Headless cron enrichment system + progress checkpoint at 32%

OS cron fires enrich_wave.sh twice nightly (post 23:00 UTC reset); each wave
caps at ~700 keys (~75% window) via enrichment_wave.py --prepare. Fully
headless: one claude -p per batch via xargs, flock-guarded, idempotent.
DB updated to 9541 activities; .gitignore covers enrichment intermediates.

Co-Authored-By: Claude Opus 4.8 (1M context) <noreply@anthropic.com>

.gitignore

@@ -161,23 +161,44 @@ cython_debug/
 # VS Code
 .vscode/
 
-# SQLite databases (keep main database, ignore backups and tests)
+# SQLite databases (keep main database, ignore backups and temp build files)
 *.db.backup
-*test*.db
-*debug*.db
+*.db.bak
+*.db.tmp
+*.db.prefreeze*
 *.sqlite.backup
 *.sqlite3.backup
 
-# Temporary and debug files
-*test*.py
-*debug*.py
-*temp*.py
+# Agent runtime locks
+.claude/scheduled_tasks.lock
+.claude/*.lock
+
+# Temporary files
 *.tmp
 *.backup
 *.bak
 
-# Keep main production database
+# Generated extraction data (regenerated by the pipeline, not version-controlled)
+data/carti-camp-jocuri/
+data/sources/
+data/chunks/
+data/extracted/
+
+# Enrichment pipeline intermediates (LLM output; final result lands in data/activities.db)
+data/enrichment_prompts/
+data/enrichment_parts/
+data/enrichment_batches/
+data/enrichment_wf/
+data/enrichment.json
+
+# Keep main production database, the hand-written index, and committed golden set
 !data/activities.db
+!data/INDEX_MASTER_JOCURI_ACTIVITATI.md
+!data/golden/
+
+# Test fixtures must stay tracked despite the patterns above
+!tests/fixtures/
+!tests/fixtures/**
 
 # Windows
 desktop.ini

ENRICHMENT_PILOT.md

@@ -0,0 +1,71 @@
+# Enrichment PILOT — sign-off required before full-corpus scaling
+
+**Date:** 2026-05-29. Pilot covers **34 activities** (the STOP gate from `HANDOFF.md`
+step 3, guarding ~6–8k LLM calls across the full corpus).
+
+## Pipeline integrity (all green)
+
+| Hop | Expected | Actual |
+|-----|----------|--------|
+| prompts emitted | 34 | 34 |
+| part files on disk (valid JSON, key matches filename) | 34 | 34 |
+| `enrichment.json` entries after `--collect` | 34 | 34 |
+| rebuild overlay: `matched` / `orphaned` | 34 / 0 | **34 / 0** |
+
+No leak at any hop. `orphaned 0` confirms the content_key the rebuild computes
+matches what `run_enrichment` emitted (no dedup rep-selection drift).
+
+## Pilot composition
+
+Deliberately mixed to exercise BOTH operations (corpus is 7076 EN / 2465 RO, so
+en→ro translation is the dominant + highest-risk path):
+
+- **26** rows from `teambuilding_corbu` — all Romanian → **ro→ro polish**
+- **8** rows from `d3959920_outdoor_games` — all English → **en→ro translation**
+
+Result: ~7 genuine en→ro translations + ~27 ro→ro polish.
+
+## Field population (stated vs estimated)
+
+```
+age_group_max     : 0 stated / 30 estimated
+age_group_min     : 0 / 34
+duration_max      : 3 / 29
+duration_min      : 4 / 28
+indoor_outdoor    : 12 / 22
+participants_max  : 0 / 24
+participants_min  : 4 / 30
+space_needed      : 2 / 32
+```
+
+Almost everything is estimated — sources rarely state ages/durations explicitly.
+The pipeline marks every inferred field in `estimated_fields`, and the UI shows an
+`(estimat)` marker, so estimates are transparent to end users.
+
+## What to evaluate (the three sign-off axes)
+
+1. **Translation fidelity (en→ro)** — e.g. *Labels → Etichete*, *Ships in a Fog →
+   Nave în ceață*, *Spot the Colours → Găsește culorile*. Game rules preserved,
+   no moralizing added, proper terms kept.
+2. **Description fidelity / expansion** — ro→ro rows fold in setup/material detail
+   that IS in the source chunk (e.g. *Găsește-ți fratele și sora* adds "carton A6"
+   + "la semnal, toți încep simultan"; *Ce-mi place?* folds in the character-traits
+   discussion). No invented steps observed.
+3. **Estimation plausibility** — mostly reasonable. **Weak spots to judge:** a few
+   age ranges are very wide/defaulted (e.g. *Găsește-ți fratele și sora* → age
+   10–99). If wide age defaults are unacceptable, tighten the ENRICHMENT_PROMPT
+   guidance before scaling.
+
+## Inspect the data yourself
+
+```bash
+sqlite3 data/activities.db "select name, name_ro, language, indoor_outdoor, space_needed, estimated_fields from activities where name_ro is not null;"
+# raw overlay: data/enrichment.json (34 entries)
+# per-activity parts: data/enrichment_parts/*.json
+```
+
+## After sign-off (do NOT auto-proceed)
+
+Scale in waves of ~8–16 Sonnet subagents over the rest of the corpus
+(`run_enrichment.py` is additive + resumable — skips already-enriched keys),
+`--collect`, then final `build_database.py --rebuild --enrichment`.

HANDOFF.md

@@ -0,0 +1,276 @@
+# HANDOFF — Enrichment PILOT done; STOP at user sign-off gate before full-corpus scaling
+
+**Snapshot:** 2026-05-29 (updated). Executing plan `enumerated-petting-badger.md`
+(bilingual index + enrichment + new filters + source download).
+
+**>>> CURRENT STATE (2026-05-29): user SIGNED OFF on the pilot → full-corpus
+enrichment SCALING IN PROGRESS via 8 PARALLEL background Workflows on Sonnet.
+Parts on disk (`data/enrichment_parts/<key>.json`) = the durable checkpoint. <<<**
+
+Two earlier single-workflow runs were stopped: the first ran on Opus by mistake
+(workflow `agent()` inherits the main-loop model unless `model:'sonnet'` is passed —
+fixed). Measured rate: ~4.7 keys/min single-shard, ~17 keys/min at 3 shards (linear,
+no real rate-limit errors — the "429" hits in transcripts are line numbers in chunk
+text, not API errors). Concurrency is capped at 2 PER workflow (`nproc`=4 →
+`min(16,cores-2)`), so parallelism = run many workflows.
+
+**8 shard scripts: `data/enrichment_wf/shard_0.js` … `shard_7.js`**, each owns a
+disjoint batch range of `data/enrichment_batches/batch_NNNN.txt` (780 batches × ~12
+keys = 9357 keys; ranges: s0 [0,98) s1 [98,196) s2 [196,294) s3 [294,392) s4 [392,490)
+s5 [490,588) s6 [588,686) s7 [686,780)). Each agent is IDEMPOTENT (skips keys whose
+part already exists + parses), so re-launching any shard is safe. Run IDs:
+s0 `wf_3c314d06-01c` · s1 `wf_ecc7d151-a11` · s2 `wf_4156be35-748` ·
+s3 `wf_fa16abee-17a` · s4 `wf_a0f595b8-8fe` · s5 `wf_b3505593-09a` ·
+s6 `wf_ad0d731e-12e` · s7 `wf_a919a99b-1d2`.
+
+### ▶ RESUME HERE (2026-06-01 — THROTTLED CRON SYSTEM now drives enrichment)
+
+**Enrichment progress: 3074 / 9541 done (32.2%), ~6467 missing.** Nothing running.
+Parts on disk (`data/enrichment_parts/*.json`) are the durable, idempotent checkpoint.
+
+**A paced wave system now runs FULLY HEADLESS via the LXC's OS cron — NO Claude
+session required.** Fixes the "always runs to exhaustion" bug: each wave caps at
+~75% of a 5h window and the next window is reached by time (cron).
+
+ARCHITECTURE: OS cron → `scripts/enrich_wave.sh` → one `claude -p` per batch,
+PAR-way parallel (OS-level — NOT the Workflow tool, which can't be used headless:
+`claude -p` is one-shot and would exit before background workflows finish). Each
+headless `claude -p` reads a batch file and writes `data/enrichment_parts/<key>.json`.
+
+- **`scripts/enrichment_wave.py`** (prepares a bounded wave, no LLM):
+  - `--status` — read-only progress (done / missing / pct / corrupt count).
+  - `--prepare --keys 700 --no-shards` — drop corrupt parts; take FIRST 700
+    sorted-missing keys; write batch files for ONLY those; print
+    `WAVE: PREPARED …` or `WAVE: COMPLETE`. `--no-shards` = batch files only
+    (the headless path). (Without `--no-shards` it also regenerates Workflow shard
+    JS from `data/enrichment_wf/shard.js.tmpl` — only needed for the old Workflow path.)
+- **`scripts/enrich_wave.sh [KEYS] [PAR]`** (the headless orchestrator, run by cron):
+  flock-guarded (waves never overlap); `--prepare`; if `WAVE: COMPLETE` → `--collect`
+  + `--rebuild` and stop; else `xargs -P PAR` one `claude -p` per batch
+  (`--allowedTools Bash(python3:*),Read,Write,Bash(cat:*),Bash(ls:*)`, `</dev/null`).
+  Logs to `/workspace/.claude-logs/enrich_<ts>.log`. Detects + logs "WINDOW EXHAUSTED".
+- **OS crontab (user `claude`, `crontab -l` to view):** two night fires
+  `20 23 * * *` and `50 0 * * *` UTC (= 02:20 & 03:50 EEST). Timed AFTER the live-
+  confirmed **23:00 UTC usage-window reset** so both land in the fresh post-reset
+  window (user asleep → safe to use it fully; two 700-caps top out at the window's
+  ~950 capacity). Self-healing: a fire into an exhausted window is a harmless no-op
+  (`claude -p` prints "session limit", writes nothing) and those keys retry next fire.
+
+**Auth caveat:** headless `claude -p` uses the OAuth token in
+`~/.claude/.credentials.json` (verified working). If it ever expires and can't refresh
+non-interactively, cron fires fail with auth errors → user must `claude` login once.
+
+**Manual fallback (one wave, any time, no session needed):**
+```bash
+/workspace/game-library/scripts/enrich_wave.sh 700 6      # runs a full wave now
+# or step-by-step:
+python3 scripts/enrichment_wave.py --status               # progress
+python3 scripts/run_enrichment.py --collect && python3 scripts/build_database.py --rebuild  # at WAVE: COMPLETE
+#   gate: rebuild must print enrichment {N} (matched N, orphaned 0)
+```
+
+**Control:** `crontab -e` to retime/disable; `crontab -r` removes all. Tune `--keys`
+(KEYS arg) up to drain faster, down if logs show "WINDOW EXHAUSTED" early. One full
+window ≈ 950 keys ≈ 100%.
+
+**Hard facts learned:**
+- Workflow concurrency is capped at **2 per workflow** (`nproc`=4 → `min(16,cores-2)`); parallelism = run many workflow processes. 3 shards measured ~17 keys/min (linear, no real rate-limit).
+- Workflow `agent()` inherits the **main-loop model unless `model:'sonnet'` is passed** — the FIRST run silently used Opus; always pass model.
+- The full corpus does **NOT fit in one 5h usage window** — it needs SEVERAL windows. Parallelism only cuts wall-clock inside a window, not total token budget.
+- Main-session token drain was **polling** (sleep/grep loops), NOT launching workflows. Launch + wait-for-notification only.
+- StructuredOutput failures appear when a window exhausts mid-run — harmless; idempotent skip + the regenerate-from-missing reconcile recover every dropped key.
+
+(prev note) Earlier STOPPED at 593/9541 — hit 92% of the 5h Anthropic
+usage window (resets 23:00 UTC). KEY LESSON: the full corpus does NOT fit in one 5h
+window; 6.2% + the session's other work already used ~92%. Enrichment must be spread
+across MANY 5h windows (parallelism only cuts wall-clock inside a window, not total
+token budget). Resume model: after each window reset, regenerate batches from
+currently-missing, relaunch a bounded number of shards, stop before the window
+exhausts. Idempotent shards + parts-on-disk make this safe to repeat. Consider a
+cron/scheduled job that runs a bounded wave each reset.
+
+**To regenerate batches from currently-missing + relaunch a shard** (reconcile):
+```bash
+python3 - <<'PY'
+import glob, os
+BATCH=12
+missing=sorted(os.path.basename(p)[:-9-len('.md')] for p in glob.glob('data/enrichment_prompts/*.prompt.md')
+               if not os.path.exists('data/enrichment_parts/'+os.path.basename(p)[:-len('.prompt.md')]+'.json'))
+for old in glob.glob('data/enrichment_batches/batch_*.txt'): os.remove(old)
+for n,i in enumerate(range(0,len(missing),BATCH)):
+    open(f'data/enrichment_batches/batch_{n:04d}.txt','w').write('\n'.join(missing[i:i+BATCH])+'\n')
+print('missing',len(missing),'batches',n+1)
+PY
+# then edit START/END in the shard files to cover the new batch count and re-invoke Workflow({scriptPath: 'data/enrichment_wf/shard_K.js'})
+```
+
+### Resume / completion procedure (do this when the workflow finishes — or to continue a new session)
+
+The pipeline is RESUMABLE: parts on disk are truth; re-running regenerates work only for missing keys.
+
+1. **Rebuild the batch list from what's still missing** (prompt exists, part absent), then re-run the workflow for the gap:
+   ```bash
+   # regenerate batch files for missing keys (script below already lives in shell history; logic:
+   #   for each data/enrichment_prompts/<key>.prompt.md with no data/enrichment_parts/<key>.json,
+   #   split into data/enrichment_batches/batch_NNNN.txt of 12)
+   ```
+   The workflow script is at
+   `.../workflows/scripts/enrich-corpus-wf_440c0a2f-17f.js` (nBatches hardcoded → update it to the new batch count, or it defaults to 793). Re-invoke with `{scriptPath: ...}`.
+2. **Reconcile loop** (expect 2–3 passes — some parts WILL drop: flaky agents, a stray quote that slips re-validation): repeat step 1 until `missing == 0`.
+3. **Collect + final rebuild ONCE at the end** (don't rebuild after every wave — 9541 rows is wasted work):
+   ```bash
+   python3 scripts/run_enrichment.py --collect      # robust: repairs stray-quote parts, skips+reports truly-broken
+   python3 scripts/build_database.py --rebuild       # picks up --enrichment by default
+   ```
+   **Gate:** rebuild must print `enrichment {entries} (matched {entries}, orphaned 0)`. Done-criterion is the reconcile counts converging: `emitted == parts-on-disk == entries == matched`.
+
+### ⚠ FREEZE IS NOW LOCKED
+Enrichment content_keys depend on the current freeze. The earlier "re-freezing is safe"
+note is **INVERTED** now — do NOT re-extract or re-freeze `data/extracted/` until the
+final `--rebuild`, or content_keys drift and the overlay orphans.
+
+## Where we are
+
+| Step (plan Part C) | Status |
+|--------------------|--------|
+| 1. Finish extraction | **DONE** — 582 chunks extracted & valid (7 re-extracted this session); 6 content-filter-blocked, accepted as missing |
+| 2. Land code Part A1–A4 (model/schema/merge) | **DONE & committed** |
+| 2b. Code Part A5–A8 (UI/search/download) | **DONE & committed** |
+| 2c. Code Part B2–B4 (enrichment pipeline) | **DONE & committed** |
+| 3. Freeze rebuild (freezes content_keys) | **DONE** — `data/activities.db` = **9541 activities** (re-frozen with the 7 chunks) |
+| Part D tests | **DONE** — `tests/test_enrichment.py`, 99 pass total |
+| 4. Enrichment pilot → **STOP for user sign-off** | **DONE — 34 activities enriched (26 ro-polish + 8 en→ro), pipeline 34/34 matched, 0 orphaned. AWAITING SIGN-OFF.** |
+| 5. Final rebuild `--enrichment` | not started (post sign-off) |
+
+## The 7 re-extracted chunks (this session)
+
+Re-extracted via Sonnet subagents, all valid JSON, re-frozen into the corpus.
+One (`d297a434…part01`) had an activity named "Eu" (<3 chars, schema-rejected);
+renamed faithfully to "Eu sunt..." (matches the source affirmation). The 6
+content-filter-blocked chunks remain accepted as missing.
+
+Everything is committed except whatever this session leaves dirty. `data/extracted/*.json`
+is gitignored (575 files on disk, durable across /clear).
+
+## The 13 missing chunks (out of 588)
+
+**6 content-filter-blocked** (Anthropic safety; accept as missing — marginal loss):
+- `87850302_dragon_sleepdeprived.part73 / .part85 / .part94` (camp song lyrics)
+- `c3162825_resource_pack__learning_by_playing_catalunya_…part94 / .part95 / .part96`
+
+**7 need RE-EXTRACTION** (their malformed-original JSON was destroyed — see "json_repair
+incident" below; re-extract once the subagent session limit resets, ~5pm UTC):
+```
+3f9c8232_teambuilding_corbu_29092023.part01
+5f959f85_scoli_fara_bullying.part02
+83057f6e_31_scurta_incursiune_printre_jocurile_copilariei_asociatia_c.part04
+d297a434_07_cartea_mare_a_jocurilor_salvati_copiii_suedia_unicef.part01
+d297a434_07_cartea_mare_a_jocurilor_salvati_copiii_suedia_unicef.part04
+d5e51389_09_culegere_de_jocuri_si_povestiri_impact_noi_orizonturi.part05
+e3bd0953_02_1001_idei_pentru_o_educatie_timpurie_de_calitate_minister.part03
+```
+Re-extract these (Sonnet subagents, one Agent call each, the per-chunk prompt is at
+`data/chunks/_prompts/<key>.prompt.md`), then **re-run the freeze rebuild** so they join
+the corpus before enrichment. Re-freezing is safe now — enrichment has NOT run, so no
+overlay keys depend on the current freeze yet.
+
+## The json_repair incident (important — root cause + what was fixed)
+
+Subagents **systematically emit unescaped ASCII `"` inside string values** (Romanian
+text like `„Unu"` uses a closing `"` that terminates the JSON string early). ~34 files
+were affected.
+
+First repair attempt used the `json_repair` lib. **It truncates**: on a stray quote it
+ends the string and reinterprets the trailing text as a new key, silently dropping the
+rest of the value and injecting garbage keys. Schema `additionalProperties:false` caught
+the garbage-key cases (8 files dropped at rebuild), but the truncation that didn't create
+an extra key slipped through. Applying json_repair output to disk also **overwrote the
+malformed originals** for those 8 → originals lost → those (now 7, one recovered) need
+re-extraction.
+
+**Fix:** `scripts/repair_extractions.py` was rewritten to use a faithful char-scanner
+(`escape_stray_quotes`) that **escapes** stray quotes (`\"`) instead of splitting on them,
+validates against the real schema, and only replaces a valid top-level file when the
+repaired version carries **strictly more text** (a length guard that catches truncated
+json_repair output while leaving genuine extractions untouched). Re-running it cleanly
+repaired the affected files; the final freeze had **0 schema-rejected, 0 invalid**.
+`json_repair` is no longer used anywhere. Do NOT reintroduce it.
+
+`build_database.py` does NOT depend on the repair script (the "DB regenerable from
+data/extracted/" invariant holds — plain `json.loads` only).
+
+## What the code does now (all committed)
+
+**Part A — plumbing (corpus-independent):**
+- `app/models/database.py`: new columns `name_ro/description_ro/rules_ro/variations_ro,
+  indoor_outdoor, space_needed, estimated_fields(JSON), source_id, source_ids(JSON),
+  chunk_key`; FTS5 indexes the 4 `*_ro` columns (CREATE + all 3 triggers — kept in sync);
+  indexes on `indoor_outdoor`/`space_needed`; `search_activities` gained `indoor_outdoor`
+  and `space_needed` equality kwargs; `_update_category_counts` feeds both new axes into
+  the categories table so dropdowns populate.
+- `app/models/activity.py`: new fields + `to_dict`/`from_dict`; helpers `get_display_name`
+  / `get_display_description` / `get_display_rules` / `get_display_variations`
+  (RO-primary, EN fallback), `has_translation`, `is_estimated(field)`,
+  `get_indoor_outdoor_display`, `get_space_needed_display`.
+- `app/config_taxonomy.py`: `INDOOR_OUTDOOR`, `SPACE_NEEDED` enums + RO labels +
+  `normalize_indoor_outdoor` / `normalize_space_needed` (None on unrecognised, no
+  fallback — never fabricate a value) + display-name helpers.
+- `scripts/build_database.py`: `dict_to_activity` sets `source_id`+`chunk_key`;
+  `merge_cluster` unions `source_ids` and carries rep's `source_id`/`chunk_key` but
+  **never** touches enrichment fields (those are applied post-dedup).
+
+**Part A — UI/search:**
+- `app/services/search.py`: `_map_filters_to_db_fields` maps `indoor_outdoor`/
+  `space_needed` to DB equality filters.
+- `app/web/routes.py`: new `/source/<id>` download route — **shipped DARK behind
+  `SOURCE_DOWNLOAD_ENABLED` (default false; copyright exposure, user opts in)**; resolves
+  `source_file` under `CORPUS_DIR` via `send_from_directory` (traversal-safe, 404s for
+  web-mirror sources). `DISPLAY_NAMES` extended with both new axes.
+- `app/config.py`: `SOURCE_DOWNLOAD_ENABLED`, `CORPUS_DIR`.
+- Templates: `index.html`/`results.html` have the 2 new dropdowns; cards use display
+  helpers + `(estimat)` markers; `activity.html` is RO-primary with a collapsible
+  "Text original" section, indoor/space cards, estimat markers, and the download link
+  (only when the flag is on). `main.css` has `.estimated` / `.original-text` styles.
+
+**Part B — enrichment pipeline (built, not yet run):**
+- `scripts/build_database.py`: `load_enrichment` + `apply_enrichment(activities, enrichment)`
+  applied **right after** `apply_review_decisions`, on the post-dedup list, keyed on
+  `import_common.content_key(normalized_name, language, _normalize_text(description))`
+  (reused verbatim). CLI `--enrichment` (default `data/enrichment.json`). QA report prints
+  `enrichment {entries, matched, orphaned}` + per-field **stated vs estimated** counts.
+  Translated/expanded text is NOT re-validated against source (by design).
+- `scripts/run_enrichment.py`: reads the rebuilt DB, computes each row's content_key,
+  skips rows already in `data/enrichment_parts/<key>.json` (resumable), emits one prompt
+  per activity to `data/enrichment_prompts/` (current EN fields + source chunk text via
+  `find_chunk_text`). Pilot scoping: `--source <substr>` and/or `--limit N`. `--collect`
+  merges parts → `data/enrichment.json`.
+- `scripts/ENRICHMENT_PROMPT.md`: single-pass rules — translate faithfully, expand
+  `description_ro` ONLY from chunk text, mark inferred filter fields in `estimated_fields`,
+  fixed enum vocab, output `data/enrichment_parts/<content_key>.json` including `content_key`.
+
+## Exact next steps
+
+1. **Re-extract the 7 chunks** above (after session-limit reset). Verify each writes valid
+   JSON (`python3 -c "import json,glob; [json.loads(open(f).read()) for f in glob.glob('data/extracted/*.json')]"`).
+   If any come back malformed, `python3 scripts/repair_extractions.py --apply` (faithful now).
+2. **Re-freeze:** `python3 scripts/build_database.py --rebuild` — confirm 0 schema-rejected,
+   note the new total (~9418 + the 7 chunks' activities).
+3. **Enrichment PILOT** (plan B5 — the STOP gate guarding 6–8k LLM calls):
+   - Pick one source, e.g. `python3 scripts/run_enrichment.py --source teambuilding_corbu`
+     (or `--limit 30`). This writes prompts to `data/enrichment_prompts/`.
+   - Launch a small wave of Sonnet subagents on those prompts (each writes
+     `data/enrichment_parts/<key>.json`).
+   - `python3 scripts/run_enrichment.py --collect` → `data/enrichment.json`.
+   - `python3 scripts/build_database.py --rebuild` (picks up `--enrichment` by default).
+   - **STOP. Hand the user translation-quality + estimation-plausibility + description-
+     fidelity samples and get sign-off BEFORE scaling to the full corpus.** Do not
+     auto-proceed past this gate.
+4. After sign-off: scale enrichment in waves of ~8–16 Sonnet subagents, `--collect`,
+   final `--rebuild --enrichment`.
+
+## Verify / run
+
+- Tests: `python3 -m pytest tests/ -q` → 99 pass.
+- App: `SOURCE_DOWNLOAD_ENABLED` is false by default (download link hidden). Set it true
+  only if the user accepts the copyright exposure of serving original files.
+- `data/activities.db.bak` is the pre-this-freeze backup.

Pipfile

@@ -16,6 +16,9 @@ pdfplumber = "*"
 pypdf2 = "*"
 beautifulsoup4 = "*"
 chardet = "*"
+python-pptx = "*"
+jsonschema = "*"
+rapidfuzz = "*"
 
 [dev-packages]
 pytest = "~=7.4.0"

app/config.py

@@ -22,6 +22,18 @@ class Config:
     # Search settings
     SEARCH_RESULTS_LIMIT = int(os.environ.get('SEARCH_RESULTS_LIMIT', '100'))
     FTS_ENABLED = True
+
+    # Source-file download (plan A6). Shipped DARK by default: serving the
+    # original PDFs/books carries a copyright exposure the user must opt into.
+    # The /source/<id> route 404s entirely while this is false; the UI hides
+    # the download link. Enable with SOURCE_DOWNLOAD_ENABLED=true.
+    SOURCE_DOWNLOAD_ENABLED = (
+        os.environ.get('SOURCE_DOWNLOAD_ENABLED', 'false').lower() == 'true'
+    )
+    # Root of the original corpus. source_file values are relative to this.
+    CORPUS_DIR = os.environ.get('CORPUS_DIR') or str(
+        Path(__file__).parent.parent / 'data' / 'carti-camp-jocuri'
+    )
     
     @staticmethod
     def ensure_directories():

app/config_taxonomy.py

@@ -0,0 +1,313 @@
+"""
+Controlled category taxonomy for game-library.
+
+Single source of truth for activity categories. The DB stores the *slug*;
+the UI displays the Romanian name. `category` (thematic domain) and
+`content_type` (form of the content) are INDEPENDENT axes — see plan §2.
+"""
+
+import unicodedata
+import re
+from typing import Dict, List, Optional
+
+# --- Categories (thematic domain) --------------------------------------------
+# slug -> Romanian display name. ~16 fixed slugs; `altele` is the mandatory
+# fallback and MUST always be present.
+CATEGORIES: Dict[str, str] = {
+    "jocuri-cercetasesti": "Jocuri cercetășești",
+    "team-building": "Team-building",
+    "icebreakers": "Icebreakers / spargerea gheții",
+    "camp-outdoor": "Tabără și activități în aer liber",
+    "wide-games": "Wide games / jocuri de teren",
+    "orientare": "Orientare",
+    "prim-ajutor": "Prim ajutor",
+    "escape-room-puzzle": "Escape room și puzzle",
+    "creative-stem": "Creativitate și STEM",
+    "sports-active": "Sport și activități fizice",
+    "cantece-ceremonii": "Cântece și ceremonii",
+    "retete": "Rețete",
+    "supravietuire": "Supraviețuire",
+    "integrare-incluziune": "Integrare și incluziune",
+    "conflict-empatie": "Conflict și empatie",
+    "altele": "Altele",
+}
+
+# Mandatory fallback slug.
+FALLBACK_CATEGORY = "altele"
+
+# Ordered list of valid slugs.
+CATEGORY_SLUGS: List[str] = list(CATEGORIES.keys())
+
+# --- Content type (form of the content) --------------------------------------
+# Independent axis from `category`. The UI default search excludes the
+# non-game content types (see plan §6).
+CONTENT_TYPES: Dict[str, str] = {
+    "joc": "Joc",
+    "activitate": "Activitate",
+    "reteta": "Rețetă",
+    "cantec": "Cântec",
+    "ceremonie": "Ceremonie",
+}
+
+CONTENT_TYPE_SLUGS: List[str] = list(CONTENT_TYPES.keys())
+
+# Content types considered "non-game" — excluded from the default UI search.
+NON_GAME_CONTENT_TYPES: List[str] = ["reteta", "cantec", "ceremonie"]
+
+DEFAULT_CONTENT_TYPE = "activitate"
+
+# --- Aliases -----------------------------------------------------------------
+# Map of normalized arbitrary strings -> canonical slug. Keys are already
+# diacritic-stripped, lowercased and hyphenated (see _slugify). This catches
+# legacy / messy values from the old DB and common English/Romanian variants.
+_CATEGORY_ALIASES: Dict[str, str] = {
+    # legacy junk
+    "general-activity": "altele",
+    "general": "altele",
+    "educational": "creative-stem",
+    "d": "altele",
+    "a": "altele",
+    "b": "altele",
+    "c": "altele",
+    # scouting
+    "cercetasie": "jocuri-cercetasesti",
+    "cercetasesti": "jocuri-cercetasesti",
+    "scout": "jocuri-cercetasesti",
+    "scouting": "jocuri-cercetasesti",
+    "scout-games": "jocuri-cercetasesti",
+    "jocuri-cercetasesti": "jocuri-cercetasesti",
+    # team building
+    "teambuilding": "team-building",
+    "team": "team-building",
+    "cooperare": "team-building",
+    # icebreakers
+    "icebreaker": "icebreakers",
+    "spargerea-ghetii": "icebreakers",
+    "cunoastere": "icebreakers",
+    "energizers": "icebreakers",
+    "energizer": "icebreakers",
+    # camp / outdoor
+    "camp": "camp-outdoor",
+    "tabara": "camp-outdoor",
+    "outdoor": "camp-outdoor",
+    "aer-liber": "camp-outdoor",
+    # wide games
+    "wide-game": "wide-games",
+    "jocuri-de-teren": "wide-games",
+    "joc-de-teren": "wide-games",
+    "big-games": "wide-games",
+    # orientare
+    "orienteering": "orientare",
+    "navigatie": "orientare",
+    # prim ajutor
+    "first-aid": "prim-ajutor",
+    "primul-ajutor": "prim-ajutor",
+    # escape room / puzzle
+    "escape-room": "escape-room-puzzle",
+    "escaperoom": "escape-room-puzzle",
+    "puzzle": "escape-room-puzzle",
+    "puzzles": "escape-room-puzzle",
+    "ghicitori": "escape-room-puzzle",
+    # creative / stem
+    "creative": "creative-stem",
+    "creativitate": "creative-stem",
+    "stem": "creative-stem",
+    "arts-and-crafts": "creative-stem",
+    "craft": "creative-stem",
+    "crafts": "creative-stem",
+    "stiinta": "creative-stem",
+    # sports
+    "sport": "sports-active",
+    "sports": "sports-active",
+    "sportive": "sports-active",
+    "active": "sports-active",
+    "miscare": "sports-active",
+    "physical": "sports-active",
+    # songs / ceremonies
+    "cantece": "cantece-ceremonii",
+    "cantec": "cantece-ceremonii",
+    "songs": "cantece-ceremonii",
+    "ceremonii": "cantece-ceremonii",
+    "ceremonie": "cantece-ceremonii",
+    "ceremony": "cantece-ceremonii",
+    # recipes
+    "reteta": "retete",
+    "recipe": "retete",
+    "recipes": "retete",
+    "cooking": "retete",
+    "gatit": "retete",
+    # survival
+    "survival": "supravietuire",
+    "supravietuire": "supravietuire",
+    # inclusion
+    "integrare": "integrare-incluziune",
+    "incluziune": "integrare-incluziune",
+    "inclusion": "integrare-incluziune",
+    # conflict / empathy
+    "conflict": "conflict-empatie",
+    "empatie": "conflict-empatie",
+    "empathy": "conflict-empatie",
+    "rezolvarea-conflictelor": "conflict-empatie",
+    # fallback
+    "altele": "altele",
+    "other": "altele",
+    "others": "altele",
+    "misc": "altele",
+}
+
+
+def _slugify(value: str) -> str:
+    """Lowercase, strip diacritics, collapse non-alphanumerics to hyphens."""
+    if not value:
+        return ""
+    # Decompose accents (ă -> a, ș -> s, ț -> t, etc.)
+    decomposed = unicodedata.normalize("NFKD", value)
+    ascii_str = "".join(c for c in decomposed if not unicodedata.combining(c))
+    ascii_str = ascii_str.lower().strip()
+    ascii_str = re.sub(r"[^a-z0-9]+", "-", ascii_str)
+    return ascii_str.strip("-")
+
+
+def normalize_category(value: str) -> str:
+    """Map an arbitrary string to a valid category slug.
+
+    Returns one of CATEGORY_SLUGS, falling back to `altele` for anything
+    unrecognised or empty.
+    """
+    if not value:
+        return FALLBACK_CATEGORY
+    slug = _slugify(str(value))
+    if not slug:
+        return FALLBACK_CATEGORY
+    # Exact slug match.
+    if slug in CATEGORIES:
+        return slug
+    # Alias match.
+    if slug in _CATEGORY_ALIASES:
+        return _CATEGORY_ALIASES[slug]
+    return FALLBACK_CATEGORY
+
+
+def normalize_content_type(value: str) -> str:
+    """Map an arbitrary string to a valid content_type slug.
+
+    Returns one of CONTENT_TYPE_SLUGS, falling back to `activitate`.
+    """
+    if not value:
+        return DEFAULT_CONTENT_TYPE
+    slug = _slugify(str(value))
+    if slug in CONTENT_TYPES:
+        return slug
+    # Light alias handling for plural / English forms.
+    aliases = {
+        "jocuri": "joc",
+        "game": "joc",
+        "games": "joc",
+        "activitati": "activitate",
+        "activity": "activitate",
+        "retete": "reteta",
+        "recipe": "reteta",
+        "cantece": "cantec",
+        "song": "cantec",
+        "ceremonii": "ceremonie",
+        "ceremony": "ceremonie",
+    }
+    return aliases.get(slug, DEFAULT_CONTENT_TYPE)
+
+
+# --- Indoor / outdoor (enrichment axis) --------------------------------------
+# Where the activity is run. Inferred during enrichment when the source is
+# silent — such inferences are flagged in `estimated_fields`. slug -> RO label.
+INDOOR_OUTDOOR: Dict[str, str] = {
+    "indoor": "Interior",
+    "outdoor": "Exterior",
+    "either": "Interior sau exterior",
+}
+
+# --- Space needed (enrichment axis) ------------------------------------------
+# Rough footprint the activity requires. slug -> RO label.
+SPACE_NEEDED: Dict[str, str] = {
+    "mic": "Spațiu mic",
+    "mediu": "Spațiu mediu",
+    "mare": "Spațiu mare",
+}
+
+# Aliases for robustness against LLM output variation. Keys are _slugify'd.
+_INDOOR_OUTDOOR_ALIASES: Dict[str, str] = {
+    "interior": "indoor",
+    "inside": "indoor",
+    "in": "indoor",
+    "exterior": "outdoor",
+    "outside": "outdoor",
+    "out": "outdoor",
+    "aer-liber": "outdoor",
+    "both": "either",
+    "any": "either",
+    "ambele": "either",
+    "interior-exterior": "either",
+    "indoor-outdoor": "either",
+}
+
+_SPACE_NEEDED_ALIASES: Dict[str, str] = {
+    "small": "mic",
+    "redus": "mic",
+    "putin": "mic",
+    "medium": "mediu",
+    "moderat": "mediu",
+    "large": "mare",
+    "big": "mare",
+    "mult": "mare",
+    "spatiu-mic": "mic",
+    "spatiu-mediu": "mediu",
+    "spatiu-mare": "mare",
+}
+
+
+def normalize_indoor_outdoor(value: str) -> Optional[str]:
+    """Map an arbitrary string to an indoor_outdoor slug, or None.
+
+    Unlike categories, this has NO mandatory fallback: an unrecognised or
+    empty value yields None (field simply absent), so we never fabricate a
+    location the enrichment did not assert.
+    """
+    if not value:
+        return None
+    slug = _slugify(str(value))
+    if slug in INDOOR_OUTDOOR:
+        return slug
+    return _INDOOR_OUTDOOR_ALIASES.get(slug)
+
+
+def normalize_space_needed(value: str) -> Optional[str]:
+    """Map an arbitrary string to a space_needed slug, or None (no fallback)."""
+    if not value:
+        return None
+    slug = _slugify(str(value))
+    if slug in SPACE_NEEDED:
+        return slug
+    return _SPACE_NEEDED_ALIASES.get(slug)
+
+
+def indoor_outdoor_display_name(slug: str) -> str:
+    """RO display name for an indoor_outdoor slug."""
+    return INDOOR_OUTDOOR.get(slug, slug)
+
+
+def space_needed_display_name(slug: str) -> str:
+    """RO display name for a space_needed slug."""
+    return SPACE_NEEDED.get(slug, slug)
+
+
+def is_valid_category(slug: str) -> bool:
+    """True if `slug` is a valid category slug."""
+    return slug in CATEGORIES
+
+
+def category_display_name(slug: str) -> str:
+    """Romanian display name for a slug (fallback to the slug itself)."""
+    return CATEGORIES.get(slug, slug)
+
+
+def content_type_display_name(slug: str) -> str:
+    """Romanian display name for a content_type slug."""
+    return CONTENT_TYPES.get(slug, slug)

app/models/activity.py

@@ -5,6 +5,22 @@ Activity data model for INDEX-SISTEM-JOCURI v2.0
 from dataclasses import dataclass, field
 from typing import List, Optional, Dict, Any
 import json
+import re
+import unicodedata
+
+
+def normalize_name(name: str) -> str:
+    """Diacritic-free, lowercased, whitespace-collapsed form of a name.
+
+    Used as the exact-match key for dedup grouping (see plan §4).
+    """
+    if not name:
+        return ""
+    decomposed = unicodedata.normalize("NFKD", name)
+    ascii_str = "".join(c for c in decomposed if not unicodedata.combining(c))
+    ascii_str = ascii_str.lower().strip()
+    ascii_str = re.sub(r"\s+", " ", ascii_str)
+    return ascii_str
 
 @dataclass
 class Activity:
@@ -19,10 +35,19 @@ class Activity:
     # Categories
     category: str = ""
     subcategory: Optional[str] = None
-    
+    # content_type is an axis INDEPENDENT of category:
+    # one of joc/activitate/reteta/cantec/ceremonie (see config_taxonomy).
+    content_type: Optional[str] = None
+
     # Source information
     source_file: str = ""
     page_reference: Optional[str] = None
+    # source_files: JSON-encoded list of every source the activity was seen in.
+    # `source_file` (singular) stays as the primary/original source; build_database
+    # (Lane C) accumulates the full list here on dedup-merge.
+    source_files: List[str] = field(default_factory=list)
+    # Short verbatim quote from the source — anti-hallucination anchor.
+    source_excerpt: Optional[str] = None
     
     # Age and participants
     age_group_min: Optional[int] = None
@@ -44,11 +69,41 @@ class Activity:
     keywords: Optional[str] = None
     tags: List[str] = field(default_factory=list)
     popularity_score: int = 0
-    
+
+    # Extraction / language metadata
+    language: Optional[str] = None          # 'ro' / 'en'
+    normalized_name: Optional[str] = None   # dedup key; auto-derived from name
+    extraction_confidence: Optional[str] = None  # 'high' / 'med' / 'low'
+    needs_review: int = 0
+
+    # Enrichment overlay (applied at build time from data/enrichment.json; see
+    # plan Part B). Bilingual: the EN/source text stays in name/description/...
+    # and the Romanian rendering lands in the *_ro twins. Absent fields leave
+    # the underlying DB value untouched.
+    name_ro: Optional[str] = None
+    description_ro: Optional[str] = None
+    rules_ro: Optional[str] = None
+    variations_ro: Optional[str] = None
+    indoor_outdoor: Optional[str] = None     # slug: indoor / outdoor / either
+    space_needed: Optional[str] = None       # slug: mic / mediu / mare
+    # Names of fields whose value was INFERRED by enrichment (source was
+    # silent) rather than stated in the source — surfaced as "(estimat)" in UI.
+    estimated_fields: List[str] = field(default_factory=list)
+
+    # Source provenance for the download route + enrichment keying.
+    source_id: Optional[str] = None          # e.g. "876d1a2d_marcaje_turistice"
+    source_ids: List[str] = field(default_factory=list)  # all source_ids merged
+    chunk_key: Optional[str] = None          # e.g. "<source_id>.part01"
+
     # Database fields
     id: Optional[int] = None
     created_at: Optional[str] = None
     updated_at: Optional[str] = None
+
+    def __post_init__(self):
+        """Derive normalized_name from name when not explicitly provided."""
+        if not self.normalized_name:
+            self.normalized_name = normalize_name(self.name)
     
     def to_dict(self) -> Dict[str, Any]:
         """Convert activity to dictionary for database storage"""
@@ -59,8 +114,11 @@ class Activity:
             'variations': self.variations,
             'category': self.category,
             'subcategory': self.subcategory,
+            'content_type': self.content_type,
             'source_file': self.source_file,
+            'source_files': json.dumps(self.source_files) if self.source_files else None,
             'page_reference': self.page_reference,
+            'source_excerpt': self.source_excerpt,
             'age_group_min': self.age_group_min,
             'age_group_max': self.age_group_max,
             'participants_min': self.participants_min,
@@ -73,7 +131,21 @@ class Activity:
             'difficulty_level': self.difficulty_level,
             'keywords': self.keywords,
             'tags': json.dumps(self.tags) if self.tags else None,
-            'popularity_score': self.popularity_score
+            'popularity_score': self.popularity_score,
+            'language': self.language,
+            'normalized_name': self.normalized_name or normalize_name(self.name),
+            'extraction_confidence': self.extraction_confidence,
+            'needs_review': self.needs_review,
+            'name_ro': self.name_ro,
+            'description_ro': self.description_ro,
+            'rules_ro': self.rules_ro,
+            'variations_ro': self.variations_ro,
+            'indoor_outdoor': self.indoor_outdoor,
+            'space_needed': self.space_needed,
+            'estimated_fields': json.dumps(self.estimated_fields) if self.estimated_fields else None,
+            'source_id': self.source_id,
+            'source_ids': json.dumps(self.source_ids) if self.source_ids else None,
+            'chunk_key': self.chunk_key,
         }
     
     @classmethod
@@ -86,7 +158,30 @@ class Activity:
                 tags = json.loads(data['tags'])
             except (json.JSONDecodeError, TypeError):
                 tags = []
-        
+
+        # source_files may arrive as a JSON string (DB) or a list (extraction)
+        source_files = data.get('source_files')
+        if isinstance(source_files, str):
+            try:
+                source_files = json.loads(source_files)
+            except (json.JSONDecodeError, TypeError):
+                source_files = []
+        elif source_files is None:
+            source_files = []
+
+        # estimated_fields / source_ids: JSON string (DB) or list (in-memory)
+        def _json_list(value):
+            if isinstance(value, str):
+                try:
+                    parsed = json.loads(value)
+                    return parsed if isinstance(parsed, list) else []
+                except (json.JSONDecodeError, TypeError):
+                    return []
+            return list(value) if value else []
+
+        estimated_fields = _json_list(data.get('estimated_fields'))
+        source_ids = _json_list(data.get('source_ids'))
+
         return cls(
             id=data.get('id'),
             name=data.get('name', ''),
@@ -95,8 +190,11 @@ class Activity:
             variations=data.get('variations'),
             category=data.get('category', ''),
             subcategory=data.get('subcategory'),
+            content_type=data.get('content_type'),
             source_file=data.get('source_file', ''),
+            source_files=source_files,
             page_reference=data.get('page_reference'),
+            source_excerpt=data.get('source_excerpt'),
             age_group_min=data.get('age_group_min'),
             age_group_max=data.get('age_group_max'),
             participants_min=data.get('participants_min'),
@@ -110,6 +208,20 @@ class Activity:
             keywords=data.get('keywords'),
             tags=tags,
             popularity_score=data.get('popularity_score', 0),
+            language=data.get('language'),
+            normalized_name=data.get('normalized_name'),
+            extraction_confidence=data.get('extraction_confidence'),
+            needs_review=data.get('needs_review', 0) or 0,
+            name_ro=data.get('name_ro'),
+            description_ro=data.get('description_ro'),
+            rules_ro=data.get('rules_ro'),
+            variations_ro=data.get('variations_ro'),
+            indoor_outdoor=data.get('indoor_outdoor'),
+            space_needed=data.get('space_needed'),
+            estimated_fields=estimated_fields,
+            source_id=data.get('source_id'),
+            source_ids=source_ids,
+            chunk_key=data.get('chunk_key'),
             created_at=data.get('created_at'),
             updated_at=data.get('updated_at')
         )
@@ -150,4 +262,44 @@ class Activity:
             return self.materials_category
         elif self.materials_list:
             return self.materials_list[:100] + "..." if len(self.materials_list) > 100 else self.materials_list
-        return "nu specificate"
+        return "nu specificate"
+
+    # --- Enrichment / bilingual display helpers ------------------------------
+    def get_display_name(self) -> str:
+        """Romanian name when enriched, else the original."""
+        return self.name_ro or self.name
+
+    def get_display_description(self) -> str:
+        """Romanian description when enriched, else the original."""
+        return self.description_ro or self.description
+
+    def get_display_rules(self) -> Optional[str]:
+        """Romanian rules when enriched, else the original."""
+        return self.rules_ro or self.rules
+
+    def get_display_variations(self) -> Optional[str]:
+        """Romanian variations when enriched, else the original."""
+        return self.variations_ro or self.variations
+
+    def has_translation(self) -> bool:
+        """True if any Romanian enrichment text is present."""
+        return bool(self.name_ro or self.description_ro
+                    or self.rules_ro or self.variations_ro)
+
+    def is_estimated(self, field_name: str) -> bool:
+        """True if `field_name` was inferred by enrichment (source was silent)."""
+        return field_name in (self.estimated_fields or [])
+
+    def get_indoor_outdoor_display(self) -> Optional[str]:
+        """RO label for indoor_outdoor, or None when unset."""
+        if not self.indoor_outdoor:
+            return None
+        from app.config_taxonomy import indoor_outdoor_display_name
+        return indoor_outdoor_display_name(self.indoor_outdoor)
+
+    def get_space_needed_display(self) -> Optional[str]:
+        """RO label for space_needed, or None when unset."""
+        if not self.space_needed:
+            return None
+        from app.config_taxonomy import space_needed_display_name
+        return space_needed_display_name(self.space_needed)

app/models/database.py

@@ -30,6 +30,8 @@ class DatabaseManager:
         """Initialize database with v2.0 schema"""
         with self._get_connection() as conn:
             # Main activities table
+            # NOTE: schema is rebuilt from scratch (plan §6) — no in-place
+            # migration. The old DB is deleted and recreated by build_database.
             conn.execute("""
                 CREATE TABLE IF NOT EXISTS activities (
                     id INTEGER PRIMARY KEY AUTOINCREMENT,
@@ -39,9 +41,12 @@ class DatabaseManager:
                     variations TEXT,
                     category TEXT NOT NULL,
                     subcategory TEXT,
+                    content_type TEXT,
                     source_file TEXT NOT NULL,
+                    source_files TEXT,
                     page_reference TEXT,
-                    
+                    source_excerpt TEXT,
+
                     -- Structured parameters
                     age_group_min INTEGER,
                     age_group_max INTEGER,
@@ -49,26 +54,47 @@ class DatabaseManager:
                     participants_max INTEGER,
                     duration_min INTEGER,
                     duration_max INTEGER,
-                    
+
                     -- Categories for filtering
                     materials_category TEXT,
                     materials_list TEXT,
                     skills_developed TEXT,
                     difficulty_level TEXT,
-                    
+
                     -- Metadata
                     keywords TEXT,
                     tags TEXT,
                     popularity_score INTEGER DEFAULT 0,
+
+                    -- Extraction / language metadata
+                    language TEXT,
+                    normalized_name TEXT,
+                    extraction_confidence TEXT,
+                    needs_review INTEGER DEFAULT 0,
+
+                    -- Enrichment overlay (bilingual + inferred filters; Part B)
+                    name_ro TEXT,
+                    description_ro TEXT,
+                    rules_ro TEXT,
+                    variations_ro TEXT,
+                    indoor_outdoor TEXT,
+                    space_needed TEXT,
+                    estimated_fields TEXT,
+                    source_id TEXT,
+                    source_ids TEXT,
+                    chunk_key TEXT,
+
                     created_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP,
                     updated_at TIMESTAMP DEFAULT CURRENT_TIMESTAMP
                 )
             """)
-            
+
             # FTS5 virtual table for search
             conn.execute("""
                 CREATE VIRTUAL TABLE IF NOT EXISTS activities_fts USING fts5(
                     name, description, rules, variations, keywords,
+                    materials_list, skills_developed,
+                    name_ro, description_ro, rules_ro, variations_ro,
                     content='activities',
                     content_rowid='id'
                 )
@@ -92,6 +118,9 @@ class DatabaseManager:
                 "CREATE INDEX IF NOT EXISTS idx_activities_age ON activities(age_group_min, age_group_max)",
                 "CREATE INDEX IF NOT EXISTS idx_activities_participants ON activities(participants_min, participants_max)",
                 "CREATE INDEX IF NOT EXISTS idx_activities_duration ON activities(duration_min, duration_max)",
+                "CREATE INDEX IF NOT EXISTS idx_activities_normalized_name ON activities(normalized_name)",
+                "CREATE INDEX IF NOT EXISTS idx_activities_indoor_outdoor ON activities(indoor_outdoor)",
+                "CREATE INDEX IF NOT EXISTS idx_activities_space_needed ON activities(space_needed)",
                 "CREATE INDEX IF NOT EXISTS idx_categories_type ON categories(type)"
             ]
             
@@ -102,24 +131,42 @@ class DatabaseManager:
             conn.execute("""
                 CREATE TRIGGER IF NOT EXISTS activities_fts_insert AFTER INSERT ON activities
                 BEGIN
-                    INSERT INTO activities_fts(rowid, name, description, rules, variations, keywords)
-                    VALUES (new.id, new.name, new.description, new.rules, new.variations, new.keywords);
+                    INSERT INTO activities_fts(rowid, name, description, rules, variations,
+                                               keywords, materials_list, skills_developed,
+                                               name_ro, description_ro, rules_ro, variations_ro)
+                    VALUES (new.id, new.name, new.description, new.rules, new.variations,
+                            new.keywords, new.materials_list, new.skills_developed,
+                            new.name_ro, new.description_ro, new.rules_ro, new.variations_ro);
                 END
             """)
-            
+
             conn.execute("""
                 CREATE TRIGGER IF NOT EXISTS activities_fts_delete AFTER DELETE ON activities
                 BEGIN
-                    DELETE FROM activities_fts WHERE rowid = old.id;
+                    INSERT INTO activities_fts(activities_fts, rowid, name, description, rules,
+                                               variations, keywords, materials_list, skills_developed,
+                                               name_ro, description_ro, rules_ro, variations_ro)
+                    VALUES ('delete', old.id, old.name, old.description, old.rules,
+                            old.variations, old.keywords, old.materials_list, old.skills_developed,
+                            old.name_ro, old.description_ro, old.rules_ro, old.variations_ro);
                 END
             """)
-            
+
             conn.execute("""
                 CREATE TRIGGER IF NOT EXISTS activities_fts_update AFTER UPDATE ON activities
                 BEGIN
-                    DELETE FROM activities_fts WHERE rowid = old.id;
-                    INSERT INTO activities_fts(rowid, name, description, rules, variations, keywords)
-                    VALUES (new.id, new.name, new.description, new.rules, new.variations, new.keywords);
+                    INSERT INTO activities_fts(activities_fts, rowid, name, description, rules,
+                                               variations, keywords, materials_list, skills_developed,
+                                               name_ro, description_ro, rules_ro, variations_ro)
+                    VALUES ('delete', old.id, old.name, old.description, old.rules,
+                            old.variations, old.keywords, old.materials_list, old.skills_developed,
+                            old.name_ro, old.description_ro, old.rules_ro, old.variations_ro);
+                    INSERT INTO activities_fts(rowid, name, description, rules, variations,
+                                               keywords, materials_list, skills_developed,
+                                               name_ro, description_ro, rules_ro, variations_ro)
+                    VALUES (new.id, new.name, new.description, new.rules, new.variations,
+                            new.keywords, new.materials_list, new.skills_developed,
+                            new.name_ro, new.description_ro, new.rules_ro, new.variations_ro);
                 END
             """)
             
@@ -179,11 +226,17 @@ class DatabaseManager:
         """Update category usage counts"""
         categories_to_update = [
             ('category', activity.category),
+            ('content_type', activity.content_type),
+            ('language', activity.language),
             ('age_group', activity.get_age_range_display()),
             ('participants', activity.get_participants_display()),
             ('duration', activity.get_duration_display()),
             ('materials', activity.get_materials_display()),
             ('difficulty', activity.difficulty_level),
+            # Enrichment axes — slugs stored as value; UI maps to RO via
+            # DISPLAY_NAMES. Without these the new dropdowns would be empty.
+            ('indoor_outdoor', activity.indoor_outdoor),
+            ('space_needed', activity.space_needed),
         ]
         
         for cat_type, cat_value in categories_to_update:
@@ -210,6 +263,8 @@ class DatabaseManager:
                          duration_max: Optional[int] = None,
                          materials_category: Optional[str] = None,
                          difficulty_level: Optional[str] = None,
+                         indoor_outdoor: Optional[str] = None,
+                         space_needed: Optional[str] = None,
                          limit: int = 100) -> List[Dict[str, Any]]:
         """Enhanced search with FTS5 and filters"""
         
@@ -267,7 +322,15 @@ class DatabaseManager:
             if difficulty_level:
                 base_query += " AND difficulty_level = ?"
                 params.append(difficulty_level)
-            
+
+            if indoor_outdoor:
+                base_query += " AND indoor_outdoor = ?"
+                params.append(indoor_outdoor)
+
+            if space_needed:
+                base_query += " AND space_needed = ?"
+                params.append(space_needed)
+
             # Add ordering and limit
             query = f"{base_query} {order_clause} LIMIT ?"
             params.append(limit)
@@ -332,8 +395,11 @@ class DatabaseManager:
     def clear_database(self):
         """Clear all data from database"""
         with self._get_connection() as conn:
+            # Deleting from activities fires the delete trigger, which removes
+            # the matching FTS rows. The explicit 'delete-all' command then
+            # guarantees the external-content FTS index is fully cleared.
             conn.execute("DELETE FROM activities")
-            conn.execute("DELETE FROM activities_fts")
+            conn.execute("INSERT INTO activities_fts(activities_fts) VALUES('delete-all')")
             conn.execute("DELETE FROM categories")
             conn.commit()
     

app/services/__init__.py

@@ -2,8 +2,6 @@
 Services for INDEX-SISTEM-JOCURI v2.0
 """
 
-from .parser import IndexMasterParser
-from .indexer import ActivityIndexer
 from .search import SearchService
 
-__all__ = ['IndexMasterParser', 'ActivityIndexer', 'SearchService']
+__all__ = ['SearchService']

app/services/indexer.py

@@ -1,248 +0,0 @@
-"""
-Activity indexer service for INDEX-SISTEM-JOCURI v2.0
-Coordinates parsing and database indexing
-"""
-
-from typing import List, Dict, Any
-from pathlib import Path
-from app.models.database import DatabaseManager
-from app.models.activity import Activity
-from app.services.parser import IndexMasterParser
-import time
-
-class ActivityIndexer:
-    """Service for indexing activities from INDEX_MASTER into database"""
-    
-    def __init__(self, db_manager: DatabaseManager, index_master_path: str):
-        """Initialize indexer with database manager and INDEX_MASTER path"""
-        self.db = db_manager
-        self.parser = IndexMasterParser(index_master_path)
-        self.indexing_stats = {}
-    
-    def index_all_activities(self, clear_existing: bool = False) -> Dict[str, Any]:
-        """Index all activities from INDEX_MASTER into database"""
-        
-        print("🚀 Starting activity indexing process...")
-        start_time = time.time()
-        
-        # Clear existing data if requested
-        if clear_existing:
-            print("🗑️  Clearing existing database...")
-            self.db.clear_database()
-        
-        # Parse activities from INDEX_MASTER
-        print("📖 Parsing INDEX_MASTER file...")
-        activities = self.parser.parse_all_categories()
-        
-        if not activities:
-            print("❌ No activities were parsed!")
-            return {'success': False, 'error': 'No activities parsed'}
-        
-        # Filter valid activities
-        valid_activities = []
-        for activity in activities:
-            if self.parser.validate_activity_completeness(activity):
-                valid_activities.append(activity)
-            else:
-                print(f"⚠️  Skipping incomplete activity: {activity.name[:50]}...")
-        
-        print(f"✅ Validated {len(valid_activities)} activities out of {len(activities)} parsed")
-        
-        if len(valid_activities) < 100:
-            print(f"⚠️  Warning: Only {len(valid_activities)} valid activities found. Expected 500+")
-        
-        # Bulk insert into database
-        print("💾 Inserting activities into database...")
-        try:
-            inserted_count = self.db.bulk_insert_activities(valid_activities)
-            
-            # Rebuild FTS index for optimal search performance
-            print("🔍 Rebuilding search index...")
-            self.db.rebuild_fts_index()
-            
-            end_time = time.time()
-            indexing_time = end_time - start_time
-            
-            # Generate final statistics (with error handling)
-            try:
-                stats = self._generate_indexing_stats(valid_activities, indexing_time)
-                stats['inserted_count'] = inserted_count
-                stats['success'] = True
-            except Exception as e:
-                print(f"⚠️  Error generating statistics: {e}")
-                stats = {
-                    'success': True,
-                    'inserted_count': inserted_count,
-                    'indexing_time_seconds': indexing_time,
-                    'error': f'Stats generation failed: {str(e)}'
-                }
-            
-            print(f"✅ Indexing complete! {inserted_count} activities indexed in {indexing_time:.2f}s")
-            
-            # Verify database state (with error handling)
-            try:
-                db_stats = self.db.get_statistics()
-                print(f"📊 Database now contains {db_stats['total_activities']} activities")
-            except Exception as e:
-                print(f"⚠️  Error getting database statistics: {e}")
-                print(f"📊 Database insertion completed, statistics unavailable")
-            
-            return stats
-            
-        except Exception as e:
-            print(f"❌ Error during database insertion: {e}")
-            return {'success': False, 'error': str(e)}
-    
-    def index_specific_category(self, category_code: str) -> Dict[str, Any]:
-        """Index activities from a specific category only"""
-        
-        print(f"🎯 Indexing specific category: {category_code}")
-        
-        # Load content and parse specific category
-        if not self.parser.load_content():
-            return {'success': False, 'error': 'Could not load INDEX_MASTER'}
-        
-        category_name = self.parser.category_mapping.get(category_code)
-        if not category_name:
-            return {'success': False, 'error': f'Unknown category code: {category_code}'}
-        
-        activities = self.parser.parse_category_section(category_code, category_name)
-        
-        if not activities:
-            return {'success': False, 'error': f'No activities found in category {category_code}'}
-        
-        # Filter valid activities
-        valid_activities = [a for a in activities if self.parser.validate_activity_completeness(a)]
-        
-        try:
-            inserted_count = self.db.bulk_insert_activities(valid_activities)
-            return {
-                'success': True,
-                'category': category_name,
-                'inserted_count': inserted_count,
-                'total_parsed': len(activities),
-                'valid_activities': len(valid_activities)
-            }
-        except Exception as e:
-            return {'success': False, 'error': str(e)}
-    
-    def _generate_indexing_stats(self, activities: List[Activity], indexing_time: float) -> Dict[str, Any]:
-        """Generate comprehensive indexing statistics"""
-        
-        # Get parser statistics
-        parser_stats = self.parser.get_parsing_statistics()
-        
-        # Calculate additional metrics
-        categories = {}
-        age_ranges = {}
-        durations = {}
-        materials = {}
-        
-        for activity in activities:
-            # Category breakdown
-            if activity.category in categories:
-                categories[activity.category] += 1
-            else:
-                categories[activity.category] = 1
-            
-            # Age range analysis (with safety check)
-            try:
-                age_key = activity.get_age_range_display() or "nespecificat"
-                age_ranges[age_key] = age_ranges.get(age_key, 0) + 1
-            except Exception as e:
-                print(f"Warning: Error getting age range for activity {activity.name}: {e}")
-                age_ranges["nespecificat"] = age_ranges.get("nespecificat", 0) + 1
-            
-            # Duration analysis (with safety check)
-            try:
-                duration_key = activity.get_duration_display() or "nespecificat"
-                durations[duration_key] = durations.get(duration_key, 0) + 1
-            except Exception as e:
-                print(f"Warning: Error getting duration for activity {activity.name}: {e}")
-                durations["nespecificat"] = durations.get("nespecificat", 0) + 1
-            
-            # Materials analysis (with safety check)
-            try:
-                materials_key = activity.get_materials_display() or "nespecificat"
-                materials[materials_key] = materials.get(materials_key, 0) + 1
-            except Exception as e:
-                print(f"Warning: Error getting materials for activity {activity.name}: {e}")
-                materials["nespecificat"] = materials.get("nespecificat", 0) + 1
-        
-        return {
-            'indexing_time_seconds': indexing_time,
-            'parsing_stats': parser_stats,
-            'distribution': {
-                'categories': categories,
-                'age_ranges': age_ranges,
-                'durations': durations,
-                'materials': materials
-            },
-            'quality_metrics': {
-                'completion_rate': parser_stats.get('completion_rate', 0),
-                'average_description_length': parser_stats.get('average_description_length', 0),
-                'activities_with_metadata': sum(1 for a in activities if a.age_group_min or a.participants_min or a.duration_min)
-            }
-        }
-    
-    def verify_indexing_quality(self) -> Dict[str, Any]:
-        """Verify the quality of indexed data"""
-        
-        try:
-            # Get database statistics
-            db_stats = self.db.get_statistics()
-            
-            # Check for minimum activity count
-            total_activities = db_stats['total_activities']
-            meets_minimum = total_activities >= 500
-            
-            # Check category distribution
-            categories = db_stats.get('categories', {})
-            category_coverage = len(categories)
-            
-            # Sample some activities to check quality
-            sample_activities = self.db.search_activities(limit=10)
-            
-            quality_issues = []
-            for activity in sample_activities:
-                if not activity.get('description') or len(activity['description']) < 10:
-                    quality_issues.append(f"Activity {activity.get('name', 'Unknown')} has insufficient description")
-                
-                if not activity.get('category'):
-                    quality_issues.append(f"Activity {activity.get('name', 'Unknown')} missing category")
-            
-            return {
-                'total_activities': total_activities,
-                'meets_minimum_requirement': meets_minimum,
-                'minimum_target': 500,
-                'category_coverage': category_coverage,
-                'expected_categories': len(self.parser.category_mapping),
-                'quality_issues': quality_issues,
-                'quality_score': max(0, 100 - len(quality_issues) * 10),
-                'database_stats': db_stats
-            }
-            
-        except Exception as e:
-            return {'error': str(e), 'quality_score': 0}
-    
-    def get_indexing_progress(self) -> Dict[str, Any]:
-        """Get current indexing progress and status"""
-        try:
-            db_stats = self.db.get_statistics()
-            
-            # Calculate progress towards 500+ activities goal
-            total_activities = db_stats['total_activities']
-            target_activities = 500
-            progress_percentage = min(100, (total_activities / target_activities) * 100)
-            
-            return {
-                'current_activities': total_activities,
-                'target_activities': target_activities,
-                'progress_percentage': progress_percentage,
-                'status': 'completed' if total_activities >= target_activities else 'in_progress',
-                'categories_indexed': list(db_stats.get('categories', {}).keys()),
-                'database_size_mb': db_stats.get('database_size_bytes', 0) / (1024 * 1024)
-            }
-            
-        except Exception as e:
-            return {'error': str(e), 'status': 'error'}

app/services/parser.py

@@ -1,340 +0,0 @@
-"""
-Advanced parser for INDEX_MASTER_JOCURI_ACTIVITATI.md
-Extracts 500+ individual activities with full details
-"""
-
-import re
-from pathlib import Path
-from typing import List, Dict, Optional, Tuple
-from app.models.activity import Activity
-
-class IndexMasterParser:
-    """Advanced parser for extracting real activities from INDEX_MASTER"""
-    
-    def __init__(self, index_file_path: str):
-        """Initialize parser with INDEX_MASTER file path"""
-        self.index_file_path = Path(index_file_path)
-        self.content = ""
-        self.activities = []
-        
-        # Category mapping for main sections (exact match from file)
-        self.category_mapping = {
-            '[A]': 'JOCURI CERCETĂȘEȘTI ȘI SCOUT',
-            '[B]': 'TEAM BUILDING ȘI COMUNICARE',
-            '[C]': 'CAMPING ȘI ACTIVITĂȚI EXTERIOR', 
-            '[D]': 'ESCAPE ROOM ȘI PUZZLE-URI',
-            '[E]': 'ORIENTARE ȘI BUSOLE',
-            '[F]': 'PRIMUL AJUTOR ȘI SIGURANȚA',
-            '[G]': 'ACTIVITĂȚI EDUCAȚIONALE',
-            '[H]': 'RESURSE SPECIALE'
-        }
-    
-    def load_content(self) -> bool:
-        """Load and validate INDEX_MASTER content"""
-        try:
-            if not self.index_file_path.exists():
-                print(f"❌ INDEX_MASTER file not found: {self.index_file_path}")
-                return False
-            
-            with open(self.index_file_path, 'r', encoding='utf-8') as f:
-                self.content = f.read()
-            
-            if len(self.content) < 1000:  # Sanity check
-                print(f"⚠️  INDEX_MASTER file seems too small: {len(self.content)} chars")
-                return False
-            
-            print(f"✅ Loaded INDEX_MASTER: {len(self.content)} characters")
-            return True
-            
-        except Exception as e:
-            print(f"❌ Error loading INDEX_MASTER: {e}")
-            return False
-    
-    def parse_all_categories(self) -> List[Activity]:
-        """Parse all categories and extract individual activities"""
-        if not self.load_content():
-            return []
-        
-        print("🔍 Starting comprehensive parsing of INDEX_MASTER...")
-        
-        # Parse each main category
-        for category_code, category_name in self.category_mapping.items():
-            print(f"\n📂 Processing category {category_code}: {category_name}")
-            category_activities = self.parse_category_section(category_code, category_name)
-            self.activities.extend(category_activities)
-            print(f"   ✅ Extracted {len(category_activities)} activities")
-        
-        print(f"\n🎯 Total activities extracted: {len(self.activities)}")
-        return self.activities
-    
-    def parse_category_section(self, category_code: str, category_name: str) -> List[Activity]:
-        """Parse a specific category section"""
-        activities = []
-        
-        # Find the category section - exact pattern match
-        # Look for the actual section, not the table of contents
-        pattern = rf"^## {re.escape(category_code)} {re.escape(category_name)}\s*$"
-        matches = list(re.finditer(pattern, self.content, re.MULTILINE | re.IGNORECASE))
-        
-        if not matches:
-            print(f"   ⚠️  Category section not found: {category_code}")
-            return activities
-        
-        # Take the last match (should be the actual section, not TOC)
-        match = matches[-1]
-        print(f"   📍 Found section at position {match.start()}")
-        
-        # Extract content until next main category or end
-        start_pos = match.end()
-        
-        # Find next main category (look for complete header)
-        next_category_pattern = r"^## \[[A-H]\] [A-ZĂÂÎȘȚ]"
-        next_match = re.search(next_category_pattern, self.content[start_pos:], re.MULTILINE)
-        
-        if next_match:
-            end_pos = start_pos + next_match.start()
-            section_content = self.content[start_pos:end_pos]
-        else:
-            section_content = self.content[start_pos:]
-        
-        # Parse subsections within the category
-        activities.extend(self._parse_subsections(section_content, category_name))
-        
-        return activities
-    
-    def _parse_subsections(self, section_content: str, category_name: str) -> List[Activity]:
-        """Parse subsections within a category"""
-        activities = []
-        
-        # Find all subsections (### markers)
-        subsection_pattern = r"^### (.+?)$"
-        subsections = re.finditer(subsection_pattern, section_content, re.MULTILINE)
-        
-        subsection_list = list(subsections)
-        
-        for i, subsection in enumerate(subsection_list):
-            subsection_title = subsection.group(1).strip()
-            subsection_start = subsection.end()
-            
-            # Find end of subsection
-            if i + 1 < len(subsection_list):
-                subsection_end = subsection_list[i + 1].start()
-            else:
-                subsection_end = len(section_content)
-            
-            subsection_text = section_content[subsection_start:subsection_end]
-            
-            # Parse individual games in this subsection
-            subsection_activities = self._parse_games_in_subsection(
-                subsection_text, category_name, subsection_title
-            )
-            activities.extend(subsection_activities)
-        
-        return activities
-    
-    def _parse_games_in_subsection(self, subsection_text: str, category_name: str, subsection_title: str) -> List[Activity]:
-        """Parse individual games within a subsection"""
-        activities = []
-        
-        # Look for "Exemple de jocuri:" sections
-        examples_pattern = r"\*\*Exemple de jocuri:\*\*\s*\n(.*?)(?=\n\*\*|$)"
-        examples_matches = re.finditer(examples_pattern, subsection_text, re.DOTALL)
-        
-        for examples_match in examples_matches:
-            examples_text = examples_match.group(1)
-            
-            # Extract individual games (numbered list)
-            game_pattern = r"^(\d+)\.\s*\*\*(.+?)\*\*\s*-\s*(.+?)$"
-            games = re.finditer(game_pattern, examples_text, re.MULTILINE)
-            
-            for game_match in games:
-                game_number = game_match.group(1)
-                game_name = game_match.group(2).strip()
-                game_description = game_match.group(3).strip()
-                
-                # Extract metadata from subsection
-                metadata = self._extract_subsection_metadata(subsection_text)
-                
-                # Create activity
-                activity = Activity(
-                    name=game_name,
-                    description=game_description,
-                    category=category_name,
-                    subcategory=subsection_title,
-                    source_file=f"INDEX_MASTER_JOCURI_ACTIVITATI.md",
-                    page_reference=f"{category_name} > {subsection_title} > #{game_number}",
-                    **metadata
-                )
-                
-                activities.append(activity)
-        
-        # Also extract from direct activity descriptions without "Exemple de jocuri"
-        activities.extend(self._parse_direct_activities(subsection_text, category_name, subsection_title))
-        
-        return activities
-    
-    def _extract_subsection_metadata(self, subsection_text: str) -> Dict:
-        """Extract metadata from subsection text"""
-        metadata = {}
-        
-        # Extract participants info
-        participants_pattern = r"\*\*Participanți:\*\*\s*(.+?)(?:\n|\*\*)"
-        participants_match = re.search(participants_pattern, subsection_text)
-        if participants_match:
-            participants_text = participants_match.group(1).strip()
-            participants = self._parse_participants(participants_text)
-            metadata.update(participants)
-        
-        # Extract duration
-        duration_pattern = r"\*\*Durata:\*\*\s*(.+?)(?:\n|\*\*)"
-        duration_match = re.search(duration_pattern, subsection_text)
-        if duration_match:
-            duration_text = duration_match.group(1).strip()
-            duration = self._parse_duration(duration_text)
-            metadata.update(duration)
-        
-        # Extract materials
-        materials_pattern = r"\*\*Materiale:\*\*\s*(.+?)(?:\n|\*\*)"
-        materials_match = re.search(materials_pattern, subsection_text)
-        if materials_match:
-            materials_text = materials_match.group(1).strip()
-            metadata['materials_list'] = materials_text
-            metadata['materials_category'] = self._categorize_materials(materials_text)
-        
-        # Extract keywords
-        keywords_pattern = r"\*\*Cuvinte cheie:\*\*\s*(.+?)(?:\n|\*\*)"
-        keywords_match = re.search(keywords_pattern, subsection_text)
-        if keywords_match:
-            metadata['keywords'] = keywords_match.group(1).strip()
-        
-        return metadata
-    
-    def _parse_participants(self, participants_text: str) -> Dict:
-        """Parse participants information"""
-        result = {}
-        
-        # Look for number ranges like "8-30 copii" or "5-15 persoane"
-        range_pattern = r"(\d+)-(\d+)"
-        range_match = re.search(range_pattern, participants_text)
-        
-        if range_match:
-            result['participants_min'] = int(range_match.group(1))
-            result['participants_max'] = int(range_match.group(2))
-        else:
-            # Look for single numbers
-            number_pattern = r"(\d+)\+"
-            number_match = re.search(number_pattern, participants_text)
-            if number_match:
-                result['participants_min'] = int(number_match.group(1))
-        
-        # Extract age information
-        age_pattern = r"(\d+)-(\d+)\s*ani"
-        age_match = re.search(age_pattern, participants_text)
-        if age_match:
-            result['age_group_min'] = int(age_match.group(1))
-            result['age_group_max'] = int(age_match.group(2))
-        
-        return result
-    
-    def _parse_duration(self, duration_text: str) -> Dict:
-        """Parse duration information"""
-        result = {}
-        
-        # Look for time ranges like "5-20 minute" or "15-30min"
-        range_pattern = r"(\d+)-(\d+)\s*(?:minute|min)"
-        range_match = re.search(range_pattern, duration_text)
-        
-        if range_match:
-            result['duration_min'] = int(range_match.group(1))
-            result['duration_max'] = int(range_match.group(2))
-        else:
-            # Look for single duration
-            single_pattern = r"(\d+)\+?\s*(?:minute|min)"
-            single_match = re.search(single_pattern, duration_text)
-            if single_match:
-                result['duration_min'] = int(single_match.group(1))
-        
-        return result
-    
-    def _categorize_materials(self, materials_text: str) -> str:
-        """Categorize materials into simple categories"""
-        materials_lower = materials_text.lower()
-        
-        if any(word in materials_lower for word in ['fără', 'nu necesare', 'nimic', 'minime']):
-            return 'Fără materiale'
-        elif any(word in materials_lower for word in ['hârtie', 'creion', 'marker', 'simple']):
-            return 'Materiale simple'
-        elif any(word in materials_lower for word in ['computer', 'proiector', 'echipament', 'complexe']):
-            return 'Materiale complexe'
-        else:
-            return 'Materiale variate'
-    
-    def _parse_direct_activities(self, subsection_text: str, category_name: str, subsection_title: str) -> List[Activity]:
-        """Parse activities that are described directly without 'Exemple de jocuri' section"""
-        activities = []
-        
-        # Look for activity descriptions in sections that don't have "Exemple de jocuri"
-        if "**Exemple de jocuri:**" not in subsection_text:
-            # Try to extract from file descriptions
-            file_pattern = r"\*\*Fișier:\*\*\s*`([^`]+)`.*?\*\*(.+?)\*\*"
-            file_matches = re.finditer(file_pattern, subsection_text, re.DOTALL)
-            
-            for file_match in file_matches:
-                file_name = file_match.group(1)
-                description_part = file_match.group(2)
-                
-                # Create a general activity for this file
-                activity = Activity(
-                    name=f"Activități din {file_name}",
-                    description=f"Colecție de activități din fișierul {file_name}. {description_part[:200]}...",
-                    category=category_name,
-                    subcategory=subsection_title,
-                    source_file=file_name,
-                    page_reference=f"{category_name} > {subsection_title}",
-                    **self._extract_subsection_metadata(subsection_text)
-                )
-                
-                activities.append(activity)
-        
-        return activities
-    
-    def validate_activity_completeness(self, activity: Activity) -> bool:
-        """Validate that an activity has all necessary fields"""
-        required_fields = ['name', 'description', 'category', 'source_file']
-        
-        for field in required_fields:
-            if not getattr(activity, field) or not getattr(activity, field).strip():
-                return False
-        
-        # Check minimum description length
-        if len(activity.description) < 10:
-            return False
-        
-        return True
-    
-    def get_parsing_statistics(self) -> Dict:
-        """Get statistics about the parsing process"""
-        if not self.activities:
-            return {'total_activities': 0}
-        
-        category_counts = {}
-        valid_activities = 0
-        
-        for activity in self.activities:
-            # Count by category
-            if activity.category in category_counts:
-                category_counts[activity.category] += 1
-            else:
-                category_counts[activity.category] = 1
-            
-            # Count valid activities
-            if self.validate_activity_completeness(activity):
-                valid_activities += 1
-        
-        return {
-            'total_activities': len(self.activities),
-            'valid_activities': valid_activities,
-            'completion_rate': (valid_activities / len(self.activities)) * 100 if self.activities else 0,
-            'category_breakdown': category_counts,
-            'average_description_length': sum(len(a.description) for a in self.activities) / len(self.activities) if self.activities else 0
-        }

app/services/search.py

@@ -5,8 +5,19 @@ Enhanced search with FTS5 and intelligent filtering
 
 from typing import List, Dict, Any, Optional
 from app.models.database import DatabaseManager
+from app.config_taxonomy import NON_GAME_CONTENT_TYPES
 import re
 
