VIEWS: 17 PAGES: 7 POSTED ON: 3/26/2010
Base Camp Activities INTRODUCTION (9:30 – 10:00) Full value contract (Butchers Paper and markers) o Discuss goals o Outline behaviors needed to reach goals (3 Respects) o Agree on contract (sign paper) Introduce Challenge By Choice Goal Balloon (paper, balloons, pens) o Rip paper into four sections and write down the following: What is 1 long term goal that you want to aim for (12 months)? What is a personal goal that you want to achieve by the end of this camp? What is a goal I want to achieve within the group? What are my feelings right now about the Adventure Camp? o All pieces are folded and placed in a balloon. The balloon is then blown up and the students are told that they must take care of it and carry it everywhere with them throughout the weekend o Follow activity with discussion where students can share their goals with the group and how some of these goals can be achieved ICE BREAKERS (10 – 10:45) Bopper name game (boppers) o Stand in circle with person in middle holding bopper. Person who starts has to say their name and someone else’s before getting bopped (below the knees). o Have each student pick an animal which represents how they are feeling right now…..continue bopper game using animal names Partner Swap o Stand in circle beside partner, extra person in centre of circle o Person in middle asks “have you ever questions” or material questions o Partners have to run into circle and find new partner Rabbit and Rat o Partner game, one person is rascally rabbit other person is dirty rat, instructor says one or the other and person must beat partner to put hands on head Horse, Knight and Cavalier o In partners, instructor says which action to do, last group to do it is out and must perform dance for winners Head/Tail Tag o Two teams, one is head and other is tail. Heads chase tails, tails chase heads and try to get whole group as one BREAK (10:45 – 11:00) INITIATIVES (11:00 – 12:30) Traffic Jam (markers of some sort) o Two groups of 9 people (one person for each team is supervisor) o Place 9 markers on ground and have half the group on each side facing centre marker which remains empty o People on right side must end up on left side and vice versa o Person may move into open square or around person FACING them (not around people with backs to them) o Can’t move backwards, can’t move two people at once o Debrief: how did group complete task? How were decisions made? Was leader selected or did one just emerge? Did person outside group feel involved? How? What worked well? What could have been better? Very exclusive game for end people. Tarp Flip (tarp) o Have entire group stand on tarp and try and flip tarp over without falling off tarp. o Metaphor: turning over a new leaf, can be difficult, easier if you have support and don’t try and do it on your own Giant Cheese Grater (large retired climbing rope) o Level one – whole group through without jump o Level two – whole group through with one jump each o Level three – whole group through without jump and no pause o Level four – whole group through with jump and no pause o Level five – first person does one jump, 2nd person does two, etc. with no pause Tanks (random objects, large rope for boundary, beach balls, blindfolds) o Divide group into two teams (1 person from each – 2 teams, 1 person from each team is blindfolded in field, group must get person to pick up object and hit other player first Mute Opera o Two volunteers leave while the remainder of the group determines their task (ex. Have to collect four different objects and place into specified container) o The group lines up shoulder to shoulder facing the two volunteers and are unable to speak o One volunteer is standing directly in front of the line of participants and is able to speak but unable to turn around (they can only look at the line up) o The last volunteer is blindfolded and is situated behind the other volunteer o The goal is for the line up of people to work as a team to get the blindfolded volunteer to complete the task through directions given by the first volunteer (who is the only participant able to speak) o Debrief: what was best way to communicate? Was it frustrating? What worked well? What would work better? How did talking person feel? Blindfolded person? Participants? Spiders Web o Two different ways to do it, discuss issues with both ways o Try rope method INITIATIVES (1:15 – 1:45) TRUST Yurt Circle: stand in circle holding hands, every other person leans out while rest of group leans forward. Have to trust group not to fall backwards or forwards. Less scary than group sit and less in people’s personal space. Light as a Feather: person lies down stiff as a board and group tries to lift up using only fingers Zipper: group stands across from another person in a line with arms outstretched and fingers touching. People lift arms and put back down as person runs through the group (try and keep eyes open and take running start) Trust Fall: in groups of three person in middle stands with feet together and arms crossed over chest swaying back and forth while person in front and behind keeps them from falling over (spotting) LOW ROPES (1:45 – 4:00) Explain why it’s good to do trust initiatives before low ropes Explain importance of spotting and proper stance Explain how to discipline kids if they aren’t cooperating with spotting (safety concern, have students sit out one element and then give another chance) Debrief low ropes using metaphors (have students come up with own metaphors for certain elements) Debrief: try and have students relate trust and teamwork issues to every day life BREAK (4:00 – 4:30) GAMES (4:30 – 5:30) Finish any initiatives that didn’t get done before lunch Explain importance of playing games in an adventure program (used for ice breakers, time fillers, get group active and involved, comfortable with each other, mind warmed up, etc.) Evolution (rock paper scissors) Bang (stand in circle and eliminate players with bang) Chuck the Chicken (two teams, chuck the chicken, over/under, etc) Giants, Wizards and Elves (two teams) FREE TIME AND COMMUNITY TEA (5:30 – 7:30) DEBRIEF/NIGHT ACTIVITIES (7:30 – 9:30) Special Object o This activity is used to get everyone comfortable with each other and to share a little bit of personal info with the group o Best to do in smaller groups (three groups of six) o Explain importance of object (history, significance, etc.) o How would you feel without object anymore? o How could the object have helped in moments outside comfort zone? Drawing on butcher paper o Draw or graphically represent highlights of the day o Form pairs and look at each others drawing, work out what they are trying to portray – don’t say anything yet o Get partner to say what the other person is trying to show in pic o Partner can add info where required Newsroom o Students need pad of paper and pen o They have 5 mins to record as much info as possible from everyone in group o People must be willing to volunteer info and most of it must be related to the camp o At end of chatter the group has 10 mins to prepare evening news report for the night o There should be at least 3 speakers however the whole group can talk if they like o Ideas include: have creative titles for each reader, events to be based on the actual news sections or maybe live report crosses o Provides good feedback on ups and downs in open atmosphere where no one is pinpointed Paper Fold o Fold piece of paper into four sections o 1. Pick a significant moment during the day. Could be about yourself or others – something that sticks in your mind. Describe “what” happened o 2. Describe “how” you felt during that moment o 3. “Why” do you think you felt that way? Why was it a significant moment? o 4. “So What”. Given that, how can you use that knowledge in the future? Bear Cards o Students work in groups of 4 o Give each student three cards o Develop story using 3 cards that outline moment in day o Present to small group Trace Hand o Relate to class and group goals o Palm = what you have a hold on o Fingers = what you are still searching for o Outside Hand = things you have not yet got a grip on o In small groups talk about what you’ve got in hand and others give feedback from their perspective whether they agree or see other things they’ve got in hand Leadership o Discuss different leadership styles witnessed today (staff and students) – discuss in small groups of six again o Write down different roles of leaders and followers and present to rest of group Leaders facilitator of personal/group learning and growth educator about techniques used enviro interpreter: given you are outdoor and enviro educators its important to consider the enviro you are in – holistic experience – not just focus on activities Followers Support leaders decisions Listen well Follow instructions Give advice to leader(s) o Reflect on which role you took today and which role you will work on tomorrow Goal Balloon o How does the goal balloon improve your performance within activities? Towards the group? What kind of things have brought you closer to your goals? o Would anyone like to change their goals for tomorrow? Explain? Ball of String Thank You’s o Everyone in circle o Throw ball and say “thanks for…” keep going until run out of string o Pass scissors around and cut connections to everyone We are cutting connections but keeping memories SUNDAY WARM UP ACTIVITIES (9:00 – 9:45) Comfort Circle o Have students stand in circle with plenty of room between them o With eyes closed they must take step in if comfortable with statement from leader or step out if uncomfortable (no step if neutral) o Statements include “I feel comfortable…..” playing ice breaker games working closely with group in initiatives having people touch me during activities on low ropes sharing personal info in small groups sharing personal info/feelings in large group sleeping under tarp with 17 other people with today’s activities trusting the rest of the group to keep me safe on high rope elements trusting gear to keep me safe on high rope elements Read “I Went On A Search” o Explain that the facilitators will only provide safety briefs today and the rest of the group must step up to leadership roles to make the day run successfully I went on a search to become a leader. I searched high and low. I spoke with authority, people listened. But at last there was one who was wiser than I and they followed him. I sought to inspire confidence but the crowd responded, “Why should we trust you?” I postured and I assumed the look of leadership with a countenance that glowed with confidence and pride. But the crowd passed by and never noticed my air of elegance. I ran ahead of the others pointing new ways to new heights. I demonstrated that I new the route to greatness. And then I looked back and I saw that I was alone. “What shall I do?” I queried. “I’ve tried hard and used all that I know”. And then I listened to the voices around me. And I heard what the group was trying to accomplish. I rolled up my sleeves and joined in the work. As we worked I asked, “Are we all together in what we want to do, and how will we get the job done?” and we thought together and we struggled towards our goal. I found myself encouraging the faint hearted. I sought the ideas of those too shy to speak out. I taught those who knew little at all. I praised those who worked hard. When our task was completed, one of the group members turned to me and said, “This would not have been done but for your leadership”. At first I said, “I did not lead, I just worked with the rest.” And then I understood – leadership isn’t a goal. I lead best when I forget about myself as a leader and focus on my group, their needs and goals. To lead is to serve, to give, to achieve together. Jelly Bean Activity o Hand out Feelings Challenge Bag o Explain colors and what they mean. Make up meaning for other colors – what they mean to you. o Articulate the personal meaning the color symbolizes for them (real self or public self) o Take responsibility for your thoughts, feelings, actions o Be aware of your “here and now” experience o Jelly Beans can be taken anytime throughout the day o Debrief: talk about how individuals find things differently challenging – need to celebrate these differences o Have students describe why they ate (and when) a particular color o What did you do to overcome or celebrate that feeling? Everybody Up o Activity to get everyone working together o Start in pairs and link arms with backs touching, try to stand up o Join another pair and keep joining groups until whole group is linked and standing up o Debrief: how we need to work together and support each other through challenges (especially today with height fears, but also in every day life) BREAK (9:45 – 10:00) HIGH ROPES (10:00 – 12:30, 1:15 – 2:30) Debrief Questions: o How were you feeling before the activity, during and after? o How did the height play a part in the way that you felt? o What would you do differently next time? o Can I/we assist? o Did you feel supported by the group? o Was everyone involved even if they didn’t complete element? o Where did your trust lie for this activity? Does it make it easier to trust the belayers and equipment? o Did you feel peer pressure played a role in your decision to take part in the activity? o In life, who belays for you and who do you belay for? DEBRIEF (2:30 – 3:30) Who Am I? o Search for object that best represents them o It could be anything that they liked which highlighted any characteristics or represented them as a person o Tell the group why they picked what they did o To what degree do you feel you know the other students better compared to at the beginning? o If you were to go out and choose an object that best represented the other members in the group what would it be? Role Play o In groups of three, decide on highlight or challenge of camp and role play situation for rest of group Solo (15 minutes) o Hand out student expectations sheet and have students reflect by marking points that relate to self in regards to following questions: Were expectations met? How was the camp successful? What were some of the hardest things for you? How were you supported? o Hand out commitment form and have students fill it out o Seal expectations sheet AND commitment form in envelope with address on front Two learnings and a wish o Whip around circle and have each student state two things they will take away from camp and one wish (can be anything at all!) PACK UP CAMP (3:30 – 4:00) DEPART LADY NORTHCOTE AT 4:00 ARRIVE UB AT 5 PM
"Base Camp Activities"