Operation Snowball Activities & Songs

2002 Operation Snowball, Inc.

Table of Contents
Table of Contents............................................................................................................................ 2 GETTING ACQUAINTED ............................................................................................................ 6 Outburst....................................................................................................................................... 6 The M & M Game....................................................................................................................... 6 Partner Interviews ....................................................................................................................... 6 Who Am I?.................................................................................................................................. 6 Communication........................................................................................................................... 6 Free Choice Game....................................................................................................................... 7 I Cant ... I Wont........................................................................................................................ 7 Rogerian Listening...................................................................................................................... 8 Circle the Circle .......................................................................................................................... 8 Me Switch ................................................................................................................................... 8 This is My Nose .......................................................................................................................... 9 Burst the Balloon ........................................................................................................................ 9 How Do You Do? ....................................................................................................................... 9 Person to Person........................................................................................................................ 10 Shoe Factory ............................................................................................................................. 10 Smaugs Jewels......................................................................................................................... 10 Zen Clap.................................................................................................................................... 11 Who Are We ............................................................................................................................. 11 If I Could Be. . . ........................................................................................................................ 11 Human Treasure Hunt #1: A Bakers Dozen............................................................................ 12 Human Treasure Hunt #2 A Bakers Dozen ............................................................................. 12 Group Juggling.......................................................................................................................... 13 Values Continuum .................................................................................................................... 13 Making the Difference .............................................................................................................. 13 One And Only........................................................................................................................... 14 Bill of Rights Revisited............................................................................................................. 14 Alternative Search..................................................................................................................... 15 Action Research + Action Search ............................................................................................. 15 Adjective Name Game.............................................................................................................. 16 Lifeline...................................................................................................................................... 16 My Favorite Place ..................................................................................................................... 16 Im Going To Tahiti.................................................................................................................. 16 Ha, Ha, Ha................................................................................................................................. 17 Animal Friends.......................................................................................................................... 17 Hand Dancing ........................................................................................................................... 17 TRUST BUILDING...................................................................................................................... 17 Experiencing Culture ................................................................................................................ 17 The Card Game ......................................................................................................................... 17 Freeze........................................................................................................................................ 18

Labeling .................................................................................................................................... 18 The Ties That Bind Us.............................................................................................................. 19 Yurt Circle ................................................................................................................................ 19 Happy Landing.......................................................................................................................... 19 Secrets ....................................................................................................................................... 20 Do Your Own Think ................................................................................................................. 20 Group Polarities ........................................................................................................................ 21 The Protector............................................................................................................................. 21 Defuzzing Wheel ...................................................................................................................... 21 Rope Grope ............................................................................................................................... 22 Sherpa Walk.............................................................................................................................. 22 Rabid Nugget Rescue................................................................................................................ 22 Emergency ................................................................................................................................ 23 Prui............................................................................................................................................ 23 Money On A BookTrust Walk.............................................................................................. 23 Drivers EdTrust Walk.......................................................................................................... 24 AmoebaGroup Trust Walk.................................................................................................... 24 The Glob ................................................................................................................................... 24 Cover The Space ....................................................................................................................... 24 Blind.......................................................................................................................................... 24 Cookie Machine ........................................................................................................................ 25 Rattler........................................................................................................................................ 25 TEAM BUILDING....................................................................................................................... 25 Blind Line Up ........................................................................................................................... 25 Monster ..................................................................................................................................... 25 The Farmer And The River....................................................................................................... 26 All Aboard ................................................................................................................................ 26 Poetry In Motion ....................................................................................................................... 26 The Human Knot....................................................................................................................... 26 The Electric Fence .................................................................................................................... 27 The Diminishing Lead Problem................................................................................................ 27 Cross the Great Divide.............................................................................................................. 27 Airport....................................................................................................................................... 27 The Great Escape ...................................................................................................................... 28 Bridge It .................................................................................................................................... 28 Business .................................................................................................................................... 29 Excuse Me, I am Looking For ... .............................................................................................. 29 Tug of Friendship...................................................................................................................... 29 The Shrinking Ship ................................................................................................................... 29 Dream-Building ........................................................................................................................ 30 Everybody Up ........................................................................................................................... 30 Lap Sit, Step, Touch, Clap ........................................................................................................ 30 Natures Towers ......................................................................................................................... 31 Popsicle Push-Up ...................................................................................................................... 31 Stork Stretch.............................................................................................................................. 31 River Crossing (Poison Peanut Butter River) ........................................................................... 31

A Bag Full Of Props ................................................................................................................. 32 Group Art .................................................................................................................................. 32 House Of Cards......................................................................................................................... 32 Pitch A Tent .............................................................................................................................. 32 Carrot Sticks.............................................................................................................................. 33 Whats Our Logo ...................................................................................................................... 33 Whats On A Penny .................................................................................................................. 33 Word Formation........................................................................................................................ 33 Story Acting .............................................................................................................................. 33 Freeze........................................................................................................................................ 33 N-Numbered Opera Singer/Storyteller ..................................................................................... 33 ABC Scavenger Hunt................................................................................................................ 34 Silent Line-Ups ......................................................................................................................... 34 Paper Chase............................................................................................................................... 34 Zip, Zap, Zop ............................................................................................................................ 34 Number Tag .............................................................................................................................. 34 Marshmallows And Toothpicks................................................................................................ 34 Situp .......................................................................................................................................... 35 CLOSURE .................................................................................................................................... 35 The Gift Box ............................................................................................................................. 35 Positive Bombardment.............................................................................................................. 35 Warm Fuzzies ........................................................................................................................... 35 Personal Action Plan................................................................................................................. 35 A Letter To Myself ................................................................................................................... 35 Balloons, Balloons!................................................................................................................... 36 Left-Handed Compliments........................................................................................................ 36 Your Turn.................................................................................................................................. 36 Inverse Paranoid Projects.......................................................................................................... 37 Wiggle Handshake .................................................................................................................... 37 Re-Entry Questions................................................................................................................... 38 Wonderful Shuffle .................................................................................................................... 38 I Wonder Statements................................................................................................................. 38 Dear Me Letter.......................................................................................................................... 39 Reflections and Closure ............................................................................................................ 39 I Learned Statements................................................................................................................. 40 Removing the Gauntlet ............................................................................................................. 40 MISCELLANEOUS ..................................................................................................................... 40 Money Madne$$ ....................................................................................................................... 40 Saran Wrap Game ..................................................................................................................... 41 Toxic Waste Dump ................................................................................................................... 41 SONGS ......................................................................................................................................... 42 Shark Attack.............................................................................................................................. 42 Froggy ....................................................................................................................................... 42 Singing in the Rain.................................................................................................................... 43 Making Rain.............................................................................................................................. 43 Peanut Butter and Jelly ............................................................................................................. 43

I like to Eat Apples and Bananas .............................................................................................. 44 How do you Feel? ..................................................................................................................... 44 Lion Hunt .................................................................................................................................. 44 Announcements......................................................................................................................... 44 Par, rump, rump, rump.............................................................................................................. 46 My Bonnie Lies Over the Ocean .............................................................................................. 46 Boom Chicka Boom.................................................................................................................. 46 Fast Food................................................................................................................................... 46 Little Bunny Foo Foo................................................................................................................ 47 Skips Got A Head Like A Ping Pong Ball................................................................................ 48 Cool Cat .................................................................................................................................... 48 Little Sally Walker.................................................................................................................... 48 Recycle...................................................................................................................................... 49 Flee Fly ..................................................................................................................................... 49 The Pony Song.......................................................................................................................... 49 Noble Captain Kirk ................................................................................................................... 49 Banana Dance ........................................................................................................................... 50 Peanut Butter............................................................................................................................. 50 Bootie Rock .............................................................................................................................. 50 OS Monkeys.............................................................................................................................. 51 OS Spirit Song .......................................................................................................................... 51 Get Down .................................................................................................................................. 51 Bugaloo ..................................................................................................................................... 51 Whos the Best? ........................................................................................................................ 52 In the Zoo (The Farmer in The Dell)..................................................................................... 52 Dino Ditty, Ditty Dum Ditty Do (Do Wah Diddy Diddy) ........................................................... 52 Acknowledgements....................................................................................................................... 52

GETTING ACQUAINTED
The following activities are suggested to allow group members to get acquainted and practice effective communication techniques with each other. This includes the first discussion group. It may be necessary to use this type of activity at the beginning of each group meeting to get things started and create the right atmosphere.

Outburst
Have group members take turns introducing themselves by saying their name, where they are from and singing a line from their favorite song.

The M & M Game

Pass a bag of M & Ms around the circle and ask everyone to take as many as they think they need. (Request that no one eats their M & Ms before receiving all of the instructions!) After the bag has made its way around the circle, ask each participant to share one thing about themselves for every M & M they have taken. This game can also be done with toilet paper!

Partner Interviews
Ask participants to pair up with someone in the group that they do not know. This includes facilitators. The task is to interview their partner and find out as many unique things about him or her as possible. Once the pairs are through interviewing, they come back to the group and introduce their partner with the knowledge they have gained. (Taking notes is an option, but doesnt make the game as much fun!)

Who Am I?
Give each group member an index card. Instruct them to write or draw answers to the following on the card: Top left hand corner describe yourself as a cookie; Top right hand corner describe yourself as a tree; Bottom left hand corner describe yourself as an animal; Bottom right hand corner describe yourself as a feeling; Front center describe yourself as a weather forecast; Back describe your favorite memory. Have group members pair up and share their cards, describing each of the items and why they chose them. Bring the group back together when partners are done sharing and discuss what observations people made. Was their a common twist among the groups cards? (Ex. Everyones favorite memory was of family.)

Communication
Ask group members to pair up and sit on the floor back to back. Instruct the group that this is a nonverbal activity. Give each person five different objects. The partners should have matching objects. For example, Lou gets 1 yellow

block, 1 brown crayon, 1 purple sheet of paper, 1 paper clip and 1 blue ball. Lous partner Maria gets 1 of each of the exact same objects. Partners need to decide who will design first. The designer should arrange all of the objects in a pattern in front of her/him. WITHOUT TALKING OR TURNING AROUND, the designer must communicate to the partner the design the objects have been placed in. The partner also cannot talk or turn around. When the pair feels that both designs are exact duplicates they can each turn around. Give partners the opportunity to switch roles. Ask the group how they adapted to not being able to talk. What other methods did they use to communicate the shape, size, color and position of the objects?

Free Choice Game

This game requires that individuals divide into groups of three. One person is the focus person, one is the monitor and the third is the helper. The focus person should select a choice in her/his life that she/he would like to discuss with a small group of good listeners. The helpers job is to help the focus person make her/his own best choice. The helper will do this by asking questions. The helper may not make a statement unless he/she first asks permission of the focus person. Generally, the questions follow a five-step progression: 1. Understanding: They ask questions to gain enough information so they feel they have a good understanding of the focus persons choice dilemma. 2. Clarifying: They ask thought-provoking questions to test out some of their own hypotheses and to help the focus person think more deeply about his situation. 3. Exploring alternatives: They inquire about alternatives the focus person sees open to him. With permission, they suggest other alternatives the focus person might want to consider. 4. Exploring consequences: They ask questions which cause the focus person to explore the consequences of the alternatives open to him. 5. Exploring feelings and choosing: They ask questions which encourage the focus person to explore his feelings about the alternatives and their consequences, and to think about what choice he is leaning towards at that point. This format is not inflexible. Groups will naturally jump back and forth among the five stages of decision-making. The focus person is in control. He can end the game at any time. He can and should tell the others if he feels pressured by their questions if, for example he feels they are trying to persuade him toward a given choice. The monitors job is to encourage the group to follow the five-step process if he senses they are putting the cart before the horse. The monitor also steps in if he senses people are making statements disguised as questions, (e.g., dont you feel it would be wiser to ...). The role play can go on for about a half-hour to forty minutes.

I Cant ... I Wont

Have the participants make a list of I cant... statements. Ask them to consider their school life, social life, home life, etc., as possible areas from which to draw these statements. They should have at least 15 items on the list. Once their list is complete, they should choose a partner. Both partners will take turns saying aloud their I cant... statements, with appropriate feeling. Once all pairs are finished, ask them to go back and say their statements out loud with one correction. This time they will substitute the words I wont... for I cant.... Explain that this may feel funny at first, but each person should try to use the same amount of feeling on the I wont... statements. Bring the group back together and discuss the difference between cant and wont. Are their I cant statements really statements of something impossible, or are they statements of something possible that they simply refuse to do? Discuss the need for people to be aware of their power of refusal. I cant implies being unable, crippled and controlled from the outside. I wont affirms the responsibility for their actions. Often this reaffirmation of responsibility even leads to the transformation of an I cant to an I will. After you have used this exercise in group, make a habit of correcting people who say I cant. Ask them to repeat whatever they have said with the words I wont.

