Gould Lake offers a variety of fall and spring programming, including:
Arrow Dynamics (Grade 6-8)
Arrow Dynamics is a combination of an introduction to archery skills and land-based group dynamic activities.
Duration: Full day
Curriculum Reference: Physical Education
Grade: 6 to 8
Minimum Supervision Requirements: 1 teacher and 1 additional supervisor
Learning Objectives:
- To introduce and improve on basic archery skills while following the steps of safe archery.
- Introduce students to a variety of group dynamic (team building) activities that will help them develop social-emotional learning skills needed to foster overall health and well-bein
Big Ideas:
- How do we safely and successfully shoot an arrow at a target?
- How do we create a positive working environment amongst peers?
- What is a healthy way to manage emotions in the face of a frustrating task?
- What is the best way to share my ideas? How well do I listen to others?
- What can we learn from the process, not just the outcome of a task?
Sample Itinerary (times will vary based on bus charter timing)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | Rotation 1 | Half the class will work with a GLOC instructor to learn the basics of archery. The other half will work with their teacher to try and complete a series of group dynamic challenges. |
12:00 p.m. | Lunch | Return to GLOC Have lunch |
12:30 p.m. | Rotation 2 | Groups will switch activities from the morning. |
2:00 p.m. | Clean up, students depart | Final washroom break, snack, and bus departs at 2:30 p.m. |
Resources:
Busy Beaver (Grade 3)
A combination of an interactive hike and hands-on activities — all focusing on the behaviours, adaptations, and habitat of the North American Beaver.
Duration: Full day
Curriculum Reference: Science and Technology
Grade: 3
Minimum Supervision Requirements: Teacher + 1 additional supervisor
Learning Objectives:
- To introduce students to structures in nature and beaver behaviours and adaptations in a series of fun, hands-on, role play activities.
Big Ideas:
- How has a beaver adapted to better survive in specific Canadian habitats?
- What aspects make structures in nature durable and able to withstand natural forces?
- How do beavers and their structures impact humans? How do we impact them?
Sample Itinerary (Times will vary based on bus charter timing)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | Beaver Habitat Hike | Go for a hike to visit a beaver habitat and discuss behaviour adaptations |
11:45 a.m. | Return to Outdoor Centre for lunch | Hike back to Outdoor Centre Wash hands and get ready for lunch |
12:45 p.m. | Tidy up lunch | Tidy up lunch, washroom break |
1:00 p.m. | Dam building/mapping | Participate in a damn building activity and/or mapping activity |
2:00 p.m. | Clean up, depart | Final washroom break and snack Bus departs at 2:30 p.m. |
Resources:
Cache Me If You Can (Grade 7-8)
A combination of basic GPS skills and a game of Survival.
Duration: Full day
Curriculum Reference: Geography and Physical Education
Grade: 7 to 8
Minimum Supervision Requirements: 1 teacher and 1 additional supervisor
Learning Objectives:
- To introduce basic GPS skills.
- Introduce students to the concept of the transfer of energy throughout an ecosystem based on what animals eat and the dynamic relationship that exists between predator and prey.
Big Ideas:
- What is GPS?
- What is the history of GPS and how does it work?
- How do we safely use a GPS receiver to find points of interest?
- What are the different categories of animals based on what they eat?
- How does energy get transferred through a food web?
- Why is a predator/prey balance an important element in an ecosystem?
Sample Itinerary (times will vary based on bus chartering time)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | Intro to GPS | Hike out to an orienteering course Learn about how the GPS works and how to use a receiver to find points of interest (e.g., waypoints) |
12:00 p.m. | Lunch | Return to GLOC Have lunch |
1230 p.m. | Survival | Hike to the survival play area Learn about the game, how it is played, why we play, and how to stay safe while playing Play the game |
2:00 p.m. | Clean up, depart | Final washroom break and snack Bus departs (2:30 p.m.) |
Resources:
Canoeing (Grade 7-8)
An introduction to basic canoe skills, including safety, design and construction, paddling strokes and the art of sterning.
Duration: Full day
Curriculum Reference: Physical Education
Grade: 7 to 8
Minimum Supervision Requirements: 1 teacher and 1 additional supervisor
Learning Objectives:
- To introduce basic canoeing skills
Big Ideas:
- Canoe safety
- Parts of a canoe
- How to lift, carry, enter/exit, and launch a canoe
- Parts of a paddle
- Proper grip and posture
- Proper stroke technique and intro to sterning
Sample Itinerary (times vary based on bus chartering timing)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | Intro to canoeing | On-land lessons Getting fitted with PFD and paddle Intro to basic canoe skills Tour down the lake12:00 p.m. |
12:00 p.m. | Lunch | Lunch out on the lake at a campsite |
12:30 p.m. | Paddle back to GLOC | Paddle back to Outdoor Center |
2:00 p.m. | Clean up Depart | Final washroom break and snack Bus departs (2:30) |
Resources:
Castaway (Grade 5)
A combination of fire and shelter building to introduce basic survival skills.
