YES CampZambezi Region

"When we try to pick out anything by itself, we find it hitched to everything else in the Universe." John Muir

CHILDREN IN THE WILDERNESS YES CAMP FOCUSThe focus of Children in the Wilderness is twofold:

1. To teach the children life skills that they can utilize on a day to day basis;2. To create motivated environmentalists to ensure that our wonderful

natural heritages are sustainable and protected.

We try to do this in a positive and fun way. All activities and lessons we do are intentional with specific learnings attached to them.During this camp our lessons and activities are designed to include the following life skills:

Encourage students to listen Encourage students to speak English Help students learn how to use reference books Encourage students to read Teach students presentation skills Provide opportunity for students to listen to and learn from while

interacting with Elders and Mentors Encourage students to think about their future and to take practical steps

to following their career paths

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DAY ONETime Action Responsible Notes Page

Number

08:30Pick up students from schools

MX Ensure all children have closed shoes suitable for walking in the bush. Take sandwiches, juice and plenty of water.

08:30

Staff meeting Shuv/James All staff involved to be present please. Check ablutions are clean, adequate firewood, clean safe drinking water, cooking area, camping area, etc. Set up tippy taps, banners, mini library with reference books (inventory), charts up. Use red rope to mark camping area.

09:45Campers arrive, introductions, name badges and hand chitenge bags

MX/Guides All staff to meet students

10:15Presentation of the camp site to campers. Tent allocations, set up tents

All Staff Show campers the campsite – ablutions for girls, boys, and staff. Kitchen area, where to set up tents, bins for paper, tin and plastic, compost area for perishables, etc. Emphasise NO GO AREAS

10:40 – 11:30

Students & 4 Mentors to set up tentsUnpackingMentors to start the fire at the kitchen area and set up the fire by the Main area

Terrence, Lesh – Shuv/James to oversight

Ensure all tents are set up securely and within the allocated areas. Students can choose who they want to share with. If there is a problem, Shuv will decide

11:30 – 12:20

Team allocation Birds x 3 groups War cries

James/Shuv & Guides

Ensure each team selects a team leader8

12:30 Lunch & clean up All staff14:00 Rest hour

15:00 Dinner Preparations Bertille, Eve, Shuv,

One group to help with cutting firewood, making the fire, cutting meat and vegetables

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Teacher

15:45 – 17:00

1. The Adventure of Life – skit

2. Safety Rules Camp Rules

Tinashe, James Shuv & MX

All staff participate, get teachers involved but not directing activities. 10

17:00 – 18:15

Team Building – Croc Pit, Mine Field, Spider’s Web, Sinking Ship

Each team has 25 minutes at each station15

18:15 – 18:45

Showers Guides to collect after showers

18:45 Dinner

19:45Camp Fire story telling burning fears and stargazing in Night Sky

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21:00 Tent time SWEET DREAMS 20

21:30Quick staff meeting to review activities for tomorrow

Don’t forget to tidy up and ensure everything locked up for the evening

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DAY TWOTime Action Responsible Notes Page

Number05:30 Wake Up, tidy tents Students Students to be responsible for tent tidy

ups 06:00 Energisers

Breakfast Preps by MentorsTinashe James All to participate. 22

06:30 – 07:15

Breakfast All CITW staff

07:15 – 07:30

Clean up Students & Mentors

Ensure water bottles filled, backpacks accompany.

07:45 – 10:30

Games Drives/walk – Web of Life, diversity, biodiversity

Guides Guides should use the notes provided, but expand on them through the rive / walk

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10:30 – 10:45

Juice CITW

11:00 – 12:30

Biodiversity Activity - Looking for biodiversity

Guides Transects 10 metres long. Team needs specimen boxes, tape measures. Cell phone for pictures

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12:30 – 14:00

Lunch & clean up CITW

14:00 – 14:45

Reflection Tent leaders Tent leaders can use the Tent Talk notes to help lead discussions here 20

14:45 – 15:45

Research on Biodiversity & Web of Life activity.

Guides CITW mentors 32

15:45 – 16:00

Tea/Juice

16:00 – 17:30

Adventure Unlimited – I am Special Diversity, Shoe swop, Unity Necklace

Tinashe James Shuv, MX 35

17:30 – 18:30

Soccer All staff

18:30 – Shower

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19:0019:00 – 19:45

Dinner

19:45 – 21:00

Elders story Telling James, Tinashe, Shuv

21:40Quick staff meeting to review tomorrow’s programme

Don’t forget to tidy up and ensure everything locked up for the evening

DAY THREETime Action Responsible Notes05:30 Wake Up tidy tents and pack Tent Leaders 06:15 – 06:45

Energisers Tinashe James

06:45 – 07:45

Breakfast CITW

08:00 Depart Guides

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1. TEAM ALLOCATIONS

Divide the children into three teams. Mix them up by age, gender, height, etc. read through the facts about each bird with the teams. Each team must organise the following: A Leader for their team A team war cry If time allows, a poster of their bird made using natural materials which they

collect around camp

SOUTHERN GROUND HORNBILL1. These amazing birds grow up to 1.3 metres tall, making them the largest

species of hornbill in the world.2. They are excellent hunters, walking along the ground and using their huge

beaks to catch a wide range of prey, including lizards, snakes, birds, small mammals, insects and even rabbits, tortoises and monkeys. They also eat seeds and fruit.

3. They live in very large territories and are very loud, making calls that can be heard up to 3 kilometres away to defend their territories.

4. Southern ground-hornbills are found in open grasslands and savannah throughout sub-Saharan Africa. They are considered vulnerable to extinction due to loss of habitat and because it takes a long time for their numbers to recover.

LILAC-BREASTED ROLLER1. The birds live in open woodland and savannah country, bushy game lands,

and areas with well-spaced trees.2. The species makes their nests in tree holes, as well as in termite mounds.

They may also make use of unoccupied or abandoned woodpecker or kingfisher’s nest holes.

3. The rollers have a distinctive courtship flight, during which they dive from extreme height, rocking and rolling, while making loud, harsh calls.

4. The lilac breasted roller feeds on grasshoppers, beetles, occasionally lizards, crabs, and small amphibians. It takes its prey from the ground.