+# Category slugs that are themselves "non-game" — selecting one of these as a
+# category filter also lifts the default non-game content_type exclusion.
+NON_GAME_CATEGORIES = {"retete", "cantece-ceremonii"}
+
+# When a Python-side post-filter is active the DB LIMIT is applied *before*
+# filtering, so we over-fetch to still satisfy the caller's `limit`.
+_OVERSCAN_FACTOR = 5
+_OVERSCAN_CAP = 2000
+
+
 class SearchService:
     """Enhanced search service with intelligent query processing"""
     
@@ -24,22 +35,72 @@ class SearchService:
         
         if filters is None:
             filters = {}
-        
+
         # Process and normalize search text
         processed_search = self._process_search_text(search_text)
-        
+
         # Map web filters to database fields
         db_filters = self._map_filters_to_db_fields(filters)
-        
+
+        # content_type and language are filtered in Python: the DB layer does
+        # not expose them as query parameters. The DEFAULT search excludes the
+        # non-game content types (rețete / cântece / ceremonii) — they surface
+        # only when the user explicitly filters that content_type, or picks a
+        # non-game category. See plan §6.
+        content_type, exclude_non_game = self._resolve_content_type_filter(filters)
+        language = (filters.get('language') or '').strip().lower() or None
+        post_filtering = bool(content_type or exclude_non_game or language)
+
+        # Over-fetch when post-filtering so the final list can still reach `limit`.
+        fetch_limit = min(limit * _OVERSCAN_FACTOR, _OVERSCAN_CAP) if post_filtering else limit
+
         # Perform database search
         results = self.db.search_activities(
             search_text=processed_search,
             **db_filters,
-            limit=limit
+            limit=fetch_limit
         )
-        
-        # Post-process results for relevance and ranking
-        return self._post_process_results(results, processed_search, filters)
+
+        # Apply content_type / language post-filters
+        results = self._apply_content_type_filter(results, content_type, exclude_non_game)
+        if language:
+            results = [r for r in results
+                       if (r.get('language') or '').strip().lower() == language]
+
+        # Post-process results for relevance and ranking, then honour `limit`
+        results = self._post_process_results(results, processed_search, filters)
+        return results[:limit]
+
+    def _resolve_content_type_filter(self, filters: Dict[str, str]):
+        """Determine the content_type post-filter.
+
+        Returns (explicit_content_type | None, exclude_non_game: bool):
+        - an explicit `content_type` filter → that value, no exclusion;
+        - a `category` filter on a non-game category → no exclusion;
+        - otherwise → default search, exclude non-game content types.
+        """
+        content_type = (filters.get('content_type') or '').strip()
+        if content_type:
+            return content_type, False
+        category = (filters.get('category') or '').strip()
+        if category in NON_GAME_CATEGORIES:
+            return None, False
+        return None, True
+
+    def _apply_content_type_filter(self,
+                                   results: List[Dict[str, Any]],
+                                   content_type: Optional[str],
+                                   exclude_non_game: bool) -> List[Dict[str, Any]]:
+        """Filter results by content_type (explicit include vs default exclude)."""
+        if content_type:
+            return [r for r in results
+                    if (r.get('content_type') or '') == content_type]
+        if exclude_non_game:
+            # Rows with NULL/unknown content_type are kept — only the known
+            # non-game types are dropped from the default search.
+            return [r for r in results
+                    if (r.get('content_type') or '') not in NON_GAME_CONTENT_TYPES]
+        return results
     
     def _process_search_text(self, search_text: Optional[str]) -> Optional[str]:
         """Process and enhance search text for better FTS5 results"""
@@ -83,10 +144,16 @@ class SearchService:
             if not filter_value or not filter_value.strip():
                 continue
             
+            # content_type / language are NOT database query params — they are
+            # applied as Python post-filters in search_activities(). Skip them
+            # here so they never reach DatabaseManager.search_activities().
+            if filter_key in ('content_type', 'language'):
+                continue
+
             # Map filter types to database fields
             if filter_key == 'category':
                 db_filters['category'] = filter_value
-            
+
             elif filter_key == 'age_group':
                 # Parse age range (e.g., "5-8 ani", "12+ ani")
                 age_match = re.search(r'(\d+)(?:-(\d+))?\s*ani?', filter_value)
@@ -133,7 +200,14 @@ class SearchService:
             
             elif filter_key == 'difficulty':
                 db_filters['difficulty_level'] = filter_value
-            
+
+            elif filter_key == 'indoor_outdoor':
+                # Equality filter on the slug column (mirror difficulty).
+                db_filters['indoor_outdoor'] = filter_value
+
+            elif filter_key == 'space_needed':
+                db_filters['space_needed'] = filter_value
+
             # Handle any other custom filters
             else:
                 # Generic filter handling - try to match against keywords or tags
@@ -177,21 +251,22 @@ class SearchService:
             boost_score = 0
             
             # Check name matches (highest priority)
-            name_lower = result.get('name', '').lower()
+            # NB: use `or ''` — nullable columns come back as None, not ''.
+            name_lower = (result.get('name') or '').lower()
             for term in search_terms:
                 if term in name_lower:
                     boost_score += 10
                     if name_lower.startswith(term):
                         boost_score += 5  # Extra boost for name starts with term
-            
+
             # Check description matches
-            desc_lower = result.get('description', '').lower()
+            desc_lower = (result.get('description') or '').lower()
             for term in search_terms:
                 if term in desc_lower:
                     boost_score += 3
-            
+
             # Check keywords matches
-            keywords_lower = result.get('keywords', '').lower()
+            keywords_lower = (result.get('keywords') or '').lower()
             for term in search_terms:
                 if term in keywords_lower:
                     boost_score += 5
@@ -280,11 +355,14 @@ class SearchService:
             return []
         
         try:
-            # Search for activities that match the partial query
+            # Search for activities that match the partial query.
+            # Over-fetch then drop non-game content types so autocomplete
+            # mirrors the default search (no rețete / cântece / ceremonii).
             results = self.db.search_activities(
                 search_text=f'"{partial_query}"',
-                limit=limit * 2
+                limit=limit * 6
             )
+            results = self._apply_content_type_filter(results, None, True)
             
             suggestions = []
             seen = set()

app/static/css/main.css

@@ -705,4 +705,30 @@ body {
         box-shadow: none;
         border: 1px solid #ddd;
     }
+}
+
+/* Enrichment markers (plan Part A7) */
+.estimated {
+    color: #8a6d3b;
+    font-style: italic;
+    font-size: 0.85em;
+    font-weight: normal;
+}
+
+.original-text > summary {
+    cursor: pointer;
+    color: #555;
+    user-select: none;
+}
+
+.original-text .original-content {
+    margin-top: 0.75rem;
+    padding-left: 1rem;
+    border-left: 3px solid #e0e0e0;
+    color: #555;
+}
+
+.download-hint {
+    color: #888;
+    font-size: 0.85em;
 }

app/templates/activity.html

@@ -8,14 +8,20 @@
     <nav class="breadcrumb">
         <a href="{{ url_for('main.index') }}">Căutare</a>
         <span class="breadcrumb-separator">»</span>
-        <span class="breadcrumb-current">{{ activity.name }}</span>
+        <span class="breadcrumb-current">{{ activity.get_display_name() }}</span>
     </nav>
 
     <!-- Activity header -->
     <header class="activity-detail-header">
         <div class="activity-title-section">
-            <h1 class="activity-detail-title">{{ activity.name }}</h1>
-            <span class="activity-category-badge">{{ activity.category }}</span>
+            <h1 class="activity-detail-title">{{ activity.get_display_name() }}</h1>
+            <span class="activity-category-badge">{{ display_names.get(activity.category, activity.category) }}</span>
+            {% if activity.content_type %}
+            <span class="activity-content-type-badge">{{ display_names.get(activity.content_type, activity.content_type) }}</span>
+            {% endif %}
+            {% if activity.needs_review %}
+            <span class="activity-badge needs-review" title="Această activitate necesită verificare">⚠ De verificat</span>
+            {% endif %}
         </div>
         
         {% if activity.subcategory %}
@@ -25,27 +31,46 @@
 
     <!-- Activity content -->
     <div class="activity-detail-content">
-        <!-- Main description -->
+        <!-- Main description (Romanian-primary, falls back to original) -->
         <section class="activity-section">
             <h2 class="section-title">Descriere</h2>
-            <div class="activity-description">{{ activity.description }}</div>
+            <div class="activity-description">{{ activity.get_display_description() }}</div>
         </section>
 
         <!-- Rules and variations -->
-        {% if activity.rules %}
+        {% if activity.get_display_rules() %}
         <section class="activity-section">
             <h2 class="section-title">Reguli</h2>
-            <div class="activity-rules">{{ activity.rules }}</div>
+            <div class="activity-rules">{{ activity.get_display_rules() }}</div>
         </section>
         {% endif %}
 
-        {% if activity.variations %}
+        {% if activity.get_display_variations() %}
         <section class="activity-section">
             <h2 class="section-title">Variații</h2>
-            <div class="activity-variations">{{ activity.variations }}</div>
+            <div class="activity-variations">{{ activity.get_display_variations() }}</div>
         </section>
         {% endif %}
 
+        <!-- Original (pre-translation) text, collapsed by default -->
+        {% if activity.has_translation() %}
+        <details class="activity-section original-text">
+            <summary class="section-title">Text original ({{ display_names.get(activity.language, activity.language or 'sursă') }})</summary>
+            <div class="original-content">
+                <h3 class="metadata-title">{{ activity.name }}</h3>
+                <div class="activity-description">{{ activity.description }}</div>
+                {% if activity.rules %}
+                <h4 class="metadata-title">Reguli</h4>
+                <div class="activity-rules">{{ activity.rules }}</div>
+                {% endif %}
+                {% if activity.variations %}
+                <h4 class="metadata-title">Variații</h4>
+                <div class="activity-variations">{{ activity.variations }}</div>
+                {% endif %}
+            </div>
+        </details>
+        {% endif %}
+
         <!-- Metadata grid -->
         <section class="activity-section">
             <h2 class="section-title">Detalii activitate</h2>
@@ -53,21 +78,35 @@
                 {% if activity.get_age_range_display() != "toate vârstele" %}
                 <div class="metadata-card">
                     <h3 class="metadata-title">Grupa de vârstă</h3>
-                    <p class="metadata-value">{{ activity.get_age_range_display() }}</p>
+                    <p class="metadata-value">{{ activity.get_age_range_display() }}{% if activity.is_estimated('age_group_min') or activity.is_estimated('age_group_max') %} <em class="estimated">(estimat)</em>{% endif %}</p>
                 </div>
                 {% endif %}
 
                 {% if activity.get_participants_display() != "orice număr" %}
                 <div class="metadata-card">
                     <h3 class="metadata-title">Participanți</h3>
-                    <p class="metadata-value">{{ activity.get_participants_display() }}</p>
+                    <p class="metadata-value">{{ activity.get_participants_display() }}{% if activity.is_estimated('participants_min') or activity.is_estimated('participants_max') %} <em class="estimated">(estimat)</em>{% endif %}</p>
                 </div>
                 {% endif %}
 
                 {% if activity.get_duration_display() != "durată variabilă" %}
                 <div class="metadata-card">
                     <h3 class="metadata-title">Durata</h3>
-                    <p class="metadata-value">{{ activity.get_duration_display() }}</p>
+                    <p class="metadata-value">{{ activity.get_duration_display() }}{% if activity.is_estimated('duration_min') or activity.is_estimated('duration_max') %} <em class="estimated">(estimat)</em>{% endif %}</p>
+                </div>
+                {% endif %}
+
+                {% if activity.get_indoor_outdoor_display() %}
+                <div class="metadata-card">
+                    <h3 class="metadata-title">Interior / exterior</h3>
+                    <p class="metadata-value">{{ activity.get_indoor_outdoor_display() }}{% if activity.is_estimated('indoor_outdoor') %} <em class="estimated">(estimat)</em>{% endif %}</p>
+                </div>
+                {% endif %}
+
+                {% if activity.get_space_needed_display() %}
+                <div class="metadata-card">
+                    <h3 class="metadata-title">Spațiu necesar</h3>
+                    <p class="metadata-value">{{ activity.get_space_needed_display() }}{% if activity.is_estimated('space_needed') %} <em class="estimated">(estimat)</em>{% endif %}</p>
                 </div>
                 {% endif %}
 
@@ -119,9 +158,15 @@
             <h2 class="section-title">Informații sursă</h2>
             <div class="source-info">
                 {% if activity.source_file %}
+                {% if config.SOURCE_DOWNLOAD_ENABLED %}
+                <p><strong>Fișier sursă:</strong>
+                   <a href="{{ url_for('main.source_download', activity_id=activity.id) }}">{{ activity.source_file }}</a>
+                   <span class="download-hint">(descarcă)</span></p>
+                {% else %}
                 <p><strong>Fișier sursă:</strong> {{ activity.source_file }}</p>
                 {% endif %}
-                
+                {% endif %}
+
                 {% if activity.page_reference %}
                 <p><strong>Referință:</strong> {{ activity.page_reference }}</p>
                 {% endif %}

app/templates/index.html

@@ -36,7 +36,31 @@
                     <select name="category" id="category" class="filter-select">
                         <option value="">Toate categoriile</option>
                         {% for category in filters.category %}
-                        <option value="{{ category }}">{{ category }}</option>
+                        <option value="{{ category }}">{{ display_names.get(category, category) }}</option>
+                        {% endfor %}
+                    </select>
+                </div>
+                {% endif %}
+
+                {% if filters.content_type %}
+                <div class="filter-group">
+                    <label for="content_type" class="filter-label">Tip conținut</label>
+                    <select name="content_type" id="content_type" class="filter-select">
+                        <option value="">Doar jocuri și activități</option>
+                        {% for content_type in filters.content_type %}
+                        <option value="{{ content_type }}">{{ display_names.get(content_type, content_type) }}</option>
+                        {% endfor %}
+                    </select>
+                </div>
+                {% endif %}
+
+                {% if filters.language %}
+                <div class="filter-group">
+                    <label for="language" class="filter-label">Limbă</label>
+                    <select name="language" id="language" class="filter-select">
+                        <option value="">Toate limbile</option>
+                        {% for language in filters.language %}
+                        <option value="{{ language }}">{{ display_names.get(language, language) }}</option>
                         {% endfor %}
                     </select>
                 </div>
@@ -101,6 +125,30 @@
                     </select>
                 </div>
                 {% endif %}
+
+                {% if filters.indoor_outdoor %}
+                <div class="filter-group">
+                    <label for="indoor_outdoor" class="filter-label">Interior / exterior</label>
+                    <select name="indoor_outdoor" id="indoor_outdoor" class="filter-select">
+                        <option value="">Oriunde</option>
+                        {% for io in filters.indoor_outdoor %}
+                        <option value="{{ io }}">{{ display_names.get(io, io) }}</option>
+                        {% endfor %}
+                    </select>
+                </div>
+                {% endif %}
+
+                {% if filters.space_needed %}
+                <div class="filter-group">
+                    <label for="space_needed" class="filter-label">Spațiu necesar</label>
+                    <select name="space_needed" id="space_needed" class="filter-select">
+                        <option value="">Orice spațiu</option>
+                        {% for sp in filters.space_needed %}
+                        <option value="{{ sp }}">{{ display_names.get(sp, sp) }}</option>
+                        {% endfor %}
+                    </select>
+                </div>
+                {% endif %}
             {% endif %}
         </div>
 

app/templates/results.html

@@ -24,7 +24,29 @@
                 <option value="">Toate categoriile</option>
                 {% for category in filters.category %}
                 <option value="{{ category }}" {% if applied_filters.category == category %}selected{% endif %}>
-                    {{ category }}
+                    {{ display_names.get(category, category) }}
+                </option>
+                {% endfor %}
+            </select>
+            {% endif %}
+
+            {% if filters.content_type %}
+            <select name="content_type" class="filter-select compact">
+                <option value="">Doar jocuri și activități</option>
+                {% for content_type in filters.content_type %}
+                <option value="{{ content_type }}" {% if applied_filters.content_type == content_type %}selected{% endif %}>
+                    {{ display_names.get(content_type, content_type) }}
+                </option>
+                {% endfor %}
+            </select>
+            {% endif %}
+
+            {% if filters.language %}
+            <select name="language" class="filter-select compact">
+                <option value="">Toate limbile</option>
+                {% for language in filters.language %}
+                <option value="{{ language }}" {% if applied_filters.language == language %}selected{% endif %}>
+                    {{ display_names.get(language, language) }}
                 </option>
                 {% endfor %}
             </select>
@@ -63,6 +85,28 @@
             </select>
             {% endif %}
 
+            {% if filters.indoor_outdoor %}
+            <select name="indoor_outdoor" class="filter-select compact">
+                <option value="">Oriunde</option>
+                {% for io in filters.indoor_outdoor %}
+                <option value="{{ io }}" {% if applied_filters.indoor_outdoor == io %}selected{% endif %}>
+                    {{ display_names.get(io, io) }}
+                </option>
+                {% endfor %}
+            </select>
+            {% endif %}
+
+            {% if filters.space_needed %}
+            <select name="space_needed" class="filter-select compact">
+                <option value="">Orice spațiu</option>
+                {% for sp in filters.space_needed %}
+                <option value="{{ sp }}" {% if applied_filters.space_needed == sp %}selected{% endif %}>
+                    {{ display_names.get(sp, sp) }}
+                </option>
+                {% endfor %}
+            </select>
+            {% endif %}
+
             <button type="button" class="btn btn-secondary btn-sm" onclick="clearFilters()">
                 Resetează
             </button>
@@ -106,31 +150,46 @@
             <header class="activity-header">
                 <h3 class="activity-title">
                     <a href="{{ url_for('main.activity_detail', activity_id=activity.id) }}">
-                        {{ activity.name }}
+                        {{ activity.get_display_name() }}
                     </a>
                 </h3>
-                <span class="activity-category">{{ activity.category }}</span>
+                <span class="activity-category">{{ display_names.get(activity.category, activity.category) }}</span>
+                {% if activity.needs_review %}
+                <span class="activity-badge needs-review" title="Această activitate necesită verificare">⚠ De verificat</span>
+                {% endif %}
             </header>
 
             <div class="activity-content">
-                <p class="activity-description">{{ activity.description }}</p>
-                
+                <p class="activity-description">{{ activity.get_display_description() }}</p>
+
                 <div class="activity-metadata">
                     {% if activity.get_age_range_display() != "toate vârstele" %}
                     <span class="metadata-item">
-                        <strong>Vârsta:</strong> {{ activity.get_age_range_display() }}
+                        <strong>Vârsta:</strong> {{ activity.get_age_range_display() }}{% if activity.is_estimated('age_group_min') or activity.is_estimated('age_group_max') %} <em class="estimated">(estimat)</em>{% endif %}
                     </span>
                     {% endif %}
 
                     {% if activity.get_participants_display() != "orice număr" %}
                     <span class="metadata-item">
-                        <strong>Participanți:</strong> {{ activity.get_participants_display() }}
+                        <strong>Participanți:</strong> {{ activity.get_participants_display() }}{% if activity.is_estimated('participants_min') or activity.is_estimated('participants_max') %} <em class="estimated">(estimat)</em>{% endif %}
                     </span>
                     {% endif %}
 
                     {% if activity.get_duration_display() != "durată variabilă" %}
                     <span class="metadata-item">
-                        <strong>Durata:</strong> {{ activity.get_duration_display() }}
+                        <strong>Durata:</strong> {{ activity.get_duration_display() }}{% if activity.is_estimated('duration_min') or activity.is_estimated('duration_max') %} <em class="estimated">(estimat)</em>{% endif %}
+                    </span>
+                    {% endif %}
+
+                    {% if activity.get_indoor_outdoor_display() %}
+                    <span class="metadata-item">
+                        <strong>Loc:</strong> {{ activity.get_indoor_outdoor_display() }}{% if activity.is_estimated('indoor_outdoor') %} <em class="estimated">(estimat)</em>{% endif %}
+                    </span>
+                    {% endif %}
+
+                    {% if activity.get_space_needed_display() %}
+                    <span class="metadata-item">
+                        <strong>Spațiu:</strong> {{ activity.get_space_needed_display() }}{% if activity.is_estimated('space_needed') %} <em class="estimated">(estimat)</em>{% endif %}
                     </span>
                     {% endif %}
 
@@ -143,7 +202,11 @@
 
                 {% if activity.source_file %}
                 <div class="activity-source">
+                    {% if config.SOURCE_DOWNLOAD_ENABLED %}
+                    <small>Sursă: <a href="{{ url_for('main.source_download', activity_id=activity.id) }}">{{ activity.source_file }}</a></small>
+                    {% else %}
                     <small>Sursă: {{ activity.source_file }}</small>
+                    {% endif %}
                 </div>
                 {% endif %}
             </div>

app/web/routes.py

@@ -3,15 +3,28 @@ Flask routes for INDEX-SISTEM-JOCURI v2.0
 Clean, minimalist web interface with dynamic filters
 """
 
-from flask import Blueprint, request, render_template, jsonify, current_app
+from flask import (
+    Blueprint, request, render_template, jsonify, current_app,
+    send_from_directory,
+)
 from app.models.database import DatabaseManager
 from app.models.activity import Activity
 from app.services.search import SearchService
-import os
-from pathlib import Path
+from app.config_taxonomy import (
+    CATEGORIES, CONTENT_TYPES, INDOOR_OUTDOOR, SPACE_NEEDED,
+)
 
 bp = Blueprint('main', __name__)
 
+# Slug -> Romanian display name. Category, content_type, indoor_outdoor and
+# space_needed slugs never collide, so a single flat map is enough for the UI
+# filter labels.
+LANGUAGE_NAMES = {'ro': 'Română', 'en': 'Engleză'}
+DISPLAY_NAMES = {
+    **CATEGORIES, **CONTENT_TYPES, **INDOOR_OUTDOOR, **SPACE_NEEDED,
+    **LANGUAGE_NAMES,
+}
+
 # Initialize database manager (will be configured in application factory)
 def get_db_manager():
     """Get database manager instance"""
@@ -36,15 +49,17 @@ def index():
         # Get database statistics for the interface
         stats = db.get_statistics()
         
-        return render_template('index.html', 
+        return render_template('index.html',
                              filters=filter_options,
+                             display_names=DISPLAY_NAMES,
                              stats=stats)
-    
+
     except Exception as e:
         print(f"Error loading main page: {e}")
         # Fallback with empty filters
-        return render_template('index.html', 
+        return render_template('index.html',
                              filters={},
+                             display_names=DISPLAY_NAMES,
                              stats={'total_activities': 0})
 
 @bp.route('/search', methods=['GET', 'POST'])
@@ -82,8 +97,9 @@ def search():
                              search_query=search_query,
                              applied_filters=filters,
                              filters=filter_options,
+                             display_names=DISPLAY_NAMES,
                              results_count=len(activities))
-    
+
     except Exception as e:
         print(f"Search error: {e}")
         return render_template('results.html',
@@ -91,6 +107,7 @@ def search():
                              search_query='',
                              applied_filters={},
                              filters={},
+                             display_names=DISPLAY_NAMES,
                              results_count=0,
                              error=str(e))
 
@@ -121,12 +138,51 @@ def activity_detail(activity_id):
         
         return render_template('activity.html',
                              activity=activity,
+                             display_names=DISPLAY_NAMES,
                              similar_activities=similar_activities)
     
     except Exception as e:
         print(f"Error loading activity {activity_id}: {e}")
         return render_template('404.html'), 404
 
+@bp.route('/source/<int:activity_id>')
+def source_download(activity_id):
+    """Download the original source file for an activity (plan A6).
+
+    Shipped DARK: returns 404 unless SOURCE_DOWNLOAD_ENABLED is set (copyright
+    exposure — the user opts in). Resolves the activity's `source_file` under
+    CORPUS_DIR. send_from_directory does the safe-join and blocks traversal;
+    web-mirror / extension-less sources that are not real files 404 gracefully.
+    """
+    if not current_app.config.get('SOURCE_DOWNLOAD_ENABLED', False):
+        return render_template('404.html'), 404
+    try:
+        db = get_db_manager()
+        activity_data = db.get_activity_by_id(activity_id)
+        if not activity_data:
+            return render_template('404.html'), 404
+
+        source_file = (activity_data.get('source_file') or '').strip()
+        if not source_file:
+            return render_template('404.html'), 404
+
+        corpus_dir = current_app.config.get('CORPUS_DIR')
+        if not corpus_dir:
+            return render_template('404.html'), 404
+        try:
+            # send_from_directory rejects path traversal and missing files with
+            # a 404 (NotFound) — no manual safe_join needed.
+            return send_from_directory(
+                corpus_dir, source_file, as_attachment=True
+            )
+        except Exception:
+            # Missing file / web-mirror source with no on-disk original.
+            return render_template('404.html'), 404
+    except Exception as e:
+        print(f"Source download error for {activity_id}: {e}")
+        return render_template('404.html'), 404
+
+
 @bp.route('/health')
 def health_check():
     """Health check endpoint for Docker"""

data/review_decisions.json

@@ -0,0 +1,379 @@
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data/sources/1-Mental_Health_War_RO_9-martie-2022.txt

@@ -1,310 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/1-Mental_Health_War_RO_9-martie-2022.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 2 ---
-Psihoterapeut psihanalitic Liana Dumitru
-Psihoterapeut psihanalitic Andreea Talmazan
-Sănătatea mintală
-în vreme de RĂZBOI
-GGhhiidd ddee ggeessttiioonnaarree aa eemmooțțiiiilloorr ccooppiiiilloorr șșii
-aaddoolleesscceennțțiilloorr ddiinn zzoonnee ddee ccoonnfflliicctt șșii aallee cceelloorr
-ddiinn ttaabbeerreellee ddee rreeffuuggiiaațții ((pprroobblleemmee șșii ssoolluuțțiiii))
-În parteneriat cu Vital Voices Global Partnership
-București - Martie 2022
-
---- PAGE 3 ---
-Binele mereu învinge pentru că
-puterea adevărului și a iubirii este infinită
-5 direcții de intervenție
-• Crearea sentimentului de siguranță
-• Inducerea sentimentului de calm
-• Creșterea sentimentului de eficiență/eficacitate personală și comunitară
-• Trăirea sentimentului de a fi în conexiune cu ceilalți
-• Sădirea și creșterea sentimentului de speranță
-Ce și cum le vorbim copiilor și adolescenților despre război
-• Le spunem adevărul folosind cuvinte simple adaptate fiecărui nivel de vârstă
-• Oferim informații exacte, dar nu în exces
-• Evităm dihotomia: bine-rău, alb-negru. Punem accentul pe optimism
-Realitate:
-Copiii și adolescenții expuși unor violențe extreme rareori și
-cu greutate reușesc să exprime ceea ce simt.
-Important:
-În situație de criză, de șoc puternic conectarea în aici și acum e importantă.
-Fiți conștienți de ce se întâmplă în corpul vostru. Observați lucrurile din jur și
-numiți-le în gând sau cu voce tare. Observați culorile din jurul vostru și numiți-le
-în gând sau cu voce tare. Dacă cei din jur sunt în stare de criză, în stare de șoc puternic
-ajutați-i să se conecteze în aici și acum numind obiectele din jur și culorile. Să aveți
-pungi de hârtie asupra voastră să le folosiți în astfel de momente pentru respirație.
-
---- PAGE 4 ---
-Atitudini utile:
-• Identificați și numiți clar emoțiile pe care le pot simți copiii și adolescenții.
-Spuneți-le „văd că te simți nesigur, furios, speriat, supărat, îngrijorat etc.”
-Este important pentru ei să simtă că sunt văzuți și înțeleși.
-• Evitați generalizările și dihotomiile. Vorbiți despre oamenii care ajută, despre medici
-și asistente, despre voluntari. Amintiți-le sau rugați-i să-și amintească momente
-în care ei au oferit ajutor altor persoane și cum s-au simțit.
-• Chiar dacă vreți să fiți în permanență informați despre ce se întâmplă, încercați
-să nu expuneți copiii și adolescenții la fluxul de informații. Ei oricum se informează
-prin dispozitivele pe care le au. Încercați să vorbiți despre ceea ce știu.
-• Nu le ascundeți adevărul. Dar explicați-le ce știți în cuvinte pe înțelesul lor. Nu intrați în detalii
-copleșitoare. Puneți accentul pe căutarea de soluții imediate pentru a fi în siguranță.
-• Nu-i împovărați cu gândurile și emoțiile pe care le trăiți, dar nu vă feriți să recunoașteți că le aveți.
-• Recunoașteți față de ei ce emoții și sentimente aveți. Astfel se vor simți înțeleși.
-Dar spuneți-le și ce faceți ca să le gestionați (vedeți partea cu activități).
-• Încercați să restabiliți o rutină care să fie adecvată contextului. Aduceți în noua rutină
-cât mai multe elemente din viața de dinaintea evenimentelor. Construiți împreună
-cu copiii și adolescenții un program de activități.
-• Creați coduri de urgență. Atunci când se simt în pericol să spună un singur cuvânt
-din care să înțelegeți exact ce se întâmplă cu ei.
-• Îmbrățișați-vă unii pe alții ori de câte ori e nevoie. Folosiți acest gest când cei mici
-au nevoie. Întrebați-i pe adolescenți dacă au nevoie de o îmbrățișare. Și nu vă sfiiți
-să le cereți o îmbrățișare atunci când voi aveți nevoie sau când ei simt anxietate.
-
---- PAGE 5 ---
-Numiți emoțiile.
-Emoții prezente
-Frica
-În special frica de anihilare, de moarte, de necunoscut, de viitor. Poate fi
-recunoscută și exprimată în cele mai multe cazuri. În cazul copiilor mici se
-ascunde în spatele furiei și generează agresivitate. Este prezentă frica separării de
-părinți sau îngrijitori, de persoanele în care au cea mai mare încredere.
-Perspectiva de a rămâne singuri și neprotejați este cea care le generează cele mai
-multe gânduri, întrebări și emoții.
-Vinovăția
-În special cei mici se simt vinovați pentru situația în care au ajuns împreună cu
-familia lor. Pot dezvolta ideea că situația în care se află li se datorează pentru că „nu
-au fost cuminți”. Poate să apară și la adolescenți și la adulți dacă se gândesc că nu au
-luat deciziile potrivite la un moment dat în trecutul apropiat sau îndepărtat. Își pot
-reproșa lipsa de reacție sau lipsa de implicare.
-Neputința
-Întâlnită în special la adolescenți. Nu își pot ajuta părinții, nu-și pot ajuta frații și
-surorile, nu-și pot ajuta prietenii. Oricât de mult și-ar dori, nu găsesc soluții.
-Există riscul, în acest caz, să apară gânduri suicidale pe care este important să le
-conștientizeze, să le exprime, să le vorbească cu un adult.
-Apare și la adulții care au în grijă copii, adolescenți sau bătrâni.
-
---- PAGE 6 ---
-Rușinea
-Poate fi prezentă la orice vârstă și este asociată cu situația în care se află (fie că
-sunt în adăposturile din subteran, fie că sunt în taberele de refugiați). Faptul că au
-lăsat tot ce știau în urmă îi face pe cei mai mulți copii, adolescenți și pe unii adulți
-să se simtă rușinați pentru abandonul pe care au fost nevoiți să îl facă.
-Agresivitatea
-Apare la fiecare categorie de vârstă și însoțește sentimentele de rușine, furie,
-vinovăție și neputință. Se poate manifesta fizic sau verbal, însă ținta reală nu este cea
-din proximitate, ci este fantasmată. Copilul, adolescentul sau adultul își dorește să
-distrugă cu agresivitatea sa „dușmanul”, cel care l-a adus în situația respectivă.
-Furia
-Este generată de frustrarea că nu pot fi de ajutor, că au fost rupți din mediul lor și
-din rutina zilnică, că își pierd membri familiei, prietenii. Pot fi furioși pentru că sunt
-nevoiți să stea în mediu străin sau cu orele într-un singur loc. Se simt agresați și
-neputincioși să reacționeze concret.
-Confuzia
-Apare în situații de stres, însoțită de sentimentul de dezorientare în spațiu-timp,
-de amorțire a minții și de incapacitatea de a lua decizii.
-Umilință
-Asociat cu sentimentul de neputință. Este un puternic sentiment de inferioritate în
-care gânduri despre lipsa de valoare personală, despre inutilitatea supraviețuirii sau
-gândurile suicidale sunt prezente.
-
---- PAGE 7 ---
-Manifestări care pot fi prezente
-Atac de panică
-Insomnie
-Somn cu întreruperi frecvente
-Vise/Coșmaruri
-Agresivitate manifestă
-Depresie
-Enurezis
-Somnambulism
-PTSD
-
---- PAGE 8 ---
-Exemple de activități
-Desenele
-Sunt foarte utile pentru toate vârstele. De cele mai multe ori copiii, adolescenții,
-dar chiar și adulții nu găsesc cuvintele optime pentru a descrie ceea ce trăiesc, ce
-simt sau ce gândesc. Prin desen pot fi exprimate cele mai intime și mai dificil de
-tradus emoții și gânduri. Mecanismul este simplu, prin desen sunt expulzate din in-
-terior aceste emoții și gânduri ceea ce are ca efect scăderea în intensitate a acestora.
-Continuă povestea
-Se poate realiza în 2+ persoane. Cineva spune o propoziție, iar cealaltă sau
-celelalte (în caz că se realizează în grup) continuă cu o altă propoziție sau frază.
-Se încearcă menținerea poveștii cât mai mult timp. Fiecare dintre participanți să
-spună cel puțin 3 sau 4 propoziții când îi vine rândul. Pot intra în joc pe parcurs și
-alte persoane prezente.
-La început se stabilește ca cineva să îndeplinească rolul de Cronicar.
-Este persoana care va nota fiecare propoziție astfel încât la final întreaga poveste
-să fie „consemnată” într-un document.
-Scopul acestei activități este de elaborare a emoțiilor prin intermediul person-
-ajelor, de găsire de soluții și de rezolvare de conflicte. Stimulează imaginația și
-creativitatea, reduce tensiunea și intensitatea emoțiilor, crește capacitatea
-de cooperare și sentimentul de apartenență.
-
---- PAGE 9 ---
-Tehnici
-de respirație
-Balonul
-Stând într-o poziție confortabilă, cu picioarele încrucișate, se începe cu
-plasarea palmelor căuș în jurul gurii.
-Instrucțiuni: Respiră adânc pe nas și dă aerul afară ușor pe gura,
-îndepărtând mâinile pe măsură ce sufli, ca și cum s-ar umfla un balon.
-Atunci când balonul este umflat (când se termină expirația), respiră normal,
-în timp ce privești balonul cum se ridică spre cer.”
-Exercițiul are ca scop relaxarea, reglarea respirației, inducerea unei stări
-de calm și exersează respirația profundă.
-Respirația dragonului
-Inspirați și ridicați coatele în sus pentru a încadra fața. Expiră, ridicând
-capul în sus, scoțând un sunet șoptit „hah” către cer, ca un dragon care suflă
-foc. În același timp, coboară coatele înapoi în jos, pentru a se întâlni din nou
-în partea de jos până la sfârșitul expirării „hah”. Această tehnică de
-respirație construiește putere și căldură în interior, așa că este un bun
-energizant. Poate ajuta să ne simțim curajoși atunci când suntem nervoși
-sau însuflețiți când suntem obosiți.
-
---- PAGE 10 ---
-Jocuri de rol
-Poziția Supereroului: poziția lui Superman, cu spatele drept, cu mainile
-in sold. Fiecare copil își poate alege eroul preferat și este încurajat să
-mențină poziția, sa respire adanc și sa se gandeasca/ verbalizeze cum/ce ar
-simți eroul.
-Identificarea unui element de siguranță: stabilirea unor locații de
-întâlnire în cazul în care se rătăcesc. Bilețele în buzunar cu date importante
-despre ei: data nașterii, numele și prenumele lor (complete), adresa de
-domiciliu, grupa sangvină, alergii (dacă este cazul, în special la
-medicamente).
-Copacul familiei
-Arborele genealogic realizat în joacă. Se trec toți membrii familiei
-cunoscuți. În cazul orfanilor, se trec prietenii, îngrijitorii, colegii, părinții
-(dacă se cunosc), frații și surorile (dacă se cunosc) și toate persoanele pe
-care copilul le consideră importante și cu care se simte în siguranță. Dacă
-este cazul, se trec și animalele de companie.
-Beneficii: crește sentimentul identității de sine, sentimentul de
-siguranță, crează ancore psihice, întărește legăturile cu persoanele
-apropiate, creează sentimentul sperantei și ideea că nu este singur.
-Jurnal
-O metodă utilă pentru adlescenți și adulții care au copiii în grijă. Se
-poate folosi orice bucată de hârtie aflată la îndemână în lipsa unui caiet sau
-agendă.
-Se scriu gândurile exact așa cum vin, fără analiză morală, fără
-încercarea de a filtra sau cosmetiza gândurile și/sau emoțiile pe care le simt.
-Se scrie până în momentul în care simt că au golit mintea și că starea de
-
---- PAGE 11 ---
-apăsare sufletească dispare. Pot intermedia asta și pentru copii preșcolari.
-Le oferă spațiu în „jurnalul” adultului sau adolescentului.
-Copiii mici spun ce simt și ce gândesc și ce vor să fie
-trecute/consemnate în jurnal.
-Jurnalul să poarte un nume. Ex: Jurnalul lui X, Jurnal de amintiri, Jurnal
-pentru mai târziu etc.
-Povești
-Poveștile au avut întotdeauna un rol tămăduitor. Rolul lor este acela
-de a transmite mesajul că mereu binele este cel care învinge, că eroii
-primesc întotdeauna ajutoare și că, pentru a-și atinge scopurile, lucrează în
-echipă. Sunt utile orice povești, populare sau literare, care să pună în
-evidență calități ale eroilor precum curajul, istețimea, prietenia, empatia etc.
-A spune povești (sau ale citi) ajută la mutarea atenției de la situația
-prezentă, echilibrarea emoțională, restabilirea încrederii în sine și în cei din
-jur.
-Jucăria de pluș
-Este important ca fiecare copil, dar chiar și adolescent sau adult, să aibă
-propria jucărie/animal de pluș care poate fi folosit și în cazul momentelor
-de panică. Copiii pot fi încurajați să strângă tare, tare la piept animăluțul de
-pluș de fiecare dată când simt frică, durere, neputință, furie etc.
-Ora de Free Hugs
-(Stabilesc în comun o oră de îmbrățișări la care participă toți cei
-prezenți - copiii și îngrijitorii lor.)
-Dacă ies afară să îmbrățișeze copacii. Este o modalitate populară,
-dovedită științific, că eliberează tensiunile din corp, reduc în intensitate
-stările de anxietate, de furie, de nesiguranță.
-
---- PAGE 12 ---
-Ritual de îndepărtare a emoțiilor negative
-Dacă ies afară, să îngroape în pământ cutii în care pun bilețele cu
-emoțiile negative, cu coșmaruri etc. Fiecare copil, adolescent și adult scrie
-pe o bucată de hârtie emoția cea mai puternică pe care o simte și de care
-vrea să scape. Apoi toate bilețelele se pun într-o cutie de carton (sau o
-pungă de hârtie) și o îngroapă în cadrul unui ritual.
-Mișcare fizică (în măsura posibilităților)
-Este una dintre metodele cele mai eficiente pentru scăderea tensiunii
-din corp, care contribuie la echilibrarea emoțional și la eliberarea de
-gândurile negative. Exerciții simple de gimnastică, făcute chiar în grup,
-sunt utile pentru toate categoriile de vârstă.
-Shaky dance
-Dacă este posibil poate fi folosită o melodie antrenantă. Copiii vor fi
-încurajați să-și scuture mainile, brațele, picioarele, etc, tot corpul. (Pentru
-detensionare și eliberarea anxietatii.)
-Harta inimii
-Să își imagineze ce vor face după ce vor reveni acasă și să stea p
-imaginea aceea cât mai mult timp. Se desenează o inimă și se împarte în
-mai multe segmente. În fiecare segment se trece ceea ce copilul,
-adolescentul și chiar și adultul consideră că este valoros, important pentru
-sine. Sau în fiecare segment scrie sau desenează ceea ce vrea să facă
-imediat ce situația revine la normal, cu cine vrea să se întâlnească, unde
-vrea să ajungă să viziteze, ce vrea să mănânce, ce vrea să învețe nou, ce
-desene vrea să vadă (în cazul copiilor), ce carte vrea să citească, ce lucru
-
---- PAGE 13 ---
-vrea să își cumpere etc.
-Viktor Frankl a arătat că ancorarea într-o imagine a viitorului în care
-viața este în armonie, în care reîntâlnirea cu persoanele dragi, imaginea în
-care face ceea ce îi place ajută la suportarea cu mai mare ușurință a
-mediului ostil, la gestionarea fricii și a neajunsurilor, la echilibrarea
-emoțională și psihică.
-Dă mai departe puiul de pasăre
-Copiii sunt asezati in cerc; un adult (părinte, educator, îngrijitor,
-voluntar) spune o mică poveste despre o dificultate pe care o are un pui de
-pasăre (nu poate zbura, îi este frică de înălțime etc) și îi roagă pe copii să
-spună pe rând câte o încurajare sau apreciere puiului; puiul trece de la un
-copil la altul până se ajunge din nou la primul. De data aceasta, adultul îi
-roagă să îi repete puiului ceea ce i-au spus anterior și la final să adauge
-propriul nume.
-Oul
-Copii stau cu genunchii la piept și cu capul pe genunchi, cu ochii
-închiși. Li se va spune să își imagineze că sunt mici, mici, astfel încât încap
-într-un ou.
-Doar că acest ou este cu totul special, are o coajă foarte foarte puternică.
-Copiii sunt încurajați să verifice cât de tare este coajă și să se rostogolească.
-După ce au testat, adultul îi va încuraja să se liniștească și pe un ton
-șoptit le va spune:
-„Ești mic în interiorul oului și ești total protejat; aici este cald și bine și
-poți respira usor. În interiorul oului este liniște și toată gălăgia de afară nu
-se mai aude.
-În jurul tău simți moale și ușor, ușor corpul ți se relaxează. Ești în
-siguranță. Poți să dormi. Nimic nu-ți va deranja somnul.”
-
---- PAGE 14 ---
-Capsula de urgență
-Se va stabili o zonă pe care o vom denumi „Capsula de urgență” și în
-care orice persoană, indiferent de vârstă, atunci când se așează în acel loc
-are nevoie de ceva sau se afla într-o stare de neliniște, nesiguranță, rău fizic
-(prima menstra pe fond de stres în cazul fetițelor, reacții fiziologice
-generate de stres, anxietate sau atacuri de panică etc). Copiii sunt informați
-ca atunci când observă pe cineva „în capsulă”, să anunțe imediat un adult.
-Ideea acestei acțiuni este aceea de a preveni răspândirea ca o molimă a
-stării de anxietate, de panică etc.
-Adulți - Take five
-Acesta este un cod care poate fi folosit între adulți. Atunci cand unul
-dintre adulti se simte coplesit și simte nevoia de a sta 5-10 minute singur, să
-plângă sau să își elibereze sentimentele, poate spune unui alt adult - i will
-take five - și acesta va ști că este nevoie să îl suplinească. Încurajăm astfel
-de pauze de descărcare.
-
---- PAGE 15 ---
-Bibliografie
-https://www.voanews.com/a/science-health_majority-mental-health-problems-conflict+-zones-
-and-other-emergencies-go-
-untreated/6177391.html#:~:text=A%20survey%20finds%20more%20than,than%20the%20general
-%20population%20worldwide
-https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4098699/
-https://www.libertatea.ro/opinii/cum-vorbim-copiilor-despre-razboi-si-moarte-sfaturi-de-la-ex-
-perti-spuneti-le-adevarul-pastrati-rutina-cultivati-ajutorul-4006790
-https://cosmickids.com/five-fun-breathing-exercises-for-kids/
-Mulțumim
-Elenei și lui Andrei pentru desene.
-Iulia Scântei, senatoare PNL și Oana Bîzgan, fostă deputată în Parlamentul României, pentru sprijin.
-În parteneriat cu Vital Voices Global Partnership
-https://www.vitalvoices.org/

data/sources/2020-Orienteering-packet.txt

@@ -1,119 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/2020-Orienteering-packet.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-John Smerek Memorial
-Scout
-Orienteering
-Festival
-2020
-EVENT: Scout Orienteering Festival for Scouts and Scouters
-from Cubs to Venturers, including Girl Scouts
-DATE: Saturday, March 28, 2020
-LOCATION: Beaumont Scout Reservation
-8:30 AM to Noon
-MEET DIRECTOR: David Fisher (314-434-5060)
-<roaming496ranger@hotmail.com>
-REGISTRATION: Emerson Conference Center Area
-8:30-10:00 am.
-No advanced registration is required. We just
-ask that you send an estimated attendance to
-David Fisher at roaming496ranger@hotmail.com by March 19, so we know
-how many to expect.
-COST: $5.00 per scout or adult. (The cost includes the map.)
-ATCHES & SEGMENTS:
-Festival Patch and 2018 Segment $4.00
-Segment alone $1.50
-Festival Patch alone $3.00
-Courses: The format for the scout competition
-course will be a SCORE ORIENTEERING format with 30 controls. Each
-control has a point value from 5-30 points, depending on its location
-and difficulty. There is a 60-minute time limit with a 10 point
-penalty for each minute over the time limit.
-There will be 6 mass starts every 15 minutes from 9:15 am to 10:30 am.
-A non-competitive beginner’s (Map Hike) course will also be available
-for cub scouts, first time orienteers, recreational use and
-for scouts that need a course that meets the
-first class navigation requirement.
-
---- PAGE 2 ---
-Rules of Competition for the
-th
-18 John Smerek Memorial
-Scout Orienteering Festival
-Registration
-1. Fill out registration form completely.
-FULL ADDRESS, UNIT TYPE AND NUMBER required to receive awards.
-2. Divide scouts and scouters into teams of 2 scouts/scouters (3
-max.). Categories are based on the age of the oldest person on
-the team.
-3. Divide teams among the 6 start times.
-4. Fill out punch card completely.
-NAME, AGE, UNIT TYPE AND NUMBER required to receive an award.
-The awards will be mailed to the unit leader of record on the
-registration form. Every year some Scouts do not receive awards
-because they did not fill out the punch card and we are unable to
-assign them to a category or determine where to send the awards.
-Score Orienteering Course
-There are 30 control markers on this year’s course. You can visit
-the controls in any order. You are not expected to get all the
-controls. You have 60 minutes to visit as many controls as
-possible. You will be penalized 10 points for every minute you are
-over the 60 minute time limit.
-Plan your route according to your ability. Use your map reading
-skills more than your compass. Match features around you with the
-symbols on the map. If you are a beginner/first timer consider
-doing the map hike route (100+ points). After punching a control,
-move away from it as quickly as you can to avoid giving the location
-away to others. Each team should plan their route independent from
-the other teams in their unit.***(SEE Scoring)
-Start
-The start is in the field west of the Emerson Center by the flag
-poles. Plan on arriving at least 10 minutes before your scheduled
-start time for last minute instruction and to have your card
-stamped. YOUR CARD MUST BE CHECKED AND STAMPED OR YOU WILL NOT
-QUALIFY FOR AN AWARD. Staplers will be available at the start.
-PINK cards start at 915: AM TAN cards start at 10:00 AM
-YELLOW cards start at 9:30 AM IVORY cards start at 10:15 AM
-ORANGE cards start at 9:45 AM GOLD cards start at 10:30 AM
-
---- PAGE 3 ---
-Scoring
-The controls are worth the following amount of points:
-# 1- 5 worth 5 points #16-20 worth 20 Generally, controls that are
-# 6-10 worth 10 points #21-25 worth 25 farther away or harder to find
-#11-15 worth 15 points #26-30 worth 30 are worth more points.
-*** Teams from the same unit with identical punch cards and similar finish times
-will be lumped together for scoring.
-*** Groups of 4 or more will be considered recreational and not eligible for awards.
-Finish
-The finish is located on the west side of the Emerson Center at the south end of the porch.
-Remember to turn in your punch card at the finish. Punch card must have participants
-names, age and unit number to receive an award.
-Beginner Briefings
-Beginner briefings will be held in the field near the start. All beginners should plan on
-attending. The briefing will go over the event format, basic orienteering skills, map symbols,
-and strategies for planning your route.
-Map Hike
-The Map Hike is a non-competitive beginner level point-to-point course in which participants
-time themselves. This is an excellent opportunity for cub scouts and beginners to learn about
-orienteering and experience a 2-3 Km course. Time to walk the course should be less than
-an hour. This course meets the first class orienteering course requirement.
-Safety - Yield to Horses
-If you encounter horseback riders on a trail, please step off the trail to let them pass. The
-shoot gun range, ropes course area, ranger office/maintenance area and ranger houses are
-out of bounds.
-Awards
-Awards are neckerchief slides and tokens. The highest scoring individuals and teams will
-receive an award. Awards will be mailed to the unit leaders in April.
-John G. Smerek
-Our friend, John Smerek, died prematurely in the summer of 2002. As the Scout
-Orienteering Festival Meet Director for 14 years, he was the heart and guiding
-force of this event. He loved the opportunity to combine two of his great
-passions, Orienteering and Boy Scouting.
-John had unlimited energy and enthusiasm. He was a kind and generous
-person. We hope to live up to the high standards he set as we carry on the
-tradition of the Scout Orienteering Festival.
-Beth Skelton.

data/sources/Boy Scout Stratego.txt

@@ -1,109 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Boy Scout Stratego.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Boy Scout Stratego
-Introduction
-Boy Scout Stratego is a game that covers a wide area and can be played with two or more teams.
-Each player has a TOKEN that identifies who he is in the game. Get to know the game rules
-before you play.
-Please follow all instructions.
-The Setup
-All areas of the designated zone are fair play zones with the following exceptions:
-Buildings are out of bounds.
-Campsites and tents are out of bounds.
-Parking areas and equipment storage areas are out of bounds.
-You will be given a FLAG for your team that the other teams will be attempting to capture. This
-FLAG will be placed wherever your team decides to place its Headquarters (HQ). (You don‟t
-want the other teams to know where this is.)
-Two adults will supervise your HQ. They will have a bag of tokens for your team. Each bag will
-include 40 tokens consisting of:
-Stratego Tokens
-Token Rank Value Quantity Token Rank Value Quantity
-Marshal 1 1 Sergeant 7 4
-General 2 1 Engineer 8 5
-Colonel 3 2 Scout 9 8
-Major 4 3 Spy ** 1
-Captain 5 4 Bomb ** 6
-Lieutenant 6 4 See capture rules below.
-The Game Leader will give you a start command. From this point you have five minutes to hide
-your HQ along with the two adult administrators. The flag has to remain in the HQ area within
-20 feet of the administrators. You are not allowed to move the location of your HQ. As soon as
-your patrol is in position, each patrol member will reach into the bag of tokens provided by your
-administrators and obtain their first token. The token is an individual‟s rank badge. They are
-worth points when captured from the opposing team. Low numbers defeat high numbers. See
-“Capture Rules” below. You can use any spare time to come up with a strategy for finding the
-other team(s) HQ.
-The Game Leader will blow a whistle once. This is your signal that the game will begin in two
-minutes. When the whistle blows again, the game begins.
-1
-
---- PAGE 2 ---
-Playing the Game
-You are trying to capture the flags from opposing teams. You are also trying to gain points for
-your team by “capturing” other players. A “capture” begins when one player tags another.
-Tackling is NOT allowed! When you tag a player from another team, both players show each
-other their tokens.
-The lower number “captures” the higher number EXCEPT for the following:
-Any player except the FIELD MARSHALL (1) can “capture” the SPY.
-The SPY “captures” the FIELD MARSHALL (1).
-The BOMB “captures” anyone except the ENGINEER (8).
-The ENGINEER (8) “captures” the BOMB.
-If you each have the same number, then play a quick game of „rock, paper scissors‟ to
-find out who wins.
-If you are “captured”, you must give your token to the other player. You DO NOT give up any
-tokens you previously “captured”. You must then return to your HQ for another token.
-You are NOT allowed to try to find another team‟s HQ while you do not have a token from your
-own team. Also, you are trying very hard not to let anyone from another team know where your
-HQ is, so sneak back accordingly. You are out of play until you have another token from your
-team in hand. This means that you cannot chase other players while you do not have a token
-(although you can allow them to waste time by chasing you).
-When you return to your HQ, turn in any “captured” tokens to your administrators. Get a new
-token and go out again. Remember that other teams will be trying to find your HQ by looking for
-the area everyone is coming from. Plan your route back into play accordingly.
-If your administrators are out of tokens, you are required to sit quietly in your HQ until the game
-is over. If it gets to that point, the game will probably end very shortly.
-If you find another team‟s HQ and Flag:
-You take the Flag to the Game Leader immediately. (You must have a token from your
-own team to be eligible to “capture” the Flag.)
-You MUST carry the Flag in your hands.
-The Flag is NOT to be folded, rolled up, or hidden in any way.
-If you are “captured” while holding the flag, the flag must be given up along with your
-token.
-If you “recapture” your own team‟s flag, you need to return it to your HQ immediately.
-Again, you MUST carry it in your hands in plain sight.
-If you “capture” someone who is carrying the opposition Flag, you are allowed to take it
-to the Game Leader immediately.
-The Game Leader will blow the whistle two times (two long blasts) to signal the end of the
-game. When this happens, all players and administrators return to the game start area
-immediately (on the run!)
-2
-
---- PAGE 3 ---
-The Game Leader will end the game if:
-You are not playing by the rules (A Scout is Trustworthy, and cheating will not be
-tolerated.)
-One of the Team Flags is turned in.
-The game‟s time limit is reached.
-When everyone has returned to the game start area, all team members are required to turn over
-the tokens they have “captured” along with their own token to the Game Leader.
-All of a team‟s “captured” tokens are counted up to arrive at that team‟s total score for the game.
-Capturing and turning in the opponent‟s flag to the game leader will result in additional
-predetermined points. Once the scores have been figured out, all of a team‟s tokens will be
-returned to their administrators and the game can be played again! The more time you dally, the
-less time you will have to play!
-3
-
---- PAGE 4 ---
-Game Tokens: Print on different color of cardstock for each team and cut out.
-MARSHAL GENERAL COLONEL COLONEL MAJOR MAJOR MAJOR CAPTAIN
-CAPTAIN CAPTAIN CAPTAIN LIEUTENANT LIEUTENANT LIEUTENANT LIEUTENANT SERGEANT
-SERGEANT SERGEANT SERGEANT ENGINEER ENGINEER ENGINEER ENGINEER ENGINEER
-4
-
---- PAGE 5 ---
-SCOUT SCOUT SCOUT SCOUT SCOUT SCOUT SCOUT SCOUT
-SPY BOMB BOMB BOMB BOMB BOMB BOMB
-5

data/sources/BrownieJeopardy.txt

@@ -1,42 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/BrownieJeopardy.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-*Brownie Jeopardy*
-(covers Key to Camping, Safety portion)
-Fire Safety
-10 – Who must be with you at a campfire? (A leader, adult)
-20 – What do we use to put a fire out? (bucket of water)
-30 – Do you light a match towards your body, or away from it? (away)
-40 – Have your team demonstrate how to exit a building in case of a fire. (on knees, feel
-door if it’s hot)
-50 – What does your hair need to look like when you’re at a campfire? (ponytail)
-Prevention
-10 – How do we protect ourselves from insect bites? (insect repellant, long
-pants/sleeves/socks,
-20 – How do we protect ourselves from poison ivy or other harmful plants? (long pants,
-socks and shoes, stay on the path)
-30 – Give 2 ways we prevent a sunburn. (sunscreen, shade, outside during
-morning/evening, long sleeves/pants, hat)
-40 – How do keep from being dehydrated? (stay cool, drink water)
-50 – How do you prevent hypothermia and frostbite? (dress warm in winter, don’t stay
-outside for too long)
-First Aid
-10 – Which of these doesn’t belong in a first aid kit? Whistle, Camera, Bandaids.
-20 – Name 3 things that would be in a First Aid kit. (bandaids, gauze, safety pins,
-cleaning wipes, whistle, orange garbage bag, 25c, pen+pencil, tape, sling…)
-30 – True or False.. If someone is bleeding, soak it in water to stop the bleeding. (false)
-40 – True or False.. When someone first starts coughing, you stand by them and
-encourage them to cough. (true)
-50 – True or False.. Girl Guides of Canada requires a health form from all girls to make
-their leaders aware of allergies or medical conditions. (true)
-Other Camp Rules
-10 – Finish this phrase: “Always stay with your _______!” (buddy)
-20 – You can’t go past the boundaries unless who is with you? (a leader)
-30 – How many sinks do we use to wash dishes? (3)
-40 – Name something you are not allowed to bring to camp, and why. (gum, candy,
-music, electronics)
-50 – Tell us why you need to keep your belongings neat and tidy. (don’t get lost, you
-know where they are, there are a lot of people..)