Rogerian Listening
This listening exercise is named after Carl Rogers, a pioneer in the counseling field. It can be done in groups of three or more participants. One person serves as monitor, the others are discussants. The monitor helps the discussant find a subject of mutual interest, but on which the discussants have different views or feelings. The first discussant states his position on the issue and a discussion follows. In typical discussion, we are so concerned with what we are going to say next, or so involved with planning our responses, that we often tune out or miss the full meaning of what is being said. In this exercise, before any discussant offers his own point of view, he must summarize the essence of the previous speakers statement, so that the previous speaker honestly feels his statement has been understood. It is the monitors role to see that this process takes place. Example: Fred: ... and thats why Im in favor of a guaranteed, minimum annual income. Jerry: Okay, youre saying you favor the guaranteed income because you think it will break the cycle of people staying on welfare and because it will put more money in circulation and thus create more jobs. Is that right? Fred: You got it. Jerry: Okay, but I think just the opposite would happen. Youd have people knowing theyd get a decent wage if they didnt work so .... Fran: But thats ridiculous, why would .... Monitor: Hold it Fran. Jerry didnt finish his point and you didnt restate it before responding. Fran: Sorry. Jerry: My point was, if somebody thinks he doesnt have to work and will get paid anyway, why work? Fran: Well, Ill tell you, hell work because ... Monitor: Wait. Jerry, are you satisfied that Fran understands your argument? Jerry: No. Monitor: Fran, do you want to try again, or do you want Jerry to repeat his point? This exercise can last as long as the group seems interested and involved in their discussion. Every now and then, the facilitator asks the monitor to change roles with one of the discussants.

Circle the Circle

Ask the group (12-30) to form a hand-in-hand circle. Place two large hoops together between two people (resting on their grasped hands). See how quickly the participants in the circle can cause the hoops to travel around the circle (over the people) in opposite directions, through each other (i.e., hoop through hoop) and back to the originating point. Use fairly large hoops for this activity they are sold in different diameters. Its interesting to see what the groups response is when you ask, Who won? after both hoops have circled the circle. It takes some thought to realize that the entire group is working as a team. No losers. No winners.

Me Switch
First, we must master the games three signals: (1) hands angled above the eyebrows; (2) one hand pointed up and the other sideways, touching the opposite elbow; (3) both hands crossed in front of the chest. One of us starts by saying, Me, switch! At the word switch, we snap into one of the three signals. The object is for the caller to trap his opponent into making the same signal he did. If theres no match, we switch roles, and whoever was the non-caller immediately starts the next round with, Me, switch! We each snap into one of the signals again, and the call keeps alternating until there is a match. Three matches by one of us wins (if were playing for baseball cards).

This game is best played ultra-fast, with each Me, switch! Me, switch! Me, Switch! coming right after the other. It quickly becomes such an eyeball-to-eyeball psych-out showdown that we may find ourselves playing coast to coast.

This is My Nose
How should we respond when someone approaches us, sticks his finger in his ear and says This is my nose? Chances are, hes not attempting to transmit an obscure message, but merely extending an invitation to play this new game. One of us could quite properly respond to him by tugging her chin and saying This is my chin, and she might the pat her elbow and insist, This is my head. Undoubtedly, some onlooker will wisecrack that these two are in bad shape if they cant tell one end from the other. We should explain to him that the object of this ultimate text of hand-eye-mouth coordination is to say the body part the other person has just pointed to, while pointing to another part. Then we should challenge him to a game and see how long he can keep the chain going before his tongue gets twisted with his anatomy.

Burst the Balloon

What do we need? 30-40 balloons, pencil and paper for scorekeeper. The balloons are blown up and scattered on the floor. Players stand in scatter formation. On GO, the object is to break as many balloons as possible, by sitting on them! When a person breaks a balloon, he shouts I Score! and must put his hand in the air. The scorekeeper then runs up to the person whose hand is in the air, and marks a point down on his tally sheet. The player then tries to break another balloon and earn more points. When all balloons are broken, scores are added up and a winner is declared. Variations: Break the balloons by putting them between the knees and squeezing them until they break. Burst balloons by jumping on them with both feet. Burst balloons by squeezing them between two people.

How Do You Do?

We attended this game as party guests, standing in a circle and facing the center. One of us volunteers to be the host. He walks around the outside of the circle, behind our backs, and selects one player by tapping her on the shoulder. Now the formal pleasantries begin. The host shakes the hand of the selected guest, introducing himself and inquiring, ever so solicitously, How do you do? She tells him her name and responds to his inquiry in her most genteel manner: Fine, thank you! But the host proves to be exceedingly gracious (or perhaps just hard of hearing), for he asks again, How do you do? whereupon the guest replies, again, Fine, thank you! The overly gracious host now asks for a third time, How do you do? all the while shaking the guests hand. When she answers for the third time. Fine, thank you! all propriety is finally abandoned and the action begins. The host dashes around the outside of the circle in the direction he was originally going, while the guest runs in the opposite direction. It is a contest to see who can get back to the starting place home first. However, when their paths cross somewhere on the other side of the circle, the host and the guest must stop, shake hands again, and go through the formalities three more times: How do you do? Fine, thank you! How do you do? Fine, thank you! How do you do? Fine, thank you! Then they continue on around the circle. Whoever gets beaten in the race home gets to host the party for the next round. Can we add even more lift to this madcap affair? How about specifying different forms of locomotion for the trip around the circle hopping, skipping, or sidestepping, perhaps. Or how about making the host and the guest get

around the circle walking backward or with their eyes closed? Or we could exchange pleasantries and race around the circle in pairs, just to add to the formal frenzy.

Person to Person
This game helps bring players closer together in some pretty unusual ways. 1. Each player selects a partner while one person remains free to be the Caller. 2. The Caller names two body parts which the partners must then try to have touch each other. For example, nose to knee would have the two partners bent over with their noses touching each others knees. The contortions may become comically complicated. 3. If the Caller says person to person, everyone must change partners and the Caller selects a partner also. The person left without a partner after the change becomes the new Caller. If some players are inclined to remain Caller for too long, impose a time limit for each Caller.

Shoe Factory
We start by standing in a circle, and with the high ritual that this game deserves, we remove our shoes and place them in a ceremonial pile in the center. Next, we all take three giant steps toward the pile, and everyone selects an unmatched pair of shoes, neither of which are his own. Now we have two options. One is to close our eyes and try to identify the owners of the shows weve selected. (The name of this game is actually Olfactory.) Most people, however, upon being given this option, choose the second, which requires each player to put on the shoes he has selected. If he has selected a sleek new High Techno brand running shoe, size 6A, and he is blessed with a 13EEE foot, he should just slip his toes in the shoe so he doesnt turn it into a Low Trashmo. Once were all standing around wearing two strange shoes, the peak pedal experience begins. As we all chant, Shoe! Shoe! Shoe! we shuffle around and try to find the people who are wearing the mates to our shoes. When we do find them, we keep the matching feet together so that all the shoes are in proper pairs. This process will probably result in a tangled living sculpture thats a veritable orthopedic Gordian Knot, but ideally, we should find ourselves in some semblance of a circle. But where are my shoes? We can answer that question with a single elegant move. We simply slip out of our captive footwear, leaving two dozen neatly arranged pairs of shoes waiting to be reclaimed by their rightful and grateful owners.

Smaugs Jewels
One person chosen as Smaug stands guard over his jewels. (A handkerchief placed on the ground is a less glamorous but eminently more practical substitute.) Everyone else forms a circle around him and tries to steal the treasure without being tagged. A good roar and some fancy footwork on the part of the dragon can be nearly as impressive as death breath and thunderbolt tails. Smaug the Mighty can range as far from his jewels as he dares. If you get touched by him, you are instantly frozen in place until the end of the game. But dont worry its a rare dragon that reigns for more than thirty seconds. A popular strategy for treasure-snatching is to sneak up behind and reach between the dragons legs to grab the jewels. Or if you make believe youre frozen, you might catch Smaug unaware. And then theres always the mass charge where most get sacrificed but one gets the treasure. This at least gives everyone the opportunity to confront a new dragon, for the old one is replaced by the treasure-snatcher. If by chance Smaug manages to get everyone before they get his jewels, he has the option to leave you all frozen, solid as bones, for the next 500 years. Dragons are not known for mercy.

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Zen Clap
We all sit in a circle, facing each other. One of us starts the action by placing either hand, with fingers extended, on top of her head, saying Yin. Whoever goes next depends on which way the starters fingers are pointing. If she used her left hand, her fingers would be pointing to the person in the direction to the right, and so that person would go next. If she used her right hand, her fingers would point to the left, and so the person to the left of the starter would continue the game. What does that next person do? She places either hand, with fingers extended, under her chin and says, Yang. And whichever way her fingers are pointing, left or right, indicates who in the circle goes next. Now the third player has the best part of all. She performs a one-handed clap by pointing her fingertips toward anyone else in the circle while saying nothing at all. (Thats the sound of the well-known Zen clap, as far as we know.) Whichever way her fingertips point indicates a new starter, who gets the whole process rolling again by placing one hand on top of his head and saying, Yin. The game continues Yin! Yang! silent clap at as rapid a pace as possible, until some distracted soul makes the wrong motion, says the wrong word, or goes out of turn. For such a transgression, the daydreamer is banished from the circle of Zen masters. However, in true New Games style, he gets to remain in the game, as a satori heckler. In this role, hes allowed to stand just outside the circle and do or say anything (short of touching a player or blocking her vision) to try to make someone else miss. Whoever goofs joins the ranks of hecklers, until there are just a few Zen masters trying to stay centered amidst the confusion. When there are only three masters left, its time for a new round. But first ask them, Who has won the game before it starts?

Who Are We
Ask the students to sit in a circle with you. Start the discussion by asking the question: Who are we? How would you answer that question if a Martian were to ask that of us, right now, as we sit here in our circle? This exercise has been used very successfully with elementary school students. Some examples of what they have said are: We are human beings. We can think, talk and do stuff. We are people who can move and think but we cant make magic. We are different from each other. They never once mentioned that they were children or young people! High school students and college students can handle this exercise profitably as well. After the group seems to have exhausted the Who are we? question you may want to switch your focus to an individual (with his or her permission, of course).

If I Could Be. . .
This exercise is another way of helping students clarify who they are, what they want to be, and what they want to do. Have the students work in pairs and talk about their written responses to such questions as, If I could be any animal (bird, insect, flower, food, etc.), Id be an _________ because . . . This done, have them form larger groups to share their choices and reasons. Here are some ideas to start with: If I could be any animal, Id be a(n) _______________ because . . . If I could be a bird, Id be a(n) _____________ because . . . If I could be an insect, Id be a(n) _______________ because . . . If I could be a flower, Id be a(n) ______________ because . . . If I could be a tree, Id be a(n) ________________ because . . . If I could be a piece of furniture, Id be a(n) ______________ because . . . If I could be a musical instrument, Id be a(n) __________________ because . . . If I could be a building, Id be a(n) ___________________ because . . . If I could be a car, Id be a(n) _____________________ because . . . If I could be a street, Id be _____________________ because . . . If I could be a stage, Id be ______________________ because . . .

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If I could be a foreign country, Id be ______________ because . . . If I could be a game, Id be _______________ because . . . If I could be a record, Id be ___________________ because . . . If I could be a TV show, Id be _________________because . . . If I could be a movie, Id be ______________________________________ because . . . If I could be a food, Id be __________________________because . . . If I could be a part of speech, Id be ____________________ because . . . If I could be any color, Id be ______________________ because . . .

Human Treasure Hunt #1: A Bakers Dozen

The purpose of this activity is for you to catch up on what has been happening in the lives of those people you already know and to get acquainted with people you dont know. Fill out as many as you can of the items on the sheet which I hand to each of you. Speak to the people please do not use prior knowledge that you have about someone. Put the appropriate name in the space provided. Try to fill in one item for each person you contact . . . 1 Find four people who wonder what they want to be when they grow up. 2 Find three people who see themselves more as a funnybone than as a backbone. 3 Find five people who have ways of showing caring in their own families that you like. 4 Find two people who feel that they have a good balance between their work life and home life. Find out how they maintain their balance. 5. Find someone who feels that you cant fight city hall. 6. Find three people who feel the same kind of stress on the job as you do. 7. Find four people who are religious readers of the PEANUTS comic strip. 8. Find three people who work at least 10 hours each day. Found out what they enjoy the most about their jobs. 9. Find four people who have had a good laugh in the past week. What brought on the laughter? 10. Find someone who has bombed once in working with a group. Sit him/her or your lap while listening to the story. 11. Find five people who have heart at least three put-downs today. 12. Find three people who have gotten into a yelling argument with their child(ren)/parents at some point in the past. Have them whisper in your ear what it was about. 13. Find two people who see themselves as creative. Discover the key to their creativity.

Human Treasure Hunt #2 A Bakers Dozen

The purpose of this activity is for you to catch up on what has been happening in the lives of those people you already know and to get acquainted with people you dont know. Fill out as many as you can of the items on the items on the sheet which I hand to each of you. Speak to the people please do not use prior knowledge that you have about someone. Put the appropriate name in the space provided. Try to fill in one item for each person you contact . . . 1. Find someone who wears some item of clothing the same size as you do. Switch clothes with them. 2. Find someone who would like to have an uplifting experience this week. Give it to em! 3. Find someone who can sing three TV commercials. Lend em an ear. 4. Find someone whom you dont know. Do something about that. 5. Find someone who has a special place. Find out what makes it special. 6. Find someone who has something for lunch that you would like a bit of. . . bite on! 7. Find someone who needs a shot in the arm. Give it to em (figuratively). 8. Find someone who remembers a favorite game from age seven. Learn it! 9. Find someone who can spit watermelon seeds as far as you can. 10. Find someone who is presently wrestling with a values dilemma in his/her own life. Lend a listening ear. 11. Find someone who tends to get carried away in groups. Carry em away.

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12. Find someone who has the same size thumb as you do. 13. Find someone who wouldnt mind getting a back rub from a total stranger.