Duration: Full day
Curriculum Reference: Science and Technology
Grade: 5
Minimum Supervision Requirements: Teacher + 1 additional supervisor
Learning Objectives:
- Students will learn the basics of survival through an imaginative narrative of being stranded for a day. They will gain hands-on experience in primary survival skills such as fire making and shelter building.
Big ideas
- What are some forces that can impact our structures?
- How do they work? How does each force impact a structure?
- What are important safety considerations when building shelters?
- What are the pros and cons of different structural shapes, designs, and/or mechanisms?
- What are important safety considerations when making fires?
- What challenges come with building fire with flint and steel? How can they be overcome?
Sample Itinerary (times will vary based on bus charter timing)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | Shelter building | Go for a hike to find a place for students to construct a shelter built from naturally derived materials |
11:45 p.m. | Return to Outdoor Centre for lunch | Hike back to the Outdoor Centre Wash hands and get ready for lunch |
12:45 p.m. | Tidy up lunch | Tidy up lunch, washroom break |
1:00 p.m. | Fire Building | Learn to use flint and steel to try and generate sparks and/or a small fire. |
2:00 p.m. | Clean up, depart | Final washroom break and snack. Bus departs (2:30 p.m.) |
Resources:
Cookout Adventure (Grade 3-8)
A day of adventure including an interpretive hike and wilderness cookout.
Duration: Full day program
Curriculum Reference: Health and Physical Education, Science
Grade: 3 to 8
Minimum Supervision Requirements: 1 adult per cook group (this can include a teacher)
Learning Objective: to engage students in a fun and safe wilderness cookout experience
Big Ideas:
- What are the signs of animals we can find on a hike?
- What are the plants and animals doing during this time of year?
- How do we make a fire to cook food in a way that is safe and has a minimum impact on the environment?
Sample Day Itinerary (times will vary based on bus charter booking)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack, layer up |
10:30 a.m. | Hike | Chat about animals, plants, adaptions, signs, and survival |
12:00 p.m. | Lunch spot Fire chat | Find lunch location Fire safety chat, groups gather firewood Lunchtime |
Approximately 1:00 p.m. | Tidy up lunch | Hike back to Outdoor Centre |
2:00 p.m. | Wrap up | Washroom break |
2:30 p.m. | Departs | Bus departs |
Resources:
Hide and Seek (Grade 2)
A hands-on experience of a pond ecosystem and an introduction to mapping.
Duration: Full day (1/2 day pond study and 1/2 day mapping)
Curriculum References: Science and Technology
Grade: 2
Minimum Supervision Requirements: Teacher + 2 additional supervisors
Learning Objections:
- Discuss and investigate life cycles, the needs of all living things and the importance of healthy ecosystems.
- Introduce parts of a map and how to use a map effectively. Further student understanding in sense of surroundings, self and others within a place, and using tools to navigate a space.
Big Ideas:
- What is a lifecycle?
- What are the basic needs of all living things?
- How can you tell if an ecosystem is healthy?
- What is orienteering?
- What are the different parts of the map?
- How do you use a map to find specific points of interest?
Sample Itinerary (times will vary based on bus charter timing)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | Pond study | Hike to nearby pond Chat about and explore pond diversity, life cycles, and healthy ecosystems |
11:45 a.m. | Return to Outdoor Centre for lunch | Hike back to Outdoor Centre Wash hands and get ready for lunch |
12:45 p.m. | Tidy up lunch | Tidy up lunch, washroom break |
1:00 p.. | Mapping | Mapping activity |
2:00 p.m. | Clean up Depart | Final washroom break and snack Bus departs (2:30 p.m.) |
Resources:
Kayaking 101 (Grade 7-8)
An introduction to basic kayaking skills, including safety, design and construction, and paddling strokes.
