Hug A Tree and Survive

Hug-A-Tree and Survive is a children's Search and Rescue (SAR) prevention program. The goal is to teach youth:

  1. How not to become lost in the woods.
  2. What to do if they become lost.
  3. How to keep themselves warm and dry.
  4. How they can help searchers find them.

Hug-A-Tree and Survive was was developed in San Diego, California, in response to the loss of the life of a young boy, nine year old Jimmy Beveridge. In February 1981, Jimmy was camping with his parents and brothers when he became lost. Despite a valiant 3 ½ day search by law enforcement personnel, human trackers, 400 volunteer searchers, 200 marines, and search and rescue dogs, Jimmy was regrettably found dead as the result of hypothermia. Many of the people involved were deeply affected by this tragedy and wished to find a way to prevent similar mishaps from ever happening again.

Content:

  • introduction and background on the program
  • video showing story of a lost boy
  • demonstration of garbage bag shelters, use of foot printing and whistles
  • conclusion and hand out of information sheet for the student to take home

Length of presentation:

  • 45-60 minutes

Set up:

  • one (1) table for display
  • data projector/screen & speakers or DVD player and TV

 

"For all the children who walk away, lose their direction and go astray.

So we can find where you may be, stay where you are and Hug-A-Tree"

Related Documents:

Hug-A-Tree Colouring Book

 

Online Resources:

Video

Curriculum Connections

 

Outcomes

Indicators

Grade 1

Health

USC1.4 Determine and practise safe pedestrian/street behaviours and examine related safety challenges in the community.
b,c,g
 

Health

DM1.1 Examine initial steps (i.e. Stop, Think, Do) for making basic choices regarding healthy behaviours: healthy brain, heart, and lungs; healthy relationships; pedestrian/street safety; and a healthy sense of self.
d
 

Health

AP1.1 Apply the steps of Stop, Think, and Do (with guidance) to develop healthy behaviours related to a healthy brain, heart, and lungs; healthy relationships; pedestrian/ street safety; and a healthy sense of self.
b
 

Phys Ed

PE1.2 Active Living Examine and express what it means to live actively each day and the personal benefits of being active.
a,d,g,i

Grade 2

Health

USC2.5 Recognize potential safety risks in community “play areas” and determine safe practices/behaviours to identify, assess, and reduce the risks.
b,c,d,f,g
 

Health

DM2.1 Demonstrate how, why, and when to ask for help and/or advice when discovering healthy connections related to thoughts-feelings-actions, healthy snacking, affects of illness/disease, respect, safety, and diversity.
b,e