Girl Scouts of Western Washington. A Volunteer Learning Resource OUTDOOR 2 FACILITATOR S MANUAL. Planning an Outdoor Overnight with Girls

Transcription

1 Girl Scouts of Western Washington A Volunteer Learning Resource OUTDOOR 2 FACILITATOR S MANUAL Planning an Outdoor Overnight with Girls Revised Outdoor Girl Scouts of Western Washington Feb 2011

2 Thank you to the many volunteers who committed countless hours to the 2009 revision of the Outdoor 2 Curriculum, its manuals, workbooks and support materials. Jan Robinson Lead Inquiries regarding this manual should be addressed to: Girl Scouts of Western Washington PO Box Seattle, WA The online resource website can be found at: Copyright 2009 by Girl Scouts of Western Washington All rights reserved Revised Outdoor Girl Scouts of Western Washington Feb 2011

3 OVERVIEW OF OUTDOOR 2 Participation in the Outdoor 2 course is required before a Girl Scout leader may take their troop on an outdoor or indoor* overnight experience. Outdoor 1 is a pre-requisite to this course. This class includes sleeping outdoors in a shelter (but not a portable tent). It qualifies leaders to work with their troops to cook a one-pot meal using camp propane stoves, or portable propane stoves or in an indoor kitchen. It also qualifies them to do stick cookery over a campfire. * Troop Leaders may take the Indoor Overnight Independent packet if they just want to do an indoor overnight experience with their girls. PURPOSE The purpose of this class is to provide an outdoor learning experience which prepares the leader to prepare the troop for a Camporee / Encampment or similar supported overnight event. It will include the skills involved for simple cooking and sleeping out-of-doors, the philosophy of Girl Scouting with emphasis on the rationale of progression in outdoor skills, environmental awareness, girl/adult planning, and basic skills for living out-of-doors. The course will also acquaint leaders with Safety-Wise and Council procedures. Information about GSWW properties and the special features of each camp will be included. GOALS We want the participants to: Feel comfortable and safe during the session Understand and be able to apply the progression of girl planning and activities in outdoor experiences for girls. Be aware of the knowledge and skills both you and your girls need learn to have a positive outdoor overnight experience. Enjoy this overnight experience and leave ready to share that experience with your girls. Understand the purpose and limits of this class. Revised Outdoor Girl Scouts of Western Washington Feb 2011

4 OVERVIEW OF OUTDOOR 2 COURSE CONTENT MODULE ONE: SETTING THE STAGE Pages 2 6 Step One: Getting Settled Welcome Getting Acquainted Step Two: Course Overview Goals Other Focus Areas of the Course Step Three: Ground Rules / Agreements Purpose Generating Ground Rules Step Four: The Girl Scout Leadership Experience The Girl Scout Mission, Promise and Law Philosophy of Girl Scout Program Philosophy into Practice Progression of Outdoor Activity in Girl Scouting MODULE TWO: GIRL READINESS/GIRL BEHAVIOR Pages 7-25 Step One: Are They Ready? Girl Readiness Readiness Indicators Step Two: Being Inclusive Diversity Situations Step Three: Girl Planning/Girl Led Adult or Girl Planning? Supervision of Girls Tools to Help Girls Decide (Optional) Step Four: Managing Girl Behavior The Girl Scout Law and Behavior Developing Contract/Agreements/Ground Rules Problem Scenarios Other Safety Procedures Step Five: Respecting the Environment Leave No Trace Getting Up and Getting Out MODULE THREE: PLANNING & PREPARING FOR AN OVERNIGHT EXPERIENCE WITH THE GIRLS Pages Step One: Policies and Procedures Scavenger Hunt Council Forms Step Two: What to Bring? Equipment Personal Packing Lists Step Three: Planning with the Girls Grade/Age Level Differences Meal Planning Considerations Budget Program Planning Step Four Meal Planning Considerations MODULE FOUR: BASIC OUTDOOR SKILLS Pages Step One: Form Round Robin Groups Continued on next page Step Two: Round Robin Sessions Knives Simple Knots and Their Use Using Propane Lanterns and Stoves Revised Outdoor Girl Scouts of Western Washington Feb 2011

5 OVERVIEW OF OUTDOOR 2 COURSE CONTENT (Continued) MODULE FIVE: MEAL TIME! Pages Step One: Meal Time Topics Kaper Charts Thanks Food Storage Sanitation Dishwashing Step Two: Preparing and Enjoying the Meal Evaluation Pages End Overview Revised Outdoor Girl Scouts of Western Washington Feb 2011

6 FACILITATOR PRE AND POST RESPONSIBILITIES PRIOR TO THE COURSE MEALS This course includes two meals and sleeping out-of-doors. The participants are asked to bring a bag lunch for the first day. Recipes for one pot meals are provided in your appendix. Side dishes and desserts planned should be those that require no cooking (i.e. Salads, premade cupcakes, cookies.) The food supplies for stick cookery done at the evening campfire should also be provided. Once the team has decided on the menu for the meals the lead facilitator shops or designates the shopper for the meals and kitchen supplies not typically found at a GSWW camp. If the shopper is designated at least two weeks in advance of the course, funds can be provided prior to the class for the purchase of food items. It is possible to do this course as a unit during a Volunteer Learning Weekend where some program and meals are provided in the main lodge. The kitchen equipment provided at camp must be considered by the facilitators. Until all camps have the same equipment provided, it will be necessary to provide (transport) the council provided box of kitchen equipment as well as other facilitation materials. RESOURCES An Outdoor Box will be available with name tags, markers, resource books, first aid kit, etc. A list of what is provided in this box is in this manual. However, facilitators must reserve this box and order workbooks from there nearest regional office in advance. Arrangements must be made to also collect an easel and pad, the participant workbooks and multiple copies of Camping on GSWW Properties. The roster and completion patches will be sent to the Lead prior to the course. Until this course is finalized, there are some supplies which must be prepared by the facilitators in advance, including preprinted charts. Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011

