€¦ · Web viewTRI-NATIONS CAMP. 2017. Eco-Mentor Workbook. Name:...

TRI-NATIONS CAMP2017

Eco-Mentor Workbook

Name:____________________________________________________________________________

Tri-Nations 2017 | Eco-Mentor Workbook

1


CONTENT PAGE:

1. DAILY PLANNER ………………………………………………………………………………………………………………………3

2. GETTING TO KNOW YOU GAMES …………………………………………………………………………….

……………….5

3. MAKE A TIPPY TAP ………………………………………………………………………………………………………………….7

4. ABOUT YOUR COUNTRY …………………………………………………………………………….……………………………

8

5. BURNING OF FEARS …………………………………………………………………………………….………………………….9

6. TENT TALKS ……………………………………………………………………………………………….…………………………10

7. ENERGISERS ………………………………………………………………………………………………………………………….12

8. LEADERSHIP VALUES ………………………………………………………………………….

………………………………….14

9. SUPER CAMPER AWARDS ……………………………………………………………………………………………………..16

10. TEAM BUILDING ACTIVITIES ……………………………………………………….…………………………………..

…….18

11. WEB OF LIFE AND BIODIVERSITY ……………………………………………………………………………………………

22

12. MAKE YOUR MASCOT ………………………..……………………………………………..………………………………….29

13. WHY IT IS IMPORTANT TO LOOK AFTER THE ENVIRONMENT

………………………………………………….30

14. IMPORTANCE OF TFCAS …………………………………………………………………………………………………………

32

15. WHO GOES

THERE? .................................................................................................................35

2


1. DAILY PLANNER

TUESDAY 12 DECEMBER 2017Time Activity Leader and Notes

08:00Collect Bots group at Pontdrift Border Post

BokangTake water bottles, juice and sandwichesNOTE: Double check river level – money for cable cart

08:00 Collect SA group at Modikwa Primary School

LisaTake water bottles, juice and sandwiches

08:00 Collect Zim group at Beit Bridge Border Post (SA side)

Bongani Take water bottles, juice and sandwiches

12:00 – 12:30 Pre-camp Expectations Forms Bokang12:30 – 13:00 Make Tippy Tap Bongani13:00 – 13:30 Lunch SANParks13:30 – 14:30 Getting to Know You Games Lisa and Calvenia14:30 – 15:15 Bags/shirts/books. Settle into rooms. Room leaders15:15 – 15:45 Emergency drill & camp rules Bongani and Little Muck Manager

15:45 – 16:30

Team selections: 6 children and one teacher per team. Each team to come up with team song for their team. Read through team animals on pgs 8, 9 and 10 and colour in star to represent team. Fill in pg 4 and 5 in Children’s Workbook.

BokangTeam Giraffe: Teacher 1, PalesaTeam Impala: Teacher 2, PortiaTeam Zebra: Teacher 3, Councillor Ndou, Calvenia

16:30 – 18:00 A little bit about your countryTeachers and Mentors to assist

BokangTeachers and Mentors to help

18:00 – 18:30 Dinner at Little Muck SANParks

18:30 – 20:30 Burning of Fears and storytelling BonganiNOTE: Put Mother Bears on beds – Lisa, Calvenia, Portia

20:30 Tent TalksSleep tight, sweet dreams

Room leaders

WEDNESDAY 13 DECEMBER 2017Time Activity Leader and Notes

06:30 – 07:00 Wake up and tidy rooms Room leaders07:00 – 07:15 Energisers Calvenia / Teachers07:15 – 07:30 Leadership value: Respect Bongani and all Eco-Mentors07:30 – 08:00 Breakfast at Little Muck SANParks

08:00 – 08:15 Introduce the concept of Super Camper Awards

Portia

08:15 – 09:30

Team Building: 3 Activity Stations (25mins per station)

LisaCalvenia – Station 1Bokang– Station 2Bongani – Station 3Other Mentors to move around and help / participate where necessary

09:30 – 12:00 Game drive to visit Mapungubwe Interpretation Centre

Energisers between Interpretation Centre activitiesNOTE: Take fruit along for snacks

12:00 -13:00 Lunch at restaurant/Interpretive Centre SANParks13:00 – 13:30 Drive back to camp13:30 – 14:00 Quiet time Room leaders

3


14:00 – 15:00Girls - SwimmingBoys - Field/Ball Games – Volleyball, Traditional Games

Lisa and JanetBokang, Bongani, Portia, Calvenia, Teachers and Leaders

15:00 – 15:15 Super Camper Awards Teacher Tlotlo

15:15 – 16:15 Web of Life and Biodiversity activities Lisa – Food Chain and LessonBongani – Web of Life

16:15 – 17:00

So why is it important to look after you environment?- Pledge to Protect- Biodiversity Bingo

LisaBokang and Bongani

17:00 – 17:45 Make a group mascot Portia and Teacher17:45 – 19:00 Super Camper Awards followed by dinner Teacher19:00 – 20:30 Movie – The Lorax Bokang


Room leaders

THURSDAY 14 DECEMBER 2017Time Activity Leader and Notes

06:30 – 07:00 Wake up and tidy rooms Room leaders07:00 – 07:15 Energisers Calvenia / Teachers07:15 – 07:30 Leadership value: Perseverance Teacher Tlotlo and all Eco-Mentors07:30 – 08:00 Breakfast at Little Muck SANParks08:00 – 08:30 Super Campers Teacher

08:30 – 10:30Importance of TFCAs; Eco-Tourism Tourism and other careers: Achieving your dreams

Bongani and DEA – TFCAsEco-Tourism – LisaPalesa & Janet – other careers & achieving your dreams

10:30 – 12:00 Who Goes There? Bongani Calvenia, Portia and Councillor Ndou

12:00 – 12:15 Super Camper Awards Palesa12:15 – 12:45 Lunch at Little Muck SANParks12:45 – 13:30 Quiet time Room leaders

13:30 – 16:30

Game Drive to Confluence and Treetop Walk - final photographsPhotographs to include individual pictures of children for the Where are they now?

All

16:30 – 17:00 Complete feedback forms (children and all staff)

Bokang

17:00 – 18:00Boys - SwimmingGirls - Field/Ball Games – Volleyball, Traditional Games

Lisa and JanetBokang, Bongani, Portia, Calvenia, Teachers and Leaders

18:00 – 19:00 Dinner at Little Muck SANParks

19:00 – 20:30 Quiz into Super Camper Awards (Final) and Picture Show

Quizmaster – BonganiPhotos – Bokang and Janet


Room leaders

FRIDAY 15 DECEMBER 2017Time Activity Leader and Notes

06:30 – 07:30 Wake up, tidy rooms and pack your luggage

Room leaders - everyone to pack luggage and ensure nothing left under beds, in cupboards, etc.