Group Juggling
This simplistic, by-the-numbers, macro-meter activity has been around for years because its easy to teach and fun to accomplish. Ask your large group to break up into smaller groups of 5-7; meanwhile, have available enough comparatively soft, throwable objects (nerf balls, softies, beanbags, tennis balls) so that there are a few more than one per person. Have the group stand in a circle facing one another and so that the circles diameter is no more than 12-15 feet. One person in a group of six keeps the throwable objects nearby and lobs one of them to a person across the circle. That person lobs the ball to a person opposite from him/her and this continues until a person-to-person sequence is set. Do no throw to the person next to you. Once everyone knows whom to throw to and receive from, the initiator starts the ball again, but this time includes another ball and eventually another until there are six balls being kept aloft simultaneously. Try reversing the sequence; i.e., throwing to the person you formerly received from. Try keeping the objects going with only six people throwing now thats juggling!

Values Continuum
The continuum can be a real or an imaginary line right down the center of the classroom, with each side of the room representing a different extreme. The students place themselves on the line and negotiate with the people to their right and left to ascertain the correctness of their position. Students who are at the two opposite ends might profit from discussing their differences. How far would you go to be popular with your group? How much personal freedom do you have? How much freedom do you want? How do you feel about fighting? How are you at decisions? How do you feel about competition? How much do you want from the family? How do you feel about school? How much do you talk to other people? What percentage of the time are you happy? How do you feel about teacher and pupil appearance?

Making the Difference

What is values exploration all about? Making a difference. Making a difference in the quality of life . . . making our lives more valuable. In order to do that, we need to move from I understand to take a stand. This activity suggests a seemingly simple (to understand), but often-times very difficult (to do) way of taking a stand writing a letter to the editor. Think about an issue of importance to you. Express your thoughts, feelings, values around this issue in a letter to the editor or your local newspaper, a camp newspaper, a school district newsletter, or magazine. You may want to turn the letter into a petition it could be a values clarifying experience for the staff and participants in your program to be presented with the option of signing their names to it. You may want to encourage the staff and participants to come up with their own letters as well. As our nation moves into its third century, we will need active, thinking and questioning citizens who have the courage to take a stand, to address important social values and who have the ability to make a difference.

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Change Read the following: Ills exist in society. Victims press for change, or perhaps the advantaged persons feel guilty and feels things should be changed. But change is difficult. Sometimes it means changing habits or giving up some personal advantage, or just hard work. Part of us doesnt want to change. We may be content with merely expressing our concern, merely taking a picture of the problem, merely writing a report. But if someone is hungry, he will continue to be hungry. Social injustices do not go away just because we think about them. Questions for the group to discuss: 1. What are your reactions to the above? 2. Do you see yourself as doing something about some of the ills of society? What? When? 3. Do you believe that if youre not part of the solution, youre part of the problem? 4. What could others do to support you if you were to try to change a habit? What habit would you like to experiment with giving up? What habit would be hardest for you to give up? 5. Write a dialogue (or role play it) between the part of you that wants change and the part of you that prefers not to change. 6. Do you see any injustices in your school or camp? If so, what might you do about them?

One And Only

Each of us is unique, but in what ways do we shot it? Heres a chance for players to reveal what sets them apart from everyone else. Directions: 1. Give players file cards and pencils and ask them to write descriptions of themselves. The descriptions must point out their unique qualities, experiences, or accomplishments the things that make them unlike any other person in the group. Its better to describe personality than physical appearance. Players should not sign their names. 2. Collect file cards and shuffle them. Players form a circle and sit on the floor. File cards are passed out. If a player receives his or her own card, players close their eyes and switch cards. 3. One by one, players read the cards they are holding. After each reading, the group tries to guess who wrote it. The goal is to try to guess as quickly as possible the identity of the unique person.

Bill of Rights Revisited

Materials: a copy or copies of the Bill of Rights. Use the Bill of Rights to clarify your values related to social issues: (a) first try ranking the ten amendments in the order of their personal importance to you. You might also want to rank them according to which rights seem closest to being abridged today and which are most secure. With regards to your own program, which rights are most important this might suggest another ranking for you to do; (b) It might be intriguing to join with staff and/or participants to discuss or seek consensus on the Bill of Rights what other rights do you think are crucial to people in our country? In the world? In your program? A group of high school students suggested these rights: 1. Right to a good education; 2. Right to be responsible; 3. Right to be able to distribute political literature; 4. Right to voice opinions with no penalty; 5. Right to evaluate staff; 6. Right to express oneself emotionally; 7. Right to freedom on learning; 8. Right to be seen as human;

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9. Right to not be put in category; 10. Right to dress as one wants; 11. Right to have staff have confidence in us. This particular activity can help you, staff, and participants in your program to establish a just community, based upon a mutual understanding of one anothers rights and responsibilities. At the same time, this activity could serve as a microcosm for creating a just world community and for negotiating the attendant values issues. It might be interesting for you to take an inventory of the rights/rules/laws of nature. What parallels do you see between these and human rights/rules/laws? What rights of the natural environment do you want to preserve/protect in the rules of your program? Perhaps you could title your list an Ecological Bill of Rights.

Alternative Search
The teacher may start out by saying that for many people life is just a collection of accumulated habits. This should lead to discussion of life styles and of the importance of considering alternatives to the way we live. He then presents the students with a values issue or life problem little or big that may touch their lives. This is a sample list. 1. Way to save time. 2. Things to do on a weekend in this town. 3. Ways to celebrate spring (autumn, winter, summer). 4. Creative ways to give presents. 5. Ways to earn (save) money. 6. Where to go on a date. 7. Things to do to improve race relations in our school. The students are asked to individually brainstorm as many alternatives to the problem as they can think of in the time allotted generally from three to five minutes or a little longer, depending upon how long it takes the students to run dry. The students are then formed into groups of three or four. Acting as a team, they are to develop a list of alternative solutions by combining their individual lists and by adding any solution generated in the group setting. When the groups exhaust all the alternatives they can think of within the time allotted about 10 minutes they are to choose the three alternatives they like the best and rank the order. The groups are then to report their results to the class as a whole. Discussion to follow. The teacher may ask if any of the students would consider using any of the new alternatives in their lives. They might agree to write Self Concepts at this point.

Action Research + Action Search

This strategy is designed to help you act on your good intentions. Start by Listing examples of injustices, oppression, and/or violations of your or your programs bill of rights. 1. Textbooks which exclude or distort minority contributions to America; 2. Forbidding girls to play in summer baseball leagues; 3. People who constantly litter. Now its time to search for actions to speak to the problems which you research has uncovered. Taking one problem at a time, brainstorm what you can do to address it. What we suggest is that if you fly with the DOVE, then your brainstorming sessions will also soar:

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Defer Judgment All ideas are acceptable, avoid killer statements like thats stupid, take a positive focus on every idea that comes up, hold off criticisms. Offbeat Try to generate as many weird, strange, different ideas as possible, off beat ideas can lead to humor and laughter (ha, ha), which, in turn can spark creative ideas (aha). Vast Number the more ideas, the better chance you have of finding good ideas. Expand Try to build on the contributions of your peers, cooperation and energy, rather than competition, are encouraged. Follow the DOVE guidelines, generate a list of possible solutions to the problem at hand. When you have your list, take a moment to analyze it by using the following coding: place a T next to those actions which you would feel comfortable/effective in trying; place a C next to those actions which you would consider pursuing; and put an N beside those behaviors which you would prefer not to try at this point in time. In order to increase the probability of success in carrying out your good intentions, you may find it helpful to commit yourself to writing a contract with yourself (and/or) with another person, who could support you as you seek to implement your contract). Example of contract might include: I will write a letter to the local paper and to my representatives making them aware of the pollution caused by the local industries. I will write these letters by next Tuesday, signed Gail...I will support Gail by gently nudging her I will do this by kidding with her whenever I see her, like asking her if shes written here smelly letters yet, signed Helen.

Adjective Name Game

Each person is to identify a positive adjective that begins with the first letter of that persons first name. The activity begins with the leader starting by introducing him or herself. The next person then identifies him or herself, as well as reciting the leaders name and adjective. This cycle is repeated until the last person in the group is introduced and tells the adjectives and names of everyone else in the group.

Lifeline
Have members draw a horizontal time line beginning with birth to current age. Have each one then mark off years, and then have students write down significant events that have effected their lives. Encourage students to share the significant parts of their lives with the others in the group.

My Favorite Place
Have each member imagine their most favorite place or situation, with whom, where, when, time, what they would be doing, smelling, hearing, tasting, saying, seeing, etc. Have them share with others.

Im Going To Tahiti
Each member begins by saying the phrase, Hi, my name is _________, and Im going to Tahiti, and Im taking with me _____________________. The leader then tells them whether or not they can go to Tahiti or not. Individuals can only go if they take items that begin with the letter that their first name begins with.

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Ha, Ha, Ha
Group members lie on the floor with their head on another persons stomach. Number one person begins by saying, laughing, uttering, etc. the word Ha. The second person says: two Has : Ha, Ha,. The third person says three Has and so on. When laughing breaks out, the group must start over.

Animal Friends
Provide each group member with a piece of paper and a writing utensil and ask them to write the name of the animal they would like to be. Then have each participant tape the paper onto their chests with the writing facing them. Then have everyone act and sound out the animal they have written on their paper. Have student then seek out other animals who are like them. Upon approaching each other, turn signs, and if both are the same animal, the two then pair up looking for others. If there are no exact animal matches, participants should be encouraged to join with others who are similar. After groups are formed they move around as a group acting in the manner they would to animals enemies.

Hand Dancing
Divide participants into pairs, with them standing approximately two feet apart. Have them position their hands upright, at shoulder height with their palms facing forward about one inch apart from the other persons palms. One person starts off as the hand dancer, the other is the mirror. Start the music and tell the hand dancers to move their hands and bodies in rhythm to the music. After a minute, reverse roles. Switch tempo, genres, etc of music to add excitement.

TRUST BUILDING
The following activities are suggested for use as trust building activities. The trust activities are designated as low and medium risk. Groups should not attempt medium risk activities before completing low risk activities. Please do not engage in any high risk trust activities that involve heights or other dangerous aspects.

Experiencing Culture
Pass out paper and crayons or markers. Ask each participant to draw on a sheet of paper something that symbolizes their cultural background (keep in mind that culture includes characteristics like ethnicity, gender, environment, age, etc.). When participants finish, ask each of them to share their pictures with the group. Process the activity by discussing what was learned about each individual and the group as a whole.

The Card Game

You and your co-facilitator will need to make up a set of cards prior to the group meeting. The cards should have things listed on them from the following categories:

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 Issues of concern to youth today Global issues of concern; Feelings; Situations that youth commonly get into The cards should be passed around the group, with each member taking one card. Group members take turns responding to the situation, word or concept on their card. Following the cardholders response, other group members may share their own view or opinion, but there should be no debate. Each persons opinion will be accepted, and no attempt to change someones opinion should be made. Remember, we can all learn from each other without being forced to believe what someone else believes.

Freeze
This is an impromptu acting game where everyone is encouraged to take a positive risk. The rules no more than three people in a scene and the scene should be allowed to move for a reasonable amount of time before being frozen. Once frozen, one person replaces an actor on the stage. (You cant change all of the actors.) To freeze the scene, a member of the audience shouts freeze and raises his or her hand. The actors on the stage must freeze in the exact position they were in at the moment of freezing, for their actual position may have caused the brainstorm of the freezer! The object of freezing is to come in to the scene and create a totally different story, forcing the actors already on the stage to adapt and become impromptu actors! Guidelines can also be set on topics for instance, no role-playing of drinking situations, no sexual behavior, no putdowns of other cultures. These guidelines will not ruin the game, but will make it safe and fun for everyone to play without risk of being hurt or offended.

Labeling
The purpose of this game is to allow people to step into someone elses shoes and see what they see, feel what they feel. As a facilitator, be very careful not to stereotype individuals, or leave someone feeling badly at the end of the activity. Make enough cards for each member in the group. Be sure you cannot see through the cards. On each card write a different label that is often given to a group of people. Examples are: jock, clown, nerd, brain, leader, bully, brown noser, druggie. Each group member should receive a card, but should not look at what the card says. It is best for you as the facilitator to pass out the cards, being very careful not to reinforce already existing labels by assigning a role to someone who may be classified in that sub-group back home. The group should be sitting in a circle. When they have received a card, they are to hold it up to their forehead, without looking at it. The group members will be able to read each others labels. The group is to pretend that they are from the same school, and someone has been caught drinking on school grounds. They have been called in by the principal (you) to share their ideas and advise the school about what action should be taken. The following rules apply: Group members are to treat each individual according to the label on his or her forehead. They should not reveal what the labels are by direct or indirect comments. They should not try to guess what label they are wearing. As the principal, observe body language, facial expressions, interaction and the position people take in the circle. Use these observations as the basis of a discussion later. At the end of the role play, approach each person, asking him or her the following: How are you feeling right now and why? How are others reacting to you? Do you think you would want to continue your conversation with this group? Why or why not? What do you think your card says? If anyone appears to be having a hard time, validate them. Announce that no one should be called by these labels just because they were wearing them. As a group, discuss what labels feel like, why we give them to people and how we can avoid labeling.

