translated or adapted into any language, reproduced, stored or transmitted in any way or by any means, including the illustrations and cover design, without prior written permission from the World Scout Bureau, Interamerican Region.
This reservation of rights applies equally to National Scout Associations which are members of the World Organization of the Scout Movement, which may, nevertheless, reproduce individual activity sheets and technical appendices, providing they credit the source and mention REME. Any alteration to content, drafting, illustrations or layout requires prior authorization from REME. Intellectual property registration: 133.435 ISBN: 956-8057-13-7 This rst edition of 3,000 copies was printed in June 2003. Interamerican Scout Ofce Av. Lyon 1085, 6650426 Providencia, Santiago, Chile tel. (56 2) 225 7561 fax (56 2) 225 6551 wscout@interamerica.scout.org www.scout.org/interamerica World Organization of the Scout Movement EDUCATIONAL ACTIVITIES for 11 to 15 year-olds EDUCATIONAL ACTIVITIES INTRODUCTION In April 1994 the Interamerican Scout Ofce created the Network for the Production of Educational Material (REME). The purpose of this Network was to document and share the activities carried out in the Scout Groups of the Region. Since REMEs work began, 25 National Scout Organizations from all over the Americas have joined this initiative. A number of them run internal Networks coordinated by National Correspondents, which produce, compile, select, evaluate and validate ideas. These ideas are then sent to the Coordination Headquarters for analysis. Those selected for publication proceed to the drafting, design, translation, printing and distribution stages. The fruits of this cooperative effort to enrich our educational resources are the activity sheets and technical appendices which REME has published over these nine years, in the form of individual leaets classed by Scouting Section. In the same line of publications, the book Educational activities for 7 to 11 year-olds, containing 60 activities and activity ideas, was published in January 2003. The present publication Educational activities for 11 to 15 year-olds is the second in the series. It is aimed at Scout Unit Teams and other educators who work with young people outside Scouting. It contains 30 activity sheets, each indicating the place, duration, form of participation, materials and objectives of the activity. The educational objectives it helps to achieve are also specied, followed by a detailed description of each activity. As well, the book contains 30 activity ideas in a more condensed format. These include the educational objectives they contribute to achieving and a brief description of the contents and proceedings of the activity. In addition, some activity sheets are supplemented by technical appendices. There are 24 of these in total, containing instructions on how to make some of the materials or information useful for conducting the respective activity. Of the activities presented here, 44 have never been published before. The other 16 titles had been printed previously in individual sheet format. These have been fully revised and updated for this edition in the light of the experience gained in using them. The activities in this book are intended to be a contribution to the work of educators and people who work directly with young people. Like any such material, it can and should be adapted to the reality in which it is used, as well as economic circumstances, climatic factors and, most importantly, the individual features of the young people we are working with. We launch Educational activities for 11 to 15 year-olds in the hope that it will translate into more and better ideas and help generate a more attractive and varied programme to support the holistic development of boys and girls. Our thanks are due to the Scout Leaders of the Americas, whose hard work and generosity have helped to make this book possible. REME Coordination Headquarters Interamerican Scout Organization INTRODUCTION CONTENTS CONTENTS PHYSICAL DEVELOPMENT page 5 Sports Inventors 27 Exploration while on Patrol 28 Safety in the Unit 28 Morning Exercise 29 An Orienteering Contest 30 OTHER IDEAS CREATIVITY page 35 CHARACTER page 99 Patrol Rally 7 Patrol Rally: a go-kart blueprint 9 Prehistoric Cooks 11 Rustic Cookery: recipes and utensils 13 A funbrary for the Unit 17 Ideas for making a funbrary 19 Our Daily Bread 23 Challenge Valley 25 ACTIVITIES AND APPENDICES Incredible Flying Machines 91 Prociency Fair 92 Scientic Exploration 92 Roll up and see the Circus! 93 Baden-Powells School for Scientists 94 OTHER IDEAS Inventors Congress 37 Weather Station 39 Homemade meteorological instruments 41 Weather forecasting 47 Lets Recycle the Patrol Record Book 53 The Patrol Spirit and the Patrol Record Book 55 Paper recycling 59 The Patrols got Rhythm 63 Making musical instruments: Kena, Bottle Organ, Recorder and Piccoco 65 Pan Pipes and Whistles 70 Traverse Flute, Twanging Whistle and Forest Pipe 75 Percussion 79 Hydroponic Gardens 85 Basics of Hydroponic Gardening 87 ACTIVITIES AND APPENDICES What does your Mask say? 127 Give me a Hand 128 Wish Detectives 128 The Swap Meet 129 Models 130 OTHER IDEAS The Captive Balloon 101 An aerostatic balloon made out of paper 103 Adventure Theater 107 Operation Patch Adams 109 The Fire Festival 111 The story of the Fallas of Valencia 113 Paellas 115 Papier mch 119 Lets make a Commercial 125 ACTIVITIES AND APPENDICES AFFECTIVE DEVELOPMENT page 133 For or Against? 145 Open Doors 146 Games from our Grandparents Time 146 Firewomen and Nursemen 147 See How Much Ive Changed! 147 OTHER IDEAS SOCIAL DEVELOPMENT page 151 SPIRITUAL DEVELOPMENTpage 195 Parent-children Camp 135 Mens Business and Womens Business? 137 Its Party Time! 139 Pictures of our Adventures 141 Camp Watch 143 ACTIVITIES AND APPENDICES Emergency Research 187 History Kim 188 Photographic Report 188 Camp on the Move 189 The Latest on the Past 190 OTHER IDEAS The Mosquito Hunters 153 Vector transmitted diseases: Dengue 155 Vector transmitted diseases: Chagas Disease 159 Water TheatORT 163 Oral Rehydration Therapy 165 The basics of play-writing 171 The basics of street theatre 175 Where Would you Like to Eat Tonight? 181 Yes MLord 183 Encouter with our Origins 185 ACTIVITIES AND APPENDICES Our Hands 217 Serving Together 218 The Prayer Corner 218 The Patrol Prayer 219 Word of Life 219 OTHER IDEAS Popular Religious Celebration 197 A Prayer for Simple Things 199 Song of Thanks 201 The Whisper of the Stars 203 Discovering the Universe 205 Stars and Constellations 209 Time to Build 215 ACTIVITIES AND APPENDICES 5 PHYSICAL DEVELOPMENT A new body 6 They discover their bodies anew every day, and their bodies are renewed every day. Things happen to their bodies that disconcert them, but that also encourage them to explore, to push themselves to their limits. The changes in their bodies reveal beauty, make them feel shy, exceed all proportions, matter too much or too little, make them glad to sad, hurt, give pleasure and are part of the process of becoming and man or a woman. They always seem to be tired, and only perk up at the mention of food. Tidiness is not their strong point, they are drawn to sport, their appearance worries them, their clothes dont t them, and if they do t they dont like them. The day is too short to do everything they want to do and too long when there is too little to do. Everything is constantly changing, growing and developing. So much so that it is difcult for them to pin down an image of themselves. A new body 7 MATERIALS The materials needed will depend on what type of rally the Scouts decide to have. Generally speaking, they will need tools and materials for xing the go-karts, maps of the course, suitable clothing, etc. The materials needed to make the go-karts are listed in the technical appendix, Patrol Rally: A Go-Kart Blueprint, which supplements this activity sheet. SUMMARY OF THE ACTIVITY This activity helps Patrol members dene their roles more clearly, puts their orga- nizational skills to the test, helps them to develop their own identities, and cha- llenges their creativity and physical abilities. In this Patrol rally, the Scouts have to make their own go-karts, complete a course that will require them to both drive and push the go-karts, and overcome the obstacles they nd along the way. 13 to 15 1. I respect my body and that of others. 2. I know what to do in case of illness or accident. 3. I try to overcome the physical difculties caused by my growing. 4. I talk to my friends to solve problems that come up between us. 5. I look after, clean and tidy the places where I camp. 6. I know which foods help me to grow and which dont. 7. I can make simple meals and be clean and tidy in the process. 8. I help to prepare games, outings and camps for my Patrol and Unit. Original idea: David Amador, REME team, Mexico. HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES OBJECTIVES OF THE ACTIVITY 1. To encourage ingenuity and creativity. 2. To build a go-kart. 3. To hold a race. 11 to 13 1. I take part in activities that help keep my body strong and healthy. 2. I try to avoid situations which can damage my own or my friends health. 3. I know what I can and cant do with my body. 4. I try not to be aggressive in games and activities. 5. I eat food that helps me grow and I eat at the proper times. 6. I like to take part in different recreational activities. 7. I take part in the games, outings and camps that my Patrol organizes. PLACE The Units meeting place and the Scout Units camp. DURATION One Unit meeting and one or two days at camp. PARTICIPANTS All the Patrols. PATROL RALLY 4. To promote teamwork. G r o w t h
