DODGE COUNTY

4-H

Camp Counselor

HANDBOOK

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Table of contents

Welcome to Camp! 4

Why Do We Have Camp? 5

Camp Maps 6

Camp Expectations 8

Camp is For the Campers! 9

How Can I be a Better Counselor? 10

Four Essential Elements of Positive Youth Development 11

Counselor Checklist 12

What Campers Need to Know 13

Basic Teaching Skills for Camp Counselors 14

Ages & Stages 15

Reflection With Your Campers 17

Helping Campers with Special Needs 18

It’s Camp Time! 19

Some General Upham Reminders 20

Tips for the Dining Hall 20

Strategies to Ease Camper Behavior Management 21

Dealing with Behavior Problems 22

Communicating with Your Campers 23

How to Make Camp Memorable 24

Camp Safety & Camper Wellness 25

Safety Practices for Camp Counselors 26

Risk Management Strategies 27

Risk Management Checklist 28

Safety First! 29

Responsible Reactions to an Emergency Situation 30

Waterfront Safety 31

Camper Wellness 32

Camp First Aid 35

Tick Identification Cards 37

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Camp Programming Resources 38

Parts of a Campfire 39

Campfire Plan 40

Flag Ceremonies 41

Flag Ceremony Plan 44

Readings for Flag Ceremonies 45

Songs for Flag Ceremonies 49

Get Acquainted Activities 50

Transitions 51

Teambuilding Activities 51

Cabin Time Plan 52

Tent Time Plan 53

Theme Session Plan 55

Large Group Activities 57

Camp Songs 58

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Welcome

to Camp!

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Why do we have camp? Purposes & Goals

Purpose of Camp The purpose of 4-H Summer Camp is to provide an outdoor learning experience for youth campers and a leadership learning position for teen counselors and adult leaders.

Goals for Camp as a Whole

Provide safe location for youth campers, teen counselors, and adult staff volunteers to experience new knowledge and skills in an outdoor setting.

Provide a variety of outreach educational opportunities

Learn and practice leadership, independence and teamwork skills

Provide enjoyment and satisfaction for all participants Goals for Counselors

Practice organization skills through planning, coordinating, and implementing learning experiences

Develop interpersonal relationships with youth, peers, and adults

Develop and strengthen teamwork, leadership, and responsibility skills and knowledge

Practice problem solving and decision making skills Goals for Campers

Practice teamwork, cooperation, and communication skills

Learn and practice new skills and knowledge in an outdoors environment

Develop self-confidence and self-responsibility

Develop independence skills and enjoy participation in new experiences away from home

Develop interpersonal relationships with peers, teen counselors, and adult leaders

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Upham Woods Outdoor Learning Center Map

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Upham Woods Outdoor Learning Center

Upham Woods Outdoor Learning Center N194 County Rd N

Wisconsin Dells, WI 53965 Phone: (608) 254-6461

Fax: (608) 253-7140

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4-H Camp Expectations…

For Counselors:

Attend and participate in all camp activities.

Behave in ways reasonably acceptable to campers and staff.

Be responsible for your own property and respect camp property and others’ personal property.

Abide by “lights out” times.

Use good judgement in selecting clothing appropriate for weather and occasion.

Attend all meetings as requested.

The consumption, possession, and/or being in the presence of any alcoholic beverages is not allowed.

The possession, consumption, and/or being in the presence of illegal or unsafely used chemical substances is not allowed.

Use only prescription medication prescribed by physician. Camp Director or nurse must be informed of the need to take any such medication.

Possession and/or use of any tobacco products is not allowed.

Do not use languages found to be objectionable by campers or staff.

Do not visit cabins of the opposite sex at any time.

Do not physically leave the camp site without expressed permission of the Camp Director.

Do not use cell phones while at camp unless directed by adult staff.

For Campers, Set by Counselors: Attend and participate in all camp activities.

Always wear shows while at camp.

Be on time for camp activities.

Respect everyone and their opinions and property.

Respect the natural environment and the camp location.

Only use appropriate language and gestures.

Don’t forget to eat and drink at every meal.

