ПРЕДСТАВЛЯЄМО ВАШІЙ УВАЗІ НАВЧАЛЬНО-МЕТОДИЧНІ МАТЕРІАЛИ ДЛЯ ВИКОРИСТАННЯ

У РОБОТІ ЛІТНІХ МОВНИХ ТАБОРІВIce - Breakers

Making students (and staff) feel comfortable on the first day and at the beginning of each day of camp is essential for setting the tone for the rest of the week: camp will certainly be different from school, but should be structured nonetheless. It will also create an atmosphere of comfort that will allow more honest discussion of some of the “touchier” issues in the camp curriculum (HIV, self-esteem, sexual health).Keep in mind that, even if you are working with students from only one school, they might not all know each other and they will obviously not know the Peace Corps Volunteers involved in camp. Additionally, they may be shy about speaking English around other students, or around native speakers, so your ice-breakers should include both communication activities and team building activities (see next page).

Activities:Jack-in-the-boxPurpose: Getting to know you; Getting to know you better; Physical energtzerGroup size: 12-30Level of Physical activity: highEstimated time: 4-5 minutesProps: Jack-in-the-Box Activity Sheet for leaderIn this activity participants get energized while creating a truly unsophisticated, very physical chart of demographics. Jack-in-the-Box is definitely not for stuffy types. It serves to physically energize and elicits smiles from all who dare to play.

If you're ever watched a child with a jack-in-the-box, you will recall this delightful sequence: turning the handle with anticipation; slowing down near the end of the song; pausing very briefly before the explosion-then turning the handle quickly; physically jerking the head and torso back with the popping out of jack with a look of disarmament; then laughing, sometimes raucously, at the self-inflicted joke while tucking jack back in the box. And it begins again.

1. Ask participants to stand and move to an open area in the room where they can mingle freely.2. Ask for a volunteer to come to the front and demonstrate a jack-in-the-box with you. (You turn the handle and sing or hum Pop Goes the Weasel; the volunteer jumps up on the word "Pop.")3. Explain the rules of the game to participants:

The purpose of this activity is for groups to compile demographics on habits of the group.

I will ask a question. Each participant should think of a response. For instance, I might ask, "What sport do you participate in most?"

After I ask the question I will say "Jack-in-the-Box," at which point you all shout your responses repeatedly.

People who shout the same response should form groups. The largest group is the leading "Jack-in-the-Box" for that round.

4. Ask the first question.5. Pause for a slow mental count of two, then yell "Jack-in-the-Box."6. After people |rave gotten into groups, ask them to count how many are in each group.Ask all groups beginning with the largest group to repeat their answer for the other participants.7. Now ask the other questions and repeat the process.

Variation Give choices of responses. For example: What sport do you participatein most often? Running, swimming, walking, tennis.

Tip - This activity can be very noisy.Activity sheetSample Questions:1. What sport do you participate in most?2. What is your favorite food?

3. Where do you spend your vacation?4. How do you get to work?5. What do you do on Friday nights?

6. What is your favorite holiday?7. Where do you shop the most?8. What do you do in your free time?9. What is your favorite color?

Two Truths and a Lie:

In a circle, ask each student to share three sentences about herself; two of these must be true and one should be a lie. The group tries to guess which is the lie.Have You Ever/I Have Mail For:

The group stands in a circle and each student marks her or his spot with a piece of chalk (or you can do this with a circle of chairs). The facilitator stands in the middle of the circle and explains the activity. The person in the middle must ask a question, e.g.. “Have you ever ridden a horse?” or another variation, “I have mail for anyone who has ever ridden a horse.” Those people who have ridden a horse must run to a now vacant spot in the circle. The person in the middle can only ask something that she or he has done, e.g. they must have ridden a horse. Students cannot run to the

spot immediately to their right or left. (Sometimes kids can get excited and this can get a bit violent, so be careful).

Line up:

Students must line up in order of height, shortest to tallest, with eyes closed and without speaking (you might also want to use blindfolds, since kids like to cheat!). Variations of this game include lining up according to birthdays without speaking, and one game in which students must line up according to the size of an animal they have chosen. With the animal variation, only animal sounds are allowed.

