Children in the Wilderness · Web viewTRI-NATIONS CAMP 2018 Eco-Mentor WorkbookName:

TRI-NATIONS CAMP2018

Eco-Mentor Workbook

Name:____________________________________________________________________________

Tri-Nations 2018 | Eco-Mentor Workbook

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1. DAILY PLANNER

DAY 1 - 13 July 2018Time Activity Leader and Notes

08:00Collect Bots group at Pontdrift Border Post

RefiloeTake water bottles, juice and sandwichesNOTE: Double check river level – money for cable cart

08:00 Collect SA group at Modikwa Primary School

MusaTake water bottles, juice and sandwiches

08:00Collect Zim group at Beit Bridge Border Post (SA side)

ThapeloTake water bottles, juice and sandwiches

12:00 – 12:30 Pre-camp Expectations Forms Bokang12:30 – 13:00 Getting to know you games Bokang, Portia, Gamu, Amo13:00 – 13:30 Lunch SANParks13:30 – 14:30 Make a Tippy Tap Portia14:30 – 15:15 Bags/shirts/books. Settle into rooms. Room leaders15:15 – 15:45 Emergency drill & camp rules Bokang

15:45 – 16:30

Team selections: 6 children and one teacher per team Once in their teams, read through

team birds on pgs 8, 9 and 10 of the children’s workbooks, and colour in star to represent team.

Children to fill in pg 4 and 5 in Children’s Workbook.

BokangTeam Southern ground hornbillTeam Lilac-breasted rollerTeam Kori bustard

16:30 – 18:00 A little bit about your country Portia

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Teachers and Mentors to assist Teachers and Mentors to help 18:00 – 18:30 Dinner at Little Muck SANParks

18:30 – 20:30 Burning of Fears and storytelling Bokang

20:30 Tent TalksSleep tight, sweet dreams

Room leaders

DAY 2 – 14 July 2018Time Activity Leader and Notes

06:30 – 07:00 Wake up and tidy rooms Room leaders07:00 – 07:15 Energisers Portia / Teachers07:15 – 07:30 Leadership value: Respect Teachers and All Mentors07:30 – 08:00 Breakfast at Little Muck SANParks

08:00 – 08:15 Introduce the concept of Super Camper Awards

Bokang

08:15 – 09:30

Team Building: 3 Activity Stations (25mins per station)

*Portia – Station 1Bokang– Station 2Gamu – Station 3Other Mentors to move around and help / participate where necessary

09:30 – 12:00 Game drive to visit Mapungubwe Interpretation Centre

Energisers between Interpretation Centre activitiesNOTE: Take fruit along for snacks

12:00 -13:00 Lunch at restaurant/Interpretive Centre SANParks13:00 – 13:30 Drive back to camp

13:30 – 14:00 Quiet time – pgs 44 – 50 of the children’s workbook can be done at this time.

Room leaders

14:00 – 15:00 Field/Ball Games OR Traditional Games Bokang, Amo, Portia, Gamu, Teachers and Leaders15:00 – 15:15 Super Camper Awards Bokang15:15 – 16:15 What makes a bird a bird? Portia

16:15 – 17:00 TreesWeb of life

Bokang and Portia

17:00 – 17:45 Make a group mascot Teachers/Mentors and Coordinators17:45 – 18:00 Super Camper Awards Bokang18:00 – 19:00 Dinner All19:00 – 20:30 Movie – The Lorax Bokang

20:30Tent TalksSleep tight, sweet dreams

Room leaders

DAY 3 – 15 July 2018Time Activity Leader and Notes

06:30 – 07:00 Wake up and tidy rooms Room leaders07:00 – 07:15 Energisers Portia / Teachers07:15 – 07:30 Leadership value: Perseverance Teachers and all Eco-Mentors07:30 – 08:00 Breakfast at Little Muck SANParks08:00 – 08:30 Super Campers Teacher

08:30 – 10:30Importance of TFCAs; Eco-Tourism Tourism and other careers: Achieving your dreams

DEA – TFCAs -CynthiaEco-Tourism – Musa and ThapeloMentors – other careers & achieving your dreams

10:30 – 12:00 Interesting Food ChainsWhy is it important to look after the environment?

Bokang Gamu, Portia

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Pledge to Protect12:00 – 12:15 Super Camper Awards Bokang12:15 – 12:45 Lunch at Little Muck SANParks

12:45 – 13:30 Quiet time – pgs 44 – 50 of the children’s workbook can be done at this time.

Room leaders

13:30 – 16:30

Game Drive to Confluence and Treetop Walk - final photographsPhotographs to include individual pictures of children for the Where are they now?

All

16:30 – 17:00 Complete feedback forms (children and all staff)

Bokang

17:00 – 17:30 Field/Ball Games OR Traditional Games Mentors/ Teachers

17:30 – 18:00

Team WarcriesEach team to come up with a warcry / song for their team. They will sing these at the Quiz

All

18:00 – 19:00 Dinner at Little Muck SANParks

19:00 – 20:30 Quiz into Super Camper Awards (Final) and Picture Show

Quizmaster – BokangPhotos – Bokang

20:30 Tent TalksSleep tight, sweet dreams

Room leaders

DAY 4 – 16 July 2018 Time Activity Leader and Notes

06:30 – 07:30 Wake up, tidy rooms and pack your luggage

Room leaders - everyone to pack luggage and ensure nothing left under beds, in cupboards, etc.

07:30 – 08:30 Breakfast at Little Muck SANParks08:30 Departure EVERYONE

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2. GETTING TO KNOW YOU GAMES

THROW AND SHAREMaterials: BallTime: 10minsProcedure: - Everyone stands in a circle facing inward. - The facilitator explains that we want to get to know each other’s names. - When you catch the ball you shout out your own name and then throw it to someone else.

Whilst this is happening, everyone must try and remember the names in the group.- When you (the facilitator) throw the ball you shout the name of the camper you are throwing it

to.- Once everyone has gone ask if anyone wants to be brave, and can try and name everyone Variation- Once the group has accomplished the task successfully, tell the group that they have until you

count to five to move to a new spot in the circle.- Once the group has rearranged itself, instruct them that they must pass the ball in the same

name pattern as before.- This is a great variation! This little twist really helps participants learn each other's names and

faces.

NAMES AND ACTIONSMaterials: NoneTime: 15minsProcedure:- Have the group stand in a circle. - Ask each person to think of a simple signal/action that will represent them (for example, tug

your ear with your fingers, make horns on your head with your hands, make your hands into binoculars and look through them, pretend to yawn, and so on).

- The children should try make their signal/action something that shows us who they are. For example: if they like singing, they could pretend to be singing into a microphone; they could pretend to be scoring a goal in soccer, or bouncing the ball in netball; perhaps they want to use the action of pretending to read a book if they enjoy reading. Or maybe they want to choose

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In order to get to know your Tri-Nations campers, and for them to get to know each other, play as many of these games as time will allow. These are just a few ideas, so feel free to play other games.

Steps:

1. Start off by introducing the Team of Eco-Mentors.2. Play as many games as time allows.3. Make sure the children are comfortable and happy, and know who the Mentors and other

campers are.


their favourite animal to represent them, and they could use their arm to represent an elephant’s trunk for example.

- Once everyone has decided on their own action, you can begin the game:1. Go around the circle and share your name and signal/action. 2. One person begins by walking into the middle of the circle, saying their name and doing

someone else’s signal/action. 3. The person whose action was done is the next to go into the middle of the circle, and they

then say their name and do someone else’s action. 4. The goal is to go around the circle as quickly as possible, and to remember everyone’s

signals/actions. 5. At the end of the game, talk to the children about:

How this game shows that everyone is different – we all had our own signals/actions that showed who we were.

