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EDUCATIONAL
ACTIVITIES
EDUCATIONAL
ACTIVITIES
for 11 to 15
year-olds
INTRODUCTION
INTRODUCTION
In April 1994 the Interamerican Scout Ofce created the Network for the Production of Educational
Material (REME). The purpose of this Network was to document and share the activities carried out in the
Scout Groups of the Region.
Since REMEs work began, 25 National Scout Organizations from all over the Americas have joined this
initiative. A number of them run internal Networks coordinated by National Correspondents, which produce,
compile, select, evaluate and validate ideas. These ideas are then sent to the Coordination Headquarters for
analysis. Those selected for publication proceed to the drafting, design, translation, printing and distribution
stages.
The fruits of this cooperative effort to enrich our educational resources are the activity sheets and
technical appendices which REME has published over these nine years, in the form of individual leaets
classed by Scouting Section.
In the same line of publications, the book Educational activities for 7 to 11 year-olds, containing 60
activities and activity ideas, was published in January 2003. The present publication Educational activities
for 11 to 15 year-olds is the second in the series.
It is aimed at Scout Unit Teams and other educators who work with young people outside Scouting. It
contains 30 activity sheets, each indicating the place, duration, form of participation, materials and objectives
of the activity. The educational objectives it helps to achieve are also specied, followed by a detailed
description of each activity. As well, the book contains 30 activity ideas in a more condensed format. These
include the educational objectives they contribute to achieving and a brief description of the contents and
proceedings of the activity. In addition, some activity sheets are supplemented by technical appendices. There
are 24 of these in total, containing instructions on how to make some of the materials or information useful for
conducting the respective activity.
Of the activities presented here, 44 have never been published before. The other 16 titles had been
printed previously in individual sheet format. These have been fully revised and updated for this edition in the
light of the experience gained in using them.
The activities in this book are intended to be a contribution to the work of educators and people who
work directly with young people. Like any such material, it can and should be adapted to the reality in which it
is used, as well as economic circumstances, climatic factors and, most importantly, the individual features of
the young people we are working with.
We launch Educational activities for 11 to 15 year-olds in the hope that it will translate into
more and better ideas and help generate a more attractive and varied programme to support the holistic
development of boys and girls.
Our thanks are due to the Scout Leaders of the Americas, whose hard work and generosity have helped
to make this book possible.
CONTENTS
CONTENTS
PHYSICAL DEVELOPMENT page 5
OTHER IDEAS
Patrol Rally
Prehistoric Cooks
11
13
17
19
23
25
Sports Inventors
Exploration while on Patrol
Safety in the Unit
Morning Exercise
An Orienteering Contest
27
28
28
29
30
CREATIVITY page 35
ACTIVITIES AND APPENDICES
OTHER IDEAS
Inventors Congress
Weather Station
37
39
41
47
53
55
59
63
65
70
75
79
Hydroponic Gardens
85
87
91
92
92
93
94
CHARACTER page 99
OTHER IDEAS
101
103
Adventure Theater
Operation Patch Adams
The Fire Festival
107
109
111
113
115
119
125
127
128
128
129
130
135
137
139
141
143
OTHER IDEAS
For or Against?
145
Open Doors
146
Games from our Grandparents Time 146
Firewomen and Nursemen
147
See How Much Ive Changed!
147
OTHER IDEAS
Emergency Research
History Kim
Photographic Report
Camp on the Move
The Latest on the Past
153
155
159
Water TheatORT
163
165
171
175
181
183
185
187
188
188
189
190
OTHER IDEAS
197
199
201
203
205
209
Our Hands
Serving Together
The Prayer Corner
The Patrol Prayer
Word of Life
Time to Build
215
217
218
218
219
219
PHYSICAL DEVELOPMENT
A new body
A new body
They discover their bodies anew every day, and their bodies are renewed
every day. Things happen to their bodies that disconcert them, but that also
encourage them to explore, to push themselves to their limits. The changes in
their bodies reveal beauty, make them feel shy, exceed all proportions, matter too
much or too little, make them glad to sad, hurt, give pleasure and are part of the
process of becoming and man or a woman.
They always seem to be tired, and only perk up at the mention of food.
Tidiness is not their strong point, they are drawn to sport, their appearance
worries them, their clothes dont t them, and if they do t they dont like them.
The day is too short to do everything they want to do and too long when there is
too little to do.
