●● Identify several people who Procedure
support them.
Players take turns removing a block
●● Give examples of ways to regulate from the base of the tower and placing
their thoughts, behaviors, it on top.
emotions, and physiology.
●● Discuss foundations of health Continue removing blocks until the
Giant Jenga, photo:
and wellness - mental, emotional, tower topples. Sara Sutton
physical, spiritual strengths - and
how they give us stability and
balance.
Materials
●● Giant Jenga blocks - option to write
self-regulation techniques on the
side of each block to use during
reflection
●● Different rock types to touch and
feel and see (Ex. a piece of granite,
gneiss, schist)
●● Picture showing layers of rock
under the ground
Pre-visit suggestion
Classroom lesson “Geology and
Identity – Our Layers” (see classroom
curriculum in appendix).
Activity
Introduction
Discuss the different types of rocks
and layers at the park. Some are on the
surface and some we can’t see. Rock
layers go down very deep, creating
layers of support for everything on top.
This Jenga set also depends on layers of
support.
National Park Service – GOAL Academy (Beta Version/May 2021) 19As the tower becomes unsteady, ●● Option to practice “4-7-8
take a quick break to discuss how breathing” technique to lower
life can sometimes become difficult. blood pressure and relax. Take a
We need balance and support in deep breath in for 4 seconds, hold
different aspects of our lives – mental, it for 7 seconds, and breathe out for
emotional, physical, and spiritual – so 8 seconds. Do three rounds twice
we don’t topple. Have participants a day or whenever you’re feeling
identify how they might be able to get stressed.
that support.
●● Time allowing, reflect on four types
Play multiple rounds, if time allows. of wellness (mental, emotional,
physical, and spiritual) and
brainstorm how to strengthen
Reflection them. (Examples: mental – journal,
●● Layers of rocks at the park are like listen to your favorite song;
layers of ourselves. Some layers are emotional – laugh/cry, cuddle with
on the surface for anyone to see and a pet; physical – take a walk, get
some are deeper down. These layers more sleep; spiritual – spend time in
can change over time, like rock nature, volunteer to help others)
formations.
●● Option to make reflection more
●● We might have layers that make us active: Have each student find a
react strongly to some situations. Jenga block that has a tool for self-
When we have strong feelings, we regulation they like. Students bring
decide how to respond to them. their chosen blocks back to the
group, and share what they chose
●● Brainstorm tools for self-regulation. and why.
Examples: Go outside on a walk
to calm down, talk to a trusted
person to unpack a situation. Listen
to a favorite song. Deep breathing
changes your physiology – exhaling
decreases blood pressure and
heartbeat.
Visible layers
of rock at
Dinosaur
National
Monument,
photo: NPS
National Park Service – GOAL Academy (Beta Version/May 2021) 20Station 6
Web of Life
This activity was adapted from Materials
https://www.amnh.org/explore/ ●● Ball of yarn or twine
ology/biodiversity/web-of-life/
●● Pictures of 12 parts in the
activity-instructions
ecosystem with yarn attached so
students can wear them around
Resiliency Strengths their necks: sun, human, rain,
Connection bumblebee, flower, rabbit, soil,
earthworm, grass, bird, tree, deer.
Objectives ●● Cheat sheet with possible linkages
Students will: for facilitator.
●● Create a web of life illustrating how
closely organisms in an ecosystem Activity
interact with one another. Introduction
●● Understand that when something Each player gets two pictures of an
happens to part of the web, it has organism in the ecosystem to wear
an effect on the whole system. around their neck (yarn is attached to
●● Connect the web of life activity to each picture to form a necklace). Note:
their community. When something if group size is larger, each student
happens to a member of our should only get one organism picture.
community, it can affect others.
●● Link resilience in an ecosystem
to resilience in our community.
Having support from people in our
lives helps us be more resilient.
