CREATIVITY

Emerging ideas

35
 Emerging ideas
The world is beginning to expand and change. There are new concepts that do not
necessarily need to be tied to reality. Ideas have a life of their own and can be combined with each
other to make new ideas.

And this world of ideas, little by little, displaces the real, practical and concrete world in
importance. Making things happen and “getting them to put two feet on the ground” is always a
challenge. It is even difficult for them to put what they feel and think into words.

Questions that they used to address to the outside world are now turned inwards. “Who
am I?” and “What am I like?” are questions that will not be fully answered for a few more years,
but they push young people to question everything, especially things they used to accept as
immovable truths.

36
 INVENTORS’
CONGRESS
CREATIVITY
Growth area

SUMMARY OF THE ACTIVITY

Each Patrol designs and makes something to improve the quality of life in
camp. After the Patrols have tried their inventions out in the field, these PLACE
At the Unit meeting
become permanent additions to the Patrol’s or Unit’s equipment.
place and in camp.

DURATION
Six weeks, in parallel
with other activities.
OBJECTIVES OF THE ACTIVITY
1. To learn to recognize needs and find suitable ways to meet them. PARTICIPANTS
All the Patrols of the
2. To design and make a device to improve the quality of life in camp. Scout Unit.

HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I learn new things apart from what I am 1. I help maintain and repair my Patrol’s meeting place
taught at school. and equipment.
2. I am interested in knowing more about 2. I take part in designing and setting up camp
what goes on around me. infrastructure.
3. I improve my manual skills. 3. I learn more about the proficiencies I have chosen.
4. I use my proficiencies to solve day-to-day 4. I express my artistic interests and skills through
problems. different techniques.
5. I can identify the main parts of a problem. 5. I have taken part in a project that provides a novel
solution to a common technical problem.

Original idea:
Province of Puebla, MATERIALS
REME team, Mexico
and REME team, Brazil. These will depend on the Patrols’ inventions.

37
DESCRIPTION OF THE ACTIVITY
This activity can be included in the programme
even if has not been selected for the respective cycle,
especially if it will help to build up enthusiasm for a long-
duration camp.
First meeting
At a meeting of the Unit Council about six
weeks before the respective Scout Unit camp, the Unit
Team presents the Patrol Leaders and Assistant Patrol
Leaders with the following challenge: to have each Patrol
design and make a device to improve the quality of life
in camp. The Unit Team also informs them of the task’s
requirements and timescales since, from then on, the
work will be largely each Patrol’s own responsibility.
Also at this meeting, the Patrol Leaders and
Assistant Patrol Leaders meet with their Patrols, explain
the challenge they have been set and plan the work
ahead.
During the next 2 or 3 weeks
The Patrols have 15 to 20 days to identify a
need that they can meet, come up with an item or device
with which to do so, make sketches of their design and
make a scale model. For example, if they decide that it
would be a good idea for each Patrol to have crates to
transport and store their camping equipment, they will
propose a model that meets the requirements.
Depending on the requirement they have
identified and their proposed solution, it would be
interesting for the young people to contact professionals
or craftspersons who could help or advise them. In
the case of our example, the Patrol could contact an
industrial designer, an architect or a carpenter (or
students or apprentices of these disciplines). This will
not only help them to propose better solutions, it will
also bring them into contact with the professional world
and situations that are different from their own.
In all activities, the Unit Team should be in
permanent contact with the Patrols and be aware of
how their work is progressing. This is especially true of
this activity which, given its nature and duration, might
require some extra motivation and assistance. At some
point during this stage of the activity, probably at one of
the Scout Unit’s regular meetings, one of the members
of the Unit Team will meet with each Patrol, examine
the progress of their work and decide whether they need
any special help. Part of this support might consist of
making the above-mentioned contact with a professional.
A few days before the deadline for putting proposals
forward, the Unit Team reminds the Patrols that they will be
presenting their projects to the rest of the Unit at the next
meeting.
Second meeting
For this meeting, the Unit Team prepares the setting
for the “Inventor’s Congress”. Each Patrol will have a space
to exhibit their sketches and scale model in the manner of a
scientific fair.
When everything is ready, the Patrols set up their
presentations. One by one, the Patrols explain their proposal,
i.e. the need they identified, the solution they have proposed,
how they thought of it, what they had to do to make their
scale model, how much it would cost and how long it would
take to make the final version of their proposed invention,
and so on.
At this point,
the activity can take one of two routes:
1. A specially convened jury, or the Patrols themselves,
chose the winning project. Everyone then participates in
making the final version of the proposed invention, which
is put to use at the forthcoming Unit camp.
2. The second alternative is to carry out all the projects,
so that all the Patrols have the opportunity to try
out their invention at the Unit camp. In this case, the
Congress will be a chance to receive observations and
recommendations from the other Patrols.
In either case, careful planning of the timescales for
making the device or devices is required.
In camp
The invention or inventions will be added to the
camping equipment and the Unit will find out just how
effective they are in practice.
Before camp ends, the Unit can gather to comment
on the work and its results. If it has been successful or
highly motivating, this will also be a good time for the Scouts
to think of other needs in camp and let their imaginations run
wild to find a new invention for the next camp or for the Unit
meeting place... what about an organizer box for the Patrol
or phosphorescent paths to the toilets?
38
 CREATIVITY
WEATHER STATION
Growth area

SUMMARY OF THE ACTIVITY

At a Unit camp, the Patrols set up a weather station using their own PLACE
homemade instruments, then use them to study atmospheric phenomena. In camp.

DURATION
An hour to make the
OBJECTIVES OF THE ACTIVITY instruments and 30 minutes
per day to compile the
1. To make simple meteorological instruments. meteorological information
2. To set up a weather station. and make the forecast.

3. To learn to interpret meteorological information. PARTICIPANTS

All the Patrols
4. To carry out a weather forecast. of the Scout Unit.

HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I learn new things apart from what I am 1. I make an effort to find out more about the things that
taught at school. interest me.
2. I am interested in knowing more about 2. I draw my own conclusions from the things that happen
what goes on around me. around me.
3. I improve my manual skills. 3. I can analyse a situation from several points of view.
4. I choose and complete and proficiency. 4. I learn more about the proficiencies I have chosen.
5. I use my proficiencies to solve day-to-day 5. I know how the main services I normally use work, like the
problems. telephone, electricity, radio, television and some others.

Original idea: MATERIALS

Michael Rodríguez and Denisse
Canales, REME team, Peru;
REME team, Uruguay.
The materials listed in the technical appendix Homemade
meteorological instruments, which, together with Weather
forecasts, supplements this activity.

39
DESCRIPTION OF THE ACTIVITY

Before camp

Before camp, the Unit meets to discuss the details of the activity and to select the meteorological
instruments they want to make. At this meeting, the Unit Team can discuss with the Scouts how important
accurate weather reporting is for certain activities, how this branch of physics has become more precise over time
and the techniques used by early civilizations to predict the weather.

The next step is for each Patrol to choose an instrument to make. The technical appendix that supplements
this activity provides instructions for five instruments. All these instruments are necessary, so it is advisable for
each Patrol to choose one of these five, by choice or by random allocation. The instruments will be made in camp,
so the Patrols must obtain the necessary materials before they set off.

It is always a good idea for the Unit Team to remind the young people of this commitment, to avoid
unfortunate surprises when the activity begins.

If it is not possible to carry out this activity in camp, it can be conducted at the Unit meeting place and an
area set up there for the instruments.

In camp

Once camp has been set up, one of the Patrols’ first activities will be to make their meteorological
instruments. This should not take more than an hour.

Once the “weather station” has been mounted in a place where it will be safe from the attentions of
curious animals, it will begin to be used for weather forecasting. Every day, the Patrols measure the atmospheric
temperature, relative humidity, wind speed and direction and the level of precipitation. Then, using the information
they have gathered, they forecast the weather.

The Patrols set up a rota for using the instruments, so that that everyone can learn how they all work. It
is therefore essential that this activity takes place during a camp that lasts for at least five days, so that each
Patrol will have the opportunity to use each of the basic meteorological instruments. The Patrols will thus not only
be able to handle a different instrument each day, but will also have the opportunity to find out if their forecasts
were correct. If they cannot test out their forecasting skills, then the activity will be pointless and will frustrate the
participants.

The behaviour of the weather will show the Patrols how accurate their analyses have been each day. If the
weather behaves as they have forecast, it will act as a motivation. The information they glean may also be used for
camp planning, going ahead with an outing if fine weather is forecast, for example, or reinforcing their tents if rain
is likely.

At the end of camp, the instruments can be dismantled and taken back to the Unit meeting place to
maintain the weather station for a time.

40
 HOMEMADE METEOROLOGICAL
INSTRUMENTS
TECHNICAL APPENDIX

Meteorology is a branch of physics which studies atmospheric phenomena. The

physical factors involved in the study of the atmosphere are temperature, pressure,
relative humidity, solar radiation and electrical charge.

The practical applications of meteorology increase in importance by the day, and

include the use of weather forecasts in agriculture, hydrology, marine and aeronautic
navigation. This is in addition to general weather information which enables people to plan
their free time better, which is no mean thing in modern societies and goes some way to
explaining the growing popularity of weather forecasts in the press, radio, television and
internet

This technical appendix provides instructions for making five simple meteorological
instruments.

Thermometer

Tack
This is one of the simplest
Rolled
meteorological instruments, but
aluminium foil also one of the most important. As
you know, it is for measuring the
temperature of the atmosphere. Any
physical property of a substance that
changes with temperature can be used
Shoe box
as the principle for a thermometer. The
properties most commonly used are
the thermal expansion of bodies and
temperature-induced changes in the
Pin
electrical resistance of a material
Graduated disk

fig. 1

Materials • aluminium foil

• a cardboard box (eg. a shoe box)
• thin card
• glue
• scissors
• pencils
• tack
• pins

41
Instructions

1. Cut a strip of aluminium foil about

20 cm long by 2 cm wide (figure 2).

fig. 2

2. Roll it around a pencil, to form a spiral.

Do not let the strip roll back on itself.

3. Fix one end of the strip to the upper

part of the box, and leave the other
end free (figure 3).

4. Using the card, cut out a marker and

draw a scale on it, like a helix. The
pins serve to hold the helix in place in
the lower part of the spiral, allowing
it to turn (figure 4).

fig. 4
fig. 3

Aluminium foil is sensitive to changes in temperature, because it has the property of thermal dilation
of bodies. As the temperature rises, the paper stretches and the helix turns. If the temperature falls, the
strip contracts and the helix turns in the other direction. These variations allow us to develop parameters of
comparison over a particular period of time (days, hours, etc.).

To calibrate it you need to compare two thermometers: the one you have built and one we know works
well. At least four different temperatures are measured and marked on the scale of the thermometer you have
built. Remember that a reference point must be marked on the floor of the box, to compare the position of the
graduated disk.

Hygrometer
This is used to measure the relative
Wooden base humidity of the air. Humidity is the quantity of
Plastic water vapour contained in the air, at a given
Glue place and time. Relative humidity is defined as
the percentage of water present in the air at
Tack a given time, with respect to the maximum
Hairs
possible at the same temperature.

The full name of a hygrometer depends

Coin on the property by which it operates (chemical
absorption, electrical absorption, psychrometric,
Scale condensation and changes in the dimension of
fig. 5 substances known as hygroscopic).

42
 The home-made hygrometer described
here is called a hair hygrometer, because it Materials
uses human hair (preferably very fair hair, which
is more sensitive to changes in humidity) as a • fair human hairs
hygroscopic substance. Hair dilates or retracts • piece of wood measuring 20 x 10 cm
longitudinally when it is exposed to changes in • piece of thin plastic (mica for
relative humidity. When all traces of grease have transparencies)
been removed by washing with caustic soda, • three small nails or tacks
human hair varies considerably in length with • a small coin
changes in humidity, lengthening as humidity • glue
rises and retracting when it drops. • adhesive tape
• hammer
• scissors

1. Cut a piece of plastic into a

triangle (figure 6).

fig. 6 2. Stick the coin to the

plastic, close to one of
the corners (figure 7). fig. 7

3. With one of the nails, make a hole close to the

base of the triangle and nail it lightly to the
wood, so that it can turn freely (the corner of
the plastic must be 3/4 of the distance from
the top to the base of the board) (figure 8). fig. 8

4. Glue the group of hairs to

the corner of the plastic,
between the nail and the coin (figure 9a).

5. Stretch and glue the hairs onto the board, taking

care that the marker remains horizontal and the
fibres perfectly vertical (figure 9b).

fig. 9

The hair fibre contracts when the environment is

dry and dilates when it is damp. Thanks to this property,
the marker on our hygrometer moves with the fluctuations
in relative humidity (figure 10). You can compare your
hygrometer with the data from an operating instrument or fig. 10
create your own scale of relative humidity.