data/sources/CampSkillsEvaluationForm.txt

@@ -1,71 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/CampSkillsEvaluationForm.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-CCCCaaaammmmpppp SSSSkkkkiiiillllllllssss EEEEvvvvaaaalllluuuuaaaattttiiiioooonnnn FFFFoooorrrrmmmm
-Use this form to track your progress as you learn essential camp skills!
-Name: ______________________________ Year: _____________
-GGGGeeeettttttttiiiinnnngggg RRRReeeeaaaaddddyyyy ffffoooorrrr CCCCaaaammmmpppp
-Camp Skill Camp #1 Camp #2 Camp #3
-I packed my clothes and bed roll z z z
-I contributed to the planning of meals etc. z z z
-I remembered to bring all my personal gear z z z
-I brought ALL group gear that was assigned to
-z z z
-me (i.e. coolers; ice, milk jugs, fire buckets etc)
-AAAAtttt CCCCaaaammmmpppp
-Camp Skill Camp #1 Camp #2 Camp #3
-* My mom or dad helped pitch the tent z z z
-I pitched the tent with other Pathfinders z z z
-* The Guiders helped pitch the tent z z z
-I kept my tent tidy at all times z z z
-I stored food safely (from animals & at right
-z z z
-temperature)
-I set up the stove z z z
-I lit the stove z z z
-I cooked on a camp stove z z z
-I cooked food on an open fire z z z
-I can lay three different types of fire z z z
-I packed my own bed roll to go home z z z
-* My Guiders had to remind me to do things z z z
-* My Patrol leader had to remind me to do
-z z z
-things
-I made a camp gadget z z z
-I can tie a reef knot and know when to use it z z z
-I can tie a bowline and know when to use it z z z
-I can tie a sheet bend and know when to use it z z z
-
---- PAGE 2 ---
-I can tie a clove hitch and know when to use it z z z
-I can tie another knot and know when to use it z z z
-I participated in flag raising/flag lowering z z z
-I participated in campfire z z z
-I participated in a Guides' Own z z z
-I organized a flag raising/flag lowering z z z
-I organized a campfire z z z
-I organized a Guides' Own z z z
-I made a significant contribution to the smooth
-z z z
-running of my patrol
-* I tried to get out of doing work z z z
-I cheerfully participated in ALL activities z z z
-I brought first aid problems to the first aider z z z
-I brought my minor problems to the Guiders for
-z z z
-them to solve
-I kept the Promise & Law at camp z z z
-I practiced environmentally friendly camping
-z z z
-techniques
-(note: hopefully items in the above chart with a * are NOT checked!)
-PPPPoooosssstttt CCCCaaaammmmpppp
-Camp Skill Camp #1 Camp #2 Camp#3
-I unpacked promptly z z z
-I cleaned and promptly returned all gear
-z z z
-assigned to me (kits/stoves etc)
-I had fun at camp z z z

data/sources/Compass Game Beginner.txt

@@ -1,119 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Compass Game Beginner.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Beginner’s Compass Game
-(course is permanently set up at Camp Brighton Woods)
-This activity is recommended for Juniors and up as a fun way to get their bearings as
-they learn how to navigate with an orienteering compass. To play, the participant
-must be able to find a direction with a compass when given a bearing. No pacing of
-distances is necessary.
-The course consists of 8 labeled cones carefully placed in a large circle. While playing
-the game, all players are contained by the circle.
-Care must be taken to insure that magnetic influences are not present.
-Kit Contents
-(cid:1)
-Leader Guide
-(cid:1)
-8 labeled cones
-(cid:1)
-Pencils and pencil sharpener
-(cid:1)
-Laminated copies of the Game Paper Sheets
-(cid:1)
-Laminated copies of the Answer Sheet
-(cid:1)
-Back-up baggie of Game Papers (Note: Please provide your own Game Papers
-by photocopying the provided Game Papers sheets and cutting it into pieces.
-Each set makes 90 papers and each girl receives one at a time. If you run out
-or forget to copy your own Game Papers, you may use those provided in the
-kit, but you must make new Game Papers to replace them. You can also print
-papers from pages 5-7 of the online Leader Guide here:
-http://www.gscnc.org/files/pdf/program/kits/CompassGame.pdf)
-Note: This kit does not include compasses. You will need to provide your own
-orienteering compasses. Any orienteering compass is fine. Look for a clear base
-plate, rotating housing, direction of travel arrow(s) and some version of a “Read
-Bearing Here” mark. GSCNC has a Compass Kit which can be requested separately
-using the c360 Program Kit Request form which can be found here:
-http://www.gscnc.org/kits.html.
-1
-
---- PAGE 2 ---
-This kit is designed for use at Camp Brighton Woods. The Compass Game is
-permanently set up in the Sports Field in front of Meadowside Lodge. Look for the 8
-pavers which are slightly buried in the grass around the flag pole. To use this already-
-set-up course, simply place the included cones on the appropriately labeled pavers.
-2
-
---- PAGE 3 ---
-Setting Up the Game
-•
-Photocopy the Game Papers sheets and cut them into pieces. (This kit
-contains a baggie of backup Game Papers for play in case you run out or
-forget to make your own. Plan on using your own papers. If you need to use
-those in the backup baggie, please remember to make new Game Papers to
-replace them.)
-•
-Place the labeled cones on the appropriately labeled pavers, with the letters
-facing toward the center.
-•
-Place a sharpened pencil at each cone. The pencil should remain at the cone
-during the game – girls should not carry them from cone to cone.
-Playing the Game
-•
-Each participant receives one Game Paper at a time.
-•
-This paper tells the players their starting positions as well as the bearings
-which direct them from cone to cone around the course.
-•
-Each player copies down the letter on each cone along their route on the back
-of the Game Paper.
-•
-The six letter code word thus produced is checked against the respective code
-word on the Answer Sheet.
-•
-Not two Game Papers describe the same route.
-3
-
---- PAGE 4 ---
-Setting Up Your Own Game
-This kit can also be used to play the game on a course you set up on your own. Use
-the directions below to set up your play area. Note: You will need a tape measure (or
-a 30’-50’ piece of string) and an unlabeled ground stake.
-•
-Place the stake in the ground in the center of the area which will be used for
-laying out the course. (After the game is set up, the stake is no longer
-needed.)
-•
-Attach the measuring tape or string (no more than 50 feet long) to the center
-stake.
-•
-Working from the center stake each time, set the compass bearings as
-indicated below.
-•
-Place the lettered cone, according to its bearing, as illustrated, with the letter
-facing toward the center.
-•
-Each cone must be the same distance (radius) from the center as every other
-cone.
-•
-The radius of the course may be changed to suit the available space.
-4
-
---- PAGE 5 ---
-GAME PAPER SHEET 1
-5
-
---- PAGE 6 ---
-GAME PAPER SHEET 2
-6
-
---- PAGE 7 ---
-GAME PAPER SHEET 3
-7
-
---- PAGE 8 ---
-ANSWER SHEET
-8

data/sources/Cubs Acting Games.txt

@@ -1,131 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Cubs Acting Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-CUBS – Acting Games
-Acting Games
-Introduction
-These games are from the “Fun and Games for Cubs” book written by Jack Dowling and first printed by The
-Scout Association of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in
-1987.
-The games have been sorted into categories, with this category being Cub games involving acting and the
-stimulation of the imagination. The games are listed alphabetically.
-If you have a favourite acting game you would like to share with other leaders, please forward the game
-instructions to the National Cub Leader care of reception@scouts.org.nz so it can be added to this document
-and the website updated.
-Acting Paragraphs
-Equipment – paragraphs of news items or jokes cut out of a newspaper or magazine.
-Method
- Each Six is handed a newspaper cutting containing a description of an incident or a joke.
- After a few minutes of discussion in the Six, the Cub Leader chooses a six who act out the
-incident or joke.
- The rest of the Pack attempt to guess what the Six is acting.
-Character Story
-Equipment – nil
-Method
- The Cub Leader tells a story with a number of characters in it. An adventure story would be
-best.
- Various Cubs are selected to act out the key characters parts as the story proceeds.
- The rest of the Pack supply the sounds – wind howling, dogs barking etc
- The Cub Leader will need to watch what is happening and give the ‘actors’ time to perform.
-Charades
-Equipment – nil
-Method
- Each Six is given a word of two or three syllables and must act out each syllable and then the
-entire word without speaking.
- The other Cubs have to guess what the Six is miming.
- You can use slogans, proverbs, song titles, TV advertisements catch phrases etc.
- Limit the time for each round to stop the game dragging out.
-Disguises
-Equipment
- Fancy dress or disguises for the Six or team.
-Method
- One Six is told the previous week to bring a fancy dress or a disguise.
- They must wear masks (See the skill sheets for instructions for making masks).
- The Six leave the room and get dressed in their disguises.
-July 2015 Cubs Acting Games.doc
-
---- PAGE 2 ---
- They enter the room and walk about, attempting to disguise their voices and walks etc.
- The Six must answer any questions put to them by the Pack.
- After they leave the room, the other Sixes sit down and work out who was wearing what and
-write it down.
- The Six wearing the disguises return and take of the masks so the other Sixes can check their
-answers.
-Dumb Crambo
-Equipment - nil
-Method
- About six Cubs are sent out of the room. They are dumb and cannot speak.
- The Pack decides on a word the six have to act, but the six are not given the word. Instead
-they are told a word that sounds like it. e.g. spark or lark instead of ‘Park’.
- The six have to mime one after the other, all the words they can think of until they get the
-correct word.
-Doing your Job
-Equipment
- A number of folded notes on paper, each bearing the name of a job or profession
-Method
- Each note is passed around the circle of Cubs, by a leader who says “pass it on to number 10,
-or 6 etc. The aim is to help create a bit of suspense and mystery.
- The Cub receiving the note has to act the role listed on the note and continue until someone
-guesses what job it is.
- The leader then passes another note around and nominates a number which the Cubs count off
-until the note reaches the number.
-Jolly Workmen
-Equipment – nil
-Method
- One Six meets at one end of the hall and decides upon a type of work.
- The rest of the Pack is gathered at the other end of the hall.
- The Six moves up the hall saying: “We are jolly workmen looking for work”
- The Pack replies “What sort of work”.
- The Six says “All kinds of work”.
- The Packs says “Show us some”.
- The Six acts out the type of work they decided upon.
- The Pack guesses what the type of work is.
- When they get it right, they chase the Six back to the other end of the hall.
-Miming Game
-Equipment - nil
-Method
- About six Cubs are sent out of the room
- Those left decide what they will ask the six to act. e.g. backing a car out of a driveway, or
-getting on a bicycle etc.
- The first person comes back into the room and is told what to act.
- The second person comes in, watches and then copies what they have seen.
- Each Cub shows the next what to do until the last one enters the room.
- The sixth Cub has to guess what the 5th Cub is miming.
- Run this once as it will take 10 minutes and that is sufficient for this meeting.
-CUBS – Acting Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
-Mime Rhyme
-Equipment – nil
-Method
- Put the Cubs in groups or teams and each chooses and mimes a nursery rhyme
- The other teams guess what nursery rhyme the team is miming.
- The first team to guess the mime then gets to act out their nursery rhyme.
-Noah’s Ark
-Equipment – Small slips of paper
-Method
- Write the names of various animals on the slips of paper.
- Make sure each animal appears on two separate slips.
- Hand out the slips to the Cubs.
- Each Cub has to act out the animals behaviour and sound (if any).
- The Cubs have to identify their ‘mate’, pair up and pass quickly board the Ark through an arch
-made by two leaders.
- Once all paired up and on the Ark, each pair act out their ‘animal’ and the other Cubs have to
-identify what animals the actors represent.
-Roving Musicians
-Equipment – nil
-Method
- The Cubs walk around in a circle saying ”What do you play sir, what do you play?”
- One Cub is in the centre of the circle pretending to play an instrument.
- The ‘musician’ points to a Cub in the circle who must then guess what instrument the musician
-has been playing.
- If the Cub guesses correctly they swap places and the new musician then pretends to play
-another instrument.
- Meanwhile the Pack walks around in a circle again saying ”What do you play sir, what do you
-play?” and also pretend to play the last instrument chosen.
- The Cub Leader may need to tell the musician when to point to the next Cub in the circle in
-order to keep the game moving along.
-CUBS – Acting Games SCOUTS New Zealand Page 3

data/sources/Cubs Coming in Games.txt

@@ -1,170 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Cubs Coming in Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-CUBS – Coming In Games
-Coming In Games
-Introduction
-These games are from the “Fun and Games for Cubs” book written by Jack Dowling and first printed by The
-Scout Association of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in
-1987. The games have been updated and sorted into categories, with this category being ‘Coming In’ games
-played when the Cubs arrive before the meeting starts. The games are listed alphabetically.
-If you have a favourite ‘coming in’ game you would like to share with other leaders, please forward the game
-instructions to the National Cub Leader care of reception@scouts.org.nz so it can be added to this document
-and the website updated.
-Cards in the Bucket
-Equipment
- Several packs of old playing cards
- Several buckets
-Method
- As the Cubs arrive they queue up to attempt to throw or flip the playing cards into the bucket
-placed 2 metres away.
- Each Cub gets three cards.
- When all the cards are thrown, gather them up and start again.
-Celebrity Recognition
-Equipment
- Cut out photos of celebrities from news papers and magazines
- Masking or parcel tape
-Method
- Stick the photos up on the wall.
- Cubs have to work out who they are.
- Before the meeting starts, have everyone gather around each photo and tell the leader who
-they think it is.
-Dice Games
-Equipment
- Standard board games
- Dice and tumbler
-Method
- Play standard and popular board games until all the Pack members have arrived.
- Educational games are preferred, such as games using place names in NZ etc.
-Find the Beans
-Equipment
- 20 or so beans
- Blue tack or masking tape
-Method
- The beans are stuck to various surfaces and under tables and chairs before the Cubs arrive.
- As the Cubs arrive they are told to join their Six and help find and collect the beans.
- The aim is to see which Six can collect the most beans.
-July 2015 Cubs Coming in Games.doc
-
---- PAGE 2 ---
-Four Square
-Equipment
- Chalk
- Soccer ball
-Method
- Mark out four squares about 2 metres on each side so they make up one large square with 4
-squares inside it numbered 1 to 4.
- Place a Cub in each square. One is designated as the King and is in square 4.
- The King starts the game by bouncing the ball once and then hitting it into one of the other
-three squares using both hands as in volleyball.
- The Cubs in those squares try and hit it to another square. (No catching the ball).
- If the ball misses the square and or goes outside the big square, the hitter is out.
- Everyone one steps up a square and a new Cub joins at square one.
-Keep Away
-Equipment
- One beach ball or similar object
-Method
- Place the Cubs in a circle or a square.
- One Cub called “It” is placed in the middle to try and intercept the ball.
- The remaining Cubs have to keep the ball moving across and around the square or circle.
- If “It” catches or traps the ball, It swaps with the person who threw the ball.
-Match Stick Tower
-Equipment
- Plastic milk bottle or similar object to get the tower up off the floor.
- Box of matches per four Cubs (Could cut up kebab skewers).
-Method
- Give each four Cubs a plastic milk bottle and a box of matches.
- Each Cub in turn places a match on top of the bottle top and build a tower.
- If the matches fall or the tower fails, they start again.
- The Cubs with the highest tower when the meeting is due to start wins.
-Newspaper Creativity
-Equipment
- Old newspapers
- Garbage bag
-Method
- Each Cub is given one sheet of newspaper on arrival
- The Cubs tear out animal shapes, or boats or caps etc.
- Have the Cubs display their creations before the meeting starts.
-Portraits
-Equipment
- Several sheets of stiffish white paper (old posters from various branches of national companies
-would be ideal for this). White boards would also do – with appropriate pens.
- Soft black pencils, crayons or colouring pens.
- Several torches or bedside lamps would be useful.
- Masking tape
-Method
- Pin or tape several large sheets of the paper to the wall of the hall.
- As each Cub arrives they stand so a shadow of their head appears on the paper.
- Other Cubs take turns at drawing around the shadow of the head.
-CUBS – Coming In Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
- Later in the meeting see if people can recognize the various silhouettes
-Pot Ball
-Equipment
- Three or six buckets or similar containers.
- Three tennis balls, soft balls or similar objects for each 3 buckets.
-Method
- Draw a 1 metre starting line on the floor
- Place the first bucket 3 metres from the line
- Place the 2nd and 3rd buckets 60cm apart behind the first bucket.
- The Cubs line up behind the starting line as they arrive.
- The Cubs are given three balls when their turn comes.
- The Cub throws the balls into the bucket. The aim is to get 14 points which are gained as
-follows. Bucket 1 = one point, bucket 2 = two points and bucket 3 = three points.
- First Cub to reach 14 points wins the game.
- If they miss with a throw they go to the back of the queue.
- Once six Cubs are in a queue consider starting a second game.
- Allocate one Cub to retrieve the balls.
-Ten Beans
-Equipment
- A quantity of dried bean or peas etc.
-Method
- The object of the game is to get a yes or no answer out of the other Cubs
- As each Cub arrives they are given ten beans
- One Cub asks the other a question. If the Cub answers “yes” or “no”, that Cub has to give the
-questioner a bean.
- The Cub with the most beans by the time the meeting starts wins.
-Ten Squares
-Equipment
- Six or so flat river stones or steel washers about 20mm in diameter.
- Chalk if playing inside.
-Method
- Draw a set of ten squares about 60cms square. They can be in a long row or one big square
-divided into ten. Number the squares from 1 to 10.
- Each Cub has one of more stones or washers and aims to land them in the squares starting at 1
-and moving up to 10.
- Have one Cub or a leader by the squares throwing the stones back to the players.
- If the Cub misses the square being aimed at, the next person has a turn.
- Cubs that have missed a turn carry on where they left off when their turn comes.
- Missing squares 4 and 8 means starting from one again.
- Make up teams of four to six as the Cubs arrive. Have several games running at once.
-Who Am I?
-Equipment
- Cards with a celebrity name on it
- Sticky tape
-Method
- Stick a card with the name visible to the back of each Cub as they arrive
- The Cub asks others leading questions about the person whose name is on their card e.g. Is it a
-sportsperson? Is it an athlete? Is it a runner? And so on.
- The Cubs only answer one question and then have to ask someone else.
- Shorten the game by ending it when the first person works out the name on their back.
- Choose popular and well known celebrities.
-CUBS – Coming In Games SCOUTS New Zealand Page 3
-
---- PAGE 4 ---
-Who Is It?
-Equipment
- Blindfold
-Method
- Cubs form a circle with a blindfolded Cub in the centre
- The blindfolded Cub walks carefully forwards until reaching a Cub in the Circle.
- The Blindfold Cub has to try and identify the Cub who is allowed to say “Poor Pussy, Poor Pussy”
-and then “Meow”.
- If the Cub is not identified, the blindfolded Cub walks across the circle and tries again.
- If the Cub is identified correctly, that Cub is blindfolded and the game continues.
- Cubs are added to the circle as they arrive.
-CUBS – Coming In Games SCOUTS New Zealand Page 4

data/sources/Cubs Pack Games.txt

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Cubs Pack Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-CUBS – Pack Games
-Pack Games
-Introduction
-These games are from the “Fun and Games for Cubs” book written by Jack Dowling and first printed by The
-Scout Association of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in
-1987. The games have been updated and sorted into categories, with this category being Pack Games. The
-games are listed alphabetically.
-If you have a favourite game in this category that is substantially different from any listed, you may wish to
-forward the game instructions to the National Cub Leader care of reception@scouts.org.nz to see if it could be
-added to this document.
-Games list
-Apple Eating Green Light, Red Light Relay Tag
-Runners
-Back to Back Hadrian Wall Scatter
-Balance Cricket Holdfast Shunting Tag
-Balloon Balance Hot Rice Stiff Candles
-Balloon Stampede Hunter and his dogs Swinging Rope
-Barefoot Marble Race
-Blindfold Marshmallow Eating
-Bucket Relay
-Catch Ball Indoor cricket Turtles
-Twin Tag
-Dragons Tail Monkey Tag
-Elbow Hop One Minute
-Fishing Pond Peg on a String Whackem
-Flip Flap Tag
-Follow the Pebble
-Foot and Nose Relay
-Follow the Pebble
-Apple Eating
-Equipment
- Two chairs or posts if outside.
- One small apple per Cub.
- 2 metres of twine of cord.
-Method
- Peel and core the apples.
- Thread the cored apples onto the twine or cord and tie the cord between the chairs or posts.
-Space the apples out about 1 metre apart.
- On ‘Go’, the Cubs, without using their hands, have to eat the complete apple
- Suitable for a Pack with small numbers.
-July 2015 Cubs Pack Games.doc
-
---- PAGE 2 ---
-Back to Back
-Equipment
- Nil
-Method
- Arrange all Cubs except one in pairs, standing back to back with their elbows locked.
- They are scattered at random over the playing area.
- When “it” calls, “all change”, each player must seek a new partner and hook elbows with them.
- The one failing to secure a partner is “it” for the next round.
-Balance Cricket
-Equipment
- Tennis ball
- Very small cricket bat or something that will serve as a cricket bat
- A small log or bucket to stand on.
-Method
- The batter stands on the log or bucket and uses the bat to hit the tennis ball.
- The fielders throw the ball at the batters legs from anywhere in the field.
- If the batter’s get hit below the knee or lose balance they are out.
- The batters cannot move their feet. They must twist to protect their legs from balls coming from
-the side or behind.
-Balloon Stampede
-Equipment
- A balloon for each player.
-Method
- Tie a balloon to one ankle of each player.
- Each Cub must try and stamp on and burst the balloon tied to another Cub, while at the same
-time prevent the other Cub from stamping on his or her balloon.
-Balloon Steeplechase
-Equipment
- A balloon for each Cub plus a few spares.
-Method
- Lay out a simple obstacle course.
- Give each Cub a balloon.
- The Cubs have to bounce the balloons in the air as they attempt the obstacle course. They are
-not permitted to grip or hold the balloons.
- If the balloon touches the ground the Cub has to repeat the obstacle.
- If the balloon bursts it may be replaced and the obstacle repeated.
-Barefoot Marble Relay Race
-Equipment
- Two marbles per Six
-Method
- Tell the Cubs to remove their shoes and socks.
-CUBS – Pack Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
- Place two marbles on the starting line in front of each team.
- On signal, the first Cub in each line grasps a marble with the toes of each foot and walks to the
-finish line. If the Cubs drop a marble, they must pick it up with their toes before continuing.
-Blindfold Marshmallow Eating
-Equipment
- A marshmallow.
- A paper plate.
- A blindfold.
-Method
- Put the plate with the marshmallow on it, on a table or chair.
- The Cub is blindfolded and has to eat the marshmallow without using his or her hands.
-Bucket Relay
-Equipment
- Two empty buckets per team
- Water
-Method
- Line two or more teams up for a relay. Provide each team with two buckets – one empty and the
-other half full of water. On signal, the first cub runs to the goal line, pours the water into the
-other bucket, leaves empty bucket there, and carries the water to the next cub. The first team to
-finish with their water intact wins.
-Catch Ball
-Equipment
- One soft beach ball or netball
-Method
- Each Sixer is allocated a corner or a goal area that they cannot move from.
- The leader tosses the ball in the air to start the game.
- The Six members pass the ball around as in netball with the aim of throwing it to their own Sixer.
- Each catch by the Sixer earns a point.
- Cubs may not run with the ball, they can only pass it.
-Dragon’s Tail
-Equipment
- Nil
-Method
- Arrange all players in a single line with their hands on the waist of the player in front.
- On ‘go’, the first player (the “head” of the dragon) attempts to tag the last (the “tail” of the
-dragon)
- If the tag is made, select new players to be the head and tail. The idea is for the front half of the
-line to help the head and the back half of the line to help the tail.
-Elbow Hop
-Equipment - Nil
-Method
-CUBS – Pack Games SCOUTS New Zealand Page 3
-
---- PAGE 4 ---
- All Cubs have to hop, including the chaser.
- The chaser has to place his or her hands on the hips and tag the other Cubs by touching them
-with their elbows.
- Once tagged by the elbow a Cub becomes a chaser as well.
- The game continues until all Cubs have been tagged.
-CUBS – Pack Games SCOUTS New Zealand Page 4
-
---- PAGE 5 ---
-Fishing Pond
-Equipment
- A length of string for each Cub.
- A short pole – bamboo or cane etc.
- Soft wire.
- Cotton reels or spools.
- Staples and hammer.
-Method
- The aim is to fish for the reels or spools.
- Drive a staple in to the end of each reel or spool
- Form a small hook out of the wire and attach it to the string.
- Tie the string to the pole to make a fishing rod.
- The Cubs use the rod to try and get the hook through the staple on the reel.
- Insert a rolled up piece of paper with a message on it into the reel.
- One third of the messages have “you have caught a fish” on them’
- Two thirds have the message “sorry try again” on them.
- Place the reels or spools in a low sided cardboard box and start fishing.
-Flip Flap Tag
-Equipment
- Two chairs or forms
-Method
- Place the two forms or chairs far enough apart that a Cub standing between them can touch a
-Cub trying to get past.
- ‘It’ stands between the chairs, with his or her back facing the rest of the pack. ‘It’ can only move
-the arms.
- The Cub leader signals to specific Cubs to try and creep past ‘It’ without being tagged.
- The ‘Its’ must raise and lower their arms at varying rates and the Cubs have to time their dash to
-be when ‘Its’ arms are raised. It’s a bit like trying to run between the blades of a windmill.
- Large Packs could have several ‘Its’ operating at once.
- Once a Cub has been tagged they can replace ‘It’ or sit out the rest of the game.
-Follow the Pebble
-Equipment
- A pebble or coin.
-Method
- The leader starts the game by announcing that the person who is ‘It’ has to run a course such as
-to the back wall and back to him or her. The instruction should vary each time.
- The Pack forms a circle with the Cubs facing inwards and with their hands behind their back,
-palms open.
- The leader walks around behind the Cubs and slips the pebble or coin into the palm of one Cub
-without letting on to the other Cubs who is ‘It’.
- The leader carries on walking and when he or she gets back to the start point the Cub who is ‘It’
-must start running and the rest start chasing him or her. The aim is for ‘It’ to complete the
-course and get back to the leader without the other Cubs tagging him or her. ‘It’ may start
-running any time after receiving the pebble.
- If ‘It’ is tagged, the Cub who did the tagging becomes the new leader.
- If ‘It’ isn’t tagged he or she becomes the new leader.
-CUBS – Pack Games SCOUTS New Zealand Page 5
-
---- PAGE 6 ---
-Foot and Nose Relay
-Equipment
- Nil
-Method
- Instruct the first runner in each line to hold their right ankle with their right hand and their nose
-with his left hand.
- In this position they hop to the other end of the hall.
- When they get there, they run back and tag the next Cub.
- If they let go of their nose or ankle, they must return to the starting point and begin again.
-French Cricket
-Equipment
- Small cricket bat or softball bat
- Soft ball or tennis ball
-Method
- The batsman must stand still with feet together at all time. The batsman’s legs are in effect the
-wickets.
- Choose a Cub to start the bowling.
- If the ball hits the batsman’s legs on or below the knee the batsman is out and the bowler takes
-his or her place.
- The fielders pick up the ball from where ever it lands and bowl it at the batsman.
- Remember that the batsmen have to twist around to hit the ball as they cannot move their feet.
-If the batsmen’s feet move they are out.
-Green Light, Red Light
-Equipment
- 1 red and 1 green cardboard disk about 15 to 20cm in diameter.
-Method
- A leader sticks the green disk on his or her back, and the red disk on the front.
- The Cubs gather at one end of the playing area and the Leader at the other. The Cubs have to try
-and creep up and touch the leader.
- When the leader turns his or her back on the Cubs the green disk is displayed and the Cubs creep
-forward.
- When the leader turns abruptly and displays the red disk the Cubs must freeze.
- Any Cub seen moving is out.
- The first Cub to touch the leader takes over the disks and the game continues until time is up.
-Hadrian’s Wall
-Equipment – nil
-Method
- The playing area is divided into three sections, the centre section being the ‘wall’.
- Four or five Cubs are appointed as the ‘defenders’ and must stay in the ‘wall’ area at all times.
- On “Go” the attackers must run from one end of the play area to the other by crossing the ‘wall’
-and avoid being tagged by the ‘defenders’ while doing so.
- The tagged ‘attackers’ join the ‘defenders.
- The last untagged attacker becomes the captain of the ‘defenders’ in the next game and chooses
-4 Cubs to help.
-CUBS – Pack Games SCOUTS New Zealand Page 6
-
---- PAGE 7 ---
-Holdfast
-Equipment
- Nil
-Method
- All players except ‘It’ have to hop about on one foot and hold their nose with one hand.
- ‘It’ chases and tags any player who lets go off the nose or puts both feet on the ground.
- Once tagged the Cub becomes an additional ‘It’.
-Hot Rice
-Equipment
- An old saucepan lid and a tennis ball.
-Method
- The ball is given to one Cub to start the game by throwing the ball at the Cub with the saucepan
-lid.
- The Cub holding the saucepan lid uses it as a shield to ward off the ball as it is thrown at him or
-her.
- If the ball hits the Cub, the lid is dropped and that Cub joins the rest of the Cubs.
- The nearest Cub picks up the saucepan lid and the game resumes.
- If the Cub successfully wards of the ball with the shield, the Cub nearest where the ball stops
-picks it up and throws it from there.
- The ball cannot be thrown while the shield is on the ground.
-Hunter And His Dogs
-Equipment – Nil
-Method
- All the Cubs line up again one end of the playing area.
- One Cub is appointed the ‘Hunter’ and stands in the middle of the area.
- On “Go” the Cubs race to the other end of the playing area.
- The ‘Hunter’ tags any Cubs within reach and they become the ‘Hunter’s Dogs’.
- The ‘Dogs’ cannot tag the players; they can hold them until the ‘Hunter’ tags them. One dog can
-hold one player only.
- The leader can speed up the game if desired and not wait until the ‘Hunter’ is ready.
-Indoor Cricket
-Equipment
- A tennis ball
-Method
- Chalk the wickets on the wall or on a piece of card fixed to a chair or tree etc.
- There are two batters who use their hands to swipe the ball away.
- Once the ball is hit the batter must run.
- The batter gets a point for each completed run.
- The fielders throw the ball at the wickets to get the runner out.
-CUBS – Pack Games SCOUTS New Zealand Page 7
-
---- PAGE 8 ---
-Monkey Tag
-Equipment
- Nil
-Method
- All the Cubs must move around with their feet and hands on the ground or floor.
- ‘It’ is the exception and can raise one hand to tag another Cub.
- Once tagged, the Cub is out of the game.
- This is a very strenuous game. Play if got 5 minutes or less each time.
-One minute
-Equipment
- A watch with a second hand or a stopwatch.
-Method
- This is to teach Cubs how to estimate time – one minute in this case.
- Mark out a start and finish line about 10 to 15 meters apart.
- The Cubs aim to cover the distance in one minute or as near as possible.
- If they get to the line before one minute they ran back to the start line and start again.
- The Cubs may want to practice counting one minute before starting the game.
-Peg on a String
-Equipment
- Two chairs per Six
- A length of garden twine or similar cord
- 3 clothes pegs per Six
- A blindfold per Six
-Method
- Place the chairs about 1 meter apart and fix the twine between them.
- A Cub is blindfolded and given 3 pegs.
- The Cub has to use one hand to locate the string and then clip the peg onto it.
- Once all three pegs are clipped on the Cub turns around and must find and unclip the pegs.
- Can be played as a Six or the whole Pack.
-Relay Tag
-Equipment
- Rolled up newspaper with a strip of tape to hold it together.
-Method
- ‘It’ tries to tag the Cub who is carrying the rolled up newspaper.
- The Cub being chased can hand the newspaper to any other Cub who ‘It’ then chases.
- A clearly defined playing area is needed for this. Part of a netball court would be ideal, as would
-the back lawn of a house.
-CUBS – Pack Games SCOUTS New Zealand Page 8
-
---- PAGE 9 ---
-Runners
-Equipment
- One soft ball
-Method
- The four corners of the playing area are safe zones with about the same number of Cubs in each.
- When the whistle blows, the Cubs run between the safe zones.
- ‘It’ has the ball and stands in the middle of the playing area.
- ‘It throws the ball and attempts to hit the Cubs below the waist.
- The ball is returned and when the whistle blows the game resumes.
- Cubs hit by the ball become ‘It’.
-Scatter
-Equipment
- Nil
-Method
- The Cubs stand in a straight line down the middle of the playing area.
- One Cub, the ‘Caller’, stands aside and calls out exercises (hop, jump, arms up etc.).
- After a few exercises the Cub calls out “Scatter”.
- The Cubs in the line race for the nearest wall or boundary.
- The last one to get to the wall or boundary is out and becomes the ‘Caller’
-Shunting Tag
-Equipment
- Nil
-Method
- Cubs are placed in threes (Trains). One is the engine, one the tender and the other a wagon.
- Appoint ‘loose wagons’ at the rate of one to every three ‘trains’.
- The aim is for the ‘loose waggons’ to attach themselves to any ‘train’.
- The ‘train’ aims to stop the ‘loose wagons’ attaching themselves and does this by twisting and
-turning so the wagon is not exposed to the ‘loose waggons’.
- If the ‘loose waggon’ succeeds in attaching to the ‘train’, then the engine breaks away and
-becomes a new ‘loose waggon’.
- Play in a confined area if possible so that the game moves quickly.
-Stiff Candles
-Equipment
- Nil
-Method
- Appoint 2 or 3 Cubs (or more) to be ‘It’.
- They chase the rest of the Pack around the playing area attempting to tag them.
- When tagged, the Cubs become ‘Stiff Candles’ and must stand still with their legs wide apart and
-arms on their hips.
- The tagged Cubs can be freed by another untagged Cub crawling between their legs.
- If the crawling Cubs are tagged they become stiff candles as well.
-CUBS – Pack Games SCOUTS New Zealand Page 9
-
---- PAGE 10 ---
-Swinging Rope
-Equipment
- A rope about 6 metres long
- A plastic shopping bag big enough to hold a soft ball
- A soft beach ball
-Method
- Place the ball in the shopping bag and tie it to one end of the rope.
- A leader starts swinging the rope around in a circle and the Cubs have to jump over it.
- If the rope hits the Cubs below the knee the Cub is out.
- The last Cub standing is the winner.
-Turtles
-Equipment
- Nil
-Method
- The Pack are escaped Turtles and are chased by the Zookeeper.
- To avoid capture the Turtles lie on their back with hands and feet in the air.
- The Keeper can stand 6 paces away from a Turtle and count 6 out loud (six seconds).
- The Turtles can then escape and after the count of six the keeper can resume the chase.
- If tagged the Cub is out of the game.
-Twin tag
-Equipment - Nil
-Method
- The leader appoints a Cub as ‘Chaser’ and another as the ‘Runner’
- The remaining Cubs form into pairs and circulate around the play area.
- The ‘Runner’ can link up with any twin and when this happens one of the twins becomes the
-‘Runner’ and races off to join up with another twin pair.
- When the ‘Runner’ is tagged, he or she becomes the ‘Chaser’ and the game continues.
-Whack’em
-Equipment
- Newspapers and tape
-Method
- Have the Cubs stand in a circle, shoulder to shoulder, with their hands behind them and eyes
-forward.
- A player carries a baton made of newspaper around the outside of the circle and hands it to
-someone, placing it on either their left or right hand (but not both).
- The player now holding the newspaper chases the Cub on the side the newspaper was placed,
-around the circle hitting him or her (below the waist) with the baton until they return to their
-former place.
- To make the baton, loosely roll the newspapers up and then use tape to hold the roll shape.
- Don’t make the batons too big for the Cubs hands to grip, or too hard. Slightly floppy is best.
- It’s good for training Cubs to be aware of what is happening around them. Cubs with good
-peripheral vision should manage to take off and get around the circle without being hit. The
-others soon learn to be more alert.
-CUBS – Pack Games SCOUTS New Zealand Page 10

data/sources/Cubs Sense Training Games.txt

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Cubs Sense Training Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-CUBS – Sense Training Games
-Sense Training Games
-Introduction
-These games are from the “Fun and Games for Cubs” book written by Jack Dowling and first printed by The Scout Association
-of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in 1987. The games have been
-updated and sorted into 18 categories, with this category being Sense Training Games. The games are listed alphabetically.
-If you have a favourite game in this category that is substantially different from any listed, you may wish to forward the
-game instructions to the National Cub Leader care of reception@scouts.org.nz to see if it could be added to this document.
-Christmas cards
-(observation)
-Equipment
- Old Christmas or birthday cards – about twice as many as there are Cubs.
-Method
- Cut the cards in half, keeping the two halves in separate piles.
- Place one half of the cards around the room on tables, seats, and benches etc.
- Give the Cubs one of the second half of the cards and have them try and find and collect the
-other half of the card.
- When the have a match the Cubs are given a second half card,
- At the end of the allotted time the Cub with the most cards wins.
-Coin Game
-(touch)
-Equipment
- A set of coins currently in circulation for each team.
- Pencil and paper for each team.
-Method
- Sit the Cubs in teams of three or four.
- The Cubs sit with their hands out behind them and the leader places one coin in a Cub’s hand.
-The Cubs feels it carefully and then passes it on to the next Cub in the team who then does the
-same.
- The team confer, decide what the coin was and writes the denomination on the paper.
- Continue as time permits or until all the coins have been passed around.
- Check the Cubs lists to see if they got the names of the items correct.
-Coloured cards
-(observation)
-Equipment
- 10 or 12 pieces of cardboard, coloured differently on each face. Try for at least 3 colours if you
-can.
-Method
- Put the Cubs in teams of six or more.
- Place the cards at random on a table. Make sure that some of the colours vary.
- Allow the team to memorise the pattern for 3 minutes.
- Have the team turn their back for a few second while the leader turns two cards over.
- The Cubs turn back and have to point to the cards that have changed.
- Each Cub that gets it correct gets a point for the team.
-July 2015 Cubs Sense Training Games.doc
-
---- PAGE 2 ---
-Dampeners
-(hearing)
-Equipment
- Two wet sponges or rags
-Method
- Two blindfolded Cubs sit on metre apart but facing each other.
- The Pack lines up and creeps forward between the two blindfold Cubs, passing through as quietly
-as possible to a haven on the other side.
- The blindfolded Cubs can call out “freeze” at any time, especially if they sense someone passing
-between them. All Cubs must then freeze for a count of 5 (the leader counts out loud). Anyone
-not freezing is out.
- The blindfolded Cubs then bring the sponges down in front of them and dampen any Cubs
-trapped by the freeze. The Cubs arms go up and down in a similar fashion to traffic arms on a
-railway crossing.
- Any Cubs ‘dampened’ during the freeze swap with the blindfolded Cubs.
-Direction finder
-(spatial awareness)
-Equipment
- Chalk
-Method
- The leader draws a road on the floor, complete with a corner, an intersection and a railway
-crossing.
- The Cubs are given 3 minutes to look at the road.
- They are then blindfolded one at a time and placed at the start of the road by a leader.
- The Cubs walk forward remembering to turn at the corner etc.
- When the Cubs walk off the road they are out and the leader marks the spot with their name.
- The winner is the Cub who walks the longest without walking off the road.
-First call
-(observation)
-Equipment
- One blanket for each team
-Method
- The teams go to opposite ends of the playing area.
- A Cub chosen by each team is wrapped in a blanket with only the face showing.
- The two Cubs walk slowly towards each other.
- The first one to correctly call out the other’s name gets a point for the team.
-Guess who
-(observation)
-Equipment
- Blanket or screen
-Method
- Two leaders hold up a blanket to make a screen.
- One Six or team hold their hands out so the rest of the pack can view them.
- The Six or team go behind the screen and line up in random order. On “Go” one of the Cubs holds
-his or her hands above the screen for the pack to try and identify.
- The pack call out who they think it is.
- Then the next Cub holds up his or her hands and so on.
- At the end the leaders says how many identified the hands correctly.
-CUBS – Sense Training Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
-Hidden object
-(observation)
-Equipment
- Some small object such as a cotton reel, thimble, flash drive etc.
-Method
- Place the object in full view of the Cubs but do so when they are not paying attention. E.g. On a
-windowsill or a table etc.
- Explain to the Cubs what you want them to find.
- When they find it, they sit down near the leader and wait.
- When the allotted time is reached ask the first Cub to find the object to point out where it is. If
-the Cub is wrong ask the next Cub and so on.
-If you can’t do this…
-(observation)
-Equipment
- Nil
-Method
- Stand the Cubs in a circle with the leader as part of the circle.
- The leader explains to the Cubs that they have to do the same as he or she does.
- The leader clears his or her throat and then says “If you can’t do this, you can’t do anything”.
- The leader points to a Cub who then has to do the same including the clearing of the throat.
- If the Cub get’s it correct the leader says so and selects another Cub, telling each if they got it
-right or wrong.
- Instead of clearing the throat the leader could sit everyone and then cross one leg over the other
-etc.
-Kim’s Game
-(taste version)
-Equipment
- Pencil and paper for each six or team
- 10 objects with obvious tastes (e.g. tomato sauce, mild mustard, soy sauce, salt, pepper, onion
-sliver, lemon juice, orange juice, chocolate sauce, half a jelly bean, golden syrup etc.
- A table with a cover over the items so the Cubs cannot see them.
- Scarves or blindfolds.
- Lollipop sticks or plastic teaspoons (large quantity)
- Rubbish bag to collect the spoons or lollipop sticks.
-Method
- Play as individuals or in teams, all blindfolded. One adult with each team.
- Once blindfolded, give each Cub a taste of one item using a stick or spoon for each Cub.
- Once they have all had a taste of the items, they go to a team corner and write down all the
-flavours they tasted.
- The team with the items all written in the correct order gets 5 points, with 3 points if they
-identify all the flavours.
-Note: Be aware of allergies.
-Minefields
-(hearing)
-Equipment
- Nil
-Method
- Divide the pack into two teams. One are ‘submarines’ and the other are ‘mines’.
- The ‘mines’ are scattered around the playing area. They make quiet swishing noises every 10 or
-15 seconds.
- The ‘submarines’ are blindfolded and have to sail through the minefield to get to the harbour at
-the far end of the playing area.
-CUBS – Sense Training Games SCOUTS New Zealand Page 3
-
---- PAGE 4 ---
- If the ‘submarine’ brushes against a ‘mine’ it is out and leaves the area.
-Pelmanism
-Equipment
- One pack of playing cards per team of four to six.
-Method
- The playing cards are spread out face down in front of the team who are sitting in a circle around
-the cards.
- One Cub leans forward and turns over any two cards. If they are the same value the Cub keeps
-them and the next cub has a turn.
- If the cards are not a pair they are turned face down again and the Cub returns to his or her
-place.
- The skill is to remember where the numbers are and claim them when the Cub next has a turn.
- The Cub with the most pairs at the end of the allotted time wins.
-Rummage
-(touch)
-Equipment
- One shopping bag per team (must be cloth or similar and not see through.
- 8 or 10 small items per team (matchbox, toy vehicle, marble, bolt, nut, nail, flashdrive, pecan
-nut, walnut, old toothpaste tube, old lipstick tube etc.
-Method
- Place a set of the items in each bag and place down one end of the playing area.
- Line the Cubs up in their teams at the other end of the hall.
- The leader calls out the name of an object and a Cub has to run to the bag, feel for the item, take
-it back to the team.
- Make sure there are more items in the bag than there are people in the team.
-Note: Be aware allergies particularly in respect of nuts.
-Sleeping Pirate
-(hearing and dexterity)
-Equipment
- A set of keys, a chair and blindfold
- A water pistol (or a torch if playing outside)
-Method
- The Cubs sit around the walls or the outside of the playing area.
- A Cub is blindfolded and sits on the chair in the middle of the area.
- A set of keys that jangle when moved is placed under the chair.
- Absolute silence is required for this game.
- The leader points to one or more Cubs who have to creep up as quietly as possible, gently pick
-up the keys and creep back to their place.
- If the Sleeping Pirate hears or senses anything, he or she can use the water pistol, a torch beam
-or just point to the sound. The water jet, torch beam or arm pointing must be focussed and
-steady to achieve a hit.
- If a Cub is detected and ‘hit’, he or she is out and the keys are placed back under the chair.
- If the Cub collects the keys and gets back to his or her place undetected he or she then becomes
-the ‘Sleeping Pirate’.
-CUBS – Sense Training Games SCOUTS New Zealand Page 4
-
---- PAGE 5 ---
-Shapes
-(touch)
-Equipment
- Cardboard silhouettes of common objects (car, truck, ball, tree, mushroom, square, rectangle,
-knife, spoon, arrow, man, woman etc.)
- Blindfolds or scarves.
-Method
- Blindfold a team of say three.
- Have them feel the silhouettes and try and remember what they are.
- The team returns to their corner and writes down what they believe the objects were and the
-order they were given them.
- 3 points for identifying all the objects correctly, 5 points if they are in the right order.
-Stamp it out
-(spatial awareness)
-Equipment
- Balloons and a blindfold
-Method
- The team stands facing a wall or out of the playing area.
- A balloon is placed about 5 metres behind them.
- The team turns to see where the balloon is and then turn back.
- The team is blindfolded and then turn, walk to where they think the balloon is and stamp on it to
-burst it.
-Stranger
-(observation)
-Method
- The stranger enters the hall while an activity is happening, goes up to the leader and asks for a
-fictitious person. On the way out the stranger picks up a bag placed near the door by the leader
-earlier.
- After 10 mins the bag is ‘found to be missing’ and the Cubs are asked if they have seen the bag,
-did they seen anyone take it, ask them for a description of the stranger, what was said, to whom,
-and what did the stranger do?.
-Tick tock
-(hearing)
-Equipment
- A loud ticking alarm clock, a metronome or an old egg timer.
-Method
- The Cubs are blindfolded and sit in a circle about 3 metres in diameter.
- Once the Cubs are blindfolded the ticking object is placed near the middle of the playing area
-where it can be touched.
- The leader may need to move the object as the game progresses.
- On “Go” the Cubs must quietly move towards the ticking object and touch it.
- Once the ticking object is touched, the Cub removes the blindfold and quietly steps away from it.
- As an alternative the leader could call out the names of three or four Cubs at a time so the space
-is not so cluttered with people.
-Whispering message
-(hearing)
-Equipment
- Nil
-Method
- Divide the Pack into two or three teams with one adult to each team. Spread the Cubs out so
-they are in a line about two metres apart.
-CUBS – Sense Training Games SCOUTS New Zealand Page 5
-
---- PAGE 6 ---
- The Adult whispers a message such as “Chicken and Chips for dinner tonight, bring 50 cents” to
-the first Cub in the team
- That Cub then whispers the message to the next Cub. And so on.
- The Adult walks to the end of the line and waits for the message to arrive.
- The Adults announces the message that arrived and compares it to the original message.
- At the end of the game is would be appropriate for the Leader to comment on the importance of
-listening very carefully to the message.
- You could play the game again but this time get each Cub to repeat the message back to the Cub
-giving it and make sure it is correct, before passing it on to the next Cub. See if there is an
-improvement by doing this.
-Who’s Missing
-(observation)
-Equipment
- Nil
-Method
- Have all the Cubs march around in a circle about 1 metre apart.
- On the command “eyes shut” the Leader pulls one Cub out of the circle and puts him or her out
-of sight.
- Once that is done the Leaders call out “turn inwards and mix up” and the Cubs still with their
-eyes shut, turn inwards and take one or two paces forward.
- On the command “eye open” the Cubs open their eyes and try to work out who is missing. The
-first one to get it correct wins.
-CUBS – Sense Training Games SCOUTS New Zealand Page 6

data/sources/Cubs Team Games.txt

@@ -1,271 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Cubs Team Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-CUBS – Team Games
-Team Games
-Introduction
-These games are from the “Fun and Games for Cubs” book written by Jack Dowling and first printed by The
-Scout Association of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in
-1987. The games have been updated and sorted into categories, with this category being ‘Team Games’. The
-games are listed alphabetically.
-If you have a favourite game in this category that is substantially different from any listed, you may wish to
-forward the game instructions to the National Cub Leader care of reception@scouts.org.nz to see if it could be
-added to this document.
-Balloon Tennis
-Equipment
- Two balloons plus 2 spares.
-Method
- The two teams sit in two lines facing each other. The lines could be about 1.5 metres apart.
- The balloon is held above and between the teams to start the game.
- The object is to bat the balloon over the heads of the other team.
- The players cannot move from their seated position.
- A point is scored by the hitter’s team if the balloon touches the floor behind the opposing team.
-Barefoot Marble Relay
-Equipment
- Two marbles for each team.
-Method
- Tell the Cubs to remove their shoes and socks.
- Place two marbles on the starting line in front of each team.
- On a signal, the first Cub in each line grasps a marble with the toes of each foot and walks to the
-finish line.
- If the marble is dropped, it must be picked up with the toes before continuing.
-Barnyard Din
-Equipment
- Sweets wrapped in paper or in a small bag for hygiene.
-Method
- Hide the packets or single wrapped sweets around the playing area.
- Divide the Pack into two teams or into Sixes each with the name of an animal.
- On “Go” the teams start hunting for the sweets but cannot touch them.
- When they find some sweets they must make the noise of the animal the team is called after to
-attract the Sixer or team leader who is allowed to pick up the sweets.
- After the game ends the teams divide out the spoils and eat them.
-July 2015 Cubs Team Games.doc
-
---- PAGE 2 ---
-Bash the Bottle
-Equipment
- Two beach or soccer type balls
- Chalk
-Method
- Draw two circles, one inside the other, on the ground or floor.
- The smaller circle could be about 2 metres in diameter. The bigger circle needs to be about 6
-metres in diameter.
- Place a soft drink bottle in the centre of the small circle.
- One team stands around the perimeter of the small circle. They are the ‘defenders’.
- The other team stands outside the big circle. They are the ‘attackers’.
- The ‘attackers’ have two balls to throw through the gaps between the ‘defenders’ and aim to hit
-the bottle.
- The ‘defenders’ attempt to intercept the balls and throw them back over the head of the
-attackers.
- Play for 3 mins and count the number of hits on the bottle.
- Swap teams and play for another three minutes. The team with the most hits wins.
-Bucket Relay
-Equipment
- Two buckets and access to water
-Method
- Line two or more teams up for a relay.
- Provide each team with two buckets – one empty and the other half full of water.
- On a signal, the first Cub runs to the goal line, pours the water into the other bucket, leaves the
-empty bucket there, and carries the water to the next Cub.
- The next Cub repeats the task.
- The first team to finish with their water intact wins.
-Catch Ten
-Equipment
- One large ball.
-Method
- Divide the Pack into two teams.
- The game starts with a player from each team jumping for the ball.
- Once caught, the Cub throws the ball to a team member and calls out one. The Cub receiving the
-ball throws it on to another Cub and calls out two. This continues until ten passes have been
-made without the ball touching the ground or being intercepted by the other team. At that point
-the games starts again.
- The ball must be cleanly caught by the other team and not snatched out of hands.
-Chalk Touch Down
-Equipment
- Several pieces of chalk – large sticks if possible.
-Method
- Draw a square about 1 metre at each end of the hall.
- Divide the Cubs into two teams, one on each half of the hall at the start.
- The Leader gives the chalk to one team leader.
- The aim is to take the chalk to the opposing sides square and draw a cross.
- Players holding the chalk cannot move, they can only pass the chalk to another player. (As in
-Netball).
-CUBS – Team Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
- Once a team has drawn a cross in the opposing teams square, the opposing team starts the next
-game.
-Collecting Sticks
-Equipment
- 12 or more tent poles, sticks or perhaps soft drink bottles for each team
-Method
- Divide the playing area in to two equal parts.
- Place all the sticks at one end of the playing area.
- Allocate a space about 2 metres square at the other end as a ‘Prison’.
- Divide the Cubs into two teams. ‘Defenders’ and Attackers’.
- The ‘Attackers’ form up beside the ‘Prison’ and on “Go” attempt to collect a stick from the other
-end of the playing area while the ‘defenders’ try to tag them before they get to the sticks.
- Once the ‘Attackers’ touch a stick they are safe and can take the stick back to their area.
- If an ‘attacker’ is tagged they must go to the ‘Prison’ area and remain there until tagged by one
-of their own team and freed.
- After 5 minutes, count the sticks collected and then the teams swap sides and play again.
- The team with the most sticks collected wins.
-Dog and Bone
-Equipment
- Any object to represent a ‘bone’.
-Method
- Form two teams and number them so that both teams have the same numbers.
- Sit the teams facing each other across the playing area, about 6 metres apart.
- Place the bone in the middle of the playing area.
- The leader calls out a number and the players with that number both rise and race to pick up the
-‘bone’ and return it to their team without being tagged by the other player.
- If a player is tagged no points are allocated.
- If a player returns the ‘bone’ to the team without being tagged a point is earned.
-Variation
- A variation is to place a bean or wheat bag in front of each team.
- When a number is called the players have to take their bean bag and swap it with the other and
-bring the swapped bag back to their team, before racing to pick up the ‘bone’.
-Duster Hockey
-Equipment
- Two rolled up magazines for ‘hockey sticks’.
- A tennis ball.
- 4 Chairs or similar to mark the goals.
-Method
- Form the Cubs into two teams facing each other across the playing area.
- Number the players.
- Place the ball and the two ‘hockey sticks’ in the centre of the area.
- When a number is called, the two players race out from their team, grasp a ‘hockey stick’ and
-proceed to hit the ball towards their own goal.
-Variation
- Add two more ‘hockey sticks’ and call out two numbers.
-CUBS – Team Games SCOUTS New Zealand Page 3
-
---- PAGE 4 ---
-First Touch
-Equipment - nil
-Method
- Two teams line up, 1 metre apart.
- One team member calls out the name of a colour or an object and the Cubs have to race to it,
-touch it and then run back and line up neatly.
- The first team to line up wins a point.
- Then a member of the other team calls out the name of a colour or an object and the game
-continues.
-Foot and Nose Relay
-Equipment
- Nil
-Method
- Instruct the first runner in each line to hold the right ankle with the right hand and the nose with
-the left hand.
- In this position hop to the other end of the hall.
- Once there, run back and tag the next Cub in line.
- If the nose or ankle is let go, the Cub must return to the starting point and begin again.
-Grandma’s Slippers
-Equipment
- Two old pairs of slippers, crocs or slip on shoes etc
-Method
- Both teams line up behind the team leader
- The Cub Leader gives each team a pair of slippers.
- On “Go” the first person in each team puts on the slippers and runs or shuffles to a chair or
-object at the other end of the playing area and back again.
- Then the next person in the team does the same.
- The first team finished and standing neatly in a line wins.
- If the slippers come off, the player returns to the team and starts again.
-Hunter And Avengers
-Equipment - Nil
-Method
- A large park, camp site, reserve or farm is needed for this game.
- Divide the troop into two teams, ‘Hunters’ and ‘Avengers’.
- On “Go” the ‘Avengers’ disperse and hide.
- After 5 mins, the ‘Hunters’ are sent out to capture the ‘Avengers’.
- When an ‘Avenger’ is tagged, he or she is escorted to the prison.
- An untagged ‘Avenger’ can break into the prison and free the prisoners by ‘high fiving’ them.
- The game ends at a set time, or when all the ‘Avengers’ are in prison.
-Legs Eleven
-Equipment – one or two beach or soccer balls.
-Method
- Two teams stand against the wall on opposite sides of the hall.
- The ball(s) are thrown back and forth to try and hit the Cubs below the knees.
- Cubs hit below the knees sit, but can still throw the ball.
- The game ends when all the players of one team are sitting down.
-CUBS – Team Games SCOUTS New Zealand Page 4
-
---- PAGE 5 ---
-Pass The Coins
-Equipment
- A 50 cent coin for each team or a similar type of object.
-Method
- Form two teams and have them facing each other in two lines.
- The players hold their arms and hands outstretched (face down) and a coin is placed on the back
-of the team leader’s left hand.
- On “Go” the leaders tilt their hands and attempt to slide the coin on to their right hand and then
-onto the left hand of the next player. That player slides the coin to the right hand and then on to
-the next player and so on.
- If the coin is dropped, it goes back to the start again.
-Ping Pong Hockey
-Equipment
- One Ping Pong Ball and a spare.
- One table per two teams.
-Method
- Divide the Pack into teams of six or more depending on the size of the table.
- Line each team up along opposite sides of the table.
- Have one player at opposite ends of the table as well.
- The aim is to blow the ping pong ball across and off the table to gain a point.
- Players are not allowed to move their feet.
- A point is scored each time the ball is blown off the sides of the table.
- First team to get ten points wins.
-Running Versus Throwing
-Equipment
- Two bean or wheat bags
-Method
- Form the Pack into two teams.
- One team make a circle and the other in a line one behind the other.
- Each team leader holds a bean bag.
- On “Go”, one team passes the bean bag from player to player and back again. The team counts
-each pass and continues until the circle team stops playing.
- The team in a circle run a relay around the circle. Each player carries the bag around the circle
-and passes it to the next player who does the same.
- The game stops when everyone in the circle team has carried the bag around the circle.
- The two teams swap and the game is run again.
- The winning team is the one with the highest number of passes.
-Sprint Tug Of War
-Equipment
- A long and strong rope suitable for a tug of war.
- A handkerchief, cloth or paper towel to wrap around the rope as a marker.
-Method
- Put two markers across the playing area and lay the rope out between them
- Tie a marker to the rope at the halfway mark and allocate one end each to a team.
- Mark a line at each end of the playing area. Behind these lines becomes each team’s home base.
- On “Go”, both teams race to their respective end of the rope and pull it until their end of the rope
-enters their home base area.
- First team to get the end of the rope across the home base line wins.
-CUBS – Team Games SCOUTS New Zealand Page 5
-
---- PAGE 6 ---
-Three Ball Throw
-Equipment
- Three tennis balls or similar.
- A container such as a cardboard box or a bucket
- A chair or similar object to use as a marker.
-Method
- Divide the Cubs into two teams, one team is ‘In’ and the other the ‘Fielders’.
- The first Cub in the ‘In’ teams runs to the container and throws the three balls away.
- This Cub then runs from the container to the marker and back until all three balls are returned
-by the ‘fielders’ and put in the container. The runs are counted.
- When all the “In’ team have had a turn, the runs are tallied and the teams swap.
- The team with the most runs wins.
-Three Court Dodge Ball
-Equipment
- One volley ball or similar.
-Method
- Mark out the playing area into three parts, with the centre part being 50% of the total area.
- Form the Cubs into two teams, the ‘Attackers’ and the ‘Dodgers’.
- The ‘Dodgers’ stand in the centre area and have to dodge the ball thrown by the ‘Attackers’.
-The ‘Attackers’ split themselves into the two remaining ends of the playing area and throw the
-ball at the “Dodgers’ below the waist.
- Each hit is counted and the player remains in play.
- After 3 mins or so, the teams swap.
- The winners are the team who made the most hits.
-CUBS – Team Games SCOUTS New Zealand Page 6

data/sources/Cubs Wide Games.txt

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Cubs Wide Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-CUBS – Wide Games
-Wide Games
-Introduction
-These games are from the “Fun and Games for Cubs” book written by Jack Dowling and first printed by The
-Scout Association of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in
-1987. The games have been updated and sorted into categories, with this category being ‘Wide Games’, so
-called because they are intended to be played in a park, reserve or on farmland. The games are listed
-alphabetically.
-If you have a favourite game in this category that is substantially different from any listed, you may wish to
-forward the game instructions to the National Cub Leader care of reception@scouts.org.nz to see if it could be
-added to this document.
-Information Collecting
-Equipment
- Pencil and paper for each Six
-Method
- This wide game can be used to achieve some of the Award Scheme requirements, especially
-those that need the Cubs visit and find out about a neighbouring suburb or community centre.
- Leaders visit first and compile a list of questions for the Cubs to find the answers. E.g. What
-brand of fuel is sold at the Service Station? How many names are on the cenotaph? What is the
-name of the local park? And so on.
- A warranted Leader or an Adult Helper (with clearance) with each Six as they set off to explore
-and learn about the community.
- At the end of the game see which Six got the most answers correct.
-Rockets and Interceptors
-Equipment
- Tokens to represent warheads
- Coloured arm bands or strips of wool.
-Method
- Several targets about 30cms in diameter are set out in an area where the Cubs can hide. Place
-the targets a 100m or more apart.
- An umpire should be allocated to each target area.
- Divide the Cubs into two teams, Rockets and Interceptors.
- Allow about 4 interceptors per target area.
- The Rockets are given a token each (warheads) and have to place them on the chosen target
-without being tagged by the interceptors.
- If tagged, the Rocket has to give up one of the warheads, return to base collect another warhead
-and start again.
- Once say 20 warheads have been placed on the target it is declared destroyed and the game
-starts again with another set of interceptors.
-Sardines
-Equipment
- Nil
-July 2015 Cubs Wide Games.doc
-
---- PAGE 2 ---
-Method
- An older Cub is selected and sent off to hide in a park or an area where there are bushes etc.
- After 5 minutes the rest of the Pack are sent out individually or in ones or twos to find the hidden
-Cub.
- When the hidden Cub is found the ‘finders’ have to be quiet and hide with him or her.
- The game ends when the last Cub finds the hidden Cub.
-Smugglers Treasure
-Equipment
- Counters or items that count as treasure.
-Method
- Divide the Pack into three teams. ‘Smugglers’, ‘Police’ and ‘Sellers’.
- The Smugglers are trying to dispose of the treasure to the Sellers and the Police are trying to
-confiscate the treasure.
- The Smugglers and the Sellers start from about 300 meters apart, with the Police in between
-them.
- If the Police tag a Smuggler or a Seller they must hand over the treasure to the Police.
- The Smugglers may return to base and get more treasure.
- Swap roles after 15 minutes or so.
- Count the treasure held by the Police and the Sellers to see who has the most and wins.
-Spotlight
-Equipment
- A powerful torch with a concentrated beam
-Method
- Best played at night on a field or park where there are places Cubs can hide or creep through.
- One Cub is appointed as ‘It’ and given the spotlight.
- The Pack are given 2 minutes to disperse and hide at least 50m from the spotlight.
- On ‘Go’ the Cubs start to creep up on the spotlight holder, taking care to keep under cover where
-possible to avoid being illuminated by the spotlight.
- The Cubs with the spotlight must use the spotlight as a rifle and not wave the beam around. The
-spotlight must be off for at least 15 seconds and only switched on when the Cub believes he or
-she can identify movement.
- The Cub illuminated is out of the Spotlight holder correctly names him or her.
- Any Cub getting to within 10 meters of the spotlight holder undetected takes over that role.
-Trails and Treasure Hunts
-Equipment
- Cochineal food colouring for blood, chalk, sharp stick for scratching signs.
-Method
- There are numerous methods of setting trails. The critical thing is to keep the trail obvious and
-simple otherwise the Cubs get bored. Difficult and challenging trails are for Scouts.
- Hammer a few nails through a board and drag it along to create a trail.
- Mix up red food colouring with a thickener (gelatine or cornflour) to represent setting blood and
-sprinkle it generously along the trail.
- Use a sharp stick to scratch arrows in the ground and so on.
- Use simple codes, write them on paper and leave them in obvious places.
-Torch and Whistle
-Equipment
- Powerful torch and a whistle.
-CUBS – Wide Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
-Method
- Two Cubs are given a torch and a whistle and set off to hide from the Pack.
- After 5 minutes the Pack set off to look for them.
- The two Cubs must move around and flash the torch and blow the whistle every minute until they
-are caught.
-Wet Trail
-Equipment
- Squeeze type drink bottles full of water
-Method
- Half the Cubs set off with their squeeze bottles full of water as amunition and lay a trail through a
-park with plenty of bushes to hide in etc.
- As the Cubs go, they lay a conventional trail using arrows etc
- At the end of the trail the Cubs set up an ambush.
- The other half of the Cubs set out after 15 minutes to follow the trail, all being aware that an
-ambush has been set for them and trying to spot it.
- When the ambush is sprung, the two teams try and drench each other.
- The team judged the driest after the battle are the winners.
-CUBS – Wide Games SCOUTS New Zealand Page 3

data/sources/Cum să le vorbim copiilor despre război_Norberth Okros (1).txt

@@ -1,159 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Cum să le vorbim copiilor despre război_Norberth Okros (1).pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Asist. cerc. drd. Norberth-Ioan OKROS
-Departamentul de Psihologie
-FSP – UVT
-Martie 2022
-
---- PAGE 2 ---
-“Copiii își fac griji mai mult atunci când
-sunt ținuți în întuneric”
-Rachel Ehmke
-Deși nu putem proteja întotdeauna copiii de a fi martori
-la violență și la tragediile din lume, putem să îi alinăm,
-liniștim și să comunicăm cu ei în cel mai sănătos mod
-posibil.
-Dar mulți dintre noi poate nu știm întotdeauna care este
-cel mai bun mod de a face asta. Așadar, Departamentul
-de Psihologie din cadrul Facultății de Sociologie și
-Psihologie, Universitatea de Vest din Timișoara vine
-cu câteva îndrumări despre cum să abordăm și să le
-vorbim
-
---- PAGE 3 ---
-copiilor despre război.
-https://ministry-to-children.com/lesson-jesus-says-do-not-worry/
-1. Evitați sau chiar limitați-le expunerea la un flux constant de știri
- Fiți atenți dacă aveți radioul sau televizorul aprins toată ziua deoarece copiii vor „absorbi” știri
-fără ca noi să ne dăm seama.
- Încercați să luați „pauze” de la știri.
- În măsura în care este posibil, fiți prezenți atunci când
-copilul dumneavoastră urmărește știrile. Este un
-moment propice în care copilul poate adresa întrebări.
-
---- PAGE 4 ---
- Limitați expunerea copilului la scene tulburătoare și
-https://www.kqed.org/mindshift/59143/war-crisis-tragedy-how-to-talk-with-kids-when-the-news-is-scary
-monitorizați la ceea ce se uită copilul.
-
---- PAGE 5 ---
-2. Urmăriți de unde își iau infomația
- Știm că știrile false reprezintă o problemă, în
-special pe rețelele de socializare, așa că fiți
-atenți la ceea ce umrăresc copiii
-dumneavoastră și de unde le primesc.
- Asigurați-vă că înțeleg că nu tot ce văd pe
-rețelele de socializare este adevărat.
-https://theconversation.com/when-it-comes-to-kids-and-social-media-its-not-all-bad-news-80547
-
---- PAGE 6 ---
-3. Oferiți copiilor oportunități de a vorbi despre
-ceea ce văd la televizor și de a pune întrebări
- Deși este important să limitați expunerea copiilor la
-mediile potențial înspăimântătoare, unele povești
-sunt pur și simplu prea dificil de evitat. Pe măsură ce
-copiii cresc, dacă nu aud despre asta acasă, aproape
-sigur vor auzi ceva de la colegi sau prieteni.
- Trebui să alegeți un moment de liniște pentru a vorbi
-cu copilul dumneavoastră. Ideea este de a le permite
-copiilor să pună întrebări despre ceea ce văd, cum se simt
-și ce cred.
- Oferiți copiilor un spațiu sigur pentru a reflecta și a
-împărtăși idei cu dumneavoastră.
-
---- PAGE 7 ---
- Fiți prima persoana la care vine copilul tău atunci când întâmpină
-https://www.nytimes.com/2020/03/17/parenting/coronavirus-kids-talk.html
-dificultăți.
-4. Continuați să vorbiți
- Oferiți oportunități continue copiilor de a vorbi.
-Probabil că vor avea mai multe întrebări pe
-măsură ce timpul trece.
- Ascultați-le grijile și oferiți răspunsuri sincere la
-întrebările lor despre ceea ce se întâmplă.
-
---- PAGE 8 ---
- Nu evitați să răspundeți la întrebările lor despre situație, deoarece acest lucru ar putea
-crește și
-mai mult starea de neliniște.
-https://luminohealth.sunlife.ca/s/article/How-to-talk-to-children-about-coronavirus?language=en_US
-5. Comportați-vă adecvat vârstei copilului dumneavoastră
- Răspundeți la întrebări folosind un nivel pe care copilul îl poate
-înțelege.
- Nu oferiți prea multe informații, deoarece acest lucru poate fi
-copleșitor.
- E în regulă dacă nu puteți răspunde la toate; a fi disponibil
-pentru copilul dumneavoastră este ceea ce contează.
-
---- PAGE 9 ---
- Spuneți-le copiilor că veți continua să îi țineți la curent, pe măsură ce aflați mai multe. Puteți spune:
-„Chiar dacă nu avem
-răspunsuri la toate întrebările în acest moment, să știi
-https://www.jw.org/en/bible-teachings/children/become-jehovahs-friend/videos/
-că odată ce vom afla, mama sau tata își va spune și ție”.
-6. Evitați să folosiți stereotipuri sau „etichete”
- Dacă sunteți întreba „de ce s-a întâmplat asta?”, evitați să
-folosiți etichete precum: „oameni răi, monștrii, malefici”.
-Nu este de ajutor și poate crește frica și confuzia. În schimb,
-puteți vorbi despre oamenii care suferă, sunt supărați și fac
-alegeri greșite.
- Fiți precauți cu declarațiile pe care le folosiți când vorbiți
-despre război și terorism. Nu căutați un „țap ispășitor” și
-nu generalizați despre vreun grup cultural sau etnic.
-
---- PAGE 10 ---
- Nu vă concetrați pe vină.
- Dacă doriți să vă exprimați opiniile, vorbiți despre ce simțiți
-https://luminohealth.sunlife.ca/s/article/How-to-talk-to-children-about-coronavirus?language=en_US
-despre război în general.
-
---- PAGE 11 ---
-7. Fiți atenți la semnalele date de copilul dumneavoastră
- Ajutați copiii să înțeleagă că nu există emoții
-rele și că o gamă largă de reacții este normală.
- Este firesc ca un copil să se simtă anxios, confuz
-și supărat în legătură cu perspectiva războiului.
- Copiii mici nu sunt capabili să-și verbalizeze
-stresul, așa că fiți atenți la schimbări de
-comportament.
- Încurajați copiii să-și exprime sentimentele
-adulților care îi pot ajuta să-și înțeleagă emoțiile
-uneori puternice și tulburătoare.
-https://www.understood.org/articles/en/signs-of-slow-processing-speed-at-different-ages
-
---- PAGE 12 ---
-8. Gestionează-ți propriile sentimente
- Copilul dumneavoastră va învăța cum să facă
-față diferitelor evenimente, urmărind cum vă
-gestionați problemele. Așadar, fiți conștienți de
-modul în care răspundeți la stres și de modul în
-care comunicați cu
-ceilalți.
- Este normal să fiți îngrijorat de război. Și deși este în
-regulă să-i spuneți copilului că vă simțiți speriat, nu vă
-împovărați copilul prea mult cu emoțiile dumneavoastră.
-
---- PAGE 13 ---
-În schimb, concentrați-vă pe pașii pe care îi luați pentru a vă
-gestiona proactiv sentimentele într-o manieră
-sănătoasă.
-
---- PAGE 14 ---
-9. Vorbiți despre oamenii buni care ajută
- Deși războiul este ceva îngrozitor, puteți găsi
-întotdeauna oameni buni care muncesc din
-greu pentru a-i ajuta pe alții (ofițeri de poliție,
-militari, medici, cetățenilor obișnuiți, ONG-uri,
-etc).
- Subliniați-le copiilor aceste acte de dragoste și
-bunătate.
-https://www.intellisource.com/small-things-that-help-people-in-big-ways/
-
---- PAGE 15 ---
-Echipa Departamentul de Psihologie vă
-dorește multă sănătate și este alături de
-dumneavoastră! https://fsp.uvt.ro