Always use the buddy system and tell a counselor before you leave the group.

Keep the cabin and your bunk clean.

Be sure to shower and brush your teeth every day!

Stay on the gravel path.

Do not run unless in the field area.

Try your best to be friendly and polite.

No food in the cabins without the consent of the adult staff.

Follow the rules for “lights out.”

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Camp is

for the

Campers

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Camp is For the Campers!

A good counselor makes a good camp! Everything that happens at camp is a result of the hard work that the youth and adults on camp staff do. A good counselor is a responsible and respectful leader to not only the youth campers, but to peers and adults as well.

How Can I be a Better Counselor? Help campers take care of personal property (cameras, water bottles, etc.)

Remind campers of daily schedules and activities (make sure they know when to bring towel, long sleeves, bug spray, etc.)

Sing songs with campers whenever you can – transitions make a great time to sing!

Make sure no campers are being excluded. Watch for formation of friendships within your group and make sure no one gets hurt or left out.

Watch for fatigue – make sure all campers are continuously drinking water and following “lights out” to ensure a good night’s rest. During cabin time, encourage some rest periods.

Help create and encourage good table etiquette and manners. Make sure everyone gets enough food and helps keep the table clean.

Remind campers how important it is to be eating and to have AT LEAST one glass of water with each meal.

Be prepared for rainy days with small games, simple crafts, etc. Turn a rainy day disappointment into a special adventure.

Stay positive, even during difficult and/or frustrating situations. Remember, you are a role model to your campers and they will pick up on any negative attitudes.

Help campers stay comfortably busy and active, but not to the point of stress or tension.

Help campers provide input to the camp program. Allow them a certain sense of freedom in activities.

HAVE FUN! Laugh with your campers and develop a positive relationship with them. When you see your campers after leaving camp (which you will), stop and say hi to them and see how they are doing. Your campers will remember you and will be excited when you remember them.

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Four Essential Elements of Positive Youth Development

BELONGING

MASTERY

INDEPENDENCE

GENEROSITY

Each camper needs to be accepted and feel s/he is part of the cabin group.

Positive relationships with peers, youth staff, and adult volunteers are important in helping campers have a good camp experience.

Campers need opportunities to learn and be successful.

Campers need to know there are things they can do well and succeed in.

Campers want to be engaged learners to build self-confidence and self-motivation.

Campers need opportunities to make choices and face consequences.

Campers need responsibility in order to learn responsibility.

Campers must experience a form of control of their lives in order to gain independence.

Campers need to opportunity to give to others and experience being needed.

Generosity gives campers a sense of purpose and meaning.

Caring for others develops important bonds and relationships.

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Counselor Checklist for Camp

Before my campers arrive: o Am I dressed neatly? Do I look like a camp leader? o Do I know the names of each new camper? o Do I have games & songs prepared for appropriate times? o Is the cabin ready? o Have I sent my campers a letter/postcard to introduce myself and make

them feel welcome?

When/after my campers arrive: o Did I greet each camper with a smile and have a welcome activity ready

for them? o Have I introduced all of the new campers to one another? o Did I explain camp rules and procedures? o Have I discussed with campers the upcoming activities? o Have I made each camper feel welcome? o Have I discussed camp safety and policies? o Have I asked my campers what goals they have for camp? o Was I alert and aware of any homesickness, fatigue, etc.? o Have I stressed courtesy and cooperation for one another and for the

camp? o Have I reviewed the day’s schedule with my campers?

Before my campers leave: o Did I ask them to give me their ideas/suggestions for improving next year’s

camp? o Did I encourage them to practice any new skills at home that they learned

at camp? o Did I encourage them to share their expectations with their club and return

with a new camper next year? o Did I thank them for a fun-filled few days and wish them a great rest of

summer?