Web of Life Activity,
photo: Casey Hawley
National Park Service – GOAL Academy (Beta Version/May 2021) 21Procedure ●● Humans play a role in this web of
Stand in a circle. Have the player with life. We also have our own webs
the sun picture start with the ball of of relationships that support us.
yarn. When something happens in our
community, it can affect other
Have the player identify a picture held people, just like in the web of
by someone else that uses the sun. life. How could we be affected if
Toss the ball of yarn to that person and something happened to someone in
explain how that picture interacts with our community? (Give example:
the sun. someone got sick, moved away,
etc)
The next player passes the yarn to
another student with a picture that ●● An ecosystem is more resilient if
interacts with them (depends on or is there is more than one organism
dependent on them). If the player gets that it depends on for survival.
stuck, anyone in the game can make a (Example: a bird can eat a worm
guess. or a spider). People are also
more resilient if we have a strong
Optional: have players get into
character when they have the ball of community. Who can support us
yarn and act like their picture (bees can when things are hard? Brainstorm
buzz, rabbits can hop, grass can sway in as a group. (Teachers, friends, bus
the breeze). driver etc.)
Continue until all pictures have been ●● These connections to each other are
linked in the web. as important as the water we drink
and the food we eat.
Reflection
●● Choose one of the organisms in
the game. Can anyone predict what
would happen if it was removed
from the web? Which other
organisms would be affected?
Web of Life Activity,
photo: BLM
National Park Service – GOAL Academy (Beta Version/May 2021) 22Web of Life
Examples of web of life linkages:
Sun – linked to everything Grass – deer, rabbit
Human – linked to everything Flower – soil, bee
Rain – linked to everything Deer – grass, tree
Worm – bird, soil Rabbit – grass, soil
Soil – flower, worm Tree – bird, soil
Bird – worm, tree Bee – flower, soil
Example of cards for activity:
Sun Bird
National Park Service – GOAL Academy (Beta Version/May 2021) 23Human Soil
Rain Grass
National Park Service – GOAL Academy (Beta Version/May 2021) 24Worm Rabbit
Flower Bee
National Park Service – GOAL Academy (Beta Version/May 2021) 25Tree Deer
National Park Service – GOAL Academy (Beta Version/May 2021) 26Station 7
Adversity Maze
Resiliency Strengths another. This is an example grid for
a team of 9-12 people. Note how it
Mental Agility, Strengths of Character
snakes forwards and backwards to
increase complexity.
Objectives
●● Recreate the grid on the floor with
Students will: PA Pathway Mats or masking tape
●● Understand how being flexible and (squares only). Make each square
looking at things from different about 18” x 18” (big enough for a
perspectives can help to overcome person to stand in).
adversity in any situation. ●● Position an elevated box or chair at
●● Learn to rely on others for the finishing end of the labyrinth
assistance and direction to navigate for the facilitator to stand on.
through adversities of life. ●● This is a team building game that
●● Work together as a team to safely challenges teams to solve a problem
navigate the adversity maze to save very collaboratively. The team
a plant or animal from extinction. needs to discover a hidden path
through a labyrinth. The labyrinth
is represented by a grid on the floor.
Materials The path is a series of connected
●● PA Pathway Mats with numbered squares traveling from one end
spots. https://www.flaghouse.com of the grid to the other. When a
page 190 in the digital catalog. team member steps off the path,
●● Masking Tape (if you chose to not they will need to start again. To
purchase PA Pathway Mats) make this suitably challenging, the
labyrinth is solved in silence. It
requires the team to support each
Set-up other to succeed. Ultimately, it will
Please find a description of the game at create feelings of euphoric success
The Maze play14.org demonstrating what the team
can achieve when members work
This game can be made to be rather together.
hard, and thus potentially very ●● The team will have time before
frustrating. It’s important to be starting to solve the labyrinth to
conscious of the team’s stress level. collaborate and produce a strategy.
Should the team become overly
●● When the team begins to solve
frustrated, pause the game and allow
the labyrinth, no further talking is
them additional time to rethink their
allowed.
plan.
●● The team may not use any tools or
●● You will need a large, empty space implements to solve the maze (Ex.
for students to play. no breadcrumbs).
●● Draw a grid that is 5 squares, by ●● While the labyrinth is being solved,
(team’s size - 2). Ex. for a team of 9, only one team member may enter at
that would be a 5x7 grid. a time.