STAND UP, SIT DOWNMaterials: NoneTime: 10minsProcedure: - Have the children spread out in front of you- Ask them questions, such as "do you have a sister?" or "are you wearing pink?" - If their answer is "Yes" they should stand up, and if the answer is “No”, then they stay seated. - Keep it fun and light, and try to ask the questions in quick succession so that they have to think

quickly. - Some ideas for questions:

o Do you like to sing? o Do you have brothers or sisters?o Do you know everybody’s names?o Are you wearing shorts?o Do you enjoy swimming? o Are you ready to have fun?

ACTION SYLLABLESMaterials: NoneTime: 10minsProcedure: - With the group standing in a circle, have the participants each choose an action for every

syllable of their name. o Example: Elvis (El-vis) has two syllables, so he does a hip shake with ‘El’ and snaps his

fingers for ‘vis’. o Example: Bongani (Bon-ga-ni) has three syllables, so he can clap on ‘Bon’ jump on

‘ga’ and nod his head of ‘ni’- Once a child has done their action while saying their name, the whole group repeats it. - Go around the circle until everyone has had a turn.

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3. MAKE A TIPPY TAP

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Select a central spot where you can place your Tippy Tap. Put it together as a group, and have the children volunteer to help. Use the Tippy Tap to wash hands between activities and before meals.

Steps:

1. Construct your Tippy Tap2. Use this opportunity to talk to the children about the importance of clean hands (hygiene),

as well as how Tippy Taps can help save water, compared to using a normal tap.


4. TEAMS (pgs 8 – 10 of Children’s Workbook)

SOUTHERN GROUND HORNBILL

1. These amazing birds grow up to 1.3 metres tall, making them the largest species of hornbill in the world.

2. They are excellent hunters, walking along the ground and using their huge beaks to catch a wide range of prey, including lizards, snakes, birds, small mammals, insects and even rabbits, tortoises and monkeys. They also eat seeds and fruit.

3. Southern ground-hornbills are the slowest breeders of any bird in the world. They lay 1-3 eggs, but usually only one chick survives. The parents rely on a small group of other hornbills to raise and feed their chick, which takes up to 2 years to become an independent adult. They are unable to breed until they are about 7 years old. It’s estimated that a group only raises one adult every nine years, so thankfully they live for up to 60 years.

4. They live in very large territories and are very loud, making calls that can be heard up to 3 kilometres away to defend their territories.

5. Southern ground-hornbills are found in open grasslands and savannah throughout sub-Saharan Africa. They are considered vulnerable to extinction due to loss of habitat and because it takes a long time for their numbers to recover.

LILAC-BREASTED ROLLER

1. The birds live in open woodland and savannah country, bushy game lands, and areas with well-spaced trees.

2. The species makes their nests in tree holes, as well as in termite mounds. They may also make use of unoccupied or abandoned woodpecker or kingfisher’s nest holes.

3. The rollers have a distinctive courtship flight, during which they dive from extreme height, rocking and rolling, while making loud, harsh calls.

4. The lilac breasted roller feeds on grasshoppers, beetles, occasionally lizards, crabs, and small amphibians. It takes its prey from the ground.

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The focus on this camp is on birds. As such, each group is named after a bird.

Split the children into teams of six. There should be a teacher and an Eco-Mentor in each group.

Each group should find a quiet place to sit, and then follow the instructions below:

1. Tell the children that their workbooks are theirs to keep. They should write their names on them, and page through the book to show them where they can take notes for each section / lesson. The fun activities at the back of the book are for QUIET TIME.

2. Read through the facts on your team bird and colour in the star to show that that is your team. 3. Children should then fill in page 4 and 5 of their workbooks:

a. I dream, I wishb. My team

4. Read through pages 6 and 7 in the children’s workbooks all about values and leadership.a. Tell them that we’re looking for all different kinds of leaders and values over the

next few days for Super Camper Awards 5. Once you’ve read all about your team, read about the other groups’ birds. 6. If you finish early, play more getting to know you games.


KORI BUSTARD

1. The heaviest flying bird in the world, the Kori Bustard can weigh as much as 19kg. 2. They are found walking around dry open savanna woodland foraging for a wide range of insects,

reptiles, berries, seeds and bulbs.3. They are ground dwellers, hence the name Bustard, meaning birds that walk.4. As an omnivore, the Kori Bustard feeds on berries, as well as little animals (including snakes and

lizards), while juveniles feed mainly on protein-rich insects. Interestingly, the Kori Bustard drinks by sucking the water up, as opposed to using its bill to scoop it.

5. ABOUT YOUR COUNTRY (pg 12 and 13 of Children’s Workbook)

We live on planet Earth…

On a continent called Africa…

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This is kind of where we

all come from

Africa

1. Start off by showing children where Africa and their country is on the maps in their workbooks, and the world maps on the wall.

a. PLEASE USE THE BIG WORLD MAP AND THE BLOW UP GLOBE TO SHOW THE CHILDREN WHERE AFRICA IS IN THE WORLD!

2. Eco-Mentors, leaders and teachers should assist the children to get into their countries and complete the table below.

3. Each country will have a turn to present to the whole group, and children must fill out the simple table below. Here are a few options to get things started.


You live in a country within Africa - Botswana, South Africa or Zimbabwe. The little word ‘tri’ means three. Because we are all from three different countries, we call this

camp the Tri-Nations camp.

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Botswana South Africa Zimbabwe

Tourist attractions

Okavango Delta; Chobe National Park; Maun; Tsodilo Hills; Makgadikgadi Salt Pans; Khama Rhino Sanctuary; Central Kalahari Desert

Kruger National Park; Mapangubwe National Park; Table Mountain; Augrabies Falls; Kgalagadi; Drakensberg Mountains

Victoria Falls; Zambezi River; The Great Zimbabwe Ruins; Hwange National Park; Matopos National Park; Mana Pools; Lake Kariba

Name of President Mokgweetsi Masisi Cyril Ramaphosa Emmerson Mnangagwa

Languages spoken

Setswana; English 11 Official Languages:English; Afrikaans; Zulu; Xhosa; Venda; Tswana; Tsonga; Swazi; Sesotho; Northern Sotho and Ndebele

16 Official Languages:Chewa; Chibarwe; English; Kalanga; Koisan; Nambya; Ndau; Ndebele; Shangani; Shona; sign language; Sotho; Tonga; Tswana; Venda; Xhosa and Zulu

Any special facts about your flag?

The blue represents water, the white-black-white bands depict the racial harmony of the people

The green Y shape means the unification of the various ethnic groups and the moving forward into a new united South Africa

The soapstone bird featured on the flag represents a statuette of a bird found at the ruins of Great Zimbabwe

National animal Zebra Springbok Sable AntelopeNational bird Kori Bustard Blue crane Bateleur eagleNational flower Sengaparile (Devil's Claw) Protea Flame lily

Any other interesting facts about your country

Nearly 40% of the land is national parks and wildlife reserve

SA has: deserts, wetlands, grasslands, bush, subtropical forests, mountains and escarpments.

Zimbabwe means “great house of stones”

Sing your national anthem, or perform you a traditional dance


5. BURNING OF FEARS

Name: Story Telling and Burning of FearsTime: 30 minutesMaterials: Costume for a Wise Man (or ethnic blanket for storyteller) – pencils, post it pads/paper, cup of sugar

Directions:

The camp fire leader introduces a famous wise man who is visiting. Tell the campers that he will be telling a story that has been passed down through generations

by his ancestors. It is a story of hope, safety and security. At the end of the story, the old man tells the children he has the power to drive away people’s

fears. The children are to think of things that make them scared or thoughts that worry them. The old man gives a pencil and a piece of paper to each child and asks them to write down their

fear on that paper. They are then told to fold the paper up tightly. One at a time the Old Man calls the children to come up and throw their paper into a big bowl /

basket, and he child says loudly “Go Away Fear”. The wise man then throws all of the children’s fears into the fire, along with the sugar causes the flame to jump up and this helps to emphasise the power of the old man.