43
Anemometer
This is an instrument for measuring
Half sphere variations in windspeed. There are many
ways of measuring this, but one of the
Nail
most common is the mechanical cup
Modelling sticks system, which turns when exposed
to the wind. The speed of the turns is
proportional to the speed of the wind.

Materials
Bic pen
• two small plastic balls
• a disused bic type pen
• wooden modelling sticks
fig. 11 • wallpaper paste (white glue)
• sandpaper
• craft knife
Instructions
1. Cut the balls in half, to obtain
four half spheres (figure 12).

2. Glue the two sticks

to make a cross.

fig. 13
fig. 12
3. Stick one of the half spheres to
each point of the cross, taking care
to keep them vertical (figure 13).

5. Insert the cylindrical axis

4. Sandpaper a wooden stick so that
into the bic tube (figure 15).
it can be inserted into the trans-
parent bic tube (figure 14).

fig. 14 fig. 15

When you expose the anemometer to a draught of air, you can count the revolutions per minute (how
many times it goes round in a minute). To make it easy to measure, it is a good idea to mark one of the half
spheres with a bright colour.

You also need to know the perimeter of the anemometer, so you have to measure the distance between
a half sphere and the centre of the wooden cross. This measurement is R (radius) and is used to obtain P
(perimeter). It is calculated as follows: P = 2 pi R

44
 The perimeter corresponds to the number of metres the anemometer covers in a single turn. If you
count the number of turns per minute, you can calculate how many metres the wind covered in 60 seconds. Divide
the metres by 60 and you will have the windspeed in metres/second. You can also calibrate your anemometer with
a professional one at an automatic station.

Vane
This is a device for finding the direction of the wind. The vane is basically an
asymmetric construction which can turn freely on a vertical rotation axis.

Materials • a piece of thin plastic

(mica for transparencies) Plastic
• wooden sticks, like those
used in model-making
• slender nails or tacks Modelling
• wooden base stick
• wallpaper paste (white glue) Nail
• hammer
• craft knife
• unused bic pen

Instructions Bic pen

1. Cut the plastic into a triangle, with the longest

side not more than half the length of one of the
sticks. This stick will serve as a support for the
vane (figure 17),

fig. 17 2. Make a hole in the centre of the

stick so that a pin or nail can
pass through and turn freely.

3. Glue the other stick perpendicular to

the base of the wood (figure 18). 4. Glue the sail and cut another smaller
piece to serve as a counterweight (figu-
re 19).

fig. 19

To observe the direction of the wind you need

to find the direction the arrow is pointing in. The wind
direction is the direction the wind comes from, not
fig. 18 where it is heading. Meteorologists usually register wind
in sexagesimal degrees: north is 360°; south is 180°;
west is, 270°; and east is 90°.

45
Rain-gauge
The amount of rain that falls in a particular place is another
piece of information that we need in order to forecast the weather.
The instrument that measures rainfall is known as a rain-gauge or
pluviometer. In its simplest form, it consists of a recipient in the
form of a regular prism, with a scale in millimetres or litres per
square metre (these are equivalent measures).

When a lot of rain falls during a rainy time of year, we can

forecast that there will be even more rainy days because the same
water evapoarates and falls as rain again. In the morning this water
can be seen as fog or mist, and this makes for poor visibility; if
the sun shines in the middle of the day the visibility improves and
cumulus clouds begin to form. When these gather in the afternoon,
they produce rain again.

Materials • a 1 or 2 litre milk carton

• an unvarnished wooden ruler, with millimetre
markings
• a square board with sides measuring 20 cm
• yellow contact glue
• white paint (for outdoor use).
• small stones or similar to serve as weights
Instructions

1. Cut the top off the

carton (figure 21).

2. Glue the milk carton to the square

board (figure 22). When the glue has
dried, paint it white. fig. 23
cut

3. If the ruler has the zero marked in from the edge,

cut it across at the zero in order to avoid reading
errors (figure 23).

fig. 21 4. Place the stones on the board to act as

weights and prevent the rain-gauge from
overturning in the wind.

The rain-gauge must be left in an open

area so that the rain can fall freely into it
unobstructed by walls or branches. The
WHITE amount of rain that has fallen into it should
be noted every day in a weather record book
fig. 22 or graph.

Source: Science and Technology Workshops, Global Development Village,

19th World Scout Jamboree, Picarquín, Chile, December 1998-January 1999.

46
 WEATHER
FORECASTING
TECHNICAL APPENDIX

The technical appendix

Homemade meteorological
instruments contains
instructions for making some
of the instruments you need to
observe the weather properly
and make accurate forecasts.

This appendix provides

information to help collect
and record weather data.
To accurately forecast the
weather it is not only important
to observe and measure the
different data separately; it
is also essential to be able to
relate the measurements to each
other.

When the visibility is good, humidity is

low, and vice versa - high humidity makes for poor visibility. If the barometer drops quickly,
there will be a change in the weather, providing that the wind also changes direction.
When the barometer is high, the current weather conditions -poor or fair- will persist.

When it is going to rain, the humidity usually increases, reaching its highest
point after the rain. High clouds such as cirrus and cirrocumulus do not bring rain, but
they indicate a change in the weather within the next 24 or 48 hours. Altostratus,
stratocumulus and nimbus clouds bring light, prolonged showers of rain, but cumulonimbus
clouds cause heavy short-lived rain showers or hail.

All the data from the instruments, combined with observations of the clouds and
other perceptible “signs”, will be helpful in forecasting the weather. An easy and practical
way of studying how changes in the different factors relate to each other is to keep a
record of all the data collected from the instruments. Page 52 provides a model record
table. Before we come to that, however, there follow a few symbols and instructions for
collecting data to record in the table.

47
General data
The first thing to note down is information about the site where the observations are being made, and the
year and month in which they are being made. Then the data required is noted down for each day.

Cloud cover
clear skies
The amount of the sky that is covered by clouds is observed at
about 15:00 or 16:00 hours (the time of day when the temperature is
highest). Alternatively, two records can be taken for type and quantity of isolated
cloud cover: one in the morning and one in the afternoon. The information
compiled is noted in the circles in the record table using the key shown in clouds
the figure.

By recording this information on a daily basis, we can draw

25% cloud
conclusions such as: a cloudy day is colder than a clear day, but has less cover
variation between maximum and minimum temperatures.

50% cloud
cover
Wind speed and direction
75% cloud
The direction of the wind is shown using
a line drawn out from the circle indicating cloud
cover
cover. Wind speed is noted in km/h in the
corresponding boxes. The best time to take this isolated
data is at midday or at 15:00 hours. It is a good
idea to measure the wind twice daily, particularly
bright spots
since the wind can change at any moment and
it is an important factor in accurate forecasting.
Measurements of direction and speed (or streng- overcast
th) should also be taken at both ground level and Clear
from a height. Wind NE

50% cloud cover Sky almost overcast 75% cloud cover

Wind W with isolated bright spots Wind SE
Wind N
Rainfall
The amount of rain accumulating in the rain-gauge must be measured daily. This measurement should be taken
early in the morning -it is a good idea to take it at the same time as the minimum temperature- then the recipient is
emptied in order to collect the rain for the day that is beginning. The measurement that is taken is therefore the amount
of rain that has fallen in the preceding 24 hours. If this measurement cannot be taken for two or more days, when it is
taken the total should be noted in the box for the previous day then, at the end of the month, all the millimetres noted
down are added up. This is not day-to-day information, but it is serves to show which month has been the rainiest.

48
Temperature
Two readings of temperature are taken: a low (minimum temperature), around 6:00 hours, and a high (maximum
temperature), at the warmest point of the afternoon, which will probably be about 15:00 hours. The minimum and maxi-
mum temperatures are marked with a dot on the lines for each day. At the end of the month, a line is drawn joining all
the lows, preferably in blue, and another is drawn joining all the highs, preferably in red. This makes it easier to observe
the variation.

Mid-values of temperature and relative humidity, in the event that relative humidity cannot be measured at mid-
day, can be calculated as follows:

- Subtract the minimum value from the maximum value.

- Divide the difference by two.
- Add the quotient to the minimum value.
- The result of the operation is the mid-value.

For example, if the maximum temperature was 280C and the minimum was 150C, the difference will be 130C. 13
divided by 2 gives 6.5 as a quotient which, added to 150C, gives 21.50C as the mid-temperature.

Relative humidity
It is enough to observe and record the relative humidity once a day, drizzle
at midday. If the measurement cannot be taken at midday, an alternative is
to take the maximum value in the morning (when the minimum temperature
is recorded) then take the minimum value in the afternoon (when the maxi-
mum temperature is recorded). rain

Barometer
snow
The information taken from the barometer is noted in the respec-
tive square. It is enough to note whether it is rising, falling or unchanged.
This record should be made at
the same times every day, in the lightning
morning and in the afternoon.
rising The data is recorded by chec-
king the level of the water or the
needle and comparing it to the storm
data from the previous day, and
no so on.
change rainbow

falling fog
Weather

The boxes marked “Weather” are for noting down any other data
which may help to interpret and forecast the weather. There may have been dew
some rain or drizzle, for example, but not enough to have recorded it on the
rain-gauge. This can be marked in these boxes. Opposite are some of the
symbols frequently used for this. frost

49
 Other“signs”
to observe
Nature gives us other signs to help us forecast the
weather: clouds and the colour of the sky.

Clouds
Clouds are always a good indicator of the
weather. They are classified as follows:

Cirrus
These are the highest clouds, at
between 8,000 and 15,000 metres.
They are formed of ice crystals and
travel through the atmosphere at speeds of between 200 and 300 km/h.
This type of cloud cover indicates fine, windy weather.

Stratus Cumulus
These are thick layers The lower part of
of low cloud (2,000 these clouds is
m.). They look like a generally flat as they
whitish veil and form move over a column
a halo around the of hot air. They
sun and the moon. Mist is formed of strands of stratus look like balls of
clouds at ground level. Stratus clouds usually indicate cotton wool and are found at a height of about 5,000
an imminent drop in pressure and possibly bad weather. metres. Cumulus clouds are a sign of fine weather.

Nimbus Cirrocumulus
Rain-bearing These clouds announce a
clouds. They change in the weather, with the
are dark and possibility of rain in the next
anvil-shaped. 24 hours. Popularly known as a
mackerel or cloud-flecked sky.

Cumulonimbus Stratocumulus Altostratus

This is the largest type of cumulus Great rolls of white or grey clouds Layers of low, dense, grey
cloud. They form a high tower with forming waves, curls or even balls. cloud which darken the sun.
a dark base, and are sure to bring They herald clear, dry weather. Not indicative of a marked
precipitation and thunder. change in the weather.

50
 The colour of the sky
This is another piece of information that helps to give an
accurate weather forecast. The sky should be observed at sunrise
or sunset.

Coloured sky
An abnormally coloured sky glimpsed behind
a veil of low grey cloud (stratus) early in the
Hidden sky
If the sky appears to be hidden behind a layer of
morning or in the evening, heralds rain.
cloud in the evening, the next morning is likely
to be the same, with rain possible. If the sky
reappears behind the clouds at sunset, then the
Yellow sky bad weather will delay in arriving.
If the sky looks yellow in the evening
or red and cloudy in the morning, then
there will very probably be wind.

Orange sky
An orange sky at sunrise or sunset
is a sign of fair weather.

Animals and plants

Animals and plants have a “sixth sense” about changes in the weather. If we observe their behaviour carefully,
we may obtain some very useful information to back up our other efforts to forecast the weather.

Windshelter.
When a front of bad weather is approaching, bees, ants and most other insects begin to fly low and seek
Birds do the same as they look for food. Fish jump out of the water
to capture low-flying insects.

Cows and horses turn their rumps into the wind and appear
restless or nervous at the proximity of a change in the weather or of
rain.

If a nearby mountain range or stretch of hills turns a blue-

grey colour, this indicates that the weather is changeable. This is
sure to mean rain if the colour turns to purplish-grey.

In bad weather, clover and other plants close their leaves to

protect themselves from the cold.

If the noise of a course of water is heard downstream, this is a sign of fair weather, but if it is heard upstream, it
indicates a possible change or the approach of bad weather.

51
 Lastly, it is important to be aware that, in general, the reliability of forecasts made using
instruments is about 95% for the next 24 hours, 60% for the next three days and just 30% for a week
or more ahead.

At first it will seem difficult to make an accurate forecast but, like many other things, it is all
a question of practice, patience and lengthy observation.

Record table

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Day
Wind and
cloud cover
Wind speed

Rainfall

50 100%

40 80
E
R

30 60
U
T

20 40
A
R

10 20
E
P

0 0
M
E

-10
T

-20

Barometer

Weather

Source: <http://www.siemprescout.org>; <http://www.geocities.com>.