7 FACILITATOR PRE AND POST RESPONSIBILITIES FACILITATION This course is designed for at least three facilitators in order to do the Round Robin sessions effectively. The lead facilitator is expected to communicate with the other facilitators and develop a shared planning and facilitation experience. This should be done well in advance of the actual course. Pre-meetings should determine facilitation responsibilities, keys to supporting each other, agreements on how you will work together, shopping responsibilities, obtaining supplies, etc. Familiarity with the camp unit selected for the course is also recommended. Contacting the site manager beforehand to let them know your arrival time and plan for the class is also recommended. Although the course can be completed outside of an enclosed building, one may be needed when weather conditions are particularly bad. Most of the course modules will enable the participants to move around or be active, but the facilitators must be alert to participants becoming cold. AFTER YOUR CLASS IS COMPLETE Send the Outdoor Learning Manager: The printed roster listing who attended. (If this session has been coordinated through the council office, you should have a printed roster.) Sending a roster ensures leaders get credit for completing this step in The Outdoor Education Series. Participant evaluations evaluation One from each facilitator Reimbursement request (if applicable) Be sure all the kit materials are back in the box including activity cards and other materials used during the class. Return the kit, materials and equipment to the place where you picked them up. Complete the NEEDS checklist and leave in the box so that Regional Office Coordinator staff person and other facilitators will know what needs to be replaced. End Pre and Post Responsibilities Revised Outdoor Girl Scouts of Western Washington Feb 2011

8 SUPPLIES AND OTHER USEFUL INFORMATION Material and Equipment Needs Note: Identify what should be replaced after each class Easel and pad of paper Markers Name tags (paper knife style) Box of cord for name tags or yarn Blue tape and duct tape First aid kit Extra pens and pencils Clipboard Campfire program Flag ceremony cards Completion ceremony CD and player or singing ability/guitar Extra health forms and incident form Post-it pads Charts/ Pre-Printed/or Workbook If charts are laminated, use washable markers or reference participant workbook Course objectives Saturday Schedule (no times) GS Mission Statement and engine Principles of Leave No Trace Meal planning resources (title and page no.) Food safety and storage GS dishwashing method Kitchen tools and sanitation Campfire practices and safety Campfire songs Unit Equipment Most camp units may already have this equipment; check with site/ properties book Propane stoves (s) with propane Propane lanterns(s) with propane Matches or propane igniter Dish soap Dish sponge and scrubber Bleach 2 or 3 kitchen towels Strainer (for dish water) Small spray bottle (for bleach spray) 3 large tubs Dunk bag rope Metal bucket Shovel and rake Garbage can and plastic bags Hatched or ax; wedge and maul Flag and pole or stand Extra plates and silverware Equipment to Bring Foil Bags for GORP and left-over food storage Paper towels (camp may provide) Tissue Pre-made brownies and muffins (or demo a box/dutch oven on Sunday morning) Revised Outdoor Girl Scouts of Western Washington Feb 2011 A Participant Workbook for each participant Outdoor Box Book Contents 3-5 Volunteer Essentials or some copies with chapter 4 only 5 Camping on GSWW Properties 5-8 Safety Activity Check-points, pages 1-7, 34-38, , Copies of GORP (Great Outdoor Resource Packet) 3-5 Copies Scouting Ahead Manual 3-5 Copies Outdoor Education in Girl Scouting Camping Song CD Set of Photos of Council Camps Activity cards in Outdoor Box Unfinished sentence cards (GS Law) G/A planning cards Sample kaper chart (some in workbook too) Decision making cards LNT skit cards Fleece, wool, cotton samples Large cup or small plastic box for water Short ropes (10 each ) GS Law statements Blank 3x5 cards Kitchen Equipment (can reserve outdoor equipment at regional offices to fill in what the sites do not provide) Nest of kettles Coffee pot 2 large spoons (one slotted) 2 long handle tongs 2 large rubber spatulas 3 paring knives 1 large cutting knife 2 peelers Can opener 1 long handle ladle Set of cooking bowls Pitcher 3 large serving spoons 2 serving tray or plate 2 cutting board 2 table cloths Food prep gloves Equipment to bring Cooler Dining fly Sticks for fire cooking Tinder and/or fire starters

9 CURRICULUM ICONS SUPPLIES AND OTHER USEFUL INFORMATION The icons used throughout the script are signals to the facilitator to be prepared for a special strategy or for something requiring special materials. They represent a heads-up for the. Timed activity Wall chart or preprinted material to LG, SG Large Group Small Group Recommended number of people in a small group activity (number changes) Handout separate from workbook? Use the easel to record information from participants or to demonstrate something CD/Tape player needed Question to generate discussion - solicit responses Refers to a specific page in Refers participant to a the workbook published book Post chart or information on easel. R? Rhetorical Question. Expect no answer. Music, CD or tape used Card, activity pieces used PREPRINTING Until the curriculum is finalized and the GSWW budget allows for the making of laminated charts, the following charts need to be preprinted by the facilitators: Module One: Setting the Stage Course Goals Module Two: Girl Readiness/Girl Behavior Girl or Adult Planning? Module Three: Meal Time Proper Dishwashing Procedures Revised Outdoor Girl Scouts of Western Washington Feb 2011

