Theme module

ACTIVITY 1

**Title:** "Leadership Rescue Mission"

**Objective:** To teach leadership skills, teamwork, communication, and decision-making within a

challenging and fun scenario.

**Scenario: Problem-Solving Challenge**

**Materials Needed:**

1. An open area (indoor or outdoor) with enough space for the activity.

2. A set of obstacles or challenges that students will need to navigate (e.g., cones, ropes, or
makeshift obstacles).

3. Blindfolds (optional). (ONE CANT TALK, CANT SEE, CANT HEAR)- 1-PROVIDE IDEA ,1 LEADER
NAVIGATE

4. Stopwatches or timers.

5. Scenario cards with different challenging situations (prepared in advance).

**Activity Steps:**

1. **Introduction (10 minutes):**

- Begin by discussing the importance of leadership and teamwork.

- Explain that the students will participate in a "Leadership Rescue Mission" where they'll work in
teams to overcome various obstacles and challenges.

- Emphasize that one of the challenges they'll face is a "Problem-Solving Challenge" during their
mission.

2. **Team Formation (5 minutes):**

- Divide the students into small teams, ensuring that each team has a mix of roles (leaders,
communicators, and problem solvers).

3. **Leadership Rescue Mission Rules (5 minutes):**

 - Explain the rules: Each team has a specific mission they need to complete by navigating through a
series of obstacles.

- Each obstacle represents a different challenge or scenario that they must overcome.

- The team must discuss and decide how to address each challenge while adhering to a time limit
for each scenario.

4. **Problem-Solving Challenge Scenario (10 minutes):**

- Prepare a scenario card for the "Problem-Solving Challenge." For example:

- Scenario: Your team has arrived at a locked classroom, and there are important exam materials
inside. Unfortunately, the key is missing, and it's locked with a combination lock. You must figure out
the combination to unlock the classroom and retrieve the materials for your upcoming exam.

5. **Leadership Rescue Mission (30 minutes):**

- Start the timer and release the teams to begin the mission.

- As teams navigate through the obstacles, they eventually reach the challenge station with the
locked classroom scenario.

6. **Scenario Solution (15 minutes):**

- The team members discuss possible solutions to the problem, such as trying different
combinations, searching the area for clues, or working together to remember any hints they've
received.

- They must work together to solve the problem and unlock the classroom.

7. **Debrief and Reflection (10 minutes):**

- Gather the students after the mission and discuss the game.

- Ask each team to share their experiences, how they approached the "Problem-Solving Challenge,"
and what strategies they used.

- Discuss the leadership qualities demonstrated during the game, especially problem-solving and
effective communication.

8. **Winner Announcement (5 minutes):**

- If desired, acknowledge the team that completed the mission in the shortest time or with the best
leadership and teamwork.
ACTIVITY 2

Scenario: The Blindfolded Bridge Builder Challenge

Objective: The team must build a bridge using limited resources while overcoming communication
barriers to enhance their leadership and problem-solving skills.

Team Members:

1. The Blindfolded Leader (BL): This team member cannot see and will lead the group in decision-
making.

2. The Silent Observer (SO): This team member cannot speak but can see and hear everything.

3. The Deaf Advisor (DA): This team member can speak and hear but cannot listen to the others.

Instructions:

1. Provide the team with a set of building materials (e.g., wooden blocks, paper, tape) and a
designated area to construct their bridge.

2. The Blindfolded Leader (BL) is responsible for guiding the team in constructing the bridge. They
cannot touch any of the materials but must use verbal instructions to lead the team.

3. The Silent Observer (SO) can see and hear everything but cannot speak. Their role is to observe
the actions of the team and communicate non-verbally (e.g., through gestures or writing) to the Deaf
Advisor (DA) when necessary.

4. The Deaf Advisor (DA) can hear and speak but cannot listen to the team's discussions. They can
offer advice, ask questions, or make suggestions, but they are not allowed to engage in any direct
communication with BL.

5. The team's goal is to build a stable and functional bridge within a specified time frame (e.g., 30
minutes) that can support a certain weight or span a gap.

Scenarios for Challenges:

1. The team must decide on the design of the bridge. BL provides guidance while SO and DA
communicate non-verbally to convey their opinions.

2. The team encounters an issue with stability while constructing the bridge. BL and DA must
exchange information through written notes or drawings to address the problem.

3. The team needs to make a crucial decision about materials or construction techniques. SO
observes and uses non-verbal cues to communicate their preference to DA, who then discusses it
with BL.
The challenge can be adapted to focus on various leadership skills, such as decision-making,
communication, teamwork, and adaptability. After completing the challenge, the team can reflect on
their experiences and discuss the importance of effective leadership and problem-solving in
overcoming obstacles, even when faced with limitations.
ACTIVITY 3

Scenario: "The Lost Treasure Hunt"

**Setting:** You are in a large outdoor area with various obstacles, trees, and landmarks. The goal of
the challenge is to find a hidden "treasure chest" (which could be a box or an object) within a
specified time frame.

**Roles:**

1. **Team Leader (Can't Talk):** This student is responsible for providing guidance and direction to
the blindfolded and deaf teammates without using verbal communication.

2. **Blindfolded Explorer:** This student is blindfolded and cannot see. They can listen to
instructions from the team leader but cannot speak.

3. **Deaf Navigator:** This student can hear and see but is not allowed to speak. They must follow
the instructions from the team leader and provide physical assistance to the blindfolded explorer.

**Game Flow:**

1. The students are given a brief introduction to the challenge and their roles.

2. The team leader is shown a map of the area with a marked starting point and the approximate
location of the "treasure." They cannot communicate this information to the other team members
directly.

3. The blindfolded explorer is blindfolded and positioned at the starting point.

4. The deaf navigator is positioned nearby, ready to follow instructions.

5. The challenge begins, and the team leader must use non-verbal communication (hand signals,
gestures, pointing, etc.) to guide the blindfolded explorer toward the treasure. The navigator must
observe the leader's instructions and help guide the blindfolded student.

6. The blindfolded explorer relies on the leader's guidance to navigate the terrain and obstacles
safely.
7. The team has a limited time to find the "treasure." If they succeed, they can open the "treasure
chest" to reveal a hidden message or prize.

8. After completing the challenge, the team gathers to discuss their experience. The team leader
reflects on their leadership and communication strategies, while the blindfolded explorer and deaf
navigator share their experiences and how they adapted to their roles.

This activity encourages students to develop leadership skills by practicing non-verbal

communication, teamwork, problem-solving, and trust. It also fosters empathy as team members
gain a better understanding of the challenges their peers faced in their respective roles.