Manual Explorar y Acampar, Elvio Pero, Ed. Zig-Zag, Santiago, Chile, 1992.

52
 LET’S RECYCLE THE PATROL
RECORD BOOK
CREATIVITY
Growth area

SUMMARY OF THE ACTIVITY

In this activity, the Patrol learns a simple method of recycling paper, in an effort
to make use of an environmentally-friendly form of technology. Then they use the
PLACE
sheets of paper they have recycled to make a Patrol Record Book, which they
A large enough space
can decorate in different ways, to strengthen the Patrol spirit and to record their
for the young people to
anecdotes and experiences.
work comfortably.

DURATION
3 Patrol meetings.
OBJECTIVES OF THE ACTIVITY
1. To rekindle the Patrol spirit by using one of its traditional expressions. PARTICIPANTS
The Patrol.
2. To work together to produce useful materials for the Patrol.
3. To encourage the use of methods that help to protect the environment.
4. To learn a method of recycling paper.
5. To develop an appreciation of work well done.

HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I learn new things apart from what I am 1. I make an effort to find out more about the things that
taught at school. interest me.
2. I am interested in knowing more about 2. I help maintain and repair my Patrol’s meeting place
what goes on around me. and equipment.
3. I improve my manual skills. 3. I have taken part in a project that provides a novel
solution to a common technical problem.
4. I express my thoughts and experiences in
the Patrol Record Book.
MATERIALES
To make the sheets of paper, the materials specified in the
respective appendix. To bind the sheets: scissors, craft knife,
hole-punch, thread or string, binder’s needle. To decorate
the covers: pens, ribbons, fabric, leather, wood, as each
Original idea:
Patrol decides. The technical appendices The Patrol Spirit
Alejandro Valverde Olascoaga, and the Patrol Record Book and Paper recycling supplement
REME team, Peru. this activity sheet.

53
DESCRIPTION OF THE ACTIVITY
Before the activity
When the Patrol has decided to carry out this
activity, the Unit Team should hold a discussion with the
Patrol Leader and Assistant Patrol Leader focussing on
the value of things that express the Scout spirit and,
particularly, the Patrol spirit. This conversation will help
the Patrol Leader and Assistant Patrol Leader to steer
subsequent conversations within the Patrol in this regard.
The Unit Team may find helpful suggestions for this
discussion in the technical appendix The Patrol Spirit and
the Patrol Record Book and in chapter 3, “The Patrol”, of
the Handbook for Leaders of the Scout Section, published
in 2002 by the World Organization of the Scout Movement.
If more than one Patrol has opted for this activity
during the same programme cycle, this discussion may be
had in the framework of the Unit Council.
During this same conversation, the Unit Team can
mention a few styles of decoration for the Record Book, in
order to motivate them and get their imagination working.
For example, they might decorate it in the style of a ship’s
log, a pilot’s flight book, an explorer’s diary, or a record of
a space voyage. These proposals will not only give them
ideas for decorating the book, but will also generate a link
with the symbolic framework of the Scout Unit.
First meeting
When the moment the Patrol has programmed for
the activity arrives, the Patrol Leader and Assistant Patrol
Leader introduce the activity and invite the other Scouts
to think about the value of things that express the Patrol
spirit. This conversation may also touch on the importance
of recording experiences, events and anecdotes the Patrol
has shared, one way of doing which is in the Patrol Record
Book.
Then they refer to the specific method this activity
uses to make the Record Book, talking about recycling,
the amount of paper that we use and throw away in our
day-to-day lives, and the damage that is caused to the
environment by the uncontrolled felling of trees. The
Patrol Leader and Assistant Patrol Leader may use the
information provided in technical appendix Paper recycling
and, of course, any other information they have been able
to compile for the activity.
Once the Patrol is thoroughly enthusiastic about
the idea of getting involved in recycling, the Patrol Leader
and Assistant Patrol Leader suggest that they use old
paper to renew the Patrol Record Book. They discuss the
kind of book they would like to make, the special touches
they will add to it, and the list of materials they will need
to make it.
During the week they will need to obtain the
materials they need.
Second meeting
Having made sure that all the materials are
available, the Patrol Leaders, explain the work to be
carried out step by step. It is important to make sure
that, however the Patrols organize their work, all the
54
members should have the opportunity to make a few
sheets of recycled paper.
It is a good idea for the Patrol Leaders to have
practised recycling paper beforehand, so that they can
foresee any problems and provide useful advice during the
activity. If necessary, the Unit Team can help them with
this practice.
The task at this stage of the activity is therefore
to make enough paper of the size that the Patrol has
chosen for their Record Book.
The Record Book may take the form of a notebook
of fixed pages sewn together. It may also be put together
using a file or binder system, so that more sheets can
be added as needed. This way, the recycling method will
continue to be used and remembered. In either case, the
cover can be made using the same method, making the
sheets thicker so that they are more like card.
This stage is complete once the sheets of paper
are in the process of drying.
Third meeting
The Patrols check their paper to see if it is dry,
remove the protective material and cut it to the size
required.
Since the sheets need to dry for at least 24 hours,
the activity could be organized so that the third meeting is
held the day after the second. Alternatively, the sheets can
be left to dry for a whole week in the Unit meeting place,
or in any other safe, dry place, to resume the activity at
the following Patrol meeting.
Once all the sheets are cut, the Patrol has the
raw materials for making the Record Book. This will take
between 45 minutes and an hour, not forgetting the
finishing to make the Record Book attractive and hard-
wearing.
To close the activity, the Patrol can inaugurate its
Record Book by recording each member’s impressions of
this activity or of any other story or experience shared with
the Patrol. The Patrol may also show the Record Book to
the rest of the Unit, explaining their reasons for making it
the way they did, commenting on the work and pointing
out any special features added to the recycled paper.
Sharing the experience with the other Patrols may
encourage them to plan a similar activity or use the same
method of recycling for other activities, such as making
Christmas or greetings cards for a particular occasion,
notice boards, calendars, invitation cards, diplomas, etc.
As with any activity conducted by the young
people
-whether a Unit or Patrol activity, fixed or variable,
internal or external- the Unit Team should be ready to
provide assistance if necessary and, without interfering
in the young people’s work or decisions, observe the
process they are going through. All this information will
be essential when they assess personal development
jointly with each young person. In this regard, the opinions
expressed by the Patrol when they evaluate the activity
are also important.
 THE PATROL SPIRIT AND
THE PATROL RECORD BOOK
TECHNICAL APPENDIX

The Patrol spirit

When we talk about Scout spirit, we are referring to the the spirit we see in young people
and adult leaders who are striving to keep the Scout Promise and to live in accordance with the
values expressed in the Scout Law.

The Scout spirit is the moral quality that distinguishes a Scout and sets him or her apart
from any other young person carrying out similar activities.

The Patrol spirit is no more and no less than the Scout spirit experienced within the
Patrol, creating a particular atmosphere and type of relationship that makes each young person
feel an important part of an important group.

If each of the young people in the group makes an effort to feel the Scout spirit, the
little community they form will reflect a powerful Patrol spirit, in which individual interests will
give way to the common endeavour. Solidarity instead of individualism, work well done instead of
improvisation, initiative instead of apathy, cheerfulness instead of pessimism and sharing instead
of aggression are a few signs that the Patrol spirit is at work and growing.

The Patrol spirit must grow naturally over time. It cannot be imposed and neither can it
be achieved from one day to the next. Like a tree, which needs fertile soil, sun and water to grow,
the Patrol spirit needs to be created, cultivated and nurtured.

There are many spontaneous manifestations of the Patrol spirit. Attitudes that are
expressed, responsibilities that are undertaken, relationships that are created, circumstances
that provoke a smile and even the smallest words and gestures reveal the greater or lesser
presence of the Patrol spirit.

But there are also other, less spontaneous, expressions of that spirit which help to give it
strength.

Formal expressions of the Patrol spirit

By formal expressions of the Patrol spirit we mean the proper implementation of certain actions
which are part of the Scout Method and are carried out in the Patrol.

These actions can be grouped into four broad aspects of Patrol life: structure, belongings, symbols
and activities.

We will go on to outline each of those aspects and the actions that reflect and strengthen the Patrol
spirit in each case:

55
 Patrol structure
• The direction given and example set by the
Patrol Leader and Assistant Patrol Leader.
• Regular functioning of the
Patrol Council.
• Acceptance and proper discharge of
different Patrol responsibilities or positions
by its members.
Patrol belongings
• Constant upkeep of the Patrol Meeting Place or
Corner, whose comfort and decor are a reflection
of the Patrol member’s esteem for the personal
and private space they occupy.
• Maintenance of the Patrol’s equipment and
materials, whose state of repair reflects the
young people’s interest in looking after their
belongings and not doing things by halves.

Patrol symbols
• The Name, which identifies the young people with the qualities of a particular animal and gives
them a sense of belonging.
• The Motto, which is usually related to the name, and constitutes a constant style and agenda
for action.
• The Yell, which is a means of introduction, an indication of state of mind and mutual recognition
among the members of the Patrol.
• The Flag, which represents the name and symbolizes the Patrol.
• The Song, which reflects the Patrol’s artistic sensibility and expresses its espirit de corps.
• The Colours, which distinguish the Patrol from all the others and are a source of pride to its
members.
• The Record Book, where it keeps a record if its history.
• The File, which reflects the organization and order with which Patrol affairs are run.
• The Museum, where objects linked to the Patrol’s history are kept.
• The Prayer, which expresses the Patrol’s particular way of relating to God.
• The list of Special Days and Anniversaries, which celebrate important dates and link the young
people with their roots.
• The Newspaper, which is published every so often on the Unit notice board and gives an
account of the patrol’s progress.

Depending on the traditions of each Scout Unit, the Patrol can observe many other traditions,
such as the Secrets, the Whistle, the Code, the Password, etc.

Patrol activities
The activities are another aspect which both expresses and strengthens the Patrol spirit. The activities can
be fixed or variable.

Fixed activities are those which need to be carried out continually to create the right atmosphere for the
Scout Method. They include Patrol meetings, the Patrol Council, the Unit Council, excursions, camps, games,
songs, dances, campfires and many others.

Variable activities are very diverse in content and respond the young people’s broad range of concerns.
They refer to different fields of Scouting’s action, such as environmental protection, social development, community
service, education for peace, education for development, manual skills and appropriate technology, to name but a
few.

56
 The Patrol Record Book
The Patrol Record Book is one of the symbols of identity which show how the Patrol spirit is
developing over time.

The Record Book is kept with some artistic flair and is used to record important facts and
events in the life of the Patrol and its members. It contains the history of the Patrol, which is proud
of its past, likes to make a record of its present and makes a point of passing on its experiences to
future members.

In some Units Record Books are made public, but most maintain the custom that only
current and former Patrol members may see and consult the Record Book. Sometimes, Adult
Leaders and special guests are also given access to its contents.

It is therefore a well-kept and specially decorated book, which is kept in a special place and
is not available to all and sundry.

All the members of the Patrol help to write the Record Book and contribute the elements
that make it up, but one person is usually responsible for taking care of it and making sure the
Patrol keeps it up to date. This Patrol responsibility is known as Keeper of the Legend, Scribe, or
Log Keeper.

Contents of the Patrol Record Book

Each Patrol is free to decide how to keep its Record Book, the adventures it will recount
there and the facts that will be immortalized in its pages.

However, the experience of many Patrols suggests that, in general, most Record Books have
some parts in common and other parts that vary.

The following are common to most Record Books:

1. A finely decorated, attractive and original cover,
often made of embossed leather, a sheet of carved
wood, animal hide, embroidered fabric or a frame of
wrought iron work.
2. A first page containing the name of the Patrol, a
drawing of the animal which is its emblem, the
motto, the colours, the name of the Scout Unit and,
sometimes, the names of the respective Group and
District.
3. There follows a short account of the animal from
which the Patrol takes its name: its characteristics,
habits, habitat, prints and even a photograph or
drawing of it.
4. The Yell the Patrol has taken, and the design of
its Flag.
5. The Patrol Song, which is usually a simple
melody that is easy to sing during long walks.
The Song is usually composed during a
particularly memorable event and verses are
added over time to form a veritable saga.
6. The Patrol Prayer, its Patron, Code, Password,
Anniversaries and other traditions adopted by
the Patrol.

57
7. The date the Patrol was founded and the names of all
the young people who have been its members. Many
Record Books list this information in chronological order,
indicating each member’s date of entry and Promise.
Others mention members who have distinguished
themselves in a particular way and earned recognition
outside the Patrol, even after they have left it.
8. The “Scout Signature” of every member of
the Patrol, placed in the Record Book the day
of their Promise. These signatures are usually
based on the person’s “totem name”, and
accompanied by a silhouette of the animal
that gave them their name.