10 MODULE ONE: SETTING THE STAGE - 55 MINUTES TOTAL OBJECTIVES Participants will: Begin getting acquainted. Clarify the course intent. Identify how GS philosophy and practices can and will influence their work with girls in the out of doors. Note: Participants should be asked to arrive at least ½ hour prior to the actual starting time of the course and their confirmation letter should say that. As participants arrive, and prior to the start of the course, ensure that all their gear is properly stowed in shelters and that the participants are dressed for the weather. Please start on time. If the site allows, it also works well to collect participant gear in one place, such as on a tarp or porch. Then after the site walk and gear review, the participants move their gear to the chosen sleeping shelter. This process allows them to consider the whole site rather than just dropping their gear in the nearest shelter. If participants arrive after you have already started, have your co-facilitator have them store their gear nearby, and get them seated. They can store their gear on a break. Ensure each participant has a workbook and a nametag before beginning. Use of paper knives as name tags works well. Be sure to write the name on both sides. The paper knives then can be used during the basic skills session see the online resource section for a template. LG Getting acquainted activity LG Preprinted and Posted Goals STEP ONE: GETTING SETTLED 10 Min Welcome 5 Min - Welcome the participants and introduce facilitators. Note: Have each facilitators tell one value you see girls gaining from overnight experiences and why or one outdoor activity you like to do with girls and why. Getting Acquainted 5 Min - Play a short getting acquainted game of your choice to break the ice and get moving. STEP TWO: COURSE OVERVIEW 5 Min Goals - 2 Min - Reveal preprinted Course goals and quickly review. These goals should remain visible throughout the course. To simulate bringing a troop to a new site, the camp rules and emergency procedures (as posted), garbage, housekeeping etc. should also be reviewed during the overview or other focus areas. Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 10

11 MODULE ONE: SETTING THE STAGE - 55 MINUTES TOTAL Resource Heads Up Suggested Strategy preprinted Our goals are for you to: o Feel comfortable and safe during the session o Understand and be able to apply the progression of girl planning and activities in outdoor experiences for girls. o Be aware of the knowledge and skills both you and your girls need learn to have a positive outdoor overnight experience. o Enjoy this overnight experience and leave ready to share that experience with your girls. Other Focus Areas 3 Min o SafetyWise and Leave No Trace Mention the SafetyWise and Leave No Trace concepts that they have explored in earlier courses, and point out that these practices will be integrated into this course. o Songs, Games, Activities - Explain songs, games and a few different kinds of outdoor program activities (at different grade levels) will be incorporated throughout the course. In addition, they will be encouraged to share activities they know about. O Skills - Point out that when you facilitate some basic outdoor skills with them you will be doing it in the way that they will be encouraged to teach their girls as appropriate to their grade level. O Share information bathrooms, coffee, schedule for the day (you have preprinted), breaks, and camp tour. O Point out that the workbooks have pages that they will use throughout the course, and many more pages that are intended to be a resource for them now and in the future. They should add this workbook to the outdoor resource notebook that they started in Outdoor 1. Note: During the transition from the former Outdoor 1 to the current version, some people may not have started a notebook in Outdoor 1. We will ask for them to bring a 3 ring binder to this course. End Step One: Getting Settled Module One Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 11

12 MODULE ONE: SETTING THE STAGE LG???? STEP THREE: GROUND RULES/AGREEMENTS - 15 Min The Purpose of Ground Rules 5 Min o Ask the participants to think about a time when they thought rules were needed, but there were none. Ask: How did being in that situation feel? Print responses on the easel and then summarize into categories. Examples: Unsafe, confusing, out of control, unfocused, etc. o Discuss why ground rules are important to establish with the girls before going on an overnight experience. Ask: What kind of ground rules would you want to have in place before taking girls on an overnight experience? o Emphasize that Ground Rules are established to enhance the experience and increase safety. o Explain that some like to call these "ground rules" and others like to call these group agreements or contracts. Generating Ground Rules - 10 Min o Suggest they consider what worked and didn't work in prior programs, workshops, courses or meetings they have attended and why. Ask: What ground rules do you think would be important to help this course go effectively, and enhance their experience and increase safety? o List ideas on the easel as they are generated. Add the following ground rule, if it has not already been mentioned. Cell phones courtesy. Include or at least discuss the importance of safety ground rules that should be part of the girls ground rules. Discuss the reasons for those rules. (i.e. The Buddy System, lost or quiet signals, etc. Point out contracts/ground rules with girls will be discussed in more detail later. Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 12