Everything is constantly changing, growing and developing. So much so
that it is difcult for them to pin down an image of themselves.
Growth area
PHYSICAL
DEVELOPMENT
PATROL RALLY
2. To build a go-kart.
DURATION
PLACE
4. To promote teamwork.
PARTICIPANTS
All the Patrols.
3. To hold a race.
13 to 15
Original idea:
David Amador,
REME team, Mexico.
MATERIALS
The materials needed will depend on what type of rally
the Scouts decide to have. Generally speaking, they will
need tools and materials for xing the go-karts, maps of
the course, suitable clothing, etc. The materials needed
to make the go-karts are listed in the technical appendix,
Patrol Rally: A Go-Kart Blueprint, which supplements this
activity sheet.
7
In camp
Decorating the go-karts
Each Patrol should be given enough time to add
its team insignia. The models creativity can be one of
the ways in which the participants can earn points. Each
PATROL RALLY:
A GO-KART BLUEPRINT
TECHNICAL APPENDIX
Tools:
Junkyards
Mechanics shops
Hardware stores
Crafts shops
Brake pedals
BRAKE SYSTEM
Hinge
Tension
adjuster
Brake
cable
Brake system
Chassis
Steering
system
Chassis
Wirestop
(bicycle
brake)
Directional
crosspiece
Front
wheel
guide
Steering
shaft
Steering
nger
STEERING SYSTEM
Set arc
Front of
chassis
Side of
chassis
Steering
driver
Front brace
Front drive chain
Front
wheel
fork
Front
wheel axle
Rotational
axle brace
Motorcycle
brake
Attachment
point
Bicycle
brake
Bicycle wheel
binding
Attention
Motocycle wheel
binding
nds
epe of
d
th
e
e
Wid n typ icycl )
o
le
(b
el orcyc
e
h
t
w mo
or
Chassis
Wooden board
10
Growth area
PHYSICAL
DEVELOPMENT
PREHISTORIC COOKS
PLACE
At the Units usual meeting
place and in camp.
DURATION
1. To promote teamwork.
PARTICIPANTS
13 to 15
MATERIALS
The materials to be used will depend on what cooking
utensils the Unit decides to make or what type of meal
the Scouts have decided to prepare for this activity. This
activity sheet is supplemented by the technical appendix,
Rustic Cooking: Recipes and Cooking Utensils, which
provides a variety of fun ideas.
11
In camp
12
RUSTIC COOKERY:
RECIPES AND UTENSILS
TECHNICAL APPENDIX
Rustic or outdoor cooking is a type of cooking in which traditional utensils are replaced
by natural objects that can be found while scouting and that can be adapted for use in preparing
meals.
It is important to remember that rustic cooking does not mean unhygienic cooking. On
the contrary, it involves making use of the available natural resources while maintaining sanitary
conditions and food quality. When practising this type of cooking, we often need to pay more attention to how we cook and store food than we normally would.
13
Green stick
Brochettes
he
id t
end
Bra
Hunters bread
Dough
Tester
Coals
Soil
Potatoes
Dig a hole and line it with rocks. Build a re inside the hole and let it
burn down to coals. Scoop out the coals and place the potatoes (washed and
in their skins) in the bottom of the hole and cover them with ashes. Add more
rewood and keep the re burning for another hour or so.
In order to nd out whether the potatoes are cooked, prick them with
a thin, strong, sharpened stick. When the stick goes in easily, the potatoes
are ready. Remove the potatoes from the re and cut them in half in order to
let the steam out. Seasoned with salt and butter, they are very tasty.
Potatoes
14
As a variation of this recipe, you can prepare clay-baked potatoes. Wrap each
potato in wet newsprint, cover it with clay and place it in the ashes to bake.
Keep the surface hot using the same technique as in the previous recipe.
Another original and delicious recipe is to cook
eggs inside the potatoes. To do this, cut each potato in half
(washed and still in its skin) and carve out a small hole in
one of the halves. Pour the yolk of the egg into the hole and
spread the egg white on the cut surface of the two halves (this
will help make them stick back together). Then put the halves
together, pierce the potato with sharpened sticks to hold the
two halves together and then put the potato in the ashes to
bake. For this recipe, it is best to wrap the potato in aluminium
foil or cover it in clay.