07:30 – 08:30 Breakfast at Little Muck SANParks08:30 Departure EVERYONE

4


2. GETTING TO KNOW YOU GAMES

THROW AND SHAREMaterials: BallTime: 10minsProcedure: - Everyone stands in a circle facing inward. - The facilitator explains that we want to get to know each other’s names. - When you catch the ball you shout out your own name and then throw it to someone else.

Whilst this is happening, everyone must try and remember the names in the group.- When you (the facilitator) throw the ball you shout the name of the camper you are throwing it

to.- Once everyone has gone ask if anyone wants to be brave, and can try and name everyone Variation- Once the group has accomplished the task successfully, tell the group that they have until you

count to five to move to a new spot in the circle.- Once the group has rearranged itself, instruct them that they must pass the ball in the same

name pattern as before.- This is a great variation! This little twist really helps participants learn each other's names and

faces.

NAMES AND ACTIONSMaterials: NoneTime: 15minsProcedure:- Have the group stand in a circle. - Ask each person to think of a simple signal/action that will represent them (for example, tug

your ear with your fingers, make horns on your head with your hands, make your hands into binoculars and look through them, pretend to yawn, and so on).

- The children should try make their signal/action something that shows us who they are. For example: if they like singing, they could pretend to be singing into a microphone; they could pretend to be scoring a goal in soccer, or bouncing the ball in netball; perhaps they want to use the action of pretending to read a book if they enjoy reading. Or maybe they want to choose their favourite animal to represent them, and they could use their arm to represent an elephant’s trunk for example.

- Once everyone has decided on their own action, you can begin the game:1. Go around the circle and share your name and signal/action. 2. One person begins by walking into the middle of the circle, saying their name and doing

someone else’s signal/action.

5

In order to get to know your Tri-Nations campers, and for them to get to know each other, play as many of these games as time will allow. These are just a few ideas, so feel free to play other games. Don’t forget to start off by introducing the Team of Eco-Mentors.


3. The person whose action was done is the next to go into the middle of the circle, and they then say their name and do someone else’s action.

4. The goal is to go around the circle as quickly as possible, and to remember everyone’s signals/actions.

5. At the end of the game, talk to the children about: How this game shows that everyone is different – we all had our own signals/actions

that showed who we were.

STAND UP, SIT DOWNMaterials: NoneTime: 10minsProcedure: - Have the children spread out in front of you- Ask them questions, such as "do you have a sister?" or "are you wearing pink?" - If their answer is "Yes" they should stand up, and if the answer is “No”, then they stay seated. - Keep it fun and light, and try to ask the questions in quick succession so that they have to think

quickly. - Some ideas for questions:

o Do you like to sing? o Do you have brothers or sisters?o Do you know everybody’s names?o Are you wearing shorts?o Do you enjoy swimming? o Are you ready to have fun?

ACTION SYLLABLESMaterials: NoneTime: 10minsProcedure: - With the group standing in a circle, have the participants each choose an action for every

syllable of their name. o Example: Elvis (El-vis) has two syllables, so he does a hip shake with ‘El’ and snaps his

fingers for ‘vis’. o Example: Bongani (Bon-ga-ni) has three syllables, so he can clap on ‘Bon’ jump on

‘ga’ and nod his head of ‘ni’- Once a child has done their action while saying their name, the whole group repeats it. - Go around the circle until everyone has had a turn.

6


3. MAKE A TIPPY TAP

7

Select a central spot where you can place your Tippy Tap. Put it together as a group, and have the children volunteer to help. Use the Tippy Tap to wash hands between activities and before meals.

Use this opportunity to talk to the children about the importance of clean hands (hygiene), as well as how Tippy Taps can help save water, compared to using a normal tap. Keep track of the amount of water you use over the four days at camp on the chart provided, and compare that to how much water you would have used with a normal tap.


4. ABOUT YOUR COUNTRY (pg 12 of Children’s Workbook)

8

Start off by showing children where Africa and their country is on the maps in their workbooks, and the world maps on the wall. Eco-Mentors, leaders and teachers should assist the children to get into their countries and complete the table below. Each country will have a turn to present to the whole group, and children must fill out the simple table below. Here are a few options to get things started.

Botswana South Africa Zimbabwe

Tourist attractions

Okavango Delta; Chobe National Park; Maun; Tsodilo Hills; Makgadikgadi Salt Pans; Khama Rhino Sanctuary; Central Kalahari Desert

Kruger National Park; Mapangubwe National Park; Table Mountain; Augrabies Falls; Kgalagadi; Drakensberg Mountains

Victoria Falls; Zambezi River; The Great Zimbabwe Ruins; Hwange National Park; Matopos National Park; Mana Pools; Lake Kariba

Name of President Ian Khama Jacob Zuma Robert Mugabe

Languages spoken

Setswana; English 11 Official Languages:English; Afrikaans; Zulu; Xhosa; Venda; Tswana; Tsonga; Swazi; Sesotho; Northern Sotho and Ndebele

16 Official Languages:Chewa; Chibarwe; English; Kalanga; Koisan; Nambya; Ndau; Ndebele; Shangani; Shona; sign language; Sotho; Tonga; Tswana; Venda; Xhosa and Zulu

Any special facts about your flag?

The blue represents water, the white-black-white bands depict the racial harmony of the people

The green Y shape means the unification of the various ethnic groups and the moving forward into a new united South Africa

The soapstone bird featured on the flag represents a statuette of a bird found at the ruins of Great Zimbabwe

National animal Zebra Springbok Sable AntelopeNational bird Kori Bustard Blue crane Bateleur eagleNational flower Sengaparile (Devil's Claw) Protea Flame lily

Any other interesting facts about your country

Nearly 40% of the land is national parks and wildlife reserve

SA has: deserts, wetlands, grasslands, bush, subtropical forests, mountains and escarpments.

Zimbabwe means “great house of stones”

Sing your national anthem, or perform you a traditional dance


5. BURNING OF FEARS

Name: Story Telling and Burning of FearsTime: 30 minutesMaterials: Costume for a Wise Man (or ethnic blanket for storyteller) – pencils, post it pads/paper, cup of sugar

Directions:

The camp fire leader introduces a famous wise man who is visiting. Tell the campers that he will be telling a story that has been passed down through generations

by his ancestors. It is a story of hope, safety and security. At the end of the story, the old man tells the children he has the power to drive away people’s

fears. The children are to think of things that make them scared or thoughts that worry them. The old man gives a pencil and a piece of paper to each child and asks them to write down their

fear on that paper. They are then told to fold the paper up tightly. One at a time the Old Man calls the children to come up and throw their paper into a big bowl /

basket, and he child says loudly “Go Away Fear”. The wise man then throws all of the children’s fears into the fire, along with the sugar causes the flame to jump up and this helps to emphasise the power of the old man.