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The Ties That Bind Us

Divide the group into pairs. Each person receives a 3-foot rope. One person ties the ends of the rope to each wrist. The second partner loops his or her cord through his/her partners cord and then ties the ends of the rope to his/her own wrists. The two partners are now connected. The challenge, as I am sure you have figured out, is to untangle the cords without untying them. Ask the group members who may have figured it out or think they know the solution to keep it to themselves. The key is to reassure people that it is possible. Easy, no; possible, yes. Processing Topics: patience creative thinking perseverance observation

Yurt Circle
The name of this game derives from that ingenious Mongolian nomads tent in which the roof pushes against the walls in perfect equilibrium, keeping the structure standing. If we all work together, we can get our own yurt supporting itself in no time. We form a circle with an even number of players. All of us face the center, standing almost shoulder to shoulder and holding hands. We then go around the circle and one person says, In, the next says, Out, and so on. When were finished, each In should be standing between two Outs and vice versa. Then we count to three, and the Ins lean toward the center of the circle while the Outs lean back. We all keep our feet stationary and support ourselves with our held hands. With a bit of practice, we can lean amazingly far forward and backward without falling. Once our yurt is stable, we can try counting to three and having the Ins and Outs switch roles while we continue holding hands. If we get really proficient, we can try switching back and forth in rhythm. A yurt stays upright because each part is responsible for supporting the whole, with an interplay of forces in opposition and in harmony at the same time. What could be a better metaphor for New Games?

Happy Landing
Equipment: One blindfold, a chair. Explain to the class that this a group activity designated to test their concentration and ability to give and take directions. Tell them you will need two volunteers one a rower and the other a dock worker. The rower will be trying to maneuver his boat through a rock-strewn channel and land at the dock. Explain that the rower is the lone survivor from a ship that exploded. He was blinded in the explosion but escaped in a small rowboat. The dock worker who saw the explosion is now trying to guide the blind rower to safety. The other students are to be the rocks and channel sides. Some of them should stand in two lines along the channel (boundaries), while the others (rocks) may stand, kneel or sit at random in the channel area. When the rower docks successfully, or bumps into a rock or channel boundary, both he and the dock worker lose their turn and must choose

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replacements. While the new rower is putting on his blindfold, the rocks should change positions in the channel. The game continues until everyone has had a turn at being rower or dock worker. Procedure: Set up the boundaries for the channel sides and length. Have the rower stand at one end wearing a blindfold and standing with his back to the dock worker who will be at the other end of the channel standing on a chair. The other students should place themselves at random in the channel area to be the rocks and channel sides. Processing: How did it feel to be the rower blindfolded and walking backwards? Which commands were easiest to understand? Which were hardest? Did the rowers trust the dock workers? Did the rocks want the rowers to make it? Which rowers went furthest? What accounts for this?

Secrets
Each member is given a piece of paper and asked to write a secret feeling, goal or though about or thought about themselves which they are willing to share. Papers are folded and put in a bag or in a pile in the center of the table. Each member draws a slip of paper. One by one, each member reads aloud the secret he or she has drawn and gives feelings and viewpoints about it, then opens it up for group discussion. The author of the secret may or may not identify him/herself and share his/her feelings, but often this does occur.

Do Your Own Think

We sometimes call this ritual status quo-tations. That is because we place much value/status in using quotations as thought-provokers, feeling-provokers and action-provokers. You might like to set up a quotes-wall in the room and encourage participants to create a quotes quilt relating to self-esteem. You might choose to start your quilt by drawing from the quotes interwoven throughout this book. Or, the quotes that follow may give you some kind food. Of course, we encourage you to do your own think you think up your own quotes and add them to the quilt: To try and fail is at least to learn; to fail to try is to suffer the inestimable loss of what might have been (Chester Barnard) Just as we can throttle our imagination, we can likewise accelerate it. (Alex Osborn) Behold the turtle he only makes progress when he sticks his neck out. Failure is the line of least persistence. (Alfred Brandt) The best place to find a helping hand is at the end of your arm. Luck is the residue of design. (Branch Rickey) The surest way to corrupt a youth is to instruct him to hold in higher esteem those who think alike than those who think differently. (Nietzche) We found each other and we are beautiful/and/you go your way/and/I go my way. You are not in this world to go my way/and/I am not in this world to go your way. You do not stand still/and/I do not stand still/and/ If by chance or plan we meet again/Let Us Be Now! (Dick Krajeski) People are like tea bags they dont know their own strength until they get into hot water. There are no strangers in the world only friends you have yet to meet. Wishing doesnt make it happen, but it wont happen if you dont wish.

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Group Polarities
This exercise can be used at the beginning of a group or throughout a groups time together. At times polarities will develop within your group, e.g., trust/mistrust. Select two polarities within your group, and ask the individual members to physically place themselves along a horizontal line that represents the two extremes, e.g., Trust I trust people very easily. Mistrust I dont trust people at all. Some surprises may arise which should be checked out. Ask the group members to place themselves along the horizontal line where they would like to be, and then discuss their concerns and look at what changes would be needed. These changes can be enacted in role plays. Variation: Identify a polarity, e.g., Shy/Confident, and ask for a volunteer to place others on the horizontal between the polarities. The group members should then be encouraged to respond to where they have been placed. Statements can then be created, such as: Other people see me as..., but truthfully, I always feel... My parents always said I was..., but I always felt...

The Protector
This exercise is a variation of Dodgeball designed to enhance cooperation and provide an experience of a dependent versus a protector. This should not be attempted until there is a base level of trust. The group forms a circle around two volunteers who start by standing in the center. Present a large foam ball, explain that the group working together is to tag one of the two people in the center (who will be identified as it). They are to tag it by throwing the ball and hitting it below the knees. The other center person will be its protector, and this person is to try to stop the group from hitting it. When it is tagged, he/she joins the group, or switches roles with the protector (depending on whether he/she needs a rest). Give everyone, if possible, an opportunity to play both roles. Discussion questions: What was the difference between the two roles? What was similar between the two roles? Does anyone find him/herself in these roles in their lives?

Defuzzing Wheel
Many value-loaded words are fuzzy concepts they mean many things to different people. In order to become aware of and explicit about your own definitions, thoughts, feeling and associations around value-rich issues, we invite you to use the defuzzing wheel ... Ride on! To start your ride, draw a circle with spokes coming out from it. Place the word or concept to be defuzzed (e.g., racism) in the center of the circle. Now freely associate to this concept by placing any thoughts, feelings, behaviors, individuals, conditions, etc. on the spoke leading out from the circle. Please feel free to jot down anything that comes to your mind individual words, phrases, complete sentences, pictures. It is important for you not to censor or prejudge any of your ideas these is no right answer to this. The defuzzing wheel is an incredibly flexible vehicle. For instance, you could use it to focus on such concepts as: sexism, competition, wise use of resources, drug abuse, citizenship, or good camp. It is an excellent way to open up areas for exploration.

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Prioritizing Of all the data now on your defuzzing wheel (your original wheel plus the added ideas from your partners), what stands out the most for you? Which spoke of your wheel seems to get at the heart of the concept, which association seems to cover the most ground? Place an asterisk next to that spoke, and note (either in your mind and/or on paper) what makes that association the most significant one for you.

Rope Grope
Location: Outdoors (rope between trees); indoors (rope between chairs). Equipment/Materials: 50' to 100' of 1/2" diameter rope; 1 blindfold per person. Lay out a course with rope around trees, over limbs, through bushes and shrubs, over logs, through grass, etc. Mark each end of the rope with a different distinctive feature. Use something with a distinctive feel, smell, shape. Do not allow the participants to see the course. Have all of the participants put on blindfolds and get in a line. Everyone grabs on the rope in front of them, leading them to an end of the rope. Tell them to find the other end of the rope by using their hands to move along the rope. No one is allowed to talk. Tell them they should go to the other end of the rope. When they have reached the other end of the rope, they are finished. Variation: Start half of the group at one end and half of the group at the other end. Do not tell them you are doing this.

Sherpa Walk
Ask the entire group (8, no more than 15) to tie on blindfolds. The problem: Tell your blindfolded travelers that two participants will lead them blindfolded through the course. Lightly tap two members of the group on the head and tell them to come with you so that you can point out the route. Explain to the remainder of the group that you will return within 5 minutes and that they should take this time to arrange themselves in some way for sightless traveling. Take your chosen leaders (blindfolds now off) and point out a pre-selected route through which you would like them to lead the group. Spend some time, prior to the groups initial meeting, to establish a challenging and enjoyable route. Include: bashing through some bushes, having to crawl under and over something, walking next to water (which you can splash threateningly), etc. Explain to the leaders (and eventually the group) that they are not allowed to say anything (language, inflections) that the group will understand, but can make whatever other sounds they like: whistles, clucking, clapping, etc. Guides are not allowed to touch any members of the group. So, obviously, a means of communications must be established in a minimum amount of time. Give the leaders a couple of minutes to discuss communication strategies while you walk back and explain the situation to the now highly organized (?) travelers. Assure the group that you and one other proctor will be silently attending this walk to provide spotting in case of any potentially risky moves. As you see the leaders approach, say The next semi-human sounds you hear will come from your leaders. Try to end up the walk in an area that allows the group to be physically close together.

Rabid Nugget Rescue

Use as a lead-up to Blindfold Soccer; helps develop trust and cooperation. Partner throws a rabid nugget (tennis ball) as far as possible and then verbally (no physical contact) guides his/her

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blindfolded partner to the ball. Once retrieved, the ball is brought back and placed in a rabid nugget hospital (box). Task complete, switch roles. This exercise is particularly intense if a lot of trees or ground dips are part of the search route.

Emergency
Directions: Read each of the following problems to the group, and ask each student to come up with a solution. After a few minutes ask them to share their ideas in turn, giving anyone the right to pass. If the group is too large, then split into more manageable groups. It is often fun to ask the students if they would change any of their ideas after they have heard what others have to say. The teacher should also participate. Procedure: 1. You have just been notified that the dam behind the town where you live has been badly damaged by lightning. The town must be evacuated. (Your family and pets are safe, but your family has no household insurance.) What would you take? 2. Your group has decided to complete a 30 mile hike in one day. It is now late at night and raining. You are hungry, cold, tired and almost there. Suddenly your best friend whispers, Im not going any further and I dont care. Your friend falls down and just lies there. Somehow the other kids sense its a fake and start cursing. You think they might get violent in a minute. What would you do? 3. In a long range test of human survival, you have volunteered to spend the next ten years of your life in an isolated arctic outpost. For your efforts you will be well paid and become famous. All your needs for food, warm clothing and shelter will be met. You ill also have TV, radio and movies available. You may take with you a single crate of personal possessions not to exceed 100 pounds (animals and people excluded). What would you take? 4. In an energy crisis, you have been instructed to eliminate the ten least useful appliances in your house (irons, dishwasher, clocks, TVs, etc. are included). List in order of least usefulness the things your family would do without.

Prui
The Prui (pronounced proo-ee) is a gentle, friendly creature that grows. If you want to get people in touch and feeling comfortable with each other, introduce them to the Prui. Unlike the Blob, which everyone avoids, everybody wants to find and become a part of the Prui. To do this, everyone stands in a group, closes their eyes (or uses blindfolds) and begins milling about. When you bump into someone, shake his or her hand and ask, Prui? If the other person asks Prui? back, then you have not found the Prui. Move on to another person. When everybody is bumping about, shaking hands, with strains of Prui? Prui? Prui? floating around the crowd, the referee whispers to one of the players that he or she is the Prui. Since the Prui can see, this person opens their eyes. It seems that the Prui is also a smiling mute, for when someone bumps into him or her, shakes hands and asks that gentle question, the Prui doesnt respond. Ask one more time just to be sure. Eureka! You have found the Prui at last! Now you can open your eyes and become a part of the Prui to by holding hands. When someone bumps into you, if you have a free hand, shake their hand but do not respond. When someone bumps into two clasped hands, they know they have joined the Prui somewhere in the middle and must find their way to the end.

Money On A BookTrust Walk

As with a normal trust walk pairing, one person is blindfolded while the other is expected to guide and lead the blindfolded student. The walk is made a little trickier by having the pair pick up a telephone book with a penny on each quarter, and then move along a path chosen by the non-blindfolded student.

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Drivers EdTrust Walk

Have group members form pairs. Have one individual decide who will be the driver and the other decide who will be the car. Have the car tell the driver what type of vehicle they would like to be, then face them forward with their arms crossed over their chest with elbows pointing out as bumpers. Blindfolds should be placed over the cars eyes. Drivers should stand behind the car and place hands on the shoulder (steering wheel). Drivers should safely guide their cars around the room without having any accidents. Stop the activity by yelling stop or by some other means and have the pairs switch roles.

AmoebaGroup Trust Walk

The group is loosely tied together with a rope, so that members will not be uncomfortable. The group is then asked to move as a group through obstacles. This provides a great opportunity to allow your group members to get to know one another.

The Glob
Provide each participant with 5 pieces of tape and instruct them to roll the tape so it will stick to their body in five different places. Encourage members to form a circle and pair up with someone else. Call out the word stick and have the partners choose one piece of tape on each other and stick those two pieces of tape together. Have them then walk around the room for 10-20 seconds. Call out stick again and have the pairs move to another pair, making a group of four. Continue process until all five pieces of tape have been stuck so the group becomes a glob.

Cover The Space

Designate a space that is in the form of a rectangle using 4 chairs, trash cans, or other objects as corner markers. Have group members start walking around the space. There must be no talking, no contact, and members must continue moving. After a while, ask members to make sure that they cover as much space as possible, and be even distributed throughout the rectangle. Members need to keep moving at all times, get to corners and sidelines, and to always move to empty spaces. The leader shouts FREEZE and the group should be evenly distributed around the space. The leader tells the group how they are doing, and reinitiates the activity. Variations include having members grab a partners hand, forming triangles with their bodies.

