Indoor activities that require only

paper materials
Activity Title:
Big Buck Hunt
Source:
Alderman, D. (2007, September 30). Big Buck Hunt. Retrieved October 21, 2015, from
http://www.recreationtherapy.com/tx/txactive.htm
Equipment:
For this activity you will need construction paper, markers, glue, and deer hunting
magazines.
Description of Activity:
There are two parts to this activity. The first day everyone will get together with the
magazines and as a group cut out as many deer pictures as they can from the deer hunting
magazines. Then they will paste them all individually onto pieces of construction paper
and they will number each deer. The following day the deer will be hid around the
facility, this will turn to a scavenger hunt, the goal being to find as many deer as possible,
the winner in the end gets a prize.
Leadership Considerations:
During the cutting of the deer pictures the facilitator will have to be sure to go over
scissor safety instructions first. Then, making sure all the deer are numbered correctly. On
the second day the goal is for everyone to have fun looking for the deer, hide them in
clever places, but in safe places that they will actually be found.
Adaptations:
Participants with autism:
For participants with autism facilitators must be sure to use the right equipment for
safety. Safety scissors and being sure to give very direct and clear instructions to follow,
to help participants fully benefit from the first part of the activity. Then allow some
independence in the second activity by allowing them to search freely, but supervised, in
the scavenger hunt.

http://www.healthcentral.com/autism/c/1443/156580/accommodate-autism/
Participants with depression:
A simple activity like this can help participants with depression feel better. Experts are
constantly looking for new cost effective ways to help those with depression, activities
like this can help those who suffer from depression, but enjoy animals, find joy. This is
also a positive because instead of going hunting, it's just a fun scavenger hunt activity.
http://psychcentral.com/news/2011/08/01/positive-activities-help-to-relieve-depression/
28223.html

Activity Title:
Nature lovers
Source:
Daphne. (n.d.). Nature Lovers. Retrieved November 9, 2015, from
http://www.recreationtherapy.com/tx/dementia.htm
Equipment:
For this activity you will need large pictures or photographs of babies, baby animals,
flowers, birds, wild animals, etc. and a protective sleeve in which to place pictures, as
well as hand sanitizer to use before handling pictures
Description of Activity:
Participants will be will be asked if they would like to see some pictures, if they are ready
the facilitator will start with a large stack of photos and they will present them one by
one, pictures that spark a positive reaction will be examined more in depth by
commenting things like "don't you like those pretty flowers?" or "isn't this baby cute?"
the activity only lasts as long as the participants is giving positive responses.
Leadership Considerations:
First of all, it is important that this activity either be with a very small group or
individuals. This activity only works if the photos displayed constitute a positive reaction
from participants. If participants do not respond well to pictures, or misbehave by
throwing pictures or putting them in their mouth's then this activity is not for them, once
the activity begins it only continues as long as the reaction to the photos is positive. After
a few times, the activity will become more personal, and the photos will become more
pre selected to what the participant likes.

Adaptations:
Participants in a wheelchair:
Participants in wheelchairs have trouble getting around, an activity like this can bring
those activities that are out of grasp to a better experience. Even though they won't be
able to physically enjoy the activities, pictures and or even videos would give them a
better understanding of the activity in which they would likely enjoy.
Participants with cerebral palsy:
For participants with CP, this activity can be useful because there will be certain places or
activities that might be too dangerous for them to participate in. For example, climbing a
mountain, or things like water sports. This activity can be used to help those with CP
experience as much as they can through pictures and videos alike.
CDC Center for Disease Control and Prevention. (13 July, 2015). Facts About Cerebral
Palsy. Retrieved November 12, 2015, from
http://www.cdc.gov/ncbddd/cp/facts.html
Activity Title:
Map Plotting
Source:
Smith, C. (n.d). Map Plotting. Retrieved October 13, 2015, from
http://www.recreationtherapy.com/tx/txsmsoc.htm
Equipment:
You will need a large map or projector.
Description of Activity:
Have a group sit in a circle and place a large map in the middle. Go one by one and start
by having everyone mark where they were born or where they are from. Then let them
tell stories and reflect on the places. Next go one by one again and allow them to mark
places on the map they have visited, let them tell stories about the places they visited and
by the end of the activity everyone will have stories of different places around the world.
Leadership considerations:
As the facilitator your job is to make sure the activity runs smoothly. Don't let
participants take too long with their stories and if they have trouble thinking of things to
say ask questions like "how was the food?" Or "did you do any sightseeing?"
Adaptations:

Participants with learning disabilities:

This activity can be used in a way to teach, instead of reminisce. You can ask participants
to name a place they don't know about, and place a pin on the map in the location they
chose and you as the facilitator can help participants be talking about the place after
you've done some quick research.
Participants who are Blind:
Participants who are blind can have fun with this activity, your goal as the facilitator will
be to describe locations as descriptive as possible, especially with weather, and sounds.
The map will be helpful in showing participants know where they are located, and where
the location is in comparison to them.