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On Cabin Hill:

• How to make their beds

• Where to put their clothes/luggage

• Location of the restrooms

Camp Procedures:

• No chewing gum or snacks allowed in cabins unless for approved medical

purposes

• Morning cabin clean-up

• Mealtime and bedtime

Before the First Meal

• Location of dining hall

• Dining hall procedures

• Where to sit

• Table manners

• Duties of the “hopper”

• Clean-up procedures

Before Visiting the Nurse

• Location of First Aid Station

• Where and when to get medications

• What to do if someone is ill

• Report any emergencies to counselor or adult staff

About the Buddy System

• Always walk in groups of at least two

• A “buddy” goes with campers to:

o Do an errand

o Go to the restroom

o Get a drink

o Walk to the dining hall

o Be there is you should need help

All other important information will be covered at the opening orientation “campfire.”

What Campers Need to Know

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Basic Teaching Skills for Camp Counselors

1. Speak slowly, loudly, & clearly.

2. Give specific and clear directions & expectations. Then stick to them.

3. Make eye contact. Eye contact and facial movement helps your campers understand you and likewise you can determine if any camper is confused or upset by maintaining eye contact.

4. Use first names whenever possible. This reminds campers that they are important!

5. Ask specific questions and ask your campers to repeat steps back to you in different

words. This will help you know if the campers understood your directions and follow them.

6. Listen! It doesn’t make sense to ask questions & then not hear the answer.

7. Recognize differences. Remember we are all unique and possess different learning

styles, abilities & talents. You may have to explain or demonstrate in several different ways to reach all the campers.

8. Demonstrate how to do projects and activities. Break down directions,

processes, and activities into steps.

9. Remember your Ages & Stages!

10. Be respectful and patient with your campers.

11. Be prepared – have your activity planned and be sure to have all the materials you need.

12. Act like a youth leader & counselor, not a camper. Model good behavior.

13. Build in opportunities for your campers to teach you or other campers. Teaching is

often a great learning experience.

14. Encourage campers to share their projects and ideas with the group. Retelling how they made or did a project aids in the learning process as a method of reflection.

15. Smile & have fun! It’s contagious!

If you ever feel you are in a position you can’t handle, please don’t be afraid to ask for help from your co-counselors, adult volunteers, Junior Directors, the summer interns, 4-H agents, or Upham Woods Staff.

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Ages & Stages

CHARACTERISTICS OF 8-11 YEAR-

OLDS (Younger Campers)

• Muscle strength, balance, and

coordination are improving.

• Boys and girls mature at different rates

• Want to plan their own free time without

adult help

• Loyal to cabin group

• May prefer same sex groups

• Wants everything to be fair

• Admire and imitate teen leaders

• Want to act grown up

• Begin to question leaders’ authority

• Short attention spans

• Logical reasoning is limited

• Like collecting and hobbies

• Wants leaders approval, praise, and

attention

• Easily frightened

• Crafts projects can get messy

• Relies on cabin group for identity

CHARACTERISTICS OF 12-14 YEAR-

OLDS (Older campers)

• Physical appearance changing rapidly

• Conscious of body; may not swim

unless friends go too

• Wide range of development between

campers of the same sex

• Look more to other campers or teen

leaders for approval and acceptance

• Interested in opposite sex

• See teen leaders as role models

• Question authority of adults

• Compare themselves to others

• Want privacy; need own bathroom

time

• Understand cause and effect

• Can handle projects that require more

time and planning

• Challenge the rules

• Want to explore beyond what cabin

group is doing

WHY IS AGES & STAGES IMPORTANT?

The age and maturity of campers may vary widely in your cabin group. Knowing

the characteristics and needs of campers can help you adjust your expectations

and camp activities according to the needs of the campers. If a camp activity is too

difficult for a camper, s/he may feel anxious or give up in defeat. Or if it is too easy

for an older camper, s/he may become bored and cause discipline problems.

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AGES & STAGES: HOW YOU CAN HELP CAMPERS BE SUCCESSFUL

YOUNGER CAMPERS (Ages 8-11)

• Many camp activities require

physical activity, strength, and

coordination. Not all campers

will have the necessary skills or

muscle strength. Offer enough

help for the campers to be

successful (but, don’t do it for

them!) Find activities in which

they can be successful

(remember, not everyone is an

athlete).