The parts that vary depending on the customs of the Unit are as follows:

1. History of the Unit and Scout Group: how they
were created, their founders, the early times
and their participation in district, national and
international events.
2. Accounts of camps, excursions, long-term
activities or other memorable events of which a
written record is thought to be required. Many
such accounts are accompanied by sketches,
plans, press cuttings, souvenirs, drawings
and photographs. These take up the bulk of
the book and are of great interest, since they
narrate the daily life of the Patrol’s history.
3. Brief texts, poems and other writings which have
captured the Patrol’s attention or aroused their interest
and which they have decided to record.
4. Texts written by the young people themselves, usually
to share their impressions of a particular activity or
important event.
5. A record of important agreements made in the Patrol
Council.
6. Greetings from important visitors the Patrol has
entertained, with inscriptions and mementoes they have
left in the Record Book.

The Record Book is the living testimony of the Patrol’s history, its dreams, defeats
and moments of triumph. It is the soul and conscience of the Patrol. This is why it is such a
true reflection of its spirit.

Source: Gerardo González and Alberto Del Brutto, ISO team.

58
 PAPER RECYCLING

TECHNICAL APPENDIX

A tree takes many years to grow enough to be made into paper, and many forests are
needed to produce all the paper that people use... then throw away!

In some parts of the world, such as the United States, each person uses and throws
away over 250 kg of paper every year. Piled up, this would be as high as a two storey
building; and the paper that four people throw away in a year would weigh as much as a car.

When we think that over a thousand million trees have to be cut down to produce
the enormous quantity of paper used by people in the United States alone, it is clear that
recycling or making old, used paper new again is very important for helping to preserve the
environment. If every household in the United States were simply to recycle their Sunday
paper, 500,000 trees would be saved every week.

The problem of uncontrolled use of paper affects nearly every country in the world
and it is essential to take steps to reduce it. To begin with, you can save newspapers and
other paper that is normally discarded, and get into the habit of taking it to recycling points
from time to time, where they are sometimes even paid for. You can recycle all sorts of paper
and card this way: cardboard food packets and a huge variety of other common products,
such as telephone directories, notebooks, old jotters; etc.

But you can also make recycled paper as a craft activity, using very simple
techniques and materials. Here are some easy methods for making recycled paper and having
fun!

Materials
General: To make four US letter-sized sheets:
- A liquidizer
- 2 and a half sheets of
- A square or rectangular flat-bottomed container newspaper.
(such as a roasting tin or salad bowl) about 5 cm
- 5 cups of water.
deep, and bigger than the size of paper you want
- 12 double sheets of newspaper
to make.
(about a whole section).
- A rectangular piece of wire or plastic mesh (like
a tent mosquito net) bigger than the sheet of
paper that you want to make and which fits in the
container.
- A measuring jug, or 250 cm3 cup.
- A wooden board the size of a sheet of newspaper.

59
Instructions

1. Tear the 2 1/2 sheets of newspaper into very small pieces. Put
the torn up paper in the liquidizer and add 5 cups of water. If you
want you can add a spoonful (15 ml) of starch or synthetic glue for
each cup of water. This will act as a binding agent when the paste
dries, giving a more flexible and resistant sheet of paper.

2. With the lid of the liquidizer securely on,

250 cm3 liquidize the paper to pulp (the mixture
should be smooth with the consistency
of a light paste). Then pour the pulp into
the measuring jug or cup.

3. Place the container on a firm, flat surface,

with the mesh inside. Pour water into the
container up to 1.5 - 2 cm deep.

4. Pour 250 cm3 of pulp into the container, over the mesh. Spread
the pulp out well with your hands so that it forms a film over the
mesh - this is the sheet of paper-to-be. The thinner the film of
pulp, the more flexible the paper will be. It doesn’t matter if the
edges are uneven, since they can be trimmed to the size you
want afterwards.

60
 5. Place three sheets of newspaper open in a clean, dry place
close to the container. This is to put the newly recycled
paper on to dry. With the help of a friend, lift up the
mesh and hold it taut over the container until
all the excess water has run off.

6. Gently place the mesh

on one side of the open
newspaper. Close the other
side and turn it over carefully
so that the side of the
mesh with the layer of pulp
is facing down.

7. Place the wooden board on top of the newspaper,

covering it completely. With both hands on the board,
slowly place all your weight on it to help to squeeze out
the water which may still be in the pulp. You can do this
2 or 3 times if necessary.

8. Open the newspaper carefully and take the

edges of the mesh with your fingers and
separate it little by little from the pulp. Leave
the pulp to dry on the open newspaper for at
least 24 hours in a dry place, if possible in
direct sunlight and away from damp.

9. The next day touch the paper gently with your fingers
to see if it is dry. Only if it is completely dry, separate it
from the newspaper very carefully. When you lift up the
new paper you will probably find that it is still a little
damp on the side that was facing down; in this case, put
the new sheet on more dry newspaper, damp side up.

10. To speed up the drying process, you can also put the recycled paper in a heated oven which has
just been turned off, for no more than 5 minutes. Another way of finishing off the drying process is
to put the paper on a heater, as long as it receives only gentle, indirect heat.

11. Thoroughly wash and clean all the materials and then keep them to use again.

61
Ideas for decorating the paper
You can give the paper a special touch during the recycling process by colouring it or
adding small seeds or flower petals. This is very easy:

• To decorate the paper throughout you can mix seeds with the pulp in step 4 of the
instructions - before pouring it over the mesh - so that the seeds are spread throughout the
sheet giving it an attractive texture.

• To decorate one area of the paper, once the pulp has been spread over the mesh in step 4,
you can place the decorations (leaves or flower petals) where you want.

• To colour the sheet, add water-soluble colorant (such as food dye) to the 5 cups of water
used in preparing the pulp in step 1.

The recycled paper will be slightly rough, of varying thickness and rather stiff.
It will be a greyish-white colour, and the more ink the paper used to make the pulp
contained, the darker in colour the recycled paper will be.

Source: “50 things children can do to save the earth”, John Javna;
and “The Global Scout”, Frank Opie.

62
 THE PATROL’S
GOT RHYTHM
CREATIVITY
Growth area

SUMMARY OF THE ACTIVITY

This activity is an invitation to celebrate the joy of being together with music
and song, by organizing a festival in the Scout Unit in which all the Patrols
present their compositions and share their musical and creative skills.

There follows a proposal for a festival in the Scout Unit and, towards the end of PLACE
the activity sheet, a few ideas for building on and making the most of this idea. Unit meeting place.

DURATION
Part of three Unit
OBJECTIVES OF THE ACTIVITY meetings.
1. To organize and participate in a festival in the Scout Unit.
PARTICIPANTS
2. To compose songs. All the Patrols of the
3. To develop skills of musical and artistic expression. Scout Unit.

4. To develop the ability to work as a team.

HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I learn new things apart from 1. I make an effort to find out more about the things that interest me.
what
2. I organize original activities to do with my Patrol.
I am taught at school.
3. I express my artistic interests and skills through different techniques.
2. I take part enthusiastically in my
Unit’s artistic activities. 4. I like to sing and know lots of songs.
5. I help to prepare materials for artistic sketches.

Original idea: Carmen Gaete,

Pamela Pereira and Catherine León,
REME team, Chile; José A. Ramírez,
REME team, Costa Rica; Mauricio
Romero, REME team, Bolivia;
REME team, Uruguay and REME
team, Argentina.
MATERIALS
Those needed to set the scene for the festival and
accompany the Patrols’ songs. A series of technical
appendices on Making musical instruments supplement
this activity.

63
 DESCRIPTION OF THE ACTIVITY
Before the first meeting
At the Unit Council, the Unit Team reminds
the Patrol Leaders and Assistant Patrol Leaders of the
commitment made when the activity was selected, outlines
the stages of the activity, answers questions, shares out
responsibilities and provides encouragement with respect to
the Patrol Leaders’ work within the Patrols.
First meeting
When the activity’s allocated time arrives, the
Scout Unit assembles to get started. At this first meeting,
the Unit Team -or someone else from the Unit Council- recalls
the general features of the activity, explains the steps to
follow and distributes responsibilities in the organization of
the Scout Unit festival.
By way of motivation, the Leaders can encourage
a dialogue about the importance of music in our lives and
its role as a manifestation of the culture of a people or
a particular population group. Remembering and singing
songs that form part of the Scout tradition or that the young
people simply like can generate the right atmosphere for the
activity. So much the better if the songs are accompanied
by a guitar, an accordion, a harmonica or any other musical
instrument.
There are a number of aspects that need to be
defined before the Patrols begin working. These decisions
can be taken at this point, together with the whole Scout
Unit, or at the Unit Council before the meeting. They
concern the number of songs that each Patrol may present
at the festival, the style of music (Scout songs, folk songs,
popular music, etc.), the nature of the songs (new lyrics and
music, new lyrics to well-known melodies, well-known lyrics
and music, etc.). Agreement must be reached on these
points so that the Patrols know what they will be judged on
at the festival and can thus compete with each other on an
equal footing .
The festival also needs to be organized. The day and
time it will be held, the invitations that will be made, things
that have to be obtained and borrowed (sound equipment,
prizes, items to decorate the stage, etc.), and the people
who will sit on the jury. This is the time to share out the
tasks and responsibilities regarding this aspect of the
festival.
Once the atmosphere has been created and all
these points dealt with, the Patrols assemble to talk about
the song they will present at the Unit festival. Part of
the work can be carried out at this meeting, but they will
obviously have to meet again to continue it.
Between the first meeting
and the Festival
Between the first meeting and the meeting when
the festival will be held, the Patrols will be busy preparing
and rehearsing their presentations, assembling the things
they need and carrying out the tasks they have undertaken.
The Unit Team, meanwhile, should be monitoring
the progress of the Patrols’ work and be available to provide
assistance if it is asked for. With regard to the organization
of the festival, the Unit Team will probably be responsible for
the more complex aspects and, as always, must remind the
Patrols to keep their work within the deadlines established.
64
The Scout Unit festival
When the day comes and the preparations are
complete, the Scout Unit assembles at the appointed place to
set everything up for the festival. They must meet sufficiently
in advance not only for the participants to prepare everything
for their own presentation, but also to set things up for the
festival.
Each Patrol presents its song in the order planned.
The Unit Team can prepare some traditional Scout songs,
comic numbers or other activities to keep the audience
entertained between presentations and give the performers
time to change places.
After the presentations, the jury withdraws to
deliberate. When they have reached a decision, the results
are announced, the prizes awarded and the participants may
be invited to share a simple snack to celebrate the end of the
activity.
As it stands, the Scout Unit festival is an attractive
and entertaining activity for the young people, their families
and friends. The scope of the idea can be widened, however, to
include other possibilities. Some of these are described below:
Scout Group Festival
Our Unit may propose a Scout Group Festival in which all
the Units in the Group participate and present their musical
creations, in whatever way is considered appropriate. An
activity like this can be conducted as part of the celebrations
for the Group’s anniversary or a special date for the sponsoring
institution.
District Festival
After the experience of organizing a festival at the
level of the Scout Unit or Group, a similar activity may be
suggested to include, for example, the Groups of the District or
Zone. A festival can perhaps be convened on the occasion of a
district camp, to elect the wining song of the event.
Luthiers’ Festival
Other aspects may be incorporated into the activity,
whether it is conducted at the Unit, Group or District level, to
give it a special touch, such as having the participants make
the instruments to accompany their songs. This modality
calls for a particular talent, depending on the instruments
they decide to make. Even so, some instruments can be
made following instructions, depending on the capacity and
creativity of the Patrol members. In this case, the Patrols
may use the four technical appendices that supplement this
activity, which offer different alternatives involving varying
levels of difficulty.
In all these cases, it will be necessary to rethink the
time the activity will take. If the instruments are to be made,
the Patrols will need some time to make them and practise
with them, until they feel confident enough to perform with
them.
If the Patrols make their instruments, these will
become part of the Patrol or Unit inventory and can be used
in other activities such as camps, religious celebrations and
regular Unit activities in which singing plays an important role.
At the end of the festival or after the meeting at which
it is held, the Unit Team will talk to the young people to gain
their impressions of the activity and their performance in it. If
people from outside the Unit have been present, they will also
be invited to give their opinion of it.
 MAKING MUSICAL INSTRUMENTS: KENA,
BOTTLE ORGAN, RECORDER AND PICCOLO
TECHNICAL APPENDIX
a
node

Kena
The kena or Andean flute, typical of Ecuador,
Bolivia, Peru, Chile and Argentina, is one of the oldest
instruments in existence. Originally it was carved from
bones or clay, but today it is made from reeds.