KORI BUSTARD1. The heaviest flying bird in the world, the Kori Bustard can weigh as much as

19kg. 2. They are found walking around dry open savanna woodland foraging for a

wide range of insects, reptiles, berries, seeds and bulbs.3. They are ground dwellers, hence the name Bustard, meaning birds that walk.4. As an omnivore, the Kori Bustard feeds on berries, as well as little animals

(including snakes and lizards), while juveniles feed mainly on protein-rich insects. Interestingly, the Kori Bustard drinks by sucking the water up, as opposed to using its bill to scoop it.

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2. CAMP RULES

ALWAYS LISTEN TO YOUR GUIDES & MENTORS REMEMBER THERE ARE NO FENCES AND THERE ARE PLENTY OF WILD

ANIMALS ALWAYS WALK WITH A GUIDE AFTER DARK NO FIGHTING AND NO INSULTING NO LITTERING OBEY THE SAFETY RULES SHOW RESPECT FOR YOUR FELLOW CAMPERS AND THE ENVIRONMENT NO SMOKING, ALCOHOL OR SUBSTANCE ABUSE HAVE FUN!

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3. ADVENTURE AHEAD - SAFETY AND CAMP RULES

LIFE SKILLS OBJECTIVESBy the end of this session the students should have the skills to critically examine their own lives and ask questions about who they are and where they are going.Key ideas for the activity Prepare for what’s ahead. For every ‘if’ there is a ‘then’.

LEADER’S AIMTo show these youngsters that life is an adventure with exciting changes ahead.PREPARATION Before this session, put the large posters up around the walls of the room / up

on trees: ’WHERE TO NOW?’’DANGER AHEAD!’ ERUTNEVDA ROF YAW SIFT (THIS WAY FOR ADVENTURE!)

The adventurer needs strong shoes, a sun hat, a bag of supplies and comfortable casual clothes. Collect a bag of necessary and not so necessary things which you might take with you on an adventure.

Bring a Bible to put into the bag.ACTIVITYNow, follow the numbered steps below:1. Introduction and skit

Introduce the Mentors Explain briefly who you are Find novel ways to introduce yourselves – wear a funny hat, dress for your

favourite hobby (e.g. footballer or singer), bring something which you’ve made, relate the story of how you got your name, tell a joke, print your name backwards on your name tag.

Act the part! You could vary the opening sketch by having most of the presenters dressed for an adventure and the latecomer dressed unsuitably.

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Please ensure you practice all skits well prior to doing them. This will ensure that the important messages in the skits come across clearly. If you haven’t practised, you might miss out the vital information that we want the children receive. Begin this lesson with a sense of excitement and adventure. Inspire the children to see that growing up can be fun as long as they have the right information to help them to make wise choices. Get them interested in the issues you will be exploring during the next three days .This session is a taster of what is to come – make it count!

Confused messages – try alternatives to this:o Send one student out of the room and when he returns ask for the four

groups to tell him their messages at the same time.o Chinese Whispers – pass a whispered message round the whole or smaller

groups and see how much it changes.o Ask five or six students to stand in a queue. Show the last person a

simple picture and ask him/her to trace its shape onto the back of the child in front with his/her finger. This is repeated until the first student reproduces the picture onto a page. Compare this with the original

Skit Materials: A bag packed with items good for an adventure Posters This skit requires three people: person A, B and C.

Script: (B) Hi! My Name is …. , and I am part of a team from CITW. The other members of the team are……. & ………. Hey, wheres…..?

(A) Sorry I’m late. Are we ready to go yet?(B) Hold on a minute! Where are you going dressed like that?(A) I thought we were going on an adventure today?(B) An adventure?(A) Yes, didn’t we decide to go together today?(C) Ok, it sounds like a good idea, let’s go!(A) But you’re wearing sandals, and you have no bag, and you aren’t wearing a hat!(C) So?(A) And did you tell your parents where you were going?(B&C) No, we forgot.(A) Go and get permission, change your shoes and then we can leave.

(A) When we go on an adventure we head off into the great unknown. We might go on a long journey to somewhere new, climb a mountain or camp

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The final member of the team (A) joins the others. He is wearing strong shoes, a hat, and sun glasses and carries a rucksack or bag. He is breathless and excited!

The other presenters put on a hat, change their shoes, pack a bag etc. The adventurer (A) turns to the students.

Take items out of the bag one by one e.g. a torch, a compass, a map, a bottle of water, a whistle, a box of matches, insect repellent, a candle, a blanket…also include some unnecessary or useless items e.g. a teddy bear, nail polish,

out. There will probably be some surprises up ahead. I have brought a bag with things for my adventure. Do you reckon they will be useful or not?

(A) Some people have amazing adventures like flying to the moon! Already scientists are studying Mars to see if there is any life there. We don’t need to explore outer space to have fun. This next few days we are going on a journey. Would you like to come with us? Why don’t you join us on LIFE’S GREAT ADVENTURE?

(Leader) Our adventure is called Adventure Unlimited. Life is an adventure, especially

when you are young. You have almost finished with school and soon you will be going out into the big, wild world where you will grow up into adults. It is important to prepare for what’s up ahead.

Growing up can be scary. We all need someone to help us. On the adventure of life we need the right equipment and the right guide. At the beginning, when your life began, your parents were there and they guided you. Now you are young adults and having to make decisions on your own, it important to mix with and choose the right friends and mentors as they will be a big influence in your life.

2. Action – Posters

Where to now?

(Leader) Can someone read what this sign says? WHERE TO NOW?

Ask these three questions and encourage students to answer in the group setting:1. What major changes will you face in the next few years?2. What are you looking forward to or dreading in the next few years?3. Ask one of the Mentors to give a personal example of how they felt about

becoming an adult OR tell the students about something good or bad that happened to them they were approaching the later teenage years.

(Leader) When you are planning to go on a journey, it is important to prepare. You

must take the right equipment as we have shown you but you must also learn as much as you can about what lies ahead. Teenagers are terrific but they do have to make some important choices. The decisions they make will determine the kind of grownups they will become.