• Praise campers to encourage

them; give positive feedback

• Explain limits or rules and then

give campers freedom within

those limits to make their own

choices

• Give correction quietly and one-

on-one

OLDER CAMPERS (Ages 12-14)

• Understand that physical

appearance is very important

• Avoid activities that cause

embarrassment about their

bodies

• Provide opportunities for group

interaction with opposite

gender

• Involve them in making

program decisions

• Provide opportunities to

practice independence within

camp rules and limits

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Reflection with Your Campers

What is reflection? In reflection, a person looks inside themselves after they have accomplished an activity or task and thinks about how they have changed and grown from it.

Why use reflection? A good counselor is not only one that cares for his/her campers, but is also one that teachers and helps his/her campers learn during their camp experience. Reflection allows campers to think about what they’ve learned, improving the chance that they will grow and develop from camp activities.

Reflection can help campers... • Think about what they have done and learned during an activity • Suggest ways that the activity was successful or ways it can be improved • Come up with ideas of how they can use what they learned in other areas of their

life • Share their ideas and feelings with others • Tell how important their participation in the activity was to them

Try these reflection activities with your campers:

Line-Up! In this reflection activity, read several statements about the activity just

completed and ask the campers to place themselves on the “line” on a scale based on if they “agree” or “disagree” with your statement. After each statement, you can ask campers to explain why they chose to stand where they did in the line, or have them turn to a partner and have them explain. There are no “right” or “wrong” answers to this activity. Examples of statements could be, “I had fun in this activity,” or “I learned a lot from this activity.”

Five Senses! Gather campers in a circle. Ask campers questions using their five

senses, such as “What did you (see/smell/hear/taste/feel) during this activity?”\

Bump It! Before this activity, write reflection questions all over a beach ball. In this

activity, a reflection beach ball is tossed between campers, standing in a circle. When a camper catches the ball, he/she answers the question that is closest to their right/left thumb. Some questions could be “What did you like best/worst about this activity?” “What did you learn in this activity?” “What would you change about this activity?” etc.

**Asking reflection questions and doing reflection activities is a great post-activity

thing to do during transitions or during cabin time.

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Helping Campers with Special Needs

Use Inclusive Language • Language that focuses on the child and not his or her abilities, “person-first” language, is the

best way to refer to people with different abilities. Instead of “wheelchair” or “wheelchair-bound camper” we say “a camper who uses a wheelchair.” A blind person becomes a person who is blind or visually impaired.

Learning Directly

• The best way to learn about working with children with different abilities is to ask them directly. These young people are individuals and have individual likes, dislikes, and preferences. Talk with them about what kind of assistance and adaptation they might need at camp.

Avoiding Assumption

• Don’t assume what a camper who is differently abled can or cannot do. Often, youth adapt in a way that compensates for their disability. Sometimes, that adaptation makes them more capable than their peers. Remember, people are differently abled are different, just like all of us are different. Don’t treat one child a certain way just because some previous child wanted to be treated that way. We all have different needs that should be explored, inquired about, and respected.

Interacting with Campers with Special Needs: Common Mistakes

Talking loud or slow

• Some people have a tendency to talk loudly and slowly to people who are differently abled.

Don’t. Don’t assume that because a person has one disability, he also has a cognitive disability

or is hard of hearing. For example, a person with cerebral palsy might use a wheelchair, have

uncontrolled upper body movements, have difficulty speaking, and yet have very good hearing,

cognitive abilities, and language comprehension skills.

Helping without asking

• Before you help someone, ask whether he or she would like help. In some cases, a person might

seem to be struggling, yet is fine and indeed would prefer to complete the task on his or her

own. If you are not sure, ask. And don’t be offended is your camper declines your offer to help.

Invading personal space

• People who use a mobility aid such as wheelchair or cane, often times see these aids as part of

their personal space. Don’t touch, move, lean on, or play with this equipment. This can be a

safety factor as well because these items are used for balance and support.

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It’s Camp

Time!