Concern: Some of the children are very scared of any type of witchcraft and sorcery. Make sure this is kept light and fun rather than dark and mysterious.

9

The idea of Burning of Fears is to put children at ease and to help them feel safe and happy in camp and to encourage them to let go of limiting beliefs


6. TENT TALKS

Time: 10 – 15 minutesGoals of the Activity: To discuss the day’s events and explore feelings around these activities

What is a Tent Chat?

This includes each tent leader and their group. Tent chats are very important and compulsory to lead. The aim is to have a moment away from the action of the camp for the kids to talk and bond with each other and with their tent leader. It is a unique opportunity for the group to reflect on the day’s events and activities and how the program is going. The tent chat represents an emotionally safe place where children can share their thoughts and experiences with each other without being judged. The tent chat is also an opportunity to get to know each child individually and to evaluate how they are doing and what about our programme is having an impact.

Do you have to talk?

The tent chat is participation by choice activity. The tent leader traditionally starts and leads the chat by talking about something they enjoyed or noticed during the day. It could be anything from the highlight of the morning game drive to sports. It could be unrelated to the camp and involve disclosing personal information to the group that they didn’t already know, like your favourite food, how many brothers you have or your favourite book. The point is to get the group relaxed and talking (if they want to). Be inventive about getting the kids talking.

We have given some ideas of tent chat subjects on each day’s curriculum that pertains to the day’s learning. You can use these or create your own

What if some of the children don’t want to talk?

That doesn’t matter; they can just listen and join in when they feel comfortable. If none of the kids want to talk, you (as tent leader) still have to talk!

What are the rules?

The main rule is to avoid any negative discussion or criticism. The group is not allowed to make fun of another member. The atmosphere must be comforting and informal. One word of caution when facilitating group chats: pay attention if serious topics come up. Be sensitive, keep conversation flowing, and make sure that the environment remains comfortable for everyone, but also that each participant has an opportunity to speak freely. It is the responsibility of the tent leader to facilitate these chats in a manner that will promote this atmosphere.

10

Why Tent Chats?

It is important that staff spend time with their campers in order to:

Reflect on the day Discuss and alleviate any fears about being in the bush Bring the energy levels down Assure them there is a caring adult close by Talk about home life and camp experience Build trust and friendship Monitor their feelings and experience of camp


Please avoid the often-requested scary story. This can often have a negative effect on a participant. Remember that group chat is for the participants. Although it is important for staff to be involved, your primary role is to facilitate the conversation rather than to dominate it.

Value Round Up

There is a value specified for each day of the curriculum. The value needs to be introduced at breakfast with a short skit to demonstrate the meaning. Thereafter it is up to the Activity leaders to ensure that during the course of the day’s activities, this value is reflected on and highlighted. It is also a good idea to reflect on the value during the tent chats or camp fire.

At the night’s Camp Fire, ask for a camper to volunteer to explain to the group what the value of the day was, how they learned more about it during the day and how they might use it when they get home.

During your Tent Chat, following on from campfire, tent leaders can continue the discussion in their tents before lights out by asking their campers what they learned about the value for the day and how they can use it in the future.

11

Possible topics for Tent Chats:

The day’s events (their favourite part of the day and why) Of all the animals of the world, which one do you prefer and why? What ways do you relax before you go to sleep where you live? What does friendship mean to you? What do you do for fun where you live? What did you learn today? What was challenging today? How did you deal with it? What is your favourite place in nature and what makes is special? Animal Representation - each person to select an animal and describe why they associate

themselves with that animal What have they learnt about themselves in the past few days? (A potential topic for last

night) How can you take these feelings / this learning home? (A potential topic for last night) Is there anything that they feel they will do differently when they leave the camp and why? They can also choose their own topics!


7. ENERGISERS

Name: Elephant, Lion, SpringbokObjectives: Campers will try guess their partners characterMaterials: NoneProcedure: Teach the campers how to act out each of the three characters. As you teach each character, have the group enthusiastically repeat back the character name and the motions that go with it.

1. Elephants: use your arm to make a trunk, and shout out ‘Elephants!’

2. Lions: Use your hands to make a mane, while you make your face look as though you are growling like a lion. Shout ‘Lion!’

3. Springbok: Spring up and down like a springbok and shout ‘Springbok!’

4. Ask the group to get into pairs. With their backs to one another, after the count of 3 they must jump around facing their partner doing one of the characters actions. The aim is to communicate with their actions to guess which character you partner is thinking of.

Variations: You can change the characters to be any other animals that are easy to assign an action to (for example, cheetah, zebra, tortoise, fish, bird). Could even try guide, poacher, rhino.

Name: Let Me See Your AeroplaneObjectives: Campers sing and danceMaterials: NoneProcedure: 1. In a circle one camper starts by singing: Camper: Let me see your aeroplaneEveryone replies: What did you say?Camper: I said let me see your aeroplaneEveryone: What you say?Camper: I said let me see you aeroplane

2. Everyone dances like an aeroplane singing: Oh ah ah ah oh ah ah ah oh

The song continues with the next camper volunteering a verse such as: Let me see your crocodile, frog, monkey, rhino, elephant etc.

Name: Impala , Impala, CheetahObjectives: Campers chase each otherMaterials: NoneProcedure:

1. 1. Everyone sits in a circle. 2. One person is walking around the outside of the circle.

This person taps heads as they pass saying, impala, impala, impala….

3. 2. If they say ‘Cheetah!’ the person who has been tapped and called ‘cheetah’ jumps up and chases them.

4. 3. If the person who is being chased gets to the space left open by the ‘Cheetah’ they sit down and the Cheetah starts tapping heads instead, carrying on from where they were sitting originally.

5. 4. If the original person is tagged by the ‘Cheetah’ before they reach the space they must carry on tapping heads and choose a new ‘Cheetah’

Concerns: Make sure there are no obstacles around the circle. Dust can also be a problem for slipping!

Name: Hi Five Objectives: Campers will be in pairs. They will have to listen and follow instructions.Materials: Open spaceProcedure: 1. Have two people to demonstrate the actions before

each go. 2. In their pairs, partners stand facing each other. They

must take ten steps back from each other, so that when the facilitator says ‘go’ they run into the middle to carry out the instruction given.

3. The demonstrators are in the middle. They say, ‘When I say go, you and your partner are going to run into the middle and give a ‘hi five’ with your right hand and then go back to your spot.’