Materials - 1 piece of reed 1 to 2 cm

in diameter, with nodes
as far apart as possible node
- round file
- small flat file
- craft knife Instructions
- fretsaw
1. Select the longest piece of reed between nodes and
cut it as shown in figure 1a, so one end is open and the
other closed by the node.

2. Cut a groove at the very end. To do this, cut a V with the

craft knife and then round it off using the small file or,
failing that, a nail wrapped in sandpaper (figure 2).

figure 2 3. Smooth the edges of the upper end using the

round file (figure 3). The lower end should have a
small opening, so if it is completely closed by the
node you will have to make a small hole 0.5 cm in
figure 3
diameter (figure 4).

Practise making a sound before making any

further holes. To do this, hold the kena as shown in
figure 5, i.e., with the lower lip closing off the top end
and the upper lip directing the air onto the groove.
figure 4
The air from your lips hits the groove. If the
tube is fine enough,
the air will vibrate
inside it. The longer
the tube is, the deeper the note will be; a shorter
tube will make for a higher note. Holes higher
up the instrument thus allow the air out earlier,
which means it vibrates in a shorter tube and thus
produces a higher note (figure 6).
figure 5

figure 6
65
4. Draw a straight line from the middle of the groove down the
front of the kena, as shown by the dotted line in figure 7a.
Repeat with the back, as shown in figure 7b. The holes should
28 cm
lie along these lines. In both illustrations the lines lying across
the dotted line correspond to the approximate position of the
front
holes. Figure 8 gives a table of distances for the holes. holes
14.9 cm
17.1 cm
19.3 cm
figure 7 21.9 cm
figure 8 24.1 cm

rear hole
b
12.8 cm

5. To make the holes. Heat the tip of a nail red hot and place it on the
reed where the hole is to be, repeating until the hole reaches the size
required. Widen the holes to 0.5 cm using the round file (figure 9). figure 9

figure 10
6. Measurements should be
taken from the upper edge of
the hole. If the note is too low,
file the upper edge to enlarge the
hole and the note will rise.

7. Figure 10 shows the fingering for different notes.

The holes to be covered are shown in black.

do re mi fa sol la ti do
C D E F G A B C
Bottle organ
Materials - eight “musicians”
- eight glass bottles the same shape and size
- funnel
- water

Instructions
The first thing to learn is how to blow a bottle to make a pleasant
sound. Half fill a bottle with water, hold the bottle upright, place the neck to
your lower lip and blow gently across and down into the bottle (figure 11).

Practise until making pleasant sounds comes easily. Vary the amount
of water to make different sounds. The more water there is in the bottle, the
higher the note will be; the less water, the lower the note.
figure 11

66
figure 12
figure 13
If you have a good ear
for music, you will find it
easy to tune the bottles
1 — 7.5 cm = do C
with the help of another 2 — 10.5 cm = re D
instrument. As a guide, 3 — 12.5 cm = mi E
do re mi fa sol la ti do
figure 12 shows the 1 2 3 4 5
4 — 14 cm = fa F
6 7 8
C D E F G A B C scale of C on the piano. 5 — 15.5 cm = sol G
6 — 17 cm = la A
7 — 17.5 cm = ti B
8 — 18 cm = do C

If you are unable to get hold

of an instrument or if you
find it difficult to distinguish
musical notes, figure 13
gives you a rough idea of
how much water you will
need to obtain the notes of
the scale of C.

Large recorder

Materials - piece of reed or bamboo 3 cm

in diameter and 30 cm long
- craft knife
- fretsaw
- small flat file
- small chisel
- lead pencil
- cork
- round file

node

figure 14
figure 15

Instructions upper end 2. Make a hole 0.5 cm in diameter in

the centre of the node at the lower
1. Cut the reed or bamboo so that the end, as shown in figure 15.
lower end is closed by the node and
the top end is open (figure 15). It is
likely, given the length of the flute,
that there will be a node somewhere in figure 16
the middle. This should be perforated
and filed smooth so the air can pass
freely inside the reed. 3. To make the mouthpiece,
node
cut the upper end of the
lower end
reed as shown in figure 16.

67
 figure 17 4. Mark the position of the window and the ramp with the pencil,
3 cm figure 18 following the indications in figure 17. Its upper edge should
lie below the level of the bottom of the oblique cut of the
mouthpiece (figure 18). Keep to these distances as far as
3 cm

Window
possible.

0.5 5. Use a chisel or a craft knife to figura 19

1.5

1
make the window. Start at the
1 Ramp bottom of what will be the ramp
and work upwards and inwards
until you pierce the reed at the
top end of the window, as shown
in fig. 19. Then smooth the ramp
with the flat file.
Windway
figure 20
6. To make a sound, the air needs to be directed onto the
labium by a windway which guides as if it were a strip
Window (figure 20). To make this windway, carve out a groove inside
in cross-section Ramp the tube the width of the ramp and a few millimetres deep
Windway (figure 21).
figure 22

figure 21 a b
7. Trim the cork so it fits snugly inside the mouthpiece,
cutting a sliver off the part which will lie next to the
windway to flatten it out slightly (figure 22a). Wedge the cork inside

en corte
the mouthpiece, pushing it down to the top end of the labium. Trim
the excess cork into the shape of the mouthpiece (figure 22b)
30 cm

8. To make the holes,

follow steps 5. and 6.
8.2 cm of instructions for the
9.4 cm
kena. Figure 23 shows
11.5 cm
13.9 cm the position of the holes.
16 cm Remember to make one
19.1 cm on the underside too.
22.3 cm
Figure 24 shows the
figure 23 fingering for the notes.
The holes in black are
those to be covered.
do re mi fa sol la ti do
C D E F G A B C

figure 24

Small recorder

Materials - a piece of reed 25 cm long and 1.2 cm in diameter

- lead pencil
- craft knife
- fretsaw
- small flat file
- chisel 0.5 cm wide
- cork

68
Instructions
1. For the most part, the instructions for the small
recorder are the same as those for the long recorder.
2. Figure 25 shows the measurements for the window and
ramp.
3. Figure 26 shows the position for the holes; this
instrument does not need one on the underside.
Figure 27 gives the fingering for the notes. The
holes in black are those to be covered.

figure 25 figure 26
1 cm
25 cm

1.5

0.5 12.8 cm
1.5 1 14.6 cm
16.5 cm
0.5
18.6 cm figure 27
20.6 cm
do re mi fa sol la do
C D E F G A C

Piccolo
The three-hole piccolo shown below is
a wind instrument which is played one-handed.

Each fingering position will give you

three different notes, depending on how hard Materials - a piece of reed 29 cm long and 1.4 cm
or softly you blow. in diameter
- lead pencil
- craft knife
Instructions - fretsaw
1. To make the piccolo, follow the instructions - small flat file
given above for the long and short recorders. - chisel 0.5 cm wide
- cork

figure 28
2. Figure 28 gives the measurements
1.4 cm
for the window and ramp.
figure 30
1
figure 29
0.5
29 cm
1.5 1

0.5
18.4 cm
21.1 cm
24 cm

3. Figure 29 shows the positions of the holes, including

the one on the underside, and figure 30 gives the fingering do re mi fa sol la ti do
for the notes. The holes in black are those to be covered. C D E F G A B C

Source: “Sifflets, Flutes et Percussions”, collection compiled by Pierre Marchand

and Jean-Olivier Héron, Kinkajou/Gallimard publishers, 1975.

69
 MAKING MUSICAL INSTRUMENT:
PAN PIPES AND WHISTLES
TECHNICAL APPENDIX

Pan Pipes or Whistles

Materials - 2 or 3 pieces of bamboo 1 m long
and 1 to 2 cm in diameter
- fretsaw
- craft knife
- small flat file
- ball of strong fine string
- round file

Instructions
1. Choose the longest part of the bamboo between nodes and saw
it as shown in figure 2. This will give you an empty tube, open at
the top and closed at the bottom by the natural node in the wood.
Repeat until you have 10 tubes.

node figure 2 Once you have cut the tubes you need to practise in order to make
a sound with them. Place the tube under your lower lip and blow
diagonally into it. It is not easy to make a sound, so you need to be
patient. Sometimes small impurities inside the tube block the exit of
the air – use the round file to smooth these away.

saw here

The pitch of the sound depends on the length of the tube.

figure 3
Longer tubes make a deeper sound than shorter ones.
These Pan Pipes has have tubes separated by the following
intervals: 1 tone, 1 tone, half a tone, 1 tone, 1 tone, 1
tone, half a tone, 1 tone, 1 tone. Thus the first note it DO
(C) and the ones that follow are: re (D), mi (E), fa (F), sol
(G), la (A), ti (B), do (C), re (D), mi (E).

2. On a musical instrument, play the note DO and

blow into the first tube. If the sound corresponds
to the note played, then the length of the tube
is correct. Otherwise you will need to shorten it
to make the right sound. One possibility is to cut
a ring off the top or file it if the note is almost
correct (figure 3). Another is to melt candle wax
into the tube to shorten it (figure 4).
3. Repeat with the other tubes, adapting
them to the respective notes until you
have the full scale.
figure 4
4. Once the tubes are all the right length,
it is a good idea to file the top of each
to avoid rough parts which could graze
your lips when you play.

70
 5. To join the tubes, lay them out as shown
in figure 5. Take a piece of bamboo that is
figure 5 longer than the combined width of all the
tubes and cut it in half lengthways to make
two cross-pieces – one horizontal and the
other diagonal, as shown in figure 6. Bind
each tube as tightly as possible to the
horizontal cross-piece, as shown in figure 7.
figure 6 Repeat with the diagonal cross-piece.

figure 7

There is another way of joining the tubes, which is commonly

used in the Andean countries, using a thin, flexible strip of knot
woody material and fine string. First, the tubes are separated
into two groups: tubes 1, 3, 5, 7 and 9; and tubes 2, 4, 6, 8 and
10 (figure 8). The strip is soaked for about 30 minutes until it
is flexible. Then the strip is used to bind the first group of tubes
as shown in figure 9, then the second group. Next, either the
two groups can be joined together, back to back, or they can be
played separately by a couple of musicians (figure 10).

figure 8

1 3 5 7 9 2 4 6 8 10

figure 9
figure 10

knots

Cane or bamboo whistle

Materials - 1 piece of cane or bamboo

- lead pencil
- craft knife
- fretsaw
- flat file 0.5 cm wide
- chisel 0.5 cm wide
- cork

71
Instructions figure 12
a b
1. Choose a part of the cane or bamboo close to one of the
nodes. Saw it as shown in figure 12a. This will give you a small
empty tube, open at the top and closed at the bottom.

2. To make the mouthpiece, cut the top part of the cane as

shown in figure 12b.
node
figure 13

3. Use the pencil to mark the window and the ramp (sloping cut), as
0.5 shown in figure 13. The upper edge of the window should lie below
0.5

the diagonal part of the mouthpiece, keeping as closely as possible

1.5 cm

window
to the distances shown in the illustration.

ramp

figure 15
4. Use the chisel to carve the ramp. A craft knife figure 14
can also be used, although it will be more difficult
to handle. To form the hole, push the chisel from window
ramp
the lower end of the ramp towards the window, as
shown in figure 14. Then use the flat file to achieve a windway
regular, smooth slope.
in cross-
section
wi
nd
wa
y 5. To make a sound, the air has to reach the ramp through a windway that guides
figure 16
it as if it were a fine strip (figure 15). You must therefore hollow out a windway
inside the tube the width of the chisel and a few millimetres deep (figure 16).

6. Trim the cork to fit snugly inside the

mouthpiece, flattening the part which

in cross-section
will lie next to the windway (figure 17).
figure 17
Wedge it inside the mouthpiece, pushing
it down to the top of the window. Trim
the excess cork and... all finished!

figure 18

Sliding whistle

Materials - 1 piece of cane or bamboo

- 1 piece of cane or bamboo smaller in diameter
than the first, so that it can move freely inside it
- craft knife
- fretsaw
- flat file 0.5 cm wide
- chisel 0.5 cm wide
- cork
- ball of fine, strong string
- candle

72
Instructions

figure 19 1. Saw a piece of the cane or bamboo so that

both ends are open (figure 19).

2. Follow steps 2 to 6 of the instructions for

the cane or bamboo whistle to make the
mouthpiece.
figure 20
3. Bind the upper part of the inner cane with
string, as shown in figure 20.