True/False :

This game will help students get more comfortable speaking and thinking in English (this is important even for camps that are not explicitly TEFL-related). Divide the group into two teams and have each team make a single-file line. Place two chairs, one labeled “true” and one labeled “false” at the far end of the room/playing field. Explain the rules: when it’s your turn, a counselor will read/say a statement (for example, “the sky is red.”), and the idea is to run and sit in the chair that corresponds to the statement (in the example, of course, “false.”). Whoever sits in the correct chair first gains a point for her team. Make very clear to campers that there is to be no pushing or tripping, and that once someone is sitting in the chair, you may not push him out of it so you can sit down yourself; if you do any of these things, you will lose a point.

Sudden Death:

The group sits/stands in a circle. Everyone starts by introducing themselves (names only). Then the facilitator says her name, and the person to the facilitator’s left should repeat the facilitator’s name and add his own. Each person should repeat the names of everyone else who’s come before him and add their own at the end. If someone forgets a name, they are “out.” Continue until you have a winner. Other, more advanced, variations include adding an object/animal/food that begins with the same letter as your name (for example, “My name is Linnea and I like lollypops.” “This is Linnea and she likes lollypops; my name is Margaret and I like mangos”).

Quick Thinking:

Make sure everyone knows each others’ names before you start. Divide participants into two teams and have them stand on either side of a blanket that two counselors hold up (make sure you can’t see through the blanket, and that heads or feet are not visible to the person on the other side). One person from each team should come forward to the blanket and when the counselors drop it, the first person to say the other person’s name gains a point for his team (or you can have the ‘losing’ person

join the team of the ‘winning’ person). Play until one team reaches a certain number of points; or until all the players are on one team.

Team buildingOne of the purposes of camp is to get students used to working together in groups and supporting each other; additionally, if you build a sense of community with your campers, they are more likely to respect each other’s opinions during class discussion and activities. So, no matter if you have 10 campers or 50, you should always schedule some time for team building activities.

If you have enough students (and PCVs or Ukrainians to be team leaders), you can divide your campers into teams; this makes it easier for the staff to keep track of them. The first day of camp, team leaders should welcome their team members and help campers create a team name, symbol, and team cheer. Team cheers can be used every morning and then during the Camp Olympics, if you decide to have one. The following list of team building activities can be used with groups of any size.

OctopusesPurpose physical energizer; Team building; Especially for big groups; Gettingto know you; Pure funGroup Size 27 -90Level of PhysicalActivity highEstimated Time 4-6 minutesProps None

Participants will form the shape of an octopus to reach out with their "tentacles" and share with others. Use this activity when you have open space and a group that doesn't mind having fun.A mollusk breedHaving eight extensionsWill pull and suckWith carniuorous intentionsFascinating thesesed, creatures we find.Formidable to watch,and fun to mime.E.W.

1. Organize participants into groups of nine.2. Explain that each group will now become an octopus, meaning that one person

will take the form of the body, while the other eight make a circle around and touch the body person.

3. Explain that an octopus uses its tentacles to feel and grasp.

4. Suggest that although their groups resemble octopuses, the purpose of the tentacles has changed. The tentacles in their groups are for spreading pleasant thoughts.

5. Explain the following rules: The Body will tell the tentacles what their task is. Their mission is to take nice

thoughts from the Body to other people in the room. The Body will say things like: "Tell someone how pleased you are to make

their acquaintance"; "Tell someone you wish them the best of luck in their career"; or "Tell someone you hope they win the Publisher's Clearinghouse Sweepstakes next yeal"

When I say "Tentacles, go," the tentacles will each go find one person in the room, meet that person by shaking hands and exchanging the good thoughts.

Trust Fall:

Participants form two lines facing each other, standing shoulder to shoulder. They stand in a “spotter’s” stance, one foot in front of the other, knees slightly bent. Forearms are held out, bent at elbow at waist level, alternating arms with the person across from them (like a zipper). Palms are facing up. Each person should reach the elbow of the person opposite of her or him. Arms should not be connected.

One participant will fall from a platform into the group’s arms (you can also do this on the ground). When falling backwards, feet are together, body stiff (to distribute weight evenly), and arms must be held tightly against her or his chest.

Lap Sit:

Participants begin in a circle, standing shoulder to shoulder. Participants turn right, so they are facing the back of the person in front of them. Next they should step in towards the center of the circle until everyone's toes touch the heels of the person standing in front of them. Hands should either be on the shoulders or waist of the person standing in front of them. On the count of three, everyone should slowly sit down on the knees of the person behind them.

*Safety: A domino fall is possible. If people feel that they may fall, they should stand up and the group can begin again. Variations include walking while sitting, or sitting with no hands.