4. The second time, the demonstrators say, ‘When I say go, you and your partner will run to the middle and give a ‘hi five’ with your right hand and then your left hand and then go back to your spot.’

5. This continues: Right hand, left hand, right foot, left foot, over the head, behind your back, between the legs, in push up position, (with your hands on the ground and stomach up) right foot, (with your hands on the ground and stomach up) left foot, and finally, shake hands.

Remember they have to do each one every time. It wears the kids out because it is a lot of running but it’s silly and fun.

12

Below are a few Energisers which you can use throughout the camp programme. Ask the children and teachers to teach you any new energisers they might want to share with the group.


Concerns: It helps if you have a level space. Try and play out of the dust.

Name: People to PeopleObjectives: Kids will move around from person to person and listen to instructions.Materials: NoneProcedure: 1. Facilitator tells the campers that when they yell

‘People to People’ they must quickly find a partner.

2. Once everyone has a partner the facilitator will yell out various body parts like, knee to knee, foot to foot, etc. When the body part is yelled out everyone quickly matches their body part with their partners.

3. After you do a few body parts the facilitator yells, ‘And People to People’ at which time everyone changes partners and you start over.

Concerns: Make sure that you don’t yell body parts that are inappropriate (like chest to chest, mouth to mouth, and so on)

Name: Simon saysObjectives: Children need to listen to instructionsMaterials: NoneProcedure:1. One person is ‘Simon’, the others are the players. 2. Standing in front of the group, Simon tells players what

they must do. However, the players must only obey commands that begin with the words "Simon Says."

3. If Simon says, "Simon says touch your nose," then players must touch their nose. But, if Simon simply says, "jump," without first saying "Simon says," players must not jump.

4. Children that do what Simon says when they shouldn’t, must stand out of the game. They can re-join after a few rounds of Simon calling out instructions so they don’t miss out on the fun.

Name: River / bankObjectives: Children to concentrate on listening to instructions to decide which side of the line they should beMaterials: NoneProcedure: 1. In the middle of the open space in which you’ll play,

draw a long line in the sand (or use string to make a marker).

2. The left side of the line is the river bank, and the right side of the line is the river.

3. The children start off standing on the ‘riverbank’ along the line that divides the river from the bank.

4. The facilitator will then call out either river, or bank. The children have to jump over the line, to the side that the facilitator has called out.

5. The facilitators will speed up the instructions, and try and catch children out.

6. If they are on the wrong side, children are ‘out’

Name: Trick ClapObjectives: Children to concentrate on waiting for the right moment to clapMaterials: NoneProcedure: 1. The facilitator holds one hand high in the air and the other one next to their sides.

2. They explain to the group that whenever the facilitator’s hands pass each other moving up or down, the group is to clap. Try this a couple of times slowly to give the group a chance to try it out. They must clap as the hands pass each other.

3. Start mixing in some tricks where the hands look like they are going to pass each other but do not.

4. It is good to end with the hands passing each other often and quickly creating an applause sound from the group.

13


8. LEADERSHIP VALUES

The Leadership Values which we will focus on for this camp are Respect and Perseverance. Use these skits and discussion points as a guideline for leading the lessons on leadership values.

RESPECT

Role-play:

Have a few Eco-Mentors pretending to be the children (this always makes it fun and the children can relate to this easily).

They are standing in line waiting to dish up their food at camp, when one ‘disrespectful’ Eco-Mentor pushes in front of everyone.

As the disrespectful Eco-Mentor is pushing past everyone, he/she trips over a plant (perhaps use a dead branch to represent this). He/She is so cross that they tripped, they kick the plant and say something along the lines of “Stupid plants!”

When the Eco-Mentor gets to the front of the line, the person serving the food tells them that what they did was wrong. They should focus on:

o How they disrespected all the children in the line by pushing past themo How they disrespected the planto How they disrespected the camp rules which are there to keep everyone safe and

happy. The disrespectful Eco-Mentor says that they don’t care and shouts back.

Now, have the children discuss this by raising their hands to tell you what was wrong about role-play. Ask them to tell you how the disrespectful Eco-Mentor should have acted in this situation. Use the notes in the block to help you.

PERSEVERANCE

Role-play:

One Eco-Mentor confides in another telling them that they just want to quit at something (it could be a kind of sport or a particular game or activity).

The other Eco-Mentor replies saying that yes, maybe they should just give up… What’s the point in trying and feeling embarrassed?

Now, discuss this with the children. What do they think the second Eco-Mentor should have said to the Eco-Mentor who wanted to give up? Can they help you correct the role-play? Perhaps:

14

What is respect?

Respect is thinking and acting in a positive way about yourself, others and your environment. Respect is thinking and acting in a way that shows others you care about their feelings and their well-being, or acting in a responsible way to look after your environment.

Perseverance is the ability to do your best toward a goal, even though it’s a big challenge. Perseverance is the ability and self-control that pushes you to work through challenges.


The second Eco-Mentor should have asked them what they found difficult, and how they thought they could fix the problem (maybe training more, or trying to approach the activity from a different angle, for example)

The word perseverance should be introduced, highlighting that even though something might be difficult, if you persevere and keep trying despite the difficulties, things can often work out for you in the end.

15


9. SUPER CAMPER AWARDS

Focus on strengths and successes:

Research shows that children who experience successes and understand their strengths tend to be more flexible, resilient, and able to adapt to new challenges and situations. Camp provides many opportunities for children to explore and discover a range of strengths and experience many successes. It is important to give specific praise and celebration of accomplishments, no matter how seemingly small.

Different strengths and successes:

Communicating strengths and successes is an important practice to develop positive behaviour and foster resilience. This list contains just a few ways to celebrate the children’s strengths on a daily basis. There is a longer list of ideas in the Camp Folder.

Specific Skills: Good at…. Running, reading, writing, singing, dancing, cooking, problem solving, teaching, sharing, observing, listening etc.

Personality Traits:Kind, caring, loving, generous, neat, organised, interested, helpful, appreciative, thoughtful, funny, tidy etc.

Leadership Values:Shows…… creativity, integrity, perseverance, team work, direction, focus etc.

Directions:

This is an award that by the end of the camp each child would have received. Each child only receives the super camper award once.

Materials: o Super Camper badges o Super Camper templateo Super Camper Poster put up in a predominant location on which to attach the slips

of paper Preparation: Fully brief all staff members about what the Super Camper awards are before

the camp starts. One way of introducing Super Camper is for the programme director to start awarding Super Leaders awards during meals as the camp is being set up or during training. This empowers new staff members, builds team work and gets everyone familiar with the process. It also allows them to practise giving them out to each other and focusing on individual strengths.