●● Plot a path by numbering ●● When a team member steps on an
consecutive connected squares incorrect square, they must return
from one end of the grid to to the beginning by FOLLOWING
National Park Service – GOAL Academy (Beta Version/May 2021) 27THE PATH that they have in danger of becoming extinct, the desert
discovered so far. Should they bighorn sheep have made a comeback in
go wrong, they must stop and try parts of western Colorado.
again to retrace their steps to the
beginning. A small population was reintroduced
●● When a team member exits the to Colorado National Monument in
grid at the beginning (following 1979. While more than 230 sheep have
stepping on an incorrect square) been sighted and monitored across the
they are not allowed to be the next public lands of the Grand Valley, about
person to enter grid. 40 bighorn sheep thrive in and around
Colorado National Monument (2010).
●● When a team member successfully
completes the labyrinth, everyone The sheep have had to navigate not
from the team must go through one only a hot and dry climate with little
at a time. water available but also predators like
●● The game is won when EVERY mountain lions, diseases like scabies and
team member completes the hidden anthrax, hunting from early explorers
path. and more recently, an increase in human
activities and development within their
habitat.
Activity
Introduction Your mission is to safely navigate the
You may choose any animal or plant Adversity Maze to bring your entire herd
that has a history of adversity to serve to safety. There is only one way across
as the backstory. Desert bighorn sheep the labyrinth with its knife edge ridges
is used as an example. and steep rock cliffs. Use the perspective
of your entire herd to your advantage.
The desert bighorn sheep (Ovis
canadensis) of the Colorado Plateau
have had to navigate a maze of
adversity throughout its existence. Once
Desert Bighorn
sheep, photo:
Rob DeGraff
National Park Service – GOAL Academy (Beta Version/May 2021) 28Procedure successful square or one row of the
●● Position the team at the start end of maze.
the grid.
●● Explain the rules as described in Reflection
Set-up section above. ●● What was your strategy and how did
●● Give the team 10 minutes to discuss you create it?
and collaborate on a plan to solve ●● How did it feel when you were told to
the labyrinth. stop and to go back?
●● When this time is up, remind the
team that the game will now be ●● What was it like working in silence?
played in silence. ●● How did you change your
●● Stand on a chair at the finishing end perspective or rely on the perspectives
of the grid, facing the grid and the of others to lead you to success?
team.
●● What was it like to be in the labyrinth
●● Tell the team they may begin to and how did you fight back on
solve it. uncertainty while in that moment?
●● When a team member steps
on a correct square, state: ●● How supported did you feel from the
“CONTINUE”. team?
●● When a team member steps on an ●● What did it feel like to complete the
incorrect square, state: “STOP, GO labyrinth?
BACK”.
●● When a team member is going back
and steps on an incorrect square,
state: “STOP, GO BACK”.
●● When a team member attempts to
enter the grid two times in a row
state: “STOP, GO BACK”.
●● It’s possible to make mistakes
which will prevent the team from
progressing. This can lead to a
situation where the team feels
they’ve tried all available options
and are stuck. If frustration and
stress is high, and they believe
they’ve exhausted all options, give
them a hint to unblock them.
●● Please note: To make the game
easier you may: simplify the path,
reduce the grid size, or allow
talking.
●● Tips for success: The students
that are not in the maze can direct
anyone in the maze with non-verbal
communication, the students can
talk while developing their game
plan before anyone steps into the
maze, and having each student
not in the maze keep track of one
National Park Service – GOAL Academy (Beta Version/May 2021) 29Station 8
Adapting Optimism
Resiliency Strengths Set-up
Optimism Create four printed scenarios with
multiple choice options related to
Objectives behavioral or physical adaptations in
Students will: park wildlife.
●● Uncover the importance of Sample Question: Colorado National
optimism in the face of challenging Monument has red rock canyons and
situations. a hot desert climate. In order to thrive
●● Learn about adaptations that help in this environment, what adaptation
park wildlife to thrive. will you develop?
●● Practice employing optimism while A. Elastic hooves for rock climbing
completing a task.
B. Rock-breaking taproot
Materials
C. Spiky armor
●● Art supplies—clay, feathers, pipe
cleaners, paints, Legos, pencils etc. D. Crystal-like urine
●● Clipboards
Prepare a card for each species that
●● Handheld timer includes the name and a photo.
