ACTIVITIES
Page Activity
1. Name Game
2. Group Juggle
3. Shopping Mall Tag
4. Raid
5. Turn Another Leaf
6. Car & Driver
7. Human Knot With Ropes
8. Four Letter Words
9. Object Retrieval
10. Hog Call
11. Peek-A-Who
12. Cooperative Jump Rope
13. Duck and Cover (Name Game)
14. One Less Board
15. Group Resume
16. Relay Tag
17. Select Raccoon Circle Activities
19. Ketchup
20. Open to Outcomes Processing Questions
21. Group Body Parts Debrief
Compiled by Elaine Hatala
Name Game
(Here… Thanks…)
TASK: To toss toys back and forth across the circle using each other’s names
SET-UP: -Standing in a circle, ask students what they call someone if they don’t know the person’s name
-Briefly discuss: do you ask people their name if you don’t know it? Why? Why not? You can also discuss the value of calling people by their right names instead of teasing names or labels
-Each person state their name
-Have a pile of SOFT toys near the leader
-demonstrate calling a name before tossing, tossing the toy underhand, and being thanked by name
-Start with just one toy for a couple rounds make sure the group understands the rules and uses each other’s names; then add more toys
RULES: -BEFORE you throw a toy to someone, call him or her by name; if you forget their name, ASK!
-Make sure you get some eye contact or other body language that indicates they are ready to catch
-When someone throws you a toy, thank him or her by name; if you forget their name, ASK!
DEBRIEF -did anyone throw to or catch things from someone they usually don’t talk IDEAS: with or get along with? Did it work out ok?
-what kinds of things did we toss? Why (soft) things? Why not hard things?
-did we use caring restraint?
Group Juggle
TASK: For the group to toss several toys at once through an established pattern
SET-UP: Instruct the group that their task is to toss the toy back and forth across the circle so everyone gets it once; the leader starts the toss and gets it last.
-instruct the group to remember who they threw it to
-using names, like in the name game (here…thanks…) may be helpful and reinforce names
-when the group establishes a pattern, toss the toy through the same pattern again, to make sure everyone remembers who to throw it to
-when the group knows the pattern, start it again; this time, when the original toy is two or three people through the pattern, toss in another toy
-remind the group to always throw the toys to the same person
VARIATIONS:
-add in as many toys as the group can maintain (or just add a few and more another day)
-you can reverse the pattern, and go back and forth between original pattern and reverse
-have everyone move to a different place in the circle and then start the juggle again
RULES: -always toss the toys to the same person (except reverse, then always to that person)
-using names can be a rule
*make sure students toss toys safely
DEBRIEF -what made that challenging? Are those some things that can make classroom/school/working together/ challelnging?
-what did we do to be successful? Are those some things we can do to make our classroom/school/… successful?
-when did we add more toys in…before or after we established and practiced our pattern?
-what are some patterns we can use in our classroom/…to help us be successful there?
Shopping Mall Tag
TASK: For partners to tag each other without running or bumping into others
SET-UP: -each person get a partner
-designate boundary areas (more structured with younger students, less structured with older students)
-at GO! partners tag each other
-play a round, ask some of the debrief questions below, then play another round to give students an opportunity to improve resisting running, not bumping into others and staying in bounds (self awareness, self control, judgement, etc.)
RULES: -partners only tag their own partner (or decide a tagging cycle for triad)
-Resist running (no running)
-avoid bumping into anyone
-if you bump into someone, say EXCUSE ME
-partners high five each other at the end of the game
DEBRIEF -who ran? why? Do sometimes we do things just out of habit?
-what are some ways you treat people out of hai
-did you bump into other? Why? Why not?
-did you stay in the boundaries? Why? why not?
-did you do better at resisting running, not bumping into others and staying in boundaries the second round? Why?
-what are some other things it is important for you to practice and monitor yourself ?
Raid
TASK: For ITs to freeze everyone in the group
SET-UP: -Choose two students to be IT
-Designate boundaries
-Demonstrate frozen position (arms waiving in the air)
RULES: -resist running (no running)
-when a person is tagged, they stay frozen in that spot with their arms waving in the air until (a) the end of the game or (b) they get unfrozen
-players can unfreeze each other by two players giving each other a high five around the frozen player
-players that are unfreezing others can be tagged and frozen while helping unfreeze others
-if a player goes out of bounds, he/she if frozen until the end of the game
DEBRIEF -how did people get unfrozen? Did automatically help each other? Did
IDEAS: you ask for help when you needed it?
-did anyone give someone a high five or help someone they usually don’t interact with or wouldn’t usually help? Did that work out ok?
-can you continue to help each other in the classroom/school/community?
-did anyone get frozen helping others? Is it important to try and help others and at the same time take care of ourselves?
-Is it possible to be so busy helping others you forget about yourself?
Turn Over A New Leaf
TASK: For the group to turn the tarp over that they are standing on, without stepping off the tarp.
SET-UP: -Have the group all stand on a tarp
-Perhaps use a story line about starting a plan that wasn’t working and needing to change the plan around, or paint the school logo on the face- down side of the tarp
-perhaps set a time limit and give the students planning time between each effort
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RULES: -no one can step off the mat except for safety
-use judgment whether it makes sense for kids to sit on each others’ shoulders or backs or hold each other up in some fashion. Make sure you spot safely if kids are off the ground.
DEBRIEF -how did you get the process of turning the tarp over started?
IDEAS: -can that be a way to start changes in yourself?
-who had the ideas? Did the group listen to those ideas? When they were offered or much later?
-How did you keep from stepping off the tarp? Can those techniques help you accomplish your goals?