Duration: Full day
Curriculum Reference: Physical Education
Grade: 7 to 8
Learning Objectives:
- To introduce basic kayaking skills
Big Ideas:
- Kayak safety
- Design and function of a kayak and parts of a kayak
- How to lift, carry, enter/exit, and launch a kayak
- Parts of a paddle
- Proper grip and posture
- Proper stroke technique
Sample Itinerary (times will vary based on bus charter timing)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | Intro to kayaking | On-land lessons Getting fitted with PDF and paddle Intro to basic kayak skills Tour down the lake |
12:00 p.m. | Lunch | Lunch out on the lake at a campsite |
12:30 p.m. | Paddle back to GLOC | Paddle back to Outdoor Centre |
2:00 p.m. | Clean up Depart | Final washroom break and snack Bus departs (2:30 p.m.) |
Resources:
Lost and Found (Grade 7-8)
A combination of basic orienteering skills (map and compass) and a game of Survival.
Duration: Full day
Curriculum Resources: Geography and Physical Education
Grade: 7 to 8
Minimum Supervision Requirements: 1 teacher and 1 adult supervisor
Learning Objectives:
- To introduce basic orienteering skills.
- Introduce students to the concept of the transfer of energy throughout an ecosystem based on what animals eat and the dynamic relationship that exists between predator and prey.
Big Ideas:
- What are features/parts of maps and compasses?
- How do we orient a map using a compass?
- How do we take a bearing? How do we follow a bearing to find a point of inter-est?
- What are the different categories of animals based on what they eat?
- How does energy get transferred through a food web?
- Why is a predator/prey balance an important element in an ecosystem?
Sample Itinerary (times will vary based on bus charter timing)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | Intro to orienteering | Hiking out to an orienteering course Learn about how to use both to determine bearings and find points of interest |
12:00 p.m. | Lunch | Return to GLOC Have lunch |
12:30 p.m. | Survival | Hike to the survival play area. Learn about the game, how it is played, why we play, and how to stay safe while playing Play the game |
2:00 p.m. | Clean up Depart | Final washroom break and snack Bus departs (2:30 p.m.) |
Resources:
No I in Pond (Grade 6)
A combination of a pond study and on-land group dynamic activities.
Duration: Full day
Curriculum Reference: Science and Technology
Grade: 6
Minimum Supervision Requirements: 1 teacher and 1 additional supervisor
Learning Objectives:
- Students will learn that biodiversity includes diversity among individuals, spe-cies and ecosystems. Through observations of a specific habitat and the classification of organisms, students will have a first-hand opportunity to appreciate the diversity of living things while recognizing the roles and interactions of individual species within the whole.
- Introduce students to a variety of group dynamic (team building) activities that will help them develop social-emotional learning skills that are needed to thrive as a member of a team/society.
Big Ideas:
- What is taxonomy?
- How can you tell if an ecosystem is healthy?
- How do we create a positive working environment amongst peers?
- What is a healthy way to manage emotions in the face of a frustrating task?
- What is the best way to share my ideas?
Sample Itinerary (times will vary based on bus chartering time)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | Pond study | Hike to a nearby pond Discuss and investigate taxonomy, life cycles, the needs of all living things, and the importance of healthy ecosystems. |
12;00 p.m. | Lunch | Have lunch |
12:30 p.m. | Group dynamic activities | Participate in a variety of activities that will challenge the students to achieve common goals in large and small groups |
2:00 p.m. | Clean up Depart | Final washroom break and snack Bus departs (2:30 p.m.) |
Resources:
No I in Team - H2O (Grade 5)
A combination of North Canoe paddling and on-land group dynamic activities.
Duration: Full day
Curriculum Reference: Health & Physical Education
Grade: 5
Minimum Supervision Requirements: 1 teacher and 1 additional supervisor
Learning Objectives: Introduce students to a variety of group dynamic (team building) activities that will help them develop social-emotional learning skills needed to foster overall health and well-being, positive mental health, and the ability to learn, build resilience, and thrive as a member of a team/society.
Big Ideas:
- How do we create a positive working environment amongst peers?
- What is a healthy way to manage emotions in the face of a frustrating task?
- What is the best way to share my ideas? How well do I listen to others?
- What can we learn from the process, not just the outcome of a task?
Sample Itinerary (times will vary based on bus charter time)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | North Canoe Paddle | Talk about teamwork. Get fitted with PFDs and paddles - go for a paddle down the lake and back. |
12:00 p.m. | Lunch | Return to GLOC. Clean up from paddling. Have lunch |
12:30 p.m. | Group dynamic activities | Participate in a variety of activities that will challenge the students to achieve common goals in large and small groups. |
2:00 p.m. | Clean up Depart | Final washroom break and snack. Bus departs (2:30 p.m.) |
Resources:
No I in Team - Land (Grade 5)
A combination of on-land group dynamic activities and game of survival.