data/sources/First_Aid_Bingo.txt

@@ -1,592 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/games/first_aid/First_Aid_Bingo.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-First Aid Bingo
-24 questions taken from Sections One to Three of the “yellow” St. John Ambulance “First On the Scene”
-activity book
-1. First action to perform at the scene? 2. A person has good air exchange
-Assess Responsiveness A person can speak
-3. A person has no air exchange 4. The aim of first aid for a minor open
-The facial colour is bluish wound is to:
-Control bleeding and prevent infection.
-5. To protect yourself from infection 6. When doing a scene survey
-when giving first aid Assess hazards and make area safe.
-Use disposable gloves and a face
-mask/shield.
-7. Life threatening injury 8. A casualty tells you he feels cold
-Person diving into a shallow pool and A symptom
-hitting his head.
-9. A man tells you that he slipped on the 10. A casualty’s skin is cold and clammy
-ice A sign
-History
-11. Airway, breathing & circulation 12. Inadequate circulation to the body
-Steps of the primary survey tissues
-Shock
-13. Signs of Shock 14. For a conscious casualty, fee and legs
-Skin is white, moist and cold. Breathing raised about 30 cm.
-is slow. Pulse is fast. Shock position
-15. A brief loss of consciousness caused 16. A person is deprived of oxygen in the
-by a temporary shortage of oxygen to the air
-brain Breathing emergency
-Fainting
-17. Very slow and shallow breaths or very 18. A person having 14 breaths a minutes
-fast and shallow breaths Sign of effective breathing
-Signs of ineffective breathing
-19. When AR is required and the mouth 20. Blow air in casualty’s nose; prevent
-cannot be opened air leakage by using your thumb to close
-Use mouth-to-nose method the mouth and allow air to escape between
-breaths by opening the mouth.
-Mouth-to-nose method of AR.
-21. Lay the person down with legs 22. Cause of shock
-elevated, ensure a supply of fresh air and Breathing problems, severe bleeding,
-loosen tight clothing severe burns, spinal cord injuries, heart
-First aid for someone who feels faint attack or medical emergencies.
-23. Check for a carotid pulse 24. The force that causes the injury and
-To check circulation the way it is applied to the body
-Mechanism of injury
-Created by Jill Gordon 11/29/04
-
---- PAGE 2 ---
-B I N G O
-Assess hazards and make Steps of the primary Mouth-to-nose method of
-Assess Responsiveness1 Fainting15
-area safe.6 survey11 AR.20
-Person diving into a shallow First aid for someone who
-A person can speak2 Shock12 Breathing emergency16
-pool and hitting his head.7 feels faint21
-Breathing problems, severe
-bleeding, severe burns,
-FREE Signs of ineffective
-The facial colour is bluish3 A symptom8 spinal cord injuries, heart
-breathing17
-attack or medical
-emergencies.22
-Skin is white, moist and
-Control bleeding and
-A symptom9 cold. Breathing is slow. Sign of effective breathing18 To check circulation23
-prevent infection.4
-Pulse is fast.13
-Use disposable gloves and a Use mouth-to-nose
-A sign10 Shock position14 Mechanism of injury24
-face mask/shield.5 method19
-Created by Jill Gordon 1
-
---- PAGE 3 ---
-B I N G O
-Person diving into a shallow First aid for someone who
-A person can speak2 Shock12 Breathing emergency16
-pool and hitting his head.7 feels faint21
-Breathing problems, severe
-Skin is white, moist and bleeding, severe burns,
-Signs of ineffective
-The facial colour is bluish3 A symptom8 cold. Breathing is slow. spinal cord injuries, heart
-breathing17
-Pulse is fast.13 attack or medical
-emergencies.22
-Control bleeding and FREE
-A symptom9 Sign of effective breathing18 To check circulation23
-prevent infection.4
-Use disposable gloves and a Use mouth-to-nose
-A sign10 Shock position14 Mechanism of injury24
-face mask/shield.5 method19
-Assess hazards and make Steps of the primary Mouth-to-nose method of
-Assess Responsiveness1 Fainting15
-area safe.6 survey11 AR.20
-Created by Jill Gordon 2
-
---- PAGE 4 ---
-B I N G O
-Breathing problems, severe
-Skin is white, moist and bleeding, severe burns,
-Signs of ineffective
-The facial colour is bluish3 A symptom8 cold. Breathing is slow. spinal cord injuries, heart
-breathing17
-Pulse is fast.13 attack or medical
-emergencies.22
-Control bleeding and
-A symptom9 Shock position14 Sign of effective breathing18 To check circulation23
-prevent infection.4
-Use disposable gloves and a FREE Use mouth-to-nose
-A sign10 Mechanism of injury24
-face mask/shield.5 method19
-Assess hazards and make Steps of the primary Mouth-to-nose method of
-Assess Responsiveness1 Fainting15
-area safe.6 survey11 AR.20
-Person diving into a shallow First aid for someone who
-A person can speak2 Shock12 Breathing emergency16
-pool and hitting his head.7 feels faint21
-Created by Jill Gordon 3
-
---- PAGE 5 ---
-B I N G O
-Control bleeding and
-A symptom9 Shock position14 Sign of effective breathing18 To check circulation23
-prevent infection.4
-Use disposable gloves and a Steps of the primary Use mouth-to-nose
-A sign10 Mechanism of injury24
-face mask/shield.5 survey11 method19
-Assess hazards and make FREE Mouth-to-nose method of
-Assess Responsiveness1 Fainting15
-area safe.6 AR.20
-Person diving into a shallow First aid for someone who
-A person can speak2 Shock12 Breathing emergency16
-pool and hitting his head.7 feels faint21
-Breathing problems, severe
-Skin is white, moist and bleeding, severe burns,
-Signs of ineffective
-The facial colour is bluish3 A symptom8 cold. Breathing is slow. spinal cord injuries, heart
-breathing17
-Pulse is fast.13 attack or medical
-emergencies.22
-Created by Jill Gordon 4
-
---- PAGE 6 ---
-B I N G O
-Use disposable gloves and a Steps of the primary Use mouth-to-nose
-A sign10 Mechanism of injury24
-face mask/shield.5 survey11 method19
-Assess hazards and make Mouth-to-nose method of
-Assess Responsiveness1 Shock12 Fainting15
-area safe.6 AR.20
-Person diving into a shallow FREE First aid for someone who
-A person can speak2 Breathing emergency16
-pool and hitting his head.7 feels faint21
-Breathing problems, severe
-Skin is white, moist and bleeding, severe burns,
-Signs of ineffective
-The facial colour is bluish3 A symptom8 cold. Breathing is slow. spinal cord injuries, heart
-breathing17
-Pulse is fast.13 attack or medical
-emergencies.22
-Control bleeding and
-A symptom9 Shock position14 Sign of effective breathing18 To check circulation23
-prevent infection.4
-Created by Jill Gordon 5
-
---- PAGE 7 ---
-B I N G O
-Assess hazards and make Steps of the primary Mouth-to-nose method of
-Fainting15 Assess Responsiveness1
-area safe.6 survey11 AR.20
-Person diving into a shallow First aid for someone who
-Shock12 Breathing emergency16 A person can speak2
-pool and hitting his head.7 feels faint21
-Breathing problems, severe
-bleeding, severe burns,
-Signs of ineffective FREE
-A symptom8 spinal cord injuries, heart The facial colour is bluish3
-breathing17
-attack or medical
-emergencies.22
-Skin is white, moist and
-Control bleeding and
-A symptom9 cold. Breathing is slow. Sign of effective breathing18 To check circulation23
-prevent infection.4
-Pulse is fast.13
-Use mouth-to-nose Use disposable gloves and a
-A sign10 Shock position14 Mechanism of injury24
-method19 face mask/shield.5
-Created by Jill Gordon 6
-
---- PAGE 8 ---
-B I N G O
-Steps of the primary Mouth-to-nose method of Assess hazards and make
-Fainting15 Assess Responsiveness1
-survey11 AR.20 area safe.6
-First aid for someone who Person diving into a shallow
-Shock12 Breathing emergency16 A person can speak2
-feels faint21 pool and hitting his head.7
-Breathing problems, severe
-bleeding, severe burns,
-Signs of ineffective FREE
-spinal cord injuries, heart The facial colour is bluish3 A symptom8
-breathing17
-attack or medical
-emergencies.22
-Skin is white, moist and
-Control bleeding and
-cold. Breathing is slow. Sign of effective breathing18 To check circulation23 A symptom9
-prevent infection.4
-Pulse is fast.13
-Use mouth-to-nose Use disposable gloves and a
-Shock position14 Mechanism of injury24 A sign10
-method19 face mask/shield.5
-Created by Jill Gordon 7
-
---- PAGE 9 ---
-B I N G O
-Mouth-to-nose method of Assess hazards and make Steps of the primary
-Fainting15 Assess Responsiveness1
-AR.20 area safe.6 survey11
-First aid for someone who Person diving into a shallow
-Breathing emergency16 A person can speak2 Shock12
-feels faint21 pool and hitting his head.7
-Breathing problems, severe
-bleeding, severe burns,
-FREE Signs of ineffective
-spinal cord injuries, heart The facial colour is bluish3 A symptom8
-breathing17
-attack or medical
-emergencies.22
-Skin is white, moist and
-Control bleeding and
-Sign of effective breathing18 To check circulation23 A symptom9 cold. Breathing is slow.
-prevent infection.4
-Pulse is fast.13
-Use mouth-to-nose Use disposable gloves and a
-Mechanism of injury24 A sign10 Shock position14
-method19 face mask/shield.5
-Created by Jill Gordon 8
-
---- PAGE 10 ---
-B I N G O
-Mouth-to-nose method of Assess hazards and make Steps of the primary
-Assess Responsiveness1 Fainting15
-AR.20 area safe.6 survey11
-First aid for someone who Person diving into a shallow
-A person can speak2 Shock12 Breathing emergency16
-feels faint21 pool and hitting his head.7
-Breathing problems, severe
-bleeding, severe burns,
-FREE Signs of ineffective
-The facial colour is bluish3 A symptom8 spinal cord injuries, heart
-breathing17
-attack or medical
-emergencies.22
-Skin is white, moist and
-Control bleeding and
-To check circulation23 A symptom9 cold. Breathing is slow. Sign of effective breathing18
-prevent infection.4
-Pulse is fast.13
-Use disposable gloves and a Use mouth-to-nose
-Mechanism of injury24 A sign10 Shock position14
-face mask/shield.5 method19
-Created by Jill Gordon 9
-
---- PAGE 11 ---
-B I N G O
-Person diving into a shallow First aid for someone who
-Shock12 Breathing emergency16 A person can speak2
-pool and hitting his head.7 feels faint21
-Breathing problems, severe
-bleeding, severe burns,
-Signs of ineffective
-A symptom8 Sign of effective breathing18 spinal cord injuries, heart The facial colour is bluish3
-breathing17
-attack or medical
-emergencies.22
-Skin is white, moist and
-FREE Control bleeding and
-A symptom9 cold. Breathing is slow. To check circulation23
-prevent infection.4
-Pulse is fast.13
-Use mouth-to-nose Use disposable gloves and a
-A sign10 Shock position14 Mechanism of injury24
-method19 face mask/shield.5
-Assess hazards and make Steps of the primary Mouth-to-nose method of
-Fainting15 Assess Responsiveness1
-area safe.6 survey11 AR.20
-Created by Jill Gordon 10
-
---- PAGE 12 ---
-B I N G O
-Breathing problems, severe
-bleeding, severe burns,
-Signs of ineffective
-spinal cord injuries, heart To check circulation23 The facial colour is bluish3 A symptom8
-breathing17
-attack or medical
-emergencies.22
-Skin is white, moist and
-Control bleeding and
-cold. Breathing is slow. Sign of effective breathing18 Mechanism of injury2 A symptom9
-prevent infection.4
-Pulse is fast.13
-Use mouth-to-nose FREE Use disposable gloves and a
-Shock position14 A sign10
-method19 4 face mask/shield.5
-Steps of the primary Mouth-to-nose method of Assess hazards and make
-Fainting15 Assess Responsiveness1
-survey11 AR.20 area safe.6
-First aid for someone who Person diving into a shallow
-Shock12 Breathing emergency16 A person can speak2
-feels faint21 pool and hitting his head.7
-Created by Jill Gordon 11
-
---- PAGE 13 ---
-B I N G O
-Skin is white, moist and
-Control bleeding and
-Sign of effective breathing18 To check circulation23 A symptom9 cold. Breathing is slow.
-prevent infection.4
-Pulse is fast.13
-Use mouth-to-nose Use disposable gloves and a
-Mechanism of injury24 A sign10 Shock position14
-method19 face mask/shield.5
-Mouth-to-nose method of FREE Assess hazards and make Steps of the primary
-Fainting15
-AR.20 area safe.6 survey11
-First aid for someone who Person diving into a shallow
-Breathing emergency16 Assess Responsiveness1 Shock12
-feels faint21 pool and hitting his head.7
-Breathing problems, severe
-bleeding, severe burns,
-Signs of ineffective
-spinal cord injuries, heart The facial colour is bluish3 A person can speak2 A symptom8
-breathing17
-attack or medical
-emergencies.22
-Created by Jill Gordon 12
-
---- PAGE 14 ---
-B I N G O
-Use disposable gloves and a Use mouth-to-nose
-Mechanism of injury24 A sign10 Shock position14
-face mask/shield.5 method19
-Mouth-to-nose method of Assess hazards and make Steps of the primary
-Assess Responsiveness1 Fainting15
-AR.20 area safe.6 survey11
-First aid for someone who FREE
-A person can speak2 Shock12 Breathing emergency16
-feels faint21
-Breathing problems, severe
-bleeding, severe burns,
-Person diving into a shallow Signs of ineffective
-The facial colour is bluish3 A symptom8 spinal cord injuries, heart
-pool and hitting his head.7 breathing17
-attack or medical
-emergencies.22
-Skin is white, moist and
-Control bleeding and
-To check circulation23 A symptom9 cold. Breathing is slow. Sign of effective breathing18
-prevent infection.4
-Pulse is fast.13
-Created by Jill Gordon 13
-
---- PAGE 15 ---
-B I N G O
-Use mouth-to-nose Use disposable gloves and a
-Mechanism of injury24 Shock position14 A sign10
-method19 face mask/shield.5
-Skin is white, moist and
-Control bleeding and
-To check circulation23 Sign of effective breathing18 cold. Breathing is slow. A symptom9
-prevent infection.4
-Pulse is fast.13
-Breathing problems, severe
-bleeding, severe burns,
-Signs of ineffective FREE
-spinal cord injuries, heart A symptom8 The facial colour is bluish3
-breathing17
-attack or medical
-emergencies.22
-First aid for someone who Person diving into a shallow
-Breathing emergency16 Shock12 A person can speak2
-feels faint21 pool and hitting his head.7
-Mouth-to-nose method of Steps of the primary Assess hazards and make
-Fainting15 Assess Responsiveness1
-AR.20 survey11 area safe.6
-Created by Jill Gordon 14
-
---- PAGE 16 ---
-B I N G O
-Skin is white, moist and
-Control bleeding and
-To check circulation23 Sign of effective breathing18 cold. Breathing is slow. A symptom9
-prevent infection.4
-Pulse is fast.13
-Breathing problems, severe
-bleeding, severe burns,
-Signs of ineffective
-spinal cord injuries, heart Shock12 A symptom8 The facial colour is bluish3
-breathing17
-attack or medical
-emergencies.22
-First aid for someone who FREE Person diving into a shallow
-Breathing emergency16 A person can speak2
-feels faint21 pool and hitting his head.7
-Mouth-to-nose method of Steps of the primary Assess hazards and make
-Fainting15 Assess Responsiveness1
-AR.20 survey11 area safe.6
-Use mouth-to-nose Use disposable gloves and a
-Mechanism of injury24 Shock position14 A sign10
-method19 face mask/shield.5
-Created by Jill Gordon 15
-
---- PAGE 17 ---
-B I N G O
-Breathing problems, severe
-bleeding, severe burns,
-Signs of ineffective
-spinal cord injuries, heart Shock12 A symptom8 The facial colour is bluish3
-breathing17
-attack or medical
-emergencies.22
-First aid for someone who Steps of the primary Person diving into a shallow
-Breathing emergency16 A person can speak2
-feels faint21 survey11 pool and hitting his head.7
-Mouth-to-nose method of FREE Assess hazards and make
-Fainting15 Assess Responsiveness1
-AR.20 area safe.6
-Use mouth-to-nose Use disposable gloves and a
-Mechanism of injury24 Shock position14 A sign10
-method19 face mask/shield.5
-Skin is white, moist and
-Control bleeding and
-To check circulation23 Sign of effective breathing18 cold. Breathing is slow. A symptom9
-prevent infection.4
-Pulse is fast.13
-Created by Jill Gordon 16
-
---- PAGE 18 ---
-B I N G O
-First aid for someone who Steps of the primary Person diving into a shallow
-Breathing emergency16 A person can speak2
-feels faint21 survey11 pool and hitting his head.7
-Mouth-to-nose method of Assess hazards and make
-Fainting15 Shock position14 Assess Responsiveness1
-AR.20 area safe.6
-Use mouth-to-nose FREE Use disposable gloves and a
-Mechanism of injury24 A sign10
-method19 face mask/shield.5
-Skin is white, moist and
-Control bleeding and
-To check circulation23 Sign of effective breathing18 cold. Breathing is slow. A symptom9
-prevent infection.4
-Pulse is fast.13
-Breathing problems, severe
-bleeding, severe burns,
-Signs of ineffective
-spinal cord injuries, heart Shock12 A symptom8 The facial colour is bluish3
-breathing17
-attack or medical
-emergencies.22
-Created by Jill Gordon 17
-
---- PAGE 19 ---
-B I N G O
-Mouth-to-nose method of Assess hazards and make
-Fainting15 Shock position14 Assess Responsiveness1
-AR.20 area safe.6
-Skin is white, moist and
-Use mouth-to-nose Use disposable gloves and a
-Mechanism of injury24 cold. Breathing is slow. A sign10
-method19 face mask/shield.5
-Pulse is fast.13
-FREE Control bleeding and
-To check circulation23 Sign of effective breathing18 A symptom9
-prevent infection.4
-Breathing problems, severe
-bleeding, severe burns,
-Signs of ineffective
-spinal cord injuries, heart Shock12 A symptom8 The facial colour is bluish3
-breathing17
-attack or medical
-emergencies.22
-First aid for someone who Steps of the primary Person diving into a shallow
-Breathing emergency16 A person can speak2
-feels faint21 survey11 pool and hitting his head.7
-Created by Jill Gordon 18
-
---- PAGE 20 ---
-B I N G O
-Use mouth-to-nose Use disposable gloves and a
-Shock position14 A sign10 Mechanism of injury24
-method19 face mask/shield.5
-Skin is white, moist and
-Control bleeding and
-Sign of effective breathing18 cold. Breathing is slow. A symptom9 To check circulation23
-prevent infection.4
-Pulse is fast.13
-Breathing problems, severe
-bleeding, severe burns,
-Signs of ineffective FREE
-A symptom8 The facial colour is bluish3 spinal cord injuries, heart
-breathing17
-attack or medical
-emergencies.22
-Person diving into a shallow First aid for someone who
-Breathing emergency16 Shock12 A person can speak2
-pool and hitting his head.7 feels faint21
-Steps of the primary Assess hazards and make Mouth-to-nose method of
-Fainting15 Assess Responsiveness1
-survey11 area safe.6 AR.20
-Created by Jill Gordon 19
-
---- PAGE 21 ---
-B I N G O
-Use disposable gloves and a Use mouth-to-nose
-Shock position14 A sign10 Mechanism of injury24
-face mask/shield.5 method19
-Skin is white, moist and
-Control bleeding and
-cold. Breathing is slow. A symptom9 To check circulation23 Sign of effective breathing18
-prevent infection.4
-Pulse is fast.13
-Breathing problems, severe
-bleeding, severe burns,
-FREE Signs of ineffective
-A symptom8 The facial colour is bluish3 spinal cord injuries, heart
-breathing17
-attack or medical
-emergencies.22
-Person diving into a shallow First aid for someone who
-Shock12 A person can speak2 Breathing emergency16
-pool and hitting his head.7 feels faint21
-Steps of the primary Assess hazards and make Mouth-to-nose method of
-Assess Responsiveness1 Fainting15
-survey11 area safe.6 AR.20
-Created by Jill Gordon 20
-
---- PAGE 22 ---
-B I N G O
-Use disposable gloves and a Use mouth-to-nose
-A sign10 Mechanism of injury24 Shock position14
-face mask/shield.5 method19
-Skin is white, moist and
-Control bleeding and
-A symptom9 To check circulation23 Sign of effective breathing18 cold. Breathing is slow.
-prevent infection.4
-Pulse is fast.13
-Breathing problems, severe
-bleeding, severe burns,
-FREE Signs of ineffective
-The facial colour is bluish3 spinal cord injuries, heart A symptom8
-breathing17
-attack or medical
-emergencies.22
-Person diving into a shallow First aid for someone who
-A person can speak2 Breathing emergency16 Shock12
-pool and hitting his head.7 feels faint21
-Assess hazards and make Mouth-to-nose method of Steps of the primary
-Assess Responsiveness1 Fainting15
-area safe.6 AR.20 survey11
-Created by Jill Gordon 21
-
---- PAGE 23 ---
-B I N G O
-Use disposable gloves and a Use mouth-to-nose
-Mechanism of injury24 Shock position14 A sign10
-face mask/shield.5 method19
-Skin is white, moist and
-Control bleeding and
-To check circulation23 Sign of effective breathing18 cold. Breathing is slow. A symptom9
-prevent infection.4
-Pulse is fast.13
-Breathing problems, severe
-bleeding, severe burns,
-Signs of ineffective FREE
-spinal cord injuries, heart A symptom8 The facial colour is bluish3
-breathing17
-attack or medical
-emergencies.22
-First aid for someone who Person diving into a shallow
-A person can speak2 Breathing emergency16 Shock12
-feels faint21 pool and hitting his head.7
-Mouth-to-nose method of Steps of the primary Assess hazards and make
-Assess Responsiveness1 Fainting15
-AR.20 survey11 area safe.6
-Created by Jill Gordon 22

data/sources/Gardening-Activities.txt

@@ -1,94 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Gardening-Activities.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Gardening Activities for Beavers, Cubs & Scouts
-Here is a great Scouting activity that you can do whilst earning a badge during social
-distancing.
-The activity is for
-• Beavers & Cubs: Gardener Activity Badge
-• Scouts: Farmer Activity Badge
-All three are very similar and have been adapted to suit conditions. Remember to always
-follow government guidance on social conditioning.
-There are many videos you can watch on YouTube and some are included. If you have a
-family member or friend who is a Gardner perhaps reach out a FaceTime them to get their
-top tips.
-You will need some small containers, no bigger than bucket size, why not recycle
-something, or a window box
-Some small hand tools but almost anything will do, a dibber could be a old pencil or a twig
-Some small stones are needed for drainage in the bottom of the pots where there are
-drainage holes
-Some soil. This can be from the ground but will need to be sieved to break it up or better still
-some bagged compose [maybe your neighbor has some to spare]
-Lastly some seeds and these are cheap and can be purchased on line from a number of
-merchants
-For example
-www.dtbrownseeds.co.uk
-Some Tips:
-Sow seeds thinly so they have room to grow
-Dont over water, just keep the soil damp
-Space out the seeds as instructions on the packet
-When the seeds germinate thin out the seedlings
-To keep things simple and will grow quickly meaning you should to able to eat them in June
-or July the following are suggested:
-Spring Onions
-Lettuce
-Carrots
-Dwarf Beans
-Garlic (take a clove of a bulb)
-
---- PAGE 2 ---
-Beavers
-Learn about 2 trees or 2 shrubs, take a photo when they have buds, when in full leaf and
-when the leaves die back. What sort of tree or shrub is it?
-Take a leaf or a small flower [can be from any plant] and lay between some newspaper and
-weigh down with some books in a dry place for a couple of months and make a birthday card
-with it but be sure to identify the leaf or flower
-Learn about gardening tools, draw a picture of 3 tools and describe their uses?
-Prepare your pots with drainage holes, place stones in the bottom and fill with soil or
-compost
-Pick 3 packets of seeds from above and plant as the instructions on the packet
-https://www.youtube.com/watch?v=YAL6H5SgNAs
-Don’t use up all the seeds at once
-Place pots in sunny spot and water
-Wear gloves when working with the soil and wash hands after the activity
-Watch the plants grow and when ready pick, wash and eat!
-Cubs
-Find out about parts of a plant https://www.dkfindout.com/us/animals-and-
-nature/plants/parts-plant/ and do the quiz
-Identify 3 mature trees and draw a picture of their leaves.
-Design 3 plant labels for your plant pots.
-Name 3 mini beasts in the soil that could damage your plants.
-Pick 3 packets of seeds from above and plant as instructions on packet
-https://www.youtube.com/watch?v=YAL6H5SgNAs
-Don’t use up all the seeds as once
-Place pots in sunny spot and water
-Wear gloves when working with the soil and wash hands after the activity
-Watch the plants grow and when ready pick, wash and eat!
-Keep a diary and note when you planted, when shoots appear and when you eat, also take
-a photo of your crop and the grower!
-
---- PAGE 3 ---
-For Scouts
-Find out about parts of a plant https://www.dkfindout.com/us/animals-and-
-nature/plants/parts-plant/ and do the quiz
-Identify the following trees Elm, Oak and Ash and list their properties
-https://www.thestoveyard.com/what-wood-to-burn
-Describe a herbaceous plant?
-What is a Deciduous tree?
-What is a Coniferous tree?
-Name 3 Herbs.
-Name 3 plant diseases.
-Pick 4 packets of seeds [or more] from the above and plant as instructions on packet
-https://www.youtube.com/watch?v=YAL6H5SgNAs
-Don’t use up all the seeds at once
-Place pots in a sunny place and water
-Wear gloves when working with soil and wash hands after the activity
-Watch plants grow and when ready pick , wash and eat!
-Keep a diary and take photos
-Good luck all
-Guy Thompson
-Island Commissioner - Isle of Man Scouts
-chil@manx.net

data/sources/Ghid-jocuri-pentru-copii-refugiati.txt

@@ -1,617 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Ghid-jocuri-pentru-copii-refugiati.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-GHID CU IDEI
-DE ACTIVITĂȚI
-de realizat cu
-COPIII REFUGIAȚI
-30 de activități bazate pe
-comunicarea nonverbală pe care
-voluntarii le pot realiza cu
-copiii refugiați
-
---- PAGE 2 ---
-CURPRINS:
-Pag. 2 - Cuvânt de început
-Pag. 3 - Listă de materiale ce pot ajuta în interacțiune
-- Legendă
-Pag. 4
-ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE (6-16 ani)
-Pag. 4 - Imită gestul
-- Profesorul de sport
-Pag. 5 - Trenulețul
-- Cântecul în cerc
-Pag. 6 - Scăunelele muzicale
-- Baba oarba
-Pag. 7 - Ploaia de baloane
-- Cald-rece
-Pag. 8 - Șotronul prelungit
-Pag. 9
-ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE (10-16 ani)
-Pag. 9 - Ține creionul ”în oglindă”
-- Mațele încurcate
-Pag. 10 - Aruncatul în pahar
-Pag. 11 - Ninja
-Pag. 12 - Borcanul cu emoții și acțiuni
-- Desen cu sfoara
-Pag. 13 - Twister pentru degete
-- Haideți la masa
-Pag. 14 - Pune pe categorii
-Pag. 12
-ACTIVITĂȚI DE LUCRU MANUAL-LA MASĂ (6-18 ani)
-Pag. 12 - Borcanul cu emoții și acțiuni
-- Desen cu sfoara
-Pag. 13 - Twister pentru degete
-- Haideți la masa
-Pag. 14 - Pune pe categorii
-Pag. 15 - Pictiră cu mâinile
-- Steagul nostru
-Pag. 16 - Flori din șervețele
-Pag. 17 - Pictură pe față
-Pag. 18
-ACTIVITĂȚI DE LUCRU MANUAL-LA MASĂ (10-18 ani)
-Pag. 18 - Pachetul de cărți
-- Decorează
-Pag. 19 - Atelier de făcut păpuși
-- Baloane de săpun
-Pag. 20 - Atelier de împletit brățări și codițe
-- Brobonele de hârtie creponată
-Pag. 21 - Planeta mea
-- Balonul relaxant
-
---- PAGE 3 ---
-Bună, dragă voluntar!
-Ne bucurăm că ai ajuns să parcurgi acest material, asta înseamnă că îți pasă,
-că vrei să ajuți și le ești alături copiilor care au fost nevoiți să își părăsească
-casa pentru a găsi un loc mai pașnic. Acesta este un ghid și un îndrumător cu
-activități și jocuri pe care le poți realiza cu acești copii, însă este și un material
-care sperăm că o să te inspire să creezi și tu, împreună cu copiii, noi jocuri și
-activități în funcție de nevoile acestora și materialele pe care le ai la îndemână.
-Activitățile prezentate se bazează în special pe comunicarea nonverbală, însă
-nu te feri de acest lucru, unele emoții și acțiuni au un limbaj universal valabil. Fii
-deschis pentru a învăța anumite cuvinte și oferă aceleași cunoștințe înapoi.
-Pentru unele activități este nevoie de câteva materiale minime (hârtie,
-foarfecă, creioane), încercând astfel să facem lucrurile astfel încât să fie cât
-mai ușor și facil de lucrat. Pentru alte activități e posibil să ai nevoie de mai
-multe materiale, însă te încurajăm și aici să fii creativ și să cauți în jurul tău
-resurse. Obiectele din jurul nostru pot fi folosite în multe feluri și pot fi
-adevărate ajutoare, fii spontan și ai curajul să încerci. De asemenea, dacă ai
-nevoie de o îndrumare în ceea ce privește achiziționarea de materiale, jocuri sau
-jucării, în acest ghid regăsești o listă care sperăm să îți fie de folos.
-Îți mulțumim că ești, că faci asta și că ai sufletul într-un loc plin de bunătate.
-Chiar dacă este dificil pentru toată lumea ieșirea din zona de confort, pentru
-acești copii momentele prin care trec acum sunt și mai dificile. Fii atent și la
-nevoile lor, la ce își doresc în momentul în care ajungi la ei. Unii pot fi obosiți, triști
-sau supărați, alții poate au nevoie de somn sau hrană în acel moment. Arată-te
-disponibil de a interacționa, însă lasă și spațiu pentru ca fiecare să își ia ce are
-nevoie din aceste momente.
-Scopul acestor activități este să le facă perioada aceasta dificilă prin care trec
-puțin mai frumoasă, mai bună, blandă, caldă și veselă, ca peste ani de zile,
-aceștia să aibă și câteva amintiri frumoase și plăcute pe lângă amintirea
-războiului care i-a dat afară din case.
-Ești aici să ajuți și îți mulțumim pentru asta!
-
---- PAGE 4 ---
-LISTĂ MATERIALE CE POT AJUTA ÎN INTERACȚIUNE:
-(de verificat și materialele recomandate pentru fiecare activitate)
-Palete de tenis / ping pong
-Cărți de colorat
-Creioane, acuarele, carioci
-Lipici, aracet
-Pensule
-Hârtie creponată, hârtie colorată, foi albe de hârtie
-Foarfecă
-Mingi de ping pong, minge de fotbal, mingi de tenis
-Țintă cu arici
-Sfoară și elastice
-Coardă de sărit
-Lego, cuburi colorate
-LEGENDĂ
-Mărgele
-Puzzle-uri diverse
-Titirez
-Activitate pentru grup
-Mici instrumente muzicale
-Slime
-Cuburi din lemn / Joc Jenga
-Baloane
-Cercuri de hula-hoop Activitate individuală
-Plastilină / Lut modelator
-Machete de construit
-Mini-coș de basket
-Activitate
-Cărți de joc
-potrivită atât
-Cretă
-pentru grup,
-Mini-set de bowling
-cât și individual
-Origami
-Activitate ce necesită
-materiale
-
---- PAGE 5 ---
-ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE
--
-6-16 ani
-IMITĂ GESTUL
-Acesta e un joc de oglindire corporală care poate fi făcut la început ca și energizer.
-Moderatorul stă în picioare în fața copiilor, iar aceștia trebuie să stea în fața
-moderatorului. Acesta arată sau spune ”3,2,1, start!” moment în care începe să arate
-sau să pună un deget pe anumite părți ale corpului său. Acțiunea trebuie să se întâmple
-foarte repede, astfel încât să antreneze atenția copiilor.
-Exemplu: moderatorul își pune mâna pe cap, moment în care toți copiii trebuie să își
-pună și ei mâna pe cap. Imediat cum au făcut gestul, moderatorul schimbă repede
-poziția punând mâna pe nas, copiii trebuind să facă și ei același gest foarte repede.
-Printre poziții se pot enumera și: mâinile la ochi, mâna pe genunchi, mâna pe cot, mâinile
-pe umeri, mâna pe capul altei persoane, mâna pe talpă.
-Apoi se poate crește la un alt nivel când se trece la anumite
-poziții: stat într-un picior, așezat în poziția piticului, sărituri,
-etc.. Pentru a avea un final entuziast, ultima mișcare poate
-să fie aplauzele unde toți copiii vor începe să aplaude, puteți
-chiar să bateți mâna la final pentru că ați reușit, iar copiii s-
-au descurcat super!
-PROFESORUL DE SPORT
-Este vorba tot despre un joc de a imita gesturi și poziții, doar că se pune mai mult
-accentul pe activități din zona sportivă. Aduceți-vă aminte ce exerciții de încălzire
-făceați la ora de sport, strângeți mai mulți copii și veniți în fața lor, ei trebuie să imite
-gesturile pe care le faceți. Începeți cu rotiri ușoare de cap, întinderea brațelor, exerciții
-pentru trunchi și bazin, apoi treceți către picioare, puteți face genoflexiuni sau sărituri.
-Dacă vedeți că sunt copii implicați în acest tip de activități sportive, chemați-i în
-față să fie el profesorul de sport și imitați cu toții împreună acele exerciții.
-
---- PAGE 6 ---
-ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE
--
-6-16 ani
-TRENULEȚUL
-Așezați-vă în șir indian, unul în spatele celuilalt și vă țineți cu mâinile pe umerii sau
-talia celui din față, iar moderatorul să fie prima persoană, adică ”locomotiva”. Veți avea
-nevoie de mai mult spațiu unde să vă mișcați, mai ales dacă sunt mai mulți copii (cu cât
-sunt mai mulți, cu atât mai bine pentru această activitate).
-”Locomotiva” va conduce trenulețul (puteți face chiar și sunete de tren), plimbând
-copiii în cerc sau mergând șerpuit, mai repede sau mult mai lent dintr-o dată. Vă puteți
-lăsa în jos ca mersul piticului, iar apoi să săriți tare în sus, puteți merge țopăit sau cu
-picioarele foarte crăcănate sau cu mâinile în sus. Încercați cât mai multe modalități în
-care poate merge ”trenulețul”.
-Copiii trebuie să imite orice gest pe care ”locomotiva”
-îl face. După ce s-a mai destins grupul, puteți pune un
-alt copil să fie ”locomotiva”, iar toată lumea trebuie să
-imite cum merge acesta.
-CÂNTECUL ÎN CERC
-Toți copiii se așează pe jos (merge și în picioare) în cerc, inclusiv moderatorul.
-Acesta începe să facă un sunet folosindu-se de gesturi și obiectele din jur, copiii
-trebuind să imite acel sunet, apoi moderatorul trebuie să schimbe sunetul, iar copiii să îl
-urmeze.
-Exemplu: Moderatorul începe să bată un anumit ritm din mâini, după ce copiii
-reușesc să inimte același gest creând sunetul respectiv, continuați așa câtiva timpi. Apoi
-moderatorul crează un alt gest, lăsând ”melodia” să curgă. Nu întrerupeți și apoi faceți
-alt gest, ci schimbați dintr-o dată pentru ca sunetul să aibă continuitate. Următorul
-gest cu sunet poate să fie ”Lalalala” verbal, apoi bătut în ritm alert pe podea cu mâinile
-sau picioarele, apoi pocnit din degete, etc. Începeți după să le alternați creând ritmuri.
-Dacă merge bine, puteți trece la următorul nivel când delegați anumiți copii să
-facă anumite sunete, iar alți copii celelalte sunete. Îi puteți numi, atătându-i cu degetul
-ce grupă de copii să facă sunetele respective. Poate începe grupa de copii care
-aplaudă, apoi arătați cu degetul copiii care pocnesc din degete, apoi cei care fac
-”Lalala”, făcându-le semn celor care aplaudă să se oprească, și tot așa. Jucați-vă
-împreună cu ei cu sunetele și creați melodii.
-
---- PAGE 7 ---
-ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE
--
-6-16 ani
-SCĂUNELELE MUZICALE
-Un joc destul de cunoscut în care copiii trebuie să danseze în jurul unor
-scaune (scaunele trebuie să fie atâtea câți copii sunt minus unul) poziționate
-în cerc. Moderatorul pornește muzica și o oprește la anumite intervale de
-timp. Când muzica se aude, copiii trebuie să danseze și să se miște în cerc,
-în jurul scaunelor. Când muzica se oprește, copiii trebuie să se așeze
-repede pe scaun. Cine rămâne în picioare pentru că toate scaunele au fost
-ocupate, iese din joc.
-Pentru a se continua jocul, se mai scoate încă un scaun din cerc, și tot
-așa până rămân doi copii și un singur scaun. Cine reușește să se așeze pe
-ultimul scaun este câștigător.
-BABA OARBA
-Pentru ca acest joc să fie înțeles mai ușor este nevoie de cel puțin doi moderatori.
-Pentru început, unul din ei trebuie să își lege la ochi o eșarfă astfel încât să nu vadă ce este
-în jur. Celălalt moderator îl învârte de trei ori pe cel legat la ochi care după aceea trebuie
-să caute în jurul său și să atingă restul participanților. Aceștia trebuie să se ferească de
-”baba oarba” ca să nu îi prindă. Dacă un participant este atins, atunci a ieșit din joc.
-Atenție! Vă jucați acest joc doar cu copiii care doresc, nu îi forțați dacă nu vor să
-participe. Având în vedere starea psihologică în care se află, unii se pot simți inconfortabil
-dacă sunt legați la ochi.
-
---- PAGE 8 ---
-ACTIVITĂȚI CE CONSTAU ÎN MIȘCARE
--
-6-16 ani
-PLOAIA DE BALOANE
-Materiale: baloane
-Umflați cât mai multe baloane colorate. Copiii trebuie să se strângă toți în
-același loc. Aruncați un balon în aer, balon pe care copiii trebuie să se asigure
-că nu îl scapă jos (dacă balonul atinge pământul, jocul se termină și trebuie luat
-de la capăt).
-Copiii trebuie să arunce balonul de la unul la altul. După câteva momente, mai
-aruncați în aer încă un balon, astfel copiii trebuie să aibă grijă de ambele baloane să
-nu atingă pământul. După ceva timp creșteți nivelul și aruncați un al treilea balon, apoi
-încă unul și tot așa până se ajunge ca în aer să fie o mulțime de baloane plutitoare
-care nu trebuie să atingă pământul.
-CALD-RECE
-Strângeți toți copiii și alegeți împreună un obiect pe care va
-trebui să îl ascundă moderatorul. Alegeți trei simboluri care pot fi
-verbale sau gestuale care să reprezinte cele trei indicații: rece-ești
-departe de obiect, cald-te apropi, fierbinte-ești foarte aproape. Puteți
-alege trei semne pe care să le faceți cu mâinile și degetele sau trei
-sunete, fiecare care să reprezinte câte o indicație.
-Rugați-i pe copii și arătați-le să stea cu mâinile la ochi și cu
-spatele la zona de căutat, timp în care veți ascunde obiectul pe care l-
-ați ales inițial.
-Apoi spuneți-le copiilor că pot începe căutarea. Nu uitați să fiți
-foarte atenți la ei și să le dați indicațiile cât mai corect. Jocul poate fi
-jucat mai ușor dacă este un număr mai mic de copii astfel încât să
-puteți fii mai atenți la aceștia.
-
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-6-16 ani
-ȘOTRONUL PRELUNGIT
-Materiale: bandă adezivă sau cretă
-Acesta este jocul de șotron original și obișnuit,
-însă la care se pot adăuga și alte elemente pentru a-l
-face mai interactiv, fiind un joc bun pentru copiii care
-au multă energie și au nevoie de activitate fizică mai
-intensă.
-Realizați pe podea cu bandă adezivă sau cu
-cretă dacă aveți spațiu în exterior unde există beton
-pe care puteți desena schema jocului de șotron
-original. După ce copiii au dat o tură a jocului așa cum
-este (puteți elimina partea cu moneda sau piatra
-aruncată pe o căsuță anume, mai ales dacă copiii
-sunt mai mici), începeți și adăugați la șotron alte
-căsuțe în extremitățile desenului.
-De asemenea, puteți adăuga și căsuțe mai mici
-”false” pe care le hașurați, ceea ce înseamnă că nu
-trebuie să sară pe acea căsuță. Alte căsuțe pot fi
-mai mici sau mai mari, altele pot însemna că trebuie
-pusă și o mână pe căsuță și tot așa. Adăugați
-pătrate pe parcurs până realizați un întreg circuit de
-șotron.
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-10-16 ani
-ȚINE CREIONUL ”ÎN OGLINDĂ”
-Acest joc se face în perechi de câte
-două persoane. Cele două persoane din
-pereche sunt ”conectate” de un creion pe
-care trebuie să îl țină folosind fiecare un
-deget arătător (degetul arătător al
-persoanei 1 ține un capăt al creionului, iar
-degetul arătător al persoanei 2 ține celălalt
-capăt, fără să se folosească de alte
-degete).
-Aceștia trebuie să se miște cât mai
-mult și cât mai divers păstrând creionul
-între degetele lor și să nu îl scape.
-MAȚELE ÎNCURCATE
-Pentru acest joc ar fi de ajutor să fie doi moderatori. Unul din ei trebuie să stea cu
-spatele, iar ceilalți membri trebuie să se ”încurce ca niște mațe”: aceștia trebuie să
-înceapă stând în cerc și ținându-se de mâini, apoi fiecare trece cu mâinile peste capul
-altora, intrând pe sub brațele celorlalți sau printre picioarele altora și trebuie să fie o
-mișcare constantă prin care brațele și picioarele membrilor să se ”încurce”.
-Când ”încurcarea” a fost realizată, se strigă celălalt moderator care nu a văzut
-ce mișcări au fost făcute și trebuie să descurce ”mațul” încurcat.
-Dacă nu cunoașteți jocul, puteți căuta pe internet video-uri despre cum se joacă.
-
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-10-16 ani
-ARUNCATUL ÎN PAHAR
-Materiale: mingi de ping pong sau folie de aluminiu, multe pahare de plastic sau de
-carton (preferabil carton), un marker
-Se așează pahare de plastic sau de carton (nu din sticlă) astfel încât să formeze
-un triunghi plin sau vârful unei săgeți. Fiecare pahar are scris cu markerul pe fundul
-acestuia un număr de la 1 la 10 (aceste numere reprezintă punctajul aferent fiecărui
-pahar).
-Copiilor li se dau mingi de ping pong (sau mingi realizate chiar de ei din folie de
-aluminiu) și de la o distanță de aproximativ 2 metrii de pahare, aceștia trebuie să arunce
-mingea și să nimerească un pahar. Dacă a nimerit, copilul își ia paharul cu el. Se aruncă
-pe rând până nu mai rămâne niciun pahar.
-La final, fiecare copil își adună punctele scrise pe fundul paharelor și acela
-reprezintă scorul lor final. Cel care are cele mai multe puncte câștigă.
-
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-10-16 ani
-NINJA
-Toți participanții jocului stau într-un cerc foarte apropiat. Se numără ”3,2,1”, iar
-la ”start” toată lumea sare un pas în spate în poziția inițială de ”ninja” unde mâinile
-reprezintă ”sabia”. Se pornește în cerc pe rând de la prima persoană care trebuie să
-atingă cu una din palme palma persoanei din stânga sa.
-Atât persoana care atacă, cât și persoana care se apără au voie să facă o
-singură mișcare. Deci, persoana care atacă se apropie cu palma de palma persoanei
-din stanga, moment în care persoana care este atacată trebuie să se ferească tot
-dintr-o singură mișcare. Dacă persoana care a atacat nu a nimerit să atingă una din
-palmele celeilalte persoane, se trece mai departe, venind rândul celui care a fost
-atacat să atace persoana următoare.
-Dacă persoana atacată a fost atinsă pe una din palme, atunci pune la spatele
-său mâna care a fost atinsă și nu mai are voie să o folosească. Dacă la următoarea
-tură îi este atinsă și cealaltă mână, atunci a ieșit din joc. Scopul este să fie găsit ninja-
-ul suprem.
-
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-6-18 ani
-BORCANUL CU EMOȚII ȘI ACȚIUNI
-Materiale: borcan/ recipient, foi de hârtie, pix/ creioane/ carioci
-Pune într-un borcan sau orice alt recipient încăpător cât mai multe bilețele
-împachetate și colorate. Copiii trebuie să extragă bilețele pe rând și să realizeze
-acțiunea sau să exprime emoția care se află desenată pe bilețel.
-Conținutul bilețelelor:
-Emoji/emoticoane cât mai diverse (fericire,
-tristețe, surprindere, furie, etc.). Copiii trebuie să
-fie expresivi și să imite și ei acele emoții.
-Acțiuni din viața de zi cu zi (spălat pe față/ pe
-dinți, baut apă, mâncat, dormit, etc.). Copiii
-trebuie să imite acele acțiuni cât mai clar.
-Desene cu animale. Copiii trebuie să scoată
-sunete și să se comporte ca animăluțul respectiv
-(exemplu: dacă e desenată o pisică trebuie să se
-miște ca o pisică și să miaune).
-DESEN CU SFOARA
-Materiale: foi de hârtie, sfoară, acuarele sau acrilice.
-Împărțiți o foaie de hârtie în două. Luați o bucață de sfoară pe care o îmbibați în
-apă și în cât mai multe culori, apoi amplasați bucata
-de sfoară în forme diverse pe o parte a foii de hârtie.
-Împachetați foaia de hârtie înapoi în doua și lăsați
-un capăt al sforii să iasă afară. Trageți de acel capăt
-al sforii până iese toată bucata. Deschideți după
-foaia de hârtie și observați de modele au ieșit și
-simetria acestora.
-
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-6-18 ani
-TWISTER PENTRU DEGETE
-Materiale: foi de hârtie, creioane sau carioci colorate, un recipient, foarfecă
-Dacă știți jocul clasic de twister, atunci această variantă ar trebui să fie destul
-de simplu de acomodat. Aveți nevoie de o foaie de hârtie pe care să desenați rânduri
-a câte 6 buline colorate fiecare, culorile principale fiind roșu, albastru, verde și galben,
-dar mai puteți adăuga dacă vreți și alte culori.
-Într-un recipient mic adăugați buline colorate decupate, iar în alt recipient mic
-adăugați bilețele cu numere de la 1 la 5, 1 însemnând degetul mare, 2 degetul arătător
-și tot așa până la 5 care este degetul mic.
-Participanții extrag pe rând o bulină colorată și un bilețel cu număr care indică
-pe ce culoare trebuie pus degetul și care deget mai exact. Se face cu rândul și scopul
-este ca degetele să poată atingă corect bulinele colorate pe care pică.
-Dacă aveți posibilitatea să vă jucați twister în varianta
-originală, ar fi super. Chiar dacă nu aveți jocul, puteți colora
-pe jos sau pe un cearșaf culorile, iar in loc de recipientul cu
-numere pentru degete puteți desena mâini și picioare (atât
-drepte, cât și stângi pentru a indica ce membru pică pe ce
-culoare).
-HAIDEȚI LA MASA
-Materiale:hârtie colorată, creioane și carioci, foarfece și lipici.
-Veți realiza feluri de mâncare diverse folosindu-vă de hârtie colorată. Puteți
-decupa o formă de cerc care va reprezenta blat de pizza, apoi puteți tăia bucăți fine
-de hârtie creponată care poate să reprezinte cașcavalul, decupați după cercuri mai
-mici ce pot reprezenta feliile de salam, și tot așa, realizând astfel o pizza.
-Puteți încerca mai multe feluri de mâncare, de la spaghete, ou cu cartofi prăjiți,
-boluri de înghețată, etc.
-
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-PUNE PE CATEGORII
-Materiale: foi de hârtie, creioane sau carioci colorate, foarfecă
-Scopul jocului este să aveți mai multe elemente decupate sau desenate din mai
-multe categorii. Aceste elemente vor fi amestecate, iar copiii trebuie să le pună pe
-categori. Se paote transforma ușor într-un joc de competiție pe echipe, prima echipă
-care sortează categoriile în cel mai scurt timp câștigă. Jocul se poate relua până când
-copiii devin ”experți” și reușesc să sorteze foarte repede categoriile.
-Ce tip de elemente pot fi:
-Puteți decupa forme geometrice: cercuri, patrate, triunghiuri și dreptunghiuri cât
-mai multe, le amestecați într-o pungă și apoi le întindeți pe jos
-Puteți desena pe bucați de hârtie fețe expresive: fețe zâmbitoare, triste, uimite și
-nervoase
-Puteți desena fețe de animale: pisici, câini, păsări, pești
-Puteți desena fructe sau legume / ferestre, uși, mese și scaune / elemente de
-îmbrăcat precum fulare, căciuli, tricou, sosete, etc.
-Dacă vreți să aduceți jocul la o dificultate mai mare puteți desena pe numere de
-elemente. De exemplu: cartonașe cu o singură bulină, cartonașe cu două buline, cu
-trei buline și cu patru. Dacă vreți să îi ajutați mai mult, colorați bulinele diferit în
-funcție de numărul lor pe cartonaș. Copiii trebuie să sorteze categoriile de
-cartonașe cu o bulină, în altă parte să pună cartonașele cu 2 buline, etc.
-
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-PICTURĂ CU MÂINILE
-Materiale: acuarele/ tempera/ acrilice, apă, diferite materiale sau suprafețe cu
-texturi diferite și diverse
-Aduceți sau folosiți orice material sau suprafață pe care o aveți în jur și este bună
-pentru pictat (și pe care aveți voie să faceți asta), exemplu: materiale, cearșafuri, bucăți
-de lemn, bucăți de carton, pânze, foi de hârtie, frunze, farfurii, pahare, coaja fructelor,
-folie de aluminiu sau de celofan, etc.
-Copiii trebuie să își ude palmele și degetele și șă pună culoare
-pe degete și podul palmelor, iar apoi pot picta orice suprafață
-sau material îi oferiți. Dacă aveți folie transparentă de învelit
-mâncarea, puteți să legați de jur împrejurul picioarelor unor
-mese sau scaune, iar copiii să picteze acea suprafață. O să
-fie o experiență interesantă pentru ei de explorare.
-STEAGUL NOSTRU
-Materiale: foi de hârtie, creioane colorate/ carioci
-Pe această activitate o puteți realiza rapid la finalul
-întâlnirii prin realizarea unui desen mare care să cuprindă
-steagul României și al Ucrainei. Puteți scrie, atât în română,
-cât și să îi rugați pe cei mai mari să scrie în ucraineană
-(chiar și în engleză) anumite mesaje de prietenie pe acel
-desen. Puteți chiar să vă puneți și amprentele degetelor pe
-desen în culori cât mai diverse.
-
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-FLORI DIN ȘERVEȚELE
-Materiale: șervețele (dacă sunt colorate, cu atât
-mai bine, dacă nu, le pueți colora chiar voi sau stropi cu
-pensula), ceva care să reprezinte trunchiul florii (pai, băț,
-scobitoare neascuțită, sârmă plușată, etc.), scotch sau
-lipici
-Luați mai multe batiste sau șervețele, așezațile una
-peste alta fără să fie simetrice și apucați cu degetele
-punctul din mijloc.
-Începeți să răsuciți în aceeași direcție până când
-floarea începe să prindă contur, colțurile șervețelelor
-reprezentând petalele florilor. Când floarea s-a
-conturat, lipiți baza ei de trunchiul florii.
-Puteți realiza mai multe ”flori” de diferite feluri,
-lăsați-vă imaginația să realizeze cele mai interesante
-forme, iar la final le puteți prinde pe toate într-un buchet
-mare.
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-PICTURĂ PE FAȚĂ
-Materiale: culori speciale pentru pictura pe față
-Pentru a realiza această activitate este nevoie de puțină perseverență, răbdare
-și plăcere pentru desen din partea moderatorului. Copiilor le place foarte mult să fie
-pictați pe față diverse modele, unii vor alege chiar ei ce personaj vor să fie, iar alții te
-vor lăsa să alegi tu în locul lor și de obicei stau foarte cuminți și sunt atenți tot timpul
-până când termini desenul. Astfel că, dacă ai puțin talent la desen, poți încerca
-această activitate.
-Mai jos regăsiți câteva modele foarte simple pe care le puteți realiza. Vă
-recomandăm să încercați mai întâi pe propriile fețe cu o zi înainte de activitate
-pentru a exersa. De asemenea, este recomandat să aveți și un pachet de șervețele
-umede cu care să ștergeți fața copilului înainte de a începe să pictați deoarece acele
-pensule vor atinge multe fățuci (nu uitați să spălați pensulele după fiecare folosire).
-Șervețelele vă vor ajuta și să corectați desenul dacă ați făcut anumite greșeli.
-Sursa pozelor: Google/ Pinterest
-
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-MĂRICEI
-PACHETUL DE CĂRȚI
-Materiale: un pachet de cărți de joc
-Aveți nevoie de un pachet obișnuit de cărți pe care îl amestecați
-foarte bine. Întindeți toate cărțile de joc pe jos cu fața în sus astfel încât
-s ă s e v a d ă n u m e r e le s c r i s e p e a c e s t e a . Copiii trebuie să ordoneze cărțile de joc
-astfel încât să creeze rânduri în ordinea crescătoare a numerelor pentru fiecare
-culoare.
-Exemplu: As de romb, 2 de romb, 3 de romb…etc. Apoi, urmează rândul cu treflă, etc.
-DECOREAZĂ
-Materiale: foi de hârtie, creioane și carioci colorate.
-Pentru copiii puțin mai mari, această activitate le stimulează
-creativitatea și imaginația. Desenați voi pe foi de hârtie conturul unor
-siluete, masini, o mână cu unghii lungi sau o față, motociclete sau șepci.
-Dați-le copiilor să decoreze cum vor ei acel contur: pot alege culorile
-pentru mașini sau moticiclete, pot crea designuri noi pentru șapcă, pot
-face modele pe unghii sau diferite tipuri de make-up, pot deveni chiar
-desgineri vestimentari și să realizeze noi piese de vestimentație.
-Aceasta e o activitate bună pentru copiii mai introverți sau care nu au
-dispoziția pentru jocuri foarte interactive.
-
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-ATELIER DE FĂCUT PĂPUȘI
-Materiale: șosete sau mănuși, cârpe micuțe, sfori, lipici, carioci sau acuarele, orice
-alt tip de material care poate fi pe post de ”umplutură” (bile de polistiren, pluș, cârpe
-micuțe, etc.)
-Scopul atelierului este realizarea propriilor păpuși sau jucării de pluș care pot avea
-o importanță și un impact emoțional mai mare dacă acestea sunt realizate de propriile
-mânuțe ale copiilor. Se poate lua o șosetă sau mănușă în care se pune ”umplutura” pe
-c a r e o a v e ț i l a î n d e m â n ă . Cu o sfoară sau o fâșie de material se
-leagă la capăt pentru a realiza forma păpușii. Folosind alte fâșii de
-material se pot realiza membrele jucăriei (gâtul, mâinile, picioarele,
-etc.). Apoi, folosiți din restul materialelor pentru a picta sau
-decora jucăria sau păpușa după placul copilului.
-La final pot fi realizate forme precum: ursuleți, omide, păpuși
-în formă umană, iepurași sau alte jucării creative.
-BALOANE DE SĂPUN
-Materiale: apă (preferabil plată), șampon de copii (dacă se poate),
-detergent de vase, câteva lingurițe de zahăr, paie de băut, colorant alimentar
-(opțional), glicerină (opțional)
-Pentru a realiza baloane de săpun există mai multe rețete, în funcție de
-ce materiale aveți la îndemână. Este nevoie de asistență constantă din partea
-adulților, în special cu copiii mai micuți.
-O primă rețetă se realizează cu următoarele ingrediente: un sfert de
-pahar de șampon pentru copii, un sfert de pahar de apă, 2 lingurițe de zahăr
-și o picătură de colorant alimentar. Pentru a realiza o rețetă mai rezistentă, în
-loc de șampon puteți folosi un sfert de pahar de detergent de vase, iar la
-final, pe lângă celelalte ingrediente, puteți adăuga un sfert de pahar de
-glicerină care reprezintă ingredientul cheie.
-P e n t r u a sufla baloanele se pot folosi paie de băutură sau alte forme din
-sârmă sau plastic pe care le aveți la îndemână prin care să fie suflate
-baloanele, însă cel mai rapid și ușor se pot folosi chiar formele făcute din
-degete și mâini.
-
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-ATELIER DE ÎMPLETIT BRĂȚĂRI ȘI CODIȚE
-Materiale: sfoară sau ațe colorate, foarfecă, agrafe de păr simple
-Luați trei fire de sfoară sau ață colorate, făceți-le nod la un capăt
-și apoi începeți să faceți o împletitură în trei simplă. Dacă vă pricepeți
-sau aveți deschidere către alte tipuri de împletituri (puteți căuta pe
-internet tutoriale), puteți realiza și alte modele. După ce realizați
-lungimea necesară pentru o brățară, faceți un alt nod la capăt și tăiați
-surplusul.
-Puteți realiza aceeași împletitură, doar că mai lungă, iar la un capăt
-să agățați o agrafă de păr. Codița poate fi atașată de părul mai lung.
-BROBONELE DE HÂRTIE CREPONATĂ
-Materiale: hârtie creponată, lipici, foi de hârtie
-Pe o foaie albă de hârtie desenați conturul unei forme
-sau figurine, poate să fie un animal sau silueta unui om sau
-chiar conturul unui peisaj. Rupeți, apoi bucăți de hârtie
-creponată de diferite dimensiuni, predominant cât mai mici.
-Începeți să faceți biluțe mototolite de hârtie creponată pe care le veți lipi după pe foaia
-pe care ați trasat conturul personajelor sau peisajelor. ”Colorați” astfel foaia de hârtie
-într-un mod ingenios folosing un alt material față de cariocile obișnuite: hârtia
-creponată.
-
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-PLANETA MEA
-Materiale: foi de hârtie, creioane colorate / carioci / acuarele
-Pe o foaie de hârtie desenați un cerc care o să reprezinte planeta. Dați copiilor să
-deseneze și să realizeze planeta lor perfectă, așa cum și-ar dori să arate. Le puteți da și
-carton colorat sau hârtie creponată pentru a face forme de relief sau pentru a adăuga
-alte detalii. La final, strângeți toate planetele și înșirațile pe jos sau prindeți-le de o sfoară,
-astfel încât să realizați galaxia planetelor copiilor.
-BALONUL RELAXANT
-Materiale: baloane (pot fi destul de mici), faină / orez
-Puteți realiza un fel de bile relaxante pe care copiii le pot ține în mână și se pot
-juca cu ele atunci când vor să se relaxeze folosind doar baloane și făină sau orez sau
-ambele. Luați un balon și, fără să îl umflați, turnați făină înăuntru până capătă o
-consistență balonul precum o minge care este foarte plăcută la atingere. Astfel, legați
-balonul și bucurați-vă de bila relaxantă realizată.

data/sources/Keas Games.txt

@@ -1,429 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Keas Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-KEAS – Games
-Kea Games
-Introduction
-These game sheets include games found in the “Magical World of Keas” book. There are many more games
-listed on the internet that may be used if desired.
-If your Keas have a favourite game that you would like to share with other leaders, please forward the game
-instructions to reception@scouts.org.nz so it can be considered by the National Kea Leader for adding to this
-document.
-All In Tag
-Equipment – Coloured bands – wool or paper.
-Method
- The ITs wear a coloured band.
- All the other Keas run around and as they are tagged they go and get a band and help tag.
-Aunt Sally
-Equipment – Basket ball
-Method
- The Kea who is IT has a medium-sized beach ball, which they throw at the others in an attempt
-to hit them below the knee.
- The player who is hit is out, but if the ball bounces before touching the player, then that player
-is not out.
- If wished it can be ruled that hands may be used in defending the body.
-African Trap Game
-Equipment - Nil
-Method
- Two players form a trap. They hold their hands up in the air to form an arch.
- The other players make a long line and start marching under the arch.
- As the players march they clap their hands and chant the following verse:
-Lions and leopards, lions and leopards
-Hunting at night
-Lions and leopards, lions and leopards
-Catch the game
- At the word "game" the trap falls and the player is caught.
- The first player waits until a second player is caught and they form another arch through which
-the rest of the players must also march.
- When two more are caught they form another trap.
- Players must not dash through the traps to keep from being caught.
-Balloon Breaking
-Equipment
- A balloon for each Kea plus a few spares.
-Method
- Insert pieces of paper with instructions inside inflated balloons, e.g. "Be Santa Claus", "Be a
-Christmas Tree", "Sing a Chorus of Jingle Bells", etc.
-July 2015 Keas Games.doc
-
---- PAGE 2 ---
- Keas stand in a circle and pass a balloon around until the Leader shouts “STOP”.
- The Kea holding the balloon must break it and carry out the instructions inside.
- Hand out another balloon and start again.
-Balloon Games
-Equipment - Balloons
-Method
- Balloons can be used in many different relay races and individual competitions.
- There can be several variations on carrying a balloon from the starting line to a certain goal.
- Players can be told not to touch the balloon with their hands - and feet too, perhaps!
- While this is difficult enough for younger Keas; the game can be made more difficult for older
-Keas by arranging various obstacles the balloon has to pass through before reaching the finish
-or by making them complete the course by putting the balloon inside a hoop or a chalked circle.
- It is also amusing for Keas to see who can keep the balloon longest in the air. Older Keas can
-keep it in the air by kicking it, or just butting it with their head.
- The Keas can sit down and then see who can keep the balloon moving. They can move
-themselves as long as they remain sitting. The game is much more fun though if you decide
-that the balloon can be touched only with the feet.
- This can be developed into a team game. Divide the Keas into teams and make each team into
-a circle. They then see which circle can keep the balloon floating for the longest time. Again you
-can decide that the balloon can be touched only with the feet.
-Beast, Bird, Fish
-Equipment - Nil
-Method
- Keas form a large circle.
- The Leader sits in the centre with a beanbag or ball and calls out either "Beast", "Bird", or
-"Fish" and at the same time tosses the beanbag or ball to new player and starts counting to
-five.
- The player must apply an appropriate name correctly for the category called out before the
-count of five. Otherwise, the player must change places with the Leader and become IT.
-Bogey Ball
-Equipment – Tennis ball.
-Method
- Keas in relay teams, leader with tennis ball.
- On "go", bowl the ball over a line about 5 metres ahead, run to field it after it crosses line, then
-return it to next person.
- Have definite lines on ground, and a specific position for Posse to finish the relay in. This brings
-discipline, smartness and team work.
-Cat And Mouse
-Equipment - Nil
-Method
- The Keas divide themselves into two groups.
- One group stands in a circle,
- The other group chooses one to be the cat and all the rest are the mice.
- The cat tries to catch all of the mice as quickly as possible and the mice are allowed to run in
-and out of the circle without stopping, but the cat must stay outside.
-o Or, both cat and mice may be allowed to run in and out of the circle.
-o Or an opening is left in the circle and the cat is only allowed in and out through this,
-though the mice may use the "holes" between the players.
-KEAS - Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
-Catch A Thief
-Equipment - Nil
-Method
- The Keas are divided into two groups, ‘Thieves’ and ‘Catchers’.
- Each group stands behind a line some distance apart, facing each other.
- A variety of objects are placed on the ground between the two groups, at about one third of the
-total distance from the "thieves" group.
- At a signal the "thief" Keas have to run forward, pick up one of the objects and retreat quickly
-behind their own line, while the "Catchers" chase them and try to touch them before they have
-crossed the line.
- Swap roles when all are caught.
-Chinese Wall
-Equipment - Nil
-Method
- Divide the playing area in the centre with 2 chalk lines to form a wide imaginary wall about 2
-metres wide.
- Appoint 1/3rd of the player as ‘defenders’ who must stay on the wall.
- ‘Defenders’ on this wall try to touch attackers as they pass over it. All Keas touched join the
-wall defenders.
- Vary by having all the attackers hopping, skipping, etc.
-Circle Chase
-Equipment - Nil
-Method
- The Keas number in threes around the circle.
- The Keas with the number called must run around the outside of the circle trying to tag the Kea
-running in front.
- Keas tagged go to the centre of circle.
- All return to places before next number called.
-Clap Hands
-Equipment - Nil
-Method
- The Keas divide into two groups, ‘A’ and ‘B’.
- Each Kea in group ‘A’ has a partner in group ‘B’, partners stand facing each other.
- At the signal the ‘A’ Keas run across and touch their partner's hand.
- As soon as their hands have been touched the ‘B’ Keas can try to catch their partners, who
-must run round and dash back across their own line.
- In the next round the ‘B’ Keas run across and the ‘A’ Keas chase them.
- After counting up the number of Keas who have been caught in each round, the winning team is
-the one with the larger number to its credit.
-Circles
-Equipment - Nil
-Method
- Players scatter throughout the room.
- The Leader claps hands a certain number of times.
- If there are four claps, the Keas must get into the groups of four with hands joined and held
-high. The same for three and two claps etc.
-Couple Tag
-Equipment - Nil
-KEAS - Games SCOUTS New Zealand Page 3
-
---- PAGE 4 ---
-Method
- Appoint 20% of the players to be IT.
- The ITS form into pairs with inside hands joined.
- The ITS chase the Keas who when tagged join up to make other pairs.
- Game finishes when there are no single players left.
-Dodge Ball
-Equipment - Nil
-Method
- Divide the players into two groups,
- One group forms a large circle and the others scatter inside the circle.
- The circle player throws a volley ball or a soft ball at the inside players.
- The centre players dodge, but cannot leave the circle.
- When hit, the player and the thrower exchange places.
- Continue, making sure that everyone has a turn.
-Feet off The Floor
-Equipment - Nil
-Method
- The rules of this game are simple - if Keas have their feet off the floor then they cannot be
-caught.
- As soon as they are standing up or running, then they are in danger! The younger age-groups
-love this game.
- Appoint an ‘IT’ to start tagging the Keas. Once tagged the Kea becomes ‘IT’.
-Find the Leader
-Equipment - Nil
-Method
- Keas sit in a circle, legs crossed.
- One Kea (detective) leaves the circle while another is chosen as Leader.
- Leader starts by clapping hands on knees (or other such action) and the rest of the circle follow suit.
- Detective is called back in and has three chances to point out Leader. Meanwhile, the Leader is changing
-actions, i.e., slapping floor, hitting chest, clapping hands over head, etc.
- Make sure everyone knows who the Leader is and warn Keas not to look directly at Leader. Change actions
-often.
-Follow Your Leader
-Equipment - Nil
-Method
- All Keas gallop and roam freely,
- When the whistle blows, each runs to the Posse to line up and follow the Leader.
- First Posse in line and copying Leader's movement is the winner.
-Flour Game
-Equipment
- Bag of flour
- Jelly Beans
- Small bowl and knife for each 5 Keas
-Method
- First fill the bowl with flour and compact. Needs to be full to the top.
- Flip the bowl onto a flat surface or plate. Carefully lift the bowl up and off, keeping the flour
-shape intact.
- Put a single lolly on top and in the middle.
-KEAS - Games SCOUTS New Zealand Page 4
-
---- PAGE 5 ---
- All the players (works well with up to 5) gather around the bowl. One at a time will cut a small
-slither from the flour cake.
- Keep going around the circle until the flour cake is knocked over.
- Whoever knocks the cake over has to put their face into the flour to get the lolly out with their
-mouth.
- Can repeat as much as you like or until the lollies are gone.
-Free and Caught
-Equipment - Nil
-Method
- Two or more ITS try to tag as many as they can.
- When tagged, Keas must crouch but can be released by a free Kea touching them.
-Freight Trains
-Equipment - Nil
-Method
- All Keas but two, form into groups of three, one behind the other with arms locked around
-waists. These GROUPS ARE THE FREIGHT TRAINS.
- The two individual Keas are the Its, and try to hook onto the end of a freight train.
- When they do the head of the train must fall off and become IT.
-French Tag
-Equipment - Nil
-Method
- If touched, Kea must hold the part of his body where tagged and with this handicap chase
-others.
- This can be played in pairs, threes or fours.
-Frog Hop
-Equipment - Nil
-Method
- This is a game of co-ordination.
- When you say "Go", Keas must hop on their right legs until you say STOP.
- Then they must hop on their left leg and wait for more directions.
- Change legs to ‘right’ or ‘backwards’, or ‘forwards’.
- Anyone falling over or not following the directions correctly could be ‘out’ after a warm up
-period.
-Heads And Tails
-Equipment - Nil
-Method
- Keas in Posse lines clasp the one in front around the waist.
- At signal the head (Leader) tries to catch the tail (end Kea).
- All change places when caught.
-I Spy
-Equipment - Nil
-Method
- Here is an old game that the Keas should enjoy. Have each Kea pick out an object that is in
-plain sight.
- Have each player say, "I spy with my little eye something that is ... (any colour)".
- Let the Keas try and identify the object using the colour as a clue.
-KEAS - Games SCOUTS New Zealand Page 5
-
---- PAGE 6 ---
- Any colour or any object can be used.
-In The Pond - On The Bank
-Equipment - Nil
-Method
- Keas in a circle.
- On the command IN THE POND, Keas take one jump forward.
- On the command ON THE BANK, Keas take one jump backwards.
- If in either of these positions the Leader says IN THE BANK or ON THE POND and the Keas are already in
-that position, the Keas must not move.
- Keas that do move are out.
-Jumping Jimmy
-Equipment - Nil
-Method
- Keas stand in a group at one end, facing several Leaders, or 2 or 3 older Keas who are ‘Jumping
-Jimmys.
- Jumping Jimmys perform all kinds of jumping movements which all others must imitate.
- On a clap, all the Keas are chased to other end of room by Jumping Jimmys.
- The new Jumping Jimmys are those too fast to be caught.
-Maze Game
-Equipment - Nil
-Method
- All the players, except two, stand in a circle holding hands.
- The Kea who is ‘IT’ has to chase the other Kea, who can take any route they like in and out and
-around the circle.
- The chaser must follow exactly whatever the other Kea does, but if the chaser does something
-wrong, then the other Kea wins the game.
- Of course if the chaser manages to catch and touch the other Kea, ‘IT’ is the winner.
- The Kea who is being chased must be careful not to go so fast that the hunter is caught up
-with.
-Mouse Trap
-Equipment - Nil
-Method
- Players are in two circles one inside the other.
- The ones in the small circle in the centre hold hands while those in the outer circle do not.
- On a signal from the Leader, the two circles start moving in opposite directions until the Leader
-says STOP.
- At this time the players in the small circle (which is the mouse trap) lift their hands and the
-mice march in, around and out the trap. Suddenly the Leader says SNAP and some of the mice
-are caught. They then join the trap circle until all are caught.
-Octopus
-Equipment - Nil
-Method
- Two Keas hold opposite ends of a stick or a length of string or rope about two feet (60 cm)
-long.
- The aim is to try to catch all the other Keas. With their free hands they must try to touch the
-other players.
- Any player who is caught must drop out of the game.
- If one end of the "octopus" lets go of the string or stick, then all the "fishes" are free again.
-KEAS - Games SCOUTS New Zealand Page 6
-
---- PAGE 7 ---
-Poor Pussy
-Equipment - Nil
-Method
- All the Keas sit around in a circle except one, who is "poor pussy".
- The pussy cat on all fours will proceed from one Kea to the other, select a victim and pleadingly
-say "Meow", "Meow".
- The victim must pat the pussy on the head and say "Poor Pussy", "Poor Pussy" without cracking
-a smile. A player who smiles must take the place of pussy.
-Red Herring Trail
-Equipment - Nil
-Method
- Older Keas can play this game indoors, if the room is a large one. It is a game that needs
-teamwork!
- The player who is IT decides whom they want to catch and sets off in pursuit of their victim.
- However, if one of the other players crosses his path, IT must stop chasing the first Kea and
-chase instead the one who has crossed in front of IT.
- As soon as one of the Keas is touched, that person becomes IT in turn.
-Reds and Blues
-Equipment – A blue and red wooden block.
-Method
- For this you will need a wood block painted red on three sides and blue on the other three. The
-players divide into two teams, red and blue and stand facing each other a few feet apart.
- Draw a chalk line one metre out from the end walls of the hall or playing area.
- The block is thrown on to the ground between the two groups. If the blue side is uppermost,
-then the blue group must run behind their own line and the red group must catch them.
- If the red side is uppermost, then the red group must run for their line with the blue group in
-pursuit.
- A variation is to start the game with both teams either sitting down or lying flat on their
-tummies.
-Return the Ball
-Equipment - Nil
-Method
- The Keas stand in a row facing a line drawn some distance away. They all hold their hands
-behind their backs.
- One Kea takes a ball, runs to and fro along the back of the line and puts the ball into someone's
-hands.
- This Kea must then try to run with the ball and cross the line, while the other Keas chase
-"him/her".
- If "he/she" wishes, the Kea who is given the ball may stand still for a while instead of starting
-to run immediately.
-Snakes
-Equipment - Nil
-Method
- The players stand in line, each one holding the waist of the Kea in front.
- The first Kea in the line holds out arms sideways.
- The Kea who is IT stands facing the line.
- The object of the game is for the Kea who is IT to touch the last Kea in the line.
- The rest of the players, without letting go of each other’s waists, must move so as to prevent
-this.
- The leading Kea keeps arms outspread, but is not allowed to touch IT.
-KEAS - Games SCOUTS New Zealand Page 7
-
---- PAGE 8 ---
- When the Kea who is IT succeeds in touching the last Kea they change places, the one who was
-IT taking his position at the head of the line.
- The game can be varied so that IT has to throw a ball to hit the last Kea, instead of touching
-him.
-Snowball
-Equipment – scrunched up newspaper balls.
-Method
- Using balls of screwed up newspaper play a tag game.
-Squat Tag
-Equipment - Nil
-Method
- One person is chosen to be ‘IT’.
- The players scatter around the room and ‘IT’ tries to tag them.
- The players may be safe from being tagged by squatting.
- When ‘IT’ is not close by, they stand up and run again.
- Each player may use this method of escape 3 times and then escape only by running.
-Team Passing V Team Running
-Equipment - Ball
-Method
- Team A passes ball around well-spaced circle while Team B runs a relay in file.
- Team A counts passes, must stop as soon as relay finished.
- Change over and compare the number of passes made.
-Team Tag
-Equipment - Nil
-Method
- Keas of one Posse act as IT and try to tag as many other Keas in a given time. When all Posses
-have had a go, compare scores.
-Touch Ball
-Equipment – Basket or volley ball.
-Method
- The Kea who has the ball must stand perfectly still and throw the ball to hit one of the others
-with a direct hit below the knee.
- All the other Keas may then scramble for the ball, pick it up and try to hit somebody else.
- However, the one who picks the ball up is not allowed to move.
-Two's a Crowd
-Equipment - Nil
-Method
- This can be played in an ordinary-sized room.
- The Keas spread themselves round and one of them is chosen as ‘IT’.
- At a signal one of the other Keas starts to run and with ‘IT’ in pursuit.
- As soon as he/she stands behind one of the other Keas, that Kea must start running, while the
-Kea who is IT must then chase this second Kea and so on.
-Two’s a Crowd in a Circle
-Equipment - Nil
-KEAS - Games SCOUTS New Zealand Page 8
-
---- PAGE 9 ---
-Method
- The Keas stand round in a circle and the Kea who is being chased stands in front of one of the
-others, who must instantly start running and try to stand in front of a third Kea, and so on.
- When a Kea is touched they become ‘IT’ and the previous ‘IT’ must quickly try to find a safe
-place.
- In this game nobody must be allowed to run across the circle but all must keep running round
-it.
-What Colour?
-Equipment - Nil
-Method
- The Keas run about freely while the Kea who is IT stands apart.
- Suddenly ‘IT’ calls out a colour and chases the children who are not wearing anything of the
-colour IT has chosen.
- The players IT touches join with IT.
-Who's It?
-Equipment - Nil
-Method
- The Keas all run about and suddenly the games organiser calls out a name. The Kea whose
-name is called immediately becomes IT and tries to tag the Keas.
- There are a number of ways to continue the game, some ideas being that the Keas who are
-being chased must either:
-o sit down
-o stand on something
-o be with another Kea in order to escape being caught.
-KEAS - Games SCOUTS New Zealand Page 9

data/sources/Kit List 2-3 night camps.txt

@@ -1,47 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/Kit List 2-3 night camps.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-2-3 Night Residential Camp – Kit List
-All the items on the following kit list are necessary and must
-accompany your daughter to camp. Please do not send any new or
-irreplaceable items. Camp is a great place for old and comfortable clothes! Each item
-should be marked with the camper’s name. Campers are required to carry their own luggage, so
-please limit baggage to one piece of luggage, a bedroll, and a small daypack. Suitcases on wheels
-are NOT recommended, as the wheels do not work on the gravel roadways.
-q 3 T-shirts (no tank tops or sleeveless shirts-to protect shoulders from sunburn)
-q 1 long sleeved shirts
-q 2 pairs of shorts
-q 1 pairs of jeans/pants/track pants
-q 4 pairs of socks (must be worn at all times — risk of poison ivy)
-q 1 pairs of pajamas
-q 3 changes of underwear
-q jacket
-q sweatshirt (hooded is best)
-q 2 pairs of shoes (closed toe, no sandals)
-q 1 extra pair of water shoes/old running shoes/sports sandals for the water
-q 2 swimsuits (if possible) and beach towel
-q hat, preferably with a brim wide enough to protect the face and back of the neck
-q raincoat/poncho with hood (or a rain hat) and waterproof boots
-q Toiletries - washcloth, hand towel, soap, toothbrush, toothpaste, brush/comb, hair clips, hair
-elastics etc., in a toiletry bag
-q Sunscreen and insect repellent (non aerosol)
-q Sleeping bag, preferably stuffed in a waterproof stuff sack. Do NOT send sleeping bags
-wrapped in garbage bags – they’re easily mistaken for trash!
-q Blanket and sheet
-q Pillow
-q Ditty bag (mesh or cloth, so water can drain out and air can flow through) with unbreakable
-plastic plate, bowl, cup/mug, and juice glass, metal knife, fork, and spoon
-q laundry bag (plastic bag or pillowcase)
-q flashlight and extra batteries
-q small knapsack suitable for day use
-q water bottle
-q 5 clothespins
-Optional: notebook and pencil, book, favourite bedtime pal, pillow and pillowcase, camera
-(inexpensive) and film, sunglasses, stamped envelopes for letters
-Please do not bring: electronic games, radios, TV’s, tape recorders, cell phones or pagers, money,
-makeup, valuables (earrings, rings, Beanies) as we are not responsible for loss or damage.
-Absolutely no food, chips, candy, or gum — These items will attract unwanted visitors such as
-raccoons and skunks to our tents and buildings.