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D E V E L O P M E N T 8 Before leaving for camp Design of the activity. During the preparatory visit to the campsite, the Unit Council should plot out the rally course. The more clearly dened the design of the activity is, the easier this will be to do. Although the task of designing the activity is simplied by the description provided here, it is very important to customize this activity, since it is more likely to be successful if it is tailored to the needs and skills of the participants. Here are some of the general characteristics of the Patrol rally: Except for the starting section, there will be a different course for each Patrol. Along the way, there will be tests that the Patrols will have to complete and that will allow them to earn points. These tests should be of differing types and should be suited to the Scouts abilities. The tests for all the Patrols should be of equal difculty and complexity. If the rally takes several hours, the Patrols should comply with scheduled meal and rest periods during that time. If they dont, they will lose points. If the rally takes more than one day, the Patrols should camp at a site that has been designated beforehand. At the beginning of the activity, the Unit Team will give each Patrol a map of the course together with all the information its members need to complete the activity. Much of this information will have been gathered during the preparatory visit to the campsite. Building the go-kart for the rally. Before the Scouts leave for camp, the Unit Team will also have contacted a professional who can advise the Patrols about how to build their go-karts. The technical appendix that supplements this activity sheet diagrams one possible model. The go-karts will have to be built ahead of time, since this will require tools and materials that wont be available at the camp. The team insignia (ags, team colours and all the other decorations) that each Patrol will add to its go-kart should be decided upon ahead of time but can be prepared at the camp. If the Unit Team has a simpler model than the one detailed in the technical appendix, then of course that model can be used. If it is important for the Patrols to acquire skills in other rally-related areas (emergency repairs, navigation, etc.), then these learning activities should be organized and scheduled beforehand. In camp Decorating the go-karts Each Patrol should be given enough time to add its team insignia. The models creativity can be one of the ways in which the participants can earn points. Each DESCRIPTION OF THE ACTIVITY of the Patrols should therefore have a place that gives its members the privacy they will need to decorate the go-kart in a way that will surprise all the others when they reach the starting gate. Once the go-karts are nished, it is a good idea for the Unit Team to do a safety check to make sure that all risk factors have been minimized. Once the go-karts have been checked, the Patrols should be given the time they need to make any adjustments that the Unit Team feels are necessary. During this safety check the Unit Team can also take the opportunity to review the special features of each vehicle and award points for creativity. On your mark, get set, go! At the appointed time, the go-karts, drivers and other members of each team will meet at the starting line and will do the following: Final check of the go-kart and other equipment: Materials and tools to be used for repairs, suitable clothing for the participants, adequate supplies of food and beverages, etc. Distribution of the maps: The maps should clearly show the course, rest areas, meal times, the checkpoints at which certain tests (if any) have to be completed, meeting points, major forks in the road, SOS stops, etc. Distribution of instructions, recommendations or any other information that the participants should have. After any questions have been answered, the instructions have been handed out, the go-karts and tools have been checked its time to start the Patrol rally! The Leaders should stay fairly close to the rally participants at all times. If the Unit Team has some means of moving quickly from one point to the next (an automobile, bicycles, etc.), so much the better. If the participants are going to have to stay overnight away from the Scout camp, the place where they will stay should be clearly marked on the maps. This site should be the same for all the Patrols, should be set up beforehand and should be supervised by some of the Unit Team members. The scheduled rest times, or this overnight stay in the event that there is one, will be a good opportunity for the participants to share their impressions and comments about the activity. At the end of the rally, once all the Patrols have returned to the camp, the Unit Team can be waiting for them with a warm drink or a special meal. This will be a good time to share new impressions about the activity, to tell anecdotes, reveal secrets or talk about highlights. The remarks made by the participants, together with the Unit Teams observations, will help them to determine how well the activitys objectives have been met and, if appropriate, what impact this experience has had on the participants development. 9 PATROL RALLY: A GO-KART BLUEPRINT Tools: Screwdrivers (various sizes) Wrench Adjustable pliers Hammer Spanners (8-17) Metal saw Measuring tape Tongs/pincers For use by adults only: Power drill Power welder Where to nd these materials: Junkyards Mechanics shops Hardware stores Crafts shops TECHNICAL APPENDIX STEERING SYSTEM BRAKE SYSTEM Brake pedals Hinge Chassis Wirestop (bicycle brake) Tension adjuster Brake cable Brake system Steering system Chassis Directional crosspiece Steering shaft Steering nger Set arc Front wheel guide 10 F r o n t
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c h a i n Source: Scouts de France. Scouts Magazine No. 67, February- March 1994, pages. 16 and 17. Attention The driver should be able to get out of his or her seat quickly. In most cases, the use of a rigid protective device above the drivers head is mandatory. The device should be xed to the chassis. FRONT DRIVE CHAIN Steering driver Rotational axle brace Side of chassis Front wheel fork Front wheel axle Front of chassis Front brace REAR DRIVE CHAIN Wooden board Seat with back (mandatory) Motorcycle brake Bicycle wheel binding Chassis Motocycle wheel binding W i d t h
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m o t o r c y c l e ) Bicycle brake Attachment point 11 MATERIALS The materials to be used will depend on what cooking utensils the Unit decides to make or what type of meal the Scouts have decided to prepare for this activity. This activity sheet is supplemented by the technical appendix, Rustic Cooking: Recipes and Cooking Utensils, which provides a variety of fun ideas. SUMMARY OF THE ACTIVITY Cooking utensils and silverware havent always been around. There are cultures in which people eat with their hands; in others, they use chopstic- ks instead of knives and forks. Some dishes have to be prepared in pots, others are baked in a hole in the ground, others on sticks over a re, and others with hot rocks or in mud ovens. This activity will present the Scouts with the challenge of using or changing traditional cookware in imaginative, ingenious ways. One of the meals to be served during the next camp outing will not be prepared in the usual way; instead, a new way of cooking it will have to be found. 13 to 15 1. I look after, clean and tidy the places where I camp. 2. I know which foods help me to grow and which dont. 3. I can make simple meals and be clean and tidy in the process. Original idea: Juan Ochoa REME Team, Peru; REME Team, Panama; and the Italian/Bolivian Scout Group of Cochabamba, REME Team, Bolivia. HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES OBJECTIVES OF THE ACTIVITY 1. To promote teamwork. 2. To develop ingenuity and creativity. 3. To learn about different ways of preparing meals. 4. To prepare a balanced meal plan. 11 to 13 1. I help to clean and tidy my house and the places where I study and play. 2. I eat food that helps me grow and I eat at the proper times. 3. I know why cleanliness is important when preparing and eating food. G r o w t h