Over the next few years you will face many choices. The decisions you make could have serious consequences. For every ‘if there is a then’. For example: If you don’t study for your exams then you will fail. If you eat too

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Take items out of the bag one by one e.g. a torch, a compass, a map, a bottle of water, a whistle, a box of matches, insect repellent, a candle, a blanket…also include some unnecessary or useless items e.g. a teddy bear, nail polish,

many sweets then you will get sick. If you start smoking then you might do permanent damage to your lungs.

Answer these questions 1. If you ride your bicycle on the wrong side of the road then…..2. If you don’t brush your teeth regularly then….3. If you get in with the wrong crowd of friends then….

Now, discuss the important message for this section:o Being prepared means being informed. Make sure you know all

the important facts before you make a decision.

This way for Adventure!

(Leader) Can someone read what this sign says? ERUTNEVDA ROF YAW SIHT (THIS

WAY FOR ADVENTURE!) Why is the sign so difficult to read?

Sometimes the messages or signs we see along the journey of life are confusing. Let’s play a game!1. Divide the children into their groups and have them stand in different

parts of the playing area. Give each group one of the following messages to shout:o Kori Bustards: Everybody’s doing ito Lilac-breasted Rollers: Dare to be differento Southern Ground Hornbill: Try everything onceo Left-over Mentors to make their own group: Choices have

consequences

Ask the children to tell the other groups their message all at the same time. Count to three and everyone shouts out their message.

The result is that no one can hear anything! You can only do this activity if you can make noise without disturbing other classes.

Why doesn’t each group tell us their message one at a time? That’s better –now we can hear properly. But the messages are not all saying the same thing. How can we know which is helpful and which is dangerous?

Every day we receive lots of messages - from teachers, from our friends, from radio or television. It is difficult to know what is right, it is hard to know the way to go. One group of friends asks us to do something or go somewhere (Everybody’s doing it). Another group of friends says no (Dare to be different).Our parents and teachers may be warning us to be careful (Choices have consequences) and we don’t know whom to believe.

Danger Ahead!

(Leader)

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The next sign is a warning sign. Can someone read what is says? DANGER AHEAD!

When you go on a journey to a new place, it is useful to take a guidebook with you. (Produce a guide book). This tells what to look out for and what dangers to avoid.

Soooooo….. For things to go well this week, there are a few rules and regulations to ensure that you are safe, as we ARE in a wild life area!

Safety Rules: Camp Manager to do this and everyone sign the indemnity

Camp Rules: Stick these up somewhere central where the children can see them, and discuss them with the students.

o ALWAYS LISTEN TO YOUR GUIDES & MENTORSo REMEMBER THERE ARE NO FENCES AND THERE ARE PLENTY OF WILD

ANIMALSo ALWAYS WALK WITH A GUIDE AFTER DARKo NO FIGHTING AND NO INSULTINGo NO LITTERINGo OBEY THE SAFETY RULESo SHOW RESPECT FOR YOUR FELLOW CAMPERS AND THE ENVIRONMENTo NO SMOKING, ALCOHOL OR SUBSTANCE ABUSEo HAVE FUN!

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4. TEAM BUILDING

Each Team will spend 25mins at each Team Building station. Be sure to leave the last 5minutes for a proper debrief.

17:00 – 17:25 17:25 – 17:50 17:50 – 18:15Station

1Lilac-breasted Roller Kori Bustard Southern Ground

HornbillStation

2Southern Ground Hornbill

Lilac-breasted Roller Kori Bustard

Station 3

Kori Bustard Southern Ground Hornbill

Lilac-breasted Roller

STATION 1 - CROC PITObjectives: Everyone on the team must cross a space without losing any of their team members. Materials:

Large open space Stepping ‘stones’ or spots (napkins, pieces of paper, etc.) Staff to act as crocodiles.

Procedure: 1. Set up an area which is the crocodile pit using two lines such as ropes, or

draw the lines in the sand.2. Give the children a number of spots. Tell them that they have to cross the

crocodile pit by using the spots or stones that they have been given. 3. Everyone on the team must cross in order to achieve the goal but there are

crocodiles waiting to pounce if they touch the pit! If they are touched by a crocodile, then the whole team must start again.

4. If there is a spot that is not being touched then the crocodiles can eat the spot and the team doesn’t get it back.

5. Encourage the children to discuss and formulate a plan. 6. Try a second and third go getting faster and faster.

Debrief: Discuss these questions with the children What made this game challenging? What strategy worked best in getting your team across the crocodile pit? What would have made this game easier?

Concerns: In order for this to be done really well the kids should be allowed to try different ideas and ideally fail the first time. Show them how the first person should proceed as to not lose the stone but no more hints other than that. Variations: You can throw in different challenges, for example: one team member is blind folded, they must carry objects across as well etc. STATION 2 – MINE FIELD

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Objectives: Campers will need to give, listen, and follow directions. Materials: Large space Blindfold Sheets of paper on the ground

Procedure: 1. Split the group in half. 2. Half of the team are at one side of the obstacle course, the other half are at

the other side.3. One camper is blindfolded and at the whistle must make their way across the

course to the other half of their team. However, as they cross the field they must not touch any of the pieces of paper in the field.

4. They must listen to their team shouting directions.5. When they are safely over the next team member is blindfolded and goes

across. Each camper goes in turn until everyone has been across.6. If they touch an object they must go back and start again7. Try and encourage the campers that the team is only successful if everyone

gets across.

Debrief: Was it difficult to be blindfolded and follow instructions? What made it difficult – having both teams shouting at once, not being able to

see, etc. What could you have done differently on your teams to make this game

easier?

Concerns: Children walking around blindfolded is always a risk. Be sure that the space is clear, and free of other hazards. Make sure the kids know they must not run!

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STATION 3 – SPIDERS WEBObjectives: Campers will have to work as a team to move each other through a web without touching the web.Materials: One large spider web made of yarn Mattresses underneath

Procedure: 1. The campers must pass one by one through the web without touching it. 2. Read the rules to the children:

Everyone needs to get from one side of the web to the other. Only one person can pass through the web at a time. Once you pass through the web you cannot go back to the original side of

the web to help the others through. You must help from the side you are on.

Once a hole has been used it cannot be used again (use a peg to close the hole)

If anyone touches the web, they must return to the original side of the web.