Paper
Clay or mud
Coals
Stone-cooked meals
This technique calls for a smooth stone that is at enough to serve as a frying pan. Once you have found
such a stone, wash it and set it over the coals to heat. You will need to be careful, because some stones will burst
when they are subjected to sudden changes in temperature. To prevent this from happening, you can rst place the
stone beside the re (or in the sun if you are cooking during the day in hot weather) and then, once it has heated
up, place it on the coals. Even after taking these precautions, however, the stone may still explode, so you will
need to be careful.
Once the stone is good and hot, you can use it to cook a meal. Thin slices of red meat or chicken and
slices of onion or green pepper are a good choice (If you add a piece of cheese to these ingredients and then, when
the food is ready, sprinkle some olive oil over it, the result is very tasty.) If you spread a little butter (grease) or oil
on the stone, you can use it to cook sh.
Stone-cooked eggs
Stone
15
Source: Manual Explorar y Acampar, Elvio Pero. Ed. Zig-Zag. Santiago, Chile. 1992.
(Food illustrations by the same author.) Tcnica Scout, Jorge Sprvoli, Argentina.
Illustrations of utensils were taken from Bricoler, Les Scouts-Fdration Catholique
des Scouts Baden-Powell de Belgique, 1999; and the pumpkin recipes are from Marcelo Fuentes, Argentina.
16
Growth area
PHYSICAL
DEVELOPMENT
PLACE
DURATION
PARTICIPANTS
13 to 15
Patrol organizes.
and Unit.
MATERIALS
Original idea:
Valeria Negro, Argentina
and Hctor O. Carrer, ISO team.
18
The word funbrary is a composite of the word fun and (li)brary, which signies a place where you can store
things. So a funbrary is a place where you can store things that are fun to do. But it is also much more than that.
Just imagine that you step into a place that is decorated with brightly coloured ags and where there are all
sorts of open boxes and different groups of people. The people in some of these groups are concentrating very hard
on playing a game in which they move around on a giant board and they act as the actual markers or pieces. Over in
another area, you hear shouts and laughter as one team wins a naval battle and the other team is already getting ready
to counterattack. Some people are playing on their own, two others are trying to decide which game to play, and still
others are working on a jigsaw puzzle.
The groups are made up of people of all ages. Over in a corner some people are singing and acting things out.
Watch out! Youre in the middle of a racetrack. As you walk along, you hear the beginning of a riddle and you wonder
what the answer might be. As you walk along with your head in the clouds, you come across a box. You bend down and,
among all the different toys and games you nd there, you see a checkers board.Hey! Your grandfather taught you how
to play checkers. You grab the board and run off, looking for someone to play checkers with. As you are looking, you see
a young girl who is announcing that a new game of ninepins is about to start.
If you havent already gured it out, you are in a FUNBRARY. Welcome!!
2. Toys
What types of games and toys?
The funbrary can include various types of games: board
games, ball games, parlour games, inventive games, tests of
physical strength or skill, etc. The young people can use the
following criteria to help them choose what games to include.
19
Variety of games,
Types of skills they help develop
Number of participants,
Type of relationship they foster (more
competitive or more cooperative),
How complicated the rules are (take
the participants ages into account),
Materials needed to make the toys or
The funbrary can also have a theme, such as a focus on regional games, games made out of natural or scrap
materials, traditional games, etc. If a particular focus of this sort is chosen, it will surely inuence what games and toys
are selected and will call for the use of special guidelines.
3. The funbrarians
Whenever the funbrary is being used, there should be at least two people in charge of it. These funbrarians
should do two very important and interrelated jobs:
Taking care of the materials: This involves sorting and straightening up the games and toys so that
it will be easy for the participants to see them and choose the ones they are interested in; keeping a
record of what toys are used each time; and planning ahead for any repairs that may be needed.
Helping the participants to enjoy the funbrary: This entails creating a relaxed atmosphere and, when
necessary, helping the participants to organize the games or settle any problems that arise. It is
very helpful if the funbrarians have played the games themselves beforehand so that they know the
rules and the different variations and so that, if the need arises, they can adapt the games to t the
number of people who want to play or to make them more appropriate for the players of a certain
age.
The people chosen to act as funbrarians should be people who like to play games and to help other
people to play them. The funbrarians need to be willing to work with other people, to play and to let others
play, to observe and to take appropriate action when the situation calls for it.
20
4.
The location
5.