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D E V E L O P M E N T PLACE At the Units usual meeting place and in camp. DURATION Part of a meeting before leaving for camp and then at camp, with the duration of each part of the activity being determined by the Patrol. PARTICIPANTS The Scout Unit or Patrols. PREHISTORIC COOKS 12 Before camp The Scouts should make the preparations for this activity at one of the meetings held by the Unit before the next camp outing, which may be for the Scout Unit or Patrol. The only instruction is that they will not be able to use traditional utensils for one of the meals to be served at camp and that they therefore should gure out a different way of serving that meal. After looking at a sufcient variety of materials on the subject (instructions for building ovens, recipes for cooking meals using hot rocks, instructions for making eating utensils, etc.), the Scouts will decide what technique they are going to use. They should also draw up a list of the materials or ingredients they will need and should assign the responsibilities and tasks involved. It is important for this to be done well ahead of time so that the Patrols will have time to obtain the necessary materials or practice the necessary skills. The Unit Team should keep tabs on the Patrols work to make sure that the menu chosen by the participants meets the nutritional requirements that are so important at their age. The idea is not to draw up an unsuitable menu but rather to maintain a balanced diet while nding an original way to prepare the meal. The technical appendix that supplements this activity sheet provides some examples. This material can be provided to the young people beforehand so that they can use some of the ideas it offers if they so desire. There is, of course, nothing to stop them from looking for options other than those presented in the appendix. Finally, when packing for camp, steps should be taken to make sure that the materials to be used for this activity have been included since, once the Scouts are at the camp, it would be much more difcult to nd suitable replacements. In camp When the time for this activity has come, the Patrols should be organized so that they can carry out all the tasks it involves on time. The amount of time needed may vary a great deal, depending on what technique has been chosen. It will be different if the participants decide to make a mud oven or if they choose to grill a sh, if they carve wooden eating utensils or use gourds as recipients, etc. It doesnt matter how much time they take; what is important is that they are able to gauge how much time the preparations will take and how long they will need to prepare the food and that they respect the meal times established for the camp. When everything is ready, it will be time to enjoy this tasty, original meal and to try out the new utensils or implements that the young people have made especially for this activity. If the activity is conducted at a Unit camp, each Patrol can invite a member of the Unit Team as a special guest. If it is held at a Patrol camp, pictures can be taken of the event and later a small exhibition can be prepared to show the other members of the Unit what was done. Either way, at the next meeting of the Patrol Council, as well as when the meal is being shared, the participants can talk about the activity and evaluate it. This will provide an opportunity to come up with new ideas or think of ways to improve this activity the next time it is held. The Leaders should not miss this opportunity to share their impressions with the Scouts, especially with those whose progress they are monitoring, and to see what they have got out of the activity. DESCRIPTION OF THE ACTIVITY 13 RUSTIC COOKERY: RECIPES AND UTENSILS Several traditional recipes Kabobs (also known as shish-kabobs, shaslicks or brochettes) Rustic or outdoor cooking is a type of cooking in which traditional utensils are replaced by natural objects that can be found while scouting and that can be adapted for use in preparing meals. It is important to remember that rustic cooking does not mean unhygienic cooking. On the contrary, it involves making use of the available natural resources while maintaining sanitary conditions and food quality. When practising this type of cooking, we often need to pay more at- tention to how we cook and store food than we normally would. This dish is of Persian origin, but many other cultures have similar dishes based on the same principle. It simply involves skewering meat and vegetables on a wooden stick and cooking them over hot coals. The rst step is to pick out one or several straight sticks. The sticks should be thin and strong. Pine twigs should not be used because they will give the food a bad taste. As a general rule, it is wise to bite the stick to make sure that it does not have a bitter taste, which would ruin the food. Once the sticks are chosen, they should be stripped of bark and sharpened at one end. The meat and vegetables to be skewered should be cut into cubes about one or two centimetres thick or of an appropriate size, bearing in mind that they should not be so thin that they break when placed on the stick, or so thick that they will take too long to cook, or so heavy that they break the stick. Once cut to the proper size, the food should be placed on the stick, with pieces of meat being alternated with slices or pieces of onion, tomato, bacon, chilli peppers, green apple or other vegetables and tastes that you want to try out. Once the food has been placed on the skewers, it may be seasoned with salt and pepper before cooking. Then build a re that will produce good coals, place forked branches on either side of the re, and place the ends of the skewer or skewers in the forked branches so that they can be turned as the food cooks. Another possibility is to place stones on either side of the re instead of the forked branches and then rest the skewers on them. The skewers should not be so far from the re that the food takes too long to cook, nor so close that the food or the skewer might burn. forked branch Brochettes Green stick TECHNICAL APPENDIX 14 OTHER IDEAS FOR ROASTING MEAT Potatoes Dig a hole and line it with rocks. Build a re inside the hole and let it burn down to coals. Scoop out the coals and place the potatoes (washed and in their skins) in the bottom of the hole and cover them with ashes. Add more rewood and keep the re burning for another hour or so. In order to nd out whether the potatoes are cooked, prick them with a thin, strong, sharpened stick. When the stick goes in easily, the potatoes are ready. Remove the potatoes from the re and cut them in half in order to let the steam out. Seasoned with salt and butter, they are very tasty. Rolls or hunters bread This is a classic scout recipe. Mix a handful of our, a pinch of baking powder or powdered yeast, a pinch of sugar and a pinch of salt. If the our you are using has baking powder in it, then you dont need to add the yeast or baking powder. Once you have mixed these dry ingredients together, add some butter or margarine and knead the dough, adding water little by little until there are no more lumps. Taking the same precautions as described in the recipe for kabobs, choose and prepare a stick. Then heat the stick and dust it with our. After dusting your hands with our as well, form a roll of dough about one centimetre thick and ve centimetres wide. Twist the dough around a stick to form a spiral and place it over the re, either suspended between two forked branches or held rmly between rocks. To make sure that the bread cooks evenly, the stick should be turned continually until the dough swells and forms a dark golden crust. Fork of green wood B r a id
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e n d s Hunters bread Dough Tester Coals Soil Potatoes 15 Stone-cooked eggs and bacon Prepare the stone in the same way as described above. When the stone is hot enough, place some strips of bacon around its circumference. Break an egg (gently) inside the circle of bacon; the bacon will keep the egg from spilling off the stone. Add salt and, if desired, pepper. Stone-cooked meals This technique calls for a smooth stone that is at enough to serve as a frying pan. Once you have found such a stone, wash it and set it over the coals to heat. You will need to be careful, because some stones will burst when they are subjected to sudden changes in temperature. To prevent this from happening, you can rst place the stone beside the re (or in the sun if you are cooking during the day in hot weather) and then, once it has heated up, place it on the coals. Even after taking these precautions, however, the stone may still explode, so you will need to be careful. Once the stone is good and hot, you can use it to cook a meal. Thin slices of red meat or chicken and slices of onion or green pepper are a good choice (If you add a piece of cheese to these ingredients and then, when the food is ready, sprinkle some olive oil over it, the result is very tasty.) If you spread a little butter (grease) or oil on the stone, you can use it to cook sh. As a variation of this recipe, you can prepare clay-baked potatoes. Wrap each potato in wet newsprint, cover it with clay and place it in the ashes to bake. Keep the surface hot using the same technique as in the previous recipe. Another original and delicious recipe is to cook eggs inside the potatoes. To do this, cut each potato in half (washed and still in its skin) and carve out a small hole in one of the halves. Pour the yolk of the egg into the hole and spread the egg white on the cut surface of the two halves (this will help make them stick back together). Then put the halves together, pierce the potato with sharpened sticks to hold the two halves together and then put the potato in the ashes to bake. For this recipe, it is best to wrap the potato in aluminium foil or cover it in clay. This can, of course, also be done with any other edible tuber that can be cooked in the same way as potatoes.