data/sources/Kit List 5 night residential.txt

@@ -1,47 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/Kit List 5 night residential.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-5 Night Residential Camp – Kit List
-All the items on the following kit list are necessary and must
-accompany your daughter to camp. Please do not send any new or
-irreplaceable items. Camp is a great place for old and comfortable clothes! Each item should be
-marked with the camper’s name. Campers are required to carry their own luggage, so please limit
-baggage to one piece of luggage, a bedroll, and a small daypack. Suitcases on wheels are NOT
-recommended, as the wheels do not work on the gravel roadways.
-q 6 T-shirts (no tank tops or sleeveless shirts-to protect shoulders from sunburn)
-q 2 long sleeved shirts
-q 3 pairs of shorts
-q 2 pairs of jeans/pants/track pants
-q 6 pairs of socks (must be worn at all times — risk of poison ivy)
-q 2 pairs of pajamas (one warm pair for cool nights)
-q 6 changes of underwear
-q jacket
-q sweatshirt (hooded is best)
-q 2 pairs of shoes (closed toe, no sandals)
-q 1 extra pair of water shoes/old running shoes /sports sandals for the water
-q 2 swimsuits (if possible) and beach towel
-q hat, preferably with a brim wide enough to protect the face and back of the neck
-q raincoat/poncho with hood (or a rain hat) and waterproof boots
-q Toiletries - washcloth, hand towel, soap, toothbrush, toothpaste, brush/comb, hair clips, hair
-elastics etc., in a toiletry bag
-q Sunscreen and insect repellent (non aerosol)
-q Sleeping bag, preferably stuffed in a waterproof stuff sack. Do NOT send sleeping bags
-wrapped in garbage bags – they’re easily mistaken for trash!
-q Blanket and sheet
-q Pillow
-q Ditty bag (mesh or cloth, so water can drain out and air can flow through) with unbreakable
-plastic plate, bowl, cup/mug, and juice glass, metal knife, fork, and spoon
-q laundry bag (plastic bag or pillowcase)
-q flashlight and extra batteries
-q small knapsack suitable for day use
-q water bottle
-q 5 clothespins
-Optional: notebook and pencil, book, favourite bedtime pal, pillow and pillowcase, camera
-(inexpensive) and film, sunglasses, stamped envelopes for letters
-Please do not bring: electronic games, radios, TV’s, tape recorders, cell phones or pagers, money,
-makeup, valuables (earrings, rings, Beanies) as we are not responsible for loss or damage.
-Absolutely no food, chips, candy, or gum — These items will attract unwanted visitors such as
-raccoons and skunks to our tents and buildings.

data/sources/Kit List 5 night tenting.txt

@@ -1,52 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/Kit List 5 night tenting.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-5 Night Tenting Camps – Kit List
-All the items on the following kit list are necessary and must
-accompany your daughter to camp. Please do not send any new or
-irreplaceable items. Camp is a great place for old and comfortable clothes! Each item should be
-marked with the camper’s name. Campers are required to carry their own luggage, so please limit
-baggage to one piece of luggage, a bedroll, and a small daypack. Suitcases on wheels are NOT
-recommended, as the wheels do not work on the gravel roadways.
-q 6 T-shirts (no tank tops or sleeveless shirts-to protect shoulders from sunburn)
-q 2 long sleeved shirts
-q 3 pairs of shorts
-q 2 pairs of jeans/pants/track pants
-q 6 pairs of socks (must be worn at all times — risk of poison ivy)
-q 2 pairs of pyjamas (one warm pair for cool nights)
-q 6 changes of underwear
-q jacket
-q sweatshirt (hooded is best)
-q 2 pairs of shoes (closed toe, no sandals)
-q 1 extra pair of water shoes/old running shoes /sports sandals for the water
-q 2 swimsuits (if possible) and beach towel
-q hat, preferably with a brim wide enough to protect the face and back of the neck
-q raincoat/poncho with hood (or a rain hat) and waterproof boots
-q Toiletries - washcloth, hand towel, soap, toothbrush, toothpaste, brush/comb, hair clips, hair
-elastics etc., in a toiletry bag
-q Sunscreen and insect repellent (non aerosol)
-q Bedroll – this consists of a sleeping bag, blanket, sleeping pad (foam, bubble pad or air
-mattress) and other bedding material all wrapped and tied in a sturdy plastic tarp or a
-waterproof stuff sack (dry bag). Do NOT send bedrolls wrapped in garbage bags – they’re
-easily mistaken for trash!
-q Pump for air mattress (if necessary)
-q 2 ground sheets/tarpaulins (6’x 8’ is a good size) – one can be used to wrap the bedroll; the
-other packed away in luggage
-q 10-12-foot length of sturdy rope (use it to tie up the bedroll). The rope needs to be re-usable
-(i.e., no binder twine or butcher cord please).
-q Ditty bag (mesh or cloth, so water can drain out and air can flow through) with unbreakable
-plastic plate, bowl, cup/mug, and juice glass, metal knife, fork, and spoon
-q laundry bag (plastic bag or pillowcase)
-q flashlight and extra batteries
-q small knapsack suitable for day use
-q water bottle
-q 5 clothespins
-Optional: notebook and pencil, book, favourite bedtime pal, pillow and pillowcase, camera
-(inexpensive) and film, sunglasses, stamped envelopes for letters
-Please do not bring: electronic games, radios, TV’s, tape recorders, cell phones or pagers, money,
-makeup, valuables (earrings, rings, Beanies) as we are not responsible for loss or damage.
-Absolutely no food, chips, candy, or gum — These items will attract unwanted
-visitors such as raccoons and skunks to our tents and buildings.

data/sources/Kit List 5 night water camp.txt

@@ -1,52 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/Kit List 5 night water camp.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-5 Night Water Camps – Kit List
-All the items on the following kit list are necessary and must accompany your daughter to camp.
-Please do not send any new or irreplaceable items. Camp is a great place for old and comfortable
-clothes! Each item should be marked with the camper’s name. Campers are required to carry their
-own luggage, so please limit baggage to one piece of luggage, a bedroll, and a daypack for overnight
-canoe trips. Suitcases on wheels are NOT recommended, as the wheels do not work on the gravel
-roadways. Girls will spend lots of time down at the beach; please pack extra warm clothes.
-q 6 T-shirts (no tank tops or sleeveless shirts-to protect shoulders from sunburn)
-q 2 long sleeved shirts
-q 3 pairs of shorts
-q 2 pairs of jeans/pants/track pants- 1 warm pair
-q 6 pairs of socks (must be worn at all times when not on the beach — risk of poison ivy)
-q 2 pairs of pajamas (one warm pair for cool nights)
-q 6 changes of underwear
-q jacket
-q 2 sweatshirts (hooded is best)
-q 2 pairs of shoes (closed toe, no sandals)
-q 1 extra pair of water shoes/old running shoes /sports sandals for the water
-q 2-3 swimsuits and 2-3 beach towels
-q hat, preferably with a brim wide enough to protect the face and back of the neck
-q raincoat/poncho with hood (or a rain hat) and waterproof boots
-q Toiletries - washcloth, hand towel, soap, toothbrush, toothpaste, brush/comb, hair clips, hair
-elastics etc., in a toiletry bag
-q Sunscreen and insect repellent (non aerosol)
-q Bedroll – this consists of a sleeping bag, blanket, sleeping pad (foam, bubble pad or air
-mattress) and other bedding material all wrapped and tied in a sturdy plastic tarp or a
-waterproof stuff sack (dry bag). Do NOT send bedrolls wrapped in garbage bags – they’re
-easily mistaken for trash!
-q Pump for air mattress (if necessary)
-q 2 ground sheets/tarpaulins (6’x 8’ is a good size) – one can be used to wrap the bedroll; the
-other packed away in luggage
-q 10-12-foot length of sturdy rope (use it to tie up the bedroll). The rope needs to be re-usable
-(i.e., no binder twine or butcher cord please).
-q Ditty bag (mesh or cloth, so water can drain out and air can flow through) with unbreakable
-plastic plate, bowl, cup/mug, and juice glass, metal knife, fork, and spoon
-q laundry bag (plastic bag or pillowcase)
-q flashlight and extra batteries
-q small knapsack suitable for an overnight trip (canoe camps)
-q water bottle
-q 5 clothespins
-Optional: notebook and pencil, book, favourite bedtime pal, pillow and pillowcase, camera
-(inexpensive) and film, sunglasses, stamped envelopes for letters
-Please do not bring: electronic games, radios, TV’s, tape recorders, cell phones or pagers, money,
-makeup, valuables (earrings, rings, Beanies) as we are not responsible for loss or damage.
-Absolutely no food, chips, candy, or gum — These items will attract unwanted visitors such as
-raccoons and skunks to our tents and buildings.

data/sources/Kit List Adventure Camp.txt

@@ -1,69 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/Kit List Adventure Camp.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-9 Night Adventure Camp – Kit List
-All the items on the following kit list are necessary and must accompany your daughter to camp.
-Please do not send any new or irreplaceable items. Camp is a great place for old and comfortable
-clothes! Each item should be marked with the camper’s name. Campers are required to carry their
-own luggage, so please limit baggage to one piece of luggage, a bedroll, and a daypack for overnight
-canoe trips. Suitcases on wheels are NOT recommended, as the wheels do not work on the gravel
-roadways. Girls will spend lots of time down at the beach; please pack extra warm clothes.
-q 6 T-shirts (no tank tops or sleeveless shirts-to protect shoulders from sunburn)
-q 2 long sleeved shirts
-q 3 pairs of shorts
-q 2 pairs of jeans/pants/track pants- 1 warm pair
-q 6 pairs of socks (must be worn at all times when not on the beach — risk of poison ivy)
-q 2 pairs of pajamas (one warm pair for cool nights)
-q 9 changes of underwear
-q jacket
-q 2 sweatshirts (hooded is best)
-q 2 pairs of shoes (closed toe, no sandals)
-q 1 extra pair of water shoes/old running shoes /sports sandals for the water
-q 2-3 swimsuits and 2-3 beach towels
-q hat, preferably with a brim wide enough to protect the face and back of the neck
-q raincoat/poncho with hood (or a rain hat) and waterproof boots
-q Toiletries - washcloth, hand towel, soap, toothbrush, toothpaste, brush/comb, hair clips, hair
-elastics etc., in a toiletry bag
-q Sunscreen and insect repellent (non aerosol)
-q Bedroll – this consists of a sleeping bag, blanket, sleeping pad (foam, bubble pad or air
-mattress) and other bedding material all wrapped and tied in a sturdy plastic tarp or a
-waterproof stuff sack (dry bag). Do NOT send bedrolls wrapped in garbage bags – they’re
-easily mistaken for trash! Please note that air mattresses and pillows will not be able to come
-on the outtrip.
-q Pump for air mattress (if necessary)
-q 2 ground sheets/tarpaulins (6’x 8’ is a good size) – one can be used to wrap the bedroll; the
-other packed away in luggage
-q 10-12-foot length of sturdy rope (use it to tie up the bedroll). The rope needs to be re-usable
-(i.e., no binder twine or butcher cord please).
-q Ditty bag (mesh or cloth, so water can drain out and air can flow through) with unbreakable
-plastic plate, bowl, cup/mug, and juice glass, metal knife, fork, and spoon
-q laundry bag (plastic bag or pillowcase)
-q flashlight and extra batteries
-q small knapsack suitable for an overnight trip (canoe camps)
-q water bottle
-q 5 clothespins
-
---- PAGE 2 ---
-For the Outtrip (Please remember that all gear accompanying you on the outtrip must be sturdy. It
-will likely come back very dirty!):
-q 1 old t-shirt and old pair of shorts
-q 1 long warm sleeve shirt and old pair of long pants (or zip-off pants)
-q 1 pair of polypropylene long underwear (cotton is not a good material for warmth layers – it
-doesn’t retain any heat when wet)
-q 1 warm sweater
-q Rain suit
-q 1 bathing suit and small towel
-q 1 pair old sturdy shoes or hiking boots (pull out areas tend to be VERY muddy)
-q 3 pr socks (1 warm and 2 pairs of quick drying socks)
-q Sturdy sport sandals that attach firmly to feet
-q Canoeing stuff sack or dry bag large enough to fit all gear for the outtrip
-q 1 liter Nalgene water bottle (or other unbreakable water bottle)
-Optional: notebook and pencil, book, favourite bedtime pal, pillow and pillowcase, camera
-(inexpensive) and film, sunglasses, stamped envelopes for letters
-Please do not bring: electronic games, radios, TV’s, tape recorders, cell phones or pagers, money,
-makeup, valuables (earrings, rings, Beanies) as we are not responsible for loss or damage.
-Absolutely no food, chips, candy, or gum — These items will attract unwanted visitors such as
-raccoons and skunks to our tents and buildings.

data/sources/Kit List Horseback Camp.txt

@@ -1,50 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/Kit List Horseback Camp.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-5 Night Horseback Riding Camp – Kit List
-All the items on the following kit list are necessary and must accompany your
-daughter to camp. Please do not send any new or irreplaceable items. Camp is
-a great place for old and comfortable clothes! Each item should be marked with
-the camper’s name. Campers are required to carry their own luggage, so please
-limit baggage to one piece of luggage, a bedroll, and a small daypack. Suitcases
-on wheels are NOT recommended, as the wheels do not work on the gravel
-roadways.
-q 6 T-shirts (no tank tops or sleeveless shirts-to protect shoulders from sunburn)
-q 2 long sleeved shirts
-q 3 pairs of shorts
-q 2-4 pairs of jeans/pants/track pants (pants must be worn while riding)
-q 6 pairs of socks (must be worn at all times — risk of poison ivy)
-q 2 pairs of pajamas (one warm pair for cool nights)
-q 6 changes of underwear
-q jacket
-q sweatshirt (hooded is best)
-q 2 pairs of shoes (closed toe, no sandals)
-q 1 pair of shoes with a sturdy heel (to be worn while riding)
-q 1 extra pair of water shoes/old running shoes/sports sandals for the water
-q 2 swimsuits (if possible) and beach towel
-q hat, preferably with a brim wide enough to protect the face and back of the neck
-q raincoat/poncho with hood (or a rain hat) and waterproof boots
-q Toiletries - washcloth, hand towel, soap, toothbrush, toothpaste, brush/comb, hair clips, hair
-elastics etc., in a toiletry bag
-q Shampoo and conditioner (showers will be available for horseback riders daily)
-q Sunscreen and insect repellent (non aerosol)
-q Sleeping bag, preferably stuffed in a waterproof stuff sack. Do NOT send sleeping bags
-wrapped in garbage bags – they’re easily mistaken for trash!
-q Blanket and sheet
-q Pillow
-q Ditty bag (mesh or cloth, so water can drain out and air can flow through) with unbreakable
-plastic plate, bowl, cup/mug, and juice glass, metal knife, fork, and spoon
-q laundry bag (plastic bag or pillowcase)
-q flashlight and extra batteries
-q small knapsack suitable for day use
-q water bottle
-q 5 clothespins
-Optional: notebook and pencil, book, favourite bedtime pal, pillow and pillowcase, camera
-(inexpensive) and film, sunglasses, stamped envelopes for letters
-Please do not bring: electronic games, radios, TV’s, tape recorders, cell phones or pagers, money,
-makeup, valuables (earrings, rings, Beanies) as we are not responsible for loss or damage.
-Absolutely no food, chips, candy, or gum — These items will attract unwanted visitors such as
-raccoons and skunks to our tents and buildings.

data/sources/Non-Contact Teambuilding Exercises.txt

@@ -1,64 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Non-Contact Teambuilding Exercises.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Non-Contact Team Building Exercises
-Games
-Girl Scouts build their teamwork by playing games together. One Girl Scout team
-building favorite is Apples to Apples.
-For Health and Safety reasons this may not always be an option, but part of the fun
-would be challenging your girl scouts to come up with a way to play that keeps
-everyone safe. Dice games, where everyone has their own set of dice may be an
-option.
-Minefield
-Use masking tape to mark off a square or rectangular shape on the floor that is large
-enough to hold eight to 10 girl scouts at once, along with multiple, randomly placed X
-shapes (also made with tape on the floor) and multiple soft, squeaky items (such as dog
-toys). The X shapes are mines. To start the game, eight to 10 girl scouts should put on
-blindfolds and step just inside the rectangle, lining up together on one side. To play the
-game, those standing outside the rectangle will call out verbal instructions to those
-inside to help them navigate safely to the other side without stepping outside the taped
-boundary or onto a mine. When someone does accidentally step on mines, they are told
-so they can freeze until another someone else inadvertently steps on a squeaky item.
-The squeaking sound signals that all frozen scouts are released to move again. This
-game helps girl scouts develop their listening and communication skills along with their
-ability to trust and rely on one another.
-(MarathonKids.org)
-Eye Contact
-This is a great activity to support nonverbal communication skills. Choose 10 girl scouts
-to participate in the first round. The others can gather around the edges and watch.
-Designate a player one. To begin, player one makes eye contact (no words or hand
-motions) with another player (player two) and gives them a signal that means go. When
-player two says go, player one starts moving slowly toward them to take their place in
-the circle. Player two then makes eye contact with another player (player three) and
-gives them a signal meaning go and starts moving toward them. The objective of the
-game is to time each player’s command so that each player makes space for the others
-in time. After the first round, switch out the teams until everyone has had a chance to
-play.
-(weareteachers.com)
-1
-
---- PAGE 2 ---
-Non-Contact Team Building Exercises
-No-Hands Cup-Stacking Challenge
-This hands-on group challenge is an exercise in patience and perseverance, not to
-mention a total blast! Decide how many girl scouts you want in each group and tie that
-number strings to a single rubber band, making one for each group. Each person in the
-group holds onto one of the strings attached to the rubber band, and as a group, they
-use this device to pick up the cups (by expanding and contracting the rubber band) and
-place them on top of each other in order to build a pyramid.
-(weareteachers.com)
-Marshmallow-and-Toothpick Challenge
-Divide into groups of equal numbers. Pass out an equal number of marshmallows and
-wooden toothpicks to each group. Challenge the groups to create the tallest, largest, or
-most creative structure in a set amount of time, each member taking turns doing the
-actual building. Afterward, have each group describe what they made.
-(weareteachers.com)
-Storytelling Round-Robin
-This activity helps girl scouts pool their creative resources. Sit in a circle. The leader will
-begin with the first line of the story, for instance, “Once upon a time there were three
-children walking through the forest … .” One by one, each girl scout adds one sentence
-with new details to the story. The story cannot end until everyone has participated.
-(weareteachers.com)

data/sources/Orientare turistica-fisa tehnica.txt

@@ -1,404 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Orientare turistica-fisa tehnica.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
-ECHIPA NATIONALA DE PROGRAME
-RIENTAREA TURISTICA - FISA TEHNICA
-Definitie:
-Orientarea turistică se prezintă ca un sport relativ nou, importat din Scandinavia. El poate fi
-definit ca o mixtură de citire a hărţilor şi “cross – country running”.
-Obiectivul competitorilor este parcurgerea unui traseu, “jalonat” cu o serie de puncte de control,
-a căror poziţie nu o cunoaşte, intr-un timp cât mai scurt.
-Busola
-Originile busolei, ca instrument de aflare a poziţiei, se pierd undeva în mileniul III î.C., când un
-chinez mic şi isteţ a descoperit că o bucăţică dintr-un anumit minereu (ulterior denumit magnetit
-– Fe O ), lăsat să plutească pe o plăcuţă de lemn în apă, are tendinţa de a se roti până când un
-3 4
-capăt al său va fi orientat către direcţia în care Soarele străluceşte la amiază, la jumătatea
-drumului intre răsărit şi apus.
-Cu timpul, extraordinarul popor chinez a învăţat să aprecieze binefacerile acestei proprietăţi a
-magnetitului, în primul rând în navigaţie, dar şi în expediţii, războaie etc.
-Din această descoperire a evoluat acul busolei, confecţionat din otel magnetizat, aflat în echilibru
-pe un ax şi care, lăsat să se rotească liber, se va opri poziţionat pe direcţia Nord – Sud.
-Au trecut de atunci peste 5000 de ani şi busola a rămas, în principiu, aceeaşi.
-Busola sportivă, cea mai recentă creaţie destinată amatorilor, se compune din trei elemente de
-bază:
-a. Un ac magnetic suspendat pe un ax şi colorat (de obicei) în alb şi roşu la cele două
-capete – partea roşie reprezintă direcţia Nord (4)
-b. O structură circulară mobilă, compusă din două elemente:
-- O ramă pe care sunt marcate cele patru puncte cardinale (N (1), E, S, W) şi care
-este subdivizată din două în două grade geometrice (plecând de la N - 0° spre E).
-Fiecare spaţiu de 20° este marcat cu numere intre 20 şi 360 (10)
-- O bază pe care sunt gravate o săgeată (9) şi câteva linii de ghidare (6), paralele cu
-săgeata.
-c. Un cadru rectangular (11), transparent, prevăzut cu o lupă (3 - folosită în diverse
-scopuri) şi pe care este gravată săgeata “unghiului de marş” (5). Valoarea de pe rama
-mobilă pe care o indică baza săgeţii (2) reprezintă unghiul la care este reglată busola
-în momentul respectiv.
-Baza şi o parte a cadrului fix (7) sunt divizate în centimetri şi inch-i şi se folosesc la măsurarea
-unor distanţe pe hartă. Cadrul este prevăzut cu un orificiu (8) pentru ataşarea cordelinei.
-- 1 -
-
---- PAGE 2 ---
-ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
-ECHIPA NATIONALA DE PROGRAME
-1 3
-2
-4
-5
-6
-7
-8 9
-10
-11
-Organizare
-Traseul de orientare poate fi organizat în mai multe variante, dintre care cele mai răspândite sunt:
-1. Orientarea cu harta.
-2. Orientarea cu busola.
-3. Orientarea cu harta şi busola.
-1. Orientarea cu harta – participantul primeşte o hartă specială (in general colorată în 4 sau 5
-culori) a unei zone bine delimitate, pe care sunt marcate toate punctele de control. Uneori,
-poate exista şi o scurtă descriere a lor (de ex.: “lângă un pin singuratic”, “la baza gardului
-viu” s.a.m.d.).
-Cercetaşii trebuie să identifice, pe hartă, poziţia punctelor de control şi să găsească cea mai
-rapida cale de a le atinge pe toate, în cel mai scurt timp.
-Lungimea traseului variază, în funcţie de pregătirea şi vârsta participanţilor, intre 2 şi 10 km,
-iar distanţa dintre posturi poate ajunge pana la 1 km.
-Pentru a preveni “urmăririle”, competitorii sunt eşalonaţi, la start, în intervale de 5 – 10 min.,
-iar terenul de acţiune va fi împădurit, limitând vizibilitatea.
-De cea mai mare importanţă este acurateţea hărţii în ceea ce priveşte reprezentarea şi
-localizarea punctelor de reper (vârfuri, vai, zone despădurite, construcţii, drumuri etc.). De
-aceea, se va lucra numai cu hărţi de dată recentă iar posturile de control vor fi astfel alese
-încât să poată fi identificate după repere verificate în teren.
-2. Orientarea cu busola – organizatorii vor pregăti, intr-o zona (preferabil împădurita şi cu
-diferenţe de nivel apreciabile) un traseu cu ajutorul busolei, astfel încât, la fiecare punct de
-control să fie clar marcate unghiul şi distanţa pana la punctul următor. Prima indicaţie de
-acest gen se va primi în momentul şi la locul startului.
-Punctele de control vor fi numerotate, iar participanţii vor trebui să găsească, cu ajutorul
-busolei şi a indicaţiilor din posturi, direcţia din teren care le permite atingerea lor în ordinea
-stabilită.
-- 2 -
-
---- PAGE 3 ---
-ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
-ECHIPA NATIONALA DE PROGRAME
-Datorită erorilor apărute în aflarea unghiurilor şi a imposibilităţii orientării pe baza punctelor
-de reper lungimea unor astfel de trasee nu trebuie să depăşească 5 km, iar distanţa dintre
-posturi – 500 m.
-Organizatorii trebuie să se asigure, prin vizare inversă (de la postul cu număr mai mare către
-cel imediat inferior) de corectitudinea datelor înscrise în punctele de control.
-Exemplu: daca intre posturile 2 şi 3 s-a determinat un unghi de 98°, de la postul 3 către
-postul 2 viza va trebui să arate 360 – 98 = 262°.
-3. Orientarea cu harta şi busola – este cea mai complexă şi mai atractivă formă a orientării
-turistice. Participantul (sau echipa) primeşte o hartă asemănătoare cu cea folosită la
-orientarea cu harta, cu deosebirea ca posturile de control vor fi situate la o distanţă suficient
-de mare fata de punctele de control pentru a nu permite identificarea lor exclusiv cu ajutorul
-hărţii. Descrierea localizării lor lipseşte cu desăvârşire.
-De asemeni, fiecare echipă va fi dotată cu o busolă.
-Găsirea traseului se realizează în doua etape:
-• se va calcula, pe hartă, distanţa şi unghiul dintre punctul de start şi primul punct de control
-avut în vedere.
-• odată aflată “viza” se identifică, în teren, “unghiul de marş” în mod identic cu orientarea cu
-busola.
-Procedeul se repetă pentru toate etapele “inter - posturi”. Deoarece acest sistem asigură, prin
-complexitatea lui, cea mai exactă metoda de lucru, lungimea traseului poate ajunge la 16 km – un
-adevărat hike !
-Securitate
-(cid:57) înainte de eveniment, organizatorii verifică acurateţea hărţilor şi a indicaţiilor din posturi.
-(cid:57) aria de desfăşurare trebuie să fie cât mai clar delimitata (drumuri, văi mari, înălţimi) astfel
-încât participanţii să realizeze momentul în care sunt în pericol de a ieşi din suprafaţa de
-concurs.
-(cid:57) interzicerea folosirii (mai ales în zonele des împădurite) a şorturilor şi a tricourilor cu mânecă
-scurtă. De asemeni, în caz de vreme nefavorabilă, se vor verifica îmbrăcămintea de protecţie
-şi încălţămintea folosită.
-(cid:57) sunt indicate folosirea unei mape de protecţie pentru hartă şi dotarea fiecărei patrule cu un
-fluier.
-Un post de control poate arăta în multe moduri, în funcţie de
-calitatea şi importanţa concursului, materialele disponibile,
-pregătirea participanţilor, caracteristicile zonei de desfăşurare
-etc. În principal, însă, ele se compun din doua elemente:
-• un steguleţ sau panou viu colorat, vizibil de la mare
-distanţă, plasat pe trunchiul unui copac sau direct pe sol.
-• un element de identificare, care să certifice atingerea lui de
-către participanţi. Acesta poate fi un cod, care trebuie
-copiat pe fisa de concurs, sau un compostor – altul pentru
-fiecare post în parte – cu care se perforează fişa în locul
-destinat respectivului post.
-- 3 -
-
---- PAGE 4 ---
-ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
-ECHIPA NATIONALA DE PROGRAME
-Fişa de concurs are şi ea nenumărate forme însă, în general, ea trebuie să cuprindă:
-• numele patrulei şi / sau al cercetaşilor participanţi.
-• timpii de plecare şi respectiv sosire.
-• locuri pentru fiecare post (pentru compostare sau scrierea codurilor).
-10 sfaturi pentru orientaristul incepator
-1. Înainte de a pleca, studiază cu atenţie harta şi legenda
-Familiarizează-te cu forma generală a terenului şi cu dispunerea principalelor puncte de reper.
-Mai târziu s-ar putea să nu mai dispui de timp pentru a te întreba care-i dealul şi care-i valea,
-care-i mlaştina şi care-i păşunea etc.
-2. Gândeşte logic şi alege cea mai eficienta opţiune
-Tehnica orientării se bazează pe planificarea corectă a traseului prin toate punctele de control.
-Deseori, este mai uşor să urmăm un drum sau o potecă şi apoi să cotim spre un post, decât să
-străbatem un desiş sau o mlaştină urmând viza directă.
-3. Nu te gândi la orientarea în teren ca la un concurs
-Nu este o competiţie împotriva timpului, ci cu tine însuti, alături de alţii. Echipa (sau persoana)
-pe care doreşti s-o depăşeşti poate pierde zeci de minute în lupta cu dificultăţile terenului si, deşi
-foarte bine pregătit fizic, poate să sfârşească la o ora după tine. Orientarea nu este atletism.
-4. Nu alerga cu viteza maxima
-Un parcurs de orientare turistica trebuie încheiat ca şi o masă bună: cu convingerea ca ţi-ar mai
-face plăcere încă o îmbucătură. Nu trebuie să te simţi epuizat nici un moment.
-5. Nu te opri
-Asigura-ţi pauze pentru respiraţie ori de cate ori simţi nevoia, însă continua să te deplasezi, chiar
-daca o faci “la pas”.
-6. Nu te opri daca simţi ca te-ai rătăcit
-Întoarce-te la ultima poziţie cunoscută şi încearcă să te re-orientezi de acolo.
-7. Nu alerga “la inspiraţie”
-Utilizează harta în permanenţă, chiar şi pe poteci. În pădure, foloseşte cât se poate de des busola.
-8. Nu te grăbi
-Nu te precipita să părăseşti un post de control. Plănuieşte-ţi cu grija şi calm traseul către
-următoarea locaţie.
-9. Nu alerga fără sa-ţi numeri paşii
-Încearcă să afli care îţi este viteza normală de deplasare şi de câţi paşi ai nevoie pentru a acoperi
-o anumita distanţă. Odată stăpânite aceste deprinderi, îţi va fi mai uşor sa-ţi determini poziţia în
-teren sau când înaintezi pe o poteca.
-10. Nu considera niciodată ca tu ai dreptate, în timp ce harta şi busola se înşeală amândouă
-O atenţie constanta acordata hărţii şi punctelor de reper pe care le întâlneşti va evita ajungerea la
-această concluzie.
-Harta
-Harta este reprezentarea unei suprafeţe de teren ca şi cum ar fi privită de la mare înălţime.
-- 4 -
-
---- PAGE 5 ---
-ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
-ECHIPA NATIONALA DE PROGRAME
-Exista patru componente care fac ca o hartă să devină utilă:
-- scara
-- reprezentarea Nordului
-- semnele convenţionale
-- o metodă pentru a marca înălţimile
-1. SCARA harţii reprezintă raportul dintre o
-distanţă măsurata intre doua puncte pe hartă
-şi distanta reală, măsurată intre aceleaşi
-puncte, în teren.
-La scara de 1:10.000, un centimetru măsurat
-pe harta va reprezenta 10.000 cm (100m)
-distanta în teren. Scara se găseşte notată pe
-marginea hărţii, într-unul dintre cele trei
-moduri descrise mai jos:
-- “relaţie” – ex. 1 km = 10 cm.
-- “raport reprezentativ” – ex. 1: 10.000
-- “scara lineară” divizata în kilometri,
-dintre care unul este subdivizat în
-sute de metri
-N magnetic N geografic
-2. REPREZENTAREA NORDULUI
-Hărţile se bazează întotdeauna pe
-Nordul Geografic, adică linia
-Nordului este considerată ca fiind
-dreapta care uneşte un anumit punct
-de pe suprafaţa globului terestru cu
-Polul Nord Geografic.
-Pe de altă parte, acul magnetic al
-busolei este atras de Centrul
-Magnetic al Pământului, aşa numitul
-Pol Nord Magnetic, aflat undeva în
-Golful Hudson şi care se deplasează
-lent în fiecare an. Unghiul format
-intre direcţia Polului Nord Geografic
-şi cea a Polului Nord Magnetic se
-numeşte “declinaţie magnetică” şi
-măsoară, în prezent, cca. 8° vest.
-Declinaţia se micşorează cu aproape
-1°, la fiecare 7 ani.
-In spaţii relativ mici, acest unghi nu prezintă importanţă, însă pentru distanţe considerabile
-sau în cazurile în care se impune o acurateţe deosebită, el trebuie luat în calcul iar
-măsurătorile trebuie corectate cu valoarea declinaţiei magnetice “la zi”.
-- 5 -
-
---- PAGE 6 ---
-ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
-ECHIPA NATIONALA DE PROGRAME
-Nordul Geografic este reprezentat pe hartă printr-o săgeata plasată undeva pe cadrul ei. Ea
-este, uneori, secondată de o linie întreruptă, care reprezintă direcţia Nordului Magnetic, între
-ele fiind marcat unghiul declinaţiei magnetice. Dacă săgeata indicatoare lipseşte, se
-presupune ca marginea harţii este orientata de la Sudul Geografic (partea de jos) către Nordul
-Geografic (partea de sus).
-3. SEMNELE CONVENTIONALE sunt folosite pentru a indica anumite repere din teren care
-pot sau nu pot fi reprezentate la scara hărţii (păduri, mlaştini, construcţii, drumuri, lacuri
-etc.). Ele diferă de la hartă la hartă însă sensul lor este, de regula, uşor de identificat. În orice
-caz, explicaţia fiecăruia o putem găsi intr-o “legendă” aflată undeva la marginea hărţii.
-4. REPREZENTAREA
-INALTIMILOR
-Harta pe care o privim este plană,
-însă terenul pe care ea îl reprezintă,
-nu.
-De aceea, pentru a ne putea forma o
-imagine cât mai corectă asupra
-reliefului din realitate este necesară o
-oarecare reprezentare a înălţimilor.
-Cea mai utila şi mai des folosită
-metodă este cea a contururilor sau a
-curbelor de nivel.
-Curba de nivel este o linie care
-uneşte toate punctele aflate la aceeaşi
-înălţime faţă de nivelul marii
-(considerat ca altitudine 0). De
-regulă, curbele de nivel sunt marcate
-pentru fiecare 100m, astfel încât un
-punct reprezentat intre liniile de 500
-şi 600 înseamnă că are o altitudine
-absolută intre 500m şi 600m.
-Exista şi hărţi cu linii de contur
-pentru fiecare 20m, sau cu linii de
-contur de 100m iar având pentru
-anumite porţiuni, cu un relief special,
-curbe de nivel ajutătoare, de 50m.
-Metoda contururilor permite o
-apreciere exactă a reliefului
-reprezentat pe hartă.
-- 6 -
-
---- PAGE 7 ---
-ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
-ECHIPA NATIONALA DE PROGRAME
-1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
-19 20 21 22 23 24 25 26 27
-1 – platou, 2 – rapa, 3 – versant, 4 – piciorul pantei, 5 – gatul seii, 6 – creasta, 7 – vale, 8 – originea
-vaii, 9 – depresiune, 10 – sa, 11 – schimbare de panta, 12 – stanca, 13 – pisc, 14 – linie de creatsa, 15
-– firul vaii (talveg), 16 – ravena, 17 – pinten, 18 – varf, 19 – caldare, 20 – groapa, 21 – palnie, 22 –
-ses, 23 – gura vaii, 24 – colina, 25 – movila, 26 – alunecare de teren, 27 – mamelon,
-- 7 -
-
---- PAGE 8 ---
-ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
-ECHIPA NATIONALA DE PROGRAME
-Evident, există multe alte moduri de a
-reprezenta înălţimile, uneori utilizate ca
-atare, iar alteori în combinaţie cu metoda
-curbelor de nivel.
-Un astfel de exemplu este “sistemul de
-culori”, care indică altitudinea printr-o
-coloraţie pornind de verde deschis,
-continuând cu nuanţe din ce în ce mai
-închise, trecând la maro deschis şi apoi din
-ce în ce mai închis (reprezentând înălţimi
-mici şi respectiv, altitudini din ce în ce mai
-mari).
-Pentru altitudinile negative – adâncimile marilor şi oceanelor – se porneşte de la albastru închis
-către bleu. “Codul” culorilor şi corespondenţa lor în cifre absolute se găsesc descrise undeva, pe
-rama hărţii. Aceasta metodă nu este foarte exactă în determinarea înălţimilor, însă poate oferi o
-imagine plastică asupra conformaţiei terenului.
-Utilizarea busolei
-Orientarea harţii cu ajutorul
-busolei
-Se foloseşte pentru cazurile în care
-se ia în calcul valoarea declinaţiei
-magnetice:
-1. Se roteşte rama mobilă pana când
-gradaţia corespunzătoare valorii
-declinaţiei magnetice întâlneşte
-săgeata unghiului de marş.
-2. Se aşează busola pe hartă, astfel
-încât marginea ei să fie paralelă
-cu linia Nordului Geografic
-reprezentat pe harta, iar săgeata
-unghiului de marş să fie orientată
-către Nordul harţii.
-3. Se rotesc harta şi busola împreună, pana când jumătatea roşie a acului magnetic se suprapune
-cu săgeata Nordului reprezentată pe baza circulară şi indica Nordul de pe rama mobilă.
-In acest moment harta este, practic, corect orientată.
-- 8 -
-
---- PAGE 9 ---
-ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
-ECHIPA NATIONALA DE PROGRAME
-Găsirea unghiului dintre o direcţie de pe harta (de la punctul A la B) şi direcţia Nord sau
-calcularea “azimutului” punctului B
-1. Cu ajutorul unui creion bine
-B ascuţit, trasăm uşor o linie
-care să unească punctele “de
-plecare” (A) şi respectiv “de
-sosire” (B).
-A 2. Se plasează busola pe hartă,
-astfel încât marginea ei să se
-suprapună cu linia care
-uneşte cele doua puncte, iar
-Linii de săgeata unghiului de marş să
-ghidare fie orientata spre punctul pe
-care îl consideram “de sosire”.
-3. Se roteşte rama mobilă pana când liniile paralele ale bazei circulare sunt paralele cu direcţia
-Sud-Nord a hărţii, iar săgeata Nordului din bază este orientată către Nordul harţii.
-4. Valoarea, în grade, indicată de săgeata unghiului de marş pe rama mobilă reprezintă azimutul
-punctului B (de sosire) - mărimea unghiului realizat de dreapta AB cu direcţia Nord.
-Găsirea unei direcţii pe harta (sau a poziţiei unui punct X fata de un punct A), daca se
-cunoaşte azimutul (si distanta AX)
-Se face, în principiu, inversând algoritmul prezentat mai sus.
-1. Se roteşte rama mobilă a busolei până când baza săgeţii unghiului de marş indică valoarea
-azimutului.
-2. Se fixează busola pe hartă, cu una dintre laturile lungi atingând punctul de plecare (A) în
-punctul 0 de pe riglă şi se roteşte până când liniile paralele ale bazei circulare devin paralele
-cu direcţia Sud-Nord a hărţii iar săgeata Nordului din ramă este orientată către Nordul harţii.
-3. Se trasează o linie în lungul riglei şi, dacă se cunoaşte distanţa, folosindu-se scara harţii, se
-poate determina exact poziţia punctului de sosire (X).
-Găsirea azimutului unui punct de reper din teren
-1. Cu faţa către reper, se roteşte busola
-până când săgeata unghiului de marş
-este orientată exact către punctul
-vizat.
-2. Fără a mişca busola, se roteşte rama
-mobilă pana când jumătatea roşie a
-acului magnetic se suprapune exact
-peste săgeata Nordului din bază.
-3. Se citeşte valoarea unghiului indicat
-de baza săgeţii unghiului de marş =
-azimutul reperului ales.
-- 9 -
-
---- PAGE 10 ---
-ORGANIZATIA NATIONALA “CERCETASII ROMANIEI”
-ECHIPA NATIONALA DE PROGRAME
-Găsirea unui reper în teren, cunoscând azimutul
-Este, din nou, o inversare a algoritmului prezentat anterior.
-1. Se roteşte rama mobilă pana când baza săgeţii unghiului de marş indică valoarea azimutului.
-2. Cu busola poziţionată la înălţimea taliei, ne rotim până când jumătatea roşie a acului
-magnetic se suprapune exact peste linia Nordului din bază.
-3. Se caută, la o distanţa convenabila, un punct de reper situat exact pe linia imaginară pornită
-de-a lungul săgeţii unghiului de marş.
-In cazul orientării turistice, dacă distanta intre posturi este prea mare pentru a ne putea lua un
-singur punct de reper, operaţia se repetă odată ajunşi la reperul intermediar ales (evident, cu
-aceeaşi valoare a azimutului).
-Pentru busolele prevăzute cu oglindă sau pentru orientariştii avansaţi, poziţia busolei în timpul
-alegerii reperului poate fi la înălţimea ochilor. Vizarea se face, în acest caz, fie prin cătarea
-specială (la busolele militare cu oglindă) fie printre firele paralele ale şnurului busolei (pentru
-busolele sportive).
-Un exercitiu cu busola
-1. Plasaţi un punct de reper (ţăruş) înfipt
-intre picioare.
-2. Vizaţi un azimut de, să zicem 40° şi
-urmaţi aceasta direcţie pentru 100 de
-paşi.
-3. Opriţi-vă şi adăugaţi 120° la cele deja
-vizate. Fixaţi, deci, busola la 160° şi
-mergeţi alţi 100 de paşi.
-4. Opriţi-vă şi adăugaţi, din nou, 120°
-vizând, deci, 280°. Fixaţi busola şi
-urmaţi viza pentru 100 de paşi.
-Dacă aţi folosit corect busola şi aţi estimat
-perfect distantele, ar trebui să aveţi ţăruşul
-între picioare.
-S-ar putea să nu reuşiţi de la prima încercare, aşa că puteţi relua exerciţiul, considerând un alt
-unghi iniţial, însă adăugând întotdeauna 120° la fiecare schimbare de direcţie şi efectuând acelaşi
-număr de paşi după fiecare vizare.
-Nu uitati:
-(cid:153) Busola este foarte sensibilă la orice forma de magnetism. Feriţi-vă s-o utilizaţi lângă şinele
-de cale ferata, depozitele de fier vechi sau chiar lângă inelul de la eşarfa.
-(cid:153) Ori de cate ori este necesar şi posibil, trebuie luată în calcul valoarea unghiului declinaţiei
-magnetice.
-(cid:153) Se va evita lucrul cu busola pe timp de furtună cu descărcări electrice sau în apropierea
-liniilor electrice de înaltă tensiune.
-- 10 -

data/sources/Prietenie si empatie - Instructiuni.txt

@@ -1,38 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Prietenie si empatie - Instructiuni.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Prietenie și empatie
-Joc de masă
-Înainte de joc
-• Acest joc este pentru 2-5 jucători.
-• Decupează zarul și asamblează-l pentru a
-Vei avea nevoie de:
-forma un cub.
-• imprimantă;
-• Decupează cu grijă pionii și oferă câte unul
-• laminator (opțional); fiecărui jucător.
-• tabla de joc - inclusă; • Decupează cartonașele cu întrebări
-surpriză și poziționează-le cu fața în jos,
-• cartonașe cu întrebări -
-pregătite pentru începerea jocului.
-incluse;
-• pioni - incluși;
-Cum se joacă
-• zar - inclus.
-1. Se poziționează pionii la Start.
-2. Jucătorii aruncă zarul și se deplasează pe
-tabla de joc, pe rând.
-?
-3. Dacă jucătorii ajung pe un spațiu cu un
-se va solicita unui alt jucător să
-citească cu atenție o întrebare
-surpriză. Dacă se răspunde corect la
-întrebare, jucătorul poate avansa un
-spațiu, iar dacă nu, va rămâne pe loc.
-Question Card Question Card Question Card Question Card
-w a N w i wH p ot h ph hu a oa l e ep h w a y a l ni p y l i f b c g s r at Na a o r an p o o l mn k ll u a o a e y inl h s y h n d o d ? i i ie u n m t tr h g . e ign be S ettH o c h T a h a m oe o n e u w be l sys p oy p et c n eh T s a h e li t o ln n eu i c b n g pa d yy g il i o r ? d l ditu e gn e d hs ’ t tt. iSna o a H tm n h moh dee we e o c l p a n p a c l n ae l aL l y n en h i g l d a i yy rt m ? h o o Lue ue i r ln . y d tjho N op i wo Hnu h l ai o g e ot i y wn l h hn p t e i t h Om c O h w e a l e l ei n i i v a , l v g el se ye a r k p v ro me ae l ?u d a nt e y st .o 4. Primul jucător care ajunge la final este
-câștigătorul jocului.
-vizitează twinkl.ro

data/sources/Prietenie si empatie - Tabla de joc 2xA4.txt

@@ -1,82 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Prietenie si empatie - Tabla de joc 2xA4.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Prietenie și empatie
-Start Final!
-Descrie un Descrie un
-Mai
-act de act de
-??
-aruncă
-prietenie. empatie.
-o dată.
-?? Înaintează ?? ??
-3 spații.
-Descrie
-?? Stai Stai
-un act de
-o tură. o tură.
-EeMmPpatie.
-Descrie
-Mergi înapoi Mergi înapoi ??
-un act de
-două spații. un spațiu.
-prietenie.
-Mai Descrie Descrie
-??
-aruncă un act de un act de
-o dată. prietenie. empatie.
-?? ??
-Mai
-Înaintează
-aruncă
-un
-o dată.
-spațiu.
-Stai
-Înaintează
-??
-o tură.
-3 spații.
-
---- PAGE 2 ---
-Prietenie și empatie
-Start Final!
-Descrie un Descrie un
-Mai
-act de act de
-??
-aruncă
-prietenie. empatie.
-o dată.
-?? Înaintează ?? ??
-3 spații.
-Descrie
-?? Stai Stai
-un act de
-o tură. o tură.
-EeMmPpatie.
-Descrie
-Mergi înapoi Mergi înapoi ??
-un act de
-două spații. un spațiu.
-prietenie.
-Mai Descrie Descrie
-??
-aruncă un act de un act de
-o dată. prietenie. empatie.
-?? ??
-Mai
-Înaintează
-aruncă
-un
-o dată.
-spațiu.
-Stai
-Înaintează
-??
-o tură.
-3 spații.

data/sources/Prietenie si empatie - Tabla de joc A3.txt

@@ -1,43 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Prietenie si empatie - Tabla de joc A3.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Prietenie și empatie
-Start Final!
-Descrie un Descrie un
-Mai
-act de act de
-??
-aruncă
-prietenie. empatie.
-o dată.
-?? Înaintează ?? ??
-3 spații.
-Descrie
-?? Stai Stai
-un act de
-o tură. o tură.
-EeMmPpatie.
-Descrie
-Mergi înapoi Mergi înapoi ??
-un act de
-două spații. un spațiu.
-prietenie.
-Mai Descrie Descrie
-??
-aruncă un act de un act de
-o dată. prietenie. empatie.
-?? ??
-Mai
-Înaintează
-aruncă
-un
-o dată.
-spațiu.
-Stai
-Înaintează
-??
-o tură.
-3 spații.

data/sources/Prietenie si empatie - Zar si pioni.txt

@@ -1,8 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Prietenie si empatie - Zar si pioni.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-twinkl.com twinkl.com twinkl.com twinkl.com twinkl.com
-moc.lkniwt

data/sources/Scouts Night Games.txt

@@ -1,150 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Night Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-SCOUTS – Night Games
-Night Games
-Introduction
-These game sheets have been developed to support the National Programmes. The games are from the “Fun
-and Games” book written by Jack Dowling and first printed by The Scout Association of New Zealand in 1972
-and “Fun and Games 2” for all sections, edited by Diana Balham in 1987. More recent games have been added
-as well.
-There are many more games listed on the internet that may be used if desired. The games have been sorted
-into categories, and are listed alphabetically in each document.
-Night games are particularly suitable for playing in the evenings at camp.
-Alphabet Hunt at Night
-Equipment
- A torch for the Leader and each Patrol.
-Method
- This is best played in the dark and outside.
- The Leader prepares a list of objects to be collected starting with A
- The Scouts have 5 minutes to hunt around as a patrol and find an object starting with A.
- Points may be given for the first back and so on.
- The Leader then mixes up the letters called out so the Scouts cannot anticipate what is next.
- Smart Scouts however will note objects they see while hunting and be able to go quickly to
-them should the letter be called.
-Escape
-Equipment
- A torch for each Leader and Patrol Leader
-Method
- The objective is for the Scouts to escape out of a compound (specified area) and make their
-way to a named objective without being spotted and identified by the Guards (Leaders and
-PLs).
- The Leaders and PL are spotted around the field and use the torch to identify the Scout spotted.
-No waving the torches about.
- Once spotted the Scout returns to the compound and after 3 minutes starts again.
- Scouts who managed to reach the objective stay there.
-Glo Stick
-Equipment
- Several Glo Sticks
- A stake and 1 metre of string.
-Method
- Drive a stake in the ground in the middle of a field and tie the ‘unlit’ Glo stick to it so that it is
-clearly visible once glowing.
- One patrol guards the Glo stick and has to stay outside a 10 metre diameter circle around the
-stake. Use a rope to mark the circle.
- The guards must stay outside the circle.
-July 2015 Scouts Night Games.doc
-
---- PAGE 2 ---
- The Scouts aim to enter the circle and bend the Glo stick so it lights up.
- The Patrol that achieves this becomes the guards if time permits.
-Grab
-Equipment
- Nil
-Method
- The object is to get the Scouts familiar with the dark and also get fit.
- The Scouts are sent outside for five minutes to find an object that can be used for the game.
-Examples would be small branch or twigs, soft drink bottle, bottle tops, or a rock etc.
- When all back at the assembly area, the Scouts place the objects in the middle of a circle
-marked with rope.
- On “Go” the Scouts who are in their Patrol Corners must run around the hall with one hand
-touching the wall or the chairs in front of the wall until they get back to the their corner, and
-then run to the circle and claim one object.
- The Leader meanwhile has removed one object. The Scout who ends up without an item is out.
- The game starts again until there is only one person left with an item.
-Knotting Fight
-Equipment
- A lashing rope for half the Patrol Members.
-Method
- Best played outside on grass and can be played in the dark.
- The Patrols form up in two lines facing each other with the patrols in tallest to smallest order.
- The Leader calls out the name of a knot the Scouts have been taught.
- One Patrol is given the ropes and on “Go” each member has to tie the knot around the waist of
-the Scout opposite. That Scout can resist and delay the tying of the knot but cannot move more
-than a metre.
- Points are allocated for each knot correctly tied. Swap the ropes each time.
-Query Hunt
-Equipment
- Nil
-Method
- The objective is to find a specified number of objects in a given time and in the dark (no
-torches).
- The time might be 10 mins and the objects could be: Something round, something squareish,
-something with a hole through it, something weighing 1 kg, something green, and so on.
- If some of the Scouts have cell phones with a camera, they could take a photo of something
-such as a gateway, a street sign or a monument.
- Points can be awarded for the best effort.
-Sacrificial Flame
-Equipment
- Small billy of water
- Plastic mugs for each Scout.
- A candle and a soft drink bottle
- Matches
-Method
- The aim is to creep up on the sacrificial flame and put it out without being tagged by the
-sentries (One or part of one Patrol).
- Cut the soft drink bottle in half, stick the candle in it, light the candle and place the bottle
-where it is clearly visible in the dark.
-SCOUTS - Night Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
- Appoint up to 4 sentries to intercept the patrols and tag the members. Once tagged they are
-out.
- Each patrol has a small billy with say up to one litre of water in it.
- One Scout carries the billy, the others fill their mugs and attempt to creep up undetected and
-try and put the flame out.
- A patrol succeeding in extinguishing the flame supplies the next sentries.
-Sheep Dog Trials
-Equipment
- Whistle, chairs or benches, or branches etc.
-Method
- The objective is to guide the sheepdog into the sheep pen. May be played in multiple Patrols if
-each has a different whistle or signalling device.
- Place the chairs and benches in the middle of the playing area so they represent a sheep yard
-or pen.
- Agree with the Patrol on the signals to be used with the signalling device.
- The Sheepdog is placed at one end of the area and blindfolded.
- The Patrol is located at the other end of the play area and sound the signals to guide the sheep
-dog into the pen.
- Once the dogs have entered the pen, they swap with another Patrol member.
-Sleeping Pirate
-Equipment
- Laser pointer, stool or chair, a drink bottle and a blindfold
-Method
- Can be played in the dark.
- Have the Pirate seated and blindfolded in the middle of the playing area with the drink bottle
-between his or her feet.
- The Leader points to one or more Scouts who have to creep up and collect the drink bottle and
-return to their place without being shot by the laser beam.
- The Sleeping Pirate needs to listen carefully and point the laser beam at any sound heard.
- Scouts hit by the Laser become the Sleeping Pirate.
-Searchlight
-Equipment
- A powerful torch or spotlight
- Wool for ‘lives’.
-Method
- A PL or a Leader is placed in the middle of field and acts like a searchlight, sweeping the
-spotlight around the field in a circle every 15 seconds. The timing of the sweep must be
-consistent to be fair to the Scouts
- A small object (ball) is placed about 10 meters away from the Leader.
- The Scouts are given 3 lives before the game starts.
- Two or three sentries are placed about the field to intercept the Scouts illuminated by the
-searchlight as they try to collect the object.
- If spotted by the sentry, the Scout has to get back to the starting point before getting tagged.
- If tagged, the Scouts surrender a life. When they have none left and are out.
- If someone manages to get the object, they become a sentry.
- The use of camouflage is encouraged.
-SCOUTS - Night Games SCOUTS New Zealand Page 3

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Observation Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-SCOUTS – Observation Games
-Observation Games
-Introduction
-These game sheets have been developed to support the National Programmes. The games are from the “Fun
-and Games” book written by Jack Dowling and first printed by The Scout Association of New Zealand in 1972
-and “Fun and Games 2” for all sections, edited by Diana Balham in 1987. More recent games have been added
-as well.
-There are many more games listed on the internet that may be used if desired. The games have been sorted
-into categories, and are listed alphabetically in each document.
-If your Scouts have a favourite game in this category that you would like to share with other leaders, please
-forward the game instructions to reception@scouts.org.nz so it can be considered by the National Scout Leader
-for adding to this document.
-Animal Jigsaw
-Equipment
- Print a different A4 sized picture of an animal for each Patrol
-Method
- This is both an observation and a co-operation game (not a competition).
- Cut up the print of each animal into 12 random shaped pieces and hide them around the hall.
- Tell each Patrol what their animal is and send them off to find the pieces.
- The Patrols will end up with bits of another Patrol’s animal and will have to exchange or ask the
-other patrols to cooperate by sharing what they have found.
- Ideally the Patrols will end up in a huddle as they sort out the various pieces and find the bits
-they need.
-Country Outlines
-Equipment
- Draw or print the outlines of 10 countries on light card.
-Method
- Put the Patrols in their corners and give them one card at a time.
- Rotate the cards around the Patrols and give them 3 or 4 minutes to try and identify the
-country and write the name down.
- Allocate points for the correct answers.
-Missing Person
-Equipment
- Pencil and paper for each Patrol
-Method
- The troop stands in a circle facing inwards
- Have one person leave the room.
- Ask a second person to hide in another room and wait.
- The circle closes up to hide the fact that two people are missing.
- Call the first person back into the room and ask them to work out who is missing.
- The troop meanwhile starts slow counting backwards from 10.
- If the person identifies the missing Scout before zero is reached they get one point for their
-patrol.
- Start again with people from another Patrol.
-July 2015 Scouts Observation Games.doc
-
---- PAGE 2 ---
-Neighbourhood Game
-Equipment
- Take photos of 6 or more homes, driveways, shop fronts, park entrances etc from around the
-immediate neighbourhood.
-Method
- Crop them so only parts of the photo (the key parts that are visible from the road) are printed.
- Print the photos on A4 paper or card.
- Give the Patrols some or all of the photos and send them off to locate the properties.
- Give them a time to be back by.
- Points for the Patrol back first with the most photos identified.
-Spot the Thief
-Equipment
- Get six people to put a finger print on a sheet of white paper.
-Method
- Make copies of each sheet for each Patrol. Name the prints A to F. It would be a good idea to
-enlarge the images to double normal size.
- Make an extra copy and number them 1 to 6 – Use these for the thief’s prints.
- Set the scene by explaining that a burglary has occurred and we have managed to find a finger
-print on the scene.
- Give the Patrols in their corners one of the numbered prints which is supposedly the burglars
-fingerprint.
- Then give them the full set of the prints called A to F, supposedly from the Fingerprint
-database.
- Give the Patrols 10 mins to work out who the burglar is – A, B, C, D, E, or F
- Each Patrol should identify a different person.
-Uniform inspection
-Equipment
- One patrol in tidy uniforms.
-Method
- Line one neatly dressed Patrol up in front of the troop.
- Let the troop inspect the Patrol for 1 minute.
- Ask the Patrol to leave the room and make at least 6 changes to something on the clothing of
-at least 4 of the members.
- After three minutes, have the Patrol line up in front of the troop again.
- The troop gets 3 mins or so to observe the Patrol and then go to their Patrol corners and
-discuss and write down what the think the changes were.
- After 10 minutes have the Patrol explain what the changes were and see how many of the other
-Patrols managed to spot them correctly.
- If time permits choose another Patrol and repeat the activity.
-What Is It?
-Equipment
- Select 10 or 12 small items that can be identified by feel.
-Method
- Have a Patrol stand in a line and blindfold them.
- Pass the items from member to member and ask them to memorise the items and the order
-they received them.
- Leaders will need to make sure the items are handed out in the same order for each Patrol.
- Take the items to the next patrol, while the first patrol sits down and collectively writes out a
-list of the items and in what order they received them.
- When all have finished, check the lists and see which patrol was the most accurate.
-SCOUTS - Observation Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
-Witness
-Equipment
- A person unknown to the Scouts or heavily disguised.
-Method
- Have the stranger enter the meeting and walk up to the Scout Leader and speak in an assertive
-voice. Perhaps ask if that’s the leaders car outside with the light on etc and the leave the room.
- 5 minutes later ask the Scouts to go to their Patrol Corners and write down a description of the
-person and what was said.
- Get the Patrols to compare their descriptions and then invite the person to re-enter the room
-and see how observant the Scouts were.
-Hints about remembering things
-There is a definite and learned skill in remembering lists of things. Leaders can teach their Scouts this skill and
-improve the Scouts observation and memory recall. This is how it’s done.
-Make up a story to help you remember the items. Here is an example.
-The list of items might be:
- Knife
- Honey
- Scissors
- Nail file
- Lipstick
- Watch
- Toothbrush
-The story might be something like this:
-“Jenny picked up the KNIFE to spread the HONEY on her bread when she noticed the SCISSORS and
-remembered she needed cut her nails and use the NAIL FILE before going out tonight. That reminded her to
-apply her LIPSTICK, put on her WATCH and brush her teeth using the TOOTHBRUSH before leaving for the
-party.”
-Be aware however, that like all skills, we need to practice it so it will ‘stick’ in our memory.
-SCOUTS - Observation Games SCOUTS New Zealand Page 3

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Quiet Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-SCOUTS – Quiet Games
-Quiet Games
-Introduction
-These game sheets have been developed to support the National Programmes. The games are from the “Fun and Games”
-book written by Jack Dowling and first printed by The Scout Association of New Zealand in 1972 and “Fun and Games 2” for
-all sections, edited by Diana Balham in 1987. More recent games have been added as well.
-There are many more games listed on the internet that may be used if desired. The games have been sorted into categories,
-and are listed alphabetically in each document.
-If your Scouts have a favourite game in this category that you would like to share with other leaders, please forward the
-game instructions to reception@scouts.org.nz so it can be considered by the National Scout Leader for adding to this
-document.
-Ambulance Game
-(first aid training)
-Equipment - Nil
-Method
- Sit the Scouts in a circle.
- The leader calls out a part of the body and the Scouts have to
-touch or point to the relevant part of their own body.
- Make the names a mix of easy and harder names as some will
-still be learning first aid.
- Players who make more than two mistakes are out and move
-back from the circle.
- Here are some names: scalp, skull, eyes, nose, neck, thigh,
-calf, carotid artery, humerus bone, femur, ulna, ankle,
-vertebrae, radius, tibia, fibula, pelvis, sternum, clavicle (collar
-bone), knee, rib and so on.
-Battleships
-(strategy and planning)
-Equipment
- A blanket, sheet or tent that can be used as a screen.
- A soccer ball or similar.
-Method
- This game is best played in patrols or teams of 6. Two teams plus several leaders or three teams would be
-ideal.
- Have two Scouts or two leaders hold up a screen. And another two are needed to fetch the balls.
- Sit a patrol or team on either side of the screen.
- Each team sits as follows: 3 in a row = cruiser, 2 in a row = destroyer, 1 = submarine. Place the ‘ships’ at
-random.
- Give the ball to one team and have them lob it over the screen.
- If the ball misses a ship the leader calls out “missed”, if it hits one of the ‘ships’ the leader calls out ‘hit’ or
-in the case of the submarine, ‘sunk’.
- The second team then lobs the ball back over the screen and tries to hit and sink that teams ‘ships’.
- Once a hit is achieved, the team needs to remember where they lobbed the ball so they can try and achieve
-another hit on the same ‘ship’. Team work is essential and they should be encouraged to consult with each
-other before lobbing the ball.
-Buzz Wuzz
-(mathematics skills)
-Equipment -nil
-Method
- The Scouts sit in a circle and count in turn
- Whenever the number has a 7 in it, is divisible by 7, or is a multiple of 7, that Scout must say “Buzz”.
-July 2015 Scouts Quiet Games.doc
-
---- PAGE 2 ---
- If the number is say 17 the Scout says “1Buzz”. 77 is “Buzz Buzz”
- One mistake is permissible, two mistakes and the Scout is out.
- After each mistake, carry on from the number reached so far.
-Five Match Kim
-(memory development)
-Equipment
- One box of matches for each patrol.
- A clean handkerchief, cloth, newspaper page or book.
-Method
- The game is played in patrol corners.
- Give each Scout 5 matches.
- One Scout drops five matches on the table in a random pattern.
- The other Scouts observe and try and memorise the pattern.
- After 5 seconds, the matches are covered carefully.
- The patrol members now have to recreate the pattern using their own matches.
- After 2 or 3 minutes, remove the cover and compare the patterns.
- Start again with a different Scout dropping the matches.
-Leaf Matching
-(environment awareness)
-Equipment – Nil
-Method
- Send the teams or patrols out into different parts of the park or neighbourhood to gather 10 or more
-different leaves.
- Return to the meeting place and sit the teams across from one another.
- The first team holds up a leaf and calls out what tree they believe it’s from. If they are correct (the leader
-judges) they get 10 points.
- A second (or third) team then try and match the leaf from their own collection. If they succeed they get 5
-points.
- The next team then holds up one leaf and the process continues.
- If a team cannot identify a leaf but another team can, that team gets the 10 points.
-Matthew, Mark, Luke and John
-(concentration training)
-Equipment – Nil
-Method
- Sit the Scouts in a circle
- The first 4 players are called “Matthew, Mark, Luke and John”, then number the rest 1, 2, 3, 4 and so on.
- Matthew could start by saying “Matthew to 1”
- 1 then responds and could say “1 to Luke”
- Luke could then respond “Luke to 12”
- 12 could respond “12 to John” and so on.
- If anyone fails to respond promptly or the wrong person responds, they leave the circle, everyone
-renumbers and the game starts again.
-One Oily Onion
-(memory game)
-Equipment - Nil
-Method
- The players sit in a circle.
- The leader says “One oily onion”. This is then repeated by each Scout, one after another.
- The next player in the circle says “One oily onion and two tame tadpoles” and everyone then repeats it one
-after the other. (Making sure it sinks into their memories).
- The next player starts again but adds a third rhyme such as “One oily onion and two tame tadpoles, three
-throbbing thrushes”.
- A Scout getting the words wrong, forgetting them or hesitating too long is out and sits back from the circle.
-Have a practice run first before starting to eliminate people.
-Pinch The Keys
-(listening skills)
-Equipment
- One chair
- A set of keys (preferably about 4 or 5 keys on a ring)
-SCOUTS - Quiet Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
-Method
- The aim is for nominated Scouts to retrieve the keys without being heard.
- Sit all the Scouts around the perimeter of the playing area.
- Place a blindfolded Scout on a chair in the middle of the area.
- The Leader points to two or three Scouts, who proceed to creep up to the chair, gently lift the keys and
-return equally as quietly to his or her place.
- The blindfolded Scout listens intently and points to where he or she believes a sound came from.
- A Scout who is accurately pointed at is out and the game stops while the Scout returns to the perimeter.
- A Scout who successfully retrieves the keys is blindfolded and sits on the chair.
- This game will only work in a quiet environment without undue street noise.
-Steady Sam
-(hand and eye co-ordination)
-Equipment
- Two boxes of matches for each patrol.
- A plastic jam jar with the lid on it for each patrol.
-Method
- This game is played in the patrol corner.
- Each Scout places a match on the jam jar lid.
- Continue taking turns until all the matches are stacked on the lid.
- If a Scout topples any matches off the lid, he or she is out.
- The last Scout still playing wins.
-Who is the leader?
-(Observation training)
-Equipment – Nil
-Method
- Sit the Scouts in a circle and then send one Scout out of the room.
- Appoint one Scout in the circle as the leader.
- The leader starts the Scouts clapping, waving or making other actions. These should change at least every
-minute. (Clapping behind the back, over the head, out to one side etc)
- Once the Scouts have started the actions, bring the Scout back from outside and ask him or her to identify
-which Scout is leading the action.
- If the leader has not been identified within 3 minutes, start the game again.
- Once the leader has been identified, that person leaves the room and the game starts again.
-Uniform observation
-(observation training)
-Equipment
- Paper and pencil for each team or patrol.
-Method
- One patrol is inspected by the troop for one minute.
- The troop turns their backs while the patrol makes one or two changes to each member’s uniform – button
-undone, scarf crooked, socks down, shirt tails out etc.
- When ready (about 1 minute) the troop turns around and re-inspects the patrol.
- After 2 minutes the troop returns to their patrol corners and compile a list of the changes.
- Score two points for each correct answer and deduct 1 point for wrong answers.
-SCOUTS - Quiet Games SCOUTS New Zealand Page 3