●● Four printed scenarios with
multiple choice options Establish four separate stations where
●● Photos of all species used as each scenario and accompanying
multiple choice options photo cards are located.
Clay figurines
depicting
bighorn sheep
and pinyon
pine, photo:
Alanna Smith
National Park Service – GOAL Academy (Beta Version/May 2021) 30Place the photo cards face-down, Reflection
with the corresponding multiple ●● What was your strategy and how did
choice letter written on the back. you create it?
Supply stations with art materials. ●● Which adaptation surprised/
Materials can vary at each station. interested you the most?
●● What can we learn from the
Activity adaptations of these plants and
Introduction animals?
Have students share what optimism ●● Is there a time where you took a
means to them. tough situation and found a way to
stay optimistic through it?
Optimism is one of the tools that can help
us to thrive through difficult situations. ●● What are some ways that you
We can think of it as an adaption- much can remind yourself to maintain
like the adaptations that plants and optimism in tough situations moving
animals have here at the park to help forward?
them survive.
Procedure
With the facilitator as time keeper,
the group moves through four mini
stations, spending five minutes at each
one.
At each station, the group reads out an
environmental condition that requires
an adaptation. The group will select
an adaptation from a multiple choice
list that will help them move forward,
“choose-your-own-adventure” style.
Each adaptation corresponds with a
real plant or animal living at the park.
The group flips over the card labeled
with their chosen multiple choice
letter, revealing the name and photo of
their species.
Students work quickly together to
create a sculpture, drawing, poem or
painting depicting the chosen species.
When the five minutes are up, the
group moves on to the next station,
until all are completed.
National Park Service – GOAL Academy (Beta Version/May 2021) 31Appendix A
Example Summary of Day
Logistics ●● 10:00 – 10:15: meet, intro, divided
into groups A and B
The challenge course was designed
to host about 70-75 students per ●● 10:15 – 12:15: rotate through
day. From there they can be split into shorter stations (group B) or longer
groups A and B of about 36 students station (group A)
each. ●● 12:15 – 12:45: lunch
●● 12:45 – 2:45: rotate through shorter
Group A starts with the long station. stations (group A) or longer station
Students can opt-in and choose either (group B)
the rappel or the hike.
●● 2:45 – 3:00: wrap-up
Group B starts with the short stations.
They are split into groups of about Long stations
6 (if doing 6 stations of 20 minutes
each) or 9 (if doing 4 stations of 30 1. Resiliency Rappel
minutes each). Option for students 2. Power of Presence Mindfulness
to present/teach each activity to their Hike
peers back in the classroom so all
students experience all activities in Short stations
some manner.
1. Superhero Self-Portrait (Self
Awareness)
Timeline 2. Strengths through Hardships
The timeline for this challenge course (Strengths of Character)
is flexible. Longer stations could be 3. Geology Giant Jenga
1-2 hours long while shorter stations (Self-Regulation)
could be 20-30 minutes, depending on
the depth of content covered. Below 4. Web of Life (Connection)
is an example of how the day could be 5. Adversity Maze (Mental Agility)
organized. 6. Adapting Optimism (Optimism)
Swag options,
photo: NPS
National Park Service – GOAL Academy (Beta Version/May 2021) A-1Reflection ideas after each
activity
●● Stand in a circle and students
answer popcorn style if they are
comfortable sharing
●● Have students write their answer
on a post-it and put it on the wall to
be displayed
●● Students can answer with their
body (if you liked this activity
stomp your feet; how did you like
this activity - thumbs, up, down, or
sideways?)
●● Students independently journal
Swag
The Mission: Resilience logo and 6
related logos representing each tenet
of resiliency can become stickers
earned by students at the successful
completion of each station and could
be put on journals (see Wellness Hike
activity), t-shirts, hats, or water bottles.