Keep a list of all the children’s names behind the scenes and tick them off as they receive an award, so you can keep track of who is yet to receive one. A good time is after the meal and

16

Objectives:

To enable children who come on camps to become more resilient To enable children to know and understand their own unique strengths To celebrate the children’s successes and strengths To create an accepting and non-judgemental environment


before washing up. Any staff member can give an award, it’s important that the staff member who witnessed the strength / success is the one giving the award to that child.

On the Super Camper Label:o Describe: They tell the story of what the child did, and be specific. It’s no good

saying ‘Thembi was a good girl’- what did she actual do? Thembi won’t believe the praise and realise she has great strengths if she isn’t told exactly.

o Label: For example - kind, teamwork, smart, supportive, sharing, listening, friendship, problem solving (see list above for other examples)

o Praise: Well done! Awesome job, Great Work etc.

17

Super Camper AwardAwarded to: _____________________________________________________________For: ____________________________________________________________________Praise: __________________________________________________________________


10. TEAM BUILDING ACTIVITIES

STATION 1

Activity: Knots, Tangles, HandsActivity relevance to the topic: Talking to each other calmly, and practising effective communicationMaterials: NoneTime: 25mins – 20mins of game, 5mins of debrief

Procedure:

1. Divide children into groups of six. In each group, get them to face one another in a tight circle. 2. Each person holds out their right hand and grasps the right hand of someone else, as if they

were shaking hands. 3. Then, each person extends their left hand and grasps someone else’s left hand (they must be

holding two different people’s hands)4. Everyone to remain holding hands. 5. Now explain the problem: The group has to unwind into a circle where everyone is holding

hands. The catch is that they need to do so WITHOUT letting go of the hands that each individual is holding!

o They can untangle by stepping over, crouching under, going through etc. each other’s arms

6. Give the groups a maximum of five minutes to try and solve this. It does not matter if individuals are facing outwards or inwards once they have untangled their circle. In many cases they won’t be able to make a circle, but they will have fun trying.

7. The objective is for the children to work together to try and solve the problem. 8. As the Eco-Mentor, try not to get involved in helping them untangle, but be close by to make

sure no one gets hurt, and that everyone is being listened to – all ideas and possible solutions must be heard.

9. Play the game as many times as you like, and try to have at least one group of 6 solve the problem.

Debiref: Talk to the children about what made this task difficult or easy. Did they realise how important it was for everyone to talk calmly, and not get frustrated with each other? Did they realise how important it was to listen to everyone’s ideas to solve the problem, and work as a team?

18

There will be three different team building activities which each group complete. Eco-Mentors and Activity Leaders will be posted to a station to manage the running of the game.

Please be sure to save enough time to have a proper debrief on the team building activity.


STATION 2

Activity: Crocodile CrossingActivity relevance to the topic: Everyone on the team must cross a space without losing any of their team membersMaterials: Large open playing space, lily pads (placemats or linen serviettes) and staff members to act as crocodilesTime: 25mins – 20mins of game, 5mins of debrief

Procedure:

1. Set up an area which is the crocodile infested water, using two lines as the boundaries (either using rope or by drawing lines in the sand).

2. Show the children the lily pads. There should be four or five of them scattered around the playing area, but children should be able to move between them and get from one side to the other.

o These lily pads are ‘safe’ from crocodiles, and children need to use these lily pads to get from one end of the ‘water’ to the other.

3. Everyone on the team must cross the water in order to achieve the goal of the team building activity.

4. However, there are hungry crocodiles (Eco-Mentors) waiting in the water to munch them! 5. If a team member touches the water, the whole team must go back to the start. 6. If there is a lily pad that is not being stood on, the crocodiles will eat it, and the team will have

one less spot to stand on! 7. Encourage the children to discuss ideas about how they will get from one side to the other –

making sure that all lily pads are occupied and that everyone is safe! 8. It might take a few rounds for the children to get it right, encourage them to plan and keep

trying.

Concerns: In order for this to be done really well, the children should be allowed to try different ideas and ideally not succeed at first. Show them how the first person should proceed so that they do not lose any lily pads if they are really struggling. The Eco-Mentors are just there to act as crocodiles.

Variations: If they figure this out too quickly, change things up a bit by blindfolding one child who must be led by the group. You can also get them to carry awkwardly sized items across with them.

Debrief: Ask the children to talk about these questions:

Were we successful? What went well? What could we have differently? How did we communicate?

19


STATION 3

Activity: Guiding your packActivity relevance to the topic: Learning to communicate effectivelyMaterials: Large open playing space; items representing the needs of the wild dog – food and water, shelter (for example, tennis balls could represent food, the children’s water bottles could represent water and a cloth napkin could represent shelter); four blindfolds; timerTime: 25mins – 5mins of talking about wild dog, 15mins of game, 5mins of debrief

Procedure:

1. Set up the playing field as shown in the diagram below, preferably on a grassy area.2. Divide the team up into groups of three. Each team of three is a pack of wild dog.3. Take five minutes to talk about wild dog:

o They are endangered (meaning that they are at risk of becoming extinct in the wild) Many people (farmers / people living in villages) kill them as wild dogs might be

after livestock Because wild dog need so much space to move around, they are often coming

into areas where there are humans, and this causes human-wildlife conflicto There are only 5,000 left in the wildo Wild dogs are nomadic animals (meaning they do not live in one place, but rather move

around) and can travel 50km in a single day. As a result, their territories can range between 400 and 1500 square kilometres. They only remain in one area when denning.

o They work together as a team to hunt They constantly communicate with each other by calling, letting the rest of the

pack know where they are and where their prey is Because they work as a team, they look out for each other and can change their

hunting tactics on-the-goo A pack hunts together and returns to the den to feed the dominant female, puppies and

sick dogs. The wild dog is one of very few mammals that actually look after old, sick or disabled members of the pack

4. Each little pack of three wild dog is going to work together as a team to get the resources they need to survive – food, water and shelter (or a den)

5. One wild dog on each team will be blindfolded. They stand at the starting point, and will be spun around three times before the Activity Leader shouts ‘Go!’

6. It is the job of the other two to give the blindfolded wild dog directions on how to get to the resources in the middle of the playing space. They should use words like: forward, turn around, pick up, go to your left, go to your right, etc.

7. The blindfolded wild dog should collect an item and take it to the drop off point before returning to the supply of resources.

8. They need to make as many trips as possible in two minutes. The Activity Leader should time this.

9. It is going to be a race between the two packs of wild dog to see who can collect the most resources in the given time.

10. The diagram below shows the position of where team members should stand. 11. Let the children take turns to be blindfolded if time allows.