Activity Title:
Outing Planning
Source:
Mika, E. (2002, June 27). Outing Planning. Retrieved October 6, 2015, from
http://www.recreationtherapy.com/tx/outings.htm
Equipment:
For this activity you will need a contact list, a phone, paper, and something to write with.
Description of Activity:
This activity is perfect for participants who are trying to reintegrate into the community,
and are trying to become more independent with their leisure. It works great for those in a
rehab facility, the goal is to brainstorm locations in which someone in a wheelchair (w/c)
can visit in which they have accessibility. Asking questions like "are W/C accessible
restrooms? Seating for W/C at tables? Ramps?" will be important for the participants to
think of before deciding the location. Also being organized and speaking to their therapist
before hand to make sure all special treatments, medications and goals are met prior to
the outing.
Leadership considerations:
Some considerations the facilitator should focus on is double checking for the
participants that their treatments are all met, and that they did their research on the
location of the outing to be sure it is accessible. Most important is allowing the
participant to be independent with their decision making, your job is only to double
check.
Adaptations:

Participants with Dementia:

Unlike for participants in a wheel chair those with dementia can benefit from this activity
in a different way, they can reunite with old friends and share old memories. It is proven
that this can help with memory loss, they can also attempt to become more independent
within their leisure decisions, a facilitator should be present just in case.
Participants with Depression:
Depression makes people feel alone, this activity is perfect to help create independence
and help participants learn that they don't have to feel alone, they can go on outings and
invite others with them that might also feel alone. Creating positive situations and habits
can help those with depression in dealing with the feelings of loneliness.

Activity Title:
Social Skills Stories
Source:
Social Skills Stories. (n.d.). Social Skills Activities for Leisure Education. Retrieved
October 6, 2015, from http://www.recreationtherapy.com/tx/txvalue.htm
Equipment:
For this activity, you will need description or pictures of social situations, where stories
will form and you will need to make socially acceptable decisions.
Description of Activity:
Gather a group in a circle, begin by sharing the description or picture of the social
situation and ask participants to respond and either share their thoughts on the situation,
or to respond by telling the group what they would of done in the same situation. Ex:
sharing a picture of Bill, he went out with his friends and everyone is in the same car but
will, Tony is driving for everyone else but everyone wants Bill to drink, but Bill doesn't
have a designated driver. Then allow the participants to respond.
Leadership considerations:
Allowing the groups to be around 6-12 participants will allow for a diverse but
controllable environment. The goal is for participants to speak freely within the group
and truly share their opinions. The facilitator can help by inputting their own opinion, or
by asking certain participants to answer questions about the situation.
Adaptations:
Participants with Cerebral Palsy:

This activity if great for children with cerebral palsy, social skill development is a key
development skill that facilitators and parents need to be emphasize. Sometimes these
children don't get the same experiences as other kids their age, this activity can be used to
expose children with CP to some situations that others might see common. Something
simple like asking a fellow classmate for help or asking someone to hang out, preparing
for these situations can help develop better social skills.
Participants with Depression:
Participants with depression should use this activity to learn to cope better with negative
situations. The facilitator should bring up situations where the participants can learn to
deal with difficult situations in a positive way.