Blind
This game uses the premise of Cover the Space. A rectangle of space is made using the same method as in Cover the Space. Members are divided into two groups of equal numbers. The two groups then form two lines on opposite sides of the rectangle. These lines face each other. One line is blindfolded. The leader quietly points at individuals in the non-blindfolded line. When pointed at, each individual will cross to the other line, and take a blindfolded member and then physically guide them around the space inside the triangle, without physically contacting anyone else. To make the game more difficult, the leader can ask the airs to move faster, slow motion, backwards, crawl, etc. The game can also be played using the same rules as cover the space. After a while, ask the pairs to switch roles.

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Cookie Machine
Participants are first asked to remove all jewelry, watches, and other clothing accessories that could scratch or poke someone. Two lines are then formed, with members standing shoulder to shoulder. Elbows should be bent with forearms placed in front of body, with palms facing up. Forearms should be alternated, with one players arms flanked by the arms of the players in front of him/her. The group then draws closer together, and each member places one foot forward, and one backwards to maintain balance. The group member who is to be the cookie should also have removed all clothing accessories (glasses, belts) and begins by announcing what type of cookie he or she wants to be, and then slides into the oven. The rest of the group, who serve as bakers, gleefully sing what kind of cookie the person is, and then bounce the cookie along the conveyor belt. Two strong bakers should be placed at the end of the oven to assist the cookie out of it. The cookie then becomes a baker, and one of the bakers become a cookie.

Rattler
The group forms a circle. Two individuals are selected and blindfolded. Each person is given a bottle filled with coins, a baby rattle something that makes noise. One person is designated as the hunter, the other as the pray. The hunter and pray are taken to opposite ends of the circle and spun to disorient them. The two players are allowed to move freely within the circle. The members forming the circle provide safety, and prevent the players from leaving the circle. The hunter shakes his rattle in an attempt to locate the prey. For every rattle the hunter makes, the prey must respond. The hunter then attempts to locate the prey by following the sound. When the hunter locates the prey by tagging, the prey becomes a hunter, and the hunter selects a person from the circle to become a prey.

TEAM BUILDING
The following activities are suggested for use as team building initiatives.

Blind Line Up
Before giving any instructions, ask each group member to put on a blindfold. (Old sheets or bandannas work well.) Once everyone has become legally blind, ask the participants, without talking, to line up chronologically by birthdate month, day and year. You may offer a little assistance by telling them which side of the room the youngest person should be on and which side the most experienced person should be on. As observer, watch who takes leadership in the activity. Pay attention to the different methods people use to communicate their month, day and year to each other. Take time to discuss the activity afterwards, asking the participants what it felt like to be blind, and what perceptions they had while working on the activity. Share your observations.

Monster
The group task is to create a monster, within the following guidelines: The monster must be made up of all the group members, and they must all be connected.

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 The monster must have five feet on the ground, no more, no less. It can have only five arms waving in the air like tentacles, no more, no less. (To figure out the number of feet and arms, divide the group in half and add one. (i.e..- a group of ten, divided in half would be five. They get six legs and six arms.) The monster must make three noises. The monster must be able to move from one spot to another with arms waving, feet moving and noises sounding, without falling apart! (You may want to make tape marks on the floor. Make the distance challenging, but not unattainable!) Some additional challenges if certain individuals are taking charge and monopolizing the planning process, it is possible for lightning to strike and take their voice away! Other individuals can be made blind (close their eyes or blindfold them). Process this activity by discussing who took leadership, how the group solved the problem, and if anything could have been done differently.

The Farmer And The River

Break your group into smaller groups of four. In each group of four, the members must decide who will play the following roles farmer, chicken, fox and bag of grain. Once the roles are established, each group of four has to figure out the following problem: The farmer has to get the fox, the chicken and the bag of grain across a wide, deep river in a rowboat which will only hold two at a time. However, if he leaves the fox alone with the chicken, the fox will feast, and likewise, the chicken would eat the grain if left behind unattended. There are no trick answers. For the sake of any facilitator who does not have the answer, the farmer must take the chicken over, come back for the fox, take the fox across and bring the chicken back, take the grain across to the fox, then come back again for the chicken!

All Aboard
Mark a one foot by one foot square on the floor with masking tape. This square has just become a spaceship. Your group members are astronauts, and they must get into the spaceship before it blasts off. This means that the entire group must stand in the spaceship (the square), without any part of their bodies touching the ground outside of the spaceship for a count of 30. If anyone falls out during the count of 30, the group must start over. VERY IMPORTANT: In order to keep the activity safe, there should be no standing or sitting on peoples shoulders. When processing this activity, ask how people felt when they had to start over. How many times did they change the plan and why? Who were the leaders? How did it feel to get frustrated, and how did people deal with that frustration? How does this activity relate to real life?

Poetry In Motion
The group works together to create a poem, with each member contributing one line. The group then sets the poem to motion, creating a mini-skit!

The Human Knot

The group stands in a circle, facing in, shoulders touching. Each person puts in his or her right hand and takes someone elses right hand. The only restriction is you cannot hold the hand of the person standing next to you. Each person then puts in his or her left hand and takes someone elses left hand. The only restrictions here are you cannot take the hand of the person standing next to you, and you cannot take the left hand of the person whos right hand

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you are already holding. Without breaking hands, the group must untangle the knot of hands, arms and bodies by climbing over, under and through, until they are left standing in a circle, two separate circles, or a figure eight.

The Electric Fence

Object: To transport a group over an electrified wire or fence using only themselves and a conductive beam. Rules: (1) If a participant touches the fence (rope), he is dead and must attempt the crossing again. Any person touching the individual as he touches the wire must also return for another crossing. (2) If the conductive beam (a small diameter log) touches the wire, all those in contact with that beam are dead and must attempt another crossing. (3) An electric field extends from the wire to the ground and cannot be penetrated. (4) The trees or other supports which hold up the wire cannot be safely touched and so cannot be of assistance in the problem. Caution: (1) Be careful not to let the more enthusiastic people literally throw other participants 7-8' in the air over the rope, injury will result! (2) Do not let the last person perform a head first dive into the shoulder roll.

The Diminishing Lead Problem

Object: To move a group or series of groups (teams) across an open field as quickly as possible. The distance can vary with the estimated strength of the groups. The width of a football field is a very physical distance. Rules: (1) To cross the open area a person must be carried. (2) The carrier must return and be carried himself. (3) The only person allowed to walk (run) across the open area is the last person. (4) If the carried person touches the ground while being transported, both members must return to the start. (5) The number of people being carried and carrying can vary with the strength and/or imagination of the group; i.e., one-to-one is not the only way. Variations: The object can be to move the entire group across the distance in as few trips as possible (this changes the emphasis from speed to efficiently). To include more of a trust factor, require that everyone wears blindfolds. Have at least three people available as spotters.

Cross the Great Divide

Location: Indoor or Outdoor any open space with a marked-of area. Participants form a line with sides of feet touching. Group has an area which everyone must get around or across without feet becoming detached. If their feet become detached, the group must begin again.

Airport
When large airliners land, they use radar and complicated instruments rather than relying only on the vision of the pilot. In this activity, players rely on senses other than sight. Materials: Objects found in the room (chairs, books, boxes, shoes and so forth), a blindfold. Directions: 1. Divide the group into pairs. One person becomes the pilot while the other partner is the air traffic controller. One pair runs the course. The rest of the players become the runway by forming two lines about eight feet apart with the lines facing each other. 2. Obstacles, such as chairs, books, boxes, shoes and so on, are placed on the runway. Be careful not to use objects that will be harmful if stepped on or bumped into. 3. The air traffic controller stands at one end of the runway. The pilot is blindfolded and stands at the opposite end.

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The controller verbally guides the pilot down the runway so that the pilot avoids obstacles and the people on either side.

The Great Escape

This exercise can bring about some lively conversation. It can be used as a tool in working toward improvisation, decision-making and creativity. The group is told they are trapped in a hut in the middle of a large forest, food is pretty much gone and to stay there would probably mean that they would perish. To reach safety, they will need to overcome the following obstacles: 1. Break out of thick walled hut. 2. Climb over a 20 foot smooth barricade. 3. Negotiate an intense barbed wire fence. 4. Cross a treacherous, murky river. 5. Travel through an entangled, deep tropical forest. 6. Cross a malarial swamp. The group is to decide on three things that would be useful to their escape. They will have nothing else at their disposal. The group cannot use things like helicopters or magical devices like laser guns.

Bridge It
You will need the following props x 2; i.e., one set for each group: 4 styrofoam cups, 8 - 8" small diameter sticks (to be gathered previously by the participants), 1 roll of masking tape, 1 small box of LEGO or Tinker Toys or the like, 1 paper and pencil (or pen), 1 set of terminology. You will also need the following items to be used by both group: 2 card tables, 1 sheet or blanket, 1 chair for each person, 2 rooms. Set-up: Place all props for each group on separate tables. The terminology change papers should read something like this: Side A, the word top means bottom, side means under and laugh means high; Side B, the word tape means wide, sticking out your tongue means how many and crisscross means parallel. Procedure: Explain to both groups that the tangible purpose of this exercise is for each separate group to build a bridge toward the other group (sheet) so that the bridges meet and look as much alike as possible. Do not offer any guidelines except to say that only the offered props may be used. Try fabricating a story about two countries that are separated by a body of water but want to establish a trade and cultural relationship. The river is plagued by bad weather and almost constant fog. The countries have a common language but the dialects differ considerably. In order to establish a necessary dialogue between groups, three five-minute meetings have been arranged (be very strict on the timing) at a common meeting site (another room). As the members adjourn to the meeting room, remind them that they must not look on the other side of the sheet, offer blindfolds if necessary. Only one member from each group may talk at each meeting, and these two individuals sit facing one another, separate from the other people in the room. No comments from the group are allowed during this time (only laughter!). The timing of the planning and building sessions should look like this: Separate groups are shown their building area and props and are given seven minutes to talk over the problems of building the bridge (amongst themselves, not with the other group) and to begin construction if they choose to. First 5 min. meeting of the chosen group representative in a separate room, a new representative should be chosen each time, 7 min. discussion and building time back at the site. Second 5 min. representative meeting, 5 min. discussion and building time. Third (final) 5 min. representative meeting. 10 min. race to get the work accomplished.

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Business
Your group (keep the numbers small: 4-5) is charged with construction of a freestanding tower of any shape or size using only the provided building materials. The company you own won an invitation to build a small scale tower to prove that your architects and builders can do it for the least cost and the highest profit. Obviously other invited contractors will be clawing to the same mercenary gains. There are two stages to this problem. These two stages are structured to allow enough time to complete the problem in a class period (45-50 minutes). Stage One (20 minutes). Plan your tower (architects) and practice building a prototype or two (builders). You may take the blocks from the container and build as many practice towers as you like (lots of trial and error), but at the end of this stage all the blocks must be disengaged and place back in the box. Stage Two (16 minutes). From the START, your group must construct a freestanding tower (erect enough to be measured by the judge). This building period is timed. After recording the final time, number of blocks, and the height of the tower, the three BIG BUSINESS GRAPHS are used to determine your result: the profit. Clarification and Real Life $ Hints. Allow 200 LEGO blocks (or a facsimile) per team. Include more small blocks than large ones.

Excuse Me, I am Looking For ...

This is an exercise in persuasion and compromise. Split your group into pairs and then send each half to opposite ends of your room. One-half is told that they work in a clothes shop, and their wages are based on a commission. When their partner comes into their shop to buy something, they find that they just dont have it in stock. They are to then convince the customer to purchase something similar. The other partner is informed that they want to purchase something very specific. They are to consider the reasons they want it, e.g., color, size, style, material. Give the pairs a set time for this role play. Encourage them to come to a conclusion one way or another. There can be a discussion afterward on other possible outcomes.

Tug of Friendship
A large group of people sit in a circle holding on to a thick rope that is inside the circle in front of their feet. The rope is tied together to make a large loop. If everyone pulls in harmony, the entire group should be able to come up to a standing position. Tug of Friendship can also be played by stretching the rope out straight and having people sit on both sides of it, facing each other in two lines. If everyone pulls on the rope, equally, they can help each other up. Its a great cooperative alternative to Tug of War.

The Shrinking Ship

This is a great activity for team building and decision making. You can use either a 6-8 foot rope, newspaper or segmented hula hoop (4 segments). Instruct the group to stand inside of your circle or square; everyones feet must be inside of the perimeter for a predetermined time, e.g., 15 seconds. Make the first perimeter large enough to guarantee success. Once they have experienced success from the first round, ask the group if they would be willing to make the circle smaller. Have them decide on the actual size. If they succeed again, ask them to consider an even smaller circle. Continue this as long as the group is willing.

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Dream-Building
When a man starts out to build a world, He starts first with himself. . . Then the mind starts seeking a way. Then the hand seeks other hands to help. . . Thus the dream becomes not one mans dream, But a community dream. . . Not my world alone, But your world and my world, Belonging to all the hands who build. by Langston Hughes Questions 1. What is something which you have started out to build in your own life. 2. What ways have you found to be effective in inviting other to share your dream? 3. Are there any dreams which you now have that you would like the staff and/or participants of this program to share in? 4. Do you have any ideas about how to build a better sense of community in this program? 5. Martin Luther King had a dream which he did not live to see fulfilled What dream do you want to realize in your lifetime?