Paper Coals Clay or mud Stone Stone-cooked eggs 16 Pumpkin stew and pumpkin jam Cut the top off of a pumpkin and scrape out the seeds. Then ll the pumpkin with pieces of meat or ground beef and diced olives, onion, chilli peppers or red peppers, and hard-boiled eggs. You can also add raisins and spices if you wish. Put the top of the pumpkin back on and place it over the coals. From time to time, add a little water to prevent the stew from becoming too dry. When the beef is cooked and the meat of the pumpkin comes away from its walls, the stew is ready. To make pumpkin jam, follow the same procedure but ll the pumpkin with water and sugar instead. Some ideas for utensils If you would also like to make eating utensils, this diagram shows you how to carve spoons and forks. Source: Manual Explorar y Acampar, Elvio Pero. Ed. Zig-Zag. Santiago, Chile. 1992. (Food illustrations by the same author.) Tcnica Scout, Jorge Sprvoli, Argentina. Illustrations of utensils were taken from Bricoler, Les Scouts-Fdration Catholique des Scouts Baden-Powell de Belgique, 1999; and the pumpkin recipes are from Marcelo Fuentes, Argentina. Eggs with onion Cut a large onion in half and remove all but the three outermost layers. Gently break an egg into the onion. Place the onion over the coals and leave it there until the egg has cooked. Another possibility is to use the peel of half an orange instead of an onion. 17 MATERIALS The materials will vary depending on what games are chosen. Generally speaking, various kinds of scraps can be used, including bottles and plastic containers, boxes, wire, glue, cutting tools, wood, etc. This activity sheet is supplemented by a technical appendix entitled, Ideas for Making a Funbrary, which provides suggestions and recommendations for this activity. SUMMARY OF THE ACTIVITY What is a funbrary? Nothing more or less than a library of ga- mes and toys. And that is exactly what this activity is all about. You will become bookworms in order to explore, research, ob- tain and make all sorts of new and exotic games and toys. Once the Scout Units funbrary is ready, it can be opened to the public for the enjoyment of adults and children alike. 13 to 15 1. I can choose between different recreational activities. 2. I help to prepare games, outings and camps for my Patrol and Unit. 3. I prepare games for different occasions. Original idea: Valeria Negro, Argentina and Hctor O. Carrer, ISO team. HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES OBJECTIVES OF THE ACTIVITY 1. To develop research skills and learn to innovate. 2. To explore new types of games. 3. To make games and toys. 4. To take part in a new and different type of activity for fun and to provide a service to others. 11 to 13 1. I like to take part in different recreational activities. 2. I take part in the games, outings and camps that my Patrol organizes. 3. I know and play different sports and keep their rules. A FUNBRARY FOR THE UNIT PLACE At the Packs usual meeting place or at another appropriate location chosen especially for this purpose. DURATION Preparation: This will depend on how much time you set aside for scouting around, collecting materials and making the games and toys. In any case, these preparations can be interspersed with other activities. Implementation: Two or three hours each time the funbrary is opened up. PARTICIPANTS All the Patrols in the Scout Unit. G r o w t h
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D E V E L O P M E N T 18 Stage one: Explore and create When the time scheduled for this activity in the programme cycle arrives, the Unit Team should remind the young people of what the activity involves in general terms. They will also encourage the Scouts to participate and to commit themselves to this task. The rst activity for the Unit to organize is the exploration stage. The Scouts can do research using books and other documents, can look on the Internet, talk to older persons, and invent, develop or assemble games and toys. The technical appendix that comes with this activity sheet provides information that can help them with this task. The Unit should use its regular procedures for establishing goals, setting deadlines and assigning duties for this stage of the activity, which calls for the participants to assemble materials that they can use later on to help them decide which games and toys they want to include in the Scout Units funbrary. One way of organizing the work is for each Patrol to be responsible for proposing a certain number of ideas. If this approach is chosen, then each Patrol will use its usual procedures for going about this task. Once the time set aside for these tasks is over, the Scout Unit will meet to choose which games and toys its members are going to make. This selection process is aimed at avoiding repetition and helping to improve the Scouts plans, but care should be taken to avoid criticizing any of the choices that the Patrols have made. Once the games have been chosen, the next step is to assemble the necessary materials and begin to make them. It will be helpful for the Patrols to have advice and assistance from the Unit Team as they do this. As the work progresses, the Unit Council will choose the date for the funbrarys grand opening. The Patrols should be informed of this decision well in advance, of course. Throughout this period, the Unit Team will observe the Patrols work, will help the young people with their task and will gather valuable information for evaluating the activity later on. Before the funbrarys grand opening Depending on what the grand opening is going to be like, various organizational tasks will have to be carried out beforehand, such as preparing invitations, obtaining permits, assembling materials to make decorations with, etc. These jobs should be started at least two weeks before the grand opening, and it will be best if the games and toys have been nished by then so that the Scouts will have enough time to organize the opening itself. The grand opening The Scout Unit can go about inaugurating the funbrary or setting it up on different occasions in various ways. Here are some ideas. If the funbrary is to be set up in the Units usual meeting place, it can be organized as a type of fair, and the Unit can invite the rest of the Scout Group, their parents and friends, and sponsors or members young and old alike of the Scout Groups community. The fair can be set up in the meeting place itself or in a nearby public park or square. In choosing the date for the funbrarys opening, one possibility would be to select a special day for the community, Childrens Day, the Groups anniversary, the coming of Spring An opening like this will help create a bond between the Scout Unit and the community, will help people learn more about the Scout Movements work and understand what it does, will motivate parents and other family members to take part and, quite probably, will get other young people excited about helping or joining the Scout Group. The opening can also be used to provide a service to a specic community or institution. In this case, the funbrary can be set up in an orphanage, a youth centre or a low-income neighbourhood. If the funbrary is going to be open to people of all ages, it should include games as well as toys. If, on the other hand, it is intended for a certain type of guest or group, this will have an inuence on what it includes and how it is presented. For example, if the idea is to get parents interested, then there should be plenty of parlour games. If the funbrary is intended for children in a nursery school, then it should have toys. If it is designed for youth groups, then it should feature games that allow the participants to test their physical skill. If the funbrary is going to be set up at camp, then it should have games which make the most of the wide open spaces that are available there and which use materials that can be easily transported. Once the grand opening has been held or the funbrary has been set up, the Scout Unit will meet to evaluate the work that the Scouts have done. The funbrarys guests may also be asked for their opinions about their experiences and for recommendations for improving or adding to it. Running the funbrary The Scout Units funbrary will provide it with yet another tool for serving the community, and the job of running it can be rotated among the various Patrols. Whichever Patrol is in charge of the funbrary at a given time should be responsible for keeping the inventory up to date, adding new games and toys (or organizing activities for this purpose), making repairs and doing the necessary maintenance so that the funbrary will be ready whenever it is needed and will work as it should once it is set up. The variety of games and the quality of the funbrarys contents can gradually be upgraded. As time goes by, this shared responsibility for running the funbrary can also be evaluated and used as a source of information on the personal development of the Scout Units members. DESCRIPTION OF THE ACTIVITY 19 IDEAS FOR MAKING A FUNBRARY When we play, we make something that doesnt exist into something real. When we play, we can be someone different from who we are. When we play, for a little while we inhabit a non-existent place and we are in control of time and distance. When we play, we can make the sun shine at night and the moon shine at noon, we can empty the seas, and we can make a summer of the coldest winter month. The word funbrary is a composite of the word fun and (li)brary, which signies a place where you can store things. So a funbrary is a place where you can store things that are fun to do. But it is also much more than that. Just imagine that you step into a place that is decorated with brightly coloured ags and where there are all sorts of open boxes and different groups of people. The people in some of these groups are concentrating very hard on playing a game in which they move around on a giant board and they act as the actual markers or pieces. Over in another area, you hear shouts and laughter as one team wins a naval battle and the other team is already getting ready to counterattack. Some people are playing on their own, two others are trying to decide which game to play, and still others are working on a jigsaw puzzle. The groups are made up of people of all ages. Over in a corner some people are singing and acting things out. Watch out! Youre in the middle of a racetrack. As you walk along, you hear the beginning of a riddle and you wonder what the answer might be. As you walk along with your head in the clouds, you come across a box. You bend down and, among all the different toys and games you nd there, you see a checkers board.Hey! Your grandfather taught you how to play checkers. You grab the board and run off, looking for someone to play checkers with. As you are looking, you see a young girl who is announcing that a new game of ninepins is about to start. If you havent already gured it out, you are in a FUNBRARY. Welcome!! What do you need to put together a funbrary? 