4. Secure the ends of

the string and cover
the joins with candle
wax (figure 21).

figure 21 To finish, slide one

cane inside the
other (figure 22).
The sound will vary
depending on how
close the inner cane
is to the mouthpiece
of the outer one.

figure 22

Double whistle
Materials - 1 piece of cane 1 cm in diameter
- craft knife
- chisel
- round file
- ball of fine, strong string

Instructions
node 1. Cut two tubes of different
lengths, with the lower ends
of each closed by the nodes
figure 24
of the cane (figure 24).
node

73
 2. Make the two mouthpieces following the instructions
given for the cane or bamboo whistle and the sliding
whistle. The only difference is that the mouthpieces
must be cut straight across as shown in figure 25,
not on the diagonal.

3. Bind the two canes together to make a double

whistle (figure 26).

figure 25 figure 26

Spinning whistle
Instructions Materials - 1 broad piece of cane or bamboo
- cork
- fretsaw
1. Cut the broad - 1 slender piece of bamboo
bamboo stick as - craft knife
shown in figure 27. - round file

figure 28
2. Make the window and the ramp
following the instructions given
b
node for the previous instruments. In
this case, however, the window
figure 27 must be horizontal as shown in
figure 28a, not vertical. c
a

3. Cut a piece of cork to plug the upper

opening of the whistle (figure 28b). Cut
and polish the thin piece of bamboo to go window
in the centre of the whistle (figure 28c). ramp
figure 29

4. Make a hole for the bamboo stick in the

centre of the cork and another in the centre
of the node. The position of the holes must figure 30
be calculated carefully so that the stick can
spin freely and not fall over (figure 29).

5. Spin the whistle to make it

sound (figure 30).

Source: “Sifflets, Flutes et Percussions”, collection compiled by Pierre Marchand

and Jean-Olivier Héron, Kinkajou/Gallimard publishers, 1975.

74
 MAKING MUSICAL INSTRUMENTS:
TRAVERSE FLUTE, TWANGING WHISTLE
AND FOREST PIPE
TECHNICAL APPENDIX

Traverse flute

Materials - piece of cane or bamboo

- fretsaw
- wood glue
- round file
- long nail for wood

Instructions
1. Saw the cane leaving both figure 2
ends closed by its natural node
nodes, as shown in figure 2.

The mouthpiece of the traverse flute is different from other flutes. It consists of an
oval-shaped hole with one edge cut on a diagonal. This hole must be situated close
to one to the ends of the instrument which, as we have said, is sealed by the node
in the wood (figure 3).

figure 3
2. Draw an oval-shaped hole 1 cm from the end
node
of the cane, using the measurements shown in
figure 4. To make the hole, heat a metal tip to
red-hot and place it on the cane, as many times
as necessary to break through the wood. Use
the round file to widen the hole to the size you
need.

1 cm
3. Before making the other holes, try to 1 cm
make a sound. Place the flute horizontally
figure 4
under your lower lip and blow into the
mouthpiece. Once you have got a sound,
in cross section
continue making the other holes.

75
4. The first note hole should measure 0.5 cm in diameter and should figure 5
be made a few centimetres from the lower end of the flute. This first
33 cm
hole should raise the pitch of the flute by one tone, the second by one
tone with respect to the first, the third half a tone with respect to
the second, and the last three each one tone with respect to the one 13.5 cm
before. 15.8 cm
18.3 cm
20.3 cm
5. Figure 5 shows the proper distances for a flute 33 cm long 23 cm
and 2 cm in diameter. 25.6 cm

figure 6 All the holes are made using

the procedure explained in
step 3.

6. Figure 6 shows the position

of the fingers for making
different notes. The holes
shown in black are the
ones to be covered with the
fingers.
do re mi fa sol la ti do
C D E F G A B C

Twanging whistle
This whistle is a small instrument that makes sounds similar to a nasal twang. When
you sing into the instrument through the hole, your voice is amplified by the effect of the
vibrations in the onionskins, which act as membranes.

Materials - 1 broad piece of cane cut

- 1 onion
- round file figure 7
- fine string or strong thread
- craft knife
- 1 long nail for wood
cut

Instructions

1. Cut the cane inside the nodes, so that both ends are left open (figure 7a).

2. Make a hole in the position shown in figure 8 by heating the tip

of the nail red-hot and placing it on the cane. Use the round file figure 8
to increase the size of the hole. b a b

3. Peel the onion and soak the skin for a few minutes. Once it
has become more flexible, use it to cover the ends of the cane,
binding it in place with fine string (figure 8b).

76
 Figure 9 shows a variation of this
instrument. In this case, the onion skin is used
to cover the mouthpiece, while the ends are left
open.

figure 9

Forest pipe

Materials - 1 dry branch

- gouge chisel
- small saw
- craft knife
- small flat file
- small chisel
- wood glue
- fine string
- cork

Instructions
1. Choose an attractive branch of wood,
without forks. Cut the end where the
mouthpiece will be on a slant (figure 11a).

figure 11
2. Cut the branch in half lengthways. Take the upper
part and carve a groove about 1 cm deep down
the centre, using the gouge chisel (figure 12).
a

figure 13
figure 12

3. Next, make the bevel,

0.5 window and interior
window passage. Use charcoal to
0.5
1.5 cm

mark out the ramp and the

ramp window, approximately at
the level of the lines shown in figure 11, using
the measurements in figure 13.

77
 4. Carve the ramp using the small chisel. A craft knife can also be used,
although it will be more difficult to handle. To form the hole, push the
chisel from the lower end of the bevel towards the window, as shown in
figure 14. Then use the flat file to achieve a regular, smooth slope.
figure 14

5. On the inside of the wood, make the

windway through which the air will
pass, as shown in figure 15.

figure 15 6. Hollow out the other half of the branch,

window
bevel
this time from the level of the upper part
of the window (figure 16).
windway

cross-
section

7. Spread wood glue along the edges of both pieces. Join them figure 16
together and apply pressure by binding the two halves firmly with
fine string (figure 17). Allow the glue to dry (about 24 hours) and
remove the string. Fill in any holes through which air could filter
with glue and sand it once dry.

8. Make the cork plug that will go inside the pipe at the level of the
mouthpiece. Cut the cork as shown in figure 18a, then adapt it to fit into
the mouthpiece. Two things are important to remember: first, that this
plug is not round in shape since the central passage was not completely figure 17
carved out at this point and, second, that the part of the cork that will lie
against the air passage needs to be flattened slightly (figure 19) to form
a windway through which air will pass into the pipe. Figure 18b shows a
view of the finished mouthpiece from “above”.

figure 18 b

a
figure 19

figure 20
9. To make the holes for fingering the notes, use the
respective instructions given for the traverse flute.

These instructions can be used to make instruments

of different shapes. Figure 20 shows a few examples.

Source: “Sifflets, Flutes et Percussions”, collection compiled by Pierre Marchand

and Jean-Olivier Héron, Kinkajou/Gallimard publishers, 1975.

78
 MAKING MUSICAL INSTRUMENTS:
PERCUSSION
TECHNICAL APPENDIX

Bamboo birimbao

Materials - broad stick of bamboo

- small flat file
- craft knife

figure 1

Instructions
figure 2
1. Saw the bamboo stick leaving one of
the ends covered by one of the natural
knots in the bamboo (figure 1a). Split
the stick in two lengthways.
2. Use a pencil or a craft knife to
mark out the birimbao shape on
the bamboo stick as shown in
figure 1 (figure 2).
3. Leaning on a table, very carefully
cut the bamboo stick following the
design you have drawn (figure 3).

figure 3

figure 4

4. Thin the central tongue

using first the craft knife
(figure 4), then the file.

79
 Drum
Instructions
1. Soak the large sheet in Materials
water for 30 minutes. stick - 1 sheet of plywood 1 m x 42 cm x 3 mm thick
Remove and bend into - 2 bars of plywood 1 m x 4 cm x 3 mm thick
a cylindrical shape, figure 5 - 1 wooden stick 42 x 5 cm,
leaving an overlap a little thicker than the sheet of wood
of about 5 cm. To - thick wire
keep it in shape, - short stout nails
make two wire covered - large nails
wire
circles, bind them - donkey or pigskin or suede
with fine string - fine string
and place them - needle for leatherwork
around the cylinder like hoops. Place the - button thread
wooden stick inside the cylinder where the - drumsticks
sheet overlaps and nail the sheet to it
(figure 5). Leave to dry.

2. While this structure is drying, soak one of the wooden bars for 30
minutes. On an old wooden board, draw a circle of about 30 cm in
diameter (corresponding to the external diameter of the cylinder).
Remove the bar from the water and bend it round the circle, using
large nails on either side to hold it in place (figure 6). The ends of
this bar should overlap by about 2 or 3 cm and can be fixed in place
with small nails. Repeat with the other bar and leave in position for figure 6
24 hours.

3. Once these hoops are dry, lift them from the board
and make 6 holes at regular distances around each.
Thread a piece of fine string through each hole, held
figure 7
in place with a knot on the outside (figure 7).

4. Soak the hide in water. When the cylinder is dry, remove the
wire hoops, cover them with the hide and sew it firmly (figure
wooden hoop
8). It is not necessary to make the hide completely taut, as
it will tighten when the pieces are assembled. hide

cylinder

figure 8

5. Position the pieces made thus far as shown in figure 9. hide

The lower hoop should be placed so that the holes with wooden hoop
the strings are midway between the holes on the upper
hoop, not directly underneath them. Assemble. figure 9

80
 6. Use the string to lash the loops on one hoop to the loops on the
other, as shown in figure 10. Make bindings of fine string around
the lower loops and pull them up to tighten the lashing and thus
squeeze the wooden hoops together.

edge of the
wire hoops
string
bindings

figure 10 figure 11

Guiro
The guiro is a percussion instrument typical of Latin American
countries such as Mexico, Venezuela and Brazil.

Materials - 1 broad bamboo stick

- wood saw
- round file
- large nail for wood

Instructions
1. Saw the bamboo stick to leave both ends closed by knots. Make a
hole 2 cm in diameter in one of the knots (figure 13a).
figure 13
b 2. Use the saw to make
notches 1 cm apart
figure 14
a
(figure 13b).

3. Use the file to shape the notches into grooves, as shown

in figure 14, without breaking through the cane.

4. Make two holes the width of the index

figure 15
finger and thumb on the underside of the
stick, below the grooves (figure 15). Heat
a metal tip to red-hot
and place it on the
wood where the
hole is to be, as 5. Use a piece of
many times as bamboo to make a
necessary to thin rod. This makes
burn through. the sound when
Then widen the figure 16 passed over the
hole using the carved out grooves.
round file (figure 16).

81
Sanza
This is an African instrument, made from
vibrating strips of bamboo or palm. It works on the
same principle as a music box.

Materials - 1 coconut
- 1 piece of plywood 3 mm thick
- 1 stick of bamboo
- fine wire
- round file
- wood saw
- craft knife
- wood glue figure 17
- fine string

Instructions
1. Split the coconut in two equal halves and hollow
it out (figure 18). Once it is clean, place it face
down on the plywood, draw round it and cut out
the circle it makes (figure 19).
2. Make two small holes opposite each
other on the circle (figure 20a). Pass the
wire through these and twist firmly, but
not too tight (see step 6), at the back
(figure 21).
a.

figure 18

figure 19
figure 20 b.
figure 21

3. Glue the wood to the coconut and bind it
firmly with string, as shown in figure 22.
Leave to dry for 24 hours.
figure 22
4. Once the coconut is dry, remove the
string. Make two holes as shown in
figure 20b, draw semicircles as shown
in the figure and use the round file to
form a semicircular slit (figure 23).

5. Make two bridges from a piece of wood

(figure 24a) and some strips from a
bamboo stick (figure 24b).
figure 23

figure 24
b

82
 6. Glue the bridges in the positions shown in figure 25a
and wait for them to dry. Then pass the strips under the
wire and over the bridges (figure 26).
a
The strips will give different sounds depending on how
they are positioned with respect to the bridges.
figure 25
a

figure 26

Bamboo xylophone

Materials - wood saw

- fine string
- wooden balls
- nails
a
- bamboo twigs
- 2 m wood strip (like that used to
make simple picture frames)
- broad bamboo sticks

Instructions
1. Take a bamboo stick and choose the longest part figure 27
a
between two knots. Saw it leaving one end closed
and the other open, as shown in figure 27a. Repeat to
make 12 tubes.

The tone of the tubes will depend on the length. The

longer the tube the deeper the note and the shorter
the tube the higher the note. The xylophone shown
here has 12 tubes corresponding to the notes do (C),
re (D), mi (E), fa (F), sol (G), la (A), ti (B), do (C), re
(D), mi (E), fa (F), sol (G).

2. Using a musical instrument, play the

note DO (C) and then hit one of the figure 28
tubes gently with a twig. If the sound
corresponds to the note played, then
the length of the tube is correct.
Otherwise you will need to reduce the
length of the tube until you get the right
sound. One possibility is to cut a ring
off the top or file it if the note is almost
right (figure 28). Another is to melt
candle wax into the tube to shorten it
(figure 29).
figure 29

83
 figure 30
3. Repeat with the other tubes, adapting
them to the respective notes until you
have the full scale.