13 MODULE ONE: SETTING THE STAGE o Post the ground rules where they will be visible throughout the course. End Step Two: Ground Rules Module One LG SG to STEP FOUR: GIRL SCOUT LEADERSHIP EXPERIENCE-30 Min The Girl Scout Mission 5 Min o Share: Let s take a minute to discuss how going camping supports the mission of Girl Scouts. Ask the participants if they remember the mission of Girl Scouts. Have someone share it. Refer them to workbook page 2: The Girl Scout Mission, Promise and Law. Encourage the participants to take notes on this page as the groups brainstorms how troop camping supports the accomplishment of the mission of Girl Scouting. Write their ideas on the easel. Philosophy Girl Scouts Program 10 Min o Group Formation: Break the participants up into grade level tables if not already done. Suggested Resource Heads Ups: Daisy, Brownie, Junior or Daisy/Brownie, Junior, Cadette/Senior/Ambassador or Daisy/Brownie, Junior/Cadette, Senior/Ambassador. The best size of group for discussion is no less than 3 and no more than 5 if at all possible. LG o GSLE Review: Start by asking how many of their girls are exploring the current Journeys topic and have those who can share the experience the girls are having. Remind them that Journeys is a tool to support the Discover, Connect and Take Action outcomes we want girls to accomplish as a result of participating in Girl Scouting, but it is also important that the experience be integrated as much as possible into everything girls do in Girl Scouting. Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 13

14 MODULE ONE: SETTING THE STAGE The GLSE Engine LG SG to Do a review of the GSLE Engine Refer them to workbook page 3: The Girl Scout Leadership Experience Engine, as you do the review. Note; If available, you could use the GSLE Engine large graphic tools that are available for check-out at each Regional Office. Philosophy Into Practice 10 Min o Overview: Refer participants to workbook pages 4: Desired Outcomes for Girls in Girl Scouting. Explain outcome and then refer the participants to the 5 desired outcomes for each of the three keys to Leadership. Note: Before conducting the small group discussions, give an example of one outcome that would be supported by an outdoor overnight experience and some indicators that girls might demonstrate in their behavior that indicate they are accomplishing that outcome. o Small Group Discussion: Ask the grade level table groups to address the questions at the bottom of the workbook page 6: Questions for Discussion. Suggest they take notes on that page. Which outcomes could best be a focus of an outdoor overnight experience? What are some behaviors/indicators that girls might demonstrate indicating they are accomplishing those outcomes? How might the three processes (girl led, learn by doing and cooperative learning) happen at your particular grade level when planning and carrying out an outdoor experience? What are some possible outdoor program activities that might focus on some of these outcomes? o Sharing: Take brief sharing from the tables as to the thoughts they came up with in their discussion. Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 14

15 MODULE ONE: SETTING THE STAGE The Progression of Outdoor Activity in Girl Scouting-5 Min o Refer participants to the online resource: General Progression of Outdoor Activity. Remind them they first saw this in their Outdoor 1 workshop. Give them a minute to do a quick review, noticing what skills are most appropriate for the grade levels of their girls. o Answer questions and address concerns. Have Participants do the evaluation of Module One on the last page of their work book. End Step Four: The Girl Scout Leadership Experience Module One End Module One: Setting the Stage Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 15

16 MODULE TWO: GIRL READINESS/GIRL BEHAVIOR, 35 - MINUTES TOTAL. OBJECTIVES participants will: Evaluate the girl s readiness for an overnight experience in the out-of-doors Identify individual needs and plan an inclusive event (pluralism) Discuss ways to develop a behavioral contract, budget, and travel action plan in partnership with the girls. Review strategies for helping girls make decisions. Utilize the Girl Scout Law to develop strategies to prepare girls for group living, conflict resolution, and teamwork LG? SG to Continued on next page STEP ONE: ARE THEY READY? 25 Minutes Girl Readiness 5 Min o Overview: Explain: One of the biggest mistakes adults make with their girls is to take them on an overnight experience in the out-of-doors when they are not ready. If the girls go and have a bad experience, they are much less likely to want to do it again. They need to be prepared. Share some experiences you have had at encampments observing girls who are not ready. Explain: In today s world, often older girls are more afraid of the out-of-doors than younger girls. Ask: Why do you think this might be the case? And solicit some answers. Readiness Indicators 20 Min So, how do we know when they are ready? O Situation Review: After reviewing Workbook page 7: Readiness Indicators, hand out Situation Cards and have the small groups discuss their situation after reviewing. Have each group report out. Allow 10 minutes for discussion and 5 minutes for reporting. o Readiness Test: Have the participants discuss (with a partner) whether they think their girls are ready, based on the information on the workbook pages: 7-8 Readiness Indicators. Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 16

17 MODULE TWO: GIRL READINESS/GIRL BEHAVIOR, 35 - MINUTES TOTAL.? o Allow 5 minutes to discuss. Give each partner 2 + minutes. o A Readiness Test for Brownies: Have participants pretend they are Brownies and take the Am I Ready for this Adventure? on workbook page 10. Solicit answers to the following question: When would it be appropriate to have younger girls do this type of assessment? Note: It should be done when the leader is confident most girls could do thumbs up Make the point that months of good planning/preparation WITH the girls leads to confidence. Discuss what kind of assessments could be done with older girls. Close this step by making these important points: Clearly time needs to be spent preparing the girls for an overnight experience, and planning with them. This is one of the reasons why we ask leaders and specialists to take this course at least 8 weeks prior to their taking their girls on an overnight event. If your girls are not prepared, then you may find yourself doing more things for them than is consistent with the Girl Scout emphasis on girl led program and the girl/adult partnership which is fundamental to the Girl Scout Leadership Experience. If you feel that your girls aren t ready, one option that works is to take them to a day trip at an encampment, but not to stay overnight. Refer them to the online resource, Progression of Outdoor Events for Girls - that shows the broad progression of outdoor and overnight activities. Have them take a minute to review these concepts. If your girls are not prepared, they may perceive camp as a bad place and resist further outdoor experiences. End Step One: Readiness Module Two Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 17