3. Allow the children to try and fail because they will not communicate at first. They will pick up their friends; make sure they do this safely with someone supporting the neck and head, also with someone on the other side to collect them. Warn them to be very careful to not to drop their friends.

Debrief: What went well? What team work strategy did you use? Why was communicating important? Can they learn anything from the activity?

Concerns: Doing this over mattresses is a good idea. Clear the immediate area of any obstacles or cover them with mattresses or towels. It is imperative that adults are not only watching but helping as well. For some reason the campers always let the head drop after they get through the web. Set up the web well in advance and make sure that there are enough holes of appropriate size for the campers to get through.

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5. CAMP FIRE

STORY TELLINGMentors can share stories with children. The focus should be on positive, uplifting things. DO NOT tell scary stories.

STAR GAZINGChildren can lie on blankets / mattresses or on the grass and gaze up at the stars. Guides can lead the session pointing out noticeable constellations etc.

BURNING OF FEARSTime: 30 minutes Materials: Costume for a Wise Man (or ethnic blanket for storyteller) – pencils, post it pads/paper, cup of sugarDirections:1. The camp fire leader introduces a famous wise man who is visiting.2. 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.

3. 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.

4. 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.

5. 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.

RAIN MAKINGKey idea: A great quiet down activity at the end of a campfire. Materials: NoneProcedure: 1. Make sure the campers know they must not talk or make any other noise

during this activity.

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2. One staff member slowly walks around the group demonstrating different sounds to make that will mimic a rain storm.

3. Start with rubbing hand together4. Then quiet snapping5. Patting two fingers together6. Clapping7. Patting on the legs8. Stomping9. Repeat these in reverse order as if the storm is passing

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6. TENT TIME

Time: 10 – 15 minutes

Goals 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 ownWhat 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!

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Why is Tent Time important?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

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. 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.

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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

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. You can also use this energiser time to sing and dance, or stretch and wake up in the morning. It is up to the Mentors how they would like to run these 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

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,

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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!

‘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.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.

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

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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’

from the group.

Name: Eagle and Mouse Game Objective: Eagle has to catch and eat as many mice as possibleMaterials: A blindfold and an open area to play in.Procedure:1. Have all the children stand in a circle. The

students represent trees. They should plant their feet like trees in the ground and not move or make a sound.

2. Pick one student to be the eagle. This student is blind-folded and stands in the middle of the circle.

3. Pick one or two students to be mice. They are not blindfolded but are also in the middle of the circle.

4. Explain that the goal is for the eagle to catch a mouse by only using sound. The eagle says "eagle." Every time the eagle says this the mouse must respond with "Mouse." As in the game Marco Polo, the eagle has to find the mouse by listening to where its voice is coming from. Once the eagle catches the mouse, pick a new eagle and mouse. The trees are there as a buffer to keep the eagle contained and from bumping into anything. It should be enforced that this is strictly a walking game.

Name: Blind Owl Game Background: Owls have amazing, highly developed hearing. Owls' ears are placed asymmetrically on their heads, one slightly higher than the other. This increases their ability to distinguish sounds, where they are coming from, and how far away they are. This is particularly helpful for owls when they are hunting at night. Barn owls are believed to have better hearing than any other animal and can even hear a human heart beat.Objectives: Campers try and steal treasure by being quietMaterials: Treasure, line on the ground, blindfoldProcedure:

1. Choose a camper or a staff member to be the owl. They are blindfolded and sit with the ‘treasure’ (can be a rock/ wood etc.) in front of them.

2. The line is drawn 20m away and all the campers are behind the line.

3. The object is for the campers to steal the treasure without being heard by the owl.

4. If the owl hears someone, he/she points to them and they are out for that round.

Make sure a judge is standing next to the owl to see whether they really hear someone, the owl is not allowed to wave their hands around, the pointing must be specific. The stealers are not allowed to run.

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7. WEB OF LIFE AND BIODIVERSITY NOTES FOR GUIDESWhile on Game Drive / Walk, guides should be sure to focus on the topic of the Web of Life and Biodiversity. Here are a few notes to get guides started, but they should expand on them as the drive / walk progresses, using practical examples found while out in the bush. ECO-SYSTEMSWe 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.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).

THE FOOD CHAIN: PRODUCERS, CONSUMERS AND DECOMPOSERS 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.Consumers: animals are called consumers because they cannot make their own food, so they need to consume (eat) plants and/or animals. 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.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.

FOOD WEB AND WEB OF LIFE

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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.

BIODIVERSITYWhat is biodiversity? Biodiversity is the variety of living things in a given place. For example, when you looked around you, 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.

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8. BIODIVERSITY ACTIVITY – LOOKING FOR BIODOVERSITY

Objectives: Children should understand the following: Even a small area of land can offer wide biodiversity in plant life; that is, an

ecosystem is composed of many different organisms. Each species of plant has its own name. Each ecosystem will contain evidence of diversity within each species.

Materials: Plastic bags Specimen boxes Bug boxes Magnifying glasses Tape measures Cameras for photographs

Procedure:Follow the numbered steps below: 1. All about Biodiversity

1.1. Take 10mins to introduce biodiversity - talk to the children about what biodiversity is. Ask the students leading questions, rather than just reading the notes to them.

WHAT IS BIODIVERSITY?Biodiversity, short for biological diversity, is the term we use for the variety of animals, plants, fungi, bacteria, and other intertwined / connected life forms within any 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.

WHY IS BIODIVERSITY SO IMPORTANT TO THE ENVIRONMENT? The more biodiversity there is, the stronger an ecosystem is because small changes will have less of an effect on its stability.

All species are interconnected. They depend on one another. Forests provide homes for animals. Animals eat plants. The plants need healthy soil to grow. Fungi help decompose organisms to fertilize the soil. Bees and other insects carry pollen from one plant to another, which enables the plants to reproduce. With less biodiversity, these connections weaken and sometimes break, harming all the species in the ecosystem.

WHY IS BIODIVERSITY IMPORTANT FOR HUMANS?Biodiversity is important to people in many ways. Plants, for instance, help humans by giving off oxygen. They also provide food, shade, construction material, medicines, and fibre for clothing and paper. The root system of plants helps prevent flooding. Plants, fungi, and animals such as worms keep soil

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fertile and water clean. As biodiversity decreases, these systems break down.