4. Arrange the tubes as shown in figure 30 and take the

measurements for the base of the xylophone. Make
the base with the wood strip, cutting it to measure
and nailing the supports (horizontal bars) on top of
the crosspieces (vertical bars) (figure 31). Cut off any
excess wood.
figure 31 5. Place the first tube on the base and hammer two nails
into each support bar to hold it in place. Repeat with
all the other tubes, leaving a small space between
each (figure 32).

6. Take the wooden balls and join them to the bamboo

twigs, to make the xylophone sticks (figure 33).

figure 32
figure 33

wooden ball

nail

bamboo twig

Source: “Sifflets, Flutes et Percussions”, compiled by Pierre Marchand

and Jean-Olivier Héron, Kinkajou/Gallimard publishers, 1975.

84
 HYDROPONIC
GARDENS
CREATIVITY
Growth area

SUMMARY OF THE ACTIVITY

The Patrols learn some of the basics of hydroponic gardening and
use this method to sow and care for different varieties of produce. When the
harvest time comes around, the Patrols meet to share their experiences and PLACE
exhibit their produce. The Patrol meeting place
and each participant’s
This activity is suitable for the Patrol, and has been explained as
home.
such in this activity sheet. It can also be conducted as a Unit activity,
however, if the Patrols so decide. In that case, changes need to be made
in relation to the sharing out of work and the tasks that will fall to different DURATION
Patrols or young people individually. About 3 months, depending
on the growing times of the
plant species chosen.

PARTICIPANTS
OBJECTIVES OF THE ACTIVITY The Patrol, or the whole
1. To learn techniques of hydroponic gardening. Unit, by Patrols.

2. To have the experience of sowing, looking after and harvesting produce.

3. To learn to observe and appreciate natural processes.

HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I learn new things apart from what I am taught 1. I make an effort to find out more about the things that
at school. interest me.
2. I am interested in knowing more about what 2. I organize original activities to do with my Patrol.
goes on around me.

3. I improve my manual skills. 3. I have taken part in a project that provides a novel
solution to a common technical problem.

MATERIALS
Original idea:
These are specified in the technical appendix The basics
Chilean Scout and
Guide Association. of hydroponic gardening, which supplements this activity
sheet.

85
DESCRIPTION OF THE ACTIVITY
First meeting
Before this meeting, the Patrol Leader and
Assistant Patrol Leader recall the general features of the
activity, its contents, timescales and the tasks it involves.
First of all, the Patrol must be clear about the
process of hydroponic cultivation. This may be achieved
in different ways: * a visit to a place where hydroponic
gardening is done to learn about the process in situ; *
contacting a professional gardener who specializes in the
subject and inviting him or her to come to a Patrol meeting
and advise them throughout the work; * review the
technical appendix which supplements this activity. These
actions may be combined, depending on the contacts the
Patrols manage to establish and the depth they want to
give the activity.
Once they are clear about the technique for
this kind of gardening, the Patrol must agree upon the
following:
• How many species to grow. Either the Patrol will be
jointly responsible for one or more species
-taking turns to care for them- or each member will
have a species of his or her own. Bearing in mind that
hydroponic gardening does not take up much space
and other activities can be conducted to raise the
necessary funds (which will not be very much either), it
is probably a good idea for each young person to grow
his or her own species.
• Choose the species to grow. Any species is suitable,
but information must be obtained on its behaviour
(germination time, transplanting distance between one
plant and another, growing time to harvest, special
care, etc.).
• Draw up the list of materials that will be needed to
make the seedbeds and the final plant trays; how these
will be obtained; and who will be responsible for the
different tasks involved.
Preparing the seedbeds
Once the materials have been obtained, it is time
to make and prepare the seedbeds and sow the plants.
The instructions provided in the technical appendix that
supplements this activity are quite clear and, if they are
carefully followed, this task should not be difficult. As we
have mentioned, Patrols who so wish may seek the help of
a gardener.
Since the seedbeds require constant care
and watering twice daily, they should be kept in the
participants’ homes (they make take turns to have the
seedbeds if the Patrol is growing one species). If the
seedbeds were made at the meeting place, they should be
transferred as soon as the usual activities are over.
Making the final seed trays
When the seedlings have reached a height
of between 8 and 12 cm -or whenever the consulting
86
gardener or the instructions for each plant recommend-
they are to be transplanted into the final seed trays.
Depending on the germination time of each plant,
this will usually be between 5 and 15 days after preparing
the seedbeds. The final plant trays therefore need to be
prepared in enough time and made ready for transplanting.
Between transplanting and harvesting
After transplanting the seedlings, there follows a
stage in which there is relatively little to to, but in which
each participant must be alert to the needs of his or her
plants, preparing the nutrients, watering the seedlings,
ensuring they have the right amount of light and warmth,
taking notes on the process, etc. If the Patrol wishes, and
providing that each participant has a species to care for,
they may visit each other’s plants so that everyone will
have the opportunity to observe the different stages of
growth in each plant.
The plants can take quite a long time to grow
once they are transplanted, so there is a risk that the
Scouts’ initial enthusiasm may decline. The Patrol Leader
and Assistant Patrol Leader, with the help of the Unit
Team if necessary, will be responsible for encouraging an
attitude of active expectation among the other members,
keeping them alert and diligent and reminding them that
neglecting their plants will endanger their development and
threaten the success of the activity.
When the time comes, the plants are harvested.
The whole Patrol may get together to experience the
harvesting of each species.
The produce that is harvested can be shared
with the other members of the Unit at a special meal to
celebrate the occasion, or with the families of the Patrol
members who will certainly have participated and lent a
hand in the process. Since hydroponic gardening has a
very high yield, there may be enough to give to a particular
institution or to sell. They may even make enough to cover
the costs of the activity and yield a profit for the Patrol.
Once they have learned the technique, the Patrol
may think up a more ambitious project, or use it at home
with their families to grow some of their own vegetables.
Even though this is a Patrol activity, the Unit
Team should not neglect its usual tasks of motivation
and supervision. They should always be aware of how
the activity is progressing and of any help they may need
to give to ensure its success. Being in on the process
will also give them the opportunity to obtain information
about the young people’s performance and the impact the
activity has had on them. The opinion of the young people’s
parents and families is also important as, given the nature
of the activity, they are likely to be heavily involved in it. If
the Patrols work with a gardener, his or her opinion about
the process will also be valuable.
 BASICS OF
HYDROPONIC GARDENING

ANEXO TÉCNICO

BACKGROUND
The word “hydroponic” comes from the Greek roots hydro (water) and ponos (work), so it
literally means “to work in water”. Hydroponic gardening is actually sowing and growing vegetables
without soil, since the plants receive the nutrients they need with the water through their roots.
Traditionally this type of cultivation was practised in sterile or difficult ground. It is said that the
famous Hanging Gardens of Babylon, one of the seven wonders of the ancient world, worked on
a system of hydroponics. Certainly, the technique was known and used by the Chinese and the
Egyptians from ancient times. There are many reasons for this, due to the huge advantages of the
system:

• Anybody can practise hydroponic cultivation with a a few basic instructions, even in very small
spaces (containers or boxes).
• The seed beds and trays are easy and cheap to make.
• The plants receive better nutrition, since the nutrients added to the water can be controlled.
• It is a very clean system, since it avoids the insects and diseases which often affect plants in soil.
• The plants can be grown over and over again in the same place, since there is no soil exhaustion (loss
of mineral nutrients).
• The plants are not contaminated, since they are irrigated with drinking water.
• None of the water goes to waste, since you can recycle the water the plant does not use.
• The result is a more abundant harvest of more consistent quality than in traditional gardening systems.

BASICS OF THE SYSTEM

Air, earth and water are the elements from which plants receive nourishment. Air
provides carbon and oxygen; water provides oxygen and nitrogen; and the earth provides
14 elements: nitrogen, potassium, calcium, phosphorus, magnesium, boron, carbon, copper,
iron, hydrogen, oxygen, manganese, sulphur and zinc.

In hydroponic cultivation you can do without the earth, since the air provides
carbon, in the form of carbon dioxide, and some of the oxygen. The other elements are
added to the irrigation water.

However, as well as these nutrients, plants need the right temperature and enough
light to synthesize the elements.

87
 GROWING PLANTS USING HYDROPONICS

Materials:
Seedbeds • A plastic, cardboard or metal container of approximately the following
dimensions: 22 cm long by 15 cm wide and 7 cm high (holds 1 kg).
• Base material for the plants. This can be any inert substance:
charcoal, pine shavings, volcanic lava, river sand, fine gravel,
sawdust, quartz, expanded polystyrene (styro foam).
• Hydroponic nutrients. There are various formulas, some of which
are readily available in gardening shops (the most simple formula is
Instructions: included at the end of this appendix).
• Seeds of the vegetables chosen.
1.Preparing the seedbeds • A tray with upright edges to put the seedbed on.

• If using a plastic box, make

three or four holes in the base
with a hot nail.
• If using a wood or metal box,
cover the inside completely
with a sheet of plastic, making
2. Sowing
three or four holes in the
plastic covering the base. • When the seedbed is ready, place two centimetres
of the chosen base substance in the bottom (if using
polystyrene, it should be chopped into very small
pieces first).
3.Location and • Place the seeds on the base. Only one species to be
temperature sown per seedbed.
• Cover the seeds with another two centimetres of the
• Place the seedbed in base substance.
a suitable place, well • Place the seedbeds on a tray with upright edges, in
ventilated in indirect order to recover the nutrient solution.
sunlight (preferably
facing the direction of most sunshine).
• It is important to protect the seedbed from extreme
temperatures, avoiding both excessive heat and
excessive cold.

4. Watering and feeding

• Preferably using a sprayer, or alternatively a watering can, dampen the

seedbed with water mixed with nutrients.
• Allow the water to filter through the holes and collect in the tray so
that the base substance can continue to absorb the nutrients as the
plants require.
• Water the seedbeds with the nutrients every day, morning and
afternoon. Never water at night, because the plants lose oxygen
then and may die.
• If too much water accumulates in the tray, reuse it for watering.

Hydroponically grown plants normally develop faster than

soil-grown plants. Depending on the vegetable chosen, the seeds
can germinate between three and fifteen days after sowing.

88
Definitive planting

Materiales:
• A wooden box of approximately 1m long by 60 cm wide
and 25 cm high (ordinary fruit boxes are ideal).
• Black plastic to cover the inside of the box.
• Planks of wood or bricks to place the box on.
• A container to collect the feeding water.
• Seedbeds of the vegetable chosen.
• Base material for the plants.

Instructions
The seedlings are transplanted to their final boxes or trays
when they have reached a height of about 8 to 12 cm.

To make the seed box:

• Make the box and line it with black plastic.

• Place the box on a slope using the wood or the bricks. This is so that the water runs from
one side to the other and can be collected and reused.
• Make a hole at the lowest side of the box (through the wood and the plastic) to allow the
water to run off.

How to transplant the seedlings:

• Fill the box with the base substance chosen (for this stage the best is river sand washed and
mixed with chopped polystyrene).
• Transplant the seedlings from the seedbeds. The distance between the plants depends on the
species.
• Place the container to catch the water at the lower end of the box.
• Keep the base substance damp with nutrients.
• Reuse the nurient solutions which runs off into the container.
• Plants which grow upwards too fast need to be supported with canes,
sticks or fine poles which are sunk into the “soil” beside the
plant, taking care to avoid damaging the roots.
• Aromatic herbs (parsley, thyme, basil,
coriander, etc.) and all kinds of
flowers can be cultivated this
way too.
• Check the plants’
development every day.

89
 HYDROPONIC NUTRIENTS
Hydroponic nutrients are usually available in gardening shops. In this case, the
proportions of nutrient and water will appear on the container.

However, the formula can also be prepared. In this case, the ingredients can be obtained
in pharmacies. Ask the pharmacist to make the preparation with the correct concentrations,
since some of the mixture’s individual elements are highly toxic.

Research on hydroponic cultivation is being conducted in a number of countries, in order

to establish the best combination of nutrients. However, the simplest formula is:

Phostrogen feeder

Nitrogen 10 %
Soluble phosphoric acid 10 %
Insoluble phosphoric acid 0.2 %
Potassium 27 %
Magnesium 1.3 %
Iron 0.4 %
Manganese 200 parts per million (PPM)

This preparation is diluted in 9 litres of water per level teaspoon (4.25 grammes).
This is the mixture used to water and feed the plants.

TIPS
• If the seedlings are long and slender, place a wire rack over the seedbed to hold
the fine stalks in place at this stage of growth.