Everybody Up
Using this initiative exercise is a useful way to introduce the concept of group cooperation. Ask two people of approximately the same size to sit on the ground (gym floor) facing one another so that the bottoms of their feet are opposed, knees are bent, and hands are tightly grasped. From this stylized sitting position, ask the duo to try and pull themselves into an upright standing positions. If the pair is successful (most are), ask them to seek another partner and try standing up with three people, then four, etc., until the entire group eventually makes an attempt. Criteria for a successful attempt are: (1) Hands grasped so that an electric current could pass through the group; (2) Foot contact with the same electrical set-up; (3) All derrieres off the ground at the same time. Something that began as a simple cooperative stunt becomes an initiative problem that includes the entire group. An alternate or additional way to present this problem is to ask the participants to sit back-to-back and try to stand as a pair, a trio, etc. Do not allow interlocked arms for safety reasons (shoulder dislocation possibilities).

Lap Sit, Step, Touch, Clap

A group of players form a tight circle, standing shoulder to shoulder, and then everyone turns to their right (or left). Each person holds the waist of the one directly in front of him, everyone takes one side step toward the center of the circle to tighten it. The players then try to sit on the knees (not the thighs) of the player behind them, creating a sitting circle. The real fun of the game starts after the sitting circle has been formed, by using a variety of collective actions suggested and attempted by the players: holding arms out to the side, clapping three times, touching the ground outside the circle, taking three steps backwards. This last task usually leaves the entire group in a cheerful heap on the floor. It is possible to get whole schools in a single circle, but the stepping challenge becomes much more difficult. Regardless of who wins, the players or gravity, its a wonderful way to bring a group together to end a session.

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Natures Towers
Form small groups of four to eight people. Each group goes outside and finds objects to use in building a tower. The towers can be judged for the highest, best looking, most sturdy and most ecologically sound. One person is selected from each group to form a panel of judges. One observer is selected from each group to observe and report on how their group completed the task. The only materials provided each group are a ball of string, a roll of masking tape and some airplane glue. The task is to be completed in twenty minutes and each group is given an additional five minutes to plan. After the planning session, the rest of the task is to be completed without talking. After the twenty minutes of tower building is completed and judged, each group, builders, observers and judges can talk about their feelings and thoughts stemming from the activity.

Popsicle Push-Up
This cooperative activity can be used as a simple four-person stunt, or you can continue to add people ending up with a useful large group initiative problem. To set up the initial four-person attempt, ask for four volunteers, who can do at least one push-up. Ask one person to lie face down on the ground, as if preparing to do a push-up. The second person lies face down, at right angles to the first person so that the tops of his/her feet are on top of the first persons lower back. The third person repeats the procedure, using the second person as their foot rest. The fourth person fits in this weave so as to connect everyone in a square configuration. All four should be face down with their instep on someones back. On a signal, everybody does a push-up. If done together, there will be four raised bodies, with only eight hands touching the ground; simple but impressive. If one of the participants has trouble getting up (foot pressure on their back might cause a problem), tell him/her that you will give a 1-2-3 Go count, and that the permanently prone individual should attempt a push-up on the count of two, offering the advantage of a head start. After your groups of four have had some fun with this quartet push-up (including a 360 degree rotation attempt while in the up position doomed for failure, but worth a laugh or two), ask the group to continue to add people to one of the quad arrangements in an attempt to include the whole group (4 to infinity) in a mass popsicle push-up. There is more than one solution.

Stork Stretch
Do a few back-of-the-leg warm-up activities and individual limberness exercises before trying this triad stretch. Split into groups of three, stand facing each other in a triangular configuration. One person raises his/her right leg and places the right foot on the right though of the person to their right, as that person continues the identical action to their right. Right! So, its everyones right leg as parallel to the ground as possible, as the right leg is supported to the right hand partners thigh. The left legs (3 of them in most groups) support the trio. After achieving this unique balanced position, all try to lean over and place their head on their right knee (or depending upon the triangular rapport, on their partners knee). As you attempt this movement, a certain tightening of the hamstring will occur, accompanied by various deep-throated guttural sounds. This stretcher is not designed for everyones body, but the cooperative results are worth an attempt.

River Crossing (Poison Peanut Butter River)

Your group is now going to attempt to cross a poison peanut butter river, its width to be determined by you, the facilitator. There is only one way to cross this river without being poisoned on magic floating folders (manila

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folders, that is, stapled shut so they cant be spread out). To determine the number of folders you need, count the number of group members and divide in half. If you have any full grown people in your group you may want to add one or two folders. It is always better to start with too many than not enough! Now, beginning on the bank, the group must cross the poison peanut butter river on the folders, abiding by the following rules: 1. The group must all cross at the same time. The first persona may not get off on the far bank until the last person is safely on board. 2. If a group member happens to dip a foot in the poison peanut butter the whole group must begin again on the bank. (You can make is a little more challenging by making the person who has been poisoned now cross on one foot!) 3. The group must keep all members safe at all times! 4. No other props can be used. As facilitator, you can make the activity more challenging by sending a paper shark to eat one or even two of the manila folders, thereby forcing the group to make the crossing on the remaining folders. You can also blindfold one member of the group.

A Bag Full Of Props

Give the group one bag of props consisting of 5-10 items (Example: cup, keys, food items, toys, tools, school supplies) and assign them the task of creating a short skit using all the props provided. Be sure to stress that everyone in the group must be part of the skit.

Group Art
Tell group members that you will all together draw a picture. Provide everyone with a sheet of paper, and have each member put their name on it. With their eyes closed, then have them turn the paper over and draw the outline of a house without windows or doors. Ask them to open their eyes and pass their paper to the person next to them. Following the same procedure as the group to draw windows, a door, a sun in the sky, a fence, flowers, and a dog/cat in the yard.

House Of Cards
Provide the group with a package of index cards and a role of tape. Instruct them that they are to engineer and build a fortress capable of withstanding the harsh environment (wind, earthquakes, etc.) Provide the group with a reasonable amount of time to create the house. Afterwards, blow on the house or shake the table, etc., to see if you can bring it down

Pitch A Tent
Divide the group into subgroups of five. Give each group a pile of newspapers and a roll of masking tape. Instruct the group, including every member, to pitch a tent using the materials. The tent should be large enough to protect the entire group. Allow the group 3-5 minutes of brainstorming before touching the materials. Allow the group 5-7 minutes to construct the tent.

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Carrot Sticks
This activity can serve as a group teambuilder or as a relay event. The group gets into a circle (or straight line if relay) with one person having a carrot between his/her knees. The carrot is to be passed from one persons knees to the next, using only the knees, nothing else. If the carrot is dropped, the group must start all over. If the group is successful, tear off a chunk of the carrot and begin again.

Whats Our Logo

Allow your group to select a group name and then ask the group to develop a logo that will portray who and what they are to the other events groups

Whats On A Penny
Divide the group into pairs and ask each pair to list all the distinguishable characteristics of a common penny

Word Formation
Provide students with a word (for example: help, care, love, trust, share, pal, ) and have them spell the word by standing in a way that they letters are recognizable.

Story Acting
Pick a childrens picture/story book, and have the group select one person to read the story. As the story is being read, the rest of the group must then act out the story.

Freeze
In this activity, impromptu theatre methods are used. A scene is created, and no more than three people act out the scene until another group member yells FREEZE and then enters the scene and replaces one of the actors currently in the scene. The new actor then alters the story and the scene by bringing a new twist to the situation.

N-Numbered Opera Singer/Storyteller

Inspired by the popular television show Whos Line Is It Anyway, the group comprised of n-numbered individuals either tells a story or sings a song about a particular topic with each individual providing one word, followed by the next person who provides the next word.

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ABC Scavenger Hunt

Members are asked to get out their wallets, purses, bookbags, and as a group try to find at least one item that begins with each individual letter of the alphabet.

Silent Line-Ups
Ask group members to line up according to age, birthdate, height, last name, first name, middle name, ect. without speaking.

Paper Chase
Provide a piece of paper to each group and ask them to brainstorm a list of uses of that piece of paper.

Zip, Zap, Zop

The group forms a circle, and everyone repeats the words, Zip, Zap, Zop three to four times. The game is started when the leader acts as if there is a bolt of energy in his or her hands and with a forward motion sends the bolt straight at one of the other group members. While doing this the leader says, Zip. The member to whom the Zip is being sent, receives it with their whole body and sends it to another group member in the same fashion, but says Zap, that person passes it on with a zop/ The game then continues.

Number Tag
This game is like High Chair, Low Chair, except numbers are used instead of names. All members are placed in a circle, and then numbered off. The game begins by Number One stating the number of another player. This number can be any number, Number 1 wants with the exception of Number 2 and the Number of the last player, who is on the other side of number one. If One calls Number 5, 5 can call any number within the circle except for 4 and 6 (if there are 6 or more players). One messes up by saying their own number, a number greater than the number of players playing, saying a number to either their left or right, taking too long to say a number, responding to the wrong number, etc., that person moves to the end of the line, and those behind him/her move up one position. Number 1 begins a new round by calling out the number. The game is made difficult because players are responsible for keeping track of their new number. The goal of the game is to become Number 1.

Marshmallows And Toothpicks

Pair individuals up and provide each individual in each pair with an identical number and type of toothpicks (color) and marshmallows (color and size). Have the pair sit back to back, and have one of the pair construct a model using the marshmallows and toothpicks. As the person constructs the model, that individual provides verbal instruction to his or her partner. The partner then attempts to duplicate the model through the verbal instruction.

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Situp
Place two members back to back, arms locked together, knees bent. Pushing off of each other the two must rise. After this combine pairs to make a quad. Combine quads to make a group of eight.

CLOSURE
The following activities are suggested for use in closing a group. These activities should be used in the next to the last group meeting to prepare participants for saying good-bye and in the last group meeting for wrapping things up and sharing ideas on how individuals and teams will make the transition from OS to home.

The Gift Box

Have a wrapped box ready with a slit in the middle. Ask the group to write anonymous gifts (positive comments, feedback) on a slip of paper for other group members. The name of the person receiving the gift should be written on the top or outside of the note. (Co-facilitators, be sure to each give a gist to every group member, to ensure that no one is left without.) At the last group session, someone should read the gifts aloud.

Positive Bombardment
The group should be seated in a circle. Ask for a volunteer to turn their back to the group. Once this person is situated, group members will talk about the individual, sharing positive comments as if s/he were not in the room. The group may want to set a time limit for each person of two or three minutes, depending on the size of the group. This will give everyone equal opportunity and ensure that you end on time. Give each person the opportunity to be positively bombarded!

Warm Fuzzies
Each person writes his or her name on the top of a sheet of paper or on a paper bag. Group members write a positive message to every person in the group on their sheets or on a slip of paper (to be dropped in the bag). These should not be read until the participants leave OS.

Personal Action Plan

On a sheet of paper, each person writes a statement, in contract form, of what she/he plans to do with the knowledge and experience gained at OS upon returning home. Each action plan should be dated, signed by the person writing it, and signed by a witness. Group members can also write their names, addresses and phone numbers on the back of the contract, so they may check in with each other in one month or three months to see if the action plans/contracts were completed!

A Letter To Myself
Ask each group member to write a positive letter to him/herself. Provide each group member with an envelope, on which they should write their home address. One of the group facilitators then collects the sealed envelopes and tells

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the group that they will be mailed to them in one month. Only use this activity if you are sure you will remember to mail the letters!

Balloons, Balloons!
Give each group member a balloon and a slip of paper. They are to write a general, positive message which could be received by anyone in the group. (The messages should be written on small slips of paper.) Once written, each member should slip his or her message into the balloon, blow it up and tie it. The balloons are then put in the center of the circle, and each group member picks a balloon (other than their own). When everyone has a balloon, s/he should pop it and read the message inside!

Left-Handed Compliments
When it comes to saying good-bye to people with whom you are close (e.g., when camp ends for the summer, when the school year comes to a close, when a visit from friends or relatives is over), you may want to find a ritual that brings closure and that brings you closer to the people. We have to hand it to you...our left hand, that is. One light and lively way of saying good-bye is to extend to each other left-handed compliments. Unlike left-handed compliments (which leave kookie monster crumbs all over you), left-handed compliments leave you feeling more complete. If you gotta go, you gotta go. Its better to go feeling complete. So, extend yourself and your left hand . . . while you are shaking hands left-handed, share an appreciation/validation with the other person that will leave him/her feeling more complete. Shaking left-handed may lead you to shake with laughter sometimes its fun to do things differently it can play an important part in adding lightness to departures.

Your Turn
We turn now to an activity that will help you to focus on your dreams and goals. Inevitably, up the road a piece, you will encounter choice points and potential turning points. Learning from your past mistakes, and more importantly, from your past successes, may give you some clues about which way to turn. Two roads diverged in a yellow wood, And sorry I could not travel both and be one traveler, Long I stood to where it bent in the undergrowth. Then took the other, as just as fair And having perhaps the better claim Because it was grassy and wanted wear; Though as for that the Passing there had worn them really about the same. And both that morning equally lay In leaves no step had trodden black Oh, I kept the first for another day Yet knowing how way leads on to way I doubted if I should ever come back. I shall be telling this with a sigh somewhere Ages and ages hence; Two roads diverged in a wood And I took the one less traveled by And that made all the difference. by Robert Frost

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In a sense every moment of our lives is a potential turning point. Take some time to think about, write about, and/or discuss the following questions: (1) How many major turning points can you identify in your own life? (2) What made them turning points and what trail makers do they leave to help you identify future turning points? (3) Did you know that they were turning points at the time or only in hindsight? (4) If you had to project, what choice points will you be facing in the future? (5) What from your previous experience will help you when you encounter them? (6) What might you begin to do now or continue to do to prepare for these future turning points? The point around which this exercise turns is that you have control (and responsibility for) over what happens to you.