WHY IS BIODIVERSITY DECREASING?In the past hundred years, biodiversity around the world has decreased dramatically. Many species have gone extinct. Extinction is a natural process; some species naturally die out while new species evolve. But human activity has changed the natural processes of extinction and evolution. Scientists estimate that species are dying out at hundreds of times the natural rate.

A major reason for the loss of biodiversity is that natural habitats are being destroyed. The fields, forests, and wetlands where wild plants and animals live are disappearing. Land is cleared to plant crops or build houses and factories. Forests are cut for lumber and firewood.

1.2. Give the children 10minutes to walk around camp and collect only fallen leaves (they may not pick leaves off of trees and plants). They should try and collect as many distinct species as possible (in other words, not all the same type of leaf.

Back in camp, make a list of the different leaves that were collected. (Naming the species is of secondary importance for assessing biodiversity, but it will be interesting to give your children the time and material to determine names of each plant.)

Children will be amazed at how many different plants they found, even in tiny urban patches of ground. This discovery should help them understand the first level of biodiversity, that an ecosystem is composed of many different organisms.

1.3. Next, choose one of the most commonly occurring species in the area the children explored, and tell your children to return to the same area. Each child is to bring back a single leaf of that species.

When children’s second collection is complete, let children notice and speak about the fact that even though their leaves all come from the same species of plant, the leaves all look somewhat different. This step should help children understand the second level of biodiversity, that each ecosystem will contain evidence of diversity within each species.

Adaptations:In addition to picking the leaves, students could bring drawing pads and pencils with them so that they can sketch insects in this ecosystem. As with the leaves, they should identify as many of the species they’ve drawn as possible.

2. Looking For Biodiversity

Objectives: Students should be able to:

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Understand that a variety of plants can be found in each habitat. Learn that biodiversity is an important characteristic of a habitat. Learn that a plant biodiversity study can be conducted in familiar areas by

using a line transect or a plot study.

Materials: 3x 10metre long string / rope Plastic bags Specimen boxes Bug boxes Magnifying glasses Tape measures Cameras for photographs

Procedure:1. Ask students to share what they know about habitats, a designated area

where plants and animals live. Then discuss with students the various habitats that surround the camp, for example – the grasslands, wooded areas, riverine shrubs, etc. Ask students what kind of plant life is found in each of these habitats. Is there great variety, or diversity, or do only a few kinds of similar plants, such as grass in a field, live there?

2. Discuss with students the advantages of diverse plant life in a habitat. For example, a greater variety of plants provide nutrients to a greater variety of insects. It also ensures that if a disease strikes one plant, other plant species will survive. For these reasons, biodiversity — a measure of the variety of life in a specific habitat—is also an indicator of the environment health.

3. Explain to the students that they are going to work in their teams to complete a biodiversity study of plants in one local habitat. Brainstorm with students about their study design. They are going to use a transect study. A transect is a long line used as a sampling area.

4. Divide the students into their teams.

5. Depending on the habitat chosen, students should decide the size and design of their study. Have students keep in mind the size of the plants they plan to count and study as they decide on the area to observe. Larger plant specimens, such as trees, need a larger plot or transect area than do short grasses. If sufficient space exists, have students choose plots or transects that do not touch or intersect. Also, if a range of habitats is available for study, have each team work in different habitats. This will provide the class with more data for comparison. Students should record their results in a table of 5 columns:

o Picture o Height

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o Locationo Identificationo Number of plants in area

6. To set up their transect study, they should follow the steps below: Have students measure 10 meters of string. Tie one end of the string to a

stake / tree so the string stays in place. Using a permanent marker, students should measure and mark the 1-meter, 5-meter, 10-meter locations on the string.

Have students observe and identify all plants along the 10-meter transect. The width of the transect should be two metres, with all plants on metre from the string on both sides counted.

Have students identify the species of plants along the transect, measure the height of each plant, count the number of plants, and map all plants along the transect.

7. Discuss the students' data. What do the data tell them about their habitats of study? Was more plant diversity found in one particular area? Did the students observe this area as being healthier? Was a large population of a specific plant species found? Suggest that students write paragraph describing their results.

8. At the end of this activity, return to your definition of biodiversity—the variety of living organisms in a given area. Point out that some areas have a greater number of species than others: They have more biodiversity. Explain that on a global scale, some areas are more diverse than others. Tropical rain forests have the greatest number of species than any other biome. Some experts believe that 50 percent of all known species on Earth are found in tropical rain forests—yet rain forests cover only about 6-7 percent of the world's land surface. Ask students to consider why tropical rain forests have so much biodiversity? Considering that the rain forests are being destroyed at alarming rates, why should we care about the potential loss of the rain forest's biodiversity?

Vocabulary Biodiversity

Definition: Variety of living organisms in a given area.Context: In a habitat, the variety of organisms living in the area determines the amount of biodiversity. Scientists also consider the genetic diversity of the pool, the number of different species of organisms, and different ecosystems represented to determine if an area is truly exhibiting biodiversity.

Classify

Definition: To arrange by category.Context: Organisms are classified into five different kingdoms based on the

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number of similar characteristics among organisms. For example, all plants, from onions to grass to trees, are in the plant kingdom.

Community

Definition: The populations of an ecosystem.Context: All the populations of a habitat make up a community.

Habitat

Definition: The place in which an organism lives.Context: Organisms live in a variety of different habitats, such as forests, meadows, and streams.

Population

Definition: A group of organisms of the same species living in an ecosystem.Context: In biodiversity studies, scientists determine the population by counting all members of a single species.

Symbiosis

Definition: A close relationship between two species.Context: Lichens are really two organisms—a fungus and an alga—that have a symbiotic relationship. Alga provides the fungus with nutrients, and the fungus provides the alga with moisture.

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9. RESEARCH ON BIODIVERSITY AND WEB OF LIFE ACTIVITY

RESEARCH ON BIODOVERSITYTime: 30minsProcedure: Students should use these 30mins to complete the research on their biodiversity transects. They should make use of the reference books available.