2. Toys The funbrary can include various types of games: board games, ball games, parlour games, inventive games, tests of physical strength or skill, etc. The young people can use the following criteria to help them choose what games to include. What types of games and toys? In any project you start, the most important thing is for people to be enthusiastic about the idea, for them to feel that your idea for a project will help the group achieve one of its objectives, and for them to decide to go ahead with it. 1. Enthusiasm Libro de cabecera, Pipo Pescador. TECHNICAL APPENDIX 20 Variety of games, Types of skills they help develop Number of participants, Type of relationship they foster (more competitive or more cooperative), How complicated the rules are (take the participants ages into account), Materials needed to make the toys or games (materials that pose no hazard to the participants, are not too easily breakable, etc.), Toys that can be made by the participants, taking into account their skill levels, The type of person the funbrary is for: just the Scout Group or the wider community; one age group or one segment of the population, etc. The funbrary can also have a theme, such as a focus on regional games, games made out of natural or scrap materials, traditional games, etc. If a particular focus of this sort is chosen, it will surely inuence what games and toys are selected and will call for the use of special guidelines. How can we get what we need? There are various ways to obtain the toys needed for the funbrary. Here are three of the many possible ways: Borrowing: Toys and games may be loaned by participants for use while the funbrary is being held. Construction: Toy-building workshops can be held in which the participants use natural or scrap materials, wood, clay, fabric, and any other material they can nd that will help them create an appropriate game. Many games can be played by tracing out the board on the ground and using seeds or pebbles as markers. This is another interesting way of making up toys or games wherever you are. One possibility is to have cards set out in the funbrary that explain the games rules and describe how the game boards are designed so that the games can be made each time people want to play them. Lots of games can be played with just a paper and pencil, such as tic-tac-toe, battleships, pictionary Can you think of some others? Research: You can also put together a list of traditional or regional games, or a list of toys and games that your parents or grandparents used. You can interview people, go to the library and do Internet searches. You can invite the people you interview to help you investigate. 3. The funbrarians Whenever the funbrary is being used, there should be at least two people in charge of it. These funbrarians should do two very important and interrelated jobs: Taking care of the materials: This involves sorting and straightening up the games and toys so that it will be easy for the participants to see them and choose the ones they are interested in; keeping a record of what toys are used each time; and planning ahead for any repairs that may be needed. Helping the participants to enjoy the funbrary: This entails creating a relaxed atmosphere and, when necessary, helping the participants to organize the games or settle any problems that arise. It is very helpful if the funbrarians have played the games themselves beforehand so that they know the rules and the different variations and so that, if the need arises, they can adapt the games to t the number of people who want to play or to make them more appropriate for the players of a certain age. The people chosen to act as funbrarians should be people who like to play games and to help other people to play them. The funbrarians need to be willing to work with other people, to play and to let others play, to observe and to take appropriate action when the situation calls for it. 21 Board games. Game boards can be made out of strips of different pieces of cloth which can then be sewn or glued together to make a picture (these boards can be rolled up for easy transportation). Another possibility is to make them out of wood scraps obtained from a carpenter or by breaking down fruit crates (which will greatly reduce the cost involved) and then drawing the appropriate design on them with paint or ink. Clay is another material that you can use. If you use clay, you can shape it into sheets and then, once it is dried or has been baked in a kiln (depending on the type of clay that you choose to use), draw the lines and colour them in. Paper and cardboard can also be used, but they wear out faster. Markers for the games can be made out of sections cut off from a broom handle or from corks, seeds, buttons, pebbles, bottle caps, shells or clay. The markers can then be painted or decorated so that the different players can tell which markers are theirs. Ideas for making toys 4. The location It is best to set up the funbrary in a convenient location (even if it is not the same one each time) that is not too near other activities that may be going on at the same time. If it is possible to decorate the area so that the participants will feel drawn to enter a special place, so much the better. It is also important to think about where the materials for the funbrary can be stored when theyre not in use. 5. Running the funbrary Its very important to remember that the funbrary is something that people can choose to participate in or not. In other words, when it is set up at the scheduled time, the idea is for the people who want to take part to come in and start playing. Whenever possible, it is also important to invite people of all ages as a way of fostering interaction between people of different generations in a spontaneous setting. When people of different ages are going to participate, games should be chosen that will be interesting for all the age groups involved. The funbrarians will be in charge of running the games, explaining the rules to the people who dont know them, and inviting or encouraging the participants to play and to organize their own games. Sometimes, when younger children are faced with so many games and toys, they dont know what to choose. If this happens, it may be better to pre-select certain games. In other cases, many people will want to play the same game; if this happens, you can organize them into bigger teams or have them take turns. In each funbrary, different sorts of situations are surely going to arise, but the funbrarians will be there to solve problems and offer solutions that will make the activity all the better. The funbrarians should be on duty taking part, observing, suggesting ideas and playing along with the others for the entire time that the funbrary is open. A funbrary is a very dynamic place in which people can switch from one game or team to another whenever they wish, may decide to leave whenever they want to, or can decide to stay and talk with others. The funbrarians will need to adapt to this kind of an atmosphere, one in which people choose what they want to do on their own and may change from one activity to another as they wish. After they have nished a game, the players should set up the game again so that it will be ready for the next people who want to use it. It is important for the participants to understand that there are certain basic rules that they must follow, and taking care of the various materials is one of the most important rules of all. 22 Source: Valeria Negro, Argentina. <www.ipausa.org> The American Association for the Childs Right to Play <www.familytlc.net> Tools to enhance the parent/child relationship <www.amfolktoys.com> American Folk Toys, Games, Crafts & Music <www.angelre.com/ny/DebbiesPage/Trashtoys.html> Make toys from trash <www.puzzle.dse.nl/index_us.html> The Ultimate Puzzle Site <www.geocities.com/Athens/8136/tonguetwisters.html> The Tongue Twister Data Base <www.frontiernet.net/carlise/riddle/> Riddle of the Week <www.earlychildhood.com/crafts/index.cfm> Crafts for the early childhood Cards Dice Chess Scrabble Boggle Ludo Guessing games Yo-yos Model car races Kites Chinese sticks Tic-tac-toe Trivia games Battleships Hangmans bluff Jigsaw puzzles Catch the goose The rope game Tejo Bowling Puppets Marionettes Hopscotch Foursquare Senku Monopoly Ball games Paper planes All sorts of fun games can be made with very simple materials. One such game is the memory game. For this game, you make pairs of cards that have matching drawings, photos or shapes on them. There should be at least twelve pairs of these matching cards. After looking at all the cards for a few seconds, the players put them face down and throw dice to see who goes rst. Players take turns at turning two cards over, one by one. If the two cards match, the player keeps them; if not, the player turns them back over and leaves them where they were. The other players can see the cards as they are turned over and can try to memori- ze their locations so that they can use them when their turn comes. The player who collects the most cards wins. Bowling pins can be made by lling 10 plastic bottles with water or sand and arranging them in a triangle. The players can then try throwing a ball or a hard orange at them to knock them down. Stilts can be made out of tin cans (cans of tinned fruit, motor oil or anything else that is the right size) and twine or thin rope. The length of the twine or rope should be adjusted to t the height of each player. Dominos can be made by drawing or gluing paper or paperboard with the different numbers of spots on thick cardboard, wood or matchboxes. The spots can be the usual circles, or you can use some other original design. The list of games that can be included in a funbrary is almost innite. You can use the following list of toys and games and of web sites to give a boost to your imagination and help you think of other possibilities. 23 G r o w t h