Rain DanceThis activity stresses unity, and is therefore a good activity for last day of camp. All participants stand in a circle. A leader will explain that together, the campers can create their own rain storm. During this activity, everyone should remain completely silent. Each person is instructed to copy the actions of the person on her or his left side. The dance starts with the leader rubbing his hands together. As she or he begins, the action passes around the circle, each following the person next to her or

him. When everyone is rubbing their hands together, the leader begins to snap her or his fingers. The action continues around the circle as before. Then the leader pats her or his thighs, then stomps her or his feet. After that, the actions are done in reverse order: stomping, patting, snapping, and rubbing, then stopping all action, until the circle is in silence once again.

Mingle activity “Find someone who…”

This activity allows students to walk around the class freely. It’s better to use for the first trainings, as it helps them to get acquainted with each other. And if you start working with a new group it will help you to get to know the level of the language of your students.

1. Tell the students the task “Find someone who…”2. Make sure that the students understood the information.3. Ask students which questions they can put to each points of the table.

For example: Are you into winter sport?Do you enjoy acting or performing?

4. Ask students to move around the class and find someone who…5. If they get a positive answer they should write the name of the student on the

paper.6. Pay the student’s attention that each students should ask three questions for

filling the 3rd column “Details”.7. Before starting the activity, you can demonstrate with the most active students

in your class. For example: T: Are you into winter sports?S: Yes, I am.T: Ok. What kinds of winter sports do like most of all?S: I like skiing and ice-hockey.T: And where do you usually go skiing?S: I go to the Carpathians with my parents every winter.T: When did you starting ice-skating?S: I started when I was 7 years old.

8. Give students 10 minutes for the activity, but if you see that they are active and interested in you can give 5 more minutes.

9. After the students’ finishing to fill the table with the information, give your students a chance to tell everything they’ve got to know about their groupmates.

10.You can use additional questions in such discussing:Who has got an unusual talent in your group?Who has got a dangerous hobby?Is there anyone who has got more than three hobbies?

Have you found someone who has got the same hobby as you?

Table exampleFind someone who…

Name DetailsWtite down three details

…is into winter sport. 1.2.3.

… enjoys acting or performing. 1.2.3.

…is keen on crafting (for example knitting, embroidery, etc.).

1.2.3.

… is involved in team sports. 1.2.3.

… is a great cook. 1.2.3.

…is good at writing stories, poems or songs.

1.2.3.

…plays a musical instrument. 1.2.3.

…is good with technology. 1.2.3.

… is fond of dancing. 1.2.3.

… spends more than four hours per week on his/her hobby

1.2.3.

River Crossing:

Objectives: Using the resources provided and handicaps designated (half of the group is blindfolded), the group must get from one side of the river to the other. The river is approximately 8 meters wide.

Materials: Chalk (or something to mark the shores of the river with). Moveable 1.5 x 1.5 ft. Squares (pieces of cardboard or baseball bases work well).

Safety: A “slighted” person must be paired with a blind person and assist him/her at all times. If you begin to fall and cannot catch yourself, it is better in the game to sacrifice yourself rather than falling and potentially injuring yourself and the person you are paired with.

Set-up: Your group is in the jungle trying to escape from a tribe of cannibalistic pygmies. You come across a raging river infested with man-eating creatures (have participants think of what creatures might be living in the river: anacondas, piranhas, the Swamp Thing, etc.). Fortunately, there are eight large rocks on the shore, which you can use to get your group across. The pygmies are close on your tail, so you have very little time. Unfortunately, along the way, half the group ate some poisonous berries, which have blinded them temporarily. The cure is on the other side of the river. Also, the current of the river is very strong, and if a foot is not on the rock, the rock will be washed away.

Rules: As the group crosses the river, an individual will get chomped by those evil river-dwelling creatures if his or her foot extends more than halfway off the rock. If a person gets chomped or falls in, the whole team must start again with time still running. Also, participants cannot slide the rocks across the river with their feet. Once placed, the rock can be moved only an individual picks it back up again with their hands. The team has 45 minutes to complete the task followed by a debriefing (see “questions for team challenge”).

Sherpa Walk:

Objective: Conduct a blind trust walk using a new language.