WEB OF LIFE ACTIVITY 1 Time: 15minsMaterial: 1 big ball of string, or wool, or twine. Set of labelled cards (one for each participant) with parts of the food chain.

Examples: sun, plants, insects, elephant, leopard, rabbit, spider, bird, eagle, water, snails, fish, crocodile, frog, antelope, etc. Make sure there are more plants and small animals than large ones. Add a "people" card to show the impact humans have on the environment. THESE HAVE BEEN PROVIDED.

Notes for the Mentor:

It is easy to think that elements of an ecosystem can be isolated. 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 affects all the birds that lived in it, all the vegetation growing beneath it that depended on its shade, all the insects living in it, etc. This game demonstrates this interconnectedness of all species.

An ecosystem is a community of different types of living things (organisms) and their physical environment (including sunlight, rocks, soil, water, hills, holes, etc.).The organisms in an ecosystem interact just as people interact in a school. Each organism has a role (or "niche") in the ecosystem. Each living thing in the ecosystem depends on other living things.

The sun plays a critical role in the ecosystem. It provides the energy for all life on Earth and thus all Earth’s ecosystems. Plants convert sunlight to make their own food, which they use to support their own lives. When animals eat plants, they eat this "ready-made" food, formed from energy originally provided by the sun. The sun’s energy is thus passed along to them. In this way, the sun’s energy fuels every living thing.

Procedure: 1. Everyone stand in a circle. Ask the children to think about which card

represents what all life needs to grow (the sun).2. Hand the end of the string to the person with the “sun” card.

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3. What would be next in the chain? It would be plants, so the “sun” throws the ball of string (still holding the end of the string and now creating connections) to the “plant”.

4. Children continue throwing the ball of string to another child and the child catching the ball of string needs to try and explain why the organism on his/her card interacts with the organism that threw the ball of string.

5. The game continues until everyone has had a turn at catching the ball of string (there will be a very small ball left!). The string is now complex and tangled (a web) and everyone is connected to everyone else.

6. Explain: Each living thing in an ecosystem can be put into one of three categories: Producers, Consumers and Decomposers.

7. Ask, “Do you know what to produce means? What about to consume? What about to decompose?”

8. Explain the importance of each group in the ecosystem, highlighting their interdependence.

9. Draw children’s attention to the complex web that has been created with the strings. Ask, “What might happen if the owls disappeared?”. Fungi would have less dead matter to thrive on and the rodent population could explode as owls feed on these and keep the population down.

10.Ask, “What might happen if the mice disappeared?” Owls, snakes, skunks, earthworms and fungi would be directly affected. Other organisms would be indirectly affected.

11.Ask, “What might happen if the green plants disappeared?” Everything except the Sun would be affected.

12.Have the child who has the card for green plants sit down and gently tug on the strings that he or she is holding except for the one connected to the sun. Anyone who feels a tug on their string should sit down to show that they have been affected. Then those children should gently tug on their strings and anyone who now feels a tug on their string should sit down and so on.

13.Ask, “What does this demonstration show?” If the organisms’ food source is affected, they will be affected.

14.Sometimes animals can turn to a different food source, but if the green plants disappear, everything will die. They are our link to the energy from the sun.

WEB OF LIFE ACTIVITY 2Time: 15minsMaterials: Use the same cards used in activity 1Procedure: 1. The drawings are set up in a circle (one drawing per student).2. The music is turned on and the students walk around the drawings in a circle.3. The Mentor sneaks in and takes one of the drawings out—representing the

loss of a species.4. When the music stops the students sit on the drawings.5. The student left standing is taken out of the game.

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6. The teacher shows the picture of the ‘extinct species’ and asks the students “what could have made this species go extinct?”

7. Students have 30 seconds to consult with the student sitting next to them. The teacher asks two or three groups to report their conclusions.

8. The students all stand again and the music is started again. Another drawing is removed.

9. This procedure is continued for several rounds.10.After several rounds have students compare the remaining species to the

food webs on the board. Ask if and how any of the remaining species would be affected by the loss of removed species.

11.Repeat previous steps until only one student remains.12.Ask what would happen to the species if it were the only species remaining.

Debrief: Finish with a short discussion on species extinction and a brainstorming session on what students can to reduce and eliminate biodiversity loss.

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10. DIVERSITY

This section focuses on important life skills. Follow the steps below to run this lesson.

IntroductionOne bad apple can affect others but that doesn't mean all the apples are bad. We need to remember this and be careful not to assume that one bad person in any group in any part of the world means that everyone in that group is bad.

The message for this lesson on Diversity: Treat people the way you want to be treated.

Activity 1: Perception Game

Materials: 3-5 assorted colours of paper 3-5 volunteers

Instructions:1. Begin the exercise be having volunteers come to the front, facing the

audience.2. Each volunteer is given one sheet of coloured paper.3. You will then instruct them to follow your directions exactly as you say.

Before you give the instructions, they must close their eyes and you should blindfold them. Advise the audience that no comments can be made on their behalf. Laughing is allowed!

4. Have the volunteers, while blindfolded, hold their sheets of paper in front of them. Then instruct them to fold the paper in half; then in half again.

5. They must then turn the paper 3 times to the right and left; each time tearing off a piece of paper in the corner. Repeat this three or four times and end by having the volunteers fold the sheet in half one more time and tearing off a piece in the middle. During this whole process, you never say specifically which corner to tear.

6. With their eyes closed, ask them to unfold their sheet of paper while holding it in front of them. They may then open their eyes, only to discover that each design is totally different.

7. Why? Did you not give them all the same instructions? Didn’t they all follow those instructions? Then why do we have totally different pieces?The difference is because we see, interpret and perceive things differently, just as people of varying cultures see, interpret and perceive things differently. For these reasons, we cannot always judge someone as “wrong.

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Activity 2: I’m Special Life Skills objectives: By the end of this session, the children should have the skills recognize that each of them is a unique creation Presenter’s Aim: To encourage children to think positively about themselvesBackground: Mentors should read through this background information and share the important points from it with the students. The focus in this session is on the fact that each individual is unique. We are

not special because of how we look or anything we can do but who we are. “As a father has compassion on his children so the Lord has compassion on those who fear Him.” (Psalm 103:13)

It is important to grasp and communicate the truth that men and women are born equal and that both male and female characteristics are expressions of our uniqueness.