Concern: Some of the children are very scared of any type of witchcraft and sorcery. Make sure this is kept light and fun rather than dark and mysterious.

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The idea of Burning of Fears is to put children at ease and to help them feel safe and happy in camp and to encourage them to let go of limiting beliefs


6. TENT TALKS

Time: 10 – 15 minutesGoals of the Activity: To discuss the day’s events and explore feelings around these activities

What is a Tent Chat?

This includes each tent leader and their group. Tent chats are very important and compulsory to lead. The aim is to have a moment away from the action of the camp for the kids to talk and bond with each other and with their tent leader. It is a unique opportunity for the group to reflect on the day’s events and activities and how the program is going. The tent chat represents an emotionally safe place where children can share their thoughts and experiences with each other without being judged. The tent chat is also an opportunity to get to know each child individually and to evaluate how they are doing and what about our programme is having an impact.

Do you have to talk?

The tent chat is participation by choice activity. The tent leader traditionally starts and leads the chat by talking about something they enjoyed or noticed during the day. It could be anything from the highlight of the morning game drive to sports. It could be unrelated to the camp and involve disclosing personal information to the group that they didn’t already know, like your favourite food, how many brothers you have or your favourite book. The point is to get the group relaxed and talking (if they want to). Be inventive about getting the kids talking.

We have given some ideas of tent chat subjects on each day’s curriculum that pertains to the day’s learning. You can use these or create your own

What if some of the children don’t want to talk?

That doesn’t matter; they can just listen and join in when they feel comfortable. If none of the kids want to talk, you (as tent leader) still have to talk!

What are the rules?

The main rule is to avoid any negative discussion or criticism. The group is not allowed to make fun of another member. The atmosphere must be comforting and informal. One word of caution when facilitating group chats: pay attention if serious topics come up. Be sensitive, keep conversation flowing, and make sure that the environment remains comfortable for everyone, but also that each participant has an opportunity to speak freely. It is the responsibility of the tent leader to facilitate these chats in a manner that will promote this atmosphere.

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Why Tent Chats?

It is important that staff spend time with their campers in order to:

Reflect on the day Discuss and alleviate any fears about being in the bush Bring the energy levels down Assure them there is a caring adult close by Talk about home life and camp experience Build trust and friendship Monitor their feelings and experience of camp


Please avoid the often-requested scary story. This can often have a negative effect on a participant. Remember that group chat is for the participants. Although it is important for staff to be involved, your primary role is to facilitate the conversation rather than to dominate it.

Value Round Up

There is a value specified for each day of the curriculum. The value needs to be introduced at breakfast with a short skit to demonstrate the meaning. Thereafter it is up to the Activity leaders to ensure that during the course of the day’s activities, this value is reflected on and highlighted. It is also a good idea to reflect on the value during the tent chats or camp fire.

At the night’s Camp Fire, ask for a camper to volunteer to explain to the group what the value of the day was, how they learned more about it during the day and how they might use it when they get home.

During your Tent Chat, following on from campfire, tent leaders can continue the discussion in their tents before lights out by asking their campers what they learned about the value for the day and how they can use it in the future.

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Possible topics for Tent Chats:

The day’s events (their favourite part of the day and why) Of all the animals of the world, which one do you prefer and why? What ways do you relax before you go to sleep where you live? What does friendship mean to you? What do you do for fun where you live? What did you learn today? What was challenging today? How did you deal with it? What is your favourite place in nature and what makes is special? Animal Representation - each person to select an animal and describe why they associate

themselves with that animal What have they learnt about themselves in the past few days? (A potential topic for last

night) How can you take these feelings / this learning home? (A potential topic for last night) Is there anything that they feel they will do differently when they leave the camp and why? They can also choose their own topics!


7. ENERGISERS

Name: Elephant, Lion, SpringbokObjectives: Campers will try guess their partners characterMaterials: NoneProcedure: Teach the campers how to act out each of the three characters. As you teach each character, have the group enthusiastically repeat back the character name and the motions that go with it.

1. Elephants: use your arm to make a trunk, and shout out ‘Elephants!’

2. Lions: Use your hands to make a mane, while you make your face look as though you are growling like a lion. Shout ‘Lion!’

3. Springbok: Spring up and down like a springbok and shout ‘Springbok!’

4. Ask the group to get into pairs. With their backs to one another, after the count of 3 they must jump around facing their partner doing one of the characters actions. The aim is to communicate with their actions to guess which character you partner is thinking of.

Variations: You can change the characters to be any other animals that are easy to assign an action to (for example, cheetah, zebra, tortoise, fish, bird). Could even try guide, poacher, rhino.

Name: Let Me See Your AeroplaneObjectives: Campers sing and danceMaterials: NoneProcedure: 1. In a circle one camper starts by singing: Camper: Let me see your aeroplaneEveryone replies: What did you say?Camper: I said let me see your aeroplaneEveryone: What you say?Camper: I said let me see you aeroplane

2. Everyone dances like an aeroplane singing: Oh ah ah ah oh ah ah ah oh

The song continues with the next camper volunteering a verse such as: Let me see your crocodile, frog, monkey, rhino, elephant etc.

Name: Impala , Impala, CheetahObjectives: Campers chase each otherMaterials: NoneProcedure:

1. 1. Everyone sits in a circle. 2. One person is walking around the outside of the circle.

This person taps heads as they pass saying, impala, impala, impala….

3. 2. If they say ‘Cheetah!’ the person who has been tapped and called ‘cheetah’ jumps up and chases them.

4. 3. If the person who is being chased gets to the space left open by the ‘Cheetah’ they sit down and the Cheetah starts tapping heads instead, carrying on from where they were sitting originally.

5. 4. If the original person is tagged by the ‘Cheetah’ before they reach the space they must carry on tapping heads and choose a new ‘Cheetah’

Concerns: Make sure there are no obstacles around the circle. Dust can also be a problem for slipping!

Name: Hi Five Objectives: Campers will be in pairs. They will have to listen and follow instructions.Materials: Open spaceProcedure: 1. Have two people to demonstrate the actions before

each go. 2. In their pairs, partners stand facing each other. They

must take ten steps back from each other, so that when the facilitator says ‘go’ they run into the middle to carry out the instruction given.

3. The demonstrators are in the middle. They say, ‘When I say go, you and your partner are going to run into the middle and give a ‘hi five’ with your right hand and then go back to your spot.’

4. The second time, the demonstrators say, ‘When I say go, you and your partner will run to the middle and give a ‘hi five’ with your right hand and then your left hand and then go back to your spot.’

5. This continues: Right hand, left hand, right foot, left foot, over the head, behind your back, between the legs, in push up position, (with your hands on the ground and stomach up) right foot, (with your hands on the ground and stomach up) left foot, and finally, shake hands.

Remember they have to do each one every time. It wears the kids out because it is a lot of running but it’s silly and fun.

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Below are a few Energisers which you can use throughout the camp programme. Ask the children and teachers to teach you any new energisers they might want to share with the group.


Concerns: It helps if you have a level space. Try and play out of the dust.

Name: People to PeopleObjectives: Kids will move around from person to person and listen to instructions.Materials: NoneProcedure: 1. Facilitator tells the campers that when they yell

‘People to People’ they must quickly find a partner.

2. Once everyone has a partner the facilitator will yell out various body parts like, knee to knee, foot to foot, etc. When the body part is yelled out everyone quickly matches their body part with their partners.

3. After you do a few body parts the facilitator yells, ‘And People to People’ at which time everyone changes partners and you start over.

Concerns: Make sure that you don’t yell body parts that are inappropriate (like chest to chest, mouth to mouth, and so on)

Name: Simon saysObjectives: Children need to listen to instructionsMaterials: NoneProcedure:1. One person is ‘Simon’, the others are the players. 2. Standing in front of the group, Simon tells players what

they must do. However, the players must only obey commands that begin with the words "Simon Says."