Materials: Blindfolds for all participants, obstacles to maneuver around (water basins)

Set up: Two team members are designated as “guides” for the rest of the group. The two members are shown the potential route selected by the trainer that includes a few obstacles to negotiate. The guides, off by themselves, are given three minutes to make up a language consisting of several words (the dialect isn’t very complex),

which they will teach to the rest of their team. Using ONLY this language, they will guide the blindfolded team along the chosen route. Because locals would take offense if any other language were spoken, the team can ONLY speak the local language. The guides have three minutes to teach their team the language. After that, the team puts on their blindfolds and follows the guides.

Scenario: Your team is touring a foreign country when your bus breaks down. You can reach your destination after a short walk but first you must traverse the security zone of a militarily sensitive area. The natives are highly suspicious of foreigners. After a number of heated phone calls to the capital city, the authorities have agreed to let you cross the area instead of waiting several days for the bus to be repaired. However, they have set two conditions: Everyone in your group must wear blindfolds and speak only the local dialect while they are traversing the sensitive area.

Rules: Guides must stay in ONE spot while guiding the team through. Team members may not form a chain or touch any other team member or guide. If anyone touches an obstacle (the electrical fence around the zone), touches another team member, OR if a team member or guide uses a word from a language other than the local dialect, one person must go back and start again. Participants have 45 minutes to complete the team challenge, followed by a debriefing (see “questions for team challenge”).

Questions for team challenge

1. Looking back, would you have done anything differently? What?2. As a team, how do you think you communicated with each other? Was it

effective?3. What is a leader, in your opinion? A follower? Were there any leaders or

followers in this activity?4. Why were these roles important in this activity?5. How did it feel to be pressured for time? Did it make it more difficult to

concentrate on the task?6. Were everyone’s ideas considered?7. Do you think you were successful in this activity? Why or why not?

Session #1Learning centersLearning Centers, also called "Learning Stations", are situations around the classroom that a teacher sets up for students to work in either small group or individual activities. Each of these centers has supplies and materials that work well together and give students the tools to complete activities and mini-projects -- either in groups of two to three students or individually.How can you nurture student understanding of the topic by setting up learning centers?

What types of learning centers are appropriate? Classroom size, students' interests, and grade level will help you determine your decision.NOTE: Although learning centers are typically found more often in elementary and middle school classrooms, this technique has been found to be effective with high school students as well.READING/WRITING CENTER(for encouraging students' Verbal/Linguistic; Visual/Spatial; Intrapersonal andInterpersonal Intelligences)Fiction and non-fiction books on a variety of topics, in many genresIllustrated booksBooks on tape with related book in hard copyBooks, articles, and papers written by studentsCushions for quiet reading or for group discussionWord games (Boggle, Wheel of Fortune, Scrabble, Password)Creative writing tools (variety of pens, paper, etc.); tape recorder; magazines thatcan be cut up for images; story starter books and cardsYellow pages; other address resource booksList of addresses and phone numbers of relevant organizationsComputer with color printer: concept mapping software, word processor, e-mail andInternet connectionMultimedia presentation tools (e.g. HyperStudio, PowerPoint etc.)ILLUSTRATION/VISUAL EXPRESSION CENTER(for encouraging students' Visual/Spatial; Intrapersonal Intelligences)Canvas or dropclothPainting (acrylics, watercolors, poster paints, finger paints) and drawing materials(pens, pencils, colored chalk)Easel, bulletin board, chalk board, drawing boards or tablesFlat file storageProps for still lifesVariety of clip-on flood lights, flashlight, colored gelsCameras (35mm, disposable, digital)Computer with color printer and scanner: e-mail and Internet connectionSCIENCE/EXPERIMENT CENTER(for encouraging students' Logical/Mathematical, Naturalist, Visual/SpatialIntelligences)Field guides and science resource booksPopular science magazinesBiographies of scientists and inventorsExploration and experimentation toolsMagnifying glass, microscope, telescope, or binocularsMegaphones, cones and microphonesMeasurement devices (rulers, graduated cylinders, etc.)Bug jars and boxes, plastic containers for collecting specimens (botanical,entomological, geological, etc.)Teacher-written index card challenges "What happens if you..." (students makepredictions, then conduct experiments)