This is especially significant in society where there is gender inequality. The girls in your group may be like a feeling like second class citizens. Many people have a poor self-image and a low self-esteem.

As they develop they are struggling to find an identity. Meanwhile they are being bombarded by a barrage of popular images in magazines or on T.V. Youngsters are increasingly being concerned about having the right image.

Expressions of individuality are not wrong but an over emphasis on appearance, possessions, physical prowess or academic ability can be damaging.

Boys are marvellous and girls are wonderful I am special Let me be free to enjoy being me

Activity Tips:1. Use ‘Tinashe’s talent’ to emphasize the truth that it is what is in the heart

rather than outward appearance. 2. When addressing the issue of gender, you could ask which ones are better,

apples or oranges? The important concept to communicate is that boys and girls are different, but equal.

3. Show a $1 note. Ask if anyone would like it. Crumple it up into a ball and offer it again. Stamp it into the ground and then offer it again. Ask why they still want it even when it’s dirty and creased. Make the point that the note still has value even when it has been damaged. We are also precious even when things go wrong in our lives.

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Skit(Leader) Hello Again! In our last session we talked about the Adventure if Life.Leader asks the children: How many people can bite their toe nails? How many people can curl their tongue? How many people can swim? How many people can walk on their hands?.

Even though many of you are wearing the same T shirts, you are all different. There is no one else just like you. You are unique-hand made, in fact! You are amazing! Some things you can change and some things you cannot change about yourself. (Leader) How much do you know about your own body? Let’s see how well you do?Quiz:

1. How much blood does your heart pump everydayA. 6 litresB.60 litresC.600 litresD.6000 litres2. If you stretched out your intestines, how long would they be?A.6 centimetresB.60 centimetresC.600 centimetresD.6000 centimetres3. How many hairs are there on your head?A.100B.1000C.10 000D.100 0004. My fingerprints are:A. The same as everyone elseB. The same as my mother and fatherC. The same as someone else in the worldD. Different form everyone else

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Ask for demonstrations of biting toe nails and walking on hands or any other unusual ‘talents’

The correct answer to each question is D

Talk about the correct answers, Illustrate each amazing fact e.g. bring a litre bottle filled with red liquid (cool drink), uncurl a rope or length of hosepipe; or ask children to lie down end to end, ask a student to try to count the hairs on his friend’s head, take the fingerprints of several student with an

(Leader to read this story to the students) Tinashe’s Talent

Sometimes we don’t feel good about ourselves. We think that we have no special gifts or talents. I’m going to tell you a story about a boy called Tinashe who did not like himself.Tinashe had no friends. Every day at break time he sat all alone. No one wanted to play with him. He was very unhappy. He hated school because he was hopeless at Maths and everyone laughed at him.Tinashe had another problem. When he walked into the classroom every day the other boys pointed and called him names because he had such a big nose. Tinashe hated his big nose but couldn’t do anything about it. He tried to hide it with his hands but it was no use. He was ugly!At home things were no better. His two sisters were very smart and pretty. They did well at school and were popular with teachers and pupils. Their names were often read out in out assembly for doing good work and their parents where very proud of them.Everything Tinashe did went wrong. Even when he tried his best at school he was still the bottom of the class at Maths. Sometimes his homework got dirty or lost and the teacher was cross with him His father said “We are wasting our money on school fees when you are lazy and useless. Why can’t you be more like your sisters? You are going to end up just like Uncle Jeremiah!”Everyone in the family talked of Uncle Jeremiah. He did not have job because hung around the beer halls and drank too much. Tinashe did not want to be like his uncle. He wanted his friends to like and respect him, but he was shy and felt stupid and embarrassed in front of them.Tinashe often went off by himself. He usually took a book and a pencil with him. He liked to sit under the trees and draw. He drew people and animals and flowers but no one saw his pictures. Tinashe was dreading starting the new school year. He knew that he would have to work hard at Maths and he thought that his new Maths teacher would probably hate him. In the first week of term Mrs. Dube gave the class a test. Tinashe got most of his answers wrong. When everyone went outside at break time he stayed in his seat. He felt so sad that he put his head down on the desk and wept.Tinashe did not notice that Mrs. Dube had come back into the room. She came and stood beside Tinashe’s desk. “What’s wrong, Tinashe?” she asked kindly. ”Nothing “, replied Tinashe brushing away his tears. Mrs Dube knelt down beside him. “Tinashe, I’ve noticed that you are unhappy and that you spent a lot of time by yourself. I know that you struggle with Maths but perhaps I can help you with some extra lessons after school.”Tinashe looked up, “Would you really?” he gulped. “Of course”, replied Mrs. Dube,”but you must also do that for me. I have noticed how well you decorate your books. You have a special gif for drawing. Would you be willing to paint some animal posters for me to brighten up the classroom?”

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The correct answer to each question is D

Talk about the correct answers, Illustrate each amazing fact e.g. bring a litre bottle filled with red liquid (cool drink), uncurl a rope or length of hosepipe; or ask children to lie down end to end, ask a student to try to count the hairs on his friend’s head, take the fingerprints of several student with an

Tinashe smiled a big smile. ”Yes, Miss!” he beamed. Soon Tinashe’s pictures were all round Mrs. Dube’s classroom and everyone admired them. Some of the boys and girls started asking questions about the paintings and Tinashe did not feel so shy when he was talking about things he liked to draw. He even went outside at break time and joined in the game of soccer. His Maths skills began improve and because he was smiling so much, no one noticed his big nose. Tinashe was happy. “I’m glad to be me,” he thought.Questions

What did Tinashe not like about himself? What was Tinashe’s Talent? How did the teacher help Tinashe?Activity 3: Who am I?Presenters dress up to portray caricatures of Beauty, Brains, Brawn (muscles, strength) and Bucks (money, rich)(Leader) Sometimes we wish we were like somebody else. Who is this coming now?Presenter 1, Beauty floats in wearing a long dress and speaking in an affected voice.

(Beauty) I am on my way to the Miss Sipepa Contest. I have had my hair done and my nails manicured and I know that I am going to win because I am just perfect. She walks off.(Leader) Beauty is in the eye of the beholder!And who is this?Presenter 2, Brains dashes in carrying a Filofax or briefcase wearing glasses and a tie.