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Race and Romp Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-SCOUTS – Race and Romp Games
-Race and Romp Games
-Introduction
-These games are from the “Fun and Games” book written by Jack Dowling and first printed by The Scout Association of New
-Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in 1987. More recent games have been
-added as well.
-The games have been sorted into categories, with this category being Race and Romp type games that are quite physical,
-use up energy, but also require concentration. The games are listed alphabetically.
-If you have a favourite game in this category that you would like to share with other leaders, please forward the game
-instructions to reception@scouts.org.nz so it can be considered for adding to this document.
-These game sheets are to help new leaders get started. There are many more listed on the internet that may be used if
-desired.
-Bundles
-Equipment: A hula hoop or a rope loop for each team.
-Method:
- Divide the players into equal teams
- Place a hula hoop or a length of rope knotted into a loop so that the players are crammed together and all
-facing outward.
- On ‘Go’ the teams race to the other end of the hall, or perhaps around the hall, picking up an item from
-each corner so that they have to cover all corners.
-Dodge Ball
-Equipment: Two or more large balls.
-Method:
- The aim is to dismiss as many of the opposing team
-as possible within a given time.
- Draw three lines across the hall. Two lines are one
-meter from the ends of the hall; the other line is
-across the middle of the hall.
- Two members (throwers) of each team are selected
-and have to stay behind the one meter line. Team A at one end of the hall, and team B at the other.
- The remaining players from team A roam around the half of the hall immediately in front of the ‘throwers’
-from team B. The remaining players from team B roam around the other half of the hall, immediately in
-front of the team A ‘throwers’.
- The team A ’throwers’ aim to hit the team B players below the knees and if so, these players join the team
-B’s ‘throwers’. Team B ‘throwers’ aim to hit the team A players etc.
- The players must pick up the ball and return it to their ‘throwers’ by throwing it over the heads of the other
-team’s players. The team getting the ball back to their ‘throwers’ the quickest are the most likely to win.
-Flotsam Scramble
-Equipment: A large number of small items such as bean bags, small balls, socks, scarves etc. that can be carried in
-the hands.
-Method:
- Scatter the objects haphazardly in the middle of the playing area or hall.
- Line the players up at one end of the area or hall.
- On “Go” the players run to and touch a wall or object at the far end of the area, go to the objects on the
-ground and pick one up, then return to and touch the end wall again and then run back to pick up a second
-or third object.
- After 1 minute or so, stop the game.
- The player with the most objects in his or her hand is the winner.
- The team, six or patrol with the most objects could also be winners.
-July 2015 Scouts Race and Romp Games.doc
-
---- PAGE 2 ---
-Hopping and Barging
-Equipment: Nil
-Method:
- Chalk or draw a circle of about 2 meters diameter in the centre of the playing area.
- Form the Scouts into a line, tallest to shortest and split them into two equal teams.
- Number the teams off; starting with the tallest as number one (this will achieve teams of equal size).
- Form the teams up either side of the circle, about 3 metres back.
- The leader calls out a number and the two Scouts with that number step forwards. With folded arms and
-hopping on one leg, the players attempt to barge each other over the line and into the circle.
- As soon as a foot crosses the circle line the players return to their places and the next number is called.
- Allocate a number of points to the circle. The winner of each bout gets allocated the points. The team with
-the most points wins.
- An alternative is to make the circle a little bigger and have the game played inside the circle with the aim of
-barging one of the players out.
- Note that girls play against girls and boys against boys.
-Horses and Riders
-Equipment: Nil
-Method:
- Line the Scouts up tallest to shortest and pair them up with a same sized partner.
- The Scouts form a circle with one of the pair standing in front (the horse) and the other immediately behind
-(the rider) so in effect you have two circles, one in front of the other.
- At the word “Mount” the rider jumps up onto the back of the horse.
- At the word “Go”, the rider drops to the ground, goes around the front of the horse, scrambles between the
-horses legs and then runs around the circle clockwise and jumps back up on to the horse.
- At the word “Change” the horse and rider swap places.
- Run the game for about two minutes as a warm up.
- After the warm up, the last rider to remount drops out of the game but the rider stays in place to help form
-the race track.
- Note that girls pair with girls and boys pair with boys.
-Last Object
-Equipment: Treasure which is small items easily carried in one hand. One less in number than there are players. A
-whistle would be useful.
-Method:
- Divide the players into two teams.
- Place one team at each end of the hall or playing area.
- Place the objects in the middle of the playing area. Make sure there is one less item than players.
- On ‘Go’ all players rush in and pick up an object and return to their end of the area. The one without an
-item is out.
- Return the items to the middle and remove one.
- Continue playing until only one player remains.
-Soldiers and Robbers
-Equipment: Treasure which is small objects easily carried in one hand.
-Method:
- Put the players into two teams, ‘Soldiers’
-and ‘Tics’.
- Divide the hall in three parts. One quarter
-is the ‘Soldiers’ territory. A second quarter
-is the ‘Treasure field’, the remaining half
-is the ‘Tics’ territory.
- Mark the dividing lines with rope or chalk.
- Place the treasure across the width of the Treasure Field.
- The Soldiers line up in their territory and guard the treasure.
- The Tic’s start from their territory and dash into the treasure field, pick up a piece of treasure and dash
-back into their own territory and store the items.
- Once the ‘Tics’ cross the line and enter the Treasure Field, the ‘Soldiers’ can tag them and take them
-prisoner. The Soldiers cannot enter the ‘Tics’ territory.
- The Tic Prisoners must sit down behind the Solders territory.
-SCOUTS – Race and Romp Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
- A Tic may tag another ‘Tic’ on the way to prison where upon the ‘Tic’ is free.
- The game ends when all the treasure has been collected or all the ‘Tics’ are imprisoned.
- Swap teams and start again if time permits.
-Star Dash
-Equipment: Nil
-Method:
- Create 2 metre circle that is the hub.
- The teams sit in relay formation arranged like the spokes of a wheel around the hub, all facing the centre,
-the team leader sitting at the front.
- The team members are numbered from the front.
- There are three commands: Change, Across and Around and each is followed by a team member’s
-number. E.g. “Change 3”, or “Around 6” and so on.
- Change: When this is called, the team members with that number change places by rising, running across
-the circle and sitting in the now vacant space in the opposite team.
- Across: When this is called, the team members with this number rise, run across the circle, around the
-opposite team and back to their place.
- Around: When this is called, the team members with this number rise, run clockwise around all the teams
-and back to their place.
- The first Scout to be seated is the winner.
- Speed up the game by calling say two commands one after the other. After a period of time, increase the
-commands to three.
-Toss Up
-Equipment: One coin
-Method:
- Chalk or mark a start line across the centre of the playing area. If outside, you will need another two lines
-parallel to the starting line but at opposite ends of the area. If inside, the end walls of the hall will do.
- Form the Troop into two equal teams and have them line up either side of the start line. One team is called
-heads and the other tails.
- A coin is tossed and the leader calls out “heads” or “tails”.
- If “heads” is called, the “heads team” has to chase and tag the other team before they reach the safety of
-the end line, and vice versa.
- After a warm up period, all the tagged Scouts are out and leave the game.
- Continue until there is one person left.
-Whack’em
-Equipment: Loosely rolled up newspaper held together with one round of electrical tape or masking tape (this baton
-should be a bit floppy so it won’t hurt or bruise the players).
-Method:
- Form the players in a circle and sit them on the floor with their heads bowed and their hands stretched out
-behind them.
- One player is given the rolled up newspaper and walks quickly around the circle and quietly places the
-newspaper in one hand of one of the seated players.
- The player with the newspaper quickly stands and starts to whack the player sitting on the same side as the
-newspaper was placed.
- The player being whacked, runs around the circle to get away from the ‘whacker’ and back to his or her
-place.
- The ‘whacker’ then changes places with the player who has just been chased.
- The new ‘whacker’ then walks quickly around the circle and places the newspaper in the hand of another
-player and the game continues. The idea is to be sneaky when putting the newspaper down so the person
-sitting beside the new ‘whacker’ doesn’t get much warning unless they are very alert.
- No hitting above the shoulders. The ‘whacker’ should be stood down if he or she deliberately or repeatedly
-hits someone on the head or face.
-SCOUTS – Race and Romp Games SCOUTS New Zealand Page 3

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Tag Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-SCOUTS – Tag Games
-Tag Games
-Introduction
-These games are from the “Fun and Games” book written by Jack Dowling and first printed by The Scout
-Association of New Zealand in 1972 and “Fun and Games 2” for all sections, edited by Diana Balham in 1987.
-More recent games have been added as well. These game sheets are to help new leaders get started. There are
-many more listed on the internet that may be used if desired.
-The games have been sorted into categories, with this category being Tag Games that are quite physical, use
-up energy, but also require concentration. The games are listed alphabetically.
-If you have a favourite game in this category that you would like to share with other leaders, please forward
-the game instructions to reception@scouts.org.nz so it can be considered for adding to this document.
-Bean Bag Touch
-Equipment
- A bean or wheat bag or similar
-Method
- The players stand in a circle one pace apart.
- One player (‘It’) stands in the middle of the circle, holding the bag.
- ‘It’ throws the bag to one of the players in the circle and then runs out of the circle.
- The player catching the bag runs into the circle and places the bag on the floor or ground in the
-middle, and then chases and tries to tag ‘It’.
- ‘It’ has to avoid getting tagged and get back into the circle and touch the bag within say 30 or
-40 seconds in order to survive.
- If ‘It’ is tagged before touching the bag, or runs out of time, he or she is out and the ‘tagger’
-becomes ‘It’.
- If ‘It’ is not tagged and manages to touch the bag, he or she remains in the centre and throws
-the bag to someone else.
- The team with the most players left after 10 mins is the winner.
-Bodyguard
-Equipment: None
-Method:
- One player is appointed as ‘It’.
- ‘It’ then appoints 3 bodyguards to stop him or her being tagged.
- On “Go” the Troop members attempt to tag ‘It’.
- If ‘It’ is tagged, the tagger takes the place of ‘It’ and appoints 3 new bodyguards.
- The advantage of this game is that all Scouts are involved as no one is out.
-Bottle-O
-Equipment
- Two plastic soft drink bottles
- A set of keys or similar.
-Method
- Form the players into two teams, one at each end of the playing area, and number them off.
- Place one bottle at each end of the playing area. (no tops needed)
- Place the keys in the middle of the playing area.
-July 2015 Scouts Tag Games.doc
-
---- PAGE 2 ---
- When a player’s number is called by the Leader, one player from each team runs to the
-opposite end of the hall and stands the bottle upside down.
- The player then runs back to the middle, attempts to retrieve the keys and take them back to
-the team to win a point.
- The player that misses the keys may chase the other player and tag him or her and win the
-point, assuming that the bottle is still balanced on its top.
-Box Tag
-Equipment - Nil
-Method
- Draw a square in each corner of the room. This is the home base / safe haven for each Patrol or
-team and is also a haven for players from other teams.
- Appoint the PLs as the ‘taggers’.
- The players have to run from their home base to the next square or haven and around the
-playing area until they have returned safely to their home base/haven.
- The PLs attempt to tag the players as they leave or enter each haven.
- Anyone tagged is out. Anyone getting safely home wins a point for the team.
-Chain Tag
-Equipment Nil
-Method
- One person is appointed as ‘It’.
- ‘It’ roams the playing area and tags a player.
- The player holds ‘It’ by one hand and then together they attempt to tag another person. Only
-the last person in the chain may tag the players.
- The ‘tag’ is only valid if the chain is unbroken.
-Dog and Bone
-Equipment
- A scarf or other object that is easy to pick up and carry.
-Method
- Form the players into two equal teams, number the players and place them at opposite ends of
-the playing area.
- Place the scarf or object (the ‘bone’) on the floor or ground.
- The Leader call out a number and the two players race to the object and attempt to pick it up
-and dash back to their team.
- The player who misses the object then attempts to tag the other player before he or she gets
-back to their team.
- A point is allocated to each team if the player gets back to them with the object without being
-tagged.
-Laps
-Equipment
- 4 chairs or stools
-Method
- Place four chairs at the corners of the playing area so as to make a large square.
- Space the Patrols or teams around the hall so there is the same amount of space between
-them.
- On ”Go” the first member of each Patrol races clockwise around the circle and back to their
-place in the Patrol or team.
-SCOUTS - Tag Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
-Rodeo
-Equipment - nil
-Method
- Each team establishes a stable (a place to keep captured horses)
- Appoint one person from each team to be the cowboy who is to capture a specific number of
-horses. Make it a reasonable number such as 1/5th of the horses available to keep the game
-short and snappy.
- The rest of the troop are the wild horses and roam at will around the playing area.
- On “Go” the cowboy dashes out and captures horses belonging to the other team(s) by tagging
-them. Once tagged the horses the cowboy must take the horses to his or her stables.
- The first team to get the required number of horses into the stables wins.
-Rope Tag
-Equipment
- One length of about 10 to 15mm diameter rope
- A small bag of sand or a beach ball in a bag, tied to one end of the rope.
-Method
- One leader stands in the centre of the playing area and starts whirling the role around so that
-the bag on the end is almost touching the edge of the playing area or walls of the hall.
- The bag at the end of the rope must not be higher than the knees of the Scouts.
- The Scouts have to enter the playing area and jump over the rope.
- Any Scout hit below the knees by the rope is out.
- We suggest the leader stand still and pass the rope around his or her body rather than twirling
-around for obvious reasons.
-Twin Tag
-Equipment nil
-Method
- Appoint two players at the ‘taggers’.
- They join hands and endeavour to tag any single player in the play area.
- Once tagged, the single player joins hands with the twins.
- When a fourth player is tagged they break into twins again and both twins continue to tag the
-players, creating new twins whenever they get to four taggers.
- Continue until there are no single players left to tag.
- The last player to be tagged is the winner.
-Note
-Does your troop have a tag game that is modern and quite different to any on these pages? If so, email the
-details to reception@scouts.org.nz so we can review the game and consider adding it to these pages.
-SCOUTS - Tag Games SCOUTS New Zealand Page 3

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Thinking Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-SCOUTS – Thinking Games
-Thinking Games
-Introduction
-These game sheets have been developed to support the National Programmes. The games are from the “Fun
-and Games” book written by Jack Dowling and first printed by The Scout Association of New Zealand in 1972
-and “Fun and Games 2” for all sections, edited by Diana Balham in 1987. More recent games have been added
-as well.
-There are many more games listed on the internet that may be used if desired. The games have been sorted
-into categories and are listed alphabetically.
-The mental (intellectual) development of our Scouts is as important as the physical and emotional aspects, so
-these games can be very useful. An ideal time to play some of them is around the embers of the cooking fire at
-camp before supper is served.
-Christmas
-Equipment
- Pencil and notebook
-Method
- The aim is to make as many words as possible out of the word Christmas.
- If run around a fire with a small group, have them try and remember so many words each.
-Grand Mogul
-Equipment
- Nil
-Method
- Sit the Scouts on a circle. One is appointed the Grand Mogul.
- The Grand Mogul says ”I have an aversion to cars with a ‘D’ in the name” or something similar
-such as a company name, a mountain, or food item etc.
- The Scouts around the circle have come up with the names of cars without a D in it.
- The Scouts have three lives. If the hesitate too long, or give a name with a D in it they lose a
-life, and are eventually out.
- The next round starts with the person next to the Grand Mogul becoming the Grand Mogul.
-Noses
-Equipment
- Six or more small plastic bottles with sealable lids. Each is filled with a substance with a strong
-smell. E.g. vinegar, ammonia, raspberry essence, vanilla essence, kerosene, turpentine, acrylic
-paint, nail polish etc.
-Method
- Blindfold the Scouts if it is light. May not be necessary if sitting around embers in the dark.
- Each Patrol then confers and lists the smells in the order they received them.
- The Patrol who identifies the smells correctly and gets them in order wins.
- Check Scouts for allergies before playing this game.
-July 2015 Scouts Thinking Games.doc
-
---- PAGE 2 ---
-Pandora’s Box
-Equipment
- A small box with about 20 different items in it. e.g. comb, plastic knife, fork spoon, matches,
-marble, lotto ticket, rubber band, string, bandaid etc.
-Method
- A Scout reaches into the box and pulls out three items. He or she then has 1 minute to concoct
-and tell a story involving the three items.
- If the Scout succeeds a point is awarded.
- The items are not returned to the box until the game is finished.
-Red Letter
-Equipment
- Pencil and paper for each Patrol.
-Method
- Write letters of the alphabet on slips of paper and put in a container.
- Each Patrol draws a letter of the alphabet from the container.
- The Patrol has to write down as many words as possible starting with that letter.
- Can be names of people, objects, cars, mountains, companies, aircraft etc.
- Patrol with the longest list wins.
-Sherlock Holmes
-Equipment
- About 10 or 12 small items such a small pocket knife, watch, playing card, pen, pencil,
-matches, a key ring with a door key and a logo on it, peppermint, coin, photo of children etc.
-Method
- The objective of the game is look at the items and try to remember them.
- The leader explains that the items came from a person found unconscious earlier today. What
-can the Scouts work out about the person?
- Each Patrol is allowed to handle and look at the items and then collectively in 10 minutes
-deduct what they can about the person.
- Each Patrol is then asked to tell the other Scouts what they have deducted about the person
-from the items shown to them.
- In the report they should mention each item. Other than the list of items there are no correct
-answers.
-Shopping
-Equipment
- Nil
-Method
- One Scout leaves the Troop while they decide what job the person is to be doing.
- The Scout returns and asks each person in the circle what he should buy when shopping.
- After asking everyone (or say 8 people) the Scouts has two chances to guess what the job is.
- E.g. The Troop may choose “Policeman” as the Job. The shopping list could include handcuffs,
-flackjacket, powerful torch, boots, blue shirt, dark glasses etc.
-Sounds
-Equipment
- Use a cell or smart phone and record sounds such as a door shutting, wood chopping, water
-boiling, sweeping the floor, footsteps, light switch, car starting etc.
-SCOUTS - Thinking Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
-Method
- Play the sounds one at a time to the Patrols and then give them 1 to 2 minutes to identify it and
-note it down.
- At the end of the recording, get the Patrols to read out what they think the sounds were.
- Points for each correct answer.
-Twenty Questions
-Equipment
- Nil
-Method
- One Scout thinks of a person or an object and then answers up to 20 questions from the other
-Scouts by saying “yes” or “no”.
- After Twenty Questions, the same person has to think of another object.
- If the object is identified before reaching 20 questions the person guessing correctly thinks of a
-new object.
-Word Building
-Equipment - nil
-Method
- This game is particularly suitable for playing at a campfire with a small numbers of Scouts.
- The first Scout calls out a letter of the alphabet. E.g. W
- The second Scout thinks of a word starting with that letter and calls out the next letter of the
-word. E.g. H
- The next Scout builds on the three letters and might call out A and so on.
- The challenge is to build a word as long as possible. E.g. “whatsoever”.
- When the word is complete, start the game again with the next person in line.
-SCOUTS - Thinking Games SCOUTS New Zealand Page 3

data/sources/Scouts Wide Games.txt

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/Activities and Games Scouts NZ/Scouts Wide Games.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-SCOUTS – Wide Games
-Wide Games
-Introduction
-These game sheets have been developed to support the National Programmes. The games are from the “Fun
-and Games” book written by Jack Dowling and first printed by The Scout Association of New Zealand in 1972
-and “Fun and Games 2” for all sections, edited by Diana Balham in 1987. More recent games have been added
-as well.
-There are many more games listed on the internet that may be used if desired. The games have been sorted
-into categories, and are listed alphabetically in each document.
-If your Scouts have a favourite game in this category that you would like to share with other leaders, please
-forward the game instructions to reception@scouts.org.nz so it can be considered by the National Scout Leader
-for adding to this document.
-Customs Officers
-Equipment
- A piece of wood or a small cardboard box (illicit goods)
- 3 or 4 powerful torches or spotlights
-Method
- This game is a variation of the Spotlight game.
- Locate a park with trees and bushes that will provide cover for the players.
- Appoint three or four Customs Officers who hide within 20 metres of the illicit goods and are
-armed with the torches or spotlights.
- The players scatter around the playing field using whatever cover they can find and on “Go”,
-start to creep up to the illicit goods.
- The Customs Officers use their torches to spot and correctly name the players as they attempt
-to collect the illicit goods and spirit them away.
- The spotlights or torches must be aimed and switched on for 5 seconds only, and not waved
-about in the hopes of spotting someone.
-Field Card Game
-Equipment
- An old pack of playing cards.
- Local map or a hand drawn map of a local park
-Method
- Define a playing area at a campsite or a local park.
- Hide the 52 cards right across the playing area.
- Devise some clues to help the Scouts work out the playing area where the cards are hidden, but
-not where the cards are placed.
- The Patrols work out the size of the playing area from the clues provided and set to work
-looking for the cards.
- After a set amount of time, the Patrols return to base and add up the values of the cards found.
- The Patrol with the highest value wins.
-July 2015 Scouts Wide Games.doc
-
---- PAGE 2 ---
-Flag Raid
-Equipment
- Two flags and poles.
- Lengths of wool to tie around the wrists of each player, plus spares.
- A park with bush, trees or scrub on it for hiding in.
-Method
- Divide the troop into two teams.
- Each team sets up a base about 100 metres apart and hangs the flag on a tree or pole so that
-it’s clearly visible.
- All players tie a piece of wool around their wrist – this is the lifeline.
- Each team has to allocate players to be defenders and attackers.
- On “Go” the attackers creep up to the other teams flag and attempt to take it and bring it to the
-Scout Leader.
- If an attacker is tagged by a defender, the lifeline is removed and the attacker returns to the
-Scout Leader to get another lifeline.
- The intent is to use their tracking skills to get the flag, not an all out assault.
- The team who is first to take a flag to the Scout Leader wins.
-Hares and Hounds
-Equipment
- Two or three whistles, bells or billies and lids (noisemakers).
-Method
- This game is best played on a partially bush clad reserve or scrub land on a dark night.
- Appoint two or three hares and give them a noisemaker each.
- Send the hares off with instructions to keep moving around the playing area, but they have to
-make a loud noise for 10 seconds every three minutes or so.
- After 5 minutes, send the remainder of the players (hounds) after the hares. The hares are
-caught once they have been tagged.
- When the hares have both been caught, appoint two or three new hares and start again.
- This is a good game for getting young Scouts used to the dark, and to start learning how to
-work as a team to hunt down the hares.
-Have You Got The Body?
-Equipment
- Cotton wool or other ID feature,
- 50 or so cardboard cards or disks etc.
- A Venturer Unit or members of another Scout Troop.
-Method
- Recruit up to 10 strangers to help with the game. It would be a good chance to involve a
-Venturer Unit or a Rover Crew. These strangers are the ‘body snatchers’.
- The ‘body snatchers’ are given a discrete identifying feature so the Scouts can work out who
-they are. A wad of cotton wool sticking out of one ear would work, or a Unit T shirt partially
-covered with a jacket etc.
- The ‘body snatchers’ go directly to the park or where the game is being played and circulate
-individually around the area.
- The Scout Patrols (in uniform and not with it covered up) have to identify the ‘body snatchers’
-in the park or street and ask them “Have you got the body?”.
- Having been asked the question, the ‘body snatchers’ then give the Patrol a card to show they
-have asked the question.
- Everyone returns to the base at the end of the allotted time.
- The Patrol with the most cards wins the game.
-SCOUTS - Wide Games SCOUTS New Zealand Page 2
-
---- PAGE 3 ---
-Hunter And Avengers
-Equipment - Nil
-Method
- A large park, camp site, reserve or farm is needed for this game.
- Divide the troop into two teams, ‘Hunters’ and ‘Avengers’.
- On “Go” the ‘Avengers’ disperse and hide.
- After 5 mins, the ‘Hunters’ are sent out to capture the ‘Avengers’.
- When an ‘Avenger’ is tagged, he or she is escorted to the prison.
- An untagged ‘Avenger’ can break into the prison and free the prisoners by ‘high fiving’ them.
- The game ends at a set time, or when all the Avengers are in prison.
-Lighthouse
-Equipment
- One or two Glo sticks
- A large clear plastic soft drink bottle.
-Method
- Break a Glo Stick and place it inside the soft drink bottle.
- Place the bottle on a hillock or modest sized hill. This becomes the lighthouse.
- Divide the troop into one third ‘defenders’ and two thirds ‘attackers’.
- The ‘defenders’ go and hide around the hill with the aim of protecting the lighthouse.
- On “Go” the attackers plan a strategy and then set out to turn the light off. This is done by the
-‘attackers’ covering the light with a jacket or bag or otherwise removing the light from view.
- After a set time and if time permits, choose a new set of ‘defenders’ and play again.
-Lost Leader
-Equipment
- A small roll of wool per Patrol – each Patrol has a different colour.
- Torches will be needed if dark.
-Method
- Cut the wool into 10cm lengths or longer so that each Patrol Leader has about 50 pieces. Keep
-one piece back for the Assistant Patrol Leader.
- Send the Patrol Leaders out with the wool strips and ask them to lay a trail through the streets
-or a nearby park or both and then hide within several metres of the last strip of wool clue.
-(meant to be blood maybe?)
- After 30 mins, give the Asst. Patrol Leaders a sample strip and explain that the PLs have gone
-missing and that each Patrol needs to find their PL ASAP to make sure they are OK.
- The Patrols should collect the clues as they find them so no rubbish is left lying around.
- Brief the PLs about making sure the clues don’t blow or wash away etc. Also discuss putting the
-clues at different heights by tying them to low branches etc.
-Photograph Hunt
-Equipment
- Photographs of 6 to 8 different locations in the neighbourhood of the Scout Hall or the
-campsite. A different set for each Patrol and printed on one page.
- Pencil.
- A street map of the neighbourhood with map reference grids.
-Method
- There is quite a bit of preparation involved in this game.
- Take photos of notable items or objects within a kilometre of the hall or base. (gate posts,
-House letter box, street signs, odd shaped trees and shrubs, tennis courts, traffic islands, shop
-windows etc.). A different set for each patrol if possible.
-SCOUTS - Wide Games SCOUTS New Zealand Page 3
-
---- PAGE 4 ---
- It would be best to write several street names on the back of any photo where the location may
-not be readily apparent so as to give a guide to the general locality.
- Hand out the sheet of photos to each Patrol or team. They have to identify the site and visit it,
-and write the map reference on the back of the photo.
- If the troop has one or more GPS, use those in place of a map for one or two Patrols.
-Sardines
-Equipment - Nil
-Method
- Select one person from the Troop and send them off to hide in an area that can hide 10 or more
-people – a patch of scrub or a gully etc.
- After 5 minutes, send the troop out to find the person.
- As each of the players find the hidden Scout they quietly hide with them.
- The game ends when the last Scout finds them all.
-Spotlight
-Equipment
- A powerful torch or spotlight that throws a beam at least 30 to 40 metres or further.
-Method
- The aim of the game is for the players to creep up to within 4 metres of the ‘spotlight’ holder
-without being seen.
- One person is appointed as the ‘spotlight’ person and stands at the home base.
- The players disperse around the playing area and on “Go” start to creep up to the home base
-using all available cover.
- The ‘spotlight’ person must not sweep the beam around the playing area. They must aim it at a
-particular spot and after 5 seconds switch if off again, wait 10 seconds and switch it on again
-and so on.
- If the ‘spotlight’ person sees a player and can identify them, he or she calls out their name
-while the light is still on them. At that point the player is out. The Scout Leader may need to
-confirm that the name is correct.
- Depending on time, the game may continue until a person gets to the Spotlight’ without being
-named, or continue until all players have made it home or are out.
-String Break
-Equipment
- Materials for a fire, or a hobo stove type burner.
- Materials to make a ‘torch’ to carry the flame 100 metres or more.
- A box of matches per team.
- Two stakes per team.
- A length of twine about 1 metre long per team.
-Method
- The aim of each team is to travel to and burn through a taut string belonging to the other team.
- Form the Scouts into two, four or six small teams if numbers permit.
- Pair the teams up and place them about 100 metres apart.
- Each team lights a small fire from which they can light and relight a ‘torch’. They could make a
-hobo stove burner out of a salmon or tuna tin, a strip of corrugated cardboard and could use
-cooking oil as the fuel.
- Each team hammers in the stakes about 80cm apart and ties the twine between them. Place
-these about 3 metres from the fire.
- Each team makes a ‘torch’ out of brush or other materials that when lit, will burn long enough
-to transport the flame 100 metres.
- On “Go” the team have to light the fire, make a ‘torch’, set the torch alight, travel to the other
-team’s string and burn it through.
-SCOUTS - Wide Games SCOUTS New Zealand Page 4
-
---- PAGE 5 ---
- The first team to part the string wins the game.
- Be mindful of any fire restrictions.
- Talk about planning and delegation of tasks before starting the game.
-Wounded Spy
-Equipment
- Mix some chicken mash or untreated saw dust with red dye to resemble blood. The mix must be
-non harmful to birds and animals etc.
-Method
- Could be played in patrols.
- Could be played in a park where the Scouts can roam at will.
- If played in the streets, make sure the Scouts are easily identified as Scouts by the public
-(uniforms and scarves clearly visible).
- The spy heads off with a Ziploc bag of ‘blood’ and drops half a teaspoon full every two or three
-metres or so along the route. A bigger smear every now and then could be read as a fall etc.
- The trail could be laid so that it ends up back at or near the base.
- After fifteen minutes, send the patrol members after the wounded spy. The Patrol members are
-to be told the spy is wounded and to look out for blood etc.
- Once the spy is spotted he or she can be captured by tagging and brought back to base.
- The spy needs to be given a time to be back at the base or hall in case the Patrol members lose
-the trail.
-SCOUTS - Wide Games SCOUTS New Zealand Page 5

data/sources/Special Needs Part 1.txt

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/program/teambuilding/Special Needs Part 1.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Special Issue #228 - Girl Scouts with Special Needs - Part 1 of 3
-Scouting Links Newsletter - September 19, 2003
-Welcome to this Special Edition of the Scouting Links Newsletter for
-leaders/volunteers who have Girl Scouts/Guides with special
-needs/disabilities/different abilities. When you have girls with
-different levels of ability in your troop, the most important tools you
-need are a good sense of humor, patience and knowledge. In this issue,
-you will find advice, activities and websites about how to integrate all
-girls into your troop and how to get the other girls to accept
-differences and limitations.
-My deepest thanks to the many wonderful people who contributed to this
-special issue!
-This issue of the Scouting Links Newsletter is going out to 4,282
-subscribers. To all our new subscribers, welcome!
-For all of our new subscribers who don't understand why they are getting
-this issue of the newsletter when it doesn't apply to them, let me
-explain. Every once in a while I write "Special" issues that are devoted
-to one topic. If you get a special issue about something that you're not
-interested in, please just delete it. If you missed the one that
-pertains to your particular level, you can get it from the archives at
-http://groups.yahoo.com/group/Scouting_Links_Newsletter/files. Just
-click on the folder that applies to the level that you are interested
-in.
-If you enjoy this newsletter, please forward a copy to your Girl
-Scout/Guide friends and invite them to join (I'm always looking for new
-people to get ideas from)!!
-To subscribe, unsubscribe, change your email address (I need new and old
-address) or include a request in the newsletter, please send me a note
-at mailto:katie.baron@att.net and I'll take care of it for you.
-In this issue:
-Disabilities . . . Different Abilities . . . What Are Leaders
-Dealing With?
-Working Together as a Troop
-Intellectually Challenged (aka Learning Disabilities or Mental
-Disabilities)
-ADD/ADHD
-Asperger's Syndrome
-Down Syndrome
-Visual Impairments
-
---- PAGE 2 ---
-Hearing Impairments
-Cerebral Palsy
-Disability Awareness Programs & Activities
-Service With A Smile
-Camping
-Disability Resources
-What NOT to Say to a Person with Special Needs
-================================================
-Since a sense of humor is so important . . . .
-Q. How many Girl Scouts does it take to change a light bulb?
-A. Thirty -- 1 to change the bulb and 29 to sing about it!
-Q. How many Girl Scout leaders does it take to screw in a light bulb?
-A. Only one. But she's required to attend eight hours of mandatory
-training first!
-================================================
->>Editor's Notes:
-1. In order to respect the privacy of the girls, all girls' names have
-been changed.
-2. The US government is now using "Intellectually Challenged" instead of
-"Learning Disabled" or "Mentally Disabled". I want you to know what the
-currently accepted terminology is, but I'm not comfortable changing the
-wording of items that people have submitted, so please keep this in mind
-as you read through the newsletter.
-3. This is by no means a comprehensive resource. It is based solely on
-information that was sent to me by other leaders and information that I
-found on the internet.
-* * * Disabilities . . . Different Abilities . . . What Are Leaders
-Dealing With? * * *
->>Submitted by Eileen, mailto:eileenmsmith@msn.com
-My daughter has a learning disability that makes math hard and reading
-harder. Unfortunately the handbooks are all geared for girls at grade
-level and difficult for her to enjoy.
-In addition to my own daughter, I have a girl who has ADHD and a girl I
-was sure had a problem because she struggled with spelling, coloring and
-reading. Sure enough 2 years later the school system finally diagnoses
-her and gets her the much needed reading help.
-Many of these young ladies already struggle with issues in school and
-
---- PAGE 3 ---
-have self esteem issues.
->>Submitted by Karen, mailto:karenl@uwpc.org
-I have a girl who is deaf in my troop. I've also worked with a girl who
-is developmentally delayed in my troop for 2 years, and this is the same
-troop in which I had 3 girls who were gifted. That was . . .
-interesting.
->>Submitted by Judy, mailto:bzmomx2@insite-pro.com
-You really get a lot out of having such a girl in your troop, in your
-life. I've had all different types of girls in my troops. However, right
-now I have a girl with Cerebral Palsy in my troop. She either uses a
-walker or her wheel chair and she is just amazing. It has actually been
-fun (although her dad doesn't think so to see her break out of her shell
-and start to have some normal early teen attitudes). She is the 2nd of 7
-and until she joined my troop about 15 months ago she always watched
-them going, doing, playing, etc., and only had her one week away at CP
-camp. What a joy!
-Another thing was watching as the girls in the troop changed what they
-naturally did to make sure that they were accommodating her. They
-stopped playing monkey in the middle when dinner was over and waiting
-for the meeting to start and went to other things that would include
-this young lady without ever having to be told. It can work!
->>Submitted by Carol, mailto:cgradyreader@juno.com
-For the last several years I have had a girl in the troop who is both
-physically and mentally handicapped. She is in Life Skills classes.
-Physically she has to deal with an unusually-shaped head (she was born
-with the bones fused and they have been separated twice) and deformed
-hands and feet. Also, she has problems communicating and her speaking
-device is both very expensive and usually non-operative.
-"Kelly" is included in all troop activities except those she is too
-young for (I have a mixed age troop). Many of our service projects are
-simple--this year the girls worked in the butterfly garden my daughter
-created as part of her Gold project, moved wood chips from a church
-parking lot to the playground, made St. Jude Halloween candy treat bags,
-worked at Thinking Day--all of these are simple to do. I read
-requirements for badge work to "Kelly" and explain them to her mom, who
-helps her with requirements. Council lets me gear work from the Junior
-book to her level, so each badge is tailored to her level. We try to do
-one or two badges a year and one or two council patches within the
-troop. The girls are good about helping "Kelly" with crafts when we do
-them (not often--I'm not crafty) and once they got over trying to do
-everything for her, it has worked out. If we're doing something
-
---- PAGE 4 ---
-difficult, someone does it one-on-one with her. "Kelly" went to camp
-again this year for the second time, and her mom is very pleased.
-"Kelly" had been to another camp for special students in the past and
-the kids made fun of her and called her a monster. She did not want to
-go to camp anymore. Girl Scouts have been very accepting. Last year my
-daughter was a CIT and she said the main problem "Kelly" had was not
-showering--her mom said she is afraid of showers. This year she is in a
-session that is centered around pool activities and I told the office to
-have one of the staff take her to the private shower, turn it on, hand
-"Kelly" the soap and tell her to get wet and soap and rinse. On
-understanding her....we do our best and she does hers, I can usually
-figure it out, and if not, yes/no questions can usually get us there.
->>Submitted by Mary, mailto:mmille5002@mediaone.net
-I have been very fortunate to have had several girls in my troop that
-are "handicapped or have ADHD, hearing impaired, learning disabled,
-sensory integration disorder" and that is just 3 girls. My youngest
-daughter is one of those 3 girls. She is learning disabled, with ADHD
-and sensory integration disorder. The other 2 girls are/where in her
-class at school. It is a great challenge for them to try and integrate
-into a "normal setting" with out seeming to stand out or to get special
-treatment. It can be very difficult to manage them sometimes, but in the
-long run it is worth it. One of them bridged to Juniors last year and
-the other 2 girls will bridge with me to Juniors next Month. Some
-parents don't understand these children just want to be liked and have
-friends just like everyone else. They have feelings that get hurt when
-someone says "Why do you talk like a baby?" "Why can't you read as well
-as the other 3rd graders?" I have focused on the Try Its that included
-acceptance. I have tried to teach tolerance to the other girls, and try
-not to favor my daughter when ever possible. We did Caring and Sharing
-at a sleep over in town; we worked on the Around the World Try It,
-Brownies Around the World. This year we did the Stitch It Try It and we
-made quilt squares for me to sew into a larger quilt- they are not
-perfect by any stretch of the imagination but ALL THE GIRLS TRIED THEIR
-BEST. And that is all I ask of them. Yes my daughter with ADHD got
-frustrated with hers and we put it down and came back to it later and
-finished when she was calmer. It does work! If your have a girl who is
-medicated for ADHD, please talk to her parents and make sure she is
-takes it before your meeting if needed. If you are having a discipline
-problem with a girl, please do not let it slide. Talk to her parents, do
-not just brush it off as just another problem. Lots of kids with ADHD
-have learning disabilities as well. The girls may be upset because you
-gave her too many directions at one time to follow, it is as simple as
-that some times and it can escalate to "Suzy doesn't listen" Talk to
-your Special Education Department and ask about any pointers about
-conditions in general with out disclosing any names. Most schools also
-
---- PAGE 5 ---
-have a Parents Advisory Council for the school in general and another
-for the Special Ed department as well. Our school does and they can be
-helpful in getting you some information. It is a very fine line that I
-have to walk. Generally I ask one of my Co -leaders to talk to my
-daughter if need be and then if she doesn't listen we go to 3 strikes
-and your out (my husband would come and get her if need be.) She tends
-to behave better when I'm NOT at the meetings (sometimes I have to
-work), but for the most part the meetings go very well. We meet at night
-so the ADHD factor is lessened since she has time after school to get
-out some "energy" so to speak. Yes a lot of children without ADHD are
-wound up after school and I did Daisies and Brownies after school. It
-was a lot tougher than at night even the "normal" girls were hyper; that
-might be an alternative for some leaders.
-As for children in wheel chairs, there are plenty of things that you can
-do and places you can go. A hike at local Audubon society, a trip to the
-local museum (most public buildings are handicap accessible), go to the
-library, Police station, town hall, fire department, etc. Talk to the
-girl's parents and find out any restrictions, etc, just like you do for
-all the girls. Talk to the girls. Make sure all the girls have a turn
-being a buddy with a girl who has special needs. No matter what the
-special need issue is, help her to participate in the troop governance,
-collect dues, take attendance, etc. Educate the other parents in the
-troop as well as the girls. You don't always have to change a lot.
-Just talk to the girls and parents and try and treat these girls as
-normal as possible. That's all they really want and to MAKE NEW FRIENDS
-AND KEEP THE OLD, ONE IS SILVER AND THE OTHER GOLD. Remember,
-whether
-it is your daughter or not, every girl has the right to be there as long
-as she can follow the Girl Scout Promise and Law.
->>Submitted by Leanne, mailto:leanne_p_2@yahoo.com
-Got one for you that is SOOOOOOO often overlooked . . . Just because a
-girl is 'smart' doesn't mean she can do everything. Many incredibly
-intelligent girls are socially awkward and may not make friends easily--
-other girls, especially ones they know from school, may well continue to
-shun the 'nerd' or the 'teacher's pet' at GS as well. These 'smart'
-girls may need extra attention and encouragement to be included-- just
-as if she were of the low-skills group. Leaders often overlook the needs
-of high-skills girls, assuming that since they're 'bright' they can just
-figure it out on their own (that is, if the leader even realizes the
-girl may need help at all).
-* * * WORKING TOGETHER AS A TROOP * * *
->>Submitted by Carol, mailto:cisch@cinci.rr.com
-During my years as a Girl Scout Leader I have had 4 girls with ADHD, one
-
---- PAGE 6 ---
-girl who is autistic, one girl who is deaf on one side, one who is
-dyslexic, one girl who has an oppositional disorder as well as ADHD and
-an eating disorder, and one who is developmentally handicapped. Just
-looking at my girls you would never have know that any of the girls were
-not "normal".
-My girls have all gone to school together and know each other well, so
-the girls are very aware of most of the other's limitations. We have
-done all of the activities that other troops have done. The girls are
-now entering their last year as Cadettes. We have found that certain
-problems that were not much of an issue when the girls were younger (the
-lack of reading skill for the girl who is dyslexic was not a problem in
-1st grade, but became a problem by 5th grade), and that the most of the
-problems have decreased with their maturity. Some of the issues have
-become more pronounced with age though, including the addition of
-anorexia and the greater differences of the developmental disorder. The
-cliquishness of Jr. High girls has been more of an issue than any of the
-above disabilities and is something that we are always on guard for.
-* We (generally the girls) always place the girl who is partially deaf
-on the right side (her left is her good ear) of the group and she has a
-normal spot on the corner of the table we meet around. She speaks up
-when she doesn't hear, and we ask.
-* We are all aware that too much attention or frustration will make our
-girl who is autistic very nervous and tend to bring on problems, so she
-generally sits close to one of the leaders (the leaders see to this) at
-a meeting where crafts or intense planning is required. That way we can
-help her as needed with minimal notice. The girls are also aware of her
-problems and tend to keep "low key" to help her out. When we go on
-field trips, the girls are very protective of her, and as leaders, we
-tend to just keep an eye on things. This girl is very intelligent and
-the girls realize this and prize her input. Educating the other girls
-is key here!
-* Our girl who is dyslexic was very shy (she has since moved to another
-state). Her problems surfaced mainly where reading was an issue, and so
-we tried not to put her in a position where this came up, all of our
-ceremonies or times when we may have had the girls read something were
-read aloud by a leader (adult or scout) or memorized. The other girls
-did not know about her problems by her parents' request. This made it
-more difficult as the older the girls got, the more she tended to try to
-sink into the background. We always made a point of manipulating the
-patrols and "buddies" to see that she was with one of the more sensitive
-girls.
-* My girls with ADHD have usually been my greatest challenge, because
-they do not "appear" to have a problem. Most are on medication (though
-not all) and emotional roller coasters and disruptions are a fact of
-
---- PAGE 7 ---
-life. We have found that a light style works best to diffuse these
-issues. The biggest problem is that the other girls haven't always
-accepted these girls as well; we have had two loners develop from this
-group. Part of the problem is that these kids never have had their
-problems discussed in a group (at school or at Girl Scouts). As the
-girls have gotten older these problems have diffused.
-* My girl with several problems (ADHD, Oppositional Disorder and
-Anorexia) has been more of a challenge with the other parents than the
-girls. They tend to see her as a bad influence on the other girls (she
-can be a bit difficult) and her parents do not want her problems made
-public. The contact the other parents have had with her is mainly in
-field trips and activities where we have parent volunteers or in
-"father/mother - daughter" events. She is also very witty and smart and
-we have found that by playing up her leadership potential, and praising
-the positive that she can be dealt with. She is another girl that in
-trips and meeting we try to have a leader sitting/being close to her to
-help her realize what the limits are. She is actually a strong
-contributor to the troop and is very funny. Imagine having a young
-Robin Williams in your troop.
-* The girl in our troop that has developmental issues is approximately 4
-years (or more) behind the other girls, developmentally. This
-translates into being less mature, and unable to complete certain
-badge/award requirements as written in the program. After talking to
-council, she is now working on her Silver Award and we modify (very
-subtly so she isn't aware of it) the requirements to meet her needs.
-She is very sensitive to the fact that she is different, but on the
-whole, is incredibly enthusiastic. When the girls are planning events
-and volunteering to do things, she tries to volunteer for everything -
-we (the leaders, and some of the more mature girls) step in and try to
-help keep the assignments more even as she does not have the ability to
-follow through like the other girls can. I have developed a strong bond
-with this girls mother, and call her after every meeting to keep her in
-the loop with what she is volunteering for, and what she needs to be
-working on. I also call this girl before every event or meeting that
-she is participating in to make sure she is prepared.
-The single thing I have found to be most helpful is education and
-knowledge. The more the adults working with the girls and the girls
-themselves understand about the problems and challenges these girl face
-(as all of them are "unseen" handicaps) the easier it is to work with
-the girls as part of the troop. The girls are VERY supportive if they
-understand what is at issue. The need to work closely with the parents
-or caregivers of these girls is also crucial to understanding what their
-limits are and how they react to challenges. I have found that these
-girls have added a richness and diversity to our group that you would
-never guess if you were to see our "white, upper-middle class, suburban"
-
---- PAGE 8 ---
-troop out in public.
->>Submitted by R. Jingle, mailto:RbJ2040@aol.com
-My experience has been that any activity can be modified to fit the
-needs of any girl. For some activities that may include additional
-people and safety equipment but most importantly it requires a
-willingness to think out of the box and to do something a little crazy
-even.
-I've got lots of suggestions, but here are a couple of quickies:
-1. Ask the girls to brainstorm how to do an activity that seems
-difficult for the person with the disability. Allow the ridiculous
-answers as well as those that may be workable. Don't let them give up,
-come up with a solution, try it. Everybody learns; everybody wins.
-Example: How does a person in a wheelchair do a hand stand? If she can
-bend at the waist, she bends and put her hands down. If she can't bend,
-then touch the hand of a friend who is standing!
-2. Have all of the girls experience the disability while doing an
-activity. By laying materials out in order of use, giving very clear,
-simple directions and, through kinetic instruction we can teach any
-activity. And, it may help the other girls to realize how differently or
-similarly the one girl "sees" the world. When I've given this
-suggestion, sighted leaders often raise the question of colors in
-crafts. If a girl is sight impaired, she can't see what colors to use.
-So, mark them in Braille or lay them out in alphabetical order (Blue,
-Green, Red, Yellow) or better yet, who says the sky has to be blue?
-Have you ever considered what blue smells like? Not what it looks like
-but smells or tastes or feels like?
->>Submitted by Eileen, mailto:eileenmsmith@msn.com
-Getting along as a troop with girls from super bright (1 is in the
-gifted program) to learning disabled in reading and math is a challenge.
-I learned right away not to push girls who do not like to read in public
-to read out loud. They have that pressure in school and don't need it in
-scouts. And there are always plenty of volunteers waving their hands to
-read.
-As far as badge requirements, you really do have to bend a bit. We did
-journals for a heritage badge. I made some pages very fill in the blank
-and we read them together. Other pages were blank for the girls to use
-for stories or pictures. No matter what the badge I always let the girls
-express themselves in pictures as well as words. The only exception
-would be a writing badge but that badge would not be particularly
-suitable to a group with girls who are learning disabled.
-
---- PAGE 9 ---
-Sometimes I'd make kaper charts or pair the girls for activities so they
-would be more balanced.
-And leadership skills come in all packages. You just have to find the
-right task for that girl to be in charge of. She may be a good
-organizer, or have an outstanding personality that naturally leads the
-rest. She may be more reserved and prefer the behind the scenes tasks.
-All these jobs need to be done. And with any luck they will open up to
-new ideas and projects.
-Here in Richmond there was recently a story in the paper of a Brownie
-Girl Scout who is disabled. She has an older friend (middle school age)
-who comes to all the meetings with her to help her participate. I do not
-believe the older girl is a scout but as a leader I would probably have
-the girl or other helper registered for insurance purposes.
-Maturity is another issue altogether. I am noticing that as my girls age
-the gap between the oldest girls and the youngest girls is more and more
-noticeable and problematic. The older girls would prefer more leader
-roles and the younger to just "play". Our youngest is more immature as
-well. I believe she would be happier in a troop with younger girls as
-she gravitates towards them at large functions. Now if you can just
-convince the mom.
-And there's also a time factor. If you have a girl with special needs
-who really wants to earn her Bronze, Silver or Gold Award, you need to
-help her decide whether to stay in a level an extra year or move up
-early. For example my daughter is a 6th grade Cadette to give her time
-to work towards the Silver.
->>Submitted by Jann, mailto:gstroop183@hotmail.com
-I have a Girl Scout who has significant development delays. When she
-joined the troop (as we entered Cadettes) we did several activities to
-help prepare everyone for working successfully with "Suzie".
-1. "Suzie's" Mom wrote a letter to the troop, explaining "Suzie's"
-history and current abilities. We read this at a meeting (when "Suzie"
-was not there.) We discussed what this meant and used the GS Law to talk
-about being friendly, considerate and how we could be a "sister to every
-Girl Scout."
-2. I developed several activities based around different types of
-disabilities. The girls learned about physical handicaps by having
-hands, legs, ears or eyes bandaged and completing a set of physical
-tests. I also developed a series of reading and writing challenges (the
-
---- PAGE 10 ---
-idea is based on the Girl Scout book dealing with disabilities.) Math
-problems become difficult when numbers change meaning and letters have
-different sounds. This prompted the biggest discussion and most
-frustration for the troop. It was the best example of what life is like
-day in and out for "Suzie".
-"Suzie" does everything the other troop members do - from badge work to
-service projects. There are some activities where "Suzie" requires
-additional support.
-3. When we have traveled (to London in 2000 and to Paris in 2002)
-"Suzie's" parents have traveled with us. I must be responsible for ALL
-members of the troop. Traveling such great distance and to foreign
-countries, I felt it best to have one on one support for "Suzie". Her
-parents have helped by coming along on our fun trips to help
-specifically with "Suzie", her medications and her needs.
-4. For local, overnight events "Suzie" has had a variety of adult
-support to insure that she can attend. (again, as troop leader, I have
-to be responsible for ALL members of the troop and cannot be focused on
-just one girl.) We have had college students and young professionals
-willing to volunteer a night to attend a sleepover at a museum or
-similar event as "Suzie's" buddy.
-5. We constantly swap buddies when doing activities. At troop meetings,
-we work in pairs and the girls help "Suzie" when there are writing or
-reading activities. I have several other troop members who have learning
-disabilities; this pairing has helped all of them achieve their goals.
-When we travel we change buddies twice a day, so there is a lot of
-change and movement of the girls.
-6. I have very supportive troop parents and many are willing to help out
-at meetings when we are doing crafts or more complicated activities.
-They will often pair with "Suzie" when the girls are working
-independently.
-7. "Suzie's" younger sister, who does not have any disabilities, is now
-a member of the troop. I make every effort to NOT put the sisters
-together or to depend on "Suzie's" sister for assistance. I avoid
-pairing them or putting them as buddies unless we are traveling. I feel
-she has enough responsibility at home - that Girl Scouting should be her
-focus when with the troop.
-"Suzie" is entering her 7th year in the troop. She continues through an
-extended High School program. This year, with the support of our
-Council, "Suzie" will be working toward her Girl Scout Gold Award. I am
-
---- PAGE 11 ---
-working with a member of our council to develop activities and
-requirements that fit "Suzie's" abilities. "Suzie" saw 6 members of our
-troop receive their Gold Award last year - and she is very excited to
-work on her very own project.
->>Submitted by Harriet, mailto:LMBar1@aol.com
-As the mother of a child with disabilities, I know how important it is
-for children with disabilities to be included in their communities and
-what a challenge it can be for the adults working with them.
-I have a few suggestions on how to make things go a little smoother:
-First, talk to the parents, they are your #1 resource, they know their
-child better than anyone and have dealt with them in different
-situations. Don't be afraid to ask questions about the disability and
-the child. If the child is comfortable, ask them about their disability
-or how they handle different situations. Try to educate yourself about
-the disability, if you know of another person or family dealing with the
-disability, or working with a child with the disability (teacher,
-therapist, etc.). It is not unreasonable to request someone accompany a
-child if you do not feel you can handle the situation alone. Some
-behavioral disorders may require a lot of one on one supervision and
-some girls may need a lot physical help. Remember that even if a girl
-has an adult (parent, older sibling, etc.) with them, you still need to
-treat them like the other girls and interact with them as much as
-possible and encourage the other girls to do likewise. It important to
-get to know the girls as individuals, with likes and dislikes, they are
-very much like any other girl their age. Also remember that these are
-GIRLS with disabilities, not disabled girls. They can be just a capable
-as the typical girls in your troop, if given the chance. In general,
-parents of disabled children are very involved and would be glad to help
-out at meetings and trips. Families with physically disabled children
-usually have vans, so they can transport their child and a few more. Let
-the parents get involved, you will have "expert" help with their child
-and help with the entire troop. It always makes a girl feel special to
-have her parent there helping at a meeting. Also, incorporate the Girl
-Scout program, e.g., Caring and Sharing Try-It, how we are ALL different
-in some way, etc.
-I have personal experience dealing with ADHD and Autism. I have a girl
-with ADHD in my Junior Troop. We have had problems with her attitude,
-some children with ADHD have a negative attitude and say whatever comes
-to mind (no impulse control) and she would say things like "I hate Girl
-Scouts" or "I begged my Mom to let me quit". I would speak to her about
-what she'd like to do differently and appropriateness of comments (she
-would say these things in front of the other girls). I tried not to take
-the comments personally and would discuss this with her mother and ask
-
---- PAGE 12 ---
-advice of others familiar with the disorder. I discovered that she loved
-to earn badges and other awards, just didn't necessarily like to do a
-lot of work and also that it was very difficult for her to do extra work
-at home, keeping up with schoolwork can be a challenge, since she
-couldn't focus for long periods of time. I tried to plan all 6 badge
-requirements during meeting times, I also made a point of telling her
-when activities were part of an award. For example, we had only 2
-Juniors who were older sisters of our Brownies so we met at the same
-time. I told her activities with the Brownies counted towards the Junior
-Aide award. She became very helpful after that and stopped complaining
-about being with the younger girls. I saved the award until the end of
-the year and recognized her hard work at our ceremony (which we invited
-the parents to). So, keep in mind that many girls with ADHD may be
-externally motivated and use the awards as incentives for them to
-participate in activities and to keep a positive attitude. I would
-remind her about keeping a good attitude, especially when we had
-something special going on and compliment her on good behavior. It
-worked. As a bonus, I got to know her Mom well and could count on her
-help despite a hectic work schedule. As a nurse, she came in and helped
-us earn the Healthy Habits Try-It and Healthier You Badge. She also
-chaperoned all our trips.
-I myself have a girl with autism. I became a Daisy Leader so she could
-attend. We have a lot of behavior issues with her; she doesn't comply
-much of the time and won't always participate. It's difficult to lead
-the troop and deal with her. Our neighbor is my Asst. Leader and will
-take over if I need to deal with my daughter. I have also had my husband
-come and get her if she is too disruptive. Sometimes children with
-autism can be set off by little things, I would recommend they be
-accompanied by an adult who knows them, especially at first. Of course,
-there are many children with Autism who are very independent and can
-participate well in a group, but they are usually a little older. Most
-people with Autism are very visual, so a picture Kaper Chart may help
-them, also their own picture schedule (their family can help with this).
-There aren't many community programs available to children with Autism,
-most people don't want to deal with them; so if you can give a girl with
-Autism (or any disability) the opportunity to participate in Girl
-Scouts, you are doing something wonderful for her and her family. You'll
-also find that it is a very rewarding experience for you and a great
-learning opportunity for everyone.
->>Submitted by Donna, mailto:tnthompson@sympatico.ca
-I have a daughter in Guiding with special needs. She is limited
-physically in what she can do. But she is very knowledgeable and able
-to have a lot of input in planning and to some peoples surprise how she
-participates at camps and various activities. Even before joining
-
---- PAGE 13 ---
-Guiding, we had our own motto "Do the Best You Can". And in Guiding we
-have followed that through since so many of the girls are different in
-how they do things, as long they do their best and try that is what
-counts.
-I have also had girls in my units who learn differently. In Brownies we
-would do things as a group and it was natural for the ones that weren't
-keeping up to gravitate to one side and I would help then and then there
-were the girls the excelled and they seemed to cluster around another
-leader and then there was the core group. But since we all worked more
-or less in a circle, no one seemed to notice that some were ahead and
-others were slightly behind.
-Every year no matter what age group I am working with, we hold at least
-one ability awareness evening. Some examples of activities are:
-Having the girls feed themselves blind folded.
-Having them feed each other blindfolded or with mittens on. (Pudding is
-the snack of choice for this)
-If you can borrow wheelchairs from a local rehab centre you can have
-relay races. (Obstacles are set up for this such as a piece of carpet
-that isn't flush with the floor, you'd be amazed how hard this is for
-some and pillions that they have to weave in and out of)
-You can have one or two girls volunteer to spend the whole meeting in a
-wheelchair.
-Have then try to turn pages of a book with out using their hands or tie
-their shoes without using their thumbs.
-Have them put socks on their hands and try to do something as simple as
-picking up puzzle pieces or a piece of cutlery.
-For one night I was able to get a beeping ball and blind folded all of
-the girls for a game of catch. (this was very interesting)
-Trying to do up buttons with one hand.
-You might be able to borrow items from a local rehab centre such as
-canes for the blind and blind fold the participants to go through an
-obstacle course.
-Another idea is to hand out a card to each girl and not show it to
-anyone else. On each card each participant has a different ability,
-which from that moment on they have to participate in regular activities
-at the meeting while having that different ability. This is great to
-use at a regular meeting night and then discuss how they felt and how
-they thought they were treated differently.
->>Submitted by Jann, mailto:djschultz1@cox.net
-When working with Girl Scouts who are disabled, the program allows you
-to adapt and arrange badge requirements and awards to accommodate their
-abilities. Within the Cadette and Senior program, there are many IPA's
-
---- PAGE 14 ---
-that can be adapted for girls with special needs.
-Some things to consider before you start:
-1. Does this badge work interest the girl? If no, don't use it "just
-because" it will work. She has to be interested in the activities -
-just like the rest of the troop!
-2. If the troop is working on a specific IPA, what activities within the
-requirements can be adjusted for different skill levels? Are there
-similar types of activities that could be used to replace requirements
-that would be more appropriate for the girl?
-3. How can troop members be included to help a disabled troop member
-achieve the award?
-4. Are there consultants who can assist with the badge work who are
-familiar with working with disabled girls and can help adapt
-requirements?
-Most often, adaptations need to include discussions instead of writing,
-partnering rather than individual activities, role play to involve the
-girls, reading aloud by members of the group rather than individual
-reading, prepared handouts to focus on specific activities and provide
-simple guidelines. Consultants should be advised of any special needs,
-so they can be prepared for working with all troop members.
-Here are some examples of adapting IPA activities:
-Conflict Resolution IPA - This is a great award for every girl to earn!
-Here are some adaptations:
-Skill Builder 1 - Have troop members read aloud from their handbooks and
-hold a discussion on techniques for resolving conflicts. Have girls
-share stories about using these techniques. Include everyone in the
-discussion.
-Skill Builder 3 - Role Play the Listening Exercises, every member of the
-troop can have a responsibility as a participant, observer or
-facilitator. Discuss as a troop how they felt about the activity.
-Skill Builder 4 - Work as partners or triads to read aloud from the
-handbook. Have small groups compare answers. Discuss as a troop.
-Skill Builder 5 - Attend a live sports event as a troop or gather to
-watch one on TV (great activity in the fall for football or
-spring/summer for baseball.) In advance, prepare the girls to watch for
-specific behaviors. After the game, hold a discussion addressing the
-questions in the book.
-Technology 3 - Watch 2 or 3 television shows together (great at a
-slumber party with a TV/VCR.) In advance, prepare the girls to watch
-for the specific issues you want to discuss (post them on the wall or
-give them a handout.) Hold a discussion after the shows. Create skits
-or role plays. Divide into small groups and design a new ending to each
-
---- PAGE 15 ---
-of the shows and share the "skit" with the rest of the troop.
-Service Project 1 - Hold a brainstorming session to list issues of
-interest to the troop. Select 1 or 2 for a Mock Court. Identify
-appropriate roles for troop members. There can be jobs for everyone -
-Lawyers, Defendant, Plaintiff, Sergeant at Arms, Judge, jury, witnesses,
-members of the press, etc. Role play the mock court, including all
-troop members. Arrive at a resolution. Hold a discussion to insure
-understanding of the process and the resolution.
-Career Exploration 1 - When inviting a consultant to visit the troop (or
-to go and visit a consultant at their job) have troop members prepare
-questions in advance. Each girl can be prepared to ask a question.
-Emergency Preparedness - Knowing what to do in an emergency is important
-for all girls to learn! Prior to attending a First Aid / CPR training,
-ask the instructor for accommodations for troop members. Often verbal
-testing can be given, demonstration of skills can be used instead of
-written testing.
-Camping - Almost every girl likes to be in the out of doors. (Even if
-just for the day!) Choose your camp site location to accommodate all
-members of the troop. Check for handicapped facilities prior to your
-trip. This leads into activity #1.
-Skill Builder 1 - When selecting a camping site, make sure every member
-of the troop can participate. The girls can be very creative and locate
-cabins, mixed use camp sites, etc. Discuss the questions from the book.
-Skill Builder 2 - Every member of the troop submit recipes for a troop
-camping cookbook. Use partners when completing cooking activities.
-Skill Builder 3 - Discuss all emergency procedures and role play to
-insure understanding. Working as partners, complete additional
-activities for emergencies and first aid.
-Skill Builder 5 - Brainstorm ideas as a troop for creative ways to
-arrive at your campsite. Have the troop select their favorite, taking
-into account everyone's abilities. (Our troop selected the mystery ride
-and scavenger hunt and tasked the adult leaders with preparing for the
-troop!) Work as small teams to review maps, plans and checklists.
-Technology 3 - Visit a local sporting goods store. Advise your
-consultant about the needs and requirements of the troop. Have the
-troop members prepare questions prior to the visit and everyone ask a
-question.
-Technology 4 - Working on the internet - gain parent permission and have
-troop members work in small teams or as partners. Prepare a specific
-questionnaire (like an on line scavenger hunt) for the partners to
-complete. Discuss answers as a troop.
-Service Project 1 - lends itself perfectly to a group activity. As a
-
---- PAGE 16 ---
-troop, complete the assessment from the GSUSA book Focus on Ability.
-Discuss the results of the survey and assign a troop member to record
-your findings. Submit a letter asking for campsite improvements.
-Career Exploration 1 - When inviting a consultant to visit the troop (or
-to go and visit a consultant at their job) have troop members prepare
-questions in advance. Each girl can be prepared to ask a question.
-Other IPA's that have been successfully adapted:
-Family Living - requires the family to work with the Girl Scout (our
-troop did this over a summer holiday.)
-Home Improvement - every girl likes to "dress up" her room. Good life
-skills included in this IPA.
-Travel - great activities to complete as partners and small teams.
-Service Project 2 lends itself to discussing traveling with someone who
-finds it difficult to travel on her own.
-Understanding Yourself and Others - lots of great role plays and
-discussions!
-Creative Cuisine - working as partners and with consultants you can have
-dinner parties and field trips.
-Wildlife - enjoy visits to the out-of-doors, to a zoo or on local field
-trips. Work as partners or small teams to complete identification
-activities. Service Project 3 lends itself to discussions in the troop
-for accommodating all troop members.
-Women's Health - important for all girls to complete! Using
-consultants, discussions, role plays & skits to insure understanding.
-Several service projects can be completed by working as teams or
-partners.
-Computers in Everyday Life and Exploring the Net --computers are an
-important part of our world. Working with consultants, locating school
-resources, working as partners or small teams can complete this IPA.
-Do You Get the Message - can be a fun, interactive IPA to complete as a
-troop. There are lots of opportunities for discussion, role play, small
-group activities. Consultants for Career Exploration 2 can help troop
-members learn about disabilities.
-A World of Understanding - can be a great tie in to Thinking Day. Lots
-of discussion, team or partner activities, consultants and field trips.
-Collecting - while a collection can be a very individual activity, this
-IPA lends itself to group activities, field trips, discussions and team
-activities.
-Museum Discovery - can often be completed in cooperation with a museum
-education director. This IPA lends itself to field trips, overnight
-events at a museum, partner activities and discussions. Adapt the
-Service Project requirement to complete a survey for accessibility and
-ease of use for a specific museum. Submit ideas and recommendations to
-the museum director.
-On A High Note - if your troop likes music, this can be a fun IPA to
-
---- PAGE 17 ---
-complete together. Through listening, discussions, field trips and
-consultants. The Service Project can be a Troop Activity (a singing
-show.)
-Women Through Time - by using oral history, partners for reading
-activities, discussion groups and role play the entire troop can enjoy
-earning this badge. Consultants can help with Career Exploration and
-partners or small teams can work on the service projects together.
-Games for Life - what can be more fun at a sleepover that playing
-games. Using discussion, partners, team activities that the girls can
-complete many of the activities. The Service Project 5 lends itself to
-discussing disabilities and adaptation of games. A Consultant could
-help with the Service Project and Career Exploration.