3. If Simon says, "Simon says touch your nose," then players must touch their nose. But, if Simon simply says, "jump," without first saying "Simon says," players must not jump.

4. Children that do what Simon says when they shouldn’t, must stand out of the game. They can re-join after a few rounds of Simon calling out instructions so they don’t miss out on the fun.

Name: River / bankObjectives: Children to concentrate on listening to instructions to decide which side of the line they should beMaterials: NoneProcedure: 1. In the middle of the open space in which you’ll play,

draw a long line in the sand (or use string to make a marker).

2. The left side of the line is the river bank, and the right side of the line is the river.

3. The children start off standing on the ‘riverbank’ along the line that divides the river from the bank.

4. The facilitator will then call out either river, or bank. The children have to jump over the line, to the side that the facilitator has called out.

5. The facilitators will speed up the instructions, and try and catch children out.

6. If they are on the wrong side, children are ‘out’

Name: Trick ClapObjectives: Children to concentrate on waiting for the right moment to clapMaterials: NoneProcedure: 1. The facilitator holds one hand high in the air and the other one next to their sides.

2. They explain to the group that whenever the facilitator’s hands pass each other moving up or down, the group is to clap. Try this a couple of times slowly to give the group a chance to try it out. They must clap as the hands pass each other.

3. Start mixing in some tricks where the hands look like they are going to pass each other but do not.

4. It is good to end with the hands passing each other often and quickly creating an applause sound from the group.

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8. LEADERSHIP VALUES

MORNING ONE - RESPECT

Role-play:

Have a few Eco-Mentors pretending to be the children (this always makes it fun and the children can relate to this easily).

They are standing in line waiting to dish up their food at camp, when one ‘disrespectful’ Eco-Mentor pushes in front of everyone.

As the disrespectful Eco-Mentor is pushing past everyone, he/she trips over a plant (perhaps use a dead branch to represent this). He/She is so cross that they tripped, they kick the plant and say something along the lines of “Stupid plants!”

When the Eco-Mentor gets to the front of the line, the person serving the food tells them that what they did was wrong. They should focus on:

o How they disrespected all the children in the line by pushing past themo How they disrespected the planto How they disrespected the camp rules which are there to keep everyone safe and

happy. The disrespectful Eco-Mentor says that they don’t care and shouts back.

Now, have the children discuss this by raising their hands to tell you what was wrong about role-play. Ask them to tell you how the disrespectful Eco-Mentor should have acted in this situation. Use the notes in the block to help you.

MORNING TWO - PERSEVERANCE

Role-play:

One Eco-Mentor confides in another telling them that they just want to quit at something (it could be a kind of sport or a particular game or activity).

The other Eco-Mentor replies saying that yes, maybe they should just give up… What’s the point in trying and feeling embarrassed?

Now, discuss this with the children. What do they think the second Eco-Mentor should have said to the Eco-Mentor who wanted to give up? Can they help you correct the role-play? Perhaps:

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What is respect?

Respect is thinking and acting in a positive way about yourself, others and your environment. Respect is thinking and acting in a way that shows others you care about their feelings and their well-being, or acting in a responsible way to look after your environment.

Perseverance is the ability to do your best toward a goal, even though it’s a big challenge. Perseverance is the ability and self-control that pushes you to work through challenges.

Steps:

1. Please draw the children’s attention to pages 6 and 7 in their workbooks all about values and leadership!

2. Use these notes and skit ideas to put on a role play each morning on the values of Respect and Perseverance.

a. These are just ideas – Mentors may come up with their own ideas. 3. Be sure to discuss what each Value is, and try to incorporate them into the rest of the lessons

through the day.


The second Eco-Mentor should have asked them what they found difficult, and how they thought they could fix the problem (maybe training more, or trying to approach the activity from a different angle, for example)

The word perseverance should be introduced, highlighting that even though something might be difficult, if you persevere and keep trying despite the difficulties, things can often work out for you in the end.

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9. SUPER CAMPER AWARDS

Focus on strengths and successes:

Research shows that children who experience successes and understand their strengths tend to be more flexible, resilient, and able to adapt to new challenges and situations. Camp provides many opportunities for children to explore and discover a range of strengths and experience many successes. It is important to give specific praise and celebration of accomplishments, no matter how seemingly small.

Different strengths and successes:

Communicating strengths and successes is an important practice to develop positive behaviour and foster resilience. This list contains just a few ways to celebrate the children’s strengths on a daily basis. There is a longer list of ideas in the Camp Folder.

Specific Skills: Good at…. Running, reading, writing, singing, dancing, cooking, problem solving, teaching, sharing, observing, listening etc.

Personality Traits:Kind, caring, loving, generous, neat, organised, interested, helpful, appreciative, thoughtful, funny, tidy etc.

Leadership Values:Shows…… creativity, integrity, perseverance, team work, direction, focus etc.

Directions:

This is an award that by the end of the camp each child would have received. Each child only receives the super camper award once.

Materials: o Super Camper badges o Super Camper templateo Super Camper Poster put up in a predominant location on which to attach the slips

of paper Preparation: Fully brief all staff members about what the Super Camper awards are before

the camp starts. One way of introducing Super Camper is for the programme director to start awarding Super Leaders awards during meals as the camp is being set up or during training. This empowers new staff members, builds team work and gets everyone familiar with the process. It also allows them to practise giving them out to each other and focusing on individual strengths.

Keep a list of all the children’s names behind the scenes and tick them off as they receive an award, so you can keep track of who is yet to receive one. A good time is after the meal and

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Objectives:

To enable children who come on camps to become more resilient To enable children to know and understand their own unique strengths To celebrate the children’s successes and strengths To create an accepting and non-judgemental environment


before washing up. Any staff member can give an award, it’s important that the staff member who witnessed the strength / success is the one giving the award to that child.

On the Super Camper Label:o Describe: They tell the story of what the child did, and be specific. It’s no good

saying ‘Thembi was a good girl’- what did she actual do? Thembi won’t believe the praise and realise she has great strengths if she isn’t told exactly.

o Label: For example - kind, teamwork, smart, supportive, sharing, listening, friendship, problem solving (see list above for other examples)

o Praise: Well done! Awesome job, Great Work etc.

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Super Camper AwardAwarded to: _____________________________________________________________For: ____________________________________________________________________Praise: __________________________________________________________________


10. TEAM BUILDING ACTIVITIES

STATION 1

Activity: Knots, Tangles, HandsActivity relevance to the topic: Talking to each other calmly, and practising effective communicationMaterials: NoneTime: 25mins – 20mins of game, 5mins of debrief

Procedure:

1. Divide children into groups of six. In each group, get them to face one another in a tight circle. 2. Each person holds out their right hand and grasps the right hand of someone else, as if they

were shaking hands. 3. Then, each person extends their left hand and grasps someone else’s left hand (they must be

holding two different people’s hands)4. Everyone to remain holding hands. 5. Now explain the problem: The group has to unwind into a circle where everyone is holding

hands. The catch is that they need to do so WITHOUT letting go of the hands that each individual is holding!

o They can untangle by stepping over, crouching under, going through etc. each other’s arms

6. Give the groups a maximum of five minutes to try and solve this. It does not matter if individuals are facing outwards or inwards once they have untangled their circle. In many cases they won’t be able to make a circle, but they will have fun trying.

7. The objective is for the children to work together to try and solve the problem. 8. As the Eco-Mentor, try not to get involved in helping them untangle, but be close by to make

sure no one gets hurt, and that everyone is being listened to – all ideas and possible solutions must be heard.

9. Play the game as many times as you like, and try to have at least one group of 6 solve the problem.

Debiref: Talk to the children about what made this task difficult or easy. Did they realise how important it was for everyone to talk calmly, and not get frustrated with each other? Did they realise how important it was to listen to everyone’s ideas to solve the problem, and work as a team?