Swag options,
photo: NPS
National Park Service – GOAL Academy (Beta Version/May 2021) A-2Appendix B
Example Teacher
Teacher Ranger Ranger
Teacher Curriculum Teacher Curriculum
Example
Topic: Friday Folder Creation
Date:
Learning Target: Students are introduced to mental health benefits of nature
Materials: Class set of folders, and craft supplies
Tennis ball (or something easy to toss), magazines or pictures
Elements Time Detailed Steps and Materials
Opening and 5 min. Opening Circle:
Welcoming:
Welcome and/or Time Bomb Name Game:
greet one another;
Introduce target or 1. Have students form a standing circle, with at least an arms length
goal; Review between them.
agenda; Set tone. 2. Students will go around the circle and say their name.
3. Then, saying a student’s name, pass them a tennis ball (or a
stuffed animal, or whatever you have). They have two seconds to
say another student’s name and pass it to them. If they do not
pass it in enough time, they must sit.
4. Rules:
a. You must say the name of the person you are passing to.
b. No passbacks.
c. You only have 2 seconds to pass the object before you are
out.
Reading: 20 min. Teacher Led Discussion
Meaningful excerpt,
poem, song, riddle, Have students find a partner. Tell them to brainstorm a list of activities
etc. tied to purpose people do outside. Then, create a class list on the board for students to
of crew session. refer to.
Then watch the following video on the benefits of mental health in
regards to nature: https://youtu.be/RV5MEP3Bgkc
Then, have students add any other nature activities to the list you already
created. Have them vote on which activities they think have provided
them a sense of calm or activities they would want to try for bringing a
sense of calm to them.
Introduce what Fridays will look like for the students. Tell them that a
couple of Fridays a month, they will be participating in activities that will
prepare them for an opportunity to have a deeper sense of connection to
nature. They will take an End of the Year field trip to the Monument.
Join the virtual meeting with the NPS at 7:50 am.. Use the following
Google Meet Link: Google Meet They will be introduced to Sam, the
park ranger that will be in and out of your classrooms (virtually) this year
National Park Service – GOAL Academy (Beta Version/May 2021) B-1
1Teacher Ranger Teacher Curriculum Example
as they prepare for the EOY field trip. Teachers will hand out folders for
students to keep that they will use to store Friday materials.
Community 15 min. Student Activity:
Initiative/Main
Activity/Discussi After Sam’s introduction, have students decorate their “Friday Folders”.
on: They can hand draw these, or if you have magazines available, they can
create a collage. Have them stick to a natural theme, or decorate the
folder with activities that bring them “calm”. The list on the board should
give them inspiration. Make sure their names are on the folders and that
you have a safe place to store them (lockers, classroom).
Debrief/Reflectio Closing Circle:
n: Check-in on
how the session If time, have students who are willing share what they decorated their
went, including our folders with.
collaboration,
individual work,
progress toward the
target or goal and
ideas for improving
our next session.
Next Steps: Finish decorating folder for homework, or during another advisory
Teacher/student(s) day when there is time.
review important
upcoming events
and agenda items.
Identify next steps
for Crew (assign
next crew leader, if
students are taking
turns).
2
National Park Service – GOAL Academy (Beta Version/May 2021) B-2Teacher Ranger Teacher Curriculum Example
Topic: Resiliency and The Cognitive Triangle
Date:
Learning Target: Students become aware of their ability to monitor and regulate their thoughts,
feelings, and actions
Materials: Construction paper, scissors, glue
Elements Time Detailed Steps and Materials
Opening and 5 Opening Circle:
Welcoming: 1. Have students form a standing circle, with at least an arms length
Welcome and/or between them.
greet one another; 2. Define resiliency: the ability to cope with whatever life
Introduce target or throws at you.
goal; Review 3. Tell students you want them to reflect on the word for a moment
agenda; Set tone. then they will have the opportunity to share what they think it
means. Have an object ready for students to toss around to each
other as you explore some of the following questions:
a. What does it mean to be resilient?
b. What are some character traits of people who are
resilient?
c. When is being resilient more challenging?
d. Who do we know who shows resilience?
Reading: 10-15
Teacher Led Discussion:
Meaningful excerpt,
1. Tell students that we are going to watch a video that will help us
poem, song, riddle,
learn more about how our brains help us process our thoughts,
etc. tied to purpose
feelings and actions
of crew session.