Duration: Full Day
Curriculum Reference: Health and Physical Education
Grade: 5
Minimum Supervision Requirements: 1 teacher and 1 additional supervisor
Learning Objectives:
- Introduce students to a variety of group dynamic (team building) activities that will help them develop social-emotional learning skills needed to foster overall health and well-being, positive mental health, and the ability to learn, build resilience, and thrive as a member of a team/society.
- Introduce students to the concept of the transfer of energy throughout an ecosystem based on what animals eat and the dynamic relationship that exists between predator and prey.
Big Ideas:
- How do we create a positive working environment amongst peers?
- What is a healthy way to manage emotions in the face of a frustrating task?
- What is the best way to share my ideas? How well do I listen to others?
- What can we learn from the process, not just the outcome of a task?
- What are the different categories of animals based on what they eat?
- How does energy get transferred through a food web?
- Why is a predator/prey balance important?
Sample Itinerary (times will vary based on charter bus timing)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | Group dynamic activities | Talk about teamwork. Participate in a variety of activities that will challenge the students to achieve common goals in large and small groups. |
12:00 p.m. | Lunch | Have lunch |
12:30 p.m. | Survival game | Learn about predator/prey interactions while playing the game of Survival |
2:00 p.m. | Clean up Depart | Final washroom break and snack. Bus departs (2:30 p.m.) |
Resources
Primary Eco Adventure (JK-1)
A hands-on exploration of a pond ecosystem and an enjoyable interpretive hike through the forest.
Duration: Full day (1/2 day Pond Study and 1/2 day Hike)
Curriculum Reference: Science and Technology
Grade: JK-1
Minimum Supervision Requirements: Teacher + 2 adult supervisors
Learning Objectives: to discuss and investigate life cycles, the needs of all living things and the importance of healthy ecosystems. Big Ideas:
- What is a lifecycle?
- What are the basic needs of all living things?
- How can you tell if an ecosystem is healthy?
Sample Itinerary (times will vary based on bus charter timing)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | Pond study | Hike to nearby pond. Chat about and explore diversity, lifecycles and healthy ecosystem. |
11:45 a.m. | Return to Outdoor Centre for lunch | Hike back to the Outdoor Centre. Wash hands and get ready for lunch |
12:45 p.m. | Tidy up lunch | Tidy up lunch, washroom break |
1:00 p.m. | Hike | Visit a nearby mica mine and/or tee-pee. Participate in a in a show and tell of animal bones and furs. |
2:00 p.m. | Clean up Depart | Final washroom break and snack. Bus departs (2:30 p.m.) |
Resources:
Habitats Rock (Grade 4)
An interactive hike to remnants of past mining sites and a role-playing game of tag that simulates the ongoing struggle of species at risk.
Duration: Full day (1/2 day Rocks and Minerals and 1/2 day Species at Risk)
Curriculum Reference: Science and Technology
Grade: 4
Minimum Supervision Requirements: Teacher + 1 adult supervisor
Learning Objectives:
- Explore the basic differences between rocks and minerals and the key characteristics in identifying different types of minerals.
- Introduce the four things that all living things need and identify reasons for depletion or extinction of plants and animals.
Big Ideas:
- What is a mineral? What is a rock?
- How are igneous, sedimentary, and metamorphic rocks formed?
- What characteristics are used to identify different minerals?
- What four things do all animals need to survive?
- What factors can affect animal populations?
- What are the different categories of animals that are at risk of becoming extinct?
Sample Itinerary (timing will vary based on bus charter timing)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 a.m. | Rocks/mineral hike | Go for a hike while discussing rocks and minerals and visit some older mines to find some samples. |
11:45 a.m. | Return to Outdoor Centre for lunch | Hike back to the Outdoor Centre. |
12:45 p.m. | Tidy up lunch | Tidy up lunch, washroom break |
1:00 p.m. | Species at Risk | Play "Species at Risk" |
2:00 p.m. | Clean up Depart | Final washroom break and snack. Bus departs (2:30 p.m.) |
Resources:
Soiling Your Plants (Grade 3)
A hands-on exploration of types of soil and an interpretive hike focusing on plants both big and small.
Duration: Full day (1/2 day Soil Study and 1/2 day Plant Hike)
Curriculum Reference: Science and Technology
Grade: 3
Minimum Supervision Requirements: Teacher + 1 adult supervisor
Learning Objectives:
- Investigate the properties of soils with different compositions to better understand the importance of soil in a stable eco-system.
- Introduce plant parts, adaptations and why humans need plants.
Big Ideas:
- How is soil made?
- What are the differences between silt, loam, sand, and clay?
- Why do different soil compositions matter?