Activity Title:
Xmas Card Ornament
Source:
Dickinson, B. (1999, November 9). Recreation therapist planning for December.
Retrieved November 18, 2015, from
http://www.recreationtherapy.com/tx/txdec.htm
Equipment:
For this activity you will need old Christmas cards, scissors, tacky glue, green or red felt,
thin red or green ribbon, a hole puncher, and a pen.
Description of Activity:
Have a large selection of old Christmas cards available and spread them out across a
table. Allow participants to examine the cards and to chose their favorite card. Then have
them select a part of the card they would like to cut out, you can either outline it with a
pen, and allow them to cut it out, or cut it out yourself, you can also have an assistant for
the activity to help participants cut it out. Once it is cut out, punch a hole in the cut out
and tie a ribbon through the hole to have a loop to hang it from a tree.
Leadership Considerations:
Some leadership considerations for facilitators would be having an assistant for this
activity to either help cut out ornaments, or supervise to help participants with scissor
safety. Also having a large amount of cards with a lot of colors and figures so participants
really have variety to chose from, you don't want one or two participants with cards they
don't like.
Adaptations:

Participants with depression:

This activity can be used to help participants with depression remember good positive
times. The activity can maybe help participants appreciate holidays more, they can make
an ornament for a loved one or just enjoy the activity on its own.
Participants in autism:
This is a great activity for children with autism as well, they can make the Xmas
ornaments from scratch or cut them out, either way it can be used to teach them about
Santa and about other Christmas traditions.
Web M.D. (n.d.). Autism in the Classroom. Retrieved November 6, 2015, from
http://www.webmd.com/brain/autism/features/autism-in-the-classroom?page=2
Activity Title:
Values Clarification: Advice to Dear Abby
Source:
Dixon, C. (n.d.). Values Clarification. Retrieved September 11, 2015, from
http://www.recreationtherapy.com/tx/txvalue.htm
Equipment:
You will need old columns from Dear Abby letters to read to the group.
Description of Activity:
Begin the activity by inviting a client to read a "Dear Abby" article, the letter chosen
should be one that will initiate a conversation about values and will be related to the
group as a whole. The facilitator should then allow the participants time to write a
response letter to Abby, as well as a discussion amongst the other participants. Once their
responses are ready each participant should share their response to her letter, the
facilitator should then read Dear Abby's response to the letter and now the group can
again engage in a group discussion about the responses.
Leadership considerations:
The group should be kept around 10 participants, and the facilitator's job is to chose a
group that can relate to each other. Once the letter is read the facilitator is only there to
observe and to allow participants to speak freely, while voices their possible values. As
the group discusses their response to Abby, the facilitator will then read Dear Abby's
response to allow for further discussion.
Adaptations:

One adaptation mentioned for the activity is turning the activity into a game, the
objective would be to split the small group into teams and allowing them to form their
letter to Abby, the team with the closest response to the Dear Abby response letter will be
rewarded a point.
This is a good adaptation for participants who need to work while being more entertained
and work well in groups together, but another adaptation for this kind of exercise is the
facilitator giving the group options and allowing participants to chose options that most
resemble their beliefs, this may help participants that have trouble vocalizing their beliefs
and values and can likely push participants to go from the choosing stage to the prizing
and acting stage of the value process.
Activity Title:
Four Corners: A Values Clarification Exercise
Source:
Four Corners: A Values Clarification Exercise. (2005). Retrieved September 11, 2015,
from http://www.advocatesforyouth.org/component/content/article/241-lessons
Equipment:
You will need a copy of the leader's resources, Training Tips and Value Statements,
newsprint and markers
Description of Activity:
The activity should begin with the facilitator explaining to the participants that the
purpose of the activity is for the group to express their feelings about particular values.
Then show the group that there are three corners marked AGREE, DISAGREE, and
UNSURE, and as you read different value statements they will be asked to walk to a
corner, from there you will ask different members of the group to explain why they agree,
disagree, or why they are unsure.
Leadership considerations:
Before the activity begins, the main purpose is for the participants to understand that
there isn't a right or wrong answer, as the answers they give will all be their opinions and
they all have the right to express an opinion on the value statements, emphasizing that no
one will be put down for having a different opinion. Also offer the right to pass if a
participant feels uncomfortable sharing, but reiterate that the participants should all also
remain judgement free. Lastly, mention that any participant may change their stand at any
point during the activity, explain that changing their mind is ok. Conclude with a
discussion about the activity.

Adaptations:
A simple adaptation that can help participants that could be movement impaired is to
hand out three sheets of paper, a green sheet, a red sheet, and a white sheet. During the
activity, once the statement is read students can be asked, instead of choosing a corner, to
hold up the green paper if they agree, they red is they disagree, and the white if they are
unsure. This will allow the activity to be accessible for everyone in the group, if a
particular participants or participants could not walk to the designated corner.