2. Show https://www.youtube.com/watch?v=PcFmrVZ0e-I
3. Open PPT on cognitive triangle use slides 2-4 to reinforce what
was discussed in video.
4. Tell students that we will be focusing on 2 resiliency skill areas
today that have to do with self-awareness and self-regulation. Say
that we will explore the other areas over time, and that all of these
skills help build resiliency.
5. Use a flower vs. weed analogy to frame a discussion on the power
of our thoughts.
a. No matter what is happening in the world around us. We
have the power to choose the way we respond to
situations.
b. Research shows us that if we can identify and name those
negative thoughts that are triggered by uncomfortable
events, then we have a better chance of regulating the
feelings and actions that naturally follow those thoughts.
c. The flower pot in the analogy is an event or situation. The
seed is your thought in response. The stem/leaves are
your feelings. The flower/fruit is your action or behavior.
3
National Park Service – GOAL Academy (Beta Version/May 2021) B-3Teacher Ranger Teacher Curriculum Example
6. Review the negative thinking example about the social event (slide
4).Then ask students to offer examples for an alternatively
positive outcome (slide 5)
7. Chart responses for whole class to see.
8. Nature connection: sometimes when we get outside and into
nature that can help us re-frame our thinking. There is research
that shows that time spent in nature can help clear your mind and
reduce anxiety.
Community 20 Student Activity: Modified from the binder
Initiative/Main
Activity/Discussi 1. Distribute flower cut outs
on: 2. Ask students to build positive thought flowers that represent a
time they responded to an uncomfortable situation with resiliency.
Debrief/Reflectio 5 Closing Circle:
n: Check-in on
how the session 1. Invite students to share-out examples
went, including our 2. Display examples or build a resiliency garden in your classroom or
collaboration, in the hallway.
individual work,
progress toward the
target or goal and
ideas for improving
our next session.
Next Steps: We will revisit the idea of resiliency and how nature can help us be
Teacher/student(s) more resilient in the next session.
review important
upcoming events
and agenda items.
Identify next steps
for Crew (assign
next crew leader, if
students are taking
turns).
4
National Park Service – GOAL Academy (Beta Version/May 2021) B-4Teacher Ranger Teacher Curriculum Example
Topic: Resiliency Continued: Your Brain on Nature
Date:
Learning Target: Students consider ways that they can leverage the healing power of nature to
improve their outlook.
Materials: Chromebooks if you choose for students to explore parks individually
Elements Time Detailed Steps and Materials
Opening and 5-10 Opening Circle:
Welcoming: 1. Have students form a circle, with at least an arms length between
Welcome and/or them.
greet one another; 2. Revisit resilience definition and clarify: the ability to cope with
Introduce target or whatever life throws at you.
goal; Review 3. Facilitate opener. It’s recommended that a peer advisor lead
agenda; Set tone. the following opener.
a. Can someone volunteer to share an example of resilience
they witnessed over the last few weeks?
b. Follow-up questions for facilitator
i. What did it look like?
ii. Who showed resilience?
iii. What lessons can we learn from noticing when
people persist through difficulty?
Reading: 10-15
Teacher Led Discussion:
Meaningful excerpt,
1. Ask students to think about the cognitive triangle activity and
poem, song, riddle,
pose this questions:
etc. tied to purpose
a. Are there certain activities we can do or places we can go
of crew session.
to that might help us to shift our perspective from a
negative place to a positive place?
2. Generate lists to capture brainstorm
3. Sometimes when we get outside and into nature that can help us
reframe our thinking. Explain what you mean by reframe: the
perspective shift helps you see your problem differently. There is
research that shows that time spent in nature can help clear your
mind by improving cognitive function. It’s easier to feel present in
the moment and not attached to distractions like our screens or
issues are causing negative thinking.
4. While you are watching this video consider how spending time in
natural places might help us reframe negative thinking?
5. How can nature help us be more resilient?
Community 10 Student Activity: Modified from the binder
Initiative/Main
Activity/Discussi 1. Distribute chromebooks or lead a whole class exploration of a
on: national park site at this website.
5
National Park Service – GOAL Academy (Beta Version/May 2021) B-5You can also read