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There will be three different team building activities which each group complete. Eco-Mentors and Activity Leaders will be posted to a station to manage the running of the game.

Please be sure to save enough time to have a proper debrief on the team building activity.


STATION 2 THE SINKING SHIP

Objectives: This activity gives participants a chance to work together to accomplish a challenging task. It demonstrates the importance of including all members of the team. It also requires following directions.

Materials - A Blanket, 6 cards with images (eye, left arm, right arm, blank); four bandanas

Directions: Gather the team together around the Ship (blanket). Explain that they will have to work as a team to all stay on the ship which is represented by the blanket, folded in half, until help arrives. But, tell them, that there is an additional challenge. The ship has been hit by a massive wave and is slowly sinking, some of the campers have lost the ability to use one of their body parts but they must however, all help to stay on the ship Instruct each camper to pull a card that will indicate which body part they will not be able to use in the activity. Once they have pulled a card, tie a bandana on that body part. (Blindfold the “eyes”.)

Once they get everyone on to the ship, you get them off and fold the blanket in half again. Follow the same procedure until you know they can’t get anyone on. This is when they are saved,

Tell participants that they can begin their task.

Debriefing Questions1. What challenges did you face as a team?2. How did you overcome them?3. Was everyone included in this activity?4. How did it feel to be blind/have the use of one arm?

Safety Concerns – Blind folded participants run the risk of falling. Beware of potentially hazardous objects in the area.

STATION 3SPIDERS WEB

Objective: Participants practice working together, putting the group before the individual, and strategizing for success.

Materials: Wool, small bells (5-6), 2 poles, mats or soft surface to construct spider web over

Setting up: Construct a “spider web” as a criss cross of wool with equal number of openings as there are

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participants. Openings should be of varying sizes and at different heights. Tie bells to the wool at random intervals in the web. Place soft mats under the web.

Directions:Gather participants on one side of the spider web. Instruct them that they have a challenge to complete as a team that will require them to practice using trust and some other team skills in order to get achieve. You can ask them to review some of the skills learned in the calculator activity (making a plan & testing it out, listening, working together, taking turns)Next explain the object of the activity. Explain that each person must move from this side of the spider web to the other side by going through the openings. Now, there are two very important rules. One, once someone uses an opening, that opening becomes closed to the rest of the group and two, no one is allowed to touch the web. If they do, the entire team must start over. Tell participants that it is their job to help everyone through to make sure that the entire team makes it to the other side.

Allow participants to give it a go. Notice if there is any strategizing or planning taking place.

Questions during the Activity1. What isn’t working?2. What do you think you might try instead?3. What do you think will happen if you try that strategy?

Encourage ideas from various campers. Let them try out several ideas and keep going until they find success.

Once campers have done it successfully...

Debrief Questions:1. What did you do that enabled everyone on your team to make it through successfully?2. What skills helped you succeed?3. Why is teamwork so important to this activity?

Safety ConcernsBe sure that there is a mat or soft ground beneath the spider web. When campers pick each other up to get through the web, be sure that their necks are protected and that they are using the “stiff tree” technique from the trust falls to prevent injury. If campers are acting inappropriately stop the activity and explain the seriousness of protecting each other’s safety and link it to trust.

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11. WHAT MAKES A BIRD A BIRD? (pg 15 of Children’s Workbook)

30mins1. Talk to children about the seven characteristics of a bird from the notes below. 2. Be sure to talk about flightless birds – ostriches and penguins.3. Ask them if they know the names of any birds that they have seen around camp, and talk about

each of these characteristics that you may have seen in birds while on camp.

WHAT MAKES A BIRD A BIRD?

Birds are unique in the animal kingdom for many reasons, but only one thing truly sets them apart – feathers! Birds are similar to mammals, reptiles, fish and amphibians in that they are vertebrates (have a backbone). They are warm-blooded and have a four-chambered heart that regulates their body temperature, just like mammals.

Feathers are important for birds: Insulation to keep them warm. In both warm and cold conditions, feathers help keep

the body temperature of the bird constant. Protection - the colour patterns of feathers are called ‘plumage’ and serve as camouflage

from predators. Sexual attraction to find mates. Flight management – without feathers, birds can’t fly.

BIRD CHARACTERISTICS

1. Warm-blooded: Birds, like mammals, are warm-blooded, just like humans. This means their internal (inside) body processes control their body temperatures no matter the external (outside) conditions. This allows the bird to keep their energy during flight. By comparison, reptiles and amphibians are cold-blooded, meaning they rely on outside temperatures to regulate their body temperature – that is why they have to lie in the sun.2. Eggs: like many other animals, including reptiles and amphibians, birds hatch from hard-shelled eggs. Animals like crocodiles, tortoises, terrapins, turtles and certain snake species hatch from soft shells. 3. Bills or beaks: Birds use their beaks to get food, drink water, tear or break food into pieces, gather nesting materials, preen (clean themselves), feed their babies and protect themselves from enemies.4. Feet: Birds usually have four toes on each of their two feet. They use their feet to walk, stand, hop, perch, grab prey/food, carry things, swim, wade and dig.5. Crop: The crop is a pouch just below the bird’s throat, which stores food temporarily and starts the digestion process before it enters the stomach. It allows birds to eat really fast and then digest the food later. This helps decrease the time the bird spends exposed to predators while feeding on the ground or in an open space. 6. Feathers: Feathers are a unique feature only to birds. Feathers are formed from keratin, the same protein that makes scales on fish, horn on rhinos and nails on our feet and hands. 7. Hollow bones: Birds have hollow bones filled with air and this helps them to fly. Hollow objects

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Steps:

1. 30mins: This activity requires a discussion around the characteristics of birds2. 30mins: Bird Olympics – set up each station and have each group move through it.


are lighter than solid objects and, because of this, birds use less energy in flight and need less food.Some bird have all the characteristics of a bird, except for one – they cannot fly. Examples of birds that are flightless (in other words, cannot fly) are ostriches and penguins.

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WHY ARE BIRDS IMPORTANT FOR THE ENVIRONMENT AND HUMANS?

Birds are most useful to humans as destroyers of harmful insects and as consumers of weed seeds.

Predatory birds such as the hawk, eagle, and owl are very important because they keep down the populations of rats, mice, and other rodents that would otherwise eat valuable food crops.

Birds also pollinate many species of flowering plants. Seeds that pass undigested through the bodies of birds fall to the ground and introduce

plants into new areas. Domestic birds such as the chicken, duck and goose contribute meat and eggs to our food

supply. The feathers of the ostrich, goose, and other species are used for decoration and for making

blankets and pillows.

ARE YOU READY FOR THE BIRD OLYMPICS?

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Owls can stare for hours without blinking.

Flamingos and ducks can stand on one leg for

hours at a time.

Black shouldered kites ‘hover’.

A Peregrine Falcon can fly up to 300km/hour!


BIRD OLYMPICS

30mins

Now, the group is going to compete against each other in The Bird Olympics! Refer the children to their workbooks where they have pictures of these different birds.

Materials: Ruler or tape measure; watch to record time; paper for recording results

Instructions: Set up the five stations, as shown below Have each child in the group complete each activity in the Olympics

Station 1 – Martial Eagle

Set this up next to a flip chart, or a wall, so that children’s ‘wingspan’ can be marked off. Need a ruler/tape measure. Mark off eagle’s wingspan on the board.

A Martial Eagle has a wingspan of between 1,9m and 2,0m Ask the children: Why would some birds need such big wingspans?

o After a bit of discussion, give them the answer: Birds with big wingspans are able to soar (glide in the air) for hours without using much energy.

Demonstrate: How big is your wingspan? Measure children’s wingspans against the eagle’s wingspan marked out on a flipchart (or maybe even a wall that you can mark lightly with chalk). Keep track of the children’s wingspans.