- What are the parts of a plant?
- What are some ways plants adapt or thrive in their environment?
Sample Itinerary (times will vary based on bus charter timing)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snacks |
10:30 a.m. | Soil Study | Investigation the different types of soil and compare them using a variety of tests. |
11:45 a.m. | Return to Outdoor Centre for lunch | Hike back to the Outdoor Centre. Wash hands and get ready for lunch. |
12:45 p.m. | Tidy up lunch | Tidy up lunch, washroom break |
1:00 p.m. | Plant Hike | Go for a hike through the forest while focusing on the different types and parts of plants. |
2:00 p.m. | Clean up Depart | Final washroom break and snack. Bus departs (2:30 p.m.) |
Resources:
Swimming
Swimming is not offered as a stand-alone program. However, if certified staff are available, and weather, water temperature/conditions and day’s schedule permits, it can be an optional add-on activity.
Important Notes Regarding Swimming at Gould Lake
- Swimming must be identified on the school’s inherent risk form as its own activity
- All swimmers (regardless of swimming ability) will be required to wear a properly fitted PFD at all times.
- Swimmers will be asked to complete a swim test (while wearing their PFD) at the beginning of the swim time.
- Depending on the number of swimmers and the swimmer to guard ratio, it may be required that students swim in shifts or shorten their time to allow other classes to swim as well.
- Swimming can never be a guaranteed activity. Gould Lake staff will try their best to incorporate time into the day’s schedule to allow it, however there are some factors that may impact the ability for a class to swim including, but not limited to:
- Day’s timing
- Availability of certified staff
- Weather/water conditions
- Number of public swimmers using the swimming areas
Resources:
Voyageur for a Day-H20 (Grade 5)
A combination of a north canoe paddle and activities all surrounding the life of a voyageur and the impact that the fur trade industry had on the lives of the indigenous populations and the development of Canada today.
Duration: Full day
Curriculum Reference: Social Studies
Grade: 5
Minimum Supervision Requirements: Teacher + 1 supervisor
Learning Objectives: Introduce what a day in the life of a Voyageur looked like, the growth of trade and ex-ploration in Canada and the effects of the fur trade on indigenous groups and present-day Canada.
Big Ideas:
- Who were the Voyageurs and what were their attributes that made them good for the job?
- What did an average day of a Voyageur look like and what were the challenges they faced?
- What are some of the pros and cons of the Fur Trade on Indigenous groups?
- What were some common fur trade items?
Sample Itinerary (times based on bus charter timing)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack0 |
10:30 a.m. | Pre-canoe lessons and north canoeing | Talk about who the voyageurs were and what they were trying to achieve. Get PFDs and paddles, load boats and set out on a paddle to a fur trade post further down the lake. |
11:45 a.m. | Lunch | Arrive at the "Trading Post", have lunch, and participate in some activities surrounding the different furs and trading goods that were involved with the Fur Trade. |
1:00 p.m. | Canoe back to GLOC | Paddle back to the Outdoor Centre |
2:00 p.m. | Clean up Depart | Final washroom break and snack. Bus departs at 2:30 p.m. |
Resources:
Voyageur for a Day - Land (Grade 5)
A combination of an interpretive hike and activities all surrounding the life of a voya-geur and the impact that the fur trade industry had on the lives of the indigenous populations and the development of present day Canada.
Duration: Full day
Curriculum Reference: Social Studies
Grade: 5
Minimum Supervision Requirements: Teacher + 1 Supervisor
Learning Objectives: Introduce what a day in the life of a Voyageur looked like, the growth of trade and exploration in Canada and the effects of the fur trade on indigenous groups and present-day Canada.
Big Ideas:
- Who were the Voyageurs and what were their attributes that made them good for the job?
- What did an average day of a Voyageur look like and what were the challenges they faced?
- What are some of the pros and cons of the Fur Trade on Indigenous groups?
- What were some common fur trade items?
Sample Itinerary (times will vary based on bus chartering time)
Time | Activity | Description |
|---|---|---|
10:00 a.m. | Students arrive | Welcome chat, washroom break, snack |
10:30 | Hike | Hike to various locations and discuss who the voyageurs were and what they were trying to achieve. |
11:45 a.m. | Lunch | Arrive at a "Trading Post", have lunch, and participate in some activities surrounding the different furs and trading goods that were involved with the Fur Trade. |
1:00 p.m. | Hike back to GLOC | Hike back to the Outdoor Centre |
2:00 p.m. | Clean up Depart | Final washroom break and snack. Bus departs at 2:30 p.m. |
Resources: