Summer camp activities (from New YMCA Day Camp Manual and Piomingo Staff Manual)

7/31/2019 Summer camp activities (from New YMCA Day Camp Manual and Piomingo Staff Manual)

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Cabin Group Afternoon ActivitiesCabin activities are one of th e most important parts of Camp Piomingo. They provide a chance for a cabin to further develop group teambuilding through a series of shared experiences. Theyalso p rovide additional time for counselors to spend with "their" kids. Because they areimportant, cabin activities deserve to be thought-out and planned. A boy's cabin and girl's cabinwill be paired up and democratically discuss th e weeks choices. Cabin Activities occur Mondaymornings, Monday afternoons, Tuesday afternoons, Wednesday afternoons and Thursdayafternoons.Cabin Activity Schedule: will be completed each Sunday night at the beginning of th e session.Unit Leaders should discuss with their cabin groups, what activities they might want to do duringth e week. Kids will swim every afternoon, so they should get to do at least 4 of the followingactivities, each week they are here:Hike Options:

-Nature Center Hike- visit th e cool air OCP building. Closes at 4pm and all day Monday-OCT- scenic loop around camp se e th e woods, hills, creek and river

Other Options:-Arts and Crafts- many different projects and options...:.. talk to your Unit Leader-Marksmanship- BB guns, target shooting at the range .-Archery- bows and arrows, target shooting at the range-Campcrafts- fire building contests, lashing/ shelter building, outdoor living skills-Climbing Tower- Challenge-by-choice activity- great Goal-setting and Confidence-building opportunity-Pipeline Slide -160 feet of sliding fun-Creek Walk, Blue Hole Swin)ming Area and Doe Valley Lake-Front Yard-Daniel Boone Cave- Long hike, cool waterfall-Clancey's Cave- Naturally cool-Morgan's Cave- Nice hike, awesome stream (build a dam)

GAMES

TIPS FOR LEADING GAMES1. Know the games before you start- objectives, rules, etc.2. Be clear in your directions. Cover all th e rules from th e beginning-- don't make it look like you

are making them up as you go.3. Demonstrate the game when possible.4. Don' t play the game too long. If the kids are not allowed to play the game until they are tired

of it, they will look forward to playing it again later. 10-20 minutes is often the maximum.5. Know th e interest and abilities of your group.6. Get your group into formation before you explain the rules.7. Know the game and rules. Give directions. Then stop and explain. Learn by doing.8. Watch for signs offatigue and restlessness.9. Stress cooperation, not competition.10. Avoid elimination games. These games limit happiness and success.

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Speed Rabbit With the group in a circle, choose on e person to be uit." The "it" stands in the center of thecircle and points at one person and calls ou t an action. Each action requires three people to complete it(the person being pointed at, and th e person to either side of them.) Some popular actions are: Cow(person in middle holds thumbs upside down, people on either side (/milk" th e thumbs), Elephant (personin th e middle makes a long trunk and makes a loud elephant noise, while people on either side make bigears and flap wildly), and Rabbit (person in th e middle makes big rabbit teeth with the people on eitherside stomping one foot wildly.) When th e person in the center points to someone and calls ou t an action,the three participants have until the person that is "it" says "Speed Rabbit" three times to make theaction. If they mess up, or don't do it in time, then the one that messed up th e worst becomes "it."Bumpity Bump Bump With the group in a circle, choose one person to be "it." The person who is itstands in th e center of the circle and points to one person, and says "Left" or "Right". The person whojust got pointed at has to say the name of th e person to their left or right (whichever one the "it" chose)before the "it" says uBumpity-Bump-Bump". If th e "it" says uBumpity-Bump-Bumpu before the personsays th e name of th e person to their left or right, the that person becomes it.See ya After learning names, small groups are asked a commonalties question that has a quantitativeanswer (most siblings, most countries.visited, most miles on their.car). The person who has th e mostmoves on to another group when th e facilitator counts "1, 2, 3 .." and everyone yells, "See ya !"Greetings This takes the handshake to a whole new level! Ask the participants to pair up with someonethey don't know. This becomes their "High Five" partner. Every time you call ou t "High Five Partner",they have to meet up, scream each others name, and give each other a high five. Do th e same for 1'LowFive Partner", "Lumberjack Partner(/ (connect fingers, grab thumbs, and "saw" back and forthsaying thepartners name), and "Salmon Fisherman Partner" (excitedly slap th e inside of the partner? arm like a fishtail slapping the water.) The possibilities are endless!Blanket Down A blanket separates two groups. Two individuals crouch near th e blanket, and when theblanket is dropped, the first person to say the other person's name wins! The loosing individual joins theother side, and the game continues as long as you'd like, or until one side has all of th e players!100 Yard Scream Line everyone up on one side of th e field or gym. When you say go1 everyone beginsscreaming and running towards the other side ofthe field. The part icipants run as long as they are able toscream without taking a breath; when they take a breath, they stop. If they reach the other side of thefield, they switch directions. This is a great way to quickly burn some energy!Animal Tag Played just like freeze tag, except the person that is it can choose an animal that everyonehas to move and sound like. So, for example, ifthe person that is "it" calls out "Frog'', everyone must hopand rib bit in their quest to keep from getting tagged.Blob Tag One or two people are chosen to be "it." As they tag other. players, the tagged players linkhands to form a "blob". The game continues until there are only one or two "blobs" remaining.Dragon's Tail Players are divided into teams of roughly 4 players each, and form a line by putting theirhands on th e shoulders ofthe person in front of them. The person in the back of each line receives a tail(a bandanna hanging out of their back pocket.) On "go", th e teams try to remove th e "tail" from opposingteams. If a team looses it's tail, it joins with th e team that captured it. Teams must stay connected at alltimes .. l'm sure you can come up with some unique penalties for breaking th e chain!Elbow Tag: Each player finds a partner, and links elbows with that partner. One pair is separated, withone player being "it'', and one player running free. On ugo", the player that is "it" tries to tag his partner.His partner can become safe if she joins elbows with another pair. The person in that pair that th e playerjust joined up with that is not directly connected to her is now ({loose", and th e person that is "it" now

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tries to catch them. For groups that are a little less active, you can play a walking version of this bymoving th e pairs closer to one another.Transformer Tag Each player chooses either 11heads" or 11tails", and puts a hand on that area so that theother players know their choice. A coin is flipped, and whichever side lands up becomes 11it''. Forexample, if the coin flip shows "heads", then everyone that has their hand on their head becomes it, andtries to tag those people who chose tails. If a person that chose tails gets tagged, then they "transform"to a head. Play continues until everyone who is no t a 11head" has been tagged.Wizards and Ge!flings This one is great, especially if you begin by telling an elaborate story about Wizardsand Gelflings. (here 's a gr eat opportuni ty to be really creative!) After your wonderful round of storytelling,designate one person to be the 11Wizard." On 11go", the Wizard trie s to tag the Gelflings (everyone who isno t a wizard.) If a Gelfling gets tagged, they move into a state of suspended animation and begin jumpingup and down while yelling 11Hep Me, Hep Me, Hep Me" (in a very high pitched voice of course .. how elsewould you imagine Gelflings sounding!) In order to be se t free, two other Gelflings must surround thefrozen Gelfling, join hands, and spin around the frozen Gelfling twice while chirping "Be Fwee, Be Fwee,Be Fwee! Play cont inues until all th e Gelflings are frozen, or until th e Wizard runs ou t of power (i.e. getsreally, really tired!)Pass Tag In this game the player who is "IT" chases th e player who is carrying a small ball. The playerescapes "IT" by passing, not throwing, the ball he is carrying to the player who is nearest him. The playerwho is tagged while carrying the ball becomes "IT".Ostrich Tag To prevent getting tagged, th e play_er must raise one knee, slip an arm under and grab hisnose.The Flinch Players stand in a circle in a very specific position- hands down at their sides and facing thecenter of th e circle. There are a few people in th e center with beanbags (1 bag per personL tossing thebeanbags at those in the circle with easy underhand throws or attempting to fake them ou t with falsethrows. The object is to eliminate everyone in th e circle. Players can be eliminated by:

1. Not catching the beanbag when thrown in a catchable way2. Moving their hands to catch the bag (or flinching) when th e bag is falsely thrown3. Throwing th e bag back to those in the center overhand

It is possible to eliminate several people at once by making them all flinch at false throws. As those in thecircle are eliminated, they must sit down. Once there are only a few people who remain standing, thosepeople replace those in the center and the game begins again.I Like People Who Have everyone sit in a circle. Each participant must have a seat (chair, carpet square,etc.). Have one person stand up and go to th e middle; take that person's seat away from the circle so thatthere is one less seat than players. The person in th e middle begins a statement with "I like peoplewho .. " and fills in th e rest with whatever he wants (such a 'have shoes', 'like ice cream', 'have abrother', etc). All of those in the circle who this statement includes must get up and move to anotherseat. The person in the middle must try to get a seat also. The person left standing goes to the middleand begins th e process of "!like people who .. " again .Huckle Buckle Beanstalk In this game, a small object is used for hiding. All of the players leave the areaexcept for one who stays behind and places th e object in plain sight bu t where it is not likely to be seen.It may be hidden anywhere in the area except where it can't be seen without moving another object.When the object has been placed the players are all called back and they begin the ir search, starting fromthe base. When th e person spies the object they try not to give away where it is hidden right away. Theyreturn to th e base and say "Huckle Buckle Beanstalk!" which indicates that they know where the object is.The game ends when all players have located th e object or when th e leader stops the search. The'first tofind th e object hides it for the next game.

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Fox and Rabbit An even number of players si t in a circle an d pass two objects around. One object is th efox and it gets passed to every other person in th e circle. The other object is the Rabbit and gets passedto every other person in the circle (all those not touching th e fox}. The fox and rabbit start on separatesides of th e circle. The object of th e game is for th e fox to catch up to and overtake th e rabbit. Thishappens when they end up at th e same place in th e circle at the same time. When this happens, one ,point is scored for the fox team. Once th e fox has caught th e rabbit, the people who were passing therabbit begin th e next round passing th e fox.

1. The fox and rabbit can travel in either direction in the circle2. The objects being passed must no t skip anyone on the team3. The objects are never to be thrown from on e person to another

FBI A game for partners1. Each partner faces each other2. One is th e detective3. The detective turns his/her back on his partner4. Partner changes something about his/her appearance (i.e. clothing, hair, and physical position}5. T ~ e detective gets 1 to 5 gue?ses (depends on th e age}

Wink Murder Group sits in a circle. Use as many cards or slips of paper with numbers on them as thereare people. Designate a number as th e murder number. Person with this card becomes th e murderer.1. The murderer "kills" by winking at his/her victims.2. Open guessing can take place until the murderer is apprehended. If you guess incorrectly

you have committed suicide.Telephone People sit in a circle. One person whispers a statement to th e person next to them and so onuntil the' last person hears the message. This person tells it out loud. The first person tells what th eoriginal statement was. This game is always good fo r a laugh. Be careful as to th e type of message that ibeing sent.Card Games War, crazy eight's, (or whatever number}, rummy, poker (parents will be thrilled their childlearned a new skill like this}, 52 card pick up (number depends on how many cards you have left after th efirst week of camp), UNO, etc.

Wallpaper Your Cabin Obtain a roll of blank "wallpaper" from the Unit Leader. Decorate th e paper withpaint, markers or crayons.

Large Group GamesEgQ. Without letting them know, each person chooses someone to be their Ego and their Alter Ego.Everyone must keep their Ego in between them and their Alter Ego without letting those people knowthey've been chosen. Once everyone is properly jumbled, you can have them switch so that they have tokeep their Alter Ego in between them and their Ego.

Evolution To start with, everyone begins as an Egg (to assume the Egg position, players squat down withtheir knees pulled up closely to their chest.} Players face off in an intense match of"Rock/Paper/Scissors", and th e winner "evolves" to the next level. Now, even though we don't knowwhich came first, th e Egg evolves into th e Chicken (walking and clucking just like any good Chicken woulddo.} The Chicken evolves into a Tyrannosaurus Rex (trust me on this one}, walking around and roaringlike th e T-Rex:'s of old. The T-Rex evolves into th e Super Human, who emphatically screams out /(FearNot, for I am Super Human!" And finally, the Super Human evolves into a Supreme Being, which makesitself known by reciting the lyrics to that good-ole R & B classic by The Supremes ("Stop, in the name of


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love, before you break my heart ... ".) Eggs challenge Eggs, Chickens chall enge Chickens, and so forth andso on. The winners evolve to th e next level, a-nd those that don't win, seek out another opponent on th esame leveLLine+ Four teams are lined up in a+ around a numbered cone. When a new number is called, they mustline up in th e exact order at th e new cone. The goal is to be th e quickest team to line up at all cones.Each time, though, one person is taken from th e slowest team and added to the quickest. -aptain on Deck Played like Simon Says, bu t with a nautical theme. The Captain (i.e. Simon), gives orderswhich must be preceded by 11Captain Says." Some popular orders are 11Go to th e Bow" (players run to th efront of th e boat and take a bow), "Go to the Stern" (players run to th e back of th e boat and becomeseasick!), 11Swab th e Deck" (players motion as if mopping th e deck), 11Dose Do" (players grab a partnerand begin to square dance), and 11Life Boat" (players join in groups of three and motion as if they arerowing a life raft.) If a player does an incorrect motion, or does a motion without th e Captain "saying so",that player is thrown (not literally) overboard and becomes a Shark (circling the boat with fins on theirhead.) If th e Captain yells ou t "Shark Attack", th e sharks come on board th e boat and are allowed to tagone person (who then becomes a Shark.)Shadow Stomp If you've got access to a large field, and a lot of sun, then this is a great game to burn offsome energy. Each person tries to defend their shadow while trying to stomp on th e shadows cif otherplayers. The game can be made more challenging by making th e playing field smaller, or by selectingcertain parts of th e shadow that must be stomped on (legs, arms, head .. ouch!)

TAPS TALK/ DEVOTIONAL GUIDEDevotions (aka nightly taps talks) are a tool to be used to :1. Help kids gear down and ge t ready for bed.2. Assist in th e processing ofthe day's activities.3. Produce a positive attitude in th e cabin group.4. Build sel f-confidence and/or self-esteem.

Each night can be used as a different "topic" or a continuation of th e preceding night. Some type ofprogression of thought can be useful. For example:Sunday- FamilyMonday- FriendsTuesday- SharingWednesday- Growing upThursday- Sharing of each persons strengthsTopics used will vary due to th e variables involved -age of th e campers, length of th e day, size of th egroup, attention span, etc. Listed below are a few examples of g_ood an d bad topics. Remember thatthese are only examples; you will definitely want to add to th e list as you discover what works well foryou! GOOD TOPICSFriendsFamilySharingFightingConcerns of campersThought for th e dayPersonal conflictsPeer pressure

TABOOSexDrinking Storie sScary/ghost storiesNegativism'sReligion

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Dutch AuctionCabin SkitsSquare DanceStory TellingShoes in PileStaff Skits

All Camp Rainy Day ActivitiesCarnivalLip SyncDanceWalk TagDog ShowMurder

Songs & SkitsCreative DramaticsCasino NightWheel of FortuneCabin Family FeudBeach Party/Limbo

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Animal Noises Wild West Liars ContestLiz Koosh Lap Sit Musical ChairsCamp Fire Fashion Show Human SculptureHuman Letters Relay Races Blanket BingoSpelling Bee Pictionary Win Loose or DrawSock Hockey Duck, Duck, PIZZA Group MachinesSensory Awareness Sing Down Make your own PizzaBalloon Volleyball Freeze Drama Make your own SundaySimon Says Charades lnd Olympics/GimpicsToilet Paper Sculpture Folded Paper Dance Pin the Face on the???Rubber band on the Head Relay Camp Sleaze Brown Bag Skits

Shower in the rainpuddle hoppingmud hikeswimmingnature walkdry thing searchpuddle fishingcatch rain on tongueClothes chainjoke contest

Rainy Day Cabin ActivitiesLight Rain

mud soccerwrite your willwater fightsshower partyFrisbeedodgeballkickball

Heavy Rain and Lightningrun go telltyping knots

build a sheltersand castlesfrogworm huntingwet thing searchmud castlesflag football

story tellingcircle sit down murder (the game)cabin banner

cardschocolate factorywrite lettersboard gamesskits

watch stormtelephonecrafts

secret handshakedrawingpass along storymixed fruitballoonsdanceswrite poetry

freezefruity relaysimon saystie knots

SongsLittle Red Wagon

write your willsing songs .decorate cabinliz kooshah-so-kohtalent showminute mysteries

You can't ride in my little red wagonThe front seat's broken and the axle's draggin'Chuga, chuga, chuga, chuga, chugaSecond verse. Same as the first.Except a little bit louder and a whole lot worse!

(As many verses as you can scream. Then .. .)Except a little bit quieter and a whole lot nicer.Last verse. Doesn't exist.

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CABIN ACTIVITIES (VALUES)

In any situation where people are l iving together, especially in clquarters, there are bound to be problems. Personality confl icts oftenarise in cabin groups. Prevention is the simplest way to deal with anyproblem. (obviously)Many factors can be involved in cab{n problems. or individual problemThere are certain biological needs that must 'be met, such as sleep andproper nutri t ion. When these are not met, problems in personality andrelationshiPs can resul t . The f i r s t safeguard against problems is makisure that your campers are getting a good balance in the i r diet and pleof res t . Unfortunately, even-the most careful and conscientious counse

can encounter problems. The solution is not often easy to find. Oftent imes, group awareness or sensi t ivi ty games can help. (Even i f they dothey give you hope ( !) and something to try . . . These types of games aexcellent tools for heading off _problems be-fore they.: begin. In most cakeeping the group active or Tlbusy'-1 will prevent px-oblems. These act iv iare simple and effect ive. ( ~ d enjoyable!) The "Me Tree 11This act ivi ty is designed tohe lp children real ize the i r strengthsaccomplishments, to help t}).em realize-,their own worth. Each camper drawa t ree . On the roots, the campers write or draw symbols of a ll the i rstrengths, abilities-, an d ta lents. On the branches, the campers drawsymbols of or write the i r accomplishments, or anything tha t makes themhappy or proud _of themselves . . (One per branch). Some roots and brancheshould be l e f t empty so the c a m p ~ r s ca n add new things throughout thesession. The campers can write the i r names on the trunk of the t ree ancan hang them around the cabin.The Balloon Sh_eet Each camper draws a brmch of balloons. In each balloon the camperwrites one thing that he/she l ikes to do .Pexsonal Coat Of ArmsMake drawings or use words to express thoughts or fee'iings about thfollowing questions:1) What was one of the most. important events in . your l i fe?2) What was your -greatest achievement or success over the l a s t ye3) What was one of your happiest moments in the past year?4) What i s something that you are good atf5) What do you want t o become? -6) What would you l ike to be bet ter at?7) What three words would you most l ike your best friend to say aPersonal FlagEach camper is king/queen of his/her own cormtry. The country needf lag, so each ruler has to draw a flag with designs that show some of tthings tha t should be important to the people of the i r copntry.:N &"11e GameTo get to know your campers' names and something-about them, haveeveryone s i t in a ci rc le . Each person must say their name and answer aquestion such as: What i s your favorite game? What; i s your secret wis(etc .) Campers may pass on. any question tha t they don' t want to answer


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Cabin Activit ies- (cont'd)

Pantomime One Thing T4at You Like To Do -S it in a c i rc le . One person a t a time goes to the middle of the cian d panLomimes one thing tha t they l ike to do . I f someone passes, givethem another chance after everyone else has gGne.Touch BlueThe group should be standing close together, shoulder to shoulder. leader says "Touch Bluen and everyone must touch something blue on anotperson. You can go through colors, art ic les of clothing, hair color, stypes, etc .Appreciation CircleS it in a c i rc le and t e l l each person to t e l l the.person seated to tr ight something that they appreciate about them. The appreciation mustan honest feel ing and should not lead to ahy verbal put-downs.New and Good(In a circle) have everyone share something new and goo.d that has.happened to them recent ly. Everyone should have a chance-to speak andl istened to by the res t of the group.Closing Circle$ it in a c i rc le .about today? Ask a question l ike: What is one thing that you l

SharingSit t ing in a c i rc le , have campers share with the res t of the groupsomething tha t they enjoyed, learned, or experienced.that day.Do WellSitt ing in a circle , ask campers to share with the group somethingthey do well. Variations may be:I make friends by . .I want to be able to . . .I am proud that l. .I f I were a counselor I would . . .

One thing I l ike about my friend i s . . .I l ike people who . . .I f I could teach everyone in the whole world one thing, it would


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UHAT TO DO DURING REST PERIODS

Although every hour every day is of importance to campers, one of the most beneficial periods of the day to the camper and t h ~ counselors can be the ies tperiod, which usually follows th e lunch hour. Campers are growing f a s t - - andtheir bodies eat up energy. Therefore, they need a period to relax. Duringthis time of the day, your group should s i t or l(e down, relax, and get toknow_one another. The hour may be spent in vari6us types of quiet ~ c t i v i t i e s such as th e following:

A. Just stre tch out, relax and be quiet . At least half of each restperiod should be spent doing just that!! During this time you mightwant to read or t e l l a story that is onthe interest level of thec a m p e r s ~ You may bring a book or short s t o r i ~ s from which you readeach day. I t is important to remember, however, that a rest periodshould.be a restperiod!

B. Talk over things you have seen or done so far this p a r t i ~ u l a r day.C. Plan a ski t for campfire, but save the actual rehearsal fpr la ter .D. Le t th e campers ta lk about their hobbies, pets or other interests .E. For residence campers, a rest period is a great time to write home.F. After stretching out and relaxing for half of the rest period, youmay consider playing some quiet 11 s i t t ing 11 games. The following arepass i b i 1 i t i es:sIRDS HAVE FEATHERS - One player is leader. When the leader names something with feathers, the players flap their arms in flying fashion.If a player flaps his wings on th e call ing of something that doesnot have feathers, he drops out. Leader may flap his 11wings 11 any-time, and should make his calls rapidly.CONTINUOUS STORY - The leader s tar ts a story. At any given point, theleader may stop his story and point to someone in the circle. Thatplayer must then pick up th e story where th e leader lef t off andcontinue for awhile. He may then stop the story and point tosomeone else to continue. This continues until a ll who care havehad a chance to add a few l ines to th e story. Then the story isended.ELECTRIC SHOCK- Circle formation holding hands. One player is 11 IT 11 and

si t s inside the circle trying to discover where the electr ic shcickis . A11 of the p 1ayers ho 1d hands and one p 1ayer is des i g n a t e ~ ~ . ' t o s ta r t the 11 shock11 He squeezes.the hand of either th e player t9 thel e f t or r ight of him. That player passes i t on. 11 IT 11 watches .closely trying to detect the position of th e shock. When he.g'Jessescorrect ly, the player responsible takes his place.

GRIN - This game must be played with ut ter seriousness, except when someone receives a grin from someone else. The leader begins by grinningand then wipes i t off with a sweep of the hand across the m o u t h ~ With a serious face, he throws i t across the circ le , and c a l l ~ butto a player by name, 11 Grin, Jack[l 1 At this point, Jack is allowedto grin or laugh unti l he throws the grin to another. All other 'players must keep a solemn face, .. ,


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., .WHAT TO DO DURING REST PERIODS (Continued) . ; . ,,:: ... ! : ~ : - : . . _ ; ~ : " 1 " ~ _i,}!jli

(' GROCERY STORE- Two equal 1 ines of players s i t facing each other . One playerfrom each s ide is . selected an d the leader ca l l s out a l e t t e r : The p l ~ y e r : who f i ~ ~ t ca l ls the :n.!3rrie .of. s . ~ ~ e : - _ g r o c e r y ar t i c l e _beginning,:vritht h ~ t l e t t e r scores a point ' for his s i d ~ : An6ther player f ~ o m each s i d ~ is selected for the next le ' t ter . _ .,.,.

KNOT TYING TRI CK- Equ ipme nt : A piece of rope, s - t " ; . . i ~ - g - or- handkerchief . Ask- . i f anyone c'im, t,ie a knot in :the rope by'taki'n'g hofd 'o f 'both ends a'nd . . . .not 1e t t i ng go with ei ther hand. After ' they have: tr 'i e'd it:,' dembristrafe

how i t can be done. Fold the arms, the l e f t hand -under the r ight elbowand the r igh t hand over the . lef t elbow.- In th i s posi t ion, take hold:of the ends of the rope. Now unfold the arms without l e t t ing go of theends and the kno t , s t. , e.d. . ., - .. .. . . . . : -- .:: . . .

SEVEN-UP- One persql'\ in the c i rc l e begins by counting .11 1 11 , th_e player to. . ' the' - ~ i g h t 11 2'' '/-'th'e next 11311 ' . an d so on unti 1 the number 117 1_1 is r e a c h e d ~ . ,_Instead .of. saying_ "l" : this: player must not speak; but subs t i tut ' e a: __ , t : , :clap. of the-han'ds: . Whenever there is a clapping of:hi:Hids, then. the. .. - . ~ o u n t i n g continues .in: r'eve_rse direct ion ( 118 11 wou.ld be s 'pokenby'player

..;f!.umb,er6, .. 119' '-by playernumber.5, e tc . ) . : No number endi'ng i n s e v ~ n - o r : > a ~ . m u : 1 t , i p l e of seven is spoken, but must.have a subs t i tu te clap .. Every.. t ime;a-player . misses the counting beginsover a g a i h ~ Usua'lly agood

.goalfgr . the group to reach is 50 without missing.SNIP- i ' I T 1 - ~ i t s i ~ the_c i rc le an d then quickl-y poi('lts .. o one of the players

~ n d r e p e a t 5 a _ ~ h : 6 : r ' t wor.d, spe l l s it (as c a t ~ C - A - T ) ~ then counts to 15and -en'ds with'.''. 'Sh(p' 1 Before. he f i n i s h e ~ , . the other player must namet h r e e - o 6 j ~ c 1 : : ~ ' . t l 1 a t b ~ g i ' ~ with. C, A, and T. I f he f a i l s to f inish intime, h e . e x t h ~ n g ~ : s places with 11 1T 11 : . . . . . . . . .

STONE, PAPER, SCISSORS - Formation is in pairs.-- Each player ha s his handbehind his back. On the count of three from the leader , the playersbring their-hand forWard from behind the i r backs. Each player has hishand in posi t ion for s tone (clenched f i s t ) , paper (open palm), orscissors ("V 11 formed by middle and index f inger s) . Stone beatssc issors , paper beats stone, an d sc i ssor s beats paper. Keep score an dthe p e ~ s o n w i ~ n i n g f ive times is the winner.

T E L E P H O N E ~ Si t t ing . in a c i r c l e , one player whispers to neighbor a message._The neighbor, in turn, relays i t to his neighbor, an d he t6 his neighboron around the c i rc l e . The fu n comes a t the en d when a comparison ismade with the or iginal .s tatement an d what came out a t the end.

. . .THIS IS MY.NOSE - The. leader stands before some player in the c irc le an dpoints to on e par t of ' h i s body as he names another par t of himself, thenhe counts to .10. In tha t period of time the other player is to do j u s tthe opposite - - poin t to the par t named an d name the par t he is point ingto . If 11 IT1 ' points to his knee an d says , 11 This is my nose" then theother must say, ' 1This is my knee 11 and poin t to his nose before the countof 10 is reached. If he f a i l s , they exchange places .

WITCHCRAFT- Tell your campers tha t i f they wi l l ' t e a r a square piece of paperinto four exact ly equal par ts , you wil l give them a q u a r t ~ r . ~ u l l ofconfidence, they wil l no doubt fold the paper twice and t ea r or cut it;-:-, down the folds into four equal pieces . When they give them back to you,

hand one p ieee back saying, 11Here 1 s your quar ter .Ask someone to wri te a message on a piece of paper, fold i t with thewrit ing inside an d stand on i t . You in s i s t t ha t you wil l be able to t e l lhim what is on the paper even though you cannot see the wri t ing. As hestands on the paper an d defies you to t e l l him, you remark, 11your foot 11


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CAMP PIOMINGO RODEOA. ~ J E L C O t v l E TO THE CANP PIOMINGO RODEO!!! Please read all instructions. Thanks!B. Pick a team color. Everyone should wear ' this color of t - sh i r t this afternoon

r-- a t the rodeo. Don 1 t forget your bandana and/or cowboy hat too!C. Pick a team name (or make up a new country) and design a sign. This will beposted in your area on your-team bench or your team barrel.D. Decide.who will participate in the follovling events: wheelbarrow race. 3-lega?

race, pig hollaring contest, and bat carry race.ORDER/DESCRIPTION OF EVENTS

1. THE STAR SPANGLED BANNER will open the rodeo. I t will be suna a t the flagpol2. WHEELBARROH RACE. 2 teams of 2. One person puts his hands on the oround.His partner picks up his legs and the walk/run down tothe barrel, goes arouni t , and comes back. 3. OVER-UNDER RELAY. Everybody plays. Each team will have a bag of flour. Linup in a straight l ine. The f i r s t player puts the bag over his head. Thenext person puts the bag between his legs. The third person puts i t over herhead, etc. The LAST person in 1in e runs up to the front of the line and .

s tar ts the bag all over. When the f i rs t ( ~ h e start ing person) person isfi.nally a t the very end, he breaks the bag of flour over his head and everyones i ts down to see whn wins.

' 4 ~ 3-LEGGED RACE. 2 tea-ms of 2. Tie twine/bandanas around ankles and knees.They will run down to the barrel, around i t , and back.I5. PIG HOLLARING CONTEST. 2 yel lers . Yell for the missing piq down Mingo

t ra i l . Hollar things like "Here piggy piggy. Suey. 11

6. GUNNY SACK RELAY. Everybody. Divide team in half (Half s tar t a t benchesand half a t the barrel). Put both legs in the gunny sack and hop downto the other part of your team. Tag-the next personrs hand get out of th esack and le t him get in . Repeat until the entire team (Staff .too!-} has gone... -7'.. DIZZY BAT RACE. Everybody. One s taff member holds the baseball bat in front

~ ? , ( -,. of the barrel . , One player a t a time runs to the bat, places forehead on bat,_f:: and qoes around i t ? times a t the couhter(Judge) counts. Run back to thebeginning and tag 'the next player. Sit down when you are done .., - ' ....c:l) 8. BAT 'CARRYING CONTEST. 3 players. 2' oeople:_hoi d ""the. e;d.o;f- a b a ~ e b a 1 1 bat.The 3rd person s i ts on th e bat. .They carry the person- down the field, aroundthe barrel , and back. -

... \. : .....9: WATER RACE. Everyb-ody. Designate 2 people to ~ e > - b y : - : J n ~ J : i n cans (One by ben_one 20 yds. a w a y ) . ~ ~ P e r s o n dips .coffee:cup in water., places on.carrier 1 s backis on his hands and knees. That person cra;wls:to ,the other tin can where tfiaperson takes the cup and pours the: water in-to that tin can. The carri.er getsand runs the cup back to the start ing l i n e ~ The race is over whPn the.2nd tincan.is fi l led to th e hrim wit-h water. There will be a cooler of extrawaterto -refil l the b e g ~ n n i n g can of'water due to spillage, etc.

lai SHOE FACTORY. See attached.GOOD LUCK !!!!!! HAPPY TRAILS TO YOU !!!!!! COWBOYS &COWGIRLS!!!


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COUNSELOR HUNT

Make SURE kids go toge the r in groups o r with buddies .Each u n i t i s competing to ge t t he most po i n t s .RULES/EXPLANATIONl. All k ids w i l l go to th e Recreat ion Hal l to w a i t fo r th ecounselors to h ide . The ru l e s a re again explained tothem. Afte r about lO l5 minutes they a re l e t looseto f ind th e counselors .2. Counselors must no t hide outs ide of t he Red T r a i l (o r

on top o f bu i ld ings , e t c . )3. Kids must say "caught , caught , caught"! to ca tch acounselor .4. Halfway through th e game th e gong r ings 1 s igna l ing thecounselors to move - making it eas ie r f o r t he kids tor' l oca t e them.5. At th e end of th e game th e gong r ings again andeveryone comes up to Centra l .

Counselors should ga the r t he i r cabins (kids) aroundth e f i r e b o ~ and keep them QUIET so t h a t th e winnercan be announced. Make sure you have a l l o f yourcampers!


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PIOMINGO CIRCUS

The goal i s to fos t e r c rea t i v i t y and encourage b e t t e rsoc ia l i n t e rac t ion , and to have fun. Each cabin group w i l lhave its own ac t .Rules /Explana t ionEvery cabin group develops an ac t , one t h a t might be seenin a r e a l c i rcus . There i s one r ing , and whi le th e r e s t o fth e cabin groups watch, each group performs its' ac t . Theac t s can range from ac tua l s k i l l s to pre tend ones , l imi t edonly by th e chi ldrens imagina t ions .


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I'

,....._I ,

)

LOST BATALLION

Rules /Explana t ionl. Two counse lors with a l an te rn move about camp s toppinga t var ious places ( i . e . Ropes Course, Cherokee Lodge)with t i cke t s . 2 . Groups of campers search for t he counse lors to g e t at i c k e t from them in each place they f ind them.3 . Once th e campers have a t i c k e t they come back tocen t r a l a rea where they t ry to break through a c i r c l eof counse lors with bucke t s of water .4 . The campers can e i the r give up t h e i r t i cke t s or a t t emptto break through th e c i r c l e . If they a re caught theya re drenched with water and t h e i r t i c k e t s . a r e t akenfrom them.5 . If they make it through th e c i r c l e they g ive th et i c k e t to a counselor who-wri tes down t h e i r un i t .6. The campers then break out of th e c i r c l e to go o ff tof ind the counselors wi th th e l an te rn to g e t a n o t ~ e r t i cke t .

B E W A R E 0 F W A T E R FIGHTS!!


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WORLD SERVICE CARNIVAL

Each cabin group comes up with an idea fo r a booth 1 ~ n d se t s up t h e i r booth in c e n t r a l area . Ticke ts a re made andgiven ou t to each camper to use a t any o f th e WSC booths .The counse lors are f r ee . t o pa r t i c ipa t e 1 b u t they also needto keep .an eye on t h e i r cab ins ' booth . Campers w i l l run th ebooths .Some ideas fo r booths are :

Voting BoothMessage Booth - Face Pa in t ing Booth- Kiss ing Booth- Ring th e Gong- Frisbee through th e Gong- Massage Booth- Shaving BoothSponge Toss

r"' Be care fu l o f too many water re la ted bo.oths which of tentu rn i n t o m a ss i v e w a t e r f i g h t s . At . the end o f WSC 1 th egong w i l l r ing lO . t imes. Make sure your cabin c leans upt h e i r booths .


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CAMPCRAFTS AND OUTDOOR COOKING MIN: ENROLLMENT 4MAX: ENROLLMENT 15QUALIFICATIONS: EXPERIENCE IN OUTDOOR LIVING SKILLS IN THE INTERMEDIATE AND/OR ADVANCED LEVEL, CERTIFICATION NOT REQUIRED-EXPERIENCE NECESSARYPURPOSE: TO ACQUAINT THE CAMPER WITH BASIC OUTDOOR SKILLSdAND SAFETY AWARENESSIN THE OUT OF DOORS.DAY 1 - Leader instructs camper son basic f i re building, ( t inder , kindling andfuel) as well as f i re s t ructure , and safe ty r u l ~ s . Pract ice f i re buildingand the proper way to l i gh t a f i re . Make S'mores.Day 2 - Pract ice f i re building and make orange cakesDay 3 - Trai l marking(see attached sheet) Spl i t group in to two sect ions . Fi r s tgroup.goes out an d marks a t r a i l , other group follows the t r a i l .Day' 4 - Knots(see a.ttachment) - teach basic knots an d the i r uses.Day 5 - Outdoor cooking an d make banana boatsDay 6 - Lashing

go to an established outpost an d see how it is constructedwork on lashing sk i l l s

Day 7 - Mapsge t acquainted with uses and types of mapsmake the i r own mapsDay 8 - Orienteering

Day 9-10

how to use a compas.s with a mapplay compass gamesccocoLYMPicsvarious events form sk i l l s learned

campers earn medals and ce:rltificates fo r t he i r "'!ff0rtsEvents: f jrebuild5ngc o o l ~ - o f ' f s knot tyingegg toss


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..,.......I

YMCA Day CampProgram ActivitiesAll of the activities presented in this part of th emanual have been used successfully in campsettings. To aid yo u in planning, we havegrouped them according to type. Framing activities (chapter 6), which set the tone for therest of th e day camp events, can be used onthe bus, during the lunch break, an d duringfamily-oriented events. Camp site activities(chapter 7) emphasize outdoor education andcampcraft. Lively activities (chapter 8) includeactive games and sports, aquatics, an d songs.Quiet activities (chapter 9) ar e stories, crafts,values study and exercises, an d quiet games.Special events activities (chapter 10) are thoserelated to one or more of the themes discussedin Part I. All of th e activities in each category carry an"objectives-addressed" rating that relatesthem to one or more of th e seven YMCA Program Objectives discussed in chapter 1. Because the day camp program should presenta balanced mix of activities that emphasize th eobjectives, this rating will be helpful in selec-

tion. Abbreviations used in this rating systemar e as follows:

GP =grow personallyCV =clarify valuesLS =become better leaders and supportersAP =appreciate diversityIR =improve family and personal rela

tionshipsOS = develop skillsFN =have fu n

The objectives-addressed rating system is notmeant to be rigid; and most activities will contain elements of all objectives. However, therating does indicate the main focus of each activity. Finally, certain activities that are especially appropriate for one or the other of thetwo age groups (6- to 8-year-olds and 9- to11-year-olds) that make up the typical camperpopulation ar e given an age-group rating aswell.

49


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Framing ActivitiesThe activities described next ar e geared to beof us e in setting the tone for other events of th ecamp day. Framing activities are planned foruse during lunch breaks, on the bus, and durin g family-oriented camp gatherings.

BUS ACTIVITIESEvery day of every session, day campers travelto and from camp by bus. Buses also providetransportation for camp field trips an d forother special events. Because campers spendso much time on th e bus, that time should beused constructively. Specific bus activities willhelp staffers provide fun, prevent boredom,and maintain safety.

Pocket Scavenger HuntPlan lists of items that campers are likely tohave in their pockets, and have one side of thebus compete against th e other to come up witheverything on th e list. IR; FN

SingingRounds are especially appealing on the bus!Don't let the singing ge t too boisterous or loudfor the driver to hear traffic, however. Songsthat require motion are excellent outlets forearly morning, precamp exuberance; so arehighly repetitive ones that campers seemnever to tire of. FN

51


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52 The New YMCA Day Camp Manual

Writing BoardsUse writing boards for coloring, for composinga camp newspaper, or for writing messages tofamily or friends. FNSharing TimeHave counselors sit with different camperseach day and encourage some in-depth sharing of feelings. This gives campers muchappreciated individual attention and helpscounselors better understand the children intheir care. CV; JR; GP

Group ProjectsHave groups sit together on th e bus to planspecial events or to make group posters, flags,and the like. JR; LS

Nonsense MessagesA counselor or camper in the front of the buswhispers a silly message (e.g., "Peter Prattprays for prized porkers") to th e person sittingnext to him or her. This person in turn whispers th e message to th e person sitting on th eseat directly behind, and so on until the message has traveled from person to person, downone row of seats and up the next. The last person to receive the message announces it toeveryone on the bus. Then the person whostarted th e message announces what it wasoriginally. Usually th e transmitted message isvastly different from th e original one. FN

Bus GamesTravel games present special challenges: Theyusually require observation; they often usesimple arithmetic for scorekeeping; they mustbe sustainable for some time; they must allowplayers to stay seated; they require concentration. Games should also take the bus seatingarrangement into account. For instance,games that require all players to see oneanother will not be suitable on the bus. Paperand-pencil games, like tic-tac-toe or hangman,

are especially good for bus trips. Some gamescan involve all of the riders simultaneously inorganized play; several are listed below.Auto License Golf. The first player writesdown (or calls ou t for th e leader to write down)th e license number of a passing car. The nextplayer takes the next car's license number,and so on until everyone ha s had a tum. Theplayer whose license number adds up to th ehighest total wins. FNAlphabet. Players choose opposite sides ofth e road as their own, noting letters on thesignboards they pass on their own side. Eachtries to spot letters of the alphabet in order onsuccessive signs. The first sign might yield anA and B, th e second a C, th e third aD an d E,an d so on. The first player to complete thealphabet is the winner. IR; FNDaily Listings. Players keep count of suchitems as whitewall tires, sports cars, cars of acertain make, sun roofs, and out-of-statecars. OS; FNEagle Eye. Players look out the bus windows and watch for specific objects decided onin advance. Objects have point values dependin g on how hard they are to spot or how rarethey are. The player who spots an item winsth e points for that item. Play for a total scoreof 50 points per game. OS; FNTelepathy. As the bus passes the guardrailon a curve or goes through a long tunnel, eachplayer takes a big breath and holds it until th eguardrail or tunnel is passed. I f players holdtheir breath all th e way, "a special friend willthink of you.'' FNTwenty Pairs. Each player selects a different digit as his or her number. (Seat partnerswork as a team.) Players watch for licenseplates of passing cars and score a point for anylicense number that ha s a pair or more of thechosen number. The first player or team to get20 pairs wins. OS; IR; FN

LUNCH ACTIVITIESThe lunch period is traditionally a time of restand relaxation. The hectic pace of the campday requires a short rest for both campers and


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I.

counselors. The rest period after eating is oftena set time called ' 'Shoes Off,''usually lastingfor about a half hour. However, if this time isto be a good break in th e day, it should beplanned. The activities listed next, along withothers described in th e resource bookDiggingIn (1976), are especially appropriate duringthe lunch hour.

First Day of Camp DiscussionsConduct a small-group sharing time, wherecounselors and campers ge t better acquaintedthrough informal conversation. This is a timeto learn about campers' interests in and theirexpectations related to camp. JR; CV

Independent Craft ProjectsIf campers have an unfinished c raft project orwant to begin a simple project that ca n befinished quickly, lunchtime may be a goodtime to work this in . See th e section on"Crafts" inchapter9, "QuietActivities." GP;DS

Tongue TwistersTongue twisters are good, quiet activities forthe lunch break. They require concentration,they teach articulation, and they're entertaining. They also ca n evoke a laugh when one isneeded in a tense or unhappy situation.They're useful during other parts of th e campday, as well. Here are twelve tongue twisters.DS; FN

One old ox opening oystersTw o toads, totally tired, trying to trot to TroyThree tawny tigers tickling troutFour fa t friars fanning and faintingFive fa t flirts flying to France for fashionSi x Scotch salmon selling six sacks of sauerkrautSeven small soldiers successfully shootingsnipesEight elegant elephants embarking forEngland

Framing Activities 53

Nine nimble noblemen nibbling nonpareilsTen tipsy tailors teasing a titmouseEleven early e ~ i g s eagerly eating eggsTwelve twittering tomtits on th e top of a talltree

RiddlesLike tongue twisters, riddles ar e a good sourceof quiet lunchtime fun. Campers will enjoythinking about them, solving them, and sharin g them at home later. Each counselor shouldhave a private fund of riddles to as k th e campers under his or her care. Once th e counselorposes a few brain easers th e campers will addtheir own, and everyone's collection will grow.Making up original riddles should also be encouraged. FN; DSA sampling of riddles (with answers inbrackets) follows:Where wa s King Solomon's temple? [On hishead]What's th e difference between ~ e r e andthere? [The letter T]What can yo u give away and still keep?

[A cold]What has four legs and on e foot? [A bed]What table hasn't a leg to stand on? [A multi-

plication table]What bo w cannot be tied? [A rainbow]What is a pig after it is 3 days old? [4 days old]What word is always pronounced wrong?

[Wrong]

Special Events LunchesOften lunchtime can be used to plan for anaftemoon special event, or the lunch can bea special event itself. For example, on a daywhose focus activity is Paul Bunyan, lunchmay be th e perfect time for each small groupto concoct it s tall tale to present at th e all-campgathering in th e aftemoon. Or if it's BackwardsDay, lunch could be served dessert first.Lunch may be a focus activity in and of i tselffor example, the day's main event might be acampfire ceremony with food prepared overth e open fire.


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Open-Ended StatementsLike bu s time, the often relatively unstructuredtime at midday can provide opportunity forcampers to ge t to know one another and theircounselors better. A good device to promotesharing is completion of open-ended statements, such as "When I'm 40, I will be ...or ' ' If I had a million dollars and could buildany house I wanted anywhere I wanted, itwould be ... ' CVSongsLunchtime is often a good time for all-campsinging. For ideas, see "Songs" in chapter 8,"Lively Activities." DS; FN

StoriesTheme-re lated stories can be good lunchtimeentertainment, as campers an d counselorsrelax after the meal. Se e "World Meal" laterin this chapter, as well as "Stories" in chapter9, "Quiet Activities." FN

New LocationsI f possible, lunch away from camp could beplanned on certain days during the season. Aspecial picnic or a lunch at a field trip destination adds th e variety that keeps the surprisescoming during the day camp session. FN

I SpyThe game I Spy allows for fu n as well as forthe sharing of feelings. A counselor begins th egame by saying '' I spy something green thatmakes me feel cool.'' The campers then tr y toguess what it is. Whoever guesses correctlycontinues the game by spotting something,saying what color it is, and adding how theobject makes him or her feel. FN; CV

World Meal

A world meal is a good complement to the' 'World Tour' ' theme described in chapter 3

(see Sample Session Planning Form, week 9).The point of this activity is to help campersunderstand another culture an d see how it isdifferent from and similar to their own. Planin advance for an international lunch focusedon a particular country, and provide amplebackground information on the country.Armed with this information, campers ca nmake appropriate costume s an d know something about th e special dishes served at themeal. Just before th e meal, a staff memberreads a story about family life in the chosencountry; and during th e meal counselors andcampers might discuss th e following questions:

What did you hear about family life in thatcountry that differs from your family life?What did you hear that is similar to yourfamily life?What values do you think are most important to the family in the story?What would you have to change in your lifeif you went to live with th e family in thestory?Here is a sample story about family life inMexico:I am Pedro, oldest of si x children. We livewith my mother, father, grandfather,grandmother, and my Aunt Linda an d hertwo children. We are lucky because wehave a house with three rooms. In our vil-lage most houses have only one room. Be-fore I go to school each day, I have manyjobs to do at home. I have to bring in woodfor th e fire after I have cut it with mymachete. I have to bring water from th ewell at th e en d of th e street. My fatherdrives a truck for a big company from th ecity. He is gone much of the time, but hedoes have a jo b all th e time, so we haveenough money to buy rice and sugar andbeans and other food. My mother cleanshouse for a rich lady, and my grandmother cooks for us and watches us . Shegets tired very easily because she is old.Every da y she tries to take a rest, and wechildren are supposed to be very quiet.But sometimes we forget! Grandfather isvery old and can't get out of be d anymore.He says he will probably die soon. I hopenot, though, because I love to sit on hi sbed and listen to him tell me stories of


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r when he was a boy. Life must have beenexciting in those days.One of my favorite times with my familyis during our church festivals. We haveparties that last for three or four days, andwe eat al l kinds of special foods. My auntsand uncles come for th e parties, and ourwhole neighborhood is laughing anddancing an d eating.At our last celebration my parents gaveme l 0 cents al l for myself. I went out thatvery day and bought some candy. Mymother thought perhaps I should havesaved the money, but why bother?After th e meal, counselors might teach and

lead campers in games from the country. I f hecamp population includes campers or coun-selors from a foreign country, this countrymay well be the focus of a world meal. AP; CV

Picture PredicamentsPicture Predicaments fosters creativity, rein-forces communication skills, and gives cam-pers experience in making decisions. Beforethe meal, place on th e table enough photo-graphs or pictures from magazines so thateach camper and the counselor will have one.La y th e pictures face down on the table. Dur-ing th e meal, as k one camper at a time to pickup on e of the pictures. After showing the pic-ture to the rest of th e group, th e camper makesup a story about it (allow no more than 2 or3 minutes for each story). The story mustinclude a problem that needs to be solved. Thestoryteller must suggest some possible solu-tions to th e problem and may choose one asa conclusion to the story. For example, acamper selects a picture of a group of peoplestanding near the entrance to th e roller coasterat an amusement park; the story might go likethis:

The little boy standing in th e middle of th epicture is Billy. He's never ridden this ridebefore and he's scared. He wants to get ou tof line, but those big kids standing next tohim are his brothers and they won't le thim. They keep calling Billy names andtelling him he'll get into trouble if he getsout of line, since they've already boughthis ticket. He's thinking about runningaway or yelling for his parents or telling

Fr8llling Activities 55

the ride operator that he's scared or keep-inghis eyes closed the whole time he's onthe ride. I f I were Billy, I'd tell th e rideoperator I was scared and see what hethinks I should do.After all participants have told their stories,the counselor may want to return to a partic-

ular one, ask the group to suggest more op-tions for solving th e problem, and talk aboutth e consequences of each solution. Then alloweach camper to make a choice an d to explainthe reasons for it. CV; GP; AP

FAMILY ACTIVITIESThe YMCA emphasizes the involvement offamilies in al l programming, including daycamping. This emphasis is based on theunderstanding that people, especially chil-dren, do not exist in isolation. Campers needhelp to reach their fullest potential in the con-text of their primary support systems, theirfamilies.

Camp-Family CommunicationStaff members should begin communicatingwith families as soon as the registration comesin. Staffers should let parents know by letterjust what to expect, and just what is expected,as their children attend day camp. A child'scounselor could well follow up with a phonecall a day or two before the camper's first day.

The letter and phone call might convey in-formation on camp goals, financial matters ofpayment and/or refunds, bus policy, equip-ment or supplies that campers should bringalong, exact locations and times, necessaryforms (for example, medical exam forms), andmeals provided by the camp. In addition, theseadvance communications can let parentsknow what they can do to make the camp ex-perience a good one for their children and caninform them of Family Night plans. No matterhow this information is disseminated, parentsshould be given ample opportunity to askquestions and have them answered.

Communication between camp and familycontinues as camp is in session. For example,campers may take craft projects home forcompletion or deliver messages about up -coming activities at camp; counselors may call


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56 Th e New YMCA Day Camp Manual

parents to check on absences or to discussprogress or problems. Finally, parents shouldbe encouraged to take part in camp life as observers or as volunteers. CV

Family Nightand Family Night ActivitiesIn addition to keeping parents informed aboutday-to-day camp activities and their children'sprogress in th e program, day camp directorsand counselors should provide opportunitiesfor adults and children to socialize and learnin th e camp setting. There are a variety ofways to do this, from encouraging parents tovisit camp at an y time to including them asintegral members of the day camp volunteerstaff. Some YMCA Day Camps have successfully involved families by holding parentmornings or parent lunches during camp sessions. However, most if not al l camps fosterparental involvement in their programs bydesignating certain evenings throughout thecamp season as Family Nights. Family Nightgives parents the chance to meet the day campstaff an d become further involved in their children's lives. I t helps the YMCA staff get acquainted with parents and introduce familiesto th e YMCA philosophy. Family Night alsohelps staffmembers identify families that haveparticular problems or concems, observe th eparent-child relationship first hand, andreceive direct feedback from parents concemingtheir children's day camp experience. Forcampers, this evening is a time when their parents can see their special place at day camp.Finally, Family Night is a time for families toplay and leam together-activities that are al ltoo elusive in these busy times.

In preparation for Family Night, an invitation letter that outlines the time, date, an dplace of the event should be mailed to parentsor sent home with th e campers. The lettershould also let parents know what, if anything,to bring, and it should invite other familymembers to be part of the festivities. The invitation might close with a brief agenda for th eevening and a reminder that if parents cannotattend, another adult friend or relative is welcome to come in their place.A Family Night might be focused on a themein progress during the day camp week (see th e

Circus Day description in chapter 3). Daytimeactivities could center on preparing a skit ordemonstration to present at Family Night. Onth e other hand, a Family Night may beplanned independently of regular day campactivities. In either case, Family Night is intended as a time of communication an d socialization between parents an d children, betweenparents and staff, and between children andadults in general. The event typically comprises the following elements: an arrivalactivity that keeps everyone occupied asothers come in; a welcome by the camp director; a period during which participants introduce themselves; a brief explanation of th eactivities to follow; activities based on parentand camper interaction; presentations by campers involving skills acquired during the session (although campers should have th echance to "show off" for their parents, thisshould not be the only focus of th e evening);and opportunities for parents to meet an d visitwith counselors and staff. FN; IR; CVCreating a Family ShieldAlthough making family shields is a goodactivity at any time during Family Night, itmay be especially useful as something to dowhile everyone is arriving. Give each familya large piece ofheavy paper an d some crayonsand ask them to outline a shield or crest,dividing it into as many sections as they havefamily members. Suggest that they take amoment to think about a particular strengthof each person in the family; then ask them todraw a picture or symbol for each of thosestrengths. Everyone in the family can draw atonce-lots of positive conversation aboutfamily members should result. Mention thatshields of old had a scroll across the bottomwith a motto or slogan that th e family ralliedaround. Have each family agree on a modemmotto for their family at it s best and write th emotto on their shield. IR; CV; FN; CP

Name TagWhen more than one Family Night involvesthe same group, this introduction activity isbest used at th e first meeting. I t helps peopleget acquainted by sharing information aboutthemselves. Supply each person with a card


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r and a colored pencil, marker, or crayons. Givethe following instructions: "Write your nameon th e card; in one corner write the name ofth e town where yo u were born; in anothercorner write the name of your favorite food; inanother corner write the names of two or threefriends; in another corner write the name ofa place you like. Then lightly color th e cardyour favorite color." Encourage participantsto mingle, wearing their name tags and talkingwith each other. Finally, ask people to pairoff-each with someone he or she didn 't knowwell at the outset-and have each partner introduce th e other, using th e information onthe card, to the rest of th e group. GP; AP; IR

Paper Bag SkitsDivide th e participants into groups, and giveeach group of parents an d children a bag con-taining miscellaneous items such as combs, aball, a toothbrush, newspapers, and the like.Each group is to make up a 5-minute skitusing every item in the bag and involvingevery member of th e group. FN; IR; LSTheme SkitsDivide th e participants into groups and askeach group to create and act out a 5-minuteskit based on one of th e following themes:

Famous historical eventsAnimal storiesHistory of an Indian tribeTV showsFamous sports events

I f th e events or stories acted ou t are suf-ficiently well known, it may be fun for th eaudience to try to guess what each skit portrays. FN; LSCarnivalDivide th e participants into groups and haveeach group assemble a carnival game, booth,or station. Give them access to whatever supplies or equipment are at hand. Games couldinclude knocking down cans with a ball, dartsand balloons, bowling, throwing hoops aroundbottles, shooting water pistols at paper cups,

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and so forth. To enable all to participate, suggest that group members take turns coveringtheir booth, or write directions for the gameon a large piece of paper so that anyone wishin g to play the game at their station will havedirections. LS; FN

Sense It FairPrepare several problems (see list) with writtendirections and equipment for each. Divide participants into as many groups are there areproblems. Ask each group to read the direc-tions and do the problem, allowing them about10 minutes to complete th e task. When timeis up, ask groups to rotate and continue theprocess until each group ha s dealt once witheach problem. Directions for setting up somesample problems follow. FN; IR; LS

Prepare a tape recording that includes sixcommon sounds, for example, a car starting, someone sawing wood, a toilet flush-ing, and so forth. The directions for th eproblem will say: "Start this recordingand play through the first sound youhear. Stop at the end of th e first soundand ask each group member to guesswhat the sound is . Turn on the recorderand you'll hear what th e sound is, as wellas a new sound. Play this second soundthrough, stop, guess, and again play th eanswer. Repeat th e process for all of thesounds on th e tape.'' The directions for this problem shouldread as follows: "In the next 3 minutesyour group should write down all the pos-sible uses for th e feather lying in front ofyou. Use your imagination. Write downeverything, whether it's practical or not.At the end of 3 minutes stop and look atth e list. Now you have 2 minutes todecide together what the 10 best usesfrom your lists are."

Fill a box with three ordinary items (likedog bones, a ball, a lump of clay, a tulipbulb) and cover th e box with a lid. Haveeach group member reach into th e box,feel the three objects, and guess whatthey are. Then lift the lid and see howclose th e guesses were. Fill two boxes with such "goodies" ascookies, crackers, candy, and Slim Jims,


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and ask that two members in each groupbe blindfolded. Have someone else in th egroup reach into the first of the two boxes,pull ou t two goodies, and feed them to theblindfolded persons. The tasters shouldthen be asked to name what they areeating. Repeat the process with th e sec-ond box of goodies.

Fill several cans with different materials(such as coffee grounds, lilacs, roses,onion, skunk weed, etc.) for people tosmell. Taking one can at a time, ask eachgroup member to identify the smells. Fill a jar with beans. Ask each member in the group to guess ho w many beans arein th e jar.


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.,.---_I Chapter 7

Camp Site ActivitiesThe activities traditionally identified with allkinds of camping, outdoor education andcampcraft, are still important in presenting awell-rounded experience for day campers of allages. Because da y camp sites are usually as sociated with the out-of-doors, outdoor education and campcraft are integral and naturalparts of camp programming. Including both ofthese elements promotes growth, self-confidence, and a sense of belonging in the environment. When planning for this aspect of th e daycamp program, planners should think of th ecamp site not as a playground, but as a classroom. Participants are, for the moment, notcampers but students-students who are strivin g for increased appreciation of and sensitivity toward th e outdoor world. Outdooreducation and emphasis on campcraft also fit

into the YMCA's spiritual mission as it helpschildren become more aware of people andworlds beyond themselves.

OUTDOOR EDUCATIONFo r purposes of this manual, we define outdoor education to include activities that emphasize the meaningful us e of the outdoorenvironment; that have learning and appreciation of nature as their chief ends; and that involve doing, rather than simply hearing about,things in the outdoors. Campers learn aboutthe outdoors firsthand, through study andthrough activity.

Nature CenterWhether it is an entire building or a corner ofthe dining hall, a nature center is a valuablelearning resource. I t lets campers explore, ontheir own, various displays that tell them moreabout th e workings of th e environment. Every

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item in th e display should be touchable an dshould provide possibilities for discovery.Matching games, such as trees to leaves, ortexture comparisons, such as th e differencebetween th e furs of a woodchuck and a fox, areexamples displays in a good nature center.LS; AP; GP

Teaching Environmental EthicsThe camp site itself is valuable in teachingabout the environment and our responses toit . However, the message must be consistentwith the site. For example, teaching th e effectsof soil erosion on pond ecology will be lesseffective if th e camp site pond is clouded byerosion on the camp property. In such a dayto-day practical approach, simple acts likepicking up litter, turning off lights, conservingfood, and turning off water faucets can bestressed to good advantage even with th eyoungest campers. GP; LS

Bird Blinds and Mr. Bird ManA blind is a place where people can watchbirds or other animals at a feeding station.Observers are hidden behind a wall with smallpeepholes or even one-way windows so theyhave a close-up view while the animals areunaware of their presence. A wall for cover,some feeders, an d feed are th e only equipmentneeded.A device called "Mr. Bird Man" extends th epossibilities. Construct a scarecrow and put itamong th e feeders with seed in its hat or hand.Birds may become accoustomed to this figure,and soon campers may take Mr. Bird Man'splace and have birds eat from their hands.

Encourage campers to discuss what theysaw the bird or animal do while feeding andwhy they think it behaved in thay way. Theymight also try to imagine what it would be liketo actually be that animal or bird. Appropriatefor campers in the 9 to ll-year-old age group.GP; OS

Sounds in the SilenceAsk campers to be completely quiet, with eyesclosed, for a full 2 minutes. They should listenfor all th e sounds they ca n hear, while making

none of their own. When time is up , they ca ndiscuss what they heard. GP; OS

Tree InterviewCampers make believe that each of them isone of the oldest trees in camp-probably over100 years old. The counselor interviews themabout what they have seen, experienced, andhoped that people would or would not do. GP;AP; CV

Un-Natural TrailFor a test of campers' observation skills, seeda nature trail with items that don't belongthere. Many of these items are litter. Camperswalk the trail, listing all they see. Ask themif they think they've spotted everything, andencourage them to think about ho w litter getsinto a natural environment. CV; GP

Correcting EnvironmentalBad HabitsThe entire camp joins in a discussion aboutthe origins of energy and resources and th ehuman responses to these facts. This activityis designed to bring feelings and understandings together to arrive at a course of constructive action for improving th e environment an dplanning a less consumption-oriented lifestyle.Possible questions to stimulate discussion m:-eas follows: ''Do I use things up ? Could I recycleor use less of something, like paper, plasticbottles, plastic bags, ti n cans, or glass bottles?" "Do I waste energy with lights, television, radio, th e refrigerator, the furnace, andautomobile fuel?" "Do I disturb life cycles bylittering, polluting the water or air, or bothering animals and other living things?" "Do I cu tmyself off from the natural world by not getting outdoors enough?" After discussing thesequestions, the group should devise a workableplan of action that can be carried out by eachcamper. CV; GP

Magnifying Glass ActivitiesGive everyone a magnifying glass. Have themlook for specific things, or have them simply


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explore in general, in the woods or on thenature trail. Look at leaves held up to the sun,at moss an d lichens, or at bark, and as k thecampers to share their findings with the restof the group. The magnifying glass techn iqueis especially rewarding after a rainy period,when there are plenty of mushrooms. Thisactivity is particularly good with th e 6- to8-year-old age group. FN; GP

Mason Jar Ant HouseHave campers fill a quart jar two-thirds full ofsoil an d hunt for ants to place inside it, beingsure to take th e jar along on the hunt! Try tofind the queen in th e ant hill (she will havewings and be bigger than the other ants) andplace her in the jar. Set the jar in a shallowbowl filled with soil, then place th e bowl in apie pan filled with water. The ants will crawlin and out of the jar, but the surroundingwater will keep them in the ' 'house.'' Tie ashort piece of string to a short stick, and ti ea small piece offood to the other end. Rest th estick on top of th e jar so that the food hangsjust above th e soil, level in the jar. Place th ejar in a shady spot under cover. The ants willeventually tunnel around inside the jar so thatcampers can watch them through the glass.This activity will appeal to the younger campers, ages 6 to 8, especially. FN; GP

Senses Scavenger HuntPrepare lists ahead of time for pairs of campersto use. Everyone should watch for, but notgather, th e following articles; they should notewhen they saw the items and under what conditions. The wilderness articles are as follows:

Something that is natural and edibleSomething that is prettySomething that is uglyTwo types of mossAn example of insect damageAn area where erosion ha s occurredAn example of an animal's homeTw o types of animal tracksAn example of condensationTwo different types of animal scat

Camp Site Activities 61

An example of man's abuse of the landAn example of th e effects of windThree species of treesTwo species of birdsThe homes of two different insects

Of course, th e list need not be limited to theseitems. However, it should include itemsrequiring the use of sight, hearing, touch,smell, and taste. There is no single winner inthis game. The joy comes as campers sharetheir finds an d tell why they chose a particularitem. What appears ugly to one person may bebeautiful to another; such differences shouldbe recognized an d appreciated. This activityis best suited for th e older campers, ages 9 to11. AP; GP

TerrariumsHave campers pair up , with two children incharge of ajar. Carefully place a shallow layerof small stones on the bottom of the jar. Adda layer of crushed charcoal to justcover thelayer of stones; then add soil to fill th e jar halfway. Have each pair of campers look for plantsto put in their terrariums. Explain that theyneed to get a good root system with each plantand to use small plants an d moss. Encouragethem to be creative with the stones, pieces ofwood, and other natural objects they can useto further decorate the terrarium. JR; FN

InventoryForm groups of two or three campers. Assigneach group to a 5 foot by 5 foot plot in th ewoods and have each group list everythingthey find in the area. Then ask groups tocompare lists. This activity encourages carefulobservation an d helps make the point that, innature, things are not always easy to see orobvious at first glance. GP; IR; DS

Leaf ArtHelp campers better appreciate the symmetryand beauty in nature with an art project basedon leaves. Start by spreading newspapers overa picnic table and having campers find "special" leaves in the woods nearby. The leaves


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should be fairly small, with well-defined edges.Campers secure th e leaves onto the newsprintwith thumbtacks. Then, using old toothbrushes dipped into tempera paint, they paintover both paper and leaves. The paint willspatter onto th e paper. After enough is appliedth e leaf can be removed, and an outline of theshape of th e leaf will stand out on the paper.Campers can cut their leaf paintings down tosize and glue on a simple cardboard frame toset off th e artwork. GP; FN

A Naturewide GameThis game helps campers become closer tonature through their senses and imagination.The objective is for teams to observe phenomena at each of eight different "stations," thento discuss their observations with each other.Divide campers into groups of three or more.Establish boundaries and the location of eachstation. Prepare the stations by gathering th eequipment needed for each one and by writingout th e instructions to direct th e activity ateach station. Give each team paper and pencils, set a 1-hour time limit, and start teamsoff at 5- to 8-minute intervals. Stress that ateam cannot arrive and begin activity at anystation if another team is already there. Theeight stations are as follows, with a ninth station to be devoted to discussion and sharingof th e discoveries made at the other eight:

1. Observe-Instruct the campers as follows: "Observe through a magnifyingglass three things that you find nearby.What did you discover? Write about ordraw the objects that you have found.''(Be sure to supply two or three magnifying glasses at this station.)

2. Listen-Place a large drawing of an earat this station and ask campers to drawa picture on the ear of what they canhear when they listen for th e sounds ofnature here.

3. Taste-Ask campers to find a dandelion(or bay leaf, weed, onion, honeysuckleflower, etc.) and to pick and taste it .Then ask what words they would use todescribe the taste. Tell them to quicklyjot down th e first words that come tomind.

4. SmelL-Instruct campers to find something that has a strong smell. Tell them

to bring it back and see if the rest of thegroup, with their eyes closed, can guesswhat it is .

5. Feel-Ask campers to find somethingrough, something smooth, somethingfurry, or soft, or hard. Tell them toremember or write down which objectthey thought felt best.6. Think-Ask campers to find some objects whose first letter makes up a word.An example is P[ine cone], I[vy], G[rass],to spell PIG. Have them bring these objects back, mix them up, and see if therest of the group can guess the word.

7. Test-Instruct campers to find something they think is unusual. Then eachgroup explains what their object lookslike, describes what it feels like, andtells where it was found. The otherteams try to guess what the object is .8. Imagine-Ask campers to imagine thatthey ar e tiny elves, only as tall as ahand. Tell them to find things that theycould use for food, shelter, and clothing.Bring these objects back to show anddiscuss.9. Discuss and share experiences from th efirst eight stations. IR; AP; LS

Looking at Your EnvironmentBy holding a mirror flat and looking down intoit as they walk along a nature trail, camperswill get a new perspective on the tree tops andth e sky. They can also walk holding their mirrors over their heads and looking up to se e theground reflected. FN; AP

Earth TonesColors that occur in such natural substancesas soil and charcoal can be used as art materials. Fo r Charcoal Sketching, campers selecta piece of charcoal from the cooled fireplaceand sharpen it on a flat sandstone. (To makecharcoal, cover wood with earth as it burns sothat it is charred, not consumed.) Dried mullein leaf stubs can be used for shading. SoilPainting makes use of soil and sand samplesfrom many different areas. Clay, forest loam,and humus are all suitable. Samples areallowed to ai r dry and are then mixed with


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water and white glue to make paint. Camperscan label their paintings with informationabout th e medium to make an interesting andeducational display. OS; AP

PrintingCampers can produce many interesting de-signs, shapes, and textures by printing withnatural objects. Fo r example, slicing openfruits and vegetables reveals unusual patternsinside. Even more interesting are mushroomcaps. When you find freshly kicked-overmushrooms, cut the cap from th e stem, placeit upside down on paper, and le t it dry,covered, overnight. The cap can then be usedto make a spore print-with different mushrooms producing different patterns.To print with these natural objects, spreadprinting ink on glass or another smooth surface, use a small paint roller (brayer) to roll ou tthe in k until it's tacky, and press th e vegetableor fruit onto th e ink and then onto th e materialto be printed. Pinecones, corncobs, and roughbark may be rolled in the ink to make stillother interesting textures. Depending on thetype of in k used, th e campers may print onpaper or on fabric to decorate T-shirts, pillow-cases, or other items. OS; AP

Color or Shape HikeAs campers walk through the woods, make agame oflooking for a particular color or shapethat can be found in nature. When someonehas spotted th e color or shape, name anotherfor the group to find, and so on. This activityis especially good for the younger campers,ages 6 to 9. OS

Trust WalkPair off campers, and blindfold one of eachpair. The "sighted" leads th e blindfolded onefor 5 minutes, letting him or her touch, smell,and experience all kinds of things in the environment. Stress that the leader shouldcreate a good experience for the one who isblindfolded. Have th e partners switch roles forthe next 5 minutes. Conclude the activity bytalking about the experience. AP; LS

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Little PlacesLittle places are often homes for al l sorts ofinsects, plants, an d animals. Campers can ex-plore these places and discuss why they provide homes for various wildlife. Small hollowsin trees collect water, organisms, and unusualvegetation. Galls support many levels of insectlife, including their original builder, parasites,and predators. Campers can further developtheir observation skills be looking for "littleplaces" at home. A window sill or the spacebetween the screen and the windowpane canbe a good place to see insects. Spider webs area world of their own in which it is easy to seewho is the predator and who is th e prey. Birdsnest under eaves, and so do wasps. Cool, darkplaces around th e foundation or in the basement yield ants, slugs, and other interestinginsects. GP; OS

Waxed LeavesAnother example of art in nature, waxedleaves are a simple craft project. Melt someparaffin slowly in a deep pan. (A double boileris safest. Do not use a microwave.) Dip inbranches with brightly colored leaves. Be surethat al l parts are covered, and arrange theleaves in place before the wax hardens. OS;FN

An American Indian'sEcological Lament and ProphecyThe story of Seattle, an Indian chief, and hi splea to th e United States Government in 1854shows that concerns about environmental pol-lution and irresponsible use of the land havebeen with us for more than 100 years. Thisstory can be the stimulus for a discussion ofenvironmental ethics with the older group ofcampers, ages 9 to 11. AP; CV

Seattle, a leader of the Suquamish Tribe,was saddened in 1854 when the U.S. proposedto buy the Pacific Northwest from the Indians.But he was a realist, resigned to the inevitable,and he urged hi s tribesmen to move to a reservation in a speech that seems almost prophetictoday. Following is a digest of an adaptationof on e translation of his address to the Territorial Governor and to his kinsmen.


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64 Th e New YMCA Day Camp Manual

The Great Chief in Washington sends wordthat if we do as he desires, he will buy our landand allow us to live comfortably. When ourGood Father in Washington sends word hewishes to buy our land, he asks much of us.I t will not be easy, for every part of this landis sacred to us . Every pine needle, every sandyshore, every mist in the dark woods, and everyhumming insect is holy in our memory. Therivers are not running with just water, butwith the blood of our ancestors. You mustremember these streams are sacred an d thateach reflection on th e glistening water tells ofexperiences in the lives of our people. Themurmurs of th e rivers are voices of ou r ancestors. These rivers are our brothers. They feedus and quench our thirst; they carry ourcanoes.

The ai r is precious because it nourishes th ebeast, th e tree, and man. I t shares its spiritwith al l life it supports. The wind that gave ourgrandfathers their first breath also receivestheir last. The wind must also give our chil-dren th e spirit of life. Our dead never forget thebeautiful earth, for it is the mother of red men.Each reflection in th e clear lake waters recallshappy memories to our people. The graves ofour fathers are holy ground and so are thesehills and these tall trees. This land is consecrated to us.

The white man may on e da y discover ourGod is th e same as his. You ca n think you ownHim as you wish to ow n our land, but yo u donot. He is God of all men and His compassionis equal for th e re d man as for th e white. Thisearth is precious to Him, an d to harm thisearth is to amass contempt for it s Creator. Thewhite man's appetite may devour th e earthand leave him only a desert. The graves of th ewhite man's father and the birthright of hi schildren are forgotten. The white man treatshi s mother, the earth, an d his father, th e sky,as things to be bought and to be ravished andplundered.

The sight of your cities pains me. There isno quiet place, no place to hear the unfurlingof leaves in th e spring or the rustle of an insect's wings. What is there to life if man cannot hear the cry of th e whippoorwill or th earguments of the frog in the ponds at night?We prefer the sound of the wind across th esurface of th e lakes to the white man's citynoises. Continue to contaminate your bed, andyo u will some day suffocate in your waste. Youseem to be fued by the strength of th e God who

brought you to this land and for some specialpurpose gave yo u dominion over our land andover us red men. That destiny is a mystery tous . How ca n yo u buy our land? When we donot own th e freshness of th e air and the sparkle of th e water, ho w ca n we sell them to you?

The earth does not belong to man; man belongs to th e earth. All things are connected asth e blood which unites one family. Whateveroccurs to earth, befalls th e sons of earth. Mandid not weave the web of life; he is merely astrand in it . Whatever man does to th e web,he does to himself. I am only a savage, but Ido not understand any other way. You mustteach your children that the ground beneaththeir feet is the ashes of ou r grandfathers. Tellyour children this earth is rich with the livesof th e red man, and instruct them in respecting ou r wonderful land. I fwe sell yo u this land,love it as we love it , care for it as we care forit, hold it as it is when you take it. Love it asGod loves us all. Preserve it for your children.

Plot StudyEach campe r should select a small ( 1 foot x1 foot) plot of ground to s tudy-in any kind ofenvironment, from th e woods to the beach. In-struct campers to investigate their plots for th efollowing:

Temperatures in different portions Soil: color and texture Vegetation: diversity and density Growth rates in vegetation Changes in "geology" du e to rain, sun, orwind Wind direction Succession and transition

To carry out the plot study, campers will needsoil thermometers, digging tools, and ananemometer to measure th e wind speed. Thisactivity is best suited for the older age group,ages 9 to 11. DS; GP

Alike Yet DifferentCampers use their senses to explore th e valueof uniqueness both in nature and in humanlife. Ask each camper to find a leaf (all fromthe same tree) and to study it carefully so thathe or she can recognize it . Campers can touch,

7/31/2019 Summer camp activities (from New YMCA Day Camp M

Summer camp activities (from New YMCA Day Camp Manual and Piomingo Staff Manual)

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