Concerns: This should ideally be played on a grassy surface in case of tripping and falling. Since this game involves children being blindfolded, keep an eye on the teams as they play.

20


Debrief: Talk to the children about how important it was to work as a team in this activity, communicating all the time just like wild dogs do.

Was it easier having two people give instructions? Did the instructors give clear instructions that made it easy for the blindfolded wild dog to

complete the task? What would have made this activity easier? How important is communication in teamwork?

21

Team ADrop off point

Team BDrop off point

Team AStarting point

Team BStarting point

Team A

Supply of resources

Team B

Supply of resources


11. WEB OF LIFE AND BIODIVERSITY (pg 15 of Children’s Workbook)

LISA TO TEACH THIS SECTION

INTRODUCTION

We share the earth, our home, with all living things. All living things are interconnected – so we must take care of them. Our survival depends on it.

Conservation means “wise use”. We need to use the earth’s resources wisely so they can support life for the future. If we do not look after the air, soil and water systems there will be imbalances in the natural world, such as global warming.

WHAT IS AN ECOSYSTEM?

An ecosystem is a community of plants, animals and smaller organisms (like insects, fungi, mosses and lichens) that live, feed, reproduce and interact (have an effect on each other) in the same area or environment. An ecosystem includes all of the living things (plants, animals and organisms) in a given area, interacting with each other, and also with their non-living environments (weather, earth, sun, soil, climate, and atmosphere).

For example, think about a little puddle of water in the bush. In it, you may find all sorts of living things, from insects and plants. These may depend on non-living things like water, sunlight and temperature, and even nutrients in the water for life.

It is easy to think that parts of an ecosystem stand by themselves. For instance, many people think that if you cut down a tree, nothing else is affected. However, this is not true. Cutting down that tree

22

1. Have the children sit outside under the trees. They should sit in their own space, and can lie down if they would like to.

2. Ask them to look, smell and listen to the sights and sounds around them. Once they’ve had a few minutes to do this:

a. Ask the children to report back on what they saw, smelt and heardb. Talk to the children about how rich in diversity our natural environment is – they

wouldn’t have just heard one kind of bird chirping, or seen one type of tree! There are so many different kinds of birds, animals and plants in our beautiful environment, and every single one of them is important

3. Now you can use the notes below (which the children also have in their workbooks) to help teach this lesson. They will need to fill in the missing words as you teach each section.


affects all the birds that lived in it, all the vegetation growing beneath it that depended on its shade, and so on.

The organisms in an ecosystem interact just as people interact in a school. Each organism has a role in the ecosystem. Each living thing in the ecosystem depends on other living things. For example – the sun:

The sun plays a very important part in the ecosystem. It provides the energy for all life on Earth and therefore is important for all Earth’s ecosystems.

Plants change sunlight into their own food, which they use to support their own lives. This process is known as photosynthesis.

When animals eat plants, they eat this "ready-made" food, formed from energy originally provided by the sun. The sun’s energy is therefore passed along to them.

In this way, the sun’s energy fuels every living thing. Nature is a master recycler. Nothing is ever wasted. When a tree dies, beetles eat the wood and

fungi break it down, returning nutrients to the soil for other plants to use. Recycling is vital to the natural world, and we are a part of that world, so we should recycle too.

All living things need energy to live – like a car needs petrol to run. Every time an animal does something (eat, run or sleep) they use energy. They get energy from the food they eat. Plants use sunlight, water and soil to get energy.

A food chain shows how each living thing gets food – and how nutrients and energy are passed from creature to creature. Food chains begin with plant-life, and end with animal-life. Some animals eat plants, some animals eat other animals. A simple food chain could start with grass, which is eaten by rabbits. Then the rabbits are eaten by jackals.

THE FOOD CHAIN: PRODUCERS,

Producers: plants are called producers, because they produce (or make) their own food. They do this by using light energy from the sun, carbon dioxide from the air and water from the soil to produce food. The process is called photosynthesis.

23

The sun (light energy), water, minerals and carbon dioxide are all absorbed (or taken in) by the plant.

The plant then uses them to make glucose/sugar, which is the energy/food for the plant.

Oxygen is also produced by the plant in this cycle, which is then let off into the air.


Consumers: animals are called consumers because they cannot make their own food, so they need to consume (eat) plants and/or animals.

o There are three groups of Consumers: - Herbivores - animals that only eat plants. This includes leaves, grass, flowers,

seeds, roots, fruit, bark, pollen… Some herbivores: antelope, zebra, cows, bees, grasshoppers…

- Carnivores – animals that only eat other animals. Some carnivores: lions, eagles, sharks, frogs, owls, spiders…

- Omnivores – animals that eat plants and other animals. Some omnivores: humans, monkeys, some birds…

Decomposers: bacteria and fungi are decomposers – because they eat dead plants and animals and in the process they break them down and decompose them.

A FOOD CHAIN

All living things need food to give them the energy to grow and move. A food chain shows how each living thing gets its food.

The sun is very important for all living things, without the sun the plants would not grow, without plants there would be no animals.

It starts with grass (producer), which is eaten by locusts (primary consumer), which are eaten by mice which are eaten by snakes (secondary consumers), which are eaten by hawks (tertiary consumer). Energy is being passed from one animal to another.

After a hawk dies, decomposers (like mushrooms) break down the body, and turn it into nutrients, which are released into the soil. The nutrients (plus sun and water) then cause the grass to grow.

24


So food chains make a full circle, and energy is passed from plant to animal to animal to decomposer and back to plant! There can be many links in food chains.

A food chain always:

Starts with a green plant (All plants are PRODUCERS.) Which is eaten by an animal (All the animals in a food chain are CONSUMERS) A food chain ends with a predator (The predator is at the top of the food chain)

25


BONGANI TO TEACH THIS SECTION AND RUN ‘WEB OF LIFE’ACTIVITY

A FOOD WEB

A food web consists of many food chains. A food web shows the many different paths plants and animals are connected.

For example: A hawk might also eat a mouse, a squirrel, a frog or some other animal. The snake may eat a beetle, a caterpillar, or some other animal. And so on for all the other animals in the food chain. A food web is several food chains connected together. This is also known as a web of life.

ACTIVITY

1. Draw the arrows in to complete this web of life. Remember: A food web consists of many food chains and so there may be more than one arrow going to each image.

2. Add in the source of energy for the entire web.3. Label the pictures by writing one of the title below for each picture: consumers,

decomposers, producers, carnivores, omnivores or herbivores.4. What happens if you remove water from the web?

26


BONGANI TO TEACH THIS SECTION

BIODIVERSITY

So what has all of this got to do with biodiversity? Well, biodiversity is also called the web of life, because many different microorganisms (fungi and bacteria for example), plants and animals all interact with each other.