Car and Driver
TASK: For partners to walk around the designated area, with the “car” blind, the “driver” giving directions, and not bump into anyone.
SET-UP: -Each pair determine what kind of car (or any kind of transportation) they are and one at a time, demonstrate how their horn works.
-One partner stands behind the other; the person in the front is the “car,” and closes his or her eyes; the partner in the back is the “driver”.
-The “cars” put their hands up in front of themselves for “bumpers”
-Designate an area the group must stay in
-At “go,” all the pairs walk around the designated area at the same time, making an effort not to bump into anyone.
-Switch roles after several minutes
RULES: -The “cars” walk around the designated area without stopping or changing direction unless:
1. the “driver” taps the right shoulder for a right hand turn
2. the “driver” taps the left shoulder for a left hand turn
3. the “driver” taps both shoulders simultaneously to stop
-The driver may tap their partner on the head (or some other determined signal) for the “car” to beep
-”Drivers” keep their hands off their partner’s shoulders except to signal right, left, stop or beep.
-”Cars” maintain continual walking unless signaled by their driver
DEBRIEF -What did you like better, being the car or the driver? Why?
IDEAS: -What was it like to be the car? The driver?
-Did people have “fender benders (bump into each other)?” Why?
-What are some skills it took to walk around together safely? (trust, cooperation, self-control, responsibility, awareness, judgment...)
Human Knot With Ropes
TASK: Similar to the traditional Human Knot, the task is for the group to untangle itself so it the group is in one large circle (sometimes several circles).
SET-UP: -Have the group stand in the circle
-Each person has a 2` piece of rope (or yarn, or a bandana, etc.) in their right hand
-Holding their rope in their right hand so others in the circle can grasp hold of it,
each person reach across the circle and grasps another rope (or yarn...) *Be sure
that no two people are holding each others’ ropes (i.e., make sure that the person
at the end of the rope in your right hand is not the same person at the end of the
rope in your left hand)
RULES: -once everyone in the group is holding the end of a rope in their right and left hands, no one can let go of their rope
-If a group gets really stuck, you can allow the group to let go of and re- grasp one rope connection to help them
DEBRIEF -what were some strategies you used to untangle your group? Are they
IDEAS: strategies you can use to problem solve other things?
-Did you always know what was going on throughout the circle, like on the
other side? Did you need to know? Would it have helped to know?
-When others gave you directions, did you always understand what you
were doing? Was it ok to follow others’ suggestions?
-How did you manage a whole lot of ideas at once?
Four Letter Words
TASK: For the group to spell words with letters randomly drawn from the ‘deck’ of letters.
MATERIALS: 100 index cards
SET-UP: Write one letter on each index card based on the following scheme (found on a Scrabble board):
A-9 E-12 I-9 M-2 Q-1 U-4 Y-2
B-2 F-2 J-1 N-6 R-6 V-2 Z-1
C-2 G-3 K-1 O-8 S-4 W-2 Blank-2
D-4 H-2 L-4 P-2 T-6 X-1
GUIDELINES: -With letters facing down, have each person pick two index cards;
-Each person keeps the cards that he or she picks; cards cannot be traded or new ones picked;
-Have the group spell 4-letter words (not THOSE words!) using as
many of the group’s letters as possible;
VARIATIONS: -The letters Q, X and Z must be used if they are picked (helps keep
those individuals involved);
-Have the group spell words according to a theme (wellness,
recovery, nutrition, leisure activities, etc.)
-Have the group spell words that describe their group;
-Have the group spell feelings;
-Have the group spell 5-letter, then 6-letter words; then sentences;
-Have participants pick one letter or more than 2 letters;
-Using two ‘decks’ of letters, split the group into 2 groups and
conduct the same activity; allow groups to combine, share, or
trade letters if they ask (promotes cooperation vs. competition);
DEBRIEF -What types of words did the group come up with? Why?
IDEAS: -Were there any letters that were not used? Why?
-Did anyone feel like they got ‘stuck’ with letters that were difficult to
use? How did individuals manage the difficult letters? How did the
group manage the difficult letters? Can other difficulties in life be
managed in a similar manner?
-Are the words a good representation of the theme? Which ones are most
representative? Why?
-Who were the leaders of the group? How did they become the leaders?
What positive leadership qualities did they demonstrate?
Object Retrieval
TASK: To retrieve an object in the middle of the circle without stepping inside the circle.
SET-UP: -Mark (with a rope or tape) a large (20`) circle on the ground
-Place an object in the middle of the circle
-Place another long rope (50`) on the outside of the circle
RULES: -No one can step inside the circle (or walk on hands)
-The long rope can be inside the circle, but it can not touch the ground
-No one can be tied to the rope in any fashion
-You may allow the object to be swept out of the circle and challenge the group to find other ways to get the object as a progressive activity, or you can state that the object can not be swept to the outside of the circle
DEBRIEF -When did the idea how to retrieve the object first come up?
IDEAS: -Did you try the first ideas that were offered?
-What is a goal or aspiration that you would like to achieve? Can some of the strategies used to get the object be helpful in achieving your goals?
-Who were the group leaders? Why?
Hog Call
TASK: For unsighted partners (or groups) to find each other, using their designated sounds, words, or phrases.
SET-UP: -Each set of partners come up with two words that go together (i.e., peanut butter & jelly); you may choose a theme for them to come up with words/phrases about (i.e., states, cities, countries for social studies)
-Instruct students not to tell anyone what their words/phrases are
-Partners split up, so one partner is on one side of the room and the other partner is on the other side of the room