data/sources/Special Needs Part 2.txt

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/program/teambuilding/Special Needs Part 2.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Special Issue #228 - Girl Scouts with Special Needs - Part 2 of 3
-Scouting Links Newsletter - September 19, 2003
-* * * ADVICE FROM GSUSA * * *
-The following is from
-http://www.girlscouts.org/adults/needs.html#resources:
-Girl Scouts is about inclusion. Learn the terminology. Do some research,
-using some of the resources available from Girl Scouts of the USA and
-online. And remember, the Girl Scout Program Goals address a girl's
-individual needs and potential - this inherent flexibility is a recipe
-for success for girls of all abilities.
-A Leader Should:
-ASK parents, doctors, teachers, and the girl herself about the
-disability and any health and safety limitations. Learn about any
-allergies, triggers, and special concerns. Have a procedure in place for
-any kind of medical emergency. Do not be afraid to ask for special
-assistance, if needed.
-PREPARE the girls who are not disabled in the troop for what to
-expect when a new girl with a disability is joining it. For disabilities
-that interfere little with typical functioning, give the minimum
-information for girls to understand the condition. More explanation may
-be needed for visible disabilities or for those that affect a girl's
-ability to function.
-CHECK OUT meeting spaces, field trip sites, and transportation to
-make sure they accommodate individual needs.
-ADAPT the Girl Scout program to meet special needs as they arise.
-(Think ahead, and encourage girls to assist you in this effort.)
-* * * INTELLECTUALLY CHALLENGED/LEARNING DISABILITIES * * *
->>Submitted by Barb, mailto:Mountklein8500@aol.com
-My son has learning disabilities. He is about as smart as he can be.
-The problem is that he processes information slowly, therefore most
-people misinterpret his knowledge (this same kid passed the learners
-after 2 tries). He has a learning disorder called Sensory Integrated
-Dysfunction. Basically it's a planning problem. If you give him
-several things to remember, he may remember part 5, 2 and 10 in that
-order. Understanding and patience would be the key in this. Sometimes
-remembering to give him the final outcome of an event, say the Civil
-War, and backing out of it helps.
-Helpful Websites:
-http://www.ldonline.org/
-http://www.dldcec.org/
-http://www.learningdifferences.com/
-http://www.ncld.org/
-
---- PAGE 2 ---
-http://mentalhealth.about.com/library/h/docs/bld03446.htm
-http://www.ldanatl.org/ - Learning Disabilities Association of America
-* * * ADD/ADHD * * *
->>Submitted by Carly, mailto:dysfunctionalmother@comcast.net
-My name is Carly and I'm a new Cadette. I made a web site for my Bronze
-Award project called http://www.understandme.org. It's where girls with
-ADD/ADHD can post about how their lives are affected by it and, their
-parents/Girl Scout Leaders can read some tips by my mom. I am hoping
-that you will help me spread the word. I would really like girls to
-share and Leaders to learn and share. I have a flyer on the site you can
-download. Thank you to anyone who takes the time to read this!
->>Submitted by Lisa, mailto:emyers@gte.net
-For girls with ADHD, keep them moving and focused. Activities need to be
-short and tactile. Projects like making Gack work great, (You know the 2
-parts liquid starch one part white glue, add food coloring, and squish
-till thickens.)
->>Submitted by BrownieTrp4110@aol.com
-My daughter has ADHD. She is on medication but she only takes it during
-school hours so by the time we have our meetings it has worn off. My
-solution is when my daughter needs to be corrected my co-leader does it
-for me. I keep her busy by having her sit with me or work with her and
-her activities. It doesn't away time with the other girls. It helps when
-my co-leaders corrects her, believe me that works when you have a
-co-leader that can step in and do that. She is a big help to my daughter
-and me. ADHD children need organization and steps to follow a routine;
-they need one at every meeting and through life.
->>Submitted by Wendy, mailto:themama61@yahoo.com
-Two of my girls have ADHD and I always count on them to be my "runners".
-They go and get (so to speak) so they are not always expected to sit
-still. They also make great leaders of games. Take them off to the side
-and teach them so that they can teach others. If they are not always
-expected to be still they will do better when it is time.
->>Submitted by Dianna, mailto:da_wolff@hotmail.com
-I'm the mom of two kids with ADHD and have had to deal with some pretty
-emotionally disabled kids over the years.
-One girl was undiagnosed for 2 of the 3 years she was with me and became
-worse and worse until she was institutionalized ... I can't imagine how
-the mom handled it. Needless to say the number one thing in this
-situation was communication with her mom about what the counselors
-encouraged us to do. Behavior contracts can be very helpful. I found
-
---- PAGE 3 ---
-that giving this little girl "special" attention was helpful. I had to
-eventually sit down with her peers and explain that she was having
-problems that we couldn't see that were in the inside and I expected all
-her "sister" Girl Scouts to be patient and help her through this. Her
-behavior was bizarre and frankly I was happy to bridge her up after 3
-years. The other kids grew to hate her... she was stealing their stuff,
-lying and basically doing tons of things that she should not have been
-and it was very difficult for everyone. As a last resort I was
-getting to the point I was going to ask the mom not to bring her to
-meetings anymore because I was afraid of her hurting other girls. In no
-instance is a girl allowed to scare another girl in the troop.... When
-that happens the girl with the behavior problem MUST leave. The safety
-of all is most important.
-I make lots of calls to the parents reminding them since the girls are
-so forgetful. Yes I have over 20 girls and this can be time consuming,
-but it cuts back on the frustration. In order to try to help girls
-remember things like permission slips we instituted scout bucks last
-year. It did help and now my Senior troop wants scout bucks also... go
-figure! Of course you will hear pro's and con's on the scout bucks. We
-were very careful to make sure the rewards were for things in the girls
-control.... dues and money are NOT involved in the bucks system. Just
-things like remembering to bring permission slips, wearing vests and
-pins, bringing pencils etc.
->>Submitted by Laura, mailto:REDHEDINKY@aol.com
-I have ADD/ADHD, my 4 kids have it, my husband and I both have dyslexia.
-I'm a Cubmaster at my sons' special ed school. My 7th grade daughter
-just started there this year. Here are my thoughts:
-Remember, not EVERYONE gets "diagnosed" with an attention problem. They
-can even be intermittent so one meeting a kid can pay attention and
-another they can't. They might be distracted by things in their personal
-life and not even have a "learning disability" but be exhibiting the
-signs.
-Another thing to remember when you are fed up and going to penalize a
-girl for being chronically late and you're furious with her parents for
-not being "responsible" -- the kid got it from somewhere! True some
-children have learning differences from some unknown source, but I can't
-tell you how many kids I work with at my children's school for Dyslexia
-and specific attention disorders who OBVIOUSLY got it from their
-parents! You DON'T "grow out" of these things, you learn to adapt and
-overcome.
-I am a VERY responsible person and simply have NO CONCEPT of time. I'm
-
---- PAGE 4 ---
-38. I still haven't learned how to adapt and overcome my time issues.
-I've got organizational issues as well -- I can plan a campout for 150
-people with NO PROBLEMS. I can organize a badge workshop or Service Unit
-event for a hundred and the girls love it and things run smoothly. BUT,
-figure out a schedule to do my laundry or how often to clean the
-bathrooms, forget it! It is absurd, but that's how my brain functions.
-1. Keep things uncluttered and simple. Do not over-decorate or it will
-distract people with attention differences and make it hard for them to
-focus.
-2. Include QUIET activities before you want the kids to pay attention to
-something important. You may want to play soft classical music. The kids
-usually don't listen to it at home and it's different. It will get their
-attention just because it's a change in the normal music routine. Also,
-they probably will say they don't like it and that will raise their
-tension levels and help them pay attention.
-3. Follow the SAME routine for EVERY meeting. We do this with my
-dyslexic and ADD/ADHD Cub Scouts. If we change the least bit, a couple
-of them used to get REALLY upset and refuse to participate.
-4. Tell the kids what you are going to be doing ahead of time, review it
-at the beginning of the meeting (maybe during a snack time?), do the
-activity, then review it again.
-Example: Send home a monthly schedule saying what you'll do at each
-meeting. Tell the kids what the following meeting will be about. Week 1:
-"Today we're going to talk about knife safety." Ask who has ever used a
-knife before. This will help you establish who can help you lead an
-activity, who is excited, who is apprehensive and who might be AFRAID of
-a new activity. (Usually, if there is a strong reaction, the kid needs
-an adult to be their buddy.)
-Next do your talk, but give each kid something to hold or color while
-you are talking about knife safety. (They could color a paper knife that
-will be cut out and assembled at the next meeting.)
-Then get up and do some moving around -- maybe a song or fast paced game
-about knives. We use a LOT of relay races with my group. These races do
-not necessarily have any purpose other than to expel excess energy.
-Winning is NOT emphasized.
-Regroup, but in a different setting -- you were at the table before they
-expelled excess energy, so you could arrange chairs in a circle, move to
-a different area of the room, sit in a circle on the floor, etc..
-
---- PAGE 5 ---
-Now you are ready to demonstrate knife safety and let the kids watch. At
-the NEXT meeting, THEY will get to demonstrate knife safety with their
-paper knives that they colored themselves earlier in the meeting. After
-your demonstration, let them play. They have concentrated enough for one
-meeting and need to do some silly and fun stuff. At the NEXT meeting,
-they will remember what you've taught then and be able to build on that
-knowledge. By the 4th meeting, you will have them cutting something with
-real knives, using safety circles, correcting each other on safety
-violations, etc.
-This type of procedure can be used for ANYTHING you are trying to teach.
-Building a fire, knife safety, sewing, pitching a tent, using a camera
-... anything!
-5. If someone is having a bad day, respect that and don't FORCE her to
-participate. They will join in when they are ready. Forcing them,
-glaring at them, or other "negative" attention will only feed their bad
-mood. BLOW IT OFF and don't let them steal your thunder! It's really no
-big deal if they want to sit at a table by themselves and pout. Tell
-them where they can go to be by themselves and that you'd love them to
-join you when they are ready.
-It took me half the year to figure out what was going on with my son's
-best friend in 3rd grade. He'd immediately say something was stupid and
-he wasn't going to do it. He was afraid of trying new things and didn't
-want to fail in front of all his friends. I told him he could go sit in
-the chair and do his homework if he didn't want to participate, but that
-I was tired of him calling the activities stupid. He'd always come over
-after he saw what was going on and felt confident enough to try it.
-FINALLY, I figured out what was going on. I asked him if that was it and
-he said yes, so, we agreed that I'd ALWAYS tell them what we were going
-to do and how we were going to do it before we did it -- I didn't have
-to change anything. You ALWAYS have to give the kids instruction before
-they do something, right? But, HE felt better and it gave him confidence
-that I wasn't going to let him make a fool out of himself.
-6. ESTABLISH EYE CONTACT and stop talking when the child looks away. If
-they don't look back as soon as you stop talking, remind them "Eyes on
-me" and start talking when they look back. You may find you are doing
-this little process several times before you can get one sentence out.
-BUT, the kids have probably heard it before if they have an attention
-problem and you are showing them that you understand how they work and
-aren't MAD at them. You are PATIENT and want them to UNDERSTAND.
-7. When you correct misbehavior, SAY WHAT YOU WANT them to do, not
-"Don't RUN!" The kids may only hear you say "RUN!!!" and take off. Go
-
---- PAGE 6 ---
-ahead and laugh, but I've seen it a million times! I'm a yeller and it's
-was hard for me to redirect myself to say, "WALK!!!" instead of "DON'T
-RUN!!!!!!!!!!!!" Another good command is "STOP!" It applies to a
-plethora of behaviors.
-8. DON'T make all the kids in your troop READ in front of each other!!!
-Horror of horrors is all I can say. To help a kid with learning
-differences feel a part of the group and not like an idiot, make a
-general announcement that "I know some of you love to read out loud and
-some of you hate it. If you'd like a turn reading, let me know. No one
-HAS to read out loud." This also covers the bases for the shy girls. You
-will likely have more outgoing, attention seeking volunteers.
-9. DON'T make ALL the kids in your troop stand up in front of people.
-When we do ceremonies, some of the kids stand behind the other ones up
-on stage, hiding so no one can see them. I make them all get up on
-stage, but they don't have to stand in a nice neat orderly line so all
-the parents can see them. The shy ones hid and gradually, as they get up
-there more and more, they realize lightening will not strike them. Their
-comfort level increases and after 4 or 5 ceremonies, they are readily
-visible.
-10. Don't ASSUME they don't care about earning their badges. But don't
-FORCE badge work on them either. Remember their parents may have time
-and organizational difficulties just like they do. It might just be too
-hard for the families to combat behavior, family activities, schoolwork,
-and everything else to get those badge requirements done. The child may
-not be able to read the requirements themselves even if they are in 5th
-or 6th grade. You may even need to adapt the requirements slightly so
-the child can earn the badge or Try-it. I couldn't memorize when I was
-young and I still can't. If my leaders had waited for me to memorize my
-Promise and Law, they'd still be waiting today. I was also the Cadette
-who never finished that last requirement to earn by badge. I didn't want
-to bother with the reading. I didn't want any MORE school work. It was
-just too much stress and trouble to bother with for me. You may have
-kids like that too. You can help them by taking them aside at a meeting
-or allowing a meeting every now and then for the whole troop to finish
-up badge work. Even though I didn't finish my badges as a Cadette, I
-still had a sense of accomplishment from scouting because we camped a
-LOT. I enjoyed that more than the work of badges. As long as the kids
-are learning and having fun, that is what is important.
-11. ALL kids (adults too) learn better using a multi-sensory approach.
-Involve as many senses in your training as possible.
-Make GIANT game boards out of sheets, shower curtains, tablecloths,
-
---- PAGE 7 ---
-etc., and permanent markers. You can make a generic game board using a
-#10 can to make BIG circles, smaller cans for smaller circles, different
-size boxes to make rectangles, etc. You can use stencils if you are
-artistically challenged or just draw some things on there freehand. DO
-NOT OVER DECORATE THE BOARD! This will distract your kids with attention
-"differences" and make it hard for them to concentrate.
-To use canoeing as an example, here is how I'd make a game:
-1. Go through my training manual and pick out "vocabulary" words. Put
-all these words with definitions on one set of cards and label them
-"Vocabulary" on the back.
-2. Pick out all the different types of strokes. Put all these on
-"Demonstrate" cards. When you land on a Demonstrate spot on the board,
-pick one of these cards and the WHOLE GROUP has to demonstrate the
-stroke. You can also add how to put on a PFD.
-3. Make a generic board on a PLAIN flannel backed vinyl tablecloth with
-2 squares for my decks of cards. Make circles or squares on the board
-for a path to get from Start to Finish. Color some of the spots a
-special color. When a player lands on one of them, they get to pick a
-card from a special deck -- Wave cards and Life Rings in this case.
-4. Assemble 1 or 2 giant cubes and color the dots on them for dice.
-5. Cut out 4 to 6 paper canoes from colored paper to use as "men" and
-have them laminated.
-6. Make some "Wave" cards that have a scenario to act out. "You and your
-partner are in the middle of the lake and a storm comes up. What would
-you do?"
-7. Make some "Life Rings" cards to mix in with the Wave cards. These
-cards would contain safety related topics.
-8. I'd probably include 4 to 6 paddles and PFDs (Personal Flotation
-Devices) for the demonstration cards. If you have access to REAL items;
-that will only reinforce the retention of what you are teaching.
-Again, with this method, you can adapt the generic game board to ANY
-skill you are trying to teach -- knife safety, hiking (add some
-stretches to the demonstration cards), fire building (include real twigs
-or fun foam for demonstrations), cooking, sewing, anything!
-I was thinking of younger kids when I wrote the above. For older girls,
-remember they don't outgrow their learning differences. That girl who is
-always talking too loud? Maybe that's how loud she needs to HEAR things
-to be able to focus on them. The girl who's always interrupting? She
-probably can't control her impulses. Don't get mad at the girls, just
-say to yourself that they can't help it and what can YOU do to help
-them?
-Often, these kids get teased at school or made fun of for being
-
---- PAGE 8 ---
-immature, having a low stress tolerance level, and/or get frustrated
-VERY easily. You can make an immature/frustrated girl your partner if
-she is bothering other kids. YOU will be kind to her and that is what
-she will remember, that her leader is nice to her; that an ADULT in her
-life thought she was WORTH teaching. She may not let YOU know it, but
-that's exactly what is going on. Gradually, as she gets the message from
-YOU that she's ok the way she is and you will still like her; that will
-translate to how she is with the other kids. The other kids will also
-see that YOU think she's ok the way she is and they can accept her too.
-So many kids think you have to be a certain way to be OK. By having a
-kid with disabilities around, your actions will show the other kids that
-it's ok to be different. There is a LOT of "same" in there too. To help
-emphasize the "same" play getting to know you games. You can find a lot
-on the internet. This will help break down the walls and start team
-building within your troop. Scouting is a GREAT place for kids with
-learning disabilities!
-* * * ASPERGER SYNDROME * * *
->>Submitted by Kate, mailto:wishlisty@yahoo.com
-I have included info I saved from, I believe, AGS list on Asperger
-Syndrome. I am sorry now that I did not save contacts for postings, but
-I only planned this for personal use; never expected the need to share.
->>1. STRUCTURE, STRUCTURE, STRUCTURE. Knowing what, when, and how
-something is going to happen is very crucial. What I did in the
-beginning of the year is we sat down decided what the rules would be.
-She needs to be nice to others, not blurt out things, etc. When she
-can't comply she would need to sit outside the room, until she felt
-better in control. Sometimes it helped sometimes it didn't. But everyone
-needed to know that this behavior would not be tolerated. The rest of
-the troop was aware of what was going on, and have been very supportive
-of her.
-But when things started taking a slide downward, it was back to the
-doctor for a med adjustment, and in my daughter's case, hospitalization.
-At times it is difficult for these kids to control their behaviors. That
-is where meds come in. If these behaviors are going on consistently,
-something more needs to be done, behavioral approaches can't always
-help.
-Have you seen her without her mother? My daughter can control things a
-little better when I'm not around. Have you talked to the troop about
-her disorder? How at times she may not be able to control things? This
-was very beneficial.
-
---- PAGE 9 ---
->>2. For a long time Asperger Syndrome was not recognized. I try and
-explain it to people that it is almost like a borderline Autism. I also
-say that people with this, well their elevator goes to the top floor but
-it skips a few floors in-between. For more information, go to
-http://www.udel.edu/bkirby/asperger/
-I have also seen this referred to as the "geek syndrome" -- that is,
-many high functioning people with Asperger's tend to become computer
-geeks. They seem to function well in that field (hint: try to channel
-interests in that direction).
-Some things about Asperger's: above average intelligence is one of the
-hallmarks, which makes it difficult as the people have the "smarts" to
-get into more trouble, but not the "wiring" to understand why. They
-really, really need structure and any deviance causes them to act out.
-My girl friend has an Autistic son and an Asperger's son and just moved.
-All I can say was chaos reigned for several weeks afterwards until the
-two settled into their routine. Asperger's get a "passion in life",
-sometimes 2. Everything else takes a back seat to that passion. They
-also tend to be incredible pack-rats.
-Many people with Asperger's syndrome are Celiacs -- that is allergic to
-wheat and anything that has wheat or barley in it (that includes
-mustard, mayo, ketchup and you wouldn't believe what else). My
-girlfriend put all her sons on a Celiac diet and within 3 months you
-could see a real improvement in behavior. A word of warning, most
-doctors don't believe in this -- she fought with her doctor for several
-years before he accepted her assessment of the situation. Also, when you
-put a person with Asperger's on the Celiac diet at first they will get
-worse. It is easier with an older person with Asperger's as after a
-while they will realize that they feel better without the wheat than
-with it. Do a search on celiac, there are several lists also for this.
->>3 .I had a girl about 7 years ago that wasn't diagnosed with
-Asperger's and we didn't know what to call it back then. One of the
-things we did was talk to her A LOT. We said "you are such a pretty girl
-when you smile, smile once during every meeting." We slowly increased
-that request. By the end of the year she was actually a pleasant girl to
-be around.
-Remember . . . . you are a sister to every Girl Scout. I WILL NOT
-TOLERATE any behavior that deviates from this. No picking on each other.
-It takes about 6 weeks for new girls to adjust to this. However, it
-slowly dawns on them that while it means they can't pick on other girls,
-guess what, other girls can't pick on them! Aha!!! I know some leaders
-tell me that it is not practical to demand this behavior. The girls will
-
---- PAGE 10 ---
-behave as you expect them to behave. More I can't say.
->>4. Children with Asperger's need the social interaction with their
-peers that organizations such as Girl Scouts provide.
-It may help you to look at the girl with Asperger's in a different
-light. One from how much this girl has achieved rather than how far she
-has to go. I speak from experience because my 9 year old son has
-Asperger's and is in Cub Scouts. When my son was 4 his speech was
-unintelligible, his eye contact was minimal, and he had no friends. Now
-at 9, he reads at the high school level (or above), has excellent eye
-contact and has a couple of good friends. His ability to take turns has
-greatly improved and due to a fantastic, loving teacher, 3rd grade was a
-good year in school. He still has a very limited diet (only eats cereal,
-peanut butter on toast or crackers, chicken tenders - not nuggets, and
-fries) and he has great difficulty with team sports. His particular
-sensitivities are to sounds and smells. Other children with Asperger's
-may be hypersensitive to touch (even textures), temperatures, and light,
-as well.
-I suggest that you first sit down with the girl's mother to discuss her
-daughter. Ask her about her daughter's history and the things she has
-achieved that she didn't think were possible - I guarantee you there are
-many. Then, ask her what her ultimate goal for her daughter is - our
-goal for our son is that he eventually becomes indistinguishable from
-his peers during normal everyday interactions. Hers may not be so grand
-or may even extend to total recovery depending upon her philosophy.
-Next, ask her if there are any specific areas they are currently working
-on with their daughter that you can help with or that can be achieved
-through Girl Scouts.
-People with Asperger's tend to become fixated on certain things. For
-instance, my son prefers the number 5 and the color blue. We use to HAVE
-to accommodate this fixation, but now it is not as important - we let
-him decide. Right now he talks endlessly about time machines, chemistry
-formulas, and black holes. Other kids think he is strange and tend to
-avoid him. He has made a couple of close friends that put up with his
-odd behaviors because he can be very interesting and a lot of fun if
-given the chance - and of course, their parents teach them tolerance and
-the value of having differences.
-I am sure there are those that think he is spoiled, difficult, and
-temperamental. Fortunately there are also those that recognize that he
-is an amazingly bright child that has a mind that sometimes refuses to
-cooperate with him. Most children with Aspergers that lash out do so
-because of provocation. They are NOT stupid and resent being treated as
-
---- PAGE 11 ---
-such by other children and adults. In fact, many children with Aspergers
-are extremely bright and usually excel in one or more subjects because
-of their innate ability to concentrate (fixate) on one subject for
-extended lengths of time.
-I would end the conversation with the girl's mother by focusing on two
-topics. Preparation and Discipline. When preparing for meetings
-specifically plan how best to include her daughter and what to do when
-her daughter simply can not participate in an activity. What alternate
-activity can she do while the rest of the group continues on? Can she
-help set up the next activity, read a book she has brought, etc?
-Discipline - How does she handle it with her daughter? What works best
-with her daughter? Are their certain methods that work and others that
-do not? What goes for one does NOT go for all. Every child has his or
-her own differences and responds to different methods of discipline.
-Long lectures with a child with Asperger's are usually useless. The
-consequences for our son usually involve removing television viewing
-(fixates on cartoons) and/or Legos for serious offenses - hitting
-someone, etc. For minor offenses, a short time-out. Consistency is the
-key.
-Do not expect the child to meet your expectations when/if she
-apologizes. Many children with Asperger's have not mastered the ability
-to "show" genuine sorrow on their faces. If you receive an apology do
-NOT insist on a better one. Accept the one you were given just as you
-usually would and try to withhold judgment on the adequacy of the
-apology. Let her mother decide what is genuine or not since she knows
-her daughter.
-Also, do not assume the child is on medication. Many children on the
-spectrum are not on any medication.
-Some suggestions: With the mother's permission, discuss her daughter
-with the other girls (and maybe the other parents). Remind the girls
-that EVERYONE needs and wants friends and the importance of being a
-friend to every Girl Scout. Some friends are not as easy as other
-friends, but that does not make them less important or less valuable.
-Explain that people with Aspergers, unlike say a quadriplegic, is
-something wrong on the inside. Just because you can't see it doesn't
-mean it is there and doesn't mean that the child can do anything about
-it. Just like a quadriplegic can't walk just because she wants to. You
-may want to try blindfolding the girls and handing them sticks to guide
-themselves across the room or to lace their shoes. Another idea involves
-using ear plugs AND ear protection headgear while they try reading the
-lips of their partner. You can't really duplicate the Asperger
-
---- PAGE 12 ---
-experience, but you might be able to show your girls that empathy and
-understanding are always preferable than fear and avoidance.
-If applicable, have all the girls fill in a "Favorites" sheet without
-their names on top and then have them try to figure out which sheet
-belongs to which girl.
-Give the girls some ideas on how to help include the child with
-Aspergers and how to deal with things they don't like. If the child with
-Asperger's hits them, rather than hit back, say, "Please don't hit me on
-the head, it hurts me when you hit me." Language with a child with
-Asperger's needs to be very specific, not vague. "Don't hit" is too
-vague.
-I know it sounds like a lot to expect from young girls, but I bet the
-girls will surprise you if you just help them find ways to include the
-child with Aspergers. For instance, you may assign the "Leader Helper"
-for the day to be the one to go out of her way to help the child with
-Asperger's to participate. Of course, the child with Asperger's mother
-should be agreeable to this.
-Use a buddy bin to "pair-up" the girls for group activities rather than
-having the whole group
-congregate together. We use a coffee can with Popsicle sticks (names
-printed on them). Children with Asperger's tend to have problems in
-groups - so break your group up in smaller settings whenever possible.
-Try to tailor one or two activities in areas of interest to the child
-with Asperger's - if she is capable, let her lead the group in that
-activity. Children with Asperger's like structure and control so they
-know what to expect and how to behave. Some days my son will tell me his
-head is acting all funny inside - some days are worse than others for
-him. He can't help it, so we do what we can to accommodate him and help
-him to function better. If it is his day to lead an activity and he is
-having a bad day, we change it to another day - Flexibility and planning
-helps.
-Something as simple as changing the room you are meeting in may solve a
-host of behavioral problems - the noise level or the lighting may be
-affecting her behavior.
-* * Down Syndrome * * *
-Submitted by R. Jingle, mailto:
-For a Girl Scout with Down Syndrome, how about a buddy? One of the
-kapers for each meeting is that one of the girls works directly with the
-young lady with Down Syndrome as her buddy for that meeting. The helping
-
---- PAGE 13 ---
-buddy realizes that she helps, not does for. This may mean that the
-helping buddy will not get the craft or activity done for themselves.
-The leader needs to make sure to there's a way for the girl with Down's
-Syndrome to be a helping buddy too (help the leader greet new members of
-the troop, show them where to put their things, etc.) Of course all of
-this hinges on the level of independence and functioning the girl with
-Down Syndrome has.
-The helping buddy idea can work for any girl who needs special
-accommodations, extra hands and legs.
-Create a troop language that indicates when a girl needs special
-assistance. Maybe if she says "butterscotch pudding", everybody know
-she needs help going to the restroom or if she says "kites fly high"
-that she needs someone another hand. If the girl is nonverbal what are
-the signs she uses to communicate with her caregivers? How can those
-signs be incorporated into the troop's vocabulary?
-Submitted by Katy, mailto:furryfeathers@mindspring.com
-My daughter is 13, almost 14, going into her second year of Cadettes.
-I've talked with members of our council staff, and they all have
-encouraged me to keep my daughter as involved as possible. A couple
-things we have done are...
-1. I have an assistant leader whose main responsibility is helping my
-daughter while we are planning. She can plan, to some extent, even if
-it making a choice between two choices. This other leader may even be
-taking my daughter camping next month, to an older girl event, where
-they will plan an event for Brownies. I took her last year, and she
-loved it. This would be the first time my daughter camped without me.
-2. Find something the girl wants to be involved in. My daughter is
-mostly non-verbal, but loves to sing! She is active in the council
-choir, and gets excited about practice, as well as performances. This
-will also be her council committee, when she gets to Senior Girl Scouts,
-and needs to be on a committee for one of the pre-requisites. They do
-ask the Cadette and Senior members of the choir to come early for
-planning purposes once every few months, so this is legit for her.
-3. Be flexible. Will the girl in your troop finish the requirements to
-the same level as some of the other girls? Probably not. But will she
-learn something from each activity? Hopefully she will. While working
-on the Safety Award, the other girls had a requirement about making a
-list of emergency numbers, to take with them when they baby sit. My
-daughter learned to dial 911. For her, this was very hard, but now,
-quite an accomplishment. We made a game of it, and the other girls in
-the troop ask her sometimes, "Who do you call for a fire" she answers
-
---- PAGE 14 ---
-"911". If they ask, who do you call if your sick, she still answers,
-"Mom!" But she knows the difference between an emergency and just
-being sick, so this is wonderful.
-A lot of keeping a girl with a disability in your troop depends on your
-outlook, and that of the other girls in the troop, and even in the
-service unit. Honestly, it is why I first became a leader. My daughter
-wasn't welcomed into the first troop we tried, and I wanted her to be a
-part of Girl Scouts. So I got involved. Girls who join my troop are
-told up front about my daughter, and are given the option of another
-troop, if they aren't comfortable with working with my daughter. Best
-of luck!

data/sources/Special Needs Part 3.txt

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/program/teambuilding/Special Needs Part 3.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Special Issue #228 - Girl Scouts with Special Needs - Part 3 of 3
-Scouting Links Newsletter - September 19, 2003
-* * * VISUAL IMPAIRMENTS * * *
->> Submitted by Rosie, mailto:rosie_0801@yahoo.com
-You know that phase kids go through, when they around 7 or 8? That phase
-where everything must be fair? I don't mean the whining "It's not
-faaaiiiirrr" in regards to lack of junk food etc. I mean that period
-where their minds develop a deep sense of justice, and are unable to
-comprehend anything that won't fit into it. My girls were in that
-phase, and persisted in hollering at "Keesha" for not "staying in the
-lines" at poison ball (ie dodge ball in the US). "Keesha" couldn't see
-anything clearly, if more than about 5cm from her face. The girls were
-not being nasty, they just had nowhere to file the fact that "Keesha"
-couldn't see the lines, no matter how many "little chats" we had about
-it. The solution?
-I invited a blind teenager along. She brought her Braille typewriter to
-show the girls, a kids book translated into Braille, and a few other
-bibs and bobs. Her coin holder, and 'thing to put over the side of a cup
-so you don't overfill.' The girls were most interested and asked lots of
-questions. When they began to get a bit fidgety, I suggested some games.
-I gave each girl a blindfold, just some fabric scraps I had. They could
-see just enough to ensure they wouldn't crash into anyone/anything, but
-not enough to be able to see the lines in poison ball! It is really
-important to keep everyone on equal footings (leaders excluded.) Don't
-let any girl take off her blindfold until the activity is finished. If
-her eyes are itchy, or any other catastrophe, take her out of the
-activity are, to let her rub them, then the blindfold goes back on, and
-she can return to the activity. Nothing worse than knowing someone can
-see you, and you can't see them. After playing blindfolded poison ball,
-I was assured that they would "NEVER tell anyone off for going outside
-the lines EVER AGAIN!" Mission accomplished!
-To provide an idea of what it would be like to be fully blind. I used an
-activity I remembered from my brownie days. I figured if it has stayed
-in my memory for 15 years, it will make an impression on them too. One
-leader should arrange enough table space in the middle of the room for
-the girls to fit around comfortably, and double over their blindfolds,
-so they can't see at all. Another leader should be in the kitchen
-preparing 2 plates with some margarine on them, and 2 with jam.
-(Depending on how many girls you have. Just make sure there is not
-nearly enough to go around.) When the girls are blindfolded, deliver the
-plates to the table. Give each girl a plate, slice of bread, and a
-butter knife. Explain to them that this is an activity to pretend to be
-fully blind, rather than vision impaired as they were earlier. All they
-
---- PAGE 2 ---
-have to do is butter, then jam the bread, which, as they all know, is
-easy. Again, all blindfolds stay on until the activity is finished,
-which is when everyone is finished. After that, it's up to them, and
-sure, they can eat it when they finish, though I bet they won't want to!
-DO NOT help them, if they can't reach they'll have to ask one of the
-other girls. We all love our girls, but DON'T give in, even to the
-little ones. 5 minutes of discomfort won't kill them.
-While this might all sound like torture, we actually used it as a
-bring-a-friend night, and they all had a ball! Best of all, it all fits
-into an hour, and we've broken through the mindset, and my girls have
-been much better ever since. I used this with my 5-8 year olds, and I
-think it would work just as well with any other age group. Perhaps even
-teenagers, if they were in the mood?
-* * Crafts for Girl Scouts with Visual Impairments * *
->>Submitted by Heather of the Fowler Center,
-mailto:programs@thefowlercenter.org
-I think that Mask Making would be a great activity. All you need is
-vaseline, plaster of paris strips (it comes in a round tube and you can
-cut it into strips), and water. You put vaseline on the area that is
-going to be 'molded.' Then wet the strips in water and place over the
-area. Let it set for a little while until it is dry and then it will
-come off in the shape of whatever was 'molded.' It really does a good
-job of picking up the different features on faces or hands and it feels
-neat when it is all done.
-Also, you can do a sensory activity (I know this isn't really arts and
-crafts, but it is fun) where you take film canisters and put different
-powders or pieces of things that have a definite odor. I usually use
-things like cinnamon, licorice, spices, candy, etc. You put each smell
-into two canisters and then give each participant one canister. Then
-they have to find their partner (the one who has a canister that smells
-the same as theirs). You can also do this to put people into groups -
-just use each scent the number of times that will correlate with the
-size of the groups that you want.
-Fairy garden houses: building a house using sticks and green moss, and
-carpenters glue. You can also have them plant something that grows
-quickly in a styrofoam cup (just poke a hole in the bottom of it with a
-pencil). They would just need to water it when the soil started to feel
-to dry, and then would be able to feel when the plant started growing.
-Beans and peppers are great for this. I strongly suggest you building a
-house prior to asking them to do it, that way you can find out what will
-work best for your group.
-
---- PAGE 3 ---
->>Submitted by JoMarie of JoMarie's Creative Braille, Inc,
-mailto:ken@creativebraille.com
-1. Tactile cards, Using different things such as sand paper, cotton,
-wildflowers and etc.
-2. Leather lacing
-3. Painting Ceramics in which they use only one color that can be fired.
-4. Glass painting in which a sighted person will put the pattern on the
-glass with liquid lead then after that dries they can feel that and
-paint in the different area's.
-5. Weaving with cloth or yarn and etc.
-The girls who are blind mainly need it to be tactile so that we can be
-able to feel what we are doing in place of being able to see it. So if
-you keep that in mind the blind can do everything a sighted person can
-do except drive.
->>Submitted by Lisa, mailto:emyers@gte.net
-Sculpting is very therapeutic for children who are blind. In the context
-of a meeting, making bead jewelry from sculpy is fun. They can squish
-bits of clay in any shape and then string them onto a nail or wire to
-make the hole, and then bake. The child will enjoy feeling the beads she
-has made and your non-sight impaired children will enjoy the bead making
-as well.
->>Visual Impairment Websites:
-http://www.comeunity.com/disability/vision/index.html
-http://www.afb.org/
->>Other Resources
-Books for the Blind, Inc.
-2123 E. 38th Street
-Brooklyn NY 11234
-Telephone - 718-951-9081
-Unfortunately, they do not have an available website, so you would have
-to call them for any information and inquiries, but they do have the
-Girl Scout books.
-* * * HEARING IMPAIRMENTS * * *
->>Submitted by Jean, mailto:seanchai@escape.ca
-American Sign Language, the language used by Deaf North Americans, is
-every bit as colourful and complicated as French or Tagalog. How well do
-YOU know ASL?
-The syntax is very different, also. Instead of Signing, "I am going to
-the store now," you would Sign, "Me store go."
-
---- PAGE 4 ---
-If you live anywhere close to a Centre for the Deaf, or a collage or
-school which teaches ASL, it might be better to have someone come to
-your girls and talk to them about what it's like to be Deaf, to have an
-invisible handicap. That person might be able to teach the girls the
-alphabet and finger spell a few words. But that is NOT 'sign language'
-but finger spelling. The Deaf community frowns on non-ASL speakers
-teaching the hearing community about Deaf culture.
->>Submitted by Gloria, mailto:coffeecafe@cfl.rr.com
-One game I teach the girls which helps with their ABC's is Hangman. Here
-are my rules:
-1. No voices can be used, only signing the ABC's. In the beginning, they
-can whisper their letter to one of the leader's if they aren't sure how
-to sign it. If you can, get them copies of the ABC's.
-2. When they are ready to guess the word, they can speak only then
-because we haven't learned the signed words yet. Once you do learn the
-signed word, then NO VOICES. NO MATTER WHAT.
-3. If the word is guessed, everyone does the silent cheer. Which is:
-both hands spread (like showing the number 5), raise them to the sky and
-shake them like crazy. I did this one with first years Brownies and they
-did really well.
-The other game I actually used with adults is Signed Bingo.
-You make up your own cards with the words Just like a BINGO card.
-The caller then Signs the word OR finger spells the word. In the
-beginning, I gave the people scratch paper so they could write what they
-thought I finger spelled. For younger girls, you can always cut out
-pictures of the item. Again adult help is allowed.
-2. Again no voices.
-3. To yell BINGO, it is the Silent cheer.
-4. Once pointed to, they person will finger spell or sign the word to
-the caller. If they are right, they win a sticker or a small piece of
-candy. The adults I taught loved the game and said it gave them good
-practice.
-Learning songs is also a lot of fun. I cannot remember the series name
-but check with your Library for Sign Language videos. Ask the Librarian
-if they have any for kids. The ones I saw had one for animals, numbers,
-patriotic songs, nursery rhymes and I can't remember what else.
-I am hearing impaired. There are a few tips for people chatting with/to
-us that they don't always realize:
-I am not ignoring you. Chances are I really didn't hear you.
-I cannot listen to a radio, AND hear you. I have to concentrate on one
-
---- PAGE 5 ---
-or the other. Turn it off or touch me to get my attention.
-If your back is to me, likely I know you're talking, but I have no clue
-what you're saying. Also, don't talk to me from another room. You're
-wasting your time and mine, even if you raise your voice.
-You may feel angry, "I've called you three times!" I do not feel bad
-about that; I didn't hear you. Remember: I am not ignoring you.
-If you are speaking quickly, I cannot always listen that fast. If you
-are dropping your voice, you may drop your conversation right off the
-edge of my hearing range. Don't try to tell me secrets unless we're
-alone. I don't understand whispers well.
-Don't tell me I have 'selective hearing' because that implies I do not
-choose to listen. Some times acoustics seem to work better, or the other
-person enunciates better or whatever. Also - please do not say, "Never
-mind" and walk away from me. You are punishing me for a hearing loss
-that I cannot control.
-One of our family friends is known as DAVE because he has a big, booming
-voice. He's a delight to talk to. Another friend is a shrinking violet -
-she's stressful to chat with, because she speaks so low I can hear only
-one word in six.
-Face me, if possible with light on you so I can lip-read clearly. Try
-not to let your voice drop too much. Be patient with me when I ask you
-to repeat what you just said, or when I interrupt you when I cannot hear
-you. Seat me across from you so I can see you. In a crowded space, with
-many people talking, be aware that I cannot eavesdrop, or perhaps even
-hear you. When there is background music, don't assume I can hear it,
-too. If it is quiet, 'mood music,' I likely don't know it's there at
-all.
-You might see me, during coffee breaks, reading a newspaper or a book. I
-am not being anti-social; it's my way of resting from the constant
-having to strain to listen. I need 'down time' too!
-The other thing is to ask - it's hard to have a 'hidden handicap'
-because most other people get testy when you ask for help. Especially if
-they think you didn't need it. One woman was often nasty to me when,
-during District meetings, I'd ask for clarification. Finally I emailed
-her, explaining my circumstances. She had assumed I was needy, looking
-for attention, that I chose not to wear a hearing aid, etc. like some
-fellow at her work. She was apologetic after we had an exchange, and
-has been much nicer since.
-
---- PAGE 6 ---
->>Editor's Note: I don't really think about it, but I too am hearing
-impaired (deaf in one ear). Jean's advice on talking to a hearing
-impaired person made me think, "That's exactly how it is with me!" So
-heed her advice, she is a wise woman!
->>Submitted by Rosie, mailto:rosie_0801@yahoo.com
-I don't know how much sign language you or your co-leader know, but I
-think it is important for you to make sure you really know what you are
-teaching. I would assume you are thinking of teaching the girls the
-"Signed English" version of the promise, and that is NOT the same as
-ASL, and the girls need to be aware of the difference. There are lots of
-games that can help to teach sign (I'm doing the same thing with my
-girls at the moment.) "What's the time Mr. Wolf" is a great way to teach
-and practice numbers. "Deaf Chinese Whispers" is great for everything.
-If you or your co-leader sign, ignore this bit, but if you don't, I
-HIGHLY recommend you find someone who does, to come and teach your
-girls. This may be a Deaf person, an ASL student (who feels comfortable
-enough to teach a little bit,) a teacher of the Deaf, a CODA (Child of
-Deaf Adult.) Try contacting your closest Deaf Services Centre, or Deaf
-School, they will be able to help you. Don't try to learn, or teach out
-of a book. A book cannot teach a visual language. ASL is a language
-belonging to a specific culture group, and deserves respect (it's not
-just a "cool thing" like Pig Latin!) Also if this is an adventure you
-and your girls would like to partake in, it would be incredibly wasteful
-not to make the most of it. Sign language loses most of it's meaning if
-it is not in context. Context in this case, is the Deaf Community. If
-you want to do this properly, it will be one of the most interesting
-projects you've ever taken part in. Being in the USA, you have many
-resources that even this Aussie guide leader knows about! Gallaudet
-University, for instance. Have you ever seen Deaf Theatre? I recommend
-it highly!
-We have a program over here, run through the Deaf Services, called
-"Deaf, Deaf World." We run a baby version of it for the new students at
-school. (I study Auslan- Australian Sign Language.) The aim is to turn
-the tables on the hearing people. It involves setting up various
-situations eg. a bank, travel agent, really anything involving detailed
-conversation. Different tables, representing the different scenarios
-will use different methods of communication. One will sign, at their
-normal speed (perhaps getting slower and more condescending,) another
-will speak without voice, another will mime. Extra deaf will stand
-around having conversation, signing at 90 km an hour, joke, laugh, try
-to sign to the hearing people, and give up signing "stupid hearing
-person" to their friend. It might sound harsh, but that's what deaf have
-to deal with everyday. The hearing people must go to each station, and
-
---- PAGE 7 ---
-try and carry out the appropriate activity for each scenario. They tend
-to get the idea, and understand what it's like to be in the other
-person's shoes. I've never participated in this myself, but feedback
-from others shows it to be an incredibly unpleasant, but valuable
-experience.
-A game we play at school, and I've taught my gumnuts (the equivalent of
-Daisy Girl Scouts in the US), is "Deaf Chinese Whispers." Whoever is
-running the game, should prepare a few sheets of paper with simple
-pictures, eg. a circle with a square in the middle, a wavy line, a
-house, etc. Start with very simple things, and increase as they get the
-hang of it. Leaders ought to join in these games, if they are learning
-also. They need just as much practice as the girls, if not more. Have
-some spare paper and pens, or a whiteboard extra. To run the game, you
-need teams of equal number, use their patrols if it suits. The girls
-need to be lined up, one behind the other, with each team about an arms
-length away. It's good to have a bit of elbow room. The first girl in
-each patrol faces the leader in charge, all other participants face the
-other way. The leader will draw the picture in the air, repeating a few
-times if needed. The girl then turns and taps the next persons shoulder,
-who turns around to carefully watch, then taps the next person, and so
-on. The last in line, runs to the front to draw on the whiteboard, or
-spare paper, what she saw. This is harder than it sounds to a beginner.
-As with all deaf games, NO VOICE, although the leader in charge can if
-she feels it necessary, but don't give hints, just repeat yourself
-again... They are only beginners after all. The most common mistake is
-to draw a mirror image of the original. The ability to reverse it is
-called transposition, so a picture must be transposed. Cool word eh?
-Believe it or not, once you get the hang of transposition, you'll have a
-lot less problems reading a street directory, I hardly ever need to turn
-it so it faces the 'right direction' anymore! This game can be used as
-I've explained, or to sign a simple phrase eg "green frog" or something
-like that, or a phrase you've already taught, to try and consolidate the
-knowledge, or a short fingerspelled word, start small, only three or
-four letters. This game can be used with all age groups, my gumnuts
-found it a challenge, but one worth working on, and I've seen it played
-by adults with just as much enthusiasm as kids.
-There are lots of things important about teaching sign, which I've
-talked about in other articles, but 2 more come to mind. One, accuracy
-is more important than speed. Speed will come with practice, accuracy is
-more important. Keep thumbs tucked in when they are supposed to be,
-otherwise it's like trying to read messy handwriting. The other thing,
-is not to teach them to speak at the same time as signing. It may be
-appropriate in some situations, eg. You are going around the circle with
-each girl/leader taking a turn to remember a sign. In that case,
-
---- PAGE 8 ---
-sign-speaking is limited to that activity, and a good way to see what
-the kids remember. Other than that, it's a really bad habit. Sign is a
-visual language, the grammar is different, and it's impossible to think
-visually while speaking English. If you are speaking (with voice or not)
-you inhibit your language learning abilities, and you can't use the
-correct facial expressions or lip patterns if you are jabbering away in
-English, or any other spoken language. Can you draw a picture with
-words. You can describe a picture with words, but can you draw it? Does
-writing "tree here" on a bit of paper tell you what it looks like or
-what else is around it?
-Classifiers are an important part of sign languages; they are the parts
-of the language that make it colourful and interesting. Take the
-classifiers out of the language, and it becomes about as interesting as
-a monotone math lecture. Classifiers are mostly adjectives, the
-describing element of the language. It's hard for me to explain
-classifiers, because they are visual, not verbal tools, but if you find
-a deaf person, they'll teach you. They are probably more important for
-beginners, than actual vocabulary. If you don't know a sign for
-something, you can always act it, or classify it, if you know how. A
-great way to practice classifiers, is Kim's game, which can be varied in
-many ways. The object here, is not to remember all the items, but to
-classify which items are 'missing,' describe it, not just shout out,
-"the books missing!" I can tell you how to teach classifiers, but I
-can't actually teach them to you. Besides, I "speak" Auslan, not ASL, so
-it wouldn't be much help anyway. Auslan is very similar to BSL (British
-Sign Language) but very different to ASL (American Sign Language.) I
-know even classifying a car driving along the road, is different in ASL
-than it is in Auslan, and you'd think that was pretty basic.
-An interesting challenge for Cadettes or Seniors, would be researching
-opinions about cochlear implants, or other such controversial issues.
-There is a lot of stuff on the internet. They could set up a debate, if
-they found themselves interested enough. They might get a bit more fired
-up if you give them the scenario, that they have given birth to a deaf
-baby, (or their friend has) what are the education options available,
-should they have a cochlear implant put in, etc etc. It should really
-get them thinking. Perhaps this could lead to a service project,
-creating a comprehensive pamphlet, if they find it difficult to find
-information. I don't know what information is available to new parents
-of deaf babies in other countries, but here in Australia, the
-information given is VERY poor. A friend of mine has a 9 year old son
-who is deaf, all the info she got from the professionals was "Your son
-is deaf, bye." Everything she knows, she found out herself, she wasn't
-even referred to an early intervention centre.
-
---- PAGE 9 ---
->>Submitted by Tracy, mailto:Tracy.Breault@AndersenCorp.com
-We are a Brownie troop that has had the same 24 girls since Daisy's. We
-have a girl who is 90% deaf. She is the light and joy of our troop.
-She participates in the hearing impaired class at our elementary school
-as well.
-We have never had a problem having her as part of our troop. The Girl
-Scout Council in your area (as part of its laws and promise) does not
-exclude anyone. We need a full-time interpreter for our troop when
-"Sally" comes to the bi-weekly meetings as well as all of our field
-trips and overnight camping trips. The Council set us up with an
-interpreter that works through the council (they usually have several
-different resources). Our interpreter participates in everything with
-us as long as she has pretty good notice and if not - the council always
-finds a replacement for us. At the beginning of the year, we give them
-our meeting dates and then she plans for those meetings. She has
-actually become one of our Girl Scout family and we include Sue in
-everything with us including doing a special recognition for her at the
-end of the year. Not only does she sign for "Sally", she helps our
-other girls at craft time too. Our other 23 girls have learned
-significant words in sign language and can talk to "Sally" through
-pointing or through certain words they now know.
-Call the council - they should be providing a no-cost resource to you
-for something like this and provide support in the disability you need.
-Websites:
-Games for deaf scouts
--http://www.inquiry.net/outdoor/games/disabled/games_for_deaf_scouts.htm
-American Alphabet - http://where.com/scott.net/asl/
-British and Australian alphabet -
-http://mysite.freeserve.com/redditch.deafclub
-Mostly everyone's alphabet! (this one's very long, you may have to cut
-and paste it)
-http://www.download-games-and-free-game-
-downloads.com/directory/Science/Social_Sciences/Language_and_Linguistics/Natural_L
-anguages/Sign_Languages/
-http://www.coe.ilstu.edu/portfolios/students/klshuba/edventure.htm -
-Michigan State
-http://edf3.gallaudet.edu/Projects.htm#Deaf%20Culture - Gallaudet the
-Deaf College
-* * * CEREBRAL PALSY * * *
-
---- PAGE 10 ---
->>Submitted by Mary, mailto:insanehousewife@yahoo.com
-I have a 6 year old daughter with Cerebral Palsy, as well as a healthy
-12 year old daughter who has been in GS since Daisies. I haven't signed
-up my younger daughter for GS yet, and I'm not sure that I will. I have
-a very hard time imagining her at events, both local and Council. I
-would love to see how other leaders have handled these challenges. I'd
-love her to be in, but don't see any resources to help her be an active
-Girl Scout. I'd love to chip in with anything I can. She is in a
-wheelchair, able to communicate and it is my aim to have her integrated
-into regular activities as much as possible.
->>Response from Rosie, mailto:rosie_0801@yahoo.com
-While I haven't had experience with Cerebral Palsy, so don't fully
-understand, I think you should to try and find a troop with leaders who
-are able to work with your daughter. It's certainly not fair to lend her
-to just anyone. Not fair to the leaders, if they can't handle it, and
-not fair to your daughter to be without adequate resources. Even if you
-have to travel a bit outside your area, I think it's worth it. While it
-is important to know one's limitations, us guide and scout leaders are
-here to focus on strengths. Basically, if your daughter is unable to
-participate to her fullest, someone needs a more creative mind. Perhaps
-by enrolling your daughter, you will be providing an opportunity for a
-troop out there to really live up to their Girl Scout promise and law.
-It's all character building.
->>Submitted by Jean, mailto:seanchai@escape.ca
-At this time I have a Guide with mild CP. She walks without aids, but
-cannot run. Last winter she came snowshoeing with us. I think she fell
-down every 2nd or 3rd step, but she kept on going. You should have seen
-her face! "I DID IT!" I think, for her, the Snowshoer badge was a bit of
-an anti-climax!
-A couple of years ago, we had a girl with a more severe case of CP. She
-needed a walker to get around but didn't bring it to Guides; instead,
-she would pull herself up on the other girls' clothes or depend on them
-to help her walk. She was a beautiful, clever child; I often wonder how
-she's getting on.
->>Submitted by Shelagh, mailto:octamom@SHAW.CA
-I am a Sparks Guider with a girl in my Unit who has CP and cannot run or
-see. All year I have modified games and activities to fit her needs,
-and my latest challenge was an Easter egg hunt. How do you have an
-Easter egg hunt for 5 year olds without running or seeing? My answer and
-other information can be found at
-http://www.bc-girlguides.org/03resources/03specialneeds.html.
-
---- PAGE 11 ---
->>Helpful Websites:
-http://www.comeunity.com/disability/cerebral_palsy/index.html
-http://www.ucp.org/ - United Cerebral Palsy
-* * * DISABILITY AWARENESS PROGRAMS & ACTIVITIES * * *
-Note: You should always contact the council indicated before starting to
-work on one of their patch programs to request permission to use their
-program and to obtain patch ordering information.
->> Girl Scouts of the South Jersey Pines, NJ
-http://www.zm.org/girlscouts/signing.tryit.shtml - Signing Friends
-Brownie Try It
-http://www.zm.org/girlscouts/signing.badge.shtml - Signing Friends
-Junior Badge
-http://www.zm.org/girlscouts/signing.ipp.shtml - Signing Friends
-Cadette/Senior IPA
-Girl Scouts San Diego Imperial Council, CA
-http://www.girlscoutssdi.org/Program/PatchesandBadges.html - Disability
-Awareness, Blind Awareness
->>Girl Scouts of Orange County, DA
-http://www.gscoc.org/Try-It_Booklet.pdf - Page down to the Talking With
-Your Hands Try It
-http://www.gscoc.org/Junior_Badge_Booklet.pdf - Page down to the Talking
-With Our Hands Badge
-http://www.gscoc.org/Try-It_Booklet.pdf - Page down to Yes I Can! Try It
-(disability awareness)
-http://www.gscoc.org/Junior_Badge_Booklet.pdf - Page down to Yes I Can
-Badge (disability awareness)
-http://www.gscoc.org/Interest_Project_Booklet.pdf - Page down to Yes I
-Can Interest Project (disability awareness)
-Pine Valley Girl Scout Council, GA
-http://hometown.aol.com/GSMomJoann/whatiftryit.html - What If You
-Couldn't Try It
-http://hometown.aol.com/GSMomJoann/whatifipp.html - What If You Couldn't
-IPA
->>Submitted by Jean, mailto:seanchai@escape.ca
-Just some ideas that I've gathered from various sources (SAPPHIRE and
-the Ontario Newsletter, as well as some improvs)
-Reduced sight: smear some dollar store glasses with vasoline then try to
-see what the girls can see with them
-
---- PAGE 12 ---
-Hands: tape hands up in various different ways... have them experiment
-and see just what they can and can't do (simple tasks like buttoning
-something up, writing their name, zipping up their jackets)
-Speech impediment: 4 or five pieces of bubblegum in the mouth, try to
-talk and carry out a normal conversation
-Hearing impairment: in partners, 1 person wears cotton balls in their
-ears while carrying out a conversation then switch. What was it like to
-hear the other person, what was it like to hear yourself?
-Blindness: with a partner, one blindfolded... have one help the other
-girl around the room avoiding others and objects... afterwards how did
-they lead them? As the person who couldn't see, did you feel
-comfortable? Then show them the proper way to lead (hold the others
-hand with your forearms together and walk side by side with
-communication)
-Mobility: play a circle game with a few girls (say three or four
-depending on the number) in chairs.... these are wheelchairs and they
-can't move... toss a ball from one to another around the room (can't
-throw to the same person twice). Did the girls in the chair have any
-problems and how did they feel? Do you notice any of the other girls
-helping a lot/too little/just right?
-Sign language: have a poster with the ASL up and have the girls learn
-how to sign their name (good gathering activity).
-Almost forgot one!! Can't remember who gave me this idea but it was a
-good one.
-Take an egg carton and cut in half (6 places)
-00
-00
-00
-(like that) and then teach the Braille alphabet by placing cotton balls
-in the egg dip (what are those parts called?) for the appropriate
-letter. Have the girls feel them and manipulate them. Ideally you could
-acquire 13 full egg cartons (then cut in half you get 26) so that you
-can just have the cotton balls into position for a complete set of the
-alphabet (I would recommend labeling them)... or you could have a few in
-a row to make up a word.... there are soooo many things that you can do
-with this idea.
-+++
-We had a lady who is blind and her guide dog (she corrected us on the
-"seeing eye dog") come to our Guide meeting a couple of years ago. She
-brought with her a video tape on the training of Guide dogs which wasn't
-
---- PAGE 13 ---
-too long, maybe 15 minutes, and it was excellent. (Our district has a
-small TV & VCR for such purposes, but if yours doesn't, maybe a Guider
-could offer to bring one.) She talked about her daily routine as a
-blind person, the special relationship she has with her dog, etc. She
-brought in several items to show and tell, e.g. a Braille cookbook that
-she read recipes from, a money identifier, a special alarm clock with
-removable crystal so you can feel the numbers, etc. She then answered
-questions. If I remember correctly, this took over an hour. If you
-still have time to fill, you could have the girls identify areas in
-their meeting place that are not easily accessible to the handicapped.
-You could also have them try doing simple tasks with their right hand
-kept behind their back or with a blindfold. This was one of our best
-meetings, and the girls wanted to know when our guest and her dog could
-come back.
-+++
-We were able to borrow a wheelchair and crutches from the Red Cross, and
-our girls had to get around our school (meeting site). It is an old
-school, full of stairs, and so was interesting. Relays and obstacle
-races using crutches and wheelchairs or blindfolded, painting with brush
-in feet or mouth, etc. We did a booth at our Thinking Day Carnival last
-year that included putting puzzles together wearing mittens, or with ski
-masks that had wax paper across the glass (we had to add a couple of
-_little_ holes, because you can't see at all through the wax paper!) If
-we'd been willing to wreck them, we'd have used vasoline smeared on the
-glass.
-+++
-* What about variations of Kim's Game based on the other senses, like
-touch and tell, sniff and tell, hear and tell?
-* Or a stalking game where a blindfolded person sits in the middle with
-a water pistol (or spray bottle) and sprays in the direction she hears a
-sound of someone coming to get an object (e.g., wrapped candy) that's
-behind her back.
-* Describe the position of food on a plate (use paper plates and
-pictures from food magazines), as if it were a clock face. e.g., rice at
-three o'clock, chicken at 3:30, carrots at 3:45, etc.
-* See if they can walk a straight line when blindfolded.
-* Try walking with a white cane or substitute, using the cane as if it
-were an extension of their arm and using it to feel from side to side
-ahead of them.
-* Draw something specific, like a pig or an elephant, with their eyes
-shut.
-* How clearly can they write their name with eyes shut?
-+++
-We do a drama game in the dark that would be good. In the light: Each
-person chooses a sound - a whistle, a word, a sound effect and you go
-around the circle to be sure everyone knows the sounds. You need to pay
-
---- PAGE 14 ---
-special attention to the sounds made be the person on either side of
-you. Then either in dark or light, everyone mingles around. The lights
-go out, and you start making your sound, and listening for the sound of
-the people who were on either side of you. You try to reassemble the
-circle by walking carefully around and listening for the sounds of your
-neighbours. It can be very interesting!
-+++
-As part of our staff training, we did several activities that enhance
-handicapped awareness.
-1) Silent meal: No one was allowed to talk, only gesture or use sign
-language...those of us who knew it. This activity was accompanied by an
-explanation of deafness, and a discussion of how hard it can be for deaf
-people to communicate in a world where not everyone knows sign
-language. You can also teach some sign language.
-2) Blindfold activity: This is a partner activity. One person is
-blindfolded, the other "guides" them by allowing the blindfolded partner
-to place her hand on the "sighted" person's arm. The sighted person
-needs to be aware of steps up or down, and vocalize this to the
-blindfolded individual. You can do this activity for a meal, a walk or
-even an obstacle course.
-3) Attempting to do a task using only one arm/hand. Changing for
-swimming, cooking a meal, tying shoes, etc.
-All these activities were followed by a discussion, so we could learn
-from each other's experiences
-Try doing things with oven mitts on, (like a Tupperware Shape sorter
-that toddlers normally have very little trouble with) gives them an idea
-of how a disability can make you very uncoordinated.
-In the past I've had my son come in to explain and answer questions
-about being in a wheelchair. He has also brought in special equipment
-that he uses to horseback ride, canoe, bicycle, and downhill ski. He
-also stresses that he hopes to marry, have children, and tells them
-about his job, and college education. Now that all children are
-integrated in the school system, disabilities are not the unknown of the
-past. I find now that people do not think the people with severe
-disabilities can find employment, marry, and have children.
->>More websites with Disability Awareness Activities:
-http://www.urbanext.uiuc.edu/wims/wimsproject.html - Walk in My Shoes
-http://www.storknet.com/cubbies/kidscrafts/blindpainting.htm - Blind
-Painting
-http://www.havasumagazine.com/craft.htm#touch%20letter
-http://agrability.sdstate.edu/BNG4H.html
-http://www.skl.com/~guidezon/disabili.htm
-
---- PAGE 15 ---
-http://members.tripod.com/~imaware/index.html
-http://www.girlscoutsmilehi.org/pdf/pageinpage/handouts/games/DisabilityAwarenessAc
-tivities.pdf
-http://www.cnib.ca/library/visunet/white_cane_week_2003/event_and_activity_selection.
-htm
-http://www.kotb.com/ - Kids on the Block
-http://www.record-eagle.com/herald/2003/aug/20ins.htm
-http://www.abilitiesfirst.org/discover.htm
-http://www.familyvillage.wisc.edu/general/disability-awareness.html
-http://abe.sdstate.edu/agrability/daa.htm
-http://www.ideallives.com/awareness.htm
-* * * SERVICE WITH A SMILE * * *
->>Submitted by Sue, mailto:bondasks@msn.com
-A suggestion for a simple but well appreciated Service Project and a
-learning experience at the same time. I work as an Instructional
-Assistant in a preschool Autistic Support classroom. We are not able to
-take our kids on the playground because it is not fenced in and some of
-our kids are runners. Even though we only have nine children and three
-staff, it is not possible for us to go on the playground without
-one-on-one help. If older girls could give an hour of their time to help
-support these children they would be able to enjoy something that is an
-everyday experience for their typical peers but a rare activity for our
-children. We have not been able to take them on the playground yet this
-year. Our summer session just ended, but we begin again August 27th. Our
-classroom is located in the Warminster Recreation Center in Warminster,
-PA.
-* * * CAMPING * * *
-Think Girl Scouts with disabilities can't go camping? Think again!
-There are many opportunities available to explore the great outdoors for
-girls of all ability levels.
-Check out these websites for more information:
-http://www.geocities.com/Paris/1502/camping2002.htm
-http://www.dto.com/camping/accessible/
-http://www.hants.gov.uk/istcclr/cch11388.html
-http://www.campingunlimited.com/
-http://www.nscd.org/
-http://wmoore.net/therapy.html
-* * * DISABILITY RESOURCES * * *
-Girl Scouts: Lenni Lenape Council in NJ has created some wonderful
-
---- PAGE 16 ---
-information sheets to help Girl Scout leaders who have girls with
-disabilities in their troops. They are:
-Girls with Disabilities General Guidelines
-Girls with Emotional Disabilities
-Girls with Hearing Disabilities
-Girls with Intellectual Disabilities (formerly known as Mental
-Disabilities)
-Girls with Non-Verbal Communication Methods
-Girls with Physical Disabilities
-Girls with Seizures General Guidelines
-Girls with Speech and Language Disabilities
-Girls with Visual Disabilities
-These files can be found in the Scouting Links archives (as Microsoft
-Word documents) by going to
-http://groups.yahoo.com/group/Scouting_Links_Newsletter/files and
-clicking on the Girl Scouts with Disabilities folder. You will need to
-have a Yahoo! Id to join the group, but it's free. Just go to
-http://www.yahoo.com.
-GSUSA has some advice for leaders too at
-http://www.girlscouts.org/adults/needs.html.
->>Available at your council shop:
-Focus on Ability: Serving Girls with Special Needs. A must resource
-offering practical suggestions for leaders, girls, trainers, program
-staff members, and anyone else looking to include girls with
-disabilities in Girl Scout activities successfully. This book offers
-information about specific disabilities, suggestions for inclusion and
-program adaptations, as well as a lengthy resource list.
->>Submitted by Cookie, mailto:grugan@epix.net
-Our Pluralism Task Force put together "Abilities" kits to accompany the
-GSUSA publication, Focus on Ability. The kits contain things like: a
-tape recorder with spelling words dictated (they are muffled) to imitate
-hearing impairment. We have glasses that have been painted with nail
-polish so that vision is not clear. There are worksheets and
-instructions. For instance, girls put masking tape on their fingers and
-try to pick things up or thread a needle. This is a valuable booklet -
-you can really take off from it.
-Here are some disability resource websites:
-http://mentalhealth.about.com/library/h/orgs/bl0918.htm
-http://www.aapd.com/ - American Association of People with Disabilities
-http://www.child.gov.ab.ca/whatwedo/disabilities/page.cfm?pg=index
-http://www.teachervision.fen.com/lesson-plans/lesson-26106.html -
-
---- PAGE 17 ---
-Special Need Resource Center
-http://www.teachervision.fen.com/lesson-plans/lesson-3759.html - Adapt
-Lessons to Reach All Students
-http://www.childrenwithdisabilities.ncjrs.org/
-http://www.comeunity.com/special_needs/
-http://www.disabilityresources.org/
-http://www.disabledparents.net/
-http://www.irsc.org/
-http://www.kidsource.com/NICHCY/infantpub.html
-http://www.makoa.org/index.html
-http://www.nichcy.org/ - National Information Center for Children and
-Youth with Disabilities
-http://www.overcomingdisabilities.com/?src=overture
-http://www.rarediseases.org/ - National Organization for Rare Disorders
-http://www.resourcesnyc.org/rcsn.htm
-http://www.specialchild.com/index.html
-http://www.tash.org/
-http://www.biausa.org/Pages/splash.html - Brain Injury Association of
-America
-http://www.autism-society.org/site/PageServer - Autism Society of
-America
-http://www.feat.org/ - Families for Early Autism Treatment
-http://www.sbaa.org/ - Spina Bifida Association of America
-* * * WHAT NOT TO SAY TO A PERSON WITH SPECIAL NEEDS * * *
-Submitted by Carol, mailto:lorac5@MINDSPRING.COM
-Remembering that we serve "every girl, everywhere", we need to know what
-to do -- and not to do -- in non-typical situations. It seems to me
-that these speakers are not necessarily cruel, or even thoughtless --
-which seems to indicate that the speaker knows better, and doesn't pay
-attention. I would say that these speakers (for the most part) are
-truly ignorant -- they simply don't know better.
-I'm in another "non-average" situation. I teach visually impaired and
-blind children, have many friends who are have visual disabilities, and
-rely on crutches to get around whenever I need to do a bunch of walking,
-or will be walking on uneven ground (like every time I go to GS camp).
-I've gotten my own list's worth of comments over the years...here goes!
-1) From the server at a restaurant, speaking about a blind friend: "What
-does *she* want to eat? (My answer: "I don't know -- why don't you ask
-her?"
-2) From any well-meaning adult, about any child with a disability:
-"What's wrong with him (her)?" (My answer: "Nothing! He's just
-blind!"
-
---- PAGE 18 ---
-3) And, the variation on #2, in a setting where there's more than one
-child with a disability: "What's wrong with that one?" (Again, the
-answer is "Nothing!")
-4) This is one of my personal pet peeves, spoken to any person with
-crutches, a walker, or even an uneven gait: "Slow down!" (C'mon! I'm
-53 years old, in possession of at least most of my faculties, and
-already walk more slowly than the general populace...I can't be trusted
-to set my own comfortable and safe pace?)
-5) Spoken to a child with arthritis, who was using her crutches and
-walking down the hall at an almost normal pace, "Slow Down! You'll
-Fall!" (Sadly, the people around her succeeded in convincing her that
-she was a helpless invalid -- by the time she was in high school, she
-would sit, passively, in her wheelchair and wait for the people around
-her to do everything for her -- from pushing the "play" button on her
-tape recorder to feeding her. This was NOT a case where the arthritis
-prevented her from doing things!)
-6) Spoken to any teacher or parent of a child with a disability: "You
-must have sooooo much patience!" (They obviously haven't seen the times
-I've lost my temper and blown sky-high!)
-7) Mouthed silently, sometimes accompanied by a pointing gesture to the
-eyes: "Is she blind?" If I'm feeling nice, I ignore this one. If I'm
-not, I may answer, "What? I can't hear you!" or "Frankie, the
-gentleman wants to know if you're blind!"
-8) Spoken to me, by many, many girls and adults: "Let me do that -- you
-can't!" (Mind you, I appreciate help when it's needed, and, on
-occasion, love being pampered. A far better response, however, would
-be, "May I help you?" or "You look like you could use a hand -- how can
-I help?")
-9) Spoken to many different children with many different disabilities,
-when the rest of the (class, GS troop, camp group) were getting ready
-for an active game or relay race: "(Child's name), come with me. You
-can help me keep score!" (Again, well-meaning adults -- but where does
-that leave the child? On the sidelines! I *do* realize that not all
-children can participate in all activities -- but far more can
-participate, with modifications, then are generally allowed to!)
-10) Spoken by a day camp director, who was telling me about the efforts
-she was making to recruit and include children with disabilities in her
-session: "Of course, we won't include children with seizures!" (At
-
---- PAGE 19 ---
-which, I'm ashamed to say, I forgot any vestige of professional demeanor
-or appropriate GS language, and responded, "Why the h--- not?" After a
-more fruitful discussion than my response warranted, and my promise to
-do a presentation on first aid for seizures to the staff, she did,
-indeed include such girls.)
-11) Spoken at the same Day Camp session, when the director had gone out
-of her way to include girls with disabilities. One of the leaders
-gushed to me, "I think it's so *sweet* that, in addition to having
-handicapped children, we have a handicapped leader!" That was one time
-that I was truly taken aback to the point of speechlessness. I'd *like*
-to think that, as a level II first aider, a canoeist, a life guard, a
-long-time special educator, and a long-time Girl Scout volunteer, I was
-valuable for more than my crutches!
-12) Spoken to me many, many times, by educated people who *should* know
-better...."You teach blind children? You must know sign language!"
-(Uh...what's wrong with this picture? I hear from teachers of children
-with hearing impairments that they get the "you must know Braille"
-comment, too!)
-= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
-Contact Info:
-Katie Baron
-Editor, Scouting Links Newsletter, mailto:katie.baron@att.net
-Leader, Junior Girl Scout Troop 645
-Assistant Service Unit Manager
-National Delegate
-Red Cross and Council Trainer
-Member of, but not speaking for, Girl Scouts: Lenni-Lenape Council, NJ
-Bert and Mary Gaddis, Webmaster
-Scouting Links Website, mailto:postmaster@bgaddis.net
-http://www.scoutinglinks.com/
-Notice: This newsletter is not affiliated with nor endorsed by the Girl
-Scouts of the USA. 'Girl Scouts' and 'Girl Scouts of the USA' are either
-trademarks or registered trademarks of Girl Scouts of the USA. The names
-of other companies, organizations or products mentioned herein may be
-trademarks of their respective owners.

data/sources/The ABC's of packing.txt

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-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/dragon.sleepdeprived.ca/camping/The ABC's of packing.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-The A, B, C and D’s of packing!
-A Age-appropriate size and weight: can your daughter carry it to and from
-the camp site?
-Campers are required to carry their own luggage, so please limit baggage
-to one piece of luggage, a bedroll, and a small daypack. Suitcases on
-wheels are NOT recommended, as the wheels do not work on the gravel
-roadways. Rubbermaid or similar containers are very difficult to carry.
-B Bedroll: is it waterproof?
-There are many options to waterproof a bedroll: a tarp, shower curtain,
-dry-bag, stuff sac, etc. Garbage bags are not acceptable for a number of
-reasons: they tear easily, they are easily confused with real garbage bags,
-and they are not as easy to carry as the recommended methods
-C Content: are the items appropriate for her camp?
-Each camp has a kit list – all of the items are necessary and must
-accompany your daughter to camp. Please do not send any new,
-irreplaceable or expensive items. Camp is a great place for old and
-comfortable clothes! No food, chips, candy or gum.
-D During camp: can you daughter find her stuff when needed?
-Is her name on each item so any lost items can be returned to her?