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D E V E L O P M E N T MATERIALS Two sheets of paperboard, one of which is cut into small cards. The other materials will depend on what type of contest is chosen, as explained below. SUMMARY OF THE ACTIVITY During the morning of a day spent at camp, the young people hear that the utensils and ingredients that were going to be used to make lunch have been consca- ted by the Unit Team. A scoring system has been set up and, in order to get the materials back, the Scouts will have to earn a certain number of points by passing various tests. The Patrol that earns the required number of points can recover the minimum ingredients and utensils needed to make lunch, but the Patrol that knows the most about what constitutes a proper diet will be able to make the best use of the points it has won. 13 to 15 1. I know which foods help me to grow and which dont. 2. I can make simple meals and be clean and tidy in the process. 3. I help to prepare games, outings and camps for my Patrol and Unit. Original idea: Rucamanqui Scout Group, Chile. HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES OBJECTIVES OF THE ACTIVITY 1. To appreciate food and the effort it takes to obtain it. 2. To make good use of the available resources to prepare meals. 3. To encourage resourcefulness. 4. To promote teamwork. 11 to 13 1. I try to avoid situations which can damage my own or my friends health. 2. I try not to be aggressive in games and activities. 3. I eat food that helps me grow and I eat at the proper times. 4. I know why cleanliness is important when preparing and eating food. 5. I know and play different sports and keep their rules. PLACE In camp. DURATION One morning. PARTICIPANTS The Scout Unit, working in Patrols. OUR DAILY BREAD 24 Before the activity At least one day ahead of time, the Unit Team will make the following preparations: 1. Selection of the ingredients (some essential ingredients and other supplementary ones) that are necessary or useful for the preparation of a variety of complete, balanced lunches. A set of ingredients needs to be assembled that can be used to make different dishes of varying difculty. This way, some Patrols can decide to settle for a certain number of points while others either because they have not organized their points well or because they want to make a more elaborate meal may continue trying to earn more points. The differences between the lunches prepared by the various Patrols using the points they earned will provide information about who used their points well or badly, who is more of a perfectionist, who didnt earn enough points, who wasnt able to organize well, etc. 2. Assignment of points to each ingredient and utensil based on how necessary it is and how much of a demand there will be for it. The points should be assigned in such a way as to ensure that all the Patrols can have the basic ingredients needed to make a nutritional meal. 3. Preparation of a sign listing the available ingredients, their nutritional value and the number of points needed for each one. 4. Preparation of a large number of coupons representing different amounts of points. 5. Organization of a set of trials and contests for earning the points. These tests should involve a combination of physical and intellectual activities, such as: handkerchief duels, code-breaking, following clues, popular sports, riddles, answering questions about basic woodcraft, answering questions about the main diseases caused by consuming improperly handled food, etc. The number of points awarded for each test will depend on its difculty. In order for the activity to work out well, the number of points should match those assigned to the different ingredients and utensils. 6. Placement of a stand at camp headquarters or elsewhere in the camp where the Scouts can redeem their points. In the morning, before the activity begins, the Unit Team will gather up each Patrols cooking utensils (if at all possible, without the Scouts noticing it). DESCRIPTION OF THE ACTIVITY During the activity The Unit Team will explain what the activity involves and challenge the Patrols to win points by completing different tests so that they can earn back the ingredients for that days lunch. The factor of surprise is important for the success of this activity, so it should not be one of the activities chosen at the time the programme cycle was being planned. The contests can take all morning, but with the rst ingredients and utensils they get, one member of each Patrol can begin preparing lunch while the others try to win more points so that the meal will be better and more complete. The contests should end at least half an hour before lunchtime so that all the members of each Patrol can help nish preparing the meal. When the lunches are ready, each Patrol will show the Leaders what dishes they have prepared. The Leaders will then decide if the meals are complete and if the Patrols have made good use of the resources they had. Some sort of recognition will be given to the Patrols that have prepared the most nutritional meals with the fewest number of points. One possible variation of this activity could involve the kidnapping of each Patrols cooks, who can then be rescued using the same point system. If this option is chosen, the Unit Team will think of something for the cooks to do while they are waiting to be rescued, but whatever they do should not involve earning points to rescue themselves. During the activity, the Unit Team can observe the Scouts to see how well they accept the challenge, how much they know about the nutrients contained in the different ingredients, how well they can organize themselves, what abilities and skills they use in the contests, how creative they are and whether or not they maintain good hygiene while preparing the food, etc. These observations, together with the Scouts own comments about the activity after it is over (a good time to talk about it may be while the participants are eating their lunches), will allow the Unit Team to evaluate the activity and the impact it has had on the young people. 25 MATERIALES A score sheet for each Patrol, maps of the whole trail, and prizes or some other form of recognition. The other materials will depend on the type of obstacle course created by each Patrol. SUMMARY OF THE ACTIVITY This activity is a contest involving the preparation and completion of an obsta- cle course. Taking advantage of the topography of the area where the Unit has set up camp, the Scouts will create original types of obstacles that will test their companions abilities. This will be a double challenge because the Patrols will not only have to create original kinds of obstacles, but they will also have to overcome the obstacles made by their fellow Scouts. 13 to 15 1. I respect my body and that of others. 2. I try to overcome the physical difculties caused by my growing. 3. I talk to my friends to solve problems that come up between us. 4. I help to prepare games, outings and camps for my Patrol and Unit. 5. I prepare games for different occasions. Original idea: Miguel Harfagar, Chile. HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES OBJECTIVES OF THE ACTIVITY 1. To develop physical skills needed for outdoor activities. 2. To use ingenuity, creativity and manual skills. 11 to 13 1. I take part in activities that help keep my body strong and healthy. 2. I try to avoid situations which can damage my own or my friends health. 3. I know what I can and cant do with my body. 4. I try not to be aggressive in games and activities. 5. I like to take part in different recreational activities. 6. I take part in the games, outings and camps that my Patrol organizes. 7. I know and play different sports and keep their rules. PLACE In camp. DURATION Each Patrol will need about half a day to set up its portion of the course, and the Scout Unit will take around two hours to complete the activity. PARTICIPANTS The Scout Unit, working in Patrols. CHALLENGE VALLEY 3. To build team spirit. 4. To promote good sportsmanship. G r o w t h