18 MODULE TWO: GIRL READINESS/GIRL BEHAVIOR, 35 - MINUTES TOTAL. SG to? STEP TWO: BEING INCLUSIVE 10 Min Possible Situations 8 Min o Refer the participants to workbook page 11: Including All Girls and page 12: Dealing with Differences in a Camp Setting. Discuss how they might deal with all these situations in order to include all girls in the overnight experience. Some examples in the workbook include: Girl wets the bed at night. Girl broke her leg & is on crutches Girl s religion does not permit flag salute Girl cannot eat gluten Girl refuses to eat what troop planned Girl s family thinks camp refers to refugees Family unwilling to let girl go with non-family members. Girl is uneasy sleeping/eating/dressing beside someone of a different race Brainstorm - 2 Min o Ask: What are some other possible issues related to being inclusive that could occur? List them on the easel. Briefly discuss how each one might be resolved. End Step Two: Being Inclusive Module Two Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 18

19 MODULE TWO: GIRL READINESS AND OTHER BEHAVIORAL TOPICS STEP THREE: GIRL PLANNING/GIRL LED 35 Min? LG R? SG to LG Preprinted? s? Adult Planning or Girl Planning? 20 Min o Ask: What types of things need to be considered when planning for an overnight experience with the girls? Solicit responses. You can list these on an easel. Break into grade level groups (new ones if possible). Give each group a bag of Girl Adult Planning Cards describing a planning step. Have the groups sort the cards into 3 columns as they review them. The columns are Girl Led Adult led and Unknown. Allow 5 minutes. o Have each group report out, review the list and ask something like: Do you all agree with this? What could be moved over to the girl s side of planning? Why do you think that? Solicit ideas. o As the groups report out and discuss why they put a topic in a column, the large group can provide input and the topic cards can be easily moved if necessary. o Complete this step by asking: Why should girls be given the opportunity to help plan the overnight, regardless of their age? Solicit some responses. Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 19

20 MODULE TWO: GIRL READINESS AND OTHER BEHAVIORAL TOPICS Supervision of Girls 5 Min o Ask: What is the difference between supervision of girls and girl planning/leading with adult support? Solicit some responses. o Discuss appropriate parent involvement, emphasizing that often parents who attend want to do everything for the girls. They will need to work with their parents to ground them on what is appropriate support for the girls. o Refer participants to workbook page 13: Supervision of Girls and give them a moment to review. o Answer questions and address concerns. Tools to Help Girls Decide 10 Min (optional) Note: Since this is optional, if you choose not to do this activity, at least refer them to the resource website. o o Point out that especially when planning activities, girls may have trouble deciding what they want to do. Let s look at some possible ways to help them decide. Form two parallel lines. One line receives a card and has a couple of minutes to share and discuss with partner in line across form them. o Give the following assignment: Directions: Each in turn, share the decision making tool you have been given with your partner and then discuss how you think this would work with the girls you are working with, and what age levels would be best for this type of tool to be used to help the girls make a decision. o Tell them they will have two minutes to discuss each topic. After two minutes move one line so that everyone has a new partner-repeat. Then rotate the cards so that everyone has a new card. This process reduces the time spent looking for a new partner. Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 20

21 MODULE TWO: GIRL READINESS AND OTHER BEHAVIORAL TOPICS o Depending on where you are in time, switch a couple more times. Then regroup. o Point out that these Decision Making Tools are on pages 15 of their workbook for future reference. Complete this by asking: What are some other ideas you might have for helping girls make decisions about their overnight experience? End Step Three: Girl Planning/Girl Led Module Two STEP FOUR: MANAGING GIRL BEHAVIOR 35 Min The Girl Scout Law and Girl Behavior 15 Min o Tie this activity up by discussing the importance of establishing behavior agreements with the girls before they actually go on the overnight experience. Share that this will be an activity they can do with their girls before they leave. SG? o Review the Girl Scout Law that is on page 2 of the workbook. Then give each group small pre-printed 3 x 5 cards. They are to finish the statement: While at camp I will be considerate and caring when I Have cards for each element of the law. Have some share their completed statements with the whole group. Note: Do this activity more than once. You can do this same thing with other parts of the Girl Scout Law (but make the focus on outdoor experiences). Leave No Trace should be emphasized here. Complete this activity by asking: Can you and the girls create a behavior contact from these statements? Discuss how to relate the Girl Scout Law to group living, i.e. shared living spaces, personal property and cleanliness. Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 21