Inverse Paranoid Projects

Here are some unique and enjoyable action projects that aim to create more inverse paranoids in the world people who think the world is out to do them no good, by creating some positive self-fulfilling prophecies, we can aid people in developing their own and others self-esteem. It might be helpful to have teams of people who carry out each project. They could then get together afterwards and discuss their own and other peoples reactions and learning from the project. Here s a taste of some positive seed planting activities you could undertake: 1. Verbally validate (appreciate) five or more people in your school, camp or program. 2. Plan a meal for someone new (to your school, camp or program). 3. Find in your wallet one symbol of a success youve had and see what others find in their wallets. 4. Clip out or draw a cartoon that you think will make someone laugh and give it or send it to that person. 5. Send a special greeting card to someone who might not expect one from you. 6. Write a letter to the local newspaper (or school or camp paper). 7. Do something nice for someone and keep it a secret. 8. The next time someone brings up a new idea in a discussion try to say yes, and ... rather than yes, but ... 9. Sing or play a recording of your favorite song to someone. 10. On the turnpike, pay the toll for the car in back of you. 11. Give an apple to a toll collector. 12. In a classroom, build in a ritual for a secret friend or secret Santa. 13. Send someone an anonymous positive note. 14. Say hello to ten strangers in one day. 15. Help carry packages at the grocery store for free. 16. Throw a surprise unbirthday party for someone you know. 17. Make one positive phone call per day. 18. Say thanks five times each day. 19. During a conversation with someone else, say to be perfectly honest with you ... and complete the sentence with something positive rather than negative. 20. Bring a favorite possession and keep it around for the year.

Wiggle Handshake
Directions to the players: Now its time to say good-bye...to all our play family...and what better way to do it than with a ritual well all remember: an unforgettable handshake! Now, for many people, parting really is sweet sorrow it can be hard to say good-bye to people with whom youve been having fun. The WIGGLE HANDSHAKE is a great way to take with you the memories of the good times weve had together. Can I have a volunteer to demonstrate the handshake with me? . . . OK, Susan come on up and well show everyone how to focus on the sweet part of parting. The WIGGLE HANDSHAKE consists of three actions. First, we shake hands normally ... then, with our thumbs interlocked, we rotate our four fingers over the other persons thumb, grasp their hand, and shake again...finally,

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with our thumbs still interlocked, we move our hand until it is parallel to the ground with the fingers pointing to the other person at this point, just wave good-bye to your partner, and move on to another person with whom you can do the WIGGLE HANDSHAKE. OK, lets all do it!

Re-Entry Questions
At the closing of a program like OS, it is best to focus on where we are headed from here in a positive light. Here are some useful re-entry questions. What is the most exciting thing that has happened to you in the last week? Over the weekend? Yesterday? What is the most exciting thing you did? Suppose you have a magic box; it can be any size or shape. In it can be anything you want that would make you happy. What is in your box that makes you extremely happy? Share with the group an experience in which you made someone happy. In which someone made you happy. If you could teach everybody in the world just one thing an idea, a skill, a precept, a fact what would it be? What would you say has been the greatest learning experience of your life? Of the past week? What about this experience will you share with your family? Friends? School? Community?

Wonderful Shuffle
This is a game used by a group called Playfair to finish their cooperative play sessions on a positive note. It was the brainchild of Pamela Kekich, who seems to have a very special talent for creation within cooperative modes. The goal behind the game is to legitimize and encourage the expression of appreciation for one another. We have been taught to look for flaws and weaknesses and bad points and consequently we are experts at being negative. However, most of us are not so adept at looking for and pointing out the good or expressing appreciation to others. To play Wonderful Shuffle, players get into a big circle and put their arms around one anothers waist Each person finds out the names of the people on both sides of him. The circle then starts to shuffle very slowly to the left and keeps going until someone says, Stop! That person then shares something that made her feel good while playing that day something about how she played, interacted playfully, or appreciated how another person interacted with her. When the first person is finished with her brief sharing, she says Go! and the circle starts shuffling in the other direction until someone else calls Stop. He then shares some positive feelings. This continues until the leader senses that everyone who desires to say something has had an opportunity to do so. If there are ten seconds of silence after asking, Stop are we done yet? everyone knows the game is done. All rush into the middle of the circle and give themselves a gigantic ovation.

I Wonder Statements
Upon completion of a values activity or discussion, the teacher asks students to complete in writing sentences beginning with I wonder, such as: I wonder if ... I wonder how come ... I wonder about ... I wonder why ... I wonder whether... I wonder when...

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Then the teacher goes round and round the room calling on students to share their I Wonder Statements with the class. Any student may pass, of course. The teacher should participate, too, and might even start it off with an example or two of his own. There is no discussion of the questions raised since the goal is to stimulate inquiry.

Dear Me Letter
It is important for the student to be able to integrate and find meaning in his experiences. A Dear Me letter at the end of an exercise or a class can serve this purpose. It can also serve as an effective means of ongoing evaluation for the teacher. Ask each student to individually take time to integrate his experience by writing a letter to himself. You can suggest questions or statements to facilitate the writing, such as: What was the high point of the session? What was the low point? I learned that I ... I felt ... I re-learned ... What was unique about your response? What was typical of your behavior? How honest were you when you were sharing? What about your behavior did your like the most? What about your behavior did you like the least? I need ... I am concerned about ... I wonder ... This class would have been better if only ... If only I ... I appreciated myself for ... These letters can be written in the journals, or they can be handed in to the teacher. To do both, have the students use a piece of carbon paper. The original stays in the journal, the carbon is handed in to you. Students who wish to keep some of their responses private might remove the carbon paper while recording these responses.

Reflections and Closure

This is an exercise to end a group session. Have the entire group stand in a circle holding hands. All are to close their eyes, take a few deep breaths, and think back to how they felt when they started group... then have them think of moments, experiences, feelings that they liked and those they do not like, what things puzzled them and left them with questions; what points would they like to take away from the group, and give further thought to. Have them identify at least one important thing to leave with. To bring them back into focus and connect with the group members in the present moment, have them look at each person in the circle. Variation: Members open their eyes and verbalize one particular lesson, insight or feeling which they indicate is worth taking

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with them, e.g., I am taking away the experience of opening up and taking risks with new people, which I have not had much success with prior to this experience.

I Learned Statements
The teacher prepares a chart with the following (or similar) sentence stems. The chart may be posted permanently in the room or it may be posted just when it is to be used. I learned that I ... I realized that I ... I re-learned that I ... I was surprised that I ... I noticed that I ... I was pleased that I ... I discovered that I ... I was displeased that I ... Right after an activity or discussion, the teacher asks the students to think for a minute about what they have just learned or re-learned about themselves or their values. Then they are to use any one of the sentence stems to share with the group one or more of their feelings. Students are not called on, but volunteer to speak whenever they feel comfortable about it. Sometimes it is helpful the first time around to have students write down a few I Learned Statements before sharing them aloud.

Removing the Gauntlet

Do you remember the old game Running the Gauntlet? As first conceived it was a terrible game, consisting of a double file of men facing one another, who beat or struck the helpless individual who was made to run between them. Sometimes people crawled through your legs as you paddled them on the behind. In this version of the game, the new objective is to make the person running the gauntlet feel good. Two lines are made and one person walks or skips between them. She stops at will and looks someone in the eye. That person has to say or do something to make her feel good: Say I like you, You look beautiful What I like about you is..., You did...well, or simply give her a warm smile and gentle hug. She can stop anywhere or anytime she desires for an uplifting remark. By the time she exits the gauntlet, she should be feeling even better than when she went in.

MISCELLANEOUS
Money Madne$$
Supplies Needed: Whistle, play money and good sense of humor. Use of game: Can be used as an icebreaker. You can change any of the items to make them fit better with your group or where ever you might be using this game. Directions: The moderator needs a whistle and follows the sequence on the paper. Each person gets $3000 to start the game. Tell the participants that every time they hear the whistle they have to throw a $1000 in the air. If you get it back, great, if not, someone else gets it. Special Note: Each participant gets one free exchange of money during the game. If they get down to only a $1000 they may ask someone else for a $1000. If you get asked for a $1000 you must hand it over. But you only may do this once during the game, so do it sparingly.

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1. Find someone of the same sex. Add up the letters of your first, middle, and last name. The competitor with the longest name wins $1000 from the loser. 2. Find someone with glasses on, or contacts. Say AHH together until one person runs out of breath. Whoever can say ahh the longest wins $1000 from the loser. 3. Find anyone you dont know. Both of you start singing the National Anthem one word at a time alternating between both of you. The first person to make a mistake gives $1000 to the other person. 4. Find someone that looks like you. Play the game Bubble gum, bubble gum in a dish (You know the game you all played when you were young to decide who was it first.) The loser of the game has to give the winner $1000. 5. Find someone who has the same color hair as you do. Both of you empty your front two pockets. Whoever has the most junk in them has to give the other person $1000. 6. Find someone who is the same heights as you. They must switch money with you!

Saran Wrap Game

Supplies Needed: At least one roll of saran wrap per group (groups should be 5-10 people). Some sort of ball or object the group can pick up. Directions: 1. Split up groups if need be. It really does not matter the size, but you dont want it too small. 2. Have each group get as close together as they can with their arms at their side. 3. Then the facilitator binds each group with saran wrap remembering to cover from the shoulders down to their arms. Dont make them too tight, but make them snug. 4. Make sure all of the groups are in line and then say go and have them move to the other side of the room and retrieve a ball or some object, telling them that the MIDDLE person needs to get the object, not saying that he or she has to pick it up, but they must have it above their head when they come back. Options to this activity: You may have the groups sing songs as they travel to pick up their object. What also works is having them pick up a bag at the other end and in that bag could be kazoos or something like that, that they must play on their way back. Be creative and use your imagination. Process: How well did the communication work in the group? How did you work together as a group in such tight quarters? Was is too fast or too slow? What did you do about that? If this were a planning committee you were on and it was going too fast or too slow what could you do?

Toxic Waste Dump

Objectives To provide an opportunity for planning and experiencing teamwork, and a live forum for analyzing its prerequisites, processes, and consequences. Discussion Questions Was your team successful? By what measures? What did your team do that helped it succeed? What did your team members do that caused it to have difficulties? What did you learn from this exercise that you can apply on the job? Materials 2 coffee cans, enough popcorn kernels to fill one can about half way, 6-8 pieces of 7 foot-long rope, and one bicycle tire tube. Background A can of highly toxic popcorn has contaminated a circle approximately 10 feet in diameter. The toxic area extends to the ceiling. If the poisonous popcorn is not transferred to a safe container for decontamination, the toxic popcorn

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will contaminate and destroy the population of the entire city. The popcorn is estimated to have a safe life of exactly 30 minutes before it explodes. Obviously, there is insufficient time to contact authorities and evacuate the city. Therefore, the lives of thousands of people are in your hands. Inside the circle you will find two cans. One (unsafe) container is about half full of toxic popcorn. The other (safe) container is available for decontamination. Objective You must find a way to safely transfer the toxic popcorn from the unsafe container to the safe container, using only the materials provided to you. For your group, this includes a piece of rope for each person, and a bicycle tire tube. Rules NO participant may cross the plane of the circle with any part of the body. If this occurs, the person must be taken to the hospital immediately (removed from play) and may not participate in any form from then on. The group is responsible for the safety of all its members. NO Participant may sacrifice himself or herself to aid in the transfer of the popcorn. NO spills are allowed, or the popcorn will explode. Participants may only use the materials provided. However, they can be used in any way desired. The popcorn will not spread its toxicity to the safe can, the rope, the tube, or the instruction giver. The participants have no protection inside the imaginary cylinder created by the 10-foot diameter rope. The safe container may move anywhere in or outside the circle. The unsafe container must stay inside the circle, and not be moved more than one foot from its center. Remember, the popcorn must be transferred within 30 minutes, or there will be a tremendous disaster.

SONGS
Shark Attack
Daddy shark, chomp, chomp (Big arm movements) Lady swimming, da, da(both arms swimming) Mama shark, chomp, chomp (Arms at elbows moving) Lady swimming, da, da (One arm swimming, other behind back) Grandpa shark, chomp, chomp (Movement from wrists, with fingers curled-no teeth) Lady swimming, da, da(no arms swimming, but still make movement) Baby shark, chomp, chomp (small movement at wrist to represent a baby) Lady swimming, da, da (Put head inside shirt) Glug, glug, glug

Froggy
(Do alternating clapping and slapping tops of legs) One or two people say line initially with rest of group repeating. Increase speed after finishing whole song. Dog Dog, Cat Dog, Cat, Mouse Dog, Cat Mouse, FROGGY! Ittsy, bitsy teeny-weeny little bitty froggy. Jump high catch a fly little bitty froggy. Fleas and flies are scrumptious and delicious. Oh how I love swimming with the fishes. Ribbit, ribbit, ribbit, croak, croak, croak.

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Singing in the Rain

Refrain: Just singing in the rain, Just singing in the rain, What a glorious feeling, Teeter, totter, teeter, totter, teeter, ta, ta, whoo! Teeter, totter, teeter, totter, teeter, ta, ta, whoo! Verses: Thumbs up, Elbows back, Heels together, Knees together, Butt out, Chest out, Head back, Tongue out, (Sing versus either individually, or in pairs. Sing the song with the same actions, until the teeter part.)