data/sources/WDS-Beaver-Games-Book.txt

@@ -1,684 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/WDS-Beaver-Games-Book.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-101
-Games for
-Beaver
-Scouts
-
---- PAGE 2 ---
-In order to play the games in this book your Games Box should consist of the following:
-Cardboard tubes
-Empty Matchboxes
-Pieces of card
-Felt Pens
-Large Dice (enough to have one for each Lodge)
-Whistle
-Tennis Balls
-Large Soft Ball
-Bean Bags
-Empty Pop Bottles
-Newspaper(s)
-Chalk
-String
-Plastic Cups
-Plastic Plate
-Paper and Pencils
-For the games more suited to a party you will also need:
-Smarties
-Spaghetti (cooked)
-Chocolate Buttons
-Straws
-Balloons
-There are also games for use with a parachute
-
---- PAGE 3 ---
-Games
-The Lost Boys
-This game can be played as a whole Colony, or in smaller groups. The one who is (cid:147)it(cid:148) leaves
-the room. Everyone changes places and one child is chosen to be covered with a blanket.
-When (cid:147)it(cid:148) returns he/she has to guess who is under the blanket.
-Crocodiles
-Four Beaver Scouts are chosen to be crocodiles and the rest choose an animal they wish to
-be. Everyone circulates and, at a signal, the crocodiles seize their prey. The Leader calls out
-the name of an animal and if that animal is captured by the crocodile, they then become
-another crocodile.
-Sticky Toffee
-This is a game of tag. Everyone runs off and (cid:147)it(cid:148) chases them. As soon as (cid:147)it(cid:148) touches one of
-them they join hands and both try to catch the other players. Each time someone is touched
-they join the line, the chain becomes long and the last player is the new (cid:147)it(cid:148).
-Rainbow Game
-Have a collection of cards all colours of the rainbow, and put them on the walls around the
-room. The Leader then calls out an item and the children have to run to the card of that
-colour, for example, Leader calls (cid:147)grass(cid:148) and they all run to green, (cid:147)sunshine(cid:148) and they all run
-to yellow and so on.
-The last person to reach that colour is out for one go and gets to call the next colour, then
-rejoins the game.
-Sammy Smartie Game
-Each lodge has a saucer with about six smarties on it. One player leaves the room and the
-remaining players select a specific smartie to be Sammy. The player then returns to the room
-and starts to eat the smarties, one at a time. When he/she touches the chosen smartie the
-others call out (cid:147)Sammy Smartie(cid:148) and the game stops. Start the game again until everyone
-has had a turn.
-Build a Tower
-Each lodge has a selection of identical objects, for example, cardboard tube, matchbox, piece
-of card and so on, and a dice. Shake the dice in turns and each time a six is thrown, an
-object can be selected and used to build a tower. The Beaver Scouts will learn that care is
-more important than speed.
-Caterpillar Crawl
-Leader calls out instructions and players respond to commands for example: Caterpillars
-crawl (cid:150) the players all crawl, Butterflies (cid:150) the players (cid:147)fly(cid:148) around the room arms out, Pupate
-(to become a chrysalis) - stop and curl up in a ball on floor and stay perfectly still.
-Alarm
-All the Beaver Scouts lie at one end of the room in one big line. Then they take off their
-shoes and neckerchiefs and woggles and place them at the top of their head. The Leader
-blows a whistle and each Beaver Scout must jump up, put on his/her belongings and run to
-the other end of the room as quickly as possible.
-Skittles
-The Beaver Scouts all stand in a line against a wall and the leader bowls a ball at them to try
-and hit them on the legs (Soft Ball). The Beaver Scouts have to jump to avoid being hit. No-
-one is out whether hit or not.
-Clap and Catch
-The leader is in the centre of the circle throwing the ball to each beaver Scout in turn. As the
-ball is thrown a number is called out and the Beaver Scout has to clap that number of times
-before catching the ball. If the ball is dropped the Beaver Scout has to run round the outside
-of the circle and back to their place.
-
---- PAGE 4 ---
-Pasta Relay
-You need a bowl of cooked spaghetti for each lodge and a fork or implement of some kind to
-pick up the spaghetti. On the word (cid:147)GO(cid:148), one team member at a time goes to the bowl of
-spaghetti and has to unravel one strand of the pasta and carry it back to their team without
-dropping it, but holding onto it is not allowed. To make the game more interesting, when
-cooking the spaghetti add a little food colouring to the water and you will end up with coloured
-spaghetti.
-Bean Bag Balance
-Use chairs or empty lemonade bottles and make an obstacle course for each lodge. The
-Beaver Scouts must balance a bean bag on their head and weave in and out of the course. If
-they drop the bean bag they have to go back to the beginning and start again. Winners are
-the first lodge with all Beaver Scouts back.
-Hot potatoes
-Sit down in a circle with one person in the middle, who is blindfolded. A hot potato (Bean bag
-or ball) is passed around the circle from one person to the next until the person in the middle
-yells out (cid:147)hot potato(cid:148) and a number up to twenty. The potato is passed along, with the players
-counting softly until the chosen number is reached. Then they all yell (cid:147)hot potato(cid:148) and
-whoever has the potato in their hands takes the place of the person in the middle, and the
-game continues.
-Lot of Bottle
-Players form a circle within which stands the bottles. A brave player is chosen to guard the
-bottles and he/she also stands inside the circle. On the word (cid:147)GO(cid:148), the football is thrown into
-play. The players outside the line must try to knock over the bottles which the chosen player
-may defend. See how long the defender succeeds before choosing a new one.
-Newspaper Line Tear
-Each player has a piece of newspaper and on the word (cid:147)GO(cid:148), they must try to tear as long a
-strip of paper as possible in the given time. See who can tear the longest unbroken strip in,
-say four minutes.
-Blanket Volleyball
-Teams of four to six players hold a blanket each. The team with the ball tosses the ball from
-their blanket to another team(cid:146)s blanket. A point is only scored if the other team catches the
-ball on their blanket
-Sharks (parachute game)
-Hold canopy and start waving it like a gentle sea. A Beaver Scout is the chosen to be (cid:147)IT(cid:148).
-He/she starts to wave with one hand over their head like a sharks fin under the canopy. The
-shark swims for a while and then grabs someone and pulls them under. That person
-becomes the shark and the old shark, takes their place holding the parachute.
-Alligator Sweep (parachute game)
-Like sharks but the players sit down on the floor with their legs stretched out under the
-canopy. At the start the alligator pulls the victim under the canopy by the legs. The two
-alligators then look for more victims, until everyone is under the canopy.
-Escape
-Beaver Scouts stand in a circle a little distance apart from each other. One Beaver Scout is
-chosen to be the escaper and one the jailer. The jailer sits in the middle of the circle. At the
-word (cid:147)GO(cid:148) the escaper runs in and out of the circle before returning to his/her place and then
-reaching the safety of the chair. During this time the jailer is trying to catch him/her by
-following them by the same route. If the escaper is captured a new escaper is chosen and, if
-the escaper is not captured they swap places for the next turn. The game continues until
-everyone has had a go.
-
---- PAGE 5 ---
-Skittle Game
-You need around 12 skittles (empty lemonade bottles will do). Split the colony into two
-teams, who are each placed behind a base line at opposing ends of the room. In front of
-each team base line, six or more skittles are placed at irregular intervals across the room. A
-large soft ball is supplied and given to the team which wins the toss. The ball must be thrown
-at the opposing teams skittles in an effort to knock them over. The opponents retrieve the ball
-and throw it at their opponents(cid:146) skittles. This continues until all the skittles belonging to one
-team are demolished. If the game gets too easy with a large ball, try a smaller ball.
-Moon Rock
-Give each Beaver Scout a mat or a piece of paper to put on the floor, then they blast off into
-space, by running round the room. Leaders remove one mat. Beavers then return to their
-mats when the whistle is blown. This should leave one Beaver Scout out each time. The
-Beaver Scout who is out then blows the whistle for blast off and goes to stand on a mat.
-He/she then blows the whistle again for returning to the base. The next Beaver left out is
-given the whistle and the game begins again.
-Beaver Pond
-You will need four fairly large signs reading: Dam, Lodge, Cottage, Forest and they you will
-need to put them where they can be seen. The leader calls out one of the four names and all
-Beaver Scouts run to the correct sign and do the appropriate action.
-Dam (cid:150) bend over one behind the other to represent a dam
-Lodge- form a circle with arms above heads to represent a lodge
-Cottage (cid:150) stand in a square linking arms
-Forest (cid:150) stand in a circles swaying back and forth to represent trees
-When the leader calls DANGER, the Beaver Scouts all slap their hands on the floor to
-represent danger. Instead of eliminating Beaver Scouts, the last one down on the call
-DANGER could be the caller next time.
-Mr Beaver
-Beaver Scouts join hands and make a circle with one sitting in the middle. The Beaver
-Scouts march round him/her saying (cid:147)Hey Mr/Mrs Beaver sitting on a log, you can(cid:146)t catch me(cid:148).
-They then break hands and run away until one is caught by the Beaver Scout sitting in the
-middle. The one caught becomes Mr/Mrs Beaver and the game continues.
-Heads and Tails
-Divide the Beaver Scouts into two teams. Each Beaver Scout grasps the waist of the person
-in front. The (cid:147)HEAD(cid:148) (first in the team) has to catch the (cid:147)TAIL(cid:148) (last in the opposing team), by
-dragging everyone with him/her. Anyone letting go of the chain becomes the (cid:147)TAIL(cid:148). If the
-(cid:147)HEAD(cid:148) touches the (cid:147)TAIL(cid:148) that team wins a point and all players change places until
-everyone has had the chance of becoming a (cid:147)HEAD(cid:148) or a (cid:147)TAIL(cid:148).
-Sweet Pick Up
-Line the Beaver Scouts up in their lodges, give each a plastic straw. At the end of the hall pile
-chocolate buttons on a plate, one pile for each lodge. Each Beaver Scout must take it in turns
-to run up to the plate and pick up a button with the straw. He/she must run back to his/her
-team line and the next one can go. Once he/she has returned, they can eat their button. This
-continues until all buttons on the plate have gone.
-Beavers
-All the Beaver Scouts have a straw and a paper Beaver about 30cm long. They all line up in
-their lodges at one end of the room. When the whistle is blown they first one in the line must
-go down on all fours and with the straw, blow the paper Beaver up to the other end of the
-room and back again. This continues until all Beavers in the lodge have had a turn.
-Birthday Cake
-Give each Beaver Scout the name of an ingredient of a cake (Fruit cake is good as it has
-many ingredients). The leader reads out a story of someone making a cake and each time an
-ingredient is read out the Beaver Scout with that name runs to the opposite end of the room
-
---- PAGE 6 ---
-and back again. When the leader calls out (cid:147)CAKE(cid:148) all Beaver Scouts runs to the end of the
-room and back again.
-Train Game
-Make a circle of chairs facing out, with one chair for each Beaver Scout, less one. The
-Beaver Scout without the chair is the engineer. He/she runs round the circle and taps Beaver
-Scouts on the shoulder, at random, who must join the train until they are all up. Then the
-leader calls out various instructions to them: SLOW TRAIN (cid:150) they all walk slowly, FAST
-TRAIN (cid:150) they all run, REVERSE they all walk backwards, STATION (cid:150) they sit on the chairs.
-The one left standing is the new engineer and off they go again.
-Stop the Ball
-Divide your hall into for quarters, by chalk lines or rope on the floor. Divide the Beaver Scouts
-into four teams, and put each team into (cid:147)their corner(cid:148). Enter with a soft ball and each team
-has to try to (cid:147)stop the ball(cid:148) landing in their corner.
-Secret Weapon
-All the Beaver Scouts are divided into two teams and given numbers. A secret weapon (a
-ball, bean bag etc) is placed in the middle of the floor. When a number is called the two
-Beaver Scouts with this number have to run up and try to get the secret weapon to prevent it
-falling into enemy hands. Ensure no pushing and fighting takes place, the first one to the
-secret weapon takes it back to their team. A simple points score can be given.
-Fishing for Dinner
-Cut a number of fishes sufficient to give one to each person and place them around the hall,
-whilst the Beaver Scouts are out of the room enjoying another activity. Before allowing them
-back into the room explain that they must catch as many fishes as possible to feed to their
-lodge. After a short time blow whistle and count how many each lodge have caught.
-Balloon Sweeping
-Two teams are formed who are lined up at one end of the room. Then place a line of four or
-five chairs down which each team will have to pass, manoeuvring in between the chairs,
-rather like an obstacle course. Each player at the front has a broom and the balloons are put
-down on the floor in front of them. At the word (cid:147)GO(cid:148) both players must sweep their balloons to
-the end of the room, round the chairs and back up to their team where the broom is handed to
-the next player who repeats the circuit etc. until all team members have had a turn. The first
-team to get the last player back with a balloon is the winner. (Have a few spare balloons
-blown up (cid:147)just in case(cid:148)).
-Jingle Bells
-In Jingle Bells all but one Beaver Scout is blindfolded and the odd one out is given a bell. The
-blindfolded players try to catch the player with the bell by listening to where the sound is. The
-first person to catch the one with the bell changes places and the game begins again. No
-running only walking allowed and make sure there are no obstacles around which those
-blindfolded call fall over.
-King/Queen of the Castle
-Place a newspaper on the floor (the castle) then one player is selected and made King/Queen
-of the Castle. He/she then stands on one leg and folds their arms and challenges by shouting
-(cid:147)I(cid:146)m the King/Queen of the Castle(cid:148). The Leader selects players one at a time to try and knock
-the King/Queen from their castle- the challenger must also only stand on one leg and only
-push gently with arms folded. Best done on a crash mat to save bruises. Let everyone have a
-go at being the King/Queen.
-Back to Front Race
-The players divide into two teams and stand sideways on a line. The leaders of the teams
-have at their feet two saucers, one empty and the other containing 12 objects. On the word
-(cid:147)GO(cid:148) the leader picks up one object at a time and passes it down the line of players. When
-the object reaches the back it is passed back up to the leader, only this time it has to be
-passed behind the players(cid:146) backs. While the game is in progress, then, objects are being
-
---- PAGE 7 ---
-passed up and down the line at the front and back and every player will be passing two
-objects at the same time. When the leader receives the objects back to them, they place
-them in the empty saucer. When all the objects are back the leader shouts (cid:147)FINISHED(cid:148). The
-first team to do this is the winner.
-Squeak Piggy Squeak
-One player is blindfolded and stands in the middle of the room. The others sit round in a
-circle cross-legged. Spin the blindfold player three times. He/she must then walk towards the
-edge of the circle (leader to help guide them) and when he/she reaches one of the players
-he/she must kneel in front of that player and say (cid:147)SQUEAK PIGGY SQUEAK(cid:148). The player
-now squeaks back disguising his/her voice as much as possible to prevent the blindfolded
-player from guessing who it is. If he/she guesses correctly the players change places. If not,
-the blindfolded player must get up and find somebody else. This continues until everyone has
-had a go at being blindfolded or until time runs out.
-Hopping Home
-Two homes are marked out at each end of the room and a small area is marked between
-them as the CASTLE. All players but one must stand in one of the homes, the odd one is the
-King/Queen who must stand in the castle. On the word (cid:147)GO(cid:148) the players have to hop across
-the room to the opposite home, whilst the King/Queen hops after them trying to catch them.
-Any player caught becomes a soldier and has to help catch the other players. Players who let
-both their feet touch the ground as they hop from one home to the other, becomes soldiers
-too, but if the King/Queen lets both his/her feet touch the ground while trying to catch the
-others he/she must go back to the Castle before setting off again to catch the other players.
-The game ends when all players have become soldiers.
-North, South, East and West
-Before play starts mark out the four compass points on the ground with chalk. Group all the
-players in the centre and call out one of the compass points, to which all players must run.
-The last player there calls another compass point and so on, with the players dashing to and
-fro across the compass frequently swapping the role of the caller as they go.
-Hunt the Alphabet
-In this game the Beaver Scouts get into their lodges, to work together to find objects that
-represent each letter of the Alphabet. They must start with something for the letter A, then B
-then C and so on. In some cases they may not be able to find an object for a letter. If this
-happens they are allowed to improvise with what objects are available. For example a couple
-of pencils used as sticks played against a glass jar represent a xylophone for the letter X
-Catch the Meteorite
-Beavers sit in a circle. One Beaver Scout stands in the middle on a chair and holds a balloon
-(meteorite) up in the air. As he/she does so, he/she calls out a space name (in other words
-the name of another Beaver Scout there). The chosen one has to catch the balloon before it
-hits the ground. If successful that Beaver Scout takes the place of the one on the chair and
-the process is repeated. If the balloon is caught that Beaver Scout sits down, the balloon
-passed back to the Beaver Scout on the chair and another name is called.
-Space Walking
-Demonstrate to the Beaver Scouts how a spaceman would walk on the moon where there is
-no gravity. Using suitable space music play a version of musical statues where the Beaver
-Scouts walk around in space until the music stops and they have to freeze.
-Rocket round the moon
-Put Beaver Scouts into their lodges and put them in different places around the room. Draw a
-circle in the middle of the room with a piece of chalk. Start the game by counting down (cid:147)5-4-
-3-2-1 blast off(cid:148) and the first member of each team runs up to the circle, goes round it in a
-clockwise direction (explain this to them before you start) then back to their place.
-
---- PAGE 8 ---
-Land on the moon
-Beavers are divided into two teams and form circles at opposite ends of the room. One circle
-is the moon the other is the earth. A leader stands in the middle of the earth circle and throws
-a ball to each Beaver Scout in turn counting each catch as they go round. Meanwhile the first
-one in the moon team races round the earth circle and back to their place. When all those in
-the moon team have run round the earth circle, the last one shouts (cid:147)LANDED(cid:148) and the leader
-stops throwing the ball. Then the teams swap over and the team with the highest catch score
-wins.
-Whirling stars
-All sit in a circle, facing outwards and are given the names of stars, for example, Plough.
-Orion, Taurus and Gemini. When the leader calls out one of the star names, they run round
-the outside of the circle and back to their places. The last one back sits inwards, but remains
-in the game. This continues until there is only one out of each star remaining facing
-outwards.
-Rocket Relay
-The Beaver Scouts line up in their lodges. When the leader shouts (cid:147)BLAST OFF(cid:148) the first one
-in the lodge runs off round the room and touches three different walls. He/she then returns to
-the lodge and the next player sets off. The first team to complete all team members is the
-winner.
-Musical Chairs
-Play as normal except that as the chairs are removed the Beaver Scouts without a chair sits
-on someone(cid:146)s lap. Eventually the whole Colony will be sitting on one chair.
-Chair Exchange
-One chair is given to every two or three players. Once everyone is perched on a chair a
-series of exchanges are called out for example: (cid:147)Everyone who has a dog move one chair(cid:148),
-(cid:147)Everyone with fair hair move two chairs(cid:148). Everyone must move in a clockwise direction. The
-game continues until you run out of ideas or out of time.
-Spin the Plate
-Players should sit or kneel in a circle. One stands in the centre and spins a plate on the floor.
-At the same time he/she calls out the name of any of the other Beaver Scouts who has to
-catch the plate before it stops spinning. As soon as the spinning commences the spinner
-returns to his/her seat. The person whose name was called becomes the next spinner.
-Defend your Goal
-The Beaver Scouts stand in a circle with their legs apart. One stands in the middle with a
-football, he/she is trying to score a goal by getting the ball between the legs of the other
-Beaver Scouts. The one in the circle have to defend their goal by jumping their feet together
-or bringing their knees together. They are not allowed to use their hands.
-Big Ben
-The Beaver Scouts stand in a circle and are numbered 1 (cid:150) 5 around the circle. One Beaver
-Scout stands in the middle holding his/her neckerchief out at arms length. Then he/she calls
-a number (cid:150) all the ones with that number run round the edge of the circle and enter into the
-middle through their own gap to try and catch the neckerchief. The one who catches the
-neckerchief first is the winner and goes into the middle.
-Balloon Busters
-Insert pieces of paper with simple instructions e.g. (cid:147)Pretend to be a dog(cid:148), (cid:147)Sing a Song(cid:148). (cid:147)Do 3
-bunny jumps(cid:148) etc. inside inflated balloons. The Beavers sit in a circle and pass the balloon
-around until the Leader shouts (cid:147)STOP(cid:148). The Beaver Scout holding the balloon bursts it and
-carries out the instruction written on the paper.
-Dice Chase
-The Beaver Scouts sit in a circle and are numbered from 1 (cid:150) 6. The first one to play (or the
-Leader) rolls the dice. All the Beaver Scouts who have that number jump up and run around
-
---- PAGE 9 ---
-the outside of the circle back to their place and into the middle of the circle to try and capture
-the dice. The one who grabs the dice gets to roll it next time, and so on(cid:133)(cid:133)(cid:133).
-Dracula(cid:146)s Gate
-The Beaver Scouts stand in a circle with one in the middle, those in the circle chant (cid:147)Dracula(cid:146)s
-Gate goes Clickety Clickety(cid:148) (cid:150) the one in the middle suddenly shouts (cid:147)CALCK(cid:148). They all fall
-down to the floor and the one in the middle tries to catch as many as possible before they
-reach the floor.
-Baked Beans
-Draw or place circles of various sizes on the floor. The Beaver Scouts walk quickly around the
-room avoiding the circles. The Leader shouts commands and the Beavers move accordingly:
-e.g. Jumping Beans (cid:150) Jump, Runner Beans (cid:150) Run, String beans (cid:150) Skip, Broad Beans (cid:150) Walk
-Backwards. On the command (cid:147)Baked Beans(cid:148) they all run to the circles, anyone who does not
-cram onto a circle has to call out the commands for the next round.
-Frost and Sun
-One Beaver Scout wears something white (Frost) and another wears something yellow (Sun).
-The other Beaver Scouts run round but if Frost touches them they freeze (Stand Still) until
-Sun comes along and defrosts them (touches them) and sets them free.
-Snowballs
-The Beaver Scouts run round the room and at the blow of a whistle they must move in a
-different direction in a different manner. The Leader calls out a number and they have to form
-groups of that number (snowflakes). If a Leader calls out (cid:147)snowballs(cid:148) they all have to join up
-together to form one big (cid:147)ball(cid:148).
-Traffic Lights
-The Beaver Scouts run round the room, a leader calls out the colours of traffic lights and they
-perform the actions as detailed below:
-Red (cid:150) Stop, Amber (cid:150) Find a partner, do piggy back and freeze, Green (cid:150) run, Car Crash (cid:150) all
-fall down shouting (cid:147)BANG(cid:148).
-Tunnel Tag
-Two are chosen to be (cid:147)IT(cid:148) and they run around and try to catch the others. When someone is
-caught they stand still with their legs apart to make a tunnel. Beaver Scouts who are free can
-release the Beaver Scouts who have been caught by crawling through the tunnel.
-Frozen Bean Bag
-Each Beaver Scout has a Bean Bag balanced on their head and moves around the room
-slowly and gently to get used to balancing. Then the Leader calls out actions e.g. Hop, Skip,
-Walk Backwards etc. If a Beaver Scout drops their bean bag they must freeze (Stand Still).
-To be defrosted another Beaver Scout has to pick up the bean bag from the floor and place it
-on the (cid:147)frozen(cid:148) Beaver(cid:146)s head (cid:150) without dropping their own bean bag.
-Mystery Containers
-Equipment needed: 8 containers, rice, peas, spaghetti, paper clips, used matches, currants,
-sand and cornflakes (cid:150) or any other items you can think of. Put one sort of item into each of
-the 8 containers, seal them and number each one. Tell the Beaver Scouts what is in the
-boxes and they have to discover it by shaking each one.
-Bleep Bleep
-Beaver Scouts are paired off and they decide upon a signal between themselves. They are
-then blindfolded and scattered around the room. Then they have to try and find their partner
-by using the signal they have chosen. (This could be whistle, brum brum, peep peep, woof
-woof or almost anything at all!).
-Laughing Handkerchief
-
---- PAGE 10 ---
-Leader or chosen Beaver Scout throws the handkerchief in the air as high as possible. When
-it starts to fall everyone must laugh but the moment it lands there must be instant silence.
-Anyone who is still laughing must sit out one turn.
-Blindfold Fly
-A Beaver Scout is blindfolded and turned round several times. The others have to move
-round making a (cid:147)zzzzzzzzzzzzzz(cid:148) sound like a Bluebottle. When the blindfolded Beaver
-Scout catches one of the flies he/she has to guess the name of the captured Beaver/fly.
-Squirrels in the Trees
-Divide the Beaver Scouts intro groups of three plus two odd ones. Two in each group make
-an arch using their arms and the third one crouches beneath the arch as a squirrel. The two
-odd ones are a fox and a squirrel and they start at opposite ends of the room. The fox chases
-the squirrel in an attempt to capture it. The squirrel can rest in any of the arches by going
-behind the crouched squirrel and pushing him/her out of their hole, he/she is now the squirrel
-to be chased. If the fox catches the squirrel they change places.
-Lions and Tigers
-The Beaver Scouts are divided into two teams and stand at opposite ends of the room, one
-team is called (cid:147)Lions(cid:148) the other called (cid:147)Tigers(cid:148), before the game starts decided which one are
-to be the catchers. The Leader gives the instructions e.g. (cid:147)Lions move two steps forward(cid:148),
-(cid:147)Tigers move three steps forwards(cid:148) Lions move one step forward(cid:148), (cid:147)Tigers move two steps
-back(cid:148) and so on until they are close together. The Leader then shouts (cid:147)Lions catch the
-Tigers(cid:148). The catchers then chase the opposing team. They try to apprehend as many of the
-other team as possible before they reach the safety of the other end of the room again.
-Those who are caught join in with the other side. The game continues until all of one side is
-caught.
-Beaver Hockey
-The Beaver Scouts are divided into two teams, standing down each side of the room, facing
-each other and numbered off from opposite ends of the room. The Leader calls a number and
-the two with that number hop forwards, with their arms folded and try to knock their opponent
-off balance without putting down their spare foot.
-Trains
-The Beaver Scouts are split into two equal groups. The first one at the end of the room (the
-engine) runs back to pick up a carriage (the next one in the line) and hangs onto the other
-one around the waist. The (cid:147)Engine(cid:148) and (cid:147)Carriages(cid:148) keep returning until all the (cid:147)Carriages(cid:148)
-have been picked up. The full train then runs up to the end of the room and the first train past
-the post is the winner.
-Jumping Beavers
-Divide the Beaver Scouts up into their lodges. Place a football between the knees of the first
-one in the team. Each Beaver Scout has to bounce to the end of the room, touch the wall and
-return back to his/her team then hand over the ball to the next in line. This continues until
-everyone in the team has had a turn.
-Build a Tower
-The Beaver Scouts are divided into two teams and sit down on the opposite sides of the
-room. They are numbered off with team numbers sitting diagonally opposite each other. The
-bricks (cardboard boxes) are placed in a hoop (or a circle) in the middle with another hoop (or
-circle) at each end for the team. When a number is called out the Beavers with that number
-run to pick up a (cid:147)brick(cid:148) and balance it in their home (cid:147)hoop(cid:148). If the bricks fall, then that team
-has to start again. The (cid:147)winners(cid:148) are the team who has built the highest tower at the end of
-the game.
-Welly relay
-The Beaver Scouts are divided into their lodges and then each lodge is split into two. Half the
-lodge stand at one end of the room and the other half stand at the opposite end. The first one
-in each lodge puts on the wellies and hurries to the other end of the room and takes them off.
-
---- PAGE 11 ---
-The second one puts them on and hurries back to the third and so on until all Beaver Scouts
-have had a turn. Make sure wellies are big enough for all of them to get their feet inside.
-Puff
-For this game you will need a plastic cup with a small hole in the bottom and a length of string
-for each lodge. Thread the string through the hole in the bottom of the plastic cup and tie
-each end of the string to two chairs, spaced apart. One for each lodge.
-Divide into their lodges and stand them at the end of the room away from the line. On the
-word (cid:147)GO(cid:148) the first one in each lodge runs up to the string and tries to blow the cup to the end
-of the line, then returning it with his/her hand ready for the next Beaver Scout to have their
-turn.
-Clumsy Chocolate
-For this game you need a large bar of chocolate, a knife and fork, a plastic plate, a pair of
-gloves, a scarf, a woolly hat and a dice.
-Beaver Scouts sit in a circle with everything above in the middle. The dice is passed round
-the circle until the first Beaver Scout rolls a six, he/she then runs to the middle of the circle,
-puts on the clothing and tries to eat the chocolate with the knife and fork before the next one
-gets a six. Each time a six is thrown that Beaver Scout runs to the middle and takes over
-dressing-up and eating the chocolate until all the chocolate is eaten.
-Easter Egg Relay
-The Beaver Scouts are divided up into their lodges and stand in a line at the end of the room.
-Immediately in front of each lodge is a bowl and at the other end of the room is one bowl full
-of little eggs (make sure there is one for each Beaver Scout). On the word (cid:147)GO(cid:148) the first one
-in each lodge takes the spoon, runs to the bowl of eggs and takes one out with the spoon.
-He/she then races back to his/her lodge, places the egg in the bowl and passes the spoon
-onto the next player. If anyone drops an egg when running back to their lodge, the egg must
-be picked up and put back into the bowl and the Beaver Scouts runs back to their lodge
-before starting again. The game continues until all Beaver Scouts have had a turn, then they
-are allowed to eat their own egg.
-Potato Head
-Items needed for each Lodge:
-1 head drawn on paper
-2 eyes drawn on separate pieces of paper
-1 nose drawn on a separate piece of paper
-1 mouth drawn on a separate piece of paper
-2 Ears drawn on separate pieces of paper
-Some hair drawn on a separate piece of paper
-A dice
-Each lodge will have the items above and they take it in turn to throw the dice, each time they
-get the right number they can add a piece to the head. To be able to start they must throw a
-six to get the head and then they add the pieces as they get the right number (each piece is
-worth a different number)
-Head (cid:150) 6
-Eye (cid:150) 5
-Other Eye (cid:150) 5
-Nose (cid:150) 4
-Mouth (cid:150) 3
-Hair (cid:150) 2
-Ears - 1
-The winners are the first lodge to complete their head.
-Puddle Race
-You need a sheet of paper for each Beaver Scout and another for each lodge. The first
-Beaver Scout has two puddles, he/she places a puddle (paper) on the floor and stands on it.
-He/she places the spare puddle in front of him/her and moves onto it. The second Beaver
-Scout moves onto the empty puddle left by the first one, then passes his/her puddle to the
-
---- PAGE 12 ---
-Beaver in front, he/she puts it onto the floor and moves onto it followed by the second Beaver.
-This is then repeated by the whole lodge in turn. When the whole lodge has done this there
-will be an empty puddle at the back of the lodge, this is then passed forward to the leader and
-the whole lodge moves on again. This is repeated until the whole lodge has reached the
-finishing line.
-Stepping Stones
-Spread sheets of old newspaper out randomly as stepping stones across the room. Beaver
-Scouts must attempt to cross the room by jumping from stepping stone to stepping stone
-without touching the ground.
-Fishes
-All the Beaver Scouts sit in a circle and are given the names of different types of fish such as
-Cod, Herring, Plaice and Salmon. When the leader calls out the name of a fish all those
-Beavers with that fish name start running round the outside of the circle and follow commands
-which are given by the leader. Tides turning (cid:150) Beavers turn round and run the opposite way,
-Sharks coming (cid:150) Beavers stop running and freeze, Fisherman(cid:146)s coming (cid:150) Beavers run quickly
-back to their places. The next lot are called and it continues until you run out of time.
-Noughts and Crosses
-Set up nine chairs, three across and three down (Like a noughts and crosses
-Board). Put the Beaver Scouts into two separate teams, one is the noughts team the other
-the crosses team. Then ask the Beavers in turn any question
-(have some questions prepared before the start of the meeting) the one who gets it right sits
-on a chair the idea to get a line of noughts or crosses.
-Where do animals live
-Label four different pieces of paper with the names, NEST, BURROW, FARM and ZOO.
-Then put them up on four different walls of the room. The leader calls out the names of
-animals and the Beaver Scouts run to where they think that animal lives. The last one there
-or the one that gets the place wrong is out for one go and then gets to call the name of the
-animal. Animals such as: Robin, Mouse, Pig, Lion, Pigeon, Rabbit, Cow, Camel, Swan, Mole,
-Horse, Elephant, Blackbird, Fox, Sheep, Monkey, Polar Bear, Chicken.
-Poison Mat
-Place a mat or a small blanket in the middle of the room. Everyone then links hands to make
-a circle round the mat. The object of the game is for everyone to pull everybody, without
-breaking the circle and try to get and many out as possible by making them touch the mat.
-Hat Relay
-You need two hats per lodge, sewn together with a short length of elastic. Divide the Colony
-into two teams, sub-dividing each team into pairs. On your command, each pair runs to a
-given point and runs back, wearing the joined hats to the next player and so on until the team
-has finished. No one can run without wearing a hat. They have a tendency to fall off if the
-pair do not work together.
-Dolphins Versus Fishermen
-One Beaver Scout is a dolphin and two are fishermen. The fishermen are identified by
-wearing their neckers the wrong way round. The remainder of the Colony are fish. The
-fishermen chase the fish, touch them, thereby (cid:147)freezing(cid:148) the fish. The fish freeze until they
-are set free by the dolphin crawling through their legs. Change leading character frequently.
-Changing Weather
-Beavers have to do the appropriate action when a leader calls out the weather forecast
-Rain (cid:150) stand still with arms in the air as if holding an umbrella
-Snow (cid:150) freeze into a snowman with arms at their sides
-Wind (cid:150) run round the room howling
-Fog (cid:150) crawl around on their hands and knees
-Storm Approaching (cid:150) crouch into a ball on the floor
-Sun (cid:150) jump up and down on the spot with arms outstretched
-
---- PAGE 13 ---
-Raisin Relay
-Divide the Beavers Scouts into lodges and give each Beaver Scout a drinking straw. At a
-distance on a plate place a number of raisins or dried fruit. On command a Beaver Scout
-runs to the plate and sucks up a raisin on the end of the straw and promptly eats it. Continue
-the game until all raisins have been eaten
-Find the Bomb
-Cut black paper bombs with short lengths of string for fuses. Scatter them around the meeting
-place hidden or at least difficult to find. Divide the Beaver Scouts into their lodges and in
-each lodge one is chosen to be the Bomb Disposal Expert. The ones that are chosen have to
-sit on a chair at one end of the room while the rest of the lodge go to find the bombs. When
-they find one they have to come back to the Bomb Disposal Expert to collect it and carefully
-carry it back to the chair. The winners are the lodge with most bombs.
-The Rattlesnake
-One child is the snake and (cid:147)rattles(cid:148) with a key ring or something similar. Everyone else is
-dancing around the room. The snake taps someone on the shoulder , that person is then
-(cid:147)eaten(cid:148) by the snake (that is the captured one crawls beneath the snakes legs and becomes
-part of the snake by holding onto his/her middle). The chase continues with each successive
-captured Beaver Scout having to crawl through more pairs of legs to join the snake. Carry on
-until all are caught.
-Farm Visit
-Beaver Scouts sit in a circle, except for one who is blindfolded. He/she is the farmer inside the
-circle. He/she stops in front of anyone and says the name of an animal found on the farm.
-The Beaver Scout chosen has to make the sound of that animal. If the farmer guesses the
-name of the child making the noise they swop places otherwise the farmer goes onto the next
-one in the ring and tries again. Don(cid:146)t allow the farmer to have more than three attempts
-before giving a new Beaver Scout the chance to be farmer.
-Sticky Popcorn
-On the word (cid:147)GO(cid:148) everyone jumps (pops) about. As contact is made with other they link up
-and stick together. Continue with the game until everybody is part of a popcorn bunch or,
-even better, every Beaver Scout is part of one single Colony-sized bunch of sticky popcorn all
-popping in unison.
-Hello
-This is played in a circle formation, starting with one Beaver Scout in the middle. He/she goes
-to one of the Beaver Scouts in the circle, shakes hands and says (cid:147)Hello, my name is(cid:133)..(cid:148) and
-states his/her name. They both run round the circle, one each way and race to the vacant
-space. The last one to arrive goes on to shake another players hand.
-Hands or Feet
-Have some lively music playing to encourage the Beaver Scouts to move around. When the
-music stops each Beaver Scout finds a partner and they decide whether to stand hands
-together or feet together. When everyone has decided and taken position the leader calls out
-wither (cid:147)hands(cid:148) or (cid:147)feet(cid:148). Whichever is called, all the pairs in that position sit down on the spot
-for the next go and join in again after the next call.
-Tommy Tucker
-Form the Colony into a circle with one Beaver Scout in the centre as Tommy Tucker. He/she
-walks quickly round the circle and stops suddenly in front of two players at whom he/she
-points and says (cid:147)Tommy Tucker says run for supper(cid:148). On the word (cid:147)supper(cid:148) (cid:150) and not before
-(cid:150) the two players run round the circle in opposite directions and one place is taken by
-Tommy. The first runner back, goes through the vacant space to the centre and becomes the
-next Tommy Tucker.
-
---- PAGE 14 ---
-Alphabet Steps
-All the Beaver Scouts stand in a line at one end of the room and a leader stands at the other
-end with a bag of letters. The leader takes one letter at a time out of the bag and calls it out
-and any child who has that letter in his/her name takes one step forward. If the letter occurs
-twice, then he/she takes two steps and so on. The first Beaver Scout to reach the Leader is
-the winner. It may help if all Leaders know how to spell all the names or if each Beaver Scout
-has his/her own name written on a piece of paper so he/she can check when to step.
-Boats
-The Beaver Scouts run around while listening for the following commands:
-Rowing Boat (cid:150) sit down and row
-Submarines- lie flat on the floor
-Speed Boats (cid:150) run fast with noise effect
-Wind Surfer (cid:150) stand holding an imaginary sail and wobble like a wind surfer
-Canoe (cid:150) sit down and paddle.
-Give the Dog a Bone
-The Beaver Scouts are divided into two teams facing each other and numbered. In between
-the two teams is a rope made into a circle, by tying a knot with both ends, this is the bone.
-Two lines are drawn a little way apart on the floor. When a number is called, the object is for
-that Beaver Scout to run and pick up the rope and pull his opponents feet over the line (as in
-a tug of war) and to gain that bone. Depending on the size of the rope and the Beaver
-Scouts, another (cid:147)dog friend(cid:148) could come along and help.
-All Change
-For this game the Beaver Scouts need to be in a circle. A leader gives each person the name
-of one of four different fruits. One player stands in the middle and calls one of the fruit
-names. All those players with that particular fruit name must get up and change places with
-one of the other fruits of the same name. The player in the centre must also attempt to find a
-space and a new player will be on for the next go.
-Dodge Ball
-Divide the Beaver Scouts into groups. One group must make a large circle and the other
-group goes into the centre of that circle. The circle players are given a soft ball to throw at the
-group in the circle. The centre Beavers must dodge but cannot leave the circle. When a
-Beaver is hit, he/she and the thrower must change places. Continue with the game until all
-Beaver Scouts have had a turn.
-Card Relay
-You will need two sets of playing cards, two hats and two chairs.
-Line the Beaver Scouts up in two equal lines. At the top of the room, place a chair and in
-front of this about six feet away place a hat. On the floor in front of the chair put a set of
-cards. On the word (cid:147)GO(cid:148) the first Beaver Scout in each team, runs up to the chair, picks up
-one playing card sits down and tries to toss the card into the hat. When he succeeds he/she
-runs back and tags the next player in the team. He/she then runs up to the chair and repeats
-the action. This continues until all playing cards are in the hat or until time runs out.
-Secret Service
-Sit all the Beavers in a circle. The leader goes to the first Beaver and whispers a message
-such as (cid:147)It(cid:146)s a nice day if it doesn(cid:146)t rain(cid:148). That Beaver will pass the message to the next
-Beaver in a whisper so that it goes round the circle. They are only allowed to say it once and
-then wait to see what the message sounds like when the last Beaver Scout says the message
-out loud. The leader then says what the message was at the start. Continue as long as you
-have time.
-The Pond
-Sit all Beaver Scouts in the middle of the room. They must imagine that they are in a big
-lodge. When the leader shouts (cid:147)There is a leak in the front of the lodge(cid:148) all Beaver Scouts
-run to the front of the room and fix the leak by pretending to hammer something in place. The
-location can be changed each time and the leak can be anywhere in the lodge.
-
---- PAGE 15 ---
-Guide Dog Trail
-Set out some obstacles such as chairs around the room. Put the Beaver Scouts into pairs.
-One is blindfolded and the other is their guide dog. The guide dog leads the blind person
-round the obstacles and back to the start without letting the blind person bump into the
-obstacles, when they get back they change places.
-Beaver Promise
-Print out all the words of the Beaver Promise enough for each lodge. Put these into a bag for
-each lodge and tip them on the floor in each lodge area. Get the Beaver Scouts to put the
-words of the Beaver Promise in the correct order. The first lodge to complete this correctly is
-the winner.

data/sources/When-Someone-Close-to-You-Dies-A-Guide-for-talking-with-and-supporting-Children-Romanian.txt

@@ -1,292 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/When-Someone-Close-to-You-Dies-A-Guide-for-talking-with-and-supporting-Children-Romanian.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Când vă decedează cineva apropiat
-Îndrumar pentru a discuta cu copiii şi a le oferi sprijin
-
---- PAGE 2 ---
-Când vă decedează cineva apropiat
-Îndrumar pentru a discuta cu copiii şi a le oferi sprijin
-Sincere condoleanţe pentru dumneavoastră, familia şi prietenii dumneavoastră care sunt afectaţi de această pierdere.
-Cunoaştem durerea şi suferinţa resimţite după moartea unei persoane apropiate.
-Moartea poate surveni în orice moment al vieţii. Uneori, ne aşteptăm să se întâmple din cauza unei boli sau a
-bătrâneţii. Alteori, se întâmplă brusc, fără vreun avertisment.
-Această broşură se adresează părinţilor/tutorilor şi explică modul în care copiii şi adolescenţii înţeleg moartea şi
-reacţionează la ea. De asemenea, aceasta cuprinde sfaturi privind sprijinul oferit copiilor după decesul unei persoane
-apropiate.
-Broşura de faţă a fost realizată de un grup multi-disciplinar din cadrul Belfast Health and Social Care Trust şi se
-bazează pe o broşură realizată în prealabil de Dr. Nichola Rooney, medic primar psiholog clinician, pentru a fi utilizată
-în spitalul de copii Royal Belfast Hospital.
-Cuprins
-Pagina
-Cum înţeleg copiii moartea 4
-Cum să le spuneţi copiilor despre decesul unei persoane apropiate 8
-Cum să-i ajutaţi pe copii să-şi ia rămas bun 10
-Nevoile copiilor după decesul unei persoane iubite 13
-Unde să căutaţi ajutor pentru copii 16
-
---- PAGE 3 ---
-Moartea este dificil de explicat unui copil. Copiii sunt foarte afectaţi de decesul unei persoane iubite. Însă, cu sprijin
-atent, părinţii şi tutorii îi pot ajuta pe copii să se adapteze la realitatea morţii şi să-şi gestioneze sentimentele de
-pierdere şi durere asociate decesului.
-Uneori, adulţii consideră că este mai bine să-i protejeze pe copii şi să nu discute un deces cu ei. Este normal ca
-părinţii/tutorii să nu ştie prea bine ce să le spună copiilor când le dau vestea decesului unei persoane iubite. Cu toate
-acestea, cercetările şi relatările familiilor şi copiilor în cauză arată că aceştia din urmă se adaptează mai bine dacă li
-se dau informaţiile adecvate cât mai curând posibil.
-Cum înţeleg copiii moartea
-Copiii au sentimente şi emoţii asemănătoare cu ale adulţilor atunci când decedează cineva apropiat lor. Însă modul în
-care își manifestă aceste sentimente şi emoţii sunt adesea diferite, ceea ce poate fi derutant pentru copii, tutori şi alţi
-adulţi. Copiii mici nu pot să fie trişti o perioadă îndelungată, aşa că este posibil să fie foarte supăraţi acum, iar în
-secunda următoare să se joace şi să râdă. Uneori, pot să accepte cu uşurinţă un deces la început, dar un pic mai
-târziu să devină foarte supăraţi. Noi spunem că sar de la durere la alte stări. Acest răspuns este unul normal şi este
-important să li se ofere ocazia de a-şi exprima durerea când simt ei nevoia. Ca adult, poate fi dificil să faceţi faţă
-schimbărilor de dispoziţie ale copiilor, deoarece adulţii tind să fie trişti tot timpul. Modul în care copiii înţeleg moartea
-depinde în mare măsură de vârsta şi de capacitatea acestora.
-Reacţia copiilor la pierderea suferită va fi influenţată de felul în care înţeleg ei moartea, aşa cum veţi vedea în
-secţiunile de mai jos. Totuşi, copiii se dezvoltă în ritmuri diferite şi pot înţelege moartea într-un mod mai pueril sau mai
-matur decât ar corespunde vârstei lor efective.
-0-2 ani
-Copiii foarte mici nu înţeleg semnificaţia morţii, dar sunt foarte sensibili la supărarea celor din jurul lor. Ei reacţionează
-la pierderea persoanei iubite şi este posibil să o caute fizic sau, în cazul în care vorbesc, să o strige. Bebeluşii şi copiii
-mici îşi pot manifesta suferinţa fiind supăraţi, mai obosiţi decât de obicei, dependenţi sau uşor de speriat. Deşi copiii
-de această vârstă nu înţeleg semnificaţia morţii, tot este important să le vorbiţi despre acest lucru. Vor începe să
-înţeleagă cuvintele nefamiliare pe măsură ce cresc şi se dezvoltă.
-2-5 ani
-Copiii cu vârsta cuprinsă între 2 şi 5 ani pot să nu înţeleagă faptul că moartea este permanentă şi că se întâmplă
-oricărei fiinţe vii. Din cauza înţelegerii lor limitate, este posibil să nu aibă nicio reacţie când li se spune că a murit
-cineva. Copiii de această vârstă înţeleg lucrurile foarte literal, aşa că limbajul folosit este deosebit de important. Este
-esenţial să evitaţi explicaţii de genul „a plecat departe” sau „doarme”, deoarece acestea pot crea confuzii. Este mai
-bine să folosiţi termenii „moarte” şi „a murit”, deşi aceste cuvinte sunt greu de spus copiilor mici. Lor le este greu să
-înţeleagă faptul că o persoană decedată nu mai poate reveni, în viitor, de aceea trebuie să li se repete că atunci când
-cineva moare, nu se mai întoarce niciodată. Ei pot pune întrebări precum:
-• Poţi să te dai cu bicicleta în rai?
-• Buni mai poate să mă vadă?
-• Mami/tati va fi acolo când plecăm în vacanţă?
-Aşa încearcă cei mici să dea un sens celor întâmplate. Deşi poate fi dificil să răspundeţi la aceste întrebări, este
-important să răspundeţi cât mai răbdător şi mai sincer posibil, amintindu-i copilului că persoana iubită decedată nu se
-
---- PAGE 4 ---
-va întoarce niciodată.
-În toate familiile au loc certuri şi, în astfel de momente, copiii pot spune că urăsc pe cineva sau că şi-ar dori ca cineva
-să moară. Copiii de această vârstă îşi dezvoltă imaginaţia şi adesea adoptă o „gândire magică”. De aceea, pot gândi
-că decesul a survenit din cauza cuvintelor sau dorinţelor lor exprimate în timpul unei cerţi. Dat fiind că uneori copiii se
-învinovăţesc singuri când moare cineva special, este foarte important ca ei să înţeleagă şi să audă că nimic din ceea
-ce spunem sau gândim nu poate provoca moartea cuiva.
-5-11 ani
-Pe măsură ce copiii mai cresc puțin, încep să înţeleagă ce înseamnă „pentru totdeauna” şi că moartea este
-permanentă. Cu toate acestea, tot simt sau speră că pot să inverseze ce s-a întâmplat („Dacă fac ce-mi spune mama,
-poate se întoarce [numele]”). Ca şi copiii mici, şi ei au nevoie să li se spună că nimic din ceea ce zicem sau gândim
-nu poate provoca moartea cuiva.
-Copiii înţeleg mai multe despre moarte între vârstele de opt şi zece ani. Treptat, aceştia înţeleg că moartea are o
-cauză şi că toate fiinţele vii trebuie să moară. Este normal să pună întrebări despre moarte, chiar dacă nu au avut
-experienţa unui deces printre apropiaţi. Copiii pot să manifeste curiozitate şi să pună întrebări despre ce se întâmplă
-în momentul morţii sau după înmormântare. Este important ca cineva care se simte în largul lui cu astfel de întrebări
-să le răspundă. Este posibil să vă fie prea greu să răspundeţi la aceste întrebări şi să doriţi să implicaţi pe altcineva,
-care nu face parte din familia apropiată.
-Adolescenţii
-Adolescenţii înţeleg moartea la fel ca adulţii. Experienţa decesului unei persoane apropiate poate fi extrem de dificilă
-pentru adolescenţi, întrucât aceştia încă nu au maturitatea emoţională a adulţilor. Ei înţeleg caracterul final al morţii şi
-impactul pe termen lung pe care aceasta îl va avea asupra vieţilor lor şi asupra vieţii de familie. La această vârstă, ei
-trec prin schimbări fizice, emoţionale şi sociale majore, care îi pot face să se simtă foarte vulnerabili şi să resimtă mai
-acut nevoia sprijinului din partea familiilor şi a celor iubiţi. Adesea, adolescenţii discută despre experienţele şi
-sentimentele lor mai mult cu prietenii, decât cu părinţii/tutorii. Este posibil ca părinţii/tutorii să-şi facă griji pentru copiii
-lor adolescenţi şi pentru modul în care fac faţă situaţiei. Poate fi util să discutaţi cu părinţii prietenilor, cu profesorii sau
-cu alţi adulţi importanţi pentru a vă asigura că adolescenţii stau de vorbă cu cineva.
-
---- PAGE 5 ---
-Cum să le spuneţi copiilor despre decesul unei persoane apropiate
-Părinţii/tutorii declară frecvent că se simt nesiguri când trebuie să le vorbească copiilor despre moarte. Deşi nu există
-o formulă pentru a face acest lucru, sperăm că îndrumările de mai jos vor fi utile.
-• Este util ca părinţii/tutorii să stabilească între ei ce doresc să le spună copiilor înainte de a discuta cu aceştia.
-Astfel, copiii vor primi aceeaşi explicaţie de la toată lumea.
-• Vorbiţi cu copiii dumneavoastră cât mai curând posibil. Dacă aşteptaţi prea mult, există riscul ca aceştia să afle
-de la altcineva sau să simtă că ceva nu este în regulă şi să se îngrijoreze.
-• Este important să fiţi cât mai deschişi şi mai sinceri posibil şi să explicaţi clar ce s-a întâmplat, într-un limbaj pe
-care copiii să-l poată înţelege.
-• Cantitatea de informaţii necesară copiilor depinde de vârsta şi de capacitatea acestora. Copiii mici nu au nevoie
-de explicaţii complicate şi poate fi suficient să spuneţi ceva de genul: „[Numele] a fost bolnavă multă vreme, iar
-doctorii şi asistentele au încercat din greu să o facă bine, dar a fost prea bolnavă şi a murit.” Pentru copiii mai
-mari şi adolescenţi va fi nevoie de explicaţii mai detaliate.
-• Când li se vorbeşte pentru prima oară despre moarte, copiii mici pot fi curioşi mai ales „unde” şi „când” s-a produs
-aceasta. Copiii un pic mai mari pot să întrebe „cum” a murit persoana iubită, iar copiii mai mari şi adolescenţii vor
-dori să afle şi „de ce”.
-• Este important să folosiţi cuvintele „moarte” sau „a murit” în loc să spuneţi că „o să doarmă multă vreme”, „am
-pierdut-o” sau „a plecat într-o călătorie”. Aceste afirmaţii pot cauza confuzie, mai ales în rândul copiilor mici, care
-le înţeleg literal şi, prin urmare, se vor supăra sau le va fi teamă să meargă la culcare, să se rătăcească sau să
-plece într-o călătorie.
-• Celor mai mici trebuie să le spuneţi că, atunci când moare cineva, corpul său nu mai funcţionează şi nu mai are
-nevoie de aer ca să respire. Este important să li se spună copiilor că un corp decedat nu simte foame, sete,
-căldură sau frig.
-• Este normal ca aceştia să se îngrijoreze de propriul viitor şi să pună întrebări de genul: „Mai pot să mă duc la
-petrecerea prietenului meu?” sau „Cine o să mă ia de la înot?”. Este util să-i liniştiţi în ceea ce priveşte
-continuitatea rutinei, atunci când este posibil, sau să le explicaţi clar alte planuri.
-Cum să-i ajutaţi pe copii să-şi ia rămas bun
-Poate nu sunteţi siguri dacă ar fi util pentru copiii dumneavoastră să vadă persoana iubită după deces sau să participe
-la înmormântare. Părinţii/tutorii descriu frecvent această decizie ca pe una foarte dificilă, care trebuie luată într-un
-moment în care şi ei suferă. Fiecare situaţie este aparte şi oamenii pot avea concepţii diferite. Copiii au nevoie să li
-se dea ocazia de a-şi lua rămas-bun.
-Din cercetări şi din discuţiile cu copii şi tineri cărora le-a decedat cineva, rezultă ca se recomandă să li se dea copiilor
-ocazia de a vedea persoana iubită după deces şi de a lua parte la înmormântare. Este important ca aceştia să fie bine
-pregătiţi pentru acest eveniment şi să fie însoţiţi de un adult cunoscut şi de încredere, care să îi sprijine şi să răspundă
-la orice întrebări ar avea aceştia. Copiii mai mari şi adolescenţii pot simţi nevoia să discute despre ceea ce simt în
-legătură cu vederea persoanei iubite după moarte şi/sau participarea la înmormântare. Ar putea fi util să le arătaţi
-avantajele şi dezavantajele, ca să-i ajutaţi să ia o decizie.
-
---- PAGE 6 ---
-Vederea persoanei iubite după deces
-• Copiii au nevoie de o pregătire atentă înainte de a vedea persoana iubită după deces. Au nevoie de o descriere
-clară a sicriului, a camerei, a persoanelor care vor fi prezente şi a persoanei care îi va însoţi.
-• Este important să discutaţi cu ei despre felul în care arată persoana iubită (de exemplu, cu ce va fi îmbrăcată) şi
-despre faptul că pielea şi-a schimbat culoarea şi este rece.
-• Unii copii preferă să stea la distanţă, mai ales la început, şi trebuie să ştie că pot face acest lucru. Este posibil să
-aibă nevoie să li se spună că pot să atingă sau să sărute persoana iubită decedată, dar şi că nu e nimic dacă nu
-doresc să facă asta. (Poate aţi fost informaţi că, dată fiind cauza decesului, nu se recomandă atingerea
-cadavrului).
-• Este important să lăsaţi copiii să vină şi să plece când doresc.
-• Poate fi util să petreceţi un timp împreună, ca familie, în privat. Cu siguranţă, acesta este un moment cu
-încărcătură emoțională foarte mare pentru familii, iar lumea poate să plângă sau să fie supărată. Intimitatea,
-spaţiul şi timpul petrecut împreună sunt importante.
-• Este în regulă ca adulţii să manifeste un nivel adecvat de emoţie şi să plângă în faţa copiilor, cu condiţia să aibă o
-explicaţie pentru acest lucru.
-• Poate fi util să li se dea copiilor ocazia de a pune în sicriu un obiect cu o semnificaţie aparte: un bilet, o jucărie, o
-poezie, un desen sau un cadou. Este foarte important ca obiectul respectiv să nu fie ursuleţul lor preferat sau
-păturica cu care sunt înveliţi la culcare, deoarece vor avea nevoie de ele în săptămânile care vor urma. Un obiect
-secundar ca importanţă ar fi o alegere mai bună.
-• Copiii şi tinerii pot spune că nu doresc să vadă persoana iubită după deces. Este esenţial să încercaţi să aflaţi
-motivul. Este important să aflaţi dacă este o dorinţă sinceră de a-şi aminti persoana în cauză aşa cum era în
-timpul vieţii sau, mai degrabă, o decizie bazată pe teamă sau îngrijorare (de exemplu, cum ar putea arăta,
-îngrijorarea că ar putea să sufere). În acest din urmă caz, ei pot fi sprijiniţi să vadă persoana iubită decedată.
-• În situaţia în care motivul decesului a fost o traumă şi corpul a fost vătămat în mare măsură, ar fi bine să cereţi
-sfaturi dacă ar fi indicat ca cei mici să vadă persoana iubită după deces. În majoritatea cazurilor, poate fi văzută
-şi/sau atinsă o parte a corpului neafectată de traumă.
-Participarea la slujba de înmormântare
-• În general, este util ca la înmormântare să participe şi copiii. Este important ca ei să ştie ce se va întâmpla (de
-exemplu, cine va fi cu ei, unde se va afla sicriul) şi să aibă oportunitatea de a pune întrebări. Poate ajuta să fie
-însoţiţi de un adult cunoscut şi de încredere, care să îi sprijine şi să răspundă la orice întrebări ar avea aceştia.
-• Poate fi benefic pentru copii să poată alege dacă să aibă un rol direct în înmormântare (de exemplu, să citească
-o poezie sau să pună o floare pe sicriu) sau un rol indirect (de exemplu, să scrie un mesaj pentru flori sau să
-aleagă o asociaţie caritabilă pentru donaţii).
-• Dacă dvs. sau copiii aveţi anumite convingeri despre viaţa de după moarte, ar putea fi mângâietor să le
-împărtăşiţi.
-Participarea la îngropare / incinerare
-• Unii adulţi preferă să nu fie şi copiii prezenţi la îngropare/incinerare, în timp ce alţi adulţi doresc să participe şi
-copiii. Dacă doriţi să fie prezenţi copiii dumneavoastră, este important ca aceştia să fie bine pregătiţi şi să ştie ce
-se va întâmpla, precum şi să li se dea posibilitatea să pună întrebări. Poate fi util să fie însoţiţi de un adult
-
---- PAGE 7 ---
-cunoscut şi de încredere, care să îi sprijine şi să răspundă la orice întrebări ar avea aceştia.
-• Copiii mai mari şi tinerii ar trebui să poată alege dacă participă sau nu la îngropare/incinerare.
-• Copiii pot avea întrebări cu privire la îngropări şi incinerări. Este normal să fie curioşi şi să întrebe ce se întâmplă
-cu o persoană după ce moare. Este important să le amintiţi că, atunci când o persoană decedează, corpul nu mai
-funcţionează şi nu mai are nevoie de aer ca să respire, nici nu mai simte foame, sete, durere, căldură sau frig. De
-asemenea, este important ca cineva care se simte în largul lui cu astfel de întrebări să le răspundă. Este posibil
-să vă fie prea greu să răspundeţi la aceste întrebări şi să doriţi să implicaţi pe altcineva, care nu face parte din
-familia apropiată.
-Nevoile copiilor după decesul unei persoane iubite
-Poate fi descurajant să încercaţi să îndepliniţi nevoile copiilor după decesul unei persoane iubite, când şi
-dumneavoastră suferiţi şi resursele emoţionale şi fizice sunt limitate. Este esenţial să fiţi blânzi cu dumneavoastră
-înşivă, încercaţi să nu aveţi pretenţii prea mari de la propria persoană şi amintiţi-vă că şi dumneavoastră aveţi nevoie
-de sprijin. Copiii care pierd o persoană iubită au nevoi pe care sperăm că îndrumarul de faţă vă va ajuta să le
-îndepliniţi.
-Ajutaţi-i pe copii să se simtă în siguranţă
-În această perioadă, copiilor le este greu să se despartă de părinţi/tutori, ceea ce este normal. Este posibil să-i
-urmeze pe părinţi/tutori prin casă sau să ceară să fie ţinuţi pe genunchi.
-• Despărţirile care nu sunt necesare ar trebui evitate, iar dacă sunt necesare, pregătiţi-vă copilul pentru acestea.
-• Pe copii îi ajută să fie îmbrăţişaţi, alintaţi şi să primească asigurări emoţionale. Copiii au nevoie să fie asiguraţi că,
-deşi suferiţi, tot puteţi să aveţi grijă de ei şi că încă sunt iubiţi şi importanţi.
-• Restabilirea sau crearea unor rutine (de exemplu, ora de mers la culcare, ora de luat masa, activităţi zilnice) sunt
-utile pentru copiii dumneavoastră. Copiii se simt cel mai în siguranţă când ştiu ce să facă şi la ce să se aştepte,
-iar rutina ajută în acest sens. Este foarte util să restabiliţi limitele şi regulile normale pentru a-i ajuta pe copii să se
-simtă în siguranţă.
-• După decesul cuiva apropiat, copiii pot avea deficienţe de somn. Adesea au coşmaruri despre cineva care vine
-să îi ia sau despre alţi membri ai familiei care mor. În astfel de momente, trebuie să îi asiguraţi că sunt protejaţi.
-Poate ajuta să lăsaţi o lumină aprinsă. Copiii mici ar putea cere să doarmă în patul dumneavoastră. Dat fiind că
-ar putea fi greu să scăpaţi de acest obicei, mai bine îi liniştiţi şi îi ajutaţi să adoarmă la loc în patul lor.
-• Asiguraţi-vă că oamenii importanţi din viaţa copiilor (de exemplu, profesorii, tutorii, liderii pentru tineret) sunt la
-curent cu decesul, astfel încât să ofere şi ei asistenţă.
-Ajutaţi-i pe copii să-şi gestioneze emoţiile
-Copiii află despre durere de la adulţi şi este în regulă să manifestaţi un nivel adecvat de emoţie în faţa lor, cu condiţia
-să le explicaţi de ce sunteţi trişti sau supăraţi. Copiii au nevoie să găsească modalităţi prin care să-şi arate
-sentimentele legate de viaţa şi moartea persoanei iubite.
-• Copiii trebuie să ştie că este în regulă să fie trişti, dar că este în regulă şi să fie fericiţi, să se simtă bine şi să se
-joace, chiar şi atunci când se întâmplă ceva trist. Tot au nevoie să-şi serbeze zilele de naştere şi ocaziile
-speciale. Nu este ieşit din comun ca cei mici să traducă experienţa pierderii în activităţi de joacă.
-• Copiii au relaţii unice şi foarte speciale cu membrii familiei şi prietenii, adesea caracterizate printr-o mare
-dragoste dar, uneori, şi printr-o furie puternică. După decesul cuiva apropiat, copiii se simt frecvent vinovaţi
-
---- PAGE 8 ---
-pentru momentele de furie şi este important să ştie că este normal. Ei au nevoie să li se spună că nimic din ceea
-ce zicem sau gândim nu poate provoca moartea cuiva. Este util să-i asiguraţi că au fost iubiţi de persoana care a
-murit. Amintiţi-le lucrurile bune pe care le-au făcut pentru persoana iubită şi încurajaţi-i să păstreze amintirile
-frumoase.
-• Copiii îşi pot manifesta durerea printr-un comportament agresiv. Acest lucru se poate întâmpla acasă, prin crize
-sau certuri cu fraţii şi surorile lor, precum şi la şcoală, prin probleme de disciplină în clasă sau certuri cu prietenii.
-Aceasta este modalitatea lor de a-şi exprima furia pentru pierderea nedreaptă pe care au suferit-o. Este posibil să
-vă învinovăţească pe dumneavoastră că aţi permis aşa ceva sau să fie furioşi că au fost părăsiţi. Acordaţi-le
-atenţie din plin când se comportă bine şi fiţi fermi când au un comportament pe care îl consideraţi inacceptabil. Îi
-puteţi ajuta să-şi rezolve furia discutând pe îndelete cu ei.
-Ajutaţi-i pe copii să-şi împărtăşească amintirile
-Este important pentru copii să-şi povestească amintirile şi să vorbească despre persoana care a decedat, să se uite la
-fotografii, filme/înregistrări video şi suveniruri.
-• Pe copii îi poate ajuta să petreacă puţin timp printre hainele şi obiectele care i-au aparţinut persoanei iubite. În
-timp şi când sunteţi pregătiţi, este benefic pentru copii să-şi aleagă câteva dintre lucrurile la care ţin.
-• Umplerea unor „cutii de amintiri” cu lucruri speciale sau crearea unor albume de colaje cu experienţele comune
-sunt alte modalităţi de a păstra vie memoria persoanei respective.
-• Este important să se păstreze amintiri speciale şi fotografii pentru copii, mai ales pentru cei foarte mici care poate
-nu au multe amintiri cu persoana iubită.
-Unde să căutaţi ajutor pentru copii
-Multe familii se descurcă cu sprijinul familiei extinse şi al prietenilor sau cu sprijin din alte surse, cum ar fi grupurile
-confesionale şi comunitare. Dacă doriţi să discutaţi despre reacţia copilului dumneavoastră la deces sau să primiţi
-informaţii suplimentare, mai jos veţi găsi datele de contact ale unor agenţii care oferă consiliere şi încurajări. De
-asemenea, dacă vă îngrijorează comportamentul atipic al copiilor dumneavoastră sau consideraţi că aceştia ar putea
-beneficia de sprijin din afara familiei, aceste agenţii vă vor sprijini şi ajuta.
-Organizaţii de sprijin locale *
-Barnardo’s Child Bereavement Sfaturi şi informaţii
-Support Service (Serviciul de sprijin) pentru părinţii copiilor
-453 Ormeau Road cărora le-a decedat o persoană iubită
-Belfast BT7 3GQ
-Tel: 028 9064 5899
-www.barnardos.org.uk/childbereavementservice
-Cruse Bereavement Care Toate tipurile de doliu
-Birou regional
-Graham House
-Knockbracken Healthcare Park
-Saintfield Road
-Belfast BT8 8BH
-Tel: (028) 9079 2419
-www.cruseni.org
-Linia de asistenţă telefonică: 0844 477 9400
-Să ne amintim de copilul nostru Tel: (028) 9079 7975
-
---- PAGE 9 ---
-Family Trauma Centre Deces brusc sau traumatic
-1 Wellington Park în care au fost implicaţi copii
-Belfast BT9 6DJ
-Tel: (028) 9020 4700
-Organizaţii de sprijin naţionale
-Childhood Bereavement Network www.chiLdhoodbereavementnetwork.org.uk
-Winston’s Wish www.winstonswish.org.uk
-Child Bereavement Charity www.childbereavement.org.uk www.childbereavement.org.uk
-Informaţii despre Belfast Health and Social Care Trust
-Belfast Health and Social Care Trust are o pagină dedicată doliului pe site-ul său public. Aceasta cuprinde informaţiile
-din prezenta broşură şi altele din serie. Adresa web este: www.belfasttrust.hscni.net.
-Noi, la Belfast Trust, dorim să întelegem şi să învăţăm din experienţele pacienţilor noştri şi ale rudelor acestora. Dacă
-doriţi să faceţi un comentariu privind orice aspect al îngrijirii primite, vă rugăm să transmiteţi comentariile
-dumneavoastră la:
-Trust Bereavement Coordinator
-1st Floor
-Bostock House
-Royal Group of Hospitals
-Grosvenor Road
-Belfast
-BT12 6BA
-Dacă nu sunteţi mulţumiţi de orice aspect al îngrijirii primite şi doriţi să faceţi o reclamaţie, vă rugăm să contactaţi:
-Complaints/Patient Liaison Manager (Manager reclamaţii/Relaţii cu pacienţii)
-McKinney House
-Musgrave Park Hospital
-Stockmans Lane
-Belfast
-BT9 7JB

data/sources/ciuperci final.txt

@@ -1,312 +0,0 @@
-SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/ciuperci final.pdf
-CONVERTED: 2025-01-11
-==================================================
-
-
---- PAGE 1 ---
-Specii de ciuperci de padure din Romania
-Ciupercile de padure apar in diferite forme si culori si poarta denumiri variate si
-sugestive. Cele mai intalnite specii comestibile de ciuperci pe care le intalnim in
-padurile din Romania sunt urmatoarele:
-Lista ciupercilor comestibile din flora spontana a Romaniei
-Denumirea /
-Denumirea
-Poza denumirile Observatii
-stiintifica
-populare
-ciuperca de camp, Se poate confunda cu A.
-Agaricus arvensis ciuperca oilor / xanthodermus. Saprofita in
-horse mushroom pasuni sau paduri.
-/agaric imperial, the
-Saprofita in paduri de foioase si
-Agaricus augustus prince, prataiolo
-rasinoase.
-maiestoso
-ciuperca de cultura, Are varietati de cultura. Se poate
-confunda cu A. xanthodermus.
-Agaricus bisporus sampinion /
-este spontana? Saprofita in terenuri
-champignon
-innierbate.
-Se poate confunda cu A.
-ciuperca de balegar, xanthodermus (la persoane
-sampinion, sensibile poate produce probleme
-Agaricus gastrointestinale). Saprotrofa in
-champignon / rose
-campestris terenuri innierbate. Palaria uneori
-des pres, field
-maronie se poate confunda
-mushroom cu Amanita Phalloides - Buretele
-viperei, care este otravitoare.
-Se poate confunda cu A.
-Agarius bitorquis /spring agaric xanthodermus. Saprofita in
-terenuri innierbate.
-
---- PAGE 2 ---
-ciuperca de padure / Saprofita in paduri. La ciupercile
-Agarius silvatica tinere, palaria se poate confunda cu
-wood mushroom
-palaria amanitelor otravitoare.
-ciuciulean de
-Albatrellus In paduri de rasinoase si amestec cu
-toamna, galbinea,
-confluens foioase.
-galbinele, roine
-buretele oilor / fungo In paduri de rasinoase si amestec cu
-Albatrellus ovinus
-del pane foioase.
-buretele domnesc, Se poate confunda cu A.
-Amanita caesarea muscaria. In paduri diverse
-craita / Cesar
-(micoritica).
-buretele domnesc,
-craita / blusher, Se poate confunda cu A.
-pantherina (toxica). In paduri
-Amanita rubescens l'Amanite
-diverse de foioase si rasinoase
-rougissante, tignosa
-(micoritica).
-vinata
-Se poate confunda cu alte amanite.
-Amanita vaginata burete / grisette
-In paduri diverse (micoritica).
-Armillaria mellea
-sensu largo specie Pentru persoanele neinstruite,
-colectiva din care speciile de Armillaria se pot
-fac parte: ghebe, opintici / confunda cu gheba
-pucioasa Hypholoma
-A. gallica (gheba de honey fungus, fasciculare (slab toxica) si alte
-deal, gheba de gorun). chiodino del miele specii inrudite ecologic si morfologic.
-A. cepistipes (gheba Parazite si saprofite pe arbori, in
-de brad). paduri diverse.
-A. mellea sensu
-
---- PAGE 3 ---
-stricto (gheba de
-campie, gheba de stejar).
-A. ostoyae (gheba de
-munte, gheba de brad).
-hrib negru, pitarca,
-Boletus aereus pitoanca / porcini In paduri de foioase (micoritica).
-negro, cep
-Boletus badius hribul murg
-In paduri de foioase si rasinoase
-hrib, manatarca, hrib
-(micoritica). Sub numele comun B.
-Boletus edulis cenusiu / porcini, edulis se recoltau in trecut si
-cep speciile asemanatoare (B.
-aereus, B. reticulatus s.a.)
-Boletus elegans untoasa cu inel
-Boletus luridus chitarca, pitarca
-pita vacii, turta vacii
-/ bolet jaune, In paduri de foioase si rasinoase
-Boletus luteus
-pinarello, pinarolo, (micoritica).
-slippery Jack
-
---- PAGE 4 ---
-hrib de pin / pinicola,
-Boletus pinophilus porcino dei pini,
-In paduri de pin (micoritica).
-(B. pinicola) pinewood king
-bolete
-manatarca, hrib /
-Boletus reticulatus
-summer cep, In paduri (micoritica).
-(B. aestivalis)
-ceppatello, estatino
-chitarca, burete de
-Boletus scaber mesteacan, burete
-calugaresc
-Boletus
-buza caprei
-subtomentosus
-Cantharellus galbiori / chanterelle, In paduri de foioase si rasinoase
-cibarius girolle. (micoritica).
-laba ursului,
-Clavaria aurea
-togmagiorii
-
---- PAGE 5 ---
-buretii creti, creasta
-Clavaria botrytis cocosului,
-ramurelele
-buretele cu peruca,
-Conservarea (congelare) urgenta
-Coprinus comatus buretele de cerneala este indicata. Saprofita in terenuri
-/ ink mushroom innierbate.
-Micoritica in paduri de brad. Sub
-rascovul, buretii
-numele comun L. deliciosus se
-dulci, painea padurii,
-recoltau in trecut si ceilalti rascovi
-Lactarius deliciosus rascovii de brad / (L. deterrimus, L.
-Safron milk-cup, sanguifluus, L.
-semisanguifluus, L.
-rude, sanguinaccio
-salmonicolor)
-iutarii, buretii iuti,
-Lactarius piperatus
-buretele laptos
-laptuca dulce,
-burete dulce, Micoritica in paduri de foioase si
-Lactarius volemus
-buretele rosu, rasinoase.
-rascov laptos
-buretele alb al Ciupercile tinere se pot confunda cu
-Lepiota naucina
-porumbeilor amanitele albe otravitoare.
-
---- PAGE 6 ---
-palaria sarpelui,
-Lepiota procera buretele serpesc,
-parasolul
-bureti de roua, bureti Se poate confunda cu alte specii
-Marasmius oreades
-de pajiste, bureciori mici maronii. Saprofita in pasuni.
-Morchella conica zbarciogi In paduri (micoritica).
-Morchella esculenta ciuciulete, pupi / true Comestibila. Are si valoare
-medicinala. In paduri, pasuni, livezi.
-(M. vulgaris) morel
-diverse.
-pastrav de fag,
-burete de fag,
-buretele negru de Are si proprietati medicinale. Are
-Pleurotus ostreatus varietati de cultura. Saprofita sau
-fag, negrisori /
-parazita pe foioase.
-oyster mushroom,
-Pleurote en huitre
-pastrav, pastrav de
-Polyporus Are si proprietati medicinale.
-nuc, pastrav de ulm
-squamosus Saprofita sau parazita pe foioase.
-/ Dryad's saddle
-
---- PAGE 7 ---
-painisoara /
-Russula alutacea Glanzende Micoritica in paduri diverse.
-Ledertaubing
-hulubita, vinetelele /
-Russula aurea (R.
-colombina dorata, Micoritica in paduri.
-aurata)
-gilded brittlegill
-hulubita, vinetica
-Russula porumbeilor / Micoritica in paduri de foioase si
-cyanoxantha colombina magiore, rasinoase.
-Frauen-Taubling
-Micoritica in paduri de foioase.
-painea pamantului,
-Persoanele neinstruite o pot
-vinetica / the flirt, confunda cu Amanita
-Russula vesca
-Fleischrote Speise- phaloides (buretele viperei, care
-Taubling are inel, volva si palarie cu forma
-convexa usor de observat!).
-oita, vinetica pestrita
-/ colombina verde, Micoritica in paduri de foioase.
-Russula virescens Persoanele neinstruite o pot
-Rossela verde,
-confunda cu Amanita phaloides.
-green brittlegill
-buretele de mai,
-Tricholoma georgii
-buretele de spin
-
---- PAGE 8 ---
-Tricholoma
-/charbonnier In paduri (micoritica).
-portentosum
-trufa alba, trufa de
-In paduri de foioase (micoritica). Se
-Tuber magnatum toamna / truffe recolteaza in perioada 1 octombrie-
-blanche, white truffle 15 decembrie.
-Tuber trufa neagra, perla
-melanosporum neagra
-ATENTIE! Unele specii de ciuperci sunt comestibile, altele sunt foarte toxice. Printre hribi, de
-exemplu, exista specii bune de mancat si altele otravitoare. Nu consumati ciuperci culese din
-natura decat daca sunteti siguri ca le-ati identificat corect, de preferat cu ajutorul unei persoane
-care cunoaste foarte bine ciupercile.
-
---- PAGE 9 ---
-Lista principalelor ciuperci otravitoare, toxice sau
-nerecomandate pentru consum
-Poza Denumirea stiintifica Denumirea / denumirile populare
-Agaricus
-champignonul oilor
-xanthodermus
-Amanita citrina buretele de lamaie
-Amanita muscaria buretele mustelor
-Amanita panterina burete pestrit, buretele pantera
-Amanita phalloides buretele viperei, ciuperca alba
-
---- PAGE 10 ---
-Amanita porphyria buretele tomnatic
-Amanita regalis
-buretele primavaratic, ingerul
-Amanita verna
-distrugator
-Amanita virosa buretele tomnatic
-Boletus luridus hribul mistretului
-
---- PAGE 11 ---
-Boletus satanas Lenz hrib tiganesc
-Calvatia utriformis buretele iepurilor
-Clitocybe candicans
-Clitocybe cerussata
-Clitocybe dealbata palnioara de fildes, nicoretii
-Clitocybe nebularis cenusareasa
-
---- PAGE 12 ---
-Clitocybe phyllophila
-buretele fals, palnioara ondulata,
-Clitocybe rivulosa
-ciuperca naduselii
-Cortinarius
-buretii de mesteacan
-cinnamomeus
-Cortinarius orellanus palaria nebunului
-Entoloma lividum ciuperca pieptanusului
-
---- PAGE 13 ---
-Genul Inocybe ciuperca plangatoare
-Gyromitra esculenta zbarciogul gras
-Gyromitra gigas creier de vitel
-Hebeloma sinapizans ciuperca plangatoare
-Hydnotria tulasnei
-
---- PAGE 14 ---
-Hypholoma
-gheba pucioasa
-fasciculare
-Lactarius picinus
-Lactarius
-scrobiculatus
-Lactarius torminosus buretii flocosi
-Lepiota helveola buretele serpesc caramiziu
-Omphalotus olearius buricul maslinului
-
---- PAGE 15 ---
-Paxillus involutus buretele porcesc
-Psilocybe
-semilanceata
-Rhodophyllus incanus
-Rhodophyllus
-staurosporus
-Russula emetic vinetica focului
-
---- PAGE 16 ---
-Russula foetens vinetica puturoasa
-Scleroderma citrinum buretele cerbilor
-Scleroderma
-buretele cerbilor fals
-verrucosum
-Tricholoma pardinum ciuperca soarecelui
-Tricholoma
-sulphureum
-
---- PAGE 17 ---
-Tuber dryophillum
-Tuber excavatum trufa scobita
-Tuber fulgens Quel