22 MODULE TWO: GIRL READINESS AND OTHER BEHAVIORAL TOPICS LG Developing Contracts/Agreements/Ground Rules 5 Min Note to facilitators: The following activity could be used at the very beginning of the course when you are working with the participants to create the ground rules for the time they are at camp.? s o Discussion: Refer to the ground rules the participants generated at the beginning of the course. Ask: What was the value of generating these ground rules as a group, rather than having us provide them for you? How might you use this process with the girls? What do you do if the girls don t come up with safety ground rules you know are important? Make this point if it is not already made: o Even though you want to generate the "ground rules" with your girls, it is important to add anything that might be important, such as safety issues. Just be sure that the girls understand why the rule is important. o Because safety is always a consideration, and because we want to teach the girls accountability, it is important to work with the girls to establish consequences for violating ground rules. o Parents should be made aware of the ground rules/contracts that is established and be aware of the consequences of misbehavior. i.e. What if someone needs to be sent home? Point out: Page 17 of the workbook: Sample Brownie Contract. And explain that having a written contract that girls/and parents sign is a good thing to do with girls, at any grade level. Problem Scenarios - 10 min o After giving an example, LG? Possible example: Some girls are very afraid of bugs as well as leery of cabins with no doors and windows, primarily because of bugs and critters. We had to work with her before she went to Camp and made sure the adult in charge could support her if she demonstrated unreasonable fear. Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 22

23 MODULE TWO: GIRL READINESS AND OTHER BEHAVIORAL TOPICS o o o o o Ask: Given your experience with your girls up to now, what kinds of situations can you imagine happening that might require some problem solving? What are some potential problems be faced with or fears they might have? Emphasize: In addition to dealing with individual needs and fears, a part of successful planning is anticipating problems that might occur when a group is together for an extended period of time, AND as we discussed before, establishing a behavior contract/agreements/ground rules before going on the overnight. Complete this step by referring participants to workbook pages 22-25: Responses for Camper Situations-Get the Right Tools for the Job. Point out that these pages include suggestions for dealing with different types of situations relating to girl behavior. Other Safety Procedures 5 Min Brainstorm answers to the following question: What are some other rules/procedures you should be aware of on an overnight experience? i.e. site orientation, emergency procedures o Introduce the Trip Action Plan Workbook page 18. Give them a moment to review and then discuss how this tool can be used, this is a shorted version of it and it is available on form section of GSWW s website in writable format. o o Refer the participants to pages in their workbook: What Would You Do If.? These pages provide scenarios of possible behavior of girls adjusting to new situations away from home and living in groups. Review some of the scenarios, discuss how they could be prevented or resolved. Answer questions and address concerns. Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 23

24 MODULE TWO: GIRL READINESS AND OTHER BEHAVIORAL TOPICS End Step Four: Managing Girl Behavior Module Two LG SG STEP FIVE: RESPECTING THE ENVIRONMENT Min Leave No Trace - 15 Min o Do a quick review of the concept of Leave No Trace. Relate it to the idea that Girl Scouts always leave a place better than they found it. o Have group brainstorm other LNT concepts they remember. o Skits Ask for volunteers (enough for each skit card). Hand them the card and give them a few minutes to review the skit dialogue. Have each skit presented and discuss each one and the principle involved. o After the skits, discuss how skits like this might be used with girls, and other possible ways these principles might be stressed with the girls. Refer back to brainstormed list to relate list to skits. Refer participants to the online resource: Outdoor Manners with Wildlife Encounters. Give them a moment to review the content. Suggest they work with the girls on the concepts presented. Getting Up and Getting Out min Note: The participants have been sitting for awhile so it is time to do something active. This step can be inserted anywhere you feel it is necessary. Watch body language. You may want to do this a bit earlier. You could break into small groups for the hike, and have each facilitator take a group. Emphasize Leave No Trace on the Hike. o Site Visit: If the weather permits, take a walking tour of the site. It will help adults better understand the need for some of the safety procedures, especially if you ask them to keep them in mind as they do the walk. After returning have them share what they noticed and evaluate their own readiness for an outdoor overnight environment. Note: Possible things to point out include: safety procedures (staying in the unit); location of kitchen items, foods, fuels (wood) and water; Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 24

25 MODULE TWO: GIRL READINESS AND OTHER BEHAVIORAL TOPICS condition of BIFFY (how to clean if necessary). This could be a good time to 1) do an outdoor flag ceremony, examine sleeping bags and provide extra blankets, etc. instead of waiting until after dark. During the site visit participants can also be thinking of what their personal needs are, such as a low bunk, or a short route to the biffy. If all the personal gear is in one place it also gives them a chance to see how much needs to be transported by a troop; they will understand why girls must bring only items on the list. chooses their own song or game o Songs and Games: This is also a good time for an outdoor game or an active song. Then have participants do the Module two evaluation. Note: Whatever time you do this be sure you are not just teaching Brownie songs or games. Introduce something for Juniors or all the way up to Ambassadors some time during the course. Note: If and when you teach a song, point out the online resource: Leading Songs for them to use in the future. End Step Five: Respecting the Environment Module Two End Module Two: Girl Readiness and other Behavioral Topic Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 25

26 MODULE THREE: PLANNING & PREPARING FOR AN OVERNIGHT EXPERIENCE WITH THE GIRLS 1 Hour 35 Min OBJECTIVES participants will: Identify appropriate troop equipment for an overnight. Identify appropriate clothing for camp given a variety of weather conditions and assemble an individual packing list Develop strategies for helping girls budget that are appropriate for their grade levels Discuss meal planning with girls; formulate a possible menu and shopping list taking into consideration dietary needs Identify appropriate roles for leaders and parents while at camp SG,LG to STEP ONE: POLICIES AND PROCEDURES 20 Min Scavenger Hunt 10 Min o Remind them of the purpose of the following documents: Volunteer Essentials (Chapter four: Safety Wise), Safety Activity Checkpoints and GSWW Properties. Limited versions of Volunteer Essentials and Safety Activity Checkpoints are in the book boxes, let participants know that the complete version is on the GSWW website. Break into small groups. Refer them to workbook page 26: Scavenger Hunt, and have them review the resources for answers to the questions on the scavenger hunt such as: a) parent permission and transportation; b) emergency procedures (i.e. use of air horn, fire safety, what to do in case of ;) c) health and safety (i.e. buddy system, dispensing medicines) ANSWERS TO SCAVENGER HUNT You should double check page numbers. Page numbers change from year to year. An outdoor overnight experience at a GSWW site Volunteer Essentials Most of Chapter 4 GSWW Properties All the site information Safety Activity Checkpoints Group Camping Checkpoint Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 26