Making Rain
This works well with a large group of people. Separate (or use someone as a guide across the span of the group) and slowly go through all of the actions, in order, and then reversing the actions. Everyone must be silent in order for this to work effectively. Actions: Snap Rub hands together Pat legs with hands Stomp feet

Peanut Butter and Jelly

Refrain: Peanut, Peanut Butter and Jelly Peanut, Peanut Butter and Jelly First you take the peanuts and you pick em And you pick em, and you pick em, pick em, pick em. Refrain Then you take the peanuts and you mash em And you mash em and you mash em, mash em, mash em. Refrain Then you take the peanuts and you spread em And you spread em and you spread em, spread em, spread em. Refrain First you take the grapes and you pick em And you pick em, and you pick em, pick em, pick em. Refrain. Then you take the grapes and you stomp em And you stomp em and you stomp em, stop em, stop em. Refrain

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The you take the grapes and you spread em, And you spread em, and you spread em, spread em, spread em. Refrain Then you take the sandwich and you eat it And you eat it and you eat it, eat it, eat it, eat it. Refrain Mmmm, thats good!

I like to Eat Apples and Bananas

I like to eat, I like to eat, I like to eat, eat apples and bananas. Repeat song using all of the vowels in the place of the e in eat, the a in apples and all of the as in bananas.

How do you Feel?

How do you feel? I feel good, uh. Oh I feel so good, uh-uh. (additional clapping is optional).

Lion Hunt
Going on a lion hunt. Going to catch a big one. Im not afraid. Look, whats up ahead? _____! Cant go over it. Cant go under it. Cant go around it. Gotta go through it. (Make appropriate sounds) Mud - sloshing sounds and move hands as though sloshing Sticks - snap fingers Tree - make gestures of climbing up and down Gate - make gate opening gestures Swamp - make swimming gestures Cave - Go in it and find lion. Reverse all motions quickly to get home

Announcements
Announcements, announcements, announcements A horrible way to die, a horrible way to die,

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A horrible way to start the day, A horrible way to die. Announcements, announcements, announcements, A terrible way to die, a terrible way to die, A terrible way to be talked to death, A terrible way to die.

(London Bridge) Make your announcements short and sweet, Short and sweet, Short and sweet, Make your announcements short and sweet, Theyre so boring. Row, Row, Row your boat, Gently down the stream, Throw the announcement overboard and listen to them scream. Words of Wisdom Words of wisdom, Words of wisdom. Here they come, Here they come. Boring words of wisdom, Boring words of wisdom. Dumb, Dumb Dumb. Dumb, Dumb, Dumb. What do you do with a Program Director? What do you do with a program director? What do you do with a program director? What do you do with a program director, Early in the morning? Hit him/her in the face with a chocolate pie, Hit him/her in the face with a chocolate pie, Hit him/her in the face with a chocolate pie, Early in the morning. (Substitute other directors in position of program director if desired) Have You Ever Seen A Windbag? Have you ever seen a windbag, A windbag, a windbag, Have you ever seen a windbag, Well, theres one right now. Swings this way and that way, Talks this way and that way, Have you ever seen a windbag, Well theres one RIGHT NOW!

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Par, rump, rump, rump

Par rump, rump, rump, Par rump, rump, rump, gooli, gooli, goo, Par rump, rump, rump. Par rump, rump, rump, Par rump, rump, rump, gooli, gooli, goo, Par rump, rump, rump. A-way-o, a-way-o, gooli, gooli, goo, Par rump, rump rump. A-way-o, a-way-o, gooli, gooli, goo, Par rump, rump, rump. (Repeat faster until it becomes a mess) Actions: Rump: pat both hands on the things of the person to your right. Goo(li): play flute in front of the person to your left. A-way-o: wave both hands good-bye.

My Bonnie Lies Over the Ocean

My Bonnie lies over the ocean. My Bonnie lies over the sea. My Bonnie lies over the ocean. Oh bring back my Bonnie to me. Bring back, bring back, oh bring back my bonnie to me, to me Bring back, bring back, oh bring back my bonnie to me. Action: As you sing each word beginning with the letter B, change from a standing to sitting position and vice versa. Everyone should be standing at the end of the song. After mastering the movements, increase the pace of singing.

Boom Chicka Boom

I said a boom chicka boom! (Group echoes) I said a boom chicka boom! (Group echoes) I said a boom chicka rocka chicka rocka chicka boom! (Group echoes) Oh yeah! (group echoes) Uh huh! (group echoes) This time ______! (group echoes) Variations: lower, higher, whisper, louder, sexy, groovy, etc.

Fast Food
A Pizza Hut, A Pizza Hut Kentucky Fried Chicken and a Pizza Hut. A Pizza Hut, A Pizza Hut Kentucky Fried Chicken and a Pizza Hut McDonalds, McDonalds Kentucky Fried Chicken and a Pizza Hut A Burger King A Burger King Shoneys Big Boy and a Burger King

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A Burger King, A Burger King Shoneys Big Boy and a Burger King Red Lobster, Red Lobster Shoneys Big Boy and a Burger King A Lean Cuisine A Lean Cuisine Ultra Slim Fast and a Lean Cuisine A Lean Cuisine A Lean Cuisine Ultra Slim Fast and a Lean Cuisine Weight Watchers Weight Watchers Ultra Slim Fast and a Lean Cuisine A Dairy Queen A Dairy Queen Chuckie Cheese and a Dairy Queen A Dairy Queen A Dairy Queen Roy Rogers Roy Rogers Chuckie Cheese and a Dairy Queen Actions: Pizza Hut - Spread out dough in front of you Kentucky Fried Chicken - flap arms like a chicken McDonalds - Put hands on top of head and form the Golden Arches Burger King - Put hands on head with fingers up to make a crown Shoneys Big Boy - Strut like a macho man Red Lobster - make lobster claws back and forth Lean Cuisine - lean to one side and then the other Ultra Slim Fast - hold hands as though you have a can in your hands, shake up and down Weight Watchers - put hand on top of head as though searching horizon for ship Dairy Queen - mimic milking cow Chuckie Cheese - mimic throwing up a pizza Roy Rogers - pretend to ride a horse

Little Bunny Foo Foo

Little bunny foo foo, hopping through the forest Scooping up the field mice and bopping them on the head Along came the good fairy and she said Little bunny foo foo, I dont want to see you, scooping up the field mice and bopping them on the head. Ill give you three chances and then I will turn you into a goon. So the next day.. (repeat two more chances) So the next day. (repeat one more chance) So the next day. ( repeat) Down came the good fairy and she said, I gave you three chances to change your ways and you didnt obey, so now I am turning you into a goon! Poof! Youre a goon And the moral of the story is Hare today, goon tomorrow.

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Skips Got A Head Like A Ping Pong Ball

(tune Lone Ranger Theme William Tell Overture) Skips got a head like a ping pong ball Skips got a head like a ping pong ball Skips got a head like a ping pong ball Like a piiiiiiiiiiiing pong ball. Ping pong (seven times) ball Ping pong (six times) ball Ping, ping, ping, ping, ping, ping, ping, ping, PONG (Second verse is the same only say pong where you say ping in the first verse and visa versa) You can also change the name to another hairless member of your group. Head, Shoulders, Knees, and Toes Head, shoulders, knees and toes, Knees and toes, knees and toes, Head, shoulders, knees and toes, Eyes, ears, nose.

Cool Cat
Hey you look like a real cool cat With a little bit of this and a little bit of that So get down, ch-ch-ch ch-ch-ch ch-ch-ch Get up, ch-ch-ch ch-ch-ch ch-ch-ch To the left, ch-ch-ch ch-ch-ch ch-ch-ch And the right, ch-ch-ch ch-ch-ch ch-ch-ch Actions: Point finger at person to get them to join in, then when doing the , ch-ch-ch ch-ch-ch ch-ch-ch portion, use fingers and point in the appropriate direction.

Little Sally Walker

Little Sally Walker walking down the street She didnt know what to do so she stopped in front of me She said, Come on girl/dude do your thing, do your thing, rock on. Come on girl/dude do your thing, do your thing, now switch Action: have group stand in a circle, and one person in the middle is Sally. Person continues around circle until they are suppose to stop. Then they dance, when it says to switch, the two people switch places and group continues song again.

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Recycle
Shake your _____ shake shake, shake shake your ______ Shake your _____ shake shake, shake shake your ______ Shake your _____ shake shake, shake shake your ______ Word (arms open wide) Chill (cross arms across chest, but keep loosely) Peace (put two fingers in the air, for peace sign) Love (Put both hands on top of head, arching arms to make a heart) Recycle(roll arms down towards the ground to make recycle)

Flee Fly
Audience repeats after each phrase Fee Fee Fly Fee Fly Flow Kum a lotta, Lum a lotta, Kum a lotta vee stay Oh no not the vee stay Hex a meeny hex a meeny oh walla walla meeny Des a meeny hex a meeny oh walla wa Be billy oaten scoten bo bo de dooten Bo bo be de dotten Bo bo be de dotten Shhhh.

The Pony Song

Ride, ride, ride that pony. Ride, ride that big fat pony. This is what they told me. Back, to back, to back, now baby (alternate hands behind your back) Front, to front, to front, now baby (alternate hands in front of you) Side, to side, to side, now baby (to the sides) This is what they told me.

Noble Captain Kirk

(Tune: The Grand Old Duke of York) The noble Captain Kirk, he had 500 men He beamed them up to the Enterprize, And he beamed them down again And when theyre up, theyre up And when theyre down, theyre down And when they are only halfway up,

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Theyre nowhere to be found.

Banana Dance
Bananas unite (place arms over head) Bananas split (open arms and place at sides) Peel banana, peel, peel banana (move to left) Peel banana, peel, peel banana (move to the right) Bananas to the left (circle arms to the left) Bananas to the right (circle arms to the right) Peel it down the middle and (uh) take a bite (grab and pull from out in front of you) Go bananas, go, go bananas (do a sort of dance in a small circle, look like a fool!)

Peanut Butter
Peanut Butter, Reeses Cup Stick with us, well cheer you up Bang, Bang choo-choo train Come on _____ do your thing! I CANT Why not? I JUST CANT Why not? BECAUSE MY BACK IS ACHING. MY BELTS TOO TIGHT AND MY BOOTIES SHAKING FROMT HE LEFT TO THE RIGHT! (all) To the left, to the right to the left, right, left right Repeat till everyone is included or till tired.

Bootie Rock
(Stomp Clap, Stomp Stomp Clap) Hey _______ Hey what? Where you go? Snowball What you do? I rock. Theyre gonna rock their bootie, bootie Rock their bootie Rock their bootie, bootie Rock their bootie Bootie, Bootie rock Bootie, Bootie rock Stomp!

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OS Monkeys
We are the Monkeys Were the OS monkeys and we live in our huts And if you dont believe us then watch us shake our butts Say BOOM SHAWALA WALA BOOM SHABANG BANG BOOM SHAWALA WALA Its a Snowball thing Say BOOM SHAWALA WALA BOOM SHABANG BANG BOOM SHAWALA WALA Its a Snowball thing.

OS Spirit Song
You know we make you smile, You know we make you sparkle too, You know weve got a style thats all our own. We are Snowball-ers!

Get Down
D-O-W-N, thats the way to get DOWN. Repeat several times.

Bugaloo
Let me see your __________ Whats that you say? I said let me see your _________ Whats that you say? (Do motion while saying phrase at this point) Ooo-ah, ah, ah, ooo, ah, ah, ahooo, ah, ah, ahooo, _________ Let me see your: Bogaloo create own dance variation; Bogaloo Now John Travolta dance in 70s style; real groovy Pee Wee Herman dance pee wee herman style (both hands in front, then in back); Pee Wees Playhouse Flight Attendant - point fingers at emergency exits; buckle up yall Sprinkler Head - have arm out in front of you, make sprinkler movements spray sound Fried Chicken Dead Cockroach - lie on back kicking legs up Not the Terminex Man Churn the butter Frankenstein Alligator Hot pants - pretend to be stepping on hot coals; real hot yall

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OJ Simpson

Whos the Best?

Hey Snowball? Hey What? Hey Snowball? Hey What? Whos the best? Were the best, the best by far, Were so good that youll eat our dust. Were motivated, dedicated - thats our style! Weve been that way for a long, long while! Drive on Snowball, Drive On! (Clap, Clap) Drive on Snowball, Drive On! (Clap, Clap) What do you think of us now? OooOOOHHH, TAKE THAT!

In the Zoo (The Farmer in The Dell)

The monkeys in the zoo, The monkeys in the zoo, They bend their knees and swing from trees, The monkeys in the zoo Zebras They look so right in black and white Seals They swim and splash the whole day through Lions They lift their heads and give a roar People they have such fun till the day is done.

Dino Ditty, Ditty Dum Ditty Do (Do Wah Diddy Diddy)

Here he comes just a stomping with his feet, stomp Singing dino ditty, ditty dum ditty do. Clap Searching all around for something good to eat Hand over brow Singing dino ditty, ditty dum ditty do. Clap Hes huge. (Hes huge.) Hes strong. (Hes strong) Stretch out arms; then bend elbows and make fists. Hes huge, hes strong, wont be hungry very long. Repeat arm, then shake Finger no Dino ditty, ditty dum ditty do Clap

Acknowledgements
Some of the ideas for games, activities and songs were taken from: Illinois Teen Institute Staff Manual New Games Book

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More New Games Book P.E.A.K. Activities ABRIS (Adventure Based Resource Index System) Tools for Transformation: A Community Empowerment Approach to Reclaiming Cultural Traditions, Prevention Resource Center From Peer Pressure to Peer Support, Johnston Institute Eric Maverick Davidson Matt Erickson Meredith Smietanski

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