Computer with color printer: probe-ware, robotics, spreadsheets, and timeliners. cience-based software such as The Voyage of the Mimi (Sunburst), The GreatSpace Rescue (Tom Snyder Software) and reference CD-ROMsMUSIC CENTER(for encouraging students' Musical, Bodily-Kinesthetic, Interpersonal Intelligences)Mat on the floorCassette or CD player with headphones (optional: jack so that two students canlisten to same music at the same time)instruments from a variety of multicultural backgroundsBooks about famous composers and musiciansBooks of poems and stories that students can set to musicBooks of collected lyricsComputer with microphone, speakers, and earphones plus MIDI connector andkeyboard: music composition software, CD-ROMs designed for music study, CDs forincorporating sound into multimedia presentationsMATH CENTER(for encouraging students' Logical/Mathematical, Bodily-Kinesthetic, Interpersonal,Intrapersonal Intelligences)Puzzles and games that involve logical thinking (looking for patterns, sequences,process of elimination, inference, etc.)Arithmetic and graphing calculators with instructions on how to solve common typesof problems (e.g. percentages, averages, etc.)Maps, charts, timelines, Web sites -- vivid examples of how math and logicalthinking can relate to social studies, science and language arts"Math manipulatives," such as unifix cubes, pattern blocks, cuisinaire rods, andgeoboardsComputer with color printer and links to download data from graphing calculators,spreadsheet, graphing, and 2 - and 3-D geometry programsBUILD-IT, PAINT IT CENTER(for encouraging students' Visual/Spatial, Bodily-Kinesthetic, Interpersonal,Logical/Mathematical Intelligences)Materials for attaching things to other things (glue, staplers, sewing materials, nailsand screws, pins, clips, etc.)Wood, metal, Styrofoam, recycled containers, bottles, cardboard, and tools to workwith themVarious types and colors of paper and cardboard (for creating a homemade boardgame, etc.)Variety of writing implements (markers, crayons)Variety of fabric scrapsModeling clayLarge rolls of mural paper for scenery backdrops for performancesComputer with color printer: developmental level design software (younger studentsuse Car Builder; middle school might use Roller Coaster Builder; older students needCAD-CAM (computer assisted design-computer assisted manufacturing) softwareand Internet connectionPERFORMANCE CENTER(for encouraging students' Visual/Spatial, Bodily-Kinesthetic, Interpersonal)

Wigs, costumes, shoesWashable makeupMasksPropsCassette or CD-player for background musicStage area

PresentationsPresentations are most commonly thought of as speaking in public withthe hope that the audience will come out of the presentation room havinglearned something new. But the benefit to the audience is only part of thepicture.To perform a successful presentation the student must understand thesubject matter, the psychology of the planned audience, differentpresentation strategies, and how to organize the information in the most efficient andeffective manner. Presentation formats range from simply talking in front of the class to designing complex interactive computer-based information systems to be deliveredthrough the Internet.Always consider what is developmentally appropriate for your students. While a report might be a good way for presenting information, report writing is generally mastered in middle school. High schools might more appropriately prepare a legal brief or a piece of journalistic reporting.PLAN FOR USING PRESENTATIONS:The following list of methods of assessing student understanding is a start...For Presentations, students can...WRITE:poemsshort playsscreenplayslegal briefssong lyricsjournalsdiariesmemoirstravelogueinterviewsnewspaper or newsletterletters (or email) to expertsan original advertisementnew ending for story or song"what if..." thought experimentMAKE/INVENT/DESIGN/DRAW:posterscartoonstimelinesmodelschartmap

graphspaintings (with explanations similar to museum exhibits)board gameconcept mapsmultimedia presentationsFIGURE OUT/ANALYZEsolutions to problems in your school or communitymath formulas to explain a problem, or pose a solutioncategorization method for some plants or animals in your area based on carefulobservation (perhaps a small collection, or homemade "museum")a plan for a scavenger hunta treasure hunt (in which clues involve vocabulary from the topic)collect objects in naturethe night sky, food chain, water cycle, or other science topiclocal, national, or international environmental concerncreate simulationsPERFORM/PRESENTa playa concertrole-play lecture (such as a well-known person from history)a dance based on literature or historical eventcollected songs about a topic or from an era

Science Journal

Name_____________________________ Start date_______________________Topic____________________________________________________________Tell why this topic interests you. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________List questions you have:1.___________________________________________2.___________________________________________ 3.___________________________________________

Summarize your finding____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ________________________________________________________________________________________________________

Science Conversation Cards # ___

Fact: ________________________________________________________________________________Question: ________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________

Readers Theater1. Choose a story related to your curriculum or syllabus.2. Write a simple script with 2-6 characters.3. Assign roles and practice reading it.4. Perform for another group (simple props are optional).5. Exchange feedback (e.g. strengths, suggestions for improvement, an idea for a new “twist” to the story).