Compare: Who is the Olympic Champion? How did they measure up to the eagle’s wingspan? Who had the biggest wingspan?

Station 2 – Flamingo / Duck

Set this up where children have space to stand on one leg. You will need a timer and a piece of paper to record the times.

Some birds, like flamingos and ducks, can stand/sleep on one foot for hours at a time. Ask children: Why would they do this strange thing?

o Answer: Feathers keep birds warm and insulated. Legs of flamingos and ducks do not have feathers (featherless) and lose a lot of heat while standing. So birds keep one leg warm at a time by tucking the leg up close to its body.

Demonstrate: Each child should take a turn to stand on one foot for as long as possible, while keeping their eyes closed. (They are not allowed to change feet)

Compare: Who is the Olympic Champion? How did they match up to the flamingo/duck? Who could stand on one leg the longest?

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It might be a good idea to mention to the children what they Olympics is. It is and international sports competition in which thousands of athletes from around the world participate in a variety of competitions (like swimming, running, hockey, horse riding etc.).


Station 3 – Owl

Set this up where children can stand opposite each other. Need a timer and a piece of paper to record the times children can keep eyes open without blinking.

Owls can stare for hours without blinking. Ask children: Why owls would need to stare for so long?

o Answer: Owls are nocturnal and hunt for prey in the night. Because of the darkness they need to stay alert to be able to locate their prey which is usually a small mammal. They also need to take advantage of the minimal (very low) light

Demonstrate: Measure the time it takes for each child before they blink – keeping BOTH eyes open.

Compare: Who is the Olympic Champion? How do they match up to an owl? Who could stare for the longest?

Station 4 – Woodpecker / Sunbird / Kite (birds that hover)

Set this up where children have space to ‘flap’ their arms. Need a timer and a piece of paper to record numbers of flaps.

Black-shouldered Kites flap their wings very fast when hovering in the sky above their prey. Ask children: Why would it need to flap its wings so fast?

o Answer: Typically, a kite will hover 10 to 12m above a particular spot, looking down, sometimes for only a few seconds, often for a minute or more, then glide swiftly to a new vantage point and hover again. They do this to spot their prey while hunting.

Demonstrate: Children take turns to flap their arms (wings) like a hovering Kite and everyone counts how many flaps they take in 10 seconds. Record all the numbers of flaps of each child.

Compare: Who is the Olympic Champion? How do they match up to a Kite? Who could fit in the most ‘flaps’?

Station 5 – Falcon

Set this up outside where children can run for approximately 20 metres with nothing in their way.

A Peregrine Falcon can fly up to 300km/hour! That’s faster than most cars can drive! Ask children: Why would this bird need to fly so fast?

o Answer: Peregrine Falcons are large powerful birds and use their amazing speed to pursue, attack and catch quick-moving prey like small birds and mammals.

Demonstrate: Mark off a flat area of 20m long. Have a Start Line. Have children race against each other.

Compare: Who is the Olympic Champion? Who could fly as fast as the peregrine falcon?

Debrief: Ask children how they compared to birds. Can they do all the things that a bird can?

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1 2 . T R E E S ( P A G E 1 9 O F C H I L D R E N ’ S W O R K B O O K )

WHAT DO TREES NEED FOR LIFE?

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Water

Rainfall seeps into the soil and is sucked up into the tree through the roots. Some water is released back into the atmosphere through tiny pores in the leaves, which go back into the water cycle.

Air

Did you know that a tree can breathe? It breathes in the air that we breathe out (carbon dioxide - CO2) and releases oxygen (O2), which we breathe in! This shows just how much we need each

Sunlight

Sunlight helps to make food for the tree through photosynthesis. Without photosynthesis, there would be no trees or other plants, and therefore no food for

Food

Using the energy of sunlight, the green chlorophyll in the leaf mixes with carbon dioxide (CO2) from the air, and hydrogen from the water. This process makes food (sugars and carbohydrates) for the whole tree.

Soil Trees need soil. Topsoil provides food and nutrients. Soil is enriched by decaying matter – rotting leaves and twigs, dead plants, dung and droppings are all broken down by millions of tiny creatures whose

A home

Every living thing needs a place to call home. A tree needs a piece of the earth. Its roots anchor it firmly in the soil and at the same time protect the soil by preventing it from being blown or washed away. Soil needs trees, just as trees need

Steps:

1. Talk to the children about trees. a. This is an important topic as it links to WEB OF LIFE, as well as to the movie which you

will watch tonight.


WHY TREES ARE IMPORTANT

Trees are vital for our environment! They are not only beautiful, but they also provide food for humans and animals. Some trees are harvested for lumber to build homes and furniture, and to make all kinds of paper products. Some trees are just fun to climb!

Trees play a very important role in our natural environment. Without them, the Earth would be in big trouble!

Here are a few other reasons why trees are important for us:

Trees clean the air we breathe and create oxygen through photosynthesis – which we need to survive.

o Oxygen makes up 21% of the air in our atmosphere. Plants and trees are very important in creating oxygen.

Trees play an important part in the water cycle. We depend on water just as much as trees and animals do.

o Tree roots extract moisture from the soil, which is essential for them to grow and produce food

o Trees return moisture to the atmosphere through tiny pores in their leaves.

Trees prevent erosion. When it rains, soil can be washed into lakes, streams and rivers.o Tree roots keep the soil from being washed away. o Water is also much cleaner when there are a lot of trees around. Their leaves, trunk

and roots are natural pollution filters.

Trees help humans conserve energy.o Trees planted around your home provide shade in the summer, making your home

cooler and reducing the need for fans and air conditioners.o This means that less electricity is used, which means less burning of fossil fuels, and

less pollution

SO, WHAT CAN I DO TO HELP TREES AND THE ENVIRONMENT?

Everyone in the world has a duty to look after our trees, and to continue planting them. The forests on the continent of Africa cover 6,5 million square kilometres. Our forests and trees are extremely important to us, and the world. Nearly half of the world’s endangered mammals and birds make their homes in our forests and natural areas.

Every time you have to cut down a tree, plant a new, indigenous tree in its place somewhere else

Replant trees in deforested areas Protect trees in your home, school and community Use paper wisely

o Reuse, reduce and recycle paper Play and create with paper waste

o You can reuse paper items to make fun games

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Soil Trees need soil. Topsoil provides food and nutrients. Soil is enriched by decaying matter – rotting leaves and twigs, dead plants, dung and droppings are all broken down by millions of tiny creatures whose


Plant, plant, plant – trees, flowers and anything green and indigenous!

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13. WEB OF LIFE AND BIODIVERSITY (pg 22 of Children’s Workbook)

WEB OF LIFE AND BIODIVERSITYINTRODUCTION

We share the Earth, our home, with all living things. All living things are interconnected – so we must take care of them. Our survival depends on it.

Conservation means “wise use”. We need to use the earth’s resources wisely so they can support life for the future. If we do not look after the air, soil, water systems, plants and animals, there will be imbalances in the natural world. For example, if we continue to cut down trees, animals that depend on those trees to survive will be negatively affected.

WHAT IS AN ECOSYSTEM?

An ecosystem is a community of plants, animals and smaller organisms (like insects, fungi, mosses and lichens) that live, feed, reproduce (make more of themselves) and interact (have an effect on each other) in the same area or environment.

An ecosystem includes all of the living things (plants, animals and organisms) in a given area, interacting with each other, and also with their non-living environments (weather, earth, sun, soil, climate, and atmosphere).

For example, think about a little puddle of water in the bush. In it, you may find all sorts of living things, from insects to plants to frogs. In order to survive,

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Steps:

1. Have the children sit outside under the trees. They should sit in their own space, and can lie down if they would like to.