Its very important to remember that the funbrary is something that people can choose to
participate in or not. In other words, when it is set up at the scheduled time, the idea is for the
people who want to take part to come in and start playing. Whenever possible, it is also important to
invite people of all ages as a way of fostering interaction between people of different generations in a
spontaneous setting. When people of different ages are going to participate, games should be chosen
that will be interesting for all the age groups involved.
The funbrarians will be in charge of running the games, explaining the rules to the people who
dont know them, and inviting or encouraging the participants to play and to organize their own games.
Sometimes, when younger children are faced with so many games and toys, they dont know what
to choose. If this happens, it may be better to pre-select certain games. In other cases, many people will
want to play the same game; if this happens, you can organize them into bigger teams or have them take
turns. In each funbrary, different sorts of situations are surely going to arise, but the funbrarians will be
there to solve problems and offer solutions that will make the activity all the better.
The funbrarians should be on duty taking part, observing, suggesting ideas and playing along
with the others for the entire time that the funbrary is open. A funbrary is a very dynamic place in which
people can switch from one game or team to another whenever they wish, may decide to leave whenever
they want to, or can decide to stay and talk with others. The funbrarians will need to adapt to this kind of
an atmosphere, one in which people choose what they want to do on their own and may change from one
activity to another as they wish.
After they have nished a game, the players should set up the game again so that it will be ready
for the next people who want to use it. It is important for the participants to understand that there are
certain basic rules that they must follow, and taking care of the various materials is one of the most
important rules of all.
21
The list of games that can be included in a funbrary is almost innite. You can use the following
list of toys and games and of web sites to give a boost to your imagination and help you think of other
possibilities.
Cards Dice Chess Scrabble Boggle Ludo Guessing games Yo-yos Model car races Kites
Chinese sticks Tic-tac-toe Trivia games Battleships Hangmans bluff Jigsaw puzzles
Catch the goose The rope game Tejo Bowling Puppets Marionettes Hopscotch Foursquare
Senku Monopoly Ball games Paper planes
22
Growth area
PHYSICAL
DEVELOPMENT
OUR DAILY
BREAD
PLACE
In camp.
DURATION
One morning.
PARTICIPANTS
13 to 15
friends health.
dont.
in the process.
eating food.
MATERIALS
Two sheets of paperboard, one of which is cut into small
cards. The other materials will depend on what type of
contest is chosen, as explained below.
23
24
PHYSICAL
DEVELOPMENT
Growth area
CHALLENGE
VALLEY
PLACE
In camp.
DURATION
PARTICIPANTS
13 to 15
healthy.
by my growing.
friends health.
up between us.
organizes.
MATERIALES
Original idea:
Miguel Harfagar, Chile.
26
IDEAS
IDEAS
OTHER IDEAS
OTHER IDEAS
SPORTS INVENTORS
13 to 15
27
EXPLORATION WHILE
ON PATROL
13 to 15
28
13 to 15
MORNING EXERCISE
13 to 15
29
AN ORIENTEERING
CONTEST
With the help of a compass, the Patrols will complete
a course through open country that the Unit Team has
plotted out beforehand. In addition to allowing the Scouts
to test their physical stamina, this activity will help them
to develop their ability to gure out what direction they are
heading in, gauge distances and scout out the best path.
Developing the necessary knowledge and skills to nd
out where you are and how to get to another location as
quickly and directly as possible (i.e., to nd your own way)
has been an important part of the Scout Movements
outdoor activities ever since its founding.
The Scout Movement is not the only place that these skills
are appreciated, though. As early as 1919, the President
of the Amateur Athletics Association of Sweden, Major
Ernst Killander, introduced orienteering as an additional
recreational activity for athletes who were training for
track and eld events. Orienteering competitions began to
be held in Europe in 1962 and then, at the world level, in
1966.
The Unit Team will plot out a course that includes from
12 to 15 stations. The rst station will be located
approximately 200 metres away from the starting line.
There will be a sign at that station which indicates the
station number together with the bearing and distance
13 to 15
1. I take part in activities that help keep my body strong and healthy.
2. I try to avoid situations which can damage my own
or my friends health.
3. I know what I can and cant do with my body.
4. I try not to be aggressive in games and activities.
5. I know and play different sports and keep their rules.
Here I write down other ideas for activities with the Scout Unit
30
31
32
33
34