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D E V E L O P M E N T 26 Before camp Well before the time scheduled for this activity (if at all possible, during one of the preparatory visits made to the campsite), the Unit Council should choose the area where the course will be set up and divide the trail up into as many sections as there are Patrols in the Scout Unit. In selecting the site, the following factors should be conside- red: The course should not be too long. A course that takes between one and two hours to complete is best. The trail chosen for this activity should have some interesting and challenging but not dangerous topographical features. The idea is for the Patrols to use their ingenuity to overcome these obstacles but without running unnecessary risks The sections of the trail assigned to each Patrol should be the same length and of equal difculty. Making the obstacle course Once the Scouts are at the camp and the time set aside for setting up the obstacle course has arrived, Patrol Leaders and Assistant Patrol Leaders should be given the following materials: A complete map of the entire trail, with the sections assigned to each Patrol clearly marked; A list of the aspects that will be considered when awarding points for the preparation of the different sections of the obstacle course. For example, points may be awarded for the originality of the obstacles, for making the most out of the available materials, for observing safety standards, for taking proper care of the environment, etc.; After the Patrols have received their working materials, they will go over their sections of the trail, plan what obstacles they want to build, gather the materials they need and set up their portion of the obstacle course. The Unit Team should remind the Patrols that the idea is to take advantage of the natural features of the terrain to create obstacles that will require the participants to use their resourcefulness, knowledge and physical skills to overcome them. A good way to make sure that the different sections will be of more or less the same difculty is to have each section include one obstacle designed to test physical skills, one that requires the contestants to gather something and one that draws on their powers of observation. As always, the Team must watch over the Patrols as they work and be ready to help whenever necessary. When all the Patrols have nished making their sections of the course, and while they are involved in other activities, the Scout leaders will inspect the entire trail in order to: Make sure that the obstacles are suitable and that the course is safe. The corresponding Patrol(s) will be informed about any part of the course that does not meet these standards and will be given an adequate amount of time to x it. Award the rst points in the contest. Each Patrol will receive points for its section of the course based on the scoring guidelines that the Unit Team has prepared and given to the Patrols in advance. This inspection will also give the Unit Team an opportunity to gather information that will be useful when evaluating the activity. The Team should look for such things as creativity, resourcefulness in taking advantage of the natural features of the terrain and the available materials, the use of orienteering techniques, concern for safety, and compliance with the instructions that have been handed out regarding the construction of the obstacles. Time to start! Once everything is ready, but before the Patrols arrive at the starting point, the Team should prepare its recommendations and instructions for the activity. Each Unit can decide how it would like to conduct this activity. The following outline is one possibility. Each Patrol will start off in a different section of the course and will have nished the course when its members reach their starting point. The entire trail will be marked on a map that will be given to each Patrol when they start off. The map will also show which section each Patrol should start off at and in which direction they should go. Each time a Patrol has nished one section of the course and is ready to begin the next one, its members will rst have to overcome a surprise obstacle that the Unit Leaders have designed themselves. For example, the Scouts might be asked to tie a certain type of knot, detect special sorts of trail markers, transcribe a message in Morse Code, etc. Throughout the course, the Unit Team will monitor the Patrols. The Teams job will not only be to keep the score for each group, but also to make sure that everyone is safe and to gather information on the participants skills in the areas of teamwork, resourcefulness in overcoming the obstacles they encounter, use of their physical abilities, good sportsmanship in difcult situations, the value placed on healthy competition, and the respect shown for each of the Patrol members potentials and capabilities. These types of factors will be taken into account when evaluating the activity and will provide a point of reference when reviewing the progress that each Scout is making in his/her personal development. As noted earlier, the activity will end when each Patrol has completed the course and returned to its starting point. While the Leaders are tallying up the scores in order to determine which Patrol has won, the Scouts will gather up and store the materials they used in preparing their sections in order to leave the trail in the same condition as they found it. At nightfall a little ceremony will be held in order to announce the scores and hand out certicates or other forms of recognition to the participating groups. This will also be a good opportunity to have an informal conversation in which the Scouts can say what they think about the activity they have just completed. Their observations and the experience gained during the activity will prepare the young people to think up other similar sorts of activities that will surely enrich the Unit. DESCRIPTION OF THE ACTIVITY 27 OTHER IDEAS I D E A S O T H E R I D E A S I D E A S SPORTS INVENTORS In response to an invitation extended by the Unit Team, the Patrols will set themselves the task of inventing new sports to be played by the Unit. These sports will then become part of the Patrols regular recreational activities. After the Patrols have been encouraged to take part in this activity, the following steps should be completed: *give a presentation on the types of requirements that the new sports should full (type of participation, rules of the game, the functions and authorities of the person in charge of making sure the rules are observed, new and special terminology, development of a new technique, etc.); *determine how much time the Patrols will have to create their new sport (realistic deadlines to which everybody agrees and which will allow enough time to come up with an interesting proposal and plan); *set the dates on which the new sports will be presented and played (all the different sports do not necessarily have to be played on the same day). Original idea: Hctor O. Carrer, ISO team. 11 to 13 1. I take part in activities that help keep my body strong and healthy. 2. I notice the changes that are happening in my body. 3. I try to avoid situations which can damage my own or my friends health. 4. I know what I can and cant do with my body. 5. I try not to be aggressive in games and activities. 6. I like to take part in different recreational activities. 7. I take part in the games, outings and camps that my Patrol organizes. 8. I play a sport regularly. 9. I know and play different sports and keep their rules. 13 to 15 1. I respect my body and that of others. 2. I try to overcome the physical difculties caused by my growing. 3. I can choose between different recreational activities. 4. I help to prepare games, outings and camps for my Patrol and Unit. 5. I make an effort to improve my performance in the sport I play and I know how to win and lose. 6. I prepare games for different occasions. HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES In keeping with the commitment that the Patrols have made and within the time periods to which everyone has agreed, each Patrol should: *invent a sport; *obtain or make the equipment needed to play the sport; *obtain the necessary permission if a certain type of playing eld is required. As the deadline approaches, the Patrols should make sure they carry out the following tasks: *announce the event and obtain the necessary permission if the activity is to be held somewhere other than the Scout Units usual meeting place; *remind people of the date, time and place set for the sport to be played; *make or obtain diplomas or certicates to be given to the players after the games are over. There may be other tasks to carry out, depending on the nature of the activity. This sheet simply gives some ideas that may help you to plan out the event. When everything is ready, it will be time to play! Dont forget to write out a description of the new sports in the Patrols record book. 28 An exploratory outing is a great challenge for any Patrol. Setting yourself a goal, a place to reach, an area to explore, something to discover, new tasks to complete An outing like this gets the Patrol into action and lets each one of its members feel like part of a team that is moving forward and growing. The objective of this activity is to invite the Patrols to go out exploring on a regular basis. The Patrol Council is the one that should propose and select an exploratory outing. The idea is to prepare a suitable setting for a brainstorming session, choose the ideas that seem to be the most interesting and attractive to a majority of the participants (the ideas that cant be put into practice now might be used later on), gure out what needs to be done in order to implement them and go out and explore the world. Once you get back, you can think about what you have achieved and see how much you have grown during your adventure. As T.S. Eliot once said, And the end of all our exploring/Will be to arrive where we started/And know the place for the rst time. Original idea: Jinny Cascante, Equipo REME Costa Rica. 11 to 13 1. I like to take part in different recreational activities. 2. I take part in the games, outings and camps that my Patrol organizes. 