Active Learning Process Activity Planner Activity Name: Sing for Your S’more Energy Level: Medium Topic: □ Music / Drama Plan Do Reflect □ 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. PLAN 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 microwave. Step-by-step of the activity: DO 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? REFLECT Any opportunities to increase the challenge with extensions or variations? Timeframe 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? SUPPLIES At site Microwave Recycled supplies needed Need to purchase Office Will Supply Marshmallows Graham Crackers Chocolate Camp Song Lyric Sheets SITE DIRECTOR COACHING CHECKLIST □ 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)? (POST ACTIVITY FACILITATION) STAFF REFLECTION 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)?