What is biodiversity? Biodiversity is the variety of living things in a given place. For example, when you looked around you at Mapungubwe, there were many different things living in this natural environment, from birds and insects, to elephants and leopards! If you look closer, there are many different types of birds and insects!

Why is biodiversity important? Biodiversity is important because it means your eco-system will be healthy. Each part of your food web has an important part to play. A healthy eco-system means that an environment can withstand and recover from natural disasters better.

Biodiversity is also important, because it keeps things balanced in the environment. If we think of a simple example to explain this - one of the many things that snakes feed on is rats and if we were to kill of all the snakes, we would end up having a terrible rat problem.

Another example could be climate change. If we cut down lots of trees in an area, we change the amount of carbon and oxygen in an environment, as well as the effects of evaporation, transpiration and so on. All of this has an effect on the climate.

27


12. MAKE YOUR GROUP MASCOT

28

In their teams, children should collect natural materials from around camp to make a group mascot.

They should be encouraged to only collect items that are lying on the ground – they are not to pick or break things off of trees or plants.

Tell the children to use their imaginations – they can use the natural materials to create a poster, a 3D item, or to dress up one of their team members as their group mascot.


13. WHY IT’S IMPORTANT TO LOOK AFTER YOUR ENVIRONMENT (pg 24 of Children’s Workbook)

SO, WHY IS IT SO IMPORTANT TO LOOK AFTER THE ENVIRONMENT?

Plants and animals, humans, rivers, mountains - everything is connected in one way or another. All living and non-living things depend on each other, just as you learnt earlier.

So if we do not look after the environment, then all of these links have the potential to be broken.

All about the humans

The five basic needs of human beings are oxygen, water, food, shelter and warmth. We depend on the environment for all of these:

We breathe oxygen, created (in part) by the process of photosynthesis; We get water from the rain which fills our lakes, rivers and dams and which we store in dams,

reservoirs and water tanks; We get food from the plants, animals, fish and birds; We get shelter from the materials we take out of the earth and from plants that grow in the

earth (trees); We get warmth from the sun, fire, power (which is made by electricity, which means burning

coal, gas or oil) and our clothing.

But over the years the human population has grown and grown. This has had a huge impact on the environment of our planet.

This impact has caused changes which have affected (among other things):

Our atmosphere by polluting it – more people means more cars, more electricity, and more goods to be manufactured (made) – all of which require the burning of fossil fuels.

Our land by having to take over the natural environment to build more houses, roads, factories and so on

The amount of waste we produce – if you look at how much rubbish you make as a family in one week, you’d be surprised to think about how much waste the whole world makes!

And the animals?

Everything living on the earth has basic needs. Animals, insects, plants and birds all have needs – things that enable them to survive. Like you learnt in the web of live, if we remove one part of a food web, then many other parts are affected.

So, what can I do to help look after the environment?

Save water

29

So, now that you have gone through the food web and biodiversity with the children, it’s time to link it all together.

It is important that the children see how everything in the environment is connected and depends on each other.

It is also very important that they take home a few practical ideas on what they can do to help look after the environment.


Do not litter Reduce, reuse, recycle Use less electricity Pick up any litter you see Plant trees Take care of your fires – put them out when you are not around Buy products that have less packaging Use scrap paper Do not throw chemicals and other waste products in water systems Fix leaking taps Avoid plastic bags, and if you can’t, then be sure to reuse them Start a worm farm or compost heap

30

The children are now going to complete two activities:

A Pledge to Protect the Environmento The children should do this individually, deciding what they are going to do to

protect the environment and biodiversity A game of Biodiversity Bingo

o Each child will get a bingo card, and the Eco-Mentor leading the game will call out items on the bingo card


14. IMPORTANCE OF TFCAS. TOURISM AND OTHER CAREERS, ACHIEVING YOUR DREAMS (pg 28 of Children’s Workbook)

BONGANI TO TEACH THIS SECTION

GREATER MAPUNGUBWE TRANSFRONTIER CONSERVATION AREA (GMTFCA)

What is a Transfrontier Conservation Area (TFCA)?

Transfrontier Conservation Areas (TFCA) are large areas, covering borders between two or more countries and protected areas (like national parks, for example). TFCAs mean that countries need to work together. For example, the GMTCA means that Botswana, South Africa and Zimbabwe need to work together and make decisions that are good for this beautiful area.

One very important thing to think about with TFCAs, are that local communities who live around the TFCAs must be consulted at the start of setting the TFCA up. Every effort should be made to make these communities partners in the TFCA, from starting a business that will benefit communities and the TFCA, to communities helping in protecting these areas.

31

It is now important to talk to the children about the special area that they are in – The Greater Mapungubwe Transfrontier Conservation Area (GMTFCA).

Talk about how important it is to keep areas like this protected and to conserve them carefully, for both tourism and for biodiversity (and the web of life).


All about the Greater Mapungubwe Transfrontier Conservation Area

The Greater Mapungubwe Transfrontier Conservation Area measures 5 909 km2 and is situated at the confluence (where two rivers meet) of the Limpopo and Shashe Rivers. The GMTFCA goes across three countries - Botswana, South Africa and Zimbabwe.

Greater Mapungubwe has become known as the cultural TFCA. Tourists come to the area:

To see the beautiful sandstone formations To see the wide variety of trees - notably the enormous baobab To see the game and birdlife To learn more about past generations.

Important Cultural Heritage

The cultural resources of the Limpopo-Shashe basin come from Iron Age settlements of around 1200 AD

(that’s about 817 years ago!). The similarity of ivory objects, pottery remains and imported glass beads found in different places spread across the modern international borders of Botswana, South Africa and Zimbabwe, shows that the people living in these areas at the time were all making similar items with the resources available to them.

The Mapungubwe World Heritage Site (declared in 2003) is a major attraction and was home to the famous gold rhino - a symbol of the power of the King of the Mapungubwe people who lived in the Limpopo River Valley between 900 AD and 1300 AD (that’s over 1000 years ago!). At that time Mapungubwe had grown into the largest kingdom in Africa. It is believed that the people of Mapungubwe were very sophisticated, and traded with Arabia, Egypt, India and China.

And the tourists love it!

Positioned at the meeting of two mighty rivers – the Limpopo River and the Shashe River, and three countries – Botswana, South Africa and Zimbabwe, Mapungubwe National Park is a great natural attraction and has always been a place of mystery. The Limpopo Nature Reserve section of Mapungubwe in South Africa is a very popular area, attracting people and wildlife across thousands of years.

Today tourists learn more about The Lost City on Mapungubwe Hill and why this area is so important. Interesting natural habitats have many different kinds of wildlife including Elephant and even Leopard. Scenic landmarks include Baobab trees, unique riverine forest and sandstone formations.