• Don’t forget the daily care the seedbeds need: it is a good idea to put them in a
visible place, although they must also be safe (away from pets, small children or
places where people are always passing by).

• It is important to keep a record of the development of the plants, in which to

note different observations: date of sowing, date of germination, stages of
development, appearance of leaves, etc.

• Remember never to water at night.

Source: “Hidroponía Básica”, by Rodolfo Pezzani Ramaciotti.

90
 OTHER IDEAS

IDEAS
IDEAS

OTHER IDEAS
INCREDIBLE FLYING
MACHINES Original idea: Gustavo H. Anzil, REME team, Argentina.

The Patrols organize and take part in an aeroplane modelling competition. By way of motivation, the Unit Team discusses
the laws of aeromodelling and invites the Patrols to watch and/or take part in a session of this sport.

First, the Patrols must research models of planes made from cardboard or light wood, select a few models, make them
and practise for the competition. Models with electric or fuel engines are not allowed.

The date, time and place of the competition are set. The categories of the competition are established and publicized in
advance. These may include: creativity and originality of the models, quality of the construction, flight distance, flight
time, acrobatics in the air, landing, etc. They convene a jury, which may comprise members of other Units in the Group,
the young people’s parents or family members, or other leaders from the same Scout Group. Then all the competitors
assemble at the appointed time and place.

The competition begins and the different categories are announced. Obviously, it is a good idea to begin with those
categories relating to the construction of the models, then continue with flight categories and finish with the landing. If
the Patrols have organized themselves well, they may have different models for each category and a well-trained team
of “mechanics” to repair their planes between competitions. After each competition, the winning model and the points
accumulated thus far are announced.

Once the last category has been judged, the final results are announced and the winning Patrol receives its prize. The
Unit Team can make a badge for the occasion to serve as recognition of participation in the competition. The “Dumont
Wings”, in remembrance of the intrepid Brazilian explorer, would be a nice name for this badge.

If the activity turns out to be a success, it may be proposed as an annual competition, adding new challenges and
attractions each year. Like any top event, a thorough celebration is called for to end the activity.

HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13
1. I learn new things apart from what
I am taught at school.
2. I improve my manual skills.
3. I choose and complete a proficiency.
4. I take part enthusiastically in my
Unit’s artistic activities.
13 to 15
1. I make an effort to find out more about the things that
interest me.
2. I organize original activities to do with my Patrol.
3. I learn more about the proficiencies I have chosen.
4. I express my artistic interests and skills through different
techniques.

91
PROFICIENCY FAIR Original idea: Héctor O. Carrer, ISO team.

To help the young people broaden their interests and find
out more about the proficiencies they could do, they are
invited to organize a fair at which different “experts” will
share their knowledge.
For this type of activity to be really attractive it needs a
good number of participants and “experts”. It is therefore
a good idea to develop this proposal jointly with other
Scout Units in the area or, better still, propose it as a
District activity and invite all the Scout Units or Groups
in the area to take part. In this case the fair can offer
activities for different ages, so that Cubs, Scouts and
Senior Sections can all take part.
The fair is organized as a series of workshops, each
offering an original and attractive practical activity. It can
last a half or a full day, and each participant may take part
in several workshops.
In turn, the workshops can be grouped into areas
according to fields of proficiency, such as science and
technology; art, expression and culture; sport; service to
others; and life in nature. Depending on the activity and
the age group it targets (particularly if whole Scout Groups
have been invited), the workshops may last between 45
minutes and an hour and a half. Less than 45 minutes
would be insufficient to carry out a complete activity and
more than an hour and a half would be too long to keep the
participants focussed.
The “experts” at this very special fair can be participants’
parents, grandparents and family members; professionals
or craftspersons who are involved in Scouting or come
from the parts of the city where the District or the
participating Groups operate; young people and adults
involved in Scouting in one of the invited Groups; friends
and colleagues of the Leaders, and so on.
Since this activity gathers more than one Unit together,
the team responsible for organizing it should have
representatives in all the Groups involved. Well in
advance, this team needs to invite the “experts”, draw up
the list of workshops, find a venue for the fair and obtain
permission if necessary, supervise the activities proposed
for each workshop, obtain the requisite financial and
material resources; and establish and share out tasks,
responsibilities and deadlines in order to have everything
ready at the appointed time and place.
In good time (at least two months before the activity),
a list of workshops is circulated among the participants
so that they can sign up for the ones they want to take.
Having this information in advance will enable the Team
to make sure they have enough materials (and avoid
unnecessary expense), suspend any workshops that fail to
arouse the interest of the participants, and facilitate the
start of the workshops on the day since the participants
will know beforehand which workshop to go to.
On the day, the fair is opened and the workshops begin.
The activity should close with a celebration in which all
the participants share the fun of being together and the
satisfaction of work well done.

HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 15
1. I learn new things apart from what I am 1. I make an effort to find out more about the things that
taught at school. interest me.
2. I choose and complete a proficiency. 2. I learn more about the proficiencies I have chosen.
3. I use my proficiencies to solve day-to-day 3. I use my proficiencies in service activities.
problems.

SCIENTIFIC EXPLORATION Original idea: REME team, Venezuela.

For Scouts, exploring means discovering new worlds,
making their most of their physical abilities, broadening
their knowledge and using their resourcefulness. It means
looking at life in a different way, making a commitment
with all their being and making exploration into a constant
effort to be more. Therefore, nowhere is closed to
exploration. They can explore geography, culture, history,
human relations, phenomena that surprise us on a daily
basis, science...
On this occasion, the Patrol is asked to be a group of
scientists and set off on a camp to explore a particular
place from the perspective of different disciplines. As
well as organizing the usual things for a Patrol camping
expedition, which may last a whole weekend, the
participants must decide disciplines will steer their
research and what tasks they will carry out in this regard.
There are many possibilities: topographers, who will
research the features of the land they visit (relief, deep

92
gullies, rock formations, etc.); botanists, who are
interested in discovering the major and lesser plant
species in the place where they camp; hydraulic
engineers, tireless researchers of water courses,
their state of conservation and tributaries, etc.;
ecologists, who will observe the general state of the
environment, the conservation problems it exhibits,
possible solutions, etc.; meteorologists, who will
set up a weather station and study the climate in
the area; sociologists, who will visit neighbouring
localities and learn about the people there and their
culture; photographers, who will capture all kinds of
images and situations with their cameras.
It is important to ensure that the place chosen bears some
relation to the discipline(s) chosen. For example, if the Scouts
decide to be hydraulic engineers, they need to camp in a place
that has major watercourses. If the research is sociological
in nature, there must be settlements nearby, and so on. If the
Patrol wishes, all the camp activities may be approached from
the perspective of a single discipline, studying, for example, the
flora in the place where they camp and making a plant album.
The research may also be broadened to include the interests of
the expedition members, with research into the watercourses,
climatic phenomena and how these affect the agriculture and
culinary traditions of nearby settlements. The examples are
endless. What is the name of your next expedition?

HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES

11 to 13 13 to 1
1. I learn new things apart from what I am 1. I make an effort to find out more about the things
taught at school. that interest me.
2. I am interested in knowing more about what 2. I draw my own conclusions from the things that
goes on around me. happen around me.
3. I take part in organizing my Patrol’s 3. I organize original activities to do with my Patrol.
outings. 4. I take part in designing and setting up camp
4. I know and use some camping and infrastructure.
pioneering techniques.

ROLL UP AND SEE

THE CIRCUS! Original idea: Héctor O. Carrer, ISO team.

We all have an image of the circus, be it because we once
sat on its wooden benches, because we saw or were told
about marvellous things that happened there, because we
were frightened of the clowns, because we glimpsed the
coloured tent across the wasteland, because when the
circus arrives in town it brings celebration with it... This
activity invites us to remember the circus’ glory days and
live the dream we once had of being part of its brilliant
company.
The “circus” must be organized well in advance and in
parallel with other Unit or Patrol activities.
To begin, all the organizational aspects must be resolved:
the date on which it will be held, the audience it will be
for, permits to be requested and, of course, tasks to be
distributed among the Unit’s Patrols. Once these tasks
are those responsible for them are established, it is
time to take care of the numbers that will be presented:
clowns, conjurors, jugglers, animal-tamers, stilt-walkers,
magicians, acrobats, etc. The members of the Unit
will choose the acts in keeping with their preferences
and abilities. Depending on the Unit, the Unit Team can
either present them with a list to choose from, or ask
them to make their own proposals. Once the acts have
been shared out, a number of general tasks relating to the
presentation need to be allocated. These include lighting,
music and musicians, a ringmaster, arrangement of the tent
or the site of the presentation, promotion, etc.
The Unit Team will be responsible for ensuring that the work
is carried out within the deadlines established and providing
support for the Patrols or for the young people individually,
depending on how the various responsibilities have been
divided up.
Workshops can be organized to help the participants learn
the specific techniques of some of the acts. This will also
give them the opportunity to practise and exchange ideas
for the presentation. So much the better if these workshops
are run by adults whose professions or jobs have to do with
the subject. As well as enhancing the work, this will bring
the young people into contact with adults who work in
different circles to those they normally move in.
When everything is ready, the Scout Unit’s circus is opened.
If the activity turns out well and the level of enthusiasm
remains high, the Unit may consider holding special
performances for a children’s institution, for example.

93
 HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES
11 to 13 13 to 15
I take part enthusiastically in 1. I express my artistic interests and skills through different techniques.
my Unit’s artistic activities. 2. I like to sing and know lots of songs.
3. I help to prepare materials for artistic sketches.
BADEN-POWELL’S SCHOOL
FOR SCIENTISTS
The Patrols are given one or two scientific problems to
solve, in order to learn to associate scientific thought with
the creative process. The problems they are given are
related to everyday events or things that happen around
them. Since the idea is to draw connections, there is no
right or wrong way to arrive at the answers, providing that
they solve the problems set.
Once the problems have been presented, the Patrols are
given a period of time to work on their solution. After all
the Patrols have come up with an answer, they explain to
the rest of the Unit the causes of the phenomenon they
have observed and the procedure they followed to solve it.
There follow a few examples of problems to be presented
to the Patrols:
1. When we squeeze the juice from an orange or a lemon,
we are pressing them hard. Why, then, is it impossible
to squeeze a single drop of water out of a handful of wet
sand? Something similar happens when we walk on wet
sand: no water comes out as our feet press down on the
sand, instead the sand dries up around our feet.
Answer When we squeeze the sand, it expands as
a single body, increasing its volume and its capacity to
absorb water. As it expands, new spaces are created
that the water can fill. So the sand does not release
water, on the contrary, more water can be added
without it running off. Likewise, when we walk along
the beach our feet sink into the sand, creating spaces
for the water to flow into. A drier area thus forms
around our feet.
2. If we leave the fridge or freezer door open, does the
temperature of the room rise, drop or stay the same?
Answer In theory, the temperature of the room
should stay the same, since what the fridge or freezer
HELPS ACHIEVE THE FOLLOWING EDUCATIONAL OBJECTIVES
11 to 13
1. I learn new things apart from what I am
taught at school.
2. I am interested in knowing more about
what goes on around me.
3. I can identify the main parts of a problem.
Original idea: Henry Sevilla, REME team, Mexico.
does is to use a motor to expel heat from inside out into
the room (keeping the inside cold). When we open the
fridge door, the heat that enters is expelled again by
the motor. What changes when we open the door, as we
can deduce from the above, is the performance of the
motor. In order to keep the temperature stable while
the door is open, it has to work harder than usual and
therefore heats up. This extra heat “goes” into the air in
the room by convection, which raises the temperature.
3. Why can we hear the ocean inside a sea shell?
Answer Although we do not perceive it, our
environment is always full of sounds. Sounds are
vibrations that make other things move. Sounds also
bounces off objects, as light bounces off a mirror.
Because of their shape and composition, seashells
choose certain sounds in their environment and mix
them to produce a sound similar to the waves of the
ocean. In other words, the sound does not come from
inside the shell, but from the external environment. This
sound, known as white noise, is a mixture of all sounds.
A glass or jug placed over the ear can also reproduce
the sound of the sea. The sound varies depending on
the size, shape and material the glass is made of, and
seashells of different shapes and substances allow us
to hear different “oceans”.
4. Why does water extinguish fire?
Answer When we pour water on fire the heat
-necessary for the combustion process to continue-
decreases, because when it comes into contact with
the fire the water evaporates, which consumes a large
amount of energy. This energy is provided by the object
that is burning and, as it cannot yield more energy to
fuel the combustion, the fire goes out.
13 to 15
1. I make an effort to find out more about the things
that interest me.
2. I draw my own conclusions from the things that
happen around me.
3. I can analyse a situation from several points of view.
94
Here I write down other ideas for activities with the Scout Unit

95
96
97
98