Sing for Your S`more Planner

Active Learning Process
Activity Planner
Activity Name:
Sing for Your S’more
Energy Level:
□ Music / Drama
□ Cooking
Staff name ________________________
Site _____________________________
□ Arts/Crafts
□ Getting to Know You
□ Science / Math
□ Teambuilding □Thrive □ Gym □ SEL □ Introducing Topic □ Reinforcing Topic □ Technology
Learning Objective (main thing you want youth to have an opportunity to do / to practice):
Introduce youth and parents to camp songs, Reward trying something new with S’Mores
Kid-Friendly Way to Introduce “Learning Objective” to Youth (1—3 sentences):
Camp Songs are fun and easy to learn. If you don’t know any camp songs that’s okay- we’ll learn a few together. After songs, we’ll make s’mores!
Kid-Friendly Way to Introduce Activity to Youth (bring the excitement here--this is what you would say to help them chose between multiple activity options):
Ok, Singing camp songs is an opportunity to be silly and have a lot of fun- sometimes I am going to ask you to be really LOUD, or really quiet, or use a funny voice or
make silly gestures I know you guys can all act crazy because I’ve seen it before- this time you’re supposed to be crazy!
And when we’re done singing, everyone will get to make a s’more! (wait for someone to ask if they get to eat it?) and then I’ll eat them all (evil laugh) Just kidding- you
guys will each get to eat your s’more.
Environment Set Up:
Kid-Friendly Version of Directions:
Microwave and S’mores stuff on table- set up an “assembly line” with At Camp K we have a tradition- we
plates, crackers, chocolate and marshmallows
Anticipate Potential Challenges:
Participants may be shy, or may be over enthusiastic. Encourage
everyone to participate by singing, doing the gestures, leading or
standing in the circle- whatever their comfort level is.
Some participants may feel that camp songs are “dumb” or “not
cool”- the best way to combat this is for staff to really sell the song by
being silly and into the activity. You can also harness excessive
energy by having rowdier participants become leaders or act out the
song in front of the group. If the entire group is getting too unruly
use a song that diminishes in volume over repetitions.
I’ll start by teaching you a couple songs then if anyone would like to
lead a song they know they can. After we sing, everyone can wash
hands and come make a s’more!
To set structure, make sure to
set clear limits and consequences
Open area for circle next to the table- allow plenty of space for
moving around and making gestures
meet in a circle and sing songs
before our meals and at our camp fires where we make s’mores.
Today we will practice that tradition right here in the MPR- we will
have a circle and sing camp songs then we’ll make s’mores in the
Step-by-step of the activity:
Processing Questions: (questions to ask youth DURING the activity to encourage learning and reflection)
Do you know any camp songs?
Where did you learn them?
What do you think about camp songs? (cool, dumb, boring, fun?)
Is it every scary or intimidating to sign camp songs?
What would you tell someone who was worried that they couldn’t sing well enough to participate?
Any opportunities to increase the challenge
with extensions or variations?
including 10-5-2-1 Transitions
Circle-Up and sing songs (see attachment for song ideas) for up to 10 minutes: remind participants to be
mindful of others in the circle by watching their gestures and being caring to others who may feel shy about
participating or may not know the words.
Release youth and parents to wash hands
Meet at the microwave and have everyone assemble a s’more (graham cracker, chocolate, marshmallow,
graham cracker) and microwave on a plate for 30 sec. (depending on microwave it may take less time)
Clean up after s’mores
Questions to Review Activity: (group experience)
What was the goal of this mini activity?
Did everyone participate or contribute to the activity?
How did you contribute to the activity?
Questions to review learnings: (individual experience)
What songs did you like best? Which songs were new to you?
What was fun or exciting about singing? About making s’mores?
How did you feel before the activity? How did you feel after- was the experience different than you thought it would be?
How do you feel about your contribution? Did you push yourself to try something a little uncomfortable/ hard/ new? If we sang and made s’mores again, what goal
would you set for yourself?
What skills do you think you learned or practiced during this activity?
Questions to predict how to apply learning: (future experience)
How can practicing something like singing in a group help you in other places (school, work, etc.?)
Where else can you practice the skills (performing, working through being nervous, leadership, etc.) you worked on in this activity? How will that help you reach goals in
your life?
What kinds of activities do you want to practice increasing your contribution (leadership, positive attitude, whatever they said above) in? Do you have chances to do that
at Camp Fire? How can staff help you improve in this area?
At site
Recycled supplies needed
Need to purchase
Office Will Supply
Graham Crackers
Camp Song Lyric Sheets
□ Yes □ No
Is the planner full and complete? (Grayed out sections for newer staff, more sections for more veteran staff)
□ Yes □ No
Does the planner state a clear learning objective? Does the activity / the “Do” section meet the objective?
□ Yes □ No
Is the kid-friendly language simple, concise, and in the right order? Does it set clear limits?
□ Yes □ No
Will the activity fit the time scheduled for it?
□ Yes □ No
Have the two other parts in the “Plan” section been considered: Environment Set Up & Anticipate Potential Challenge?
(If staff are not able to complete this section on their own yet, use it as a coaching opportunity to guide reflection before staff facilitate the activity)
□ Yes □ No
Does the “Reflection” tie to the activity / the “Do” section?
Does the “Reflection” tie to the “Kid-Friendly Way to Introduce ‘Learning Objective’ to Youth”?
□ Yes □ No
Are supplies clearly listed (meaning ALL items needed, i.e., a cooking activity lists ingredients AND cookware needed)?
How did it go?: (Don’t forget to identify what went well!)
While facilitating, did you come up with any additional “Reflect” questions?: (List any/all impromptu questions that helped youth reach a meaningful insight)
If you did this activity again, would you:
set clear limits and consequences any differently (in the “Plan” section)?
have any (new) ideas of how to increase the challenge with extensions or variations (in the “Do” section)?