2. Ask them to look, smell and listen to the sights and sounds around them. Once they’ve had a few minutes to do this:

a. Ask the children to report back on what they saw, smelt and heardb. Talk to the children about how rich in diversity our natural environment is – they

wouldn’t have just heard one kind of bird chirping, or seen one type of tree! There are so many different kinds of birds, animals and plants in our beautiful environment, and every single one of them is important

3. Now you can use the notes below (which the children also have in their workbooks) to help teach this lesson.

4. Complete the activities as you go.


these things depend on non-living things like water, sunlight and temperature, and even nutrients in the water for life.

It is easy to think that parts of an ecosystem stand by themselves, but they do not. Another example could be cutting down a tree. Cutting down a tree affects all the birds that lived in it, all the vegetation growing beneath it that depended on its shade, all the animals that depended on it for food and so on.

All living things need energy to live – like a car needs petrol to drive. Every time an animal does something (eat, run or sleep) they use energy. They get energy from the food they eat. Plants use sunlight, water and soil to get energy.

FOOD CHAINS

A food chain shows how each living thing gets food – and how nutrients and energy are passed from creature to creature.

Begin with plant-life, and End with animal-life.

Some animals eat plants, some animals eat other animals. A simple food chain could start with grass, which can only grow if there is sunlight, water and nutrients. The grass is then eaten by a hare. Then the hare is eaten by a jackal.

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THE ECO-SYSTEM IS MADE UP OF PRODUCERS, CONSUMERS AND DECOMPOSERS

As you know, eco-systems are made up of many different organisms. We’re now going to look at a few.

Producers: plants are called producers, because they produce (or make) their own food. They do this by using light energy from the sun, carbon dioxide from the air and water and nutrients from the soil to produce food. The process is called photosynthesis.

Consumers: animals are called consumers because they cannot make their own food, so they need to consume (eat) plants and/or animals.

o There are three groups of Consumers: - Herbivores - animals that only eat plants. This includes leaves,

grass, flowers, seeds, roots, fruit, bark, pollen… Some herbivores: antelope, zebra, cows, bees, grasshoppers…

- Carnivores – animals that only eat other animals. Some carnivores: lions, eagles, sharks, frogs, owls, spiders…

- Omnivores – animals that eat plants and other animals. Some omnivores: humans, monkeys, some birds…

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The sun (light energy), water, nutrients and carbon dioxide are all taken in by the plant. The plant then uses them to make glucose/sugar, which is the energy/food for the plant. Oxygen is also produced by the plant in this cycle, which is then let off into the air.


Decomposers: bacteria and fungi are decomposers – because they eat dead plants and animals and in the process they break them down and decompose them.

A FOOD CHAIN

Now that we know who likes to eat what for dinner, we’re going to look at food chains. All living things need food to give them the energy to grow and move. A food chain shows how each living thing gets its food.

The sun is very important for all living things, without the sun the plants would not grow, without plants there would be no animals.

Let’s look at an example of a food chain:

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USE THE POLYSTYRENE CUPS NOW TO TAK ABOUT PRODUCERS, CONSUMERS and DECOMPOSERS


It starts with grass (producer), which is eaten by locusts (a consumer), which are eaten by mice which are eaten by snakes (consumers), which are eaten by hawks (consumer). Energy is being passed from one animal to another.

After a hawk dies, decomposers break down the body, and turn it into nutrients, which are released into the soil. The nutrients (plus sun and water) then cause the grass to grow.

So food chains make a full circle, and energy is passed from plant to animal to animal to decomposer and back to plant! There can be many links in food chains.

A food chain always:

Starts with a green plant (All plants are PRODUCERS.) Which is eaten by an animal (All the animals in a food chain are CONSUMERS) A food chain ends with a predator (The predator is at the top of the food

chain)

Activity

Listen to your Eco-Mentor carefully, and see if you can complete these sentences using the words from the block below:

Each organism has a part to play in the ecosystem. Each living thing in the ecosystem depends on other living things. For example – the sun:

The ________ plays a very important part in the ecosystem. It provides the energy for all life on Earth and therefore is important for all Earth’s ecosystems.

_________________ change sunlight into their own food, which they use to support their own lives. This process is known as photosynthesis.

When ____________________eat plants, they eat this "ready-made" food, formed from energy originally provided by the sun. The sun’s energy is therefore passed along to them.

In this way, the sun’s _________________ fuels every living thing. Nature is a master recycler. Nothing is ever wasted. When a tree dies,

beetles eat the wood and fungi break it down, returning nutrients to the __________ for other plants to use. Recycling is very important to the natural world, and we are a part of that world, so we should __________________ too.

recycle sun plants

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soil energy animalsA FOOD WEB

A food web consists of many food chains. A food web shows the many different paths plants and animals are connected.

For example: A hawk might also eat a mouse, a squirrel, a frog or some other animal. The snake may eat a beetle, a caterpillar, or some other animal. And so on for all the other animals in the food chain. A food web is several food chains connected together. This is also known as a web of life.

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Activity1. Draw the arrows in to complete this web of life. Remember: A food web

consists of many food chains and so there may be more than one arrow going to each image.

2. What is the source of energy for the entire web?

3. Label the pictures by writing one of the titles below for each picture: consumers, decomposers, producers, carnivores, omnivores or herbivores.

4. What happens if you remove water from the web?

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IF TIME ALLOWS – DO THE WEB OF LIFE GAME WITH STRING AND WEB OF LIFE CARDS


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14. MAKE YOUR GROUP MASCOT

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Steps:

1. In their teams, children should collect natural materials from around camp to make a group mascot.

2. They should be encouraged to only collect items that are lying on the ground – they are not to pick or break things off of trees or plants.

3. Tell the children to use their imaginations – they can use the natural materials to create a poster, a 3D item, or to dress up one of their team members as their group mascot.


15. Interesting Food Chains and Interactions Among Birds (pg 30 of Children’s Workbook)

Vultures

Vultures are scavengers, and have a very important role to play in the environment. Vultures have many biological adaptations that make them well-suited to being scavengers. For example, they have the most have excellent eyesight and a strong sense of smell. They use these keen senses to locate rotting carrion (dead, decaying animals) while they are soaring high over land. Many vultures are also bald, meaning they have no feathers on their head. This prevents bits of carrion, which can carry toxic bacteria, from sticking to feathers and infecting the bird.

Vultures are very important in keeping ecosystems healthy. Because of their role as nature’s rubbish bins, vultures are able to keep the environment clean and free of contagious diseases. These birds have an extremely corrosive stomach acid that allows them to consume rotting carrion. These scavenged leftovers are often infected with anthrax, botulinum toxins, rabies, and cholera that would otherwise kill other scavengers (like hyena for example). By ridding the ground of dead animals, vultures prevent diseases from spreading to humans and animals.

Oxpeckers

The rhinoceros and the oxpecker have a mutual symbiotic relationship. A mutual symbiotic relationship means that these creatures help each other in a mutually beneficial way. The oxpecker lives upon the rhinoceros as well as other large animals, such as cattle, giraffes and zebras. The bird feeds on the ticks, horsefly larvae and other parasites that it finds on the rhinoceros. This feeds the bird and cleans the rhinoceros.

The oxpecker receives sustenance by feeding upon the rhinoceros, and the rhinoceros receives the removal of parasites and protection when the bird warns of approaching predators. There are several well-known associations between birds and large mammals. Cattle egrets, for example, are often see in the company of buffalo and elephants.

The oxpecker stands guard while living and feeding on the rhinoceros, watching for danger. The bird warns the rhinoceros of danger by making loud chirping or hissing noises. The rhinoceros treats the oxpecker as a guest. The oxpecker’s role has resulted in the given Swahili name of “askari wa kifaru”; this translates in English to “the rhino’s guard.”

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Steps:

1. Use the notes below to talk about interesting way in which birds interact with animals in the web of life.

2. This touches on topics you’ve done throughout the camp, so be sure to refer back to important points which you have already covered.