The Mapungubwe Interpretive Centre has been voted World Building of the Year in 2009 at the World Architecture Festival Awards.

Children in the Wilderness – Cycling through the GMTFCA

32


The Tour de Tuli, a cycling event organised by Children in the Wilderness, has become one of southern Africa’s premier mountain bike events. It is the major fundraiser for the Children in the Wilderness programme. 340 participants cycle across 250km of challenging and bush across the three countries in the GMTFCA.

LISA TO TEACH THIS SECTION

ECOTOURISM (pg 33 of Children’s Workbook)

TOURISM is to travel to a place where you don’t live for a holiday. A person who does this is called a TOURIST.

HOSPITALITY is the friendly and generous welcome and entertainment of guests, visitors, or tourists coming to where you live or work.

ECOTOURISM is environmentally responsible travel, where tourists go to enjoy and appreciate nature and cultural experiences.

What Are The Benefits Of Ecotourism?

Eco-Tourists spend money in areas that have natural beauty and where the environment is well cared for.

Eco-Tourists help to create jobs in these areas – because they need somewhere to sleep, a guide, and food to eat etc.

Eco-Tourists become aware of the natural beauty of an area, and wish to visit it again, or tell their friends to visit it – which brings more money into these areas.

Eco-Tourists help to take care of the environment – they take nothing from it, and leave nothing behind (like litter).

Eco-Tourists learn about local history and culture. Eco-Tourists need services, thereby creating employment opportunities for the local community

members.

For good ecotourism, which benefits local people, there must be three ingredients:

1. A beautiful natural area, being well taken care of, with good biodiversity2. People who want to visit that place (tourists)3. People to look after the tourists when they get there (hospitality)

A wilderness area is a region where the land is in a natural state; where impacts from human activities are minimal. It is also sometimes called a wild or natural area.

Wilderness areas are important because:

They provide long-term protection for animals and plants (conservation); They protect our continent’s spectacular natural beauty; They protect our continent’s natural biodiversity; Protected wilderness areas provide opportunity for employment.

33


15. WHO GOES THERE? (pg 36 of Children’s Workbook)

Cats and Dogs

Tracks with four toes on both the front and back feet belong to the cat or dog family. Dog spoor have two lobes on the back edge of the pad, while cat spoor always have three lobes. Also dog tracks always show claws. All cats, except cheetahs, can pull back their claws (retract) into their paws when they walk, so you don’t see claw marks in their tracks (unless they are running). The male lion has the biggest spoor of any African cat.

Antelope

The spoor made by antelope, cows, pigs and sheep show two hoof marks. These animals walk on the tips of their third and fourth toes. These form hooves. Giraffe have the largest spoor of all antelope.

Big Animals

Large animals like elephants, rhino and hippo have big flat feet to support their weight. Elephant have the biggest spoor of any animal alive today. They have cushioned pads the soles of their feet and each elephant has a unique pattern of wrinkles on these pads. You can actually identify individual elephants by their footprints. Their front spoor looks like big round dinner plates, but if you look carefully you can see three toe prints right at the tip

34


Birds

Like antelope, birds also walk on their toes and so their heels don’t touch the ground. Most birds have three toes that point forward and often, but not always, they have a fourth toe that point backwards. You can usually see claw marks, and in gulls, ducks and geese you can see the webbing between the toes.

Other Animals

Snakes leave long, winding trails as they move through sand. Lizards have tails that leave marks on the ground. And then of course, there are tiny creatures like worms and spiders and beetles that leave their own special trails.

WHO’S BEEN VISITINGTracks and Signs

1. Stand barefoot on the sand. Measure the lengths of both your left and right foot spoors.

Are they the same length?

a. Left foot …………………….

b. Right foot ……………………

2. Collect an example of herbivore droppings.

a. What animal are they from? ………………………………………………………………

b. What does this animal eat? ………………………………………………………………

c. Can you see it in the droppings? ………………………………………………………..

3. Find an animal spoor. Identify it. Measure it.

Animal ………………………………………………………………………………………………….

Measurement………………………………………………………………………………………….

4. Name a nocturnal animal whose diet includes bulbs, roots, wild fruit and carrion (the

decaying flesh of dead animals). It is also known to chew the bark of trees (which can kill a

big tree)

…………………………………………………………………………………………………………….

5. Sit in silence for 5 minutes . List three birds you hear calling.

a. ……………………………………………………………………………………………………

b. ……………………………………………………………………………………………………

c. ……………………………………………………………………………………………………

i. Mimic (copy) one of the calls

35


6. Now, you’re going on a tracking adventure!

In your groups, you are going to have to track down and identify a few animals around the camp. The animals are disguised as your Eco-Mentors

The object of the game is to:

1. Find the animals (Eco-Mentors) who are hidden in the playing area. There are eight different stations where the animals are hiding.

2. Using your Checklist, identify the tracks of the animals. Write down the name of the animal and the name of the Eco-Mentor when you find them and identify them.

Rules:

You must stay together as a group with your teacher or Eco-Mentor. You will have 15mins to find all four animals. After your 15mins are up, a whistle will be blown

and you will need to return to the starting point.

Station 1:

Animal…………………………………………………………………………………………………………………………………….

Eco-Mentor…………………………………………………………………………………………………………………………….

Station 2:

Animal…………………………………………………………………………………………………………………………………….

Eco-Mentor…………………………………………………………………………………………………………………………….

Station 3:

Animal…………………………………………………………………………………………………………………………………….

Eco-Mentor…………………………………………………………………………………………………………………………….

Station 4:

Animal…………………………………………………………………………………………………………………………………….

Eco-Mentor…………………………………………………………………………………………………………………………….

Station 5:

Animal…………………………………………………………………………………………………………………………………….

Eco-Mentor…………………………………………………………………………………………………………………………….

Station 6:

Animal…………………………………………………………………………………………………………………………………….

Eco-Mentor…………………………………………………………………………………………………………………………….

36


Station 7:

Animal…………………………………………………………………………………………………………………………………….

Eco-Mentor…………………………………………………………………………………………………………………………….

Station 8:

Animal…………………………………………………………………………………………………………………………………….

Eco-Mentor…………………………………………………………………………………………………………………………….

Once the children come back to the starting point, mark this together as a group and discuss the different animal tracks they should have found.

The group with the most correct answers are the winners

37

Date post:	16-Oct-2019
Category:	Documents
Upload:	others
View:	4 times
Download:	0 times

€¦ · Web viewTRI-NATIONS CAMP. 2017. Eco-Mentor Workbook. Name:...

Documents