27 MODULE THREE: PLANNING & PREPARING FOR AN OVERNIGHT EXPERIENCE WITH THE GIRLS 1 Hour 35 Min (Pages 11-26) and info on how to reserved a GSWW camp 1-4 Parent permission and transportation Volunteer Essentials transportation and GS Safety Guidelines GSWW Properties Page 4, Vehicles Safety Activity Checkpoints Page 57, Transportation What to do in case of an emergency Volunteer Essentials GSWW Properties Pages Page 5, Emergencies in camp. Safety Activity Checkpoints Preventive for each topic Health & Safety Volunteer Essentials GSWW Properties Pages Page 4-7, Health & Safety Safety Activity Checkpoints Whole book Waterfront use Volunteer Essentials Page 35 approaching activities, not much else GSWW Properties Page 7, Waterfront use Safety Activity Checkpoints Canoeing and Swimming Checkpoint Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 27

28 MODULE THREE: PLANNING & PREPARING FOR AN OVERNIGHT EXPERIENCE WITH THE GIRLS 1 Hour 35 Min Council Forms 5 Min o Discuss the forms required for an outdoor experience and the reasons behind them. Show participants Guide to planning a trip one of the forms available on the GSWW Website that lists all the forms; discuss timing and routing. End step One: Policies and Procedures Module Three Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 28

29 MODULE THREE: PLANNING & PREPARING FOR AN OVERNIGHT EXPERIENCE WITH THE GIRLS 1 Hour 35 Min LG LG? STEP TWO: WHAT TO BRING? 30 Min Equipment 20 Min o Have them review the Imaginary Troop Schedule and Menu on pages 27 of the workbook. Brainstorm and list on the easel the kind of equipment they would need for this particular schedule and menu. o Use the sample Troop Equipment list on workbook pages 28, and then have them individually compare this list as well as the one they have generated to what individual sites provides found in Camping on GSWW Properties. Briefly share comments. o Have the group use the above lists to inventory the equipment provided by the camp and that brought by the facilitators. This will reinforce the discussion and help when it is time to use the equipment. o Remind them that unless they are attending an encampment where food is provided for them, food needs to be part of their planning and supplies. Working with girls to plan menus and purchase food will be discussed a little later in the course. Developing Personal Packing Lists 10 Min Note: emphasis here is on dressing for the Weather o Demonstration: Demonstrate characteristics of fleece, wool and cotton. Solicit reactions and observations; relate this to clothing selection and staying warm. Refer them to workbook pages 29-30: Tips on Keeping Warm & Dry. Ask them how they could share this knowledge with girls and parents? Note: You could do the above demonstration as an inquirybased activity asking them to decide which type of clothing fabric would be best for staying warm. This is really the way Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 29

30 MODULE THREE: PLANNING & PREPARING FOR AN OVERNIGHT EXPERIENCE WITH THE GIRLS 1 Hour 35 Min they should do it with the girls. o Lecturette: Discuss layering, the importance of wearing a hat (day and night because the top of our head is a heat window.) o Demonstration of a bedroll with some clothing in Ziplocs will again encourage everyone to bring only items on the list and allow a discussion of girls packing their gear and transporting it to the unit. Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 30

31 MODULE THREE: PLANNING & PREPARING FOR AN OVERNIGHT EXPERIENCE WITH THE GIRLS 1 Hour 35 Min SG LG? o Clothing Related problems: Work with a partner to come up with solutions for two of the problems listed on Workbook Pages 31: Clothing Related Problems Allow 5 Minutes Have them share ideas with the rest of the group. o Refer them to workbook page 32: Sample Packing List as a resource. o Ask: How will you work with the girls to help them learn about this information? How about the parents? End Step Two: Equipment and Supplies and Clothing Module Three STEP THREE: PLANNING WITH THE GIRLS 45 Min Grade/Age Level Differences 20 Min o Prepare preprinted sheet with the following questions listed on it. Preprinted SG to R? o Remind them of the importance of girl planning/girl led events in Girl Scouting. Then ask them to consider for a moment how they might involve their girls in planning for the overnight experience. How can (your grade level) plan program activities for an outdoor experience? In what ways can (your grade level) participate in the budgeting and raising money for an outdoor experience? How might (your grade level) decide on the schedule for the outdoor experience? o Use the existing grade level groups and present the following tie up: Who should plan program for an outdoor experience? Who should do the budgeting? How should the schedule be planned? We have learned over time that girls of all ages can have a lot of responsibility when Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 31