16. WHY IT’S IMPORTANT TO LOOK AFTER YOUR ENVIRONMENT (pg 32 of Children’s Workbook)

SO, WHY IS IT SO IMPORTANT TO LOOK AFTER THE ENVIRONMENT?

Plants and animals, humans, rivers, mountains - everything is connected in one way or another. All living and non-living things depend on each other, just as you learnt earlier.

So if we do not look after the environment, then all of these links have the potential to be broken.

All about the humans

The five basic needs of human beings are oxygen, water, food, shelter and warmth. We depend on the environment for all of these:

We breathe oxygen, created (in part) by the process of photosynthesis; We get water from the rain which fills our lakes, rivers and dams and which we store in dams,

reservoirs and water tanks; We get food from the plants, animals, fish and birds; We get shelter from the materials we take out of the earth and from plants that grow in the

earth (trees); We get warmth from the sun, fire, power (which is made by electricity, which means burning

coal, gas or oil) and our clothing.

But over the years the human population has grown and grown. This has had a huge impact on the environment of our planet.

This impact has caused changes which have affected (among other things):

Our atmosphere by polluting it – more people means more cars, more electricity, and more goods to be manufactured (made) – all of which require the burning of fossil fuels.

Our land by having to take over the natural environment to build more houses, roads, factories and so on

The amount of waste we produce – if you look at how much rubbish you make as a family in one week, you’d be surprised to think about how much waste the whole world makes!

And the animals?

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So, now that you have gone through the food web and biodiversity with the children, it’s time to link it all together.

It is important that the children see how everything in the environment is connected and depends on each other.

It is also very important that they take home a few practical ideas on what they can do to help look after the environment.

Steps:

1. Teach the notes below2. Have the children add their ideas on what they can do to protect the environment3. Children should complete the PLEDGE TO PROTECT certificate


Everything living on the earth has basic needs. Animals, insects, plants and birds all have needs – things that enable them to survive. Like you learnt in the web of live, if we remove one part of a food web, then many other parts are affected.

So, what can I do to help look after the environment?

Save water Do not litter Reduce, reuse, recycle Use less electricity Pick up any litter you see Plant trees Take care of your fires – put them out when you are not around Buy products that have less packaging Use scrap paper Do not throw chemicals and other waste products in water systems Fix leaking taps Avoid plastic bags, and if you can’t, then be sure to reuse them Start a worm farm or compost heap

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The children are now going to complete the activity:

A Pledge to Protect the Environmento The children should do this individually, deciding what they are going to do to

protect the environmento They should use points which you’ve covered, and share other ideas they may have


17. IMPORTANCE OF TFCAS. TOURISM AND OTHER CAREERS, ACHIEVING YOUR DREAMS (pg 36 of Children’s Workbook)

GREATER MAPUNGUBWE TRANSFRONTIER CONSERVATION AREA (GMTFCA)

What is a Transfrontier Conservation Area (TFCA)?

Transfrontier Conservation Areas (TFCA) are large areas, covering borders between two or more countries and protected areas (like national parks, for example). TFCAs mean that countries need to work together. For example, the GMTCA means that Botswana, South Africa and Zimbabwe need to work together and make decisions that are good for this beautiful area.

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It is now important to talk to the children about the special area that they are in – The Greater Mapungubwe Transfrontier Conservation Area (GMTFCA).

Talk about how important it is to keep areas like this protected and to conserve them carefully, for both tourism and for biodiversity (and the web of life).

Steps:

1. Have volunteers from DEA and SANParks talk about GMTFCAs2. Then, go through these notes below which the children have in their workbooks. 3. Thereafter, children complete the Eco-Tourism worksheet. 4. Finally, have a few Mentors with different jobs sit around the camp, and have each group

rotate to the Mentors. The idea is to talk about their jobs, what they do and how they got there – giving the children inspiration for their futures.


One very important thing to think about with TFCAs, are that local communities who live around the TFCAs must be consulted at the start of setting the TFCA up. Every effort should be made to make these communities partners in the TFCA, from starting a business that will benefit communities and the TFCA, to communities helping in protecting these areas.

All about the Greater Mapungubwe Transfrontier Conservation Area

The Greater Mapungubwe Transfrontier Conservation Area measures 5 909 km2 and is situated at the confluence (where two rivers meet) of the Limpopo and Shashe Rivers. The GMTFCA goes across three countries - Botswana, South Africa and Zimbabwe.

Greater Mapungubwe has become known as the cultural TFCA. Tourists come to the area:

To see the beautiful sandstone formations To see the wide variety of trees - notably the enormous baobab To see the game and birdlife To learn more about past generations.

Important Cultural Heritage

The cultural resources of the Limpopo-Shashe basin come from Iron Age settlements of around 1200 AD

(that’s about 817 years ago!). The similarity of ivory objects, pottery remains and imported glass beads found in different places spread across the modern international borders of Botswana, South Africa and Zimbabwe, shows that the people living in these areas at the time were all making similar items with the resources available to them.

The Mapungubwe World Heritage Site (declared in 2003) is a major attraction and was home to the famous gold rhino - a symbol of the power of the King of the Mapungubwe people who lived in the Limpopo River Valley between 900 AD and 1300 AD (that’s over 1000 years ago!). At that time Mapungubwe had grown into the largest kingdom in Africa. It is believed that the people of Mapungubwe were very sophisticated, and traded with Arabia, Egypt, India and China.

And the tourists love it!

Positioned at the meeting of two mighty rivers – the Limpopo River and the Shashe River, and three countries – Botswana, South Africa and Zimbabwe, Mapungubwe National Park is a great natural attraction and has always been a place of mystery. The Limpopo Nature Reserve section of Mapungubwe in South Africa is a very popular area, attracting people and wildlife across thousands of years.

Today tourists learn more about The Lost City on Mapungubwe Hill and why this area is so important. Interesting natural habitats have many different kinds of wildlife including Elephant and even Leopard. Scenic landmarks include Baobab trees, unique riverine forest and sandstone formations.

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The Mapungubwe Interpretive Centre has been voted World Building of the Year in 2009 at the World Architecture Festival Awards.

Children in the Wilderness – Cycling through the GMTFCA

The Tour de Tuli, a cycling event organised by Children in the Wilderness, has become one of southern Africa’s premier mountain bike events. It is the major fundraiser for the Children in the Wilderness programme. 340 participants cycle across 250km of challenging and bush across the three countries in the GMTFCA.

ECOTOURISM (pg 41 of Children’s Workbook)

TOURISM is to travel to a place where you don’t live for a holiday. A person who does this is called a TOURIST.

HOSPITALITY is the friendly and generous welcome and entertainment of guests, visitors, or tourists coming to where you live or work.

ECOTOURISM is environmentally responsible travel, where tourists go to enjoy and appreciate nature and cultural experiences.

What Are The Benefits Of Ecotourism?

Eco-Tourists spend money in areas that have natural beauty and where the environment is well cared for.

Eco-Tourists help to create jobs in these areas – because they need somewhere to sleep, a guide, and food to eat etc.

Eco-Tourists become aware of the natural beauty of an area, and wish to visit it again, or tell their friends to visit it – which brings more money into these areas.

Eco-Tourists help to take care of the environment – they take nothing from it, and leave nothing behind (like litter).

Eco-Tourists learn about local history and culture. Eco-Tourists need services, thereby creating employment opportunities for the local community

members.

For good ecotourism, which benefits local people, there must be three ingredients:

1. A beautiful natural area, being well taken care of, with good biodiversity2. People who want to visit that place (tourists)3. People to look after the tourists when they get there (hospitality)

A wilderness area is a region where the land is in a natural state; where impacts from human activities are minimal. It is also sometimes called a wild or natural area.

Wilderness areas are important because:

They provide long-term protection for animals and plants (conservation); They protect our continent’s spectacular natural beauty; They protect our continent’s natural biodiversity; Protected wilderness areas provide opportunity for employment.

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