13 to 15 I help to prepare games, outings and camps for my Patrol and Unit. HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES SAFETY IN THE UNIT Original idea: REME Coordination Headquarters, based on a proposal sent by Lilian G. Zurieta, REME team, Bolivia. A Scout Unit that is safe, both at its meeting place and during the activities in which its members take part, is the main goal of this activity idea. There are four basic concepts that should be kept in mind at all times: Pre- vent: You always need to take some time to imagine and detect potential hazards in any of the activities you engage in. You need to identify what types of behaviour minimi- ze those risks and to set clear limits. Inform: Everybody should be told about existing risks in a clear, direct man- ner so that they will avoid acting in ways that put them at risk. Where appropriate, this should be supplemented by a system for distributing announcements and warnings. Maintain prevention and information: A preventive aware- ness should be maintained, information on existing hazards should be repeated on a regular basis and signage should be well maintained. Be ready to help effectively: If, even though preventive and informational measures have been kept up, an accident or emergency situation does arise, you have to *know beforehand what will need to be done; *have immediate access to the equipment or other imple- ments you will need to help; and *know what steps to take to avoid leaving other potentially risky areas uncovered while you are providing assistance. Bearing these things in mind, the idea is that, once a year, as part of the activities provided for in the applicable pro- gramme cycle, the Patrols will become safety ofcers. At the time scheduled for this activity (over a period of one or two weeks), the Patrols will inspect their usual meeting place to see whether they nd any safety problems in the Patrols or the Scout Units facilities. These inspections can be carried out by category: health (cleanliness of ba- throoms, waste disposal, etc.), physical safety (electrical plugs, lighting, access, etc.), and many others. An effort should be made both to prevent a repetition of previous problems and to make sure that all the many potentially risky aspects are being tackled. The jobs of these safety ofcers are not over once they have detected potential problems, though. After they have found a safety problem, the Patrols will need to prepare a report about it. In that report, they should identify The possibilities to be explored are endless; they are the outcome of the capacity for surprise of the men and women who dare to seek out new paths. You can explore in the city or in the country; you can be pursuing a scientic objective or a cultural one; you can stop once you reach your goal, or you can use it as a stepping stone to nd new possibilities. A few examples that have more to do with physical development might include learning about and playing sports from the most remote parts of the planet that you can think of; entering the world of science and doing research on aerodynamics or noise pollution; probing the secrets of our kitchens and nding out about the origins of the fragrant herbs and spices that crowd our shelves, what foods they are used with and what nutrients our bodies absorb from them; nding out how many of the inventions that Jules Verne devised for his novels are actually in existence today; or identifying plants and animals found near your campsite. There are so many possibilities, but you need to keep your eyes and ears open to appreciate all the marvellous things to be found in the world around us. EXPLORATION WHILE ON PATROL 29 MORNING EXERCISE A good way to start the day at camp is to take part in an activity that fosters healthy living habits, such as daily exercise. This type of exercise does not require a physical programme or a sports instructor. A little bit of creativity will enable you to take advantage of the area where you are camping to take part in a fun, varied exercise routine. Remember that this exercise session is not intended to prepare anyone for a specic sport. Its purpose is simply to motivate young people to make regular physical exercise a part of their daily lives. As soon as they get up in the morning, before they do anything else, the members of the Scout Unit can do a morning exercise routine and enjoy nature at the same time. A brisk walk or slow jog around the campgrounds for ten minutes or so will allow people to warm up. They can then do some more physically demanding exercises, such 11 to 13 1. I take part in activities that help keep my body strong and healthy. 2.I notice the changes that are happening in my body. 3. I try to avoid situations which can damage my own or my friends health. 4. I know what I can and cant do with my body. 5. I take care of my personal appearance and keep myself clean. 13 to 15 1. I respect my body and that of others. 2. I understand that the changes happening in my body affect what I am like as a person. 3. I try to overcome the physical difculties caused by my growing. 4. I take care of my personal appearance and always try to be clean and tidy. HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES Original idea: Franklin Briceo, REME team, Panama; and REME team, Paraguay. 11 to 13 1. I take part in activities that help keep my body strong and healthy. 2. I try to avoid situations which can damage my own or my friends health. 3. I know what I can and cant do with my body. 4. I help to clean and tidy my house and the places where I study and play. 13 to 15 1. I respect my body and that of others. 2. I know what to do in case of illness of accident. 3. I look after, clean and tidy the places where I camp. HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES the problem, specify the hazards it poses and propose a way of resolving the situation. Each Patrol will have an opportunity to present the results of its research in an interesting way (a video, a poster, a radio programme, a short story, a picture book, a magazine article, etc.). It is important to make sure that the messenger does not become the message. In other words, it is good for the information about the problem to be presented in an interesting and original way, but the method used to communicate that message should not eclipse its content. as relay races or climbing a nearby hill. To nish up, they can do elongation exercises that allow them to stretch their muscles while gradually getting their breath back after the strenuous exercises they have just done. If there is a body of water nearby, you can also add some water sports or top off the exercise routine with a nice cool dip that will let you combine your daily exercise session with some washing up. If you do this, though, be careful not to pollute the water with soap or other chemicals. The best way to go about this is to get yourselves nice and wet in the stream or lake and then, in pairs and at a minimum of 5 metres away from the shore, to soap up and rinse off by dousing each other with buckets of water. If you do this far enough away from the waters edge, the soapy water will be absorbed in the ground and will lter through the soil, so that the water that runs back to the river or lake will be free of harmful substances. Once the presentations have been given and the solutions proposed by each Patrol have been explained, the most important part of this activity can begin: the implementation of the proposed solutions. The Patrols will reach an agreement about how the work is to be distributed and who will obtain what materials. They will also decide how much time is to be allotted for these tasks. Depending on what types of tasks are to be performed, this stage of the activity may include the development of special skills. In this case, the necessary contacts and arrangements for expert advice will need to be made. 30 Here I write down other ideas for activities with the Scout Unit 11 to 13 1. I take part in activities that help keep my body strong and healthy. 2. I try to avoid situations which can damage my own or my friends health. 3. I know what I can and cant do with my body. 4. I try not to be aggressive in games and activities. 5. I know and play different sports and keep their rules. 13 to 15 1. I respect my body and that of others. 2. I know what to do in case of illness of accident. 3. I try to overcome the physical difculties caused by my growing. HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES AN ORIENTEERING CONTEST With the help of a compass, the Patrols will complete a course through open country that the Unit Team has plotted out beforehand. In addition to allowing the Scouts to test their physical stamina, this activity will help them to develop their ability to gure out what direction they are heading in, gauge distances and scout out the best path. Developing the necessary knowledge and skills to nd out where you are and how to get to another location as quickly and directly as possible (i.e., to nd your own way) has been an important part of the Scout Movements outdoor activities ever since its founding. The Scout Movement is not the only place that these skills are appreciated, though. As early as 1919, the President of the Amateur Athletics Association of Sweden, Major Ernst Killander, introduced orienteering as an additional recreational activity for athletes who were training for track and eld events. Orienteering competitions began to be held in Europe in 1962 and then, at the world level, in 1966. The Unit Team will plot out a course that includes from 12 to 15 stations. The rst station will be located approximately 200 metres away from the starting line. There will be a sign at that station which indicates the station number together with the bearing and distance Original idea: Tropas 1, Competencias de Orientacin, J. Jos Martnez de la Rosa, Mexico, 1984. of the following station. With the help of a compass, each Patrol will decide what path to take to the second station. Once the participants have reached it, they will see another sign that is similar to the one they saw at the rst station (station number, bearing of the next station, and its distance), and so forth. These signs are to be placed so that they can only be seen from a short distance away. The objective is to reach the next station as quickly as possible. It is up to each Patrol to decide what path to take from one station to the next. Each station provides information about the next one, so the Patrols will not be able to skip any stations if they want to get to the nish line. In any event, as a means of ensuring that all the Patrols pass through all the stations, the Unit Team can leave different messages at every station for each Patrol in which they ask them to perform a specic task. If this is the rst time that a contest of this sort is to be held, then the orienteering course should be a simple one. A course running through a fairly open woodland would be a good way to start. As time goes on, the course can be made more complicated by adding longer stretches bet- ween stations, elements that require map-reading skills, more difcult tasks to complete between one station and another, etc. The courses can also be of different types (cross-country, straight-line courses, etc.) or can be run at night. 31 32 33 34