32 MODULE THREE: PLANNING & PREPARING FOR AN OVERNIGHT EXPERIENCE WITH THE GIRLS 1 Hour 35 Min Easel Paper, felt pens planning for an overnight experience. We are going to spend a little time identifying ways we can help girls do that planning. In your small group, brainstorm your answers to the questions listed here and record your ideas on the easel paper. Label your paper with your grade level. o Give each group easel paper and felt pens. Allow 10 minutes to brainstorm and record. o Have the participants post their ideas. Do a gallery walk. To do a gallery walk, have each group stand by their poster. Then ask each group to move to the next poster clockwise. Have them read what they see there. They can add ideas to the sheet. Allow 2-3 minutes and then have them shift to the next poster. Continue doing this until every group has read and had an opportunity to share their ideas at each location. Budget 5 Min o Briefly mention budgeting with girls by making the following points: o The girls need to know what it costs for the event including food, program supplies, encampment fees etc., and that it comes from the troop account. o The older the girls the more they can plan their meals with their budget in mind. o Budgeting is a valuable skill girls can learn over time with age level progression in mind. Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 32

33 MODULE THREE: PLANNING & PREPARING FOR AN OVERNIGHT EXPERIENCE WITH THE GIRLS 1 Hour 35 Min? s Program Planning 10 Min o Point out that at some encampments all the program activities are planned ahead of time. However, if the encampment planners have done their job well, they will provide opportunities for the girls to choose. Otherwise the girls should be directly involved in choosing what they will do programmatically (as we discussed earlier.) Refer them to the Overnight Planning Worksheet on page 38 of their workbook as a resource. Answer questions and address concerns. End Step Three: Planning with the girls Module Three STEP FOUR: Meal Planning Considerations 10 Min o Make the following points: This course qualifies you to work with the girls to plan meals that are cooked with the gas stoves at the camps and in regular kitchens or gas BBQ s. Stick Cookery will also be included with this course so the girls can do S Mores or other types of traditional campfire cooking. If you wish to help the girls learn more advanced outdoor cooking skills such as Dutch oven cooking, then you will need to participate in Outdoor 3. There are many different no-cook menu options that girls can plan for without having to actually cook anything. We encourage you to help especially the younger girls to plan for these types of options to start with. There are many suggestions for these types of cooking, found as an online resource. Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 33

34 MODULE THREE: PLANNING & PREPARING FOR AN OVERNIGHT EXPERIENCE WITH THE GIRLS 1 Hour 35 Min If the girls want to plan for a hot meal, there are menus/recipes for One Pot Meals included as an online resource. You will be preparing a one pot meal this evening. It is important to remember that preparing food in a camping situation is different than the girls experience of doing it in their kitchens at home, or barbecuing in the back yard, even if your girls have had cooking experience. Some girls may have never have had any experience It is also important to remember that unless you are at an encampment where all the meals are prepared for you, the girls should do as much of the food preparation that is consistent with their grade level, but under your supervision. o Appropriate Menus 5 Min Ask: How many of you have planned a menu for an overnight experience for a fairly large group? What factors might determine whether a menu is suitable for a particular group of girls? Solicit ideas and list them on an easel. Ask How might (your grade level) decide on the menu for an outdoor experience? Make sure the following points are covered if they are not mentioned: Age of the group and girls food preferences Ease of preparation Serving size adequate for weather and activity level Cost / Budget The type of overnight experience Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 34

35 MODULE THREE: PLANNING & PREPARING FOR AN OVERNIGHT EXPERIENCE WITH THE GIRLS 1 Hour 35 Min Preprinted o Meal Planning Resource Guides Preprint on the easel the following list of resources. Tell the participants to take a few moments to review what is included there for them and the girls to use as a resource. Allow 5 minutes then solicit comments about how they can use these resources. Menu Planning & Shopping: page 33; Food Shopping Guide: page 34; Budgeting for an Overnight: page 35; Program Planning Worksheet: 38; Guide to Common Can Sizes: resources section online; No Cook Recipes: resources section online; One Pot Meals: resources section online. End Step Three: Planning With the Girls Module Three End Module Three: Planning & Preparing for an Overnight Experience with the Girls Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 35

36 MODULE FOUR: BASIC OUTDOOR SKILLS TIME 1 Hour 30 Minutes + or - OBJECTIVES Participants will: Demonstrate how to teach girls safe use of knife and kitchen tools Demonstrate how to teach girls to tie and release a square knot and a clove hitch Explain how these types of knots can be used. Demonstrate how to light and use a propane lantern and propane stove Learn a strategy for helping girls to demonstrate respect for the environment. 3 SG of to Note: This basic skill session is best done in a round robin format with three stations and a facilitator at each station. Smaller groups allow more hands-on learning. Each round robin session should last approximately minutes. Each session is intended to provide hands-on experience about the basic skills and at the same time provide information on how to teach the girls. It would be helpful if one of the facilitators is designated to keep track of time, and is free enough to warn each group of how much time they have left. This person could also sound the moving signal. STEP ONE: FORM ROUND ROBIN GROUPS 5 Min Use a random process to form three groups. Ideal group size would be between 5-7, but no more than 9. Explain that at each round robin station, the skill will be taught the way they might teach the skill to the girls. Ask them to bring their jack knife which will be used at one of the sessions.. Identify a signal for when groups should move to the next station. STEP TWO: ROUND ROBIN SESSIONS Min Knives and Kitchen Tools Min Note: Participants should come to the knife safety round robin with a jack knife in hand. You can also provide plastic knives for those who do not have a jack knife with them. Continued on next page Revised Outdoor Girl Scouts of Western Washington Feb 2011 Page 36