Walk a Mile in His/Her Shoes1. Choose a character or thing from the story we are reading in class this week.2. Imagine you are that person or thing.3. Write a letter to another character in the story to (choose one): ask advice, explain why you did something, ask a favor, or tell what you wish had happened instead.4. Put your letter in the class Post Office box.5. Take someone else’s letter from the box and write a response.

Camp Olympics or Sport gamesThe last day or afternoon of camp is a great time to have a field day or Camp Olympics. You can use the teams you established the first day, or break kids into new teams. A field day promotes healthy competition between teams, and encourages sportsmanship both in winning and losing. You can do most of these activities with a minimum of equipment.Dizzy BatFive students from each team get in single line. When a counselor says “go” each student one at a time runs to a baseball bat (or similarly shaped item), taking the bat, pressing one end to his forehead with the other touching the ground, and spins around in a circle ten times. Counselors are near the spinning students to count each time the student circles the bat. After the student has finished his rotations he begins to run back to the starting line, stumbling and falling all the way. The first team with all five students successfully finishing the race is the winner.Orange Pass RelayFive students from each team separate themselves at opposite sides of a designated area: 3 at the starting line and 2 on the opposite side. When a counselor says, “go” one student places an orange underneath his chin, pressing it against their neck. Without using their hands or dropping the orange each student must walk to the opposite side of the designated area and pass it to the next teammate. If the orange is dropped at any time, the students must go to the spot where her began and start over. A team wins when all of its members have successfully finished the race.

Holly’s Human Bridge Race All members of each team get in single file, touching the ground with both their hands and feet with their butts in the air. When a counselor says “go” the student at the far end of the line alternately climbs over and under his teammates until he is at the end of the line. After he has successfully reached the end of the line the next student begins to do the same thing. When every member has completed the race the team with the quickest time is the winner.

Longest RopeEach team has five minutes to tie as many items that they are wearing or have on them together to create the longest rope. After time runs out the team with the longest rope wins.

Egg TossTwo members from each team in a designated area stand across from each other. When a counselor says “throw” the student with an egg must toss the egg to his other partner without the egg breaking. If the egg breaks the team is out. After each successful toss and catch each students takes one step back and throws again. When only one pair is left, they are the winner.

One-legged WrestlingTwo members from each team participate in the tournament. Within a designated area two students place their hands behind their back and stand on one leg. When a counselor says, “go” each student must attempt to knock the other of balance. When one student falls, puts his leg down, or uses his hands the other student is the winner. Each student must win 2 out of 3 times. The tournament continues until only one student is left: she is the winner.

Balloon Distance BlowOne member from each team is given a balloon. Each student can blow three times to send the balloon as far as possible. The student with the furthest distance wins.

Wheel barrel RaceSix members of each group separate themselves on separate sides of a designated area. One student stands and holds the feet of the other while the other student supports himself with his hands. When a counselor say “go” each pair must run to the other side. The next pair runs to the other side, and when each pair of a team is finished the race is over. The team with the fastest time wins.

Tug o’WarEach member of two teams stands in single file on either side of a rope. Each team grips the rope. When a counselor says, “pull”, each team attempts to drag the other team past a designated spot in the middle of the field. The team that succeeds wins. After all teams have competed, the last team is the winner of the contestant.

Dance MarathonEach member of each team stands in a designated area. When music begins all students must dance as creatively as possible. After a brief “grace period”, counselors should begin wandering through the crowd and eliminating students who aren’t as creative as the others. Each song should be completely different than the preceding one. When there are only ten students remaining, a dance off begins. The music is started again and while the music is playing each student must demonstrate to the counselors, who are judging and awarding points from 1 – 10 to each student, their creative dancing abilities. After the music stops, Counselors tally their points, and the student with the most points wins.

Other ideas from the Camp Big Bang Manual:

[Field day competitions included]: Frisbee toss (for both distance and precision), 3-legged race, wheelbarrow race, water balloon toss, soccer penalty kicks, tug of war, and a scavenger hunt. Some of these competitions were held simultaneously so that more kids could be involved. The scavenger hunt was held throughout the competition so those who were not participating in the individual competitions could help with this. The scavenger hunt included: bug repellent, a volunteer’s nametag, a written poem about a volunteer, a proposal of marriage to a volunteer, dressing someone up as an animal, find a volunteer’s mom whose name is …., find a volunteer who has lived in 4 countries, etc. This competition served perfectly as a last day event. It was an excellent way for students and volunteers to run around once more.