(Brains) I’m sorry I can’t stop but I’m rushing to a very important meeting to introduce my latest invention. It is top secret and only the most important people in the country will be able to understand it because I am so clever. Bye!(Leader) People like that can make you feel very stupid.Presenter 3, Brawn rushes in bouncing a ball, doing press ups, jogging, lifting weights or flexing his muscles.

(Brawn) Quick move back! Give me room, give me room! I need plenty of space to do my workout. I am up early in the morning training to keep fit. I am easily the strongest guy around so don’t mess with me!(Leader) Don’t worry, we won’t.Presenter 4, Bucks strolls in muttering into a cell phone with car keys dangling and a wallet stuffed full of notes. He raises his voice but still speaks into the phone.

(Bucks) I can fly down on Friday if you want, in my private jet but I can’t stay long because I’m off to the US at the weekend. We are going to Cape Town this summer – yes it will be fun. See ya! Big Bucks Bill - that’s me! Call me if you want to borrow any money!

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(Leader) No thanks, Bill.Leader to discuss with students: We may not want to be like any of those people but we may wish that we

were prettier, stronger, taller, cleverer, more musical, better at sport or richer. But looks, brains, strength and money are not important. It’s not what’s on the outside that’s important, it’s the heart.

What kinds of things do you think are important? Rather be concerned with building an honest, kind, hard-working and caring character, not trying popular or powerful. There is a list of good character traits that we should aspire to: love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control

I am fearfully and wonderfully made. We are creative. We can invent, draw, write music, dance and imagine

stories. We can talk and communicate. We can express our feelings and use words to tell other people what we are thinking. We can enjoy relationships. We can love.

What kind things can we say to people to show them that we think they’re special and important to us?

Brainstorm on positive comments:o Thank you, Please, I love you, you are my friend, and, Can I help you?

Would you like to play with me?o Why don’t you say something kind or helpful to your friend or someone in

your family today

Slave or Free? – A fun rap which can be performed by Mentors

Most people want to accept by everyone else. Sometimes we do things that we know are wrong just to fit in with the crowd. If you worry too much about what other people think of you, you become like their slave. They decide how you behave, not you. If you have the courage to stand up for what you know is right, then you are free.Two presenters perform this verse as a rapThe other week a friend of mine came up to me“Hey brother, she said.” Are you a slave or free?”I have been watching the way you behave.

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And that’s got me thinking that you’re a slave

Many boys and girls are slaves to what others thinkIt makes them take wrong roads, like sex, drugs and drinkThey cannot stand up for what they know to be trueAnd brother I’ve a feeling that applies to YOU!

Now I wasn’t too sure if I was hearing her rightBut what my sister said really gave me a fright!Only God can help you to stand up and be strongWhen everyone around you is doing what’s wrong

So I took some time to think about the things that I’d heard And I found they were true when I studied God’s wordSo now I know for sure, God has a plan for meBecause I’m a special person; God has set me free!

Activity 4 - Unity Necklace:

Brief Description:

Students use the activity of building a necklace to learn more about each other and explore diversity.

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Objectives:

Students will...

Incorporate activities of self-expression, acceptance, and creativity in order to explore how individuals with differences contribute to building a stronger unit.

Demonstrate that individual differences can work together to form a positive whole.

Celebrate the diversity among class members.

Time: 45 minutes

Materials:

Bowl of different styles of beads to string on a necklace Piece of jute or material for stringing the beads Small envelope for each student with a small piece of paper in it

Preparation:

1. Put a small piece of paper in each envelope.2. Collect a variety of beads. 3. Make sure the beads fit on the necklace material.

Lesson Plan”

Part 1:  Making the Unity Necklace (10 minutes)

1. Individual choice . Everyone will choose a bead that he or she likes. Ask students to think about the reason they chose their bead.

2. Envelopes . Pass out the envelopes and have each student put his bead in his envelope and write his name on the inside flap. Do not seal the envelope, just tuck the flap.

3. Redistribute . Collect the envelopes and then give each student someone else’s. To keep the interest level high for the following discussion, ask students not to look inside yet.

Part 2:  Discussion Points (35 minutes)

1. Individual differences : Each of us picked a different bead. We each have different thoughts about what our favourite colour might be, what might taste good, or to what music we like to listen. What do you think about that?

So as we look around at each other, we can see difference among us in hair colour, eye colour, and body size. In what other ways are we different?

Do you think it would be better if we were all the same? Would that make a better group? Think about a family. Let‘s say that everyone in the family is very good at playing with the younger children. But no one is good at cooking. How about if everyone is very good at eating dinner, but no one is good at going to the store to buy food?

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2. List : Let’s list on the board some differences about people. For example, some of us are quite helpful, or friendly, or cheerful, or brave.

3. Challenge : Now here is a challenge for you. Each of you will get an envelope with someone's name on it. Don’t let anyone see whose envelope you have. Take out the piece of paper and write one strength or positive thing you have noticed about that person. Give some examples: A person can be polite, helpful, good at music, or a strong athlete. And yes, sometimes it’s a little difficult to find that positive thing about someone — but take the challenge and try!

4. Collect the envelopes . Sit in a circle. Open each envelope and read the name and the comment. If it’s not kind, please do not share it. The person who wrote the unkind comment will get the message that it was not appropriate.

5. Necklace : As you read each one, the student will put his bead on the necklace. Ask a student who needs to be involved (maybe someone with attention issues) to hold the necklace for the class.

6. Reactions : Why do you think we made this necklace? You‘ve created this teaching opportunity – don’t lose it to a lecture on diversity. Listen to the student ideas. Guide as needed, but let them find the points. Hang the necklace in a central spot.

7. Have the children copy this table into their books and fill it out individually:

Identity and Diversity: How does the World see you?Children to complete this table with their own individual ideas, thoughts

What are some things about your identity that you feel are obvious to other people?

What things about you have made you feel

different or unique? Are these in a good or bad

way?

Have you ever felt discriminated

against because of one part of your

identity?

If you have a choice, are there things that you

are less comfortable

sharing about yourself?

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