Skills
Real-life Skills
Glacier Bay is designed for Grades 4-7.
In Glacier Bay, you practice essential real-life skills: gathering information, applying knowledge, analyzing situations, and making decisions.
To succeed, you need to hone skills in:
- Leadership Skills, Teamwork & Decision-making.
- Map-Reading & Navigation.
- Reading Comprehension & Mathematics.
- Life Sciences & History.
Social Studies
Players practice decision-making skills. They look for solutions that will keep the group happy and make decisions that are relevant for the group's goals. Players explore Alaska's history and culture the native cultures, explorers, and historical events that shaped the development of the area.
Geography
Players practice navigation and map-reading, using latitude and longitude to determine their position on a map. They also look for features and landmarks to determine their location, plan a route, construct a mental map of their route, estimate distance, and predict travel times.
Natural Sciences
Players learn to explore their environment and identify wildlife species mammals, birds, and fish with a science-inquiry approach.
Players use their observation skills to identify species and distinguish one species from another.
Language Arts
Players read a range of materials including a handbook, teammate opinions, map coordinates, weather reports, trip plans, and decision choices.
Players read and analyze information to evaluate decisions and choices.
Reading Comprehension
Students have a chance to earn extra points towards their Kayak Certification by answering comprehension questions from the Kayak Handbook and the Wildlife Identification Book.
Scoring and Outcomes
Students are scored on a variety of their decisions. They are graded by each teammate in 5 categories: Activities (Did we do what I wanted?); Food (Did I like our food?); Safety (Was the trip safe?); Pace (Was our progress comfortable?) and Mood (Did I like our decisions?). Each successful student earns a TeamTreks certificate that can be printed and framed.