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Some General Upham Reminders

1. Always walk only on designated roadways and trails. 2. Do not pick flowers, leaves, or other environmental aspects of nature. 3. Place litter in trash containers only. Upham Woods recycles! 4. Do not throw rocks or other debris in river. 5. Camp boundaries are the river, road, and barricade to the southeast. 6. The Ranger Mac Memorial is a meditation area. Sit, look, and listen in silence. 7. Sunset Rock is an excellent lookout area. Use stairs to climb to the top as climbing the

sides destroys the natural aspects. 8. Camp Office and First Aid Room are located in the Administration Building. 9. Wipe off shoes on mats before entering buildings. 10. Assembly rooms are used for meetings and gatherings, not athletic activities. 11. The lights on the path to the cabins are operated by a timer. The timer is set to shut off

the lights at 11:30 p.m. 12. Fire alarms, thermostats, fuse boxes, etc. should not be touched except for emergencies. 13. If you need medical treatment, refer to the emergency listing posted in cabins and other

buildings. 14. Avoid chewing gum on camp grounds. 15. Fire exit lights and security lights should be left burning in all buildings. 16. Parking is permitted only in designated parking areas. Cars will not be permitted around

buildings.

Tips for the Dining Hall

1. Model good manners and enforce them at all times

2. AT LEAST one counselor/adult needs to be seated at each table.

3. Eat the food that is served (unless you are allergic) and encourage campers to do the

same.

4. Do not bring your own food or beverages (except water) into the dining hall.

5. Eating and/or drinking contests are not acceptable and should be stopped immediately.

6. Pay attention to the kids at your table. Engage them with conversation.

7. Watch for potential allergic reactions or choking with the kids at your table and be

prepared to act quickly if need be.

8. Be sure campers are eating and drinking AT LEAST ONE glass of water at every meal.

9. Use meals as a way to teach table etiquette and clean-up procedures if need be.

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Strategies to Ease Camper Behavior Management

1. Remember you are the example – always! Set a good one for campers to follow.

2. Share your own experiences. This lets campers know that the event is important to you and often ensures that they do not want to upset you by ruining your event with misbehavior.

3. Give directions without sounding like it. A great way to do this is to try and turn everything you

want to give as a rule into something you expect. So, instead of saying something negative like “Don’t put your hands in the hot wax” you could say, “When you are dipping your candle wick, only the wick goes in the hot wax.”

4. Set those clear expectations before you start. Youth need to know what you expect of them and

the result if they don’t meet your expectations. Be sure to be consistent in your expectations.

5. Take campers aside to address concerns. It is in appropriate to discuss problem behavior in front of the entire group. This also eliminates the opportunity for campers to misbehave in order to receive group attention.

6. Respect your campers and earn their respect. Respect is earned and maintained from your

conduct. A camper will not respect a camper who yells, picks on kids, or who laughs at them. Without respect there will be little order in camp.

7. Ask campers for their thoughts and ideas. When they are involved and invested in the

activity/project they are less likely to misbehave.

8. Ensure opportunities for campers to take responsibility. Again, when campers are involved and invested in the activity/project they are less likely to misbehave.

9. Give praise! This aids in maintaining a positive environment where all youth are eager to

continue learning. Campers seek your approval!

10. Never raise your voice. Remain calm – don’t let campers know you are becoming frustrated or upset about their behavior.

11. Keep campers active, participating, and/or thinking all the time. When campers are busy in

learning experiences and activities they have less time (or energy!) to exhibit problem behavior.

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Dealing with Behavior Problems

10 Tips for Problem Campers

1. Find out what the problem is. Define it clearly. This is done with careful listening and observing as well as by asking select and careful questions.

2. Discover the cause of the problem. Most problems have a cause that is not the problem itself.

3. Redirect the camper to different tasks or activities.

4. Re-clarify consequences of unacceptable behavior and provide

examples of acceptable behavior.

5. Use the “temporary removal” procedure.

6. Only use punishment in the form or deprivation of privileges or other penalties as a last resort.

7. Make consequences fit the violation. For example

lack of cabin cooperation could mean extra cabin duties or poor table manners could mean extra dining room clean-up duties.

8. Do not make impulsive decisions for discipline when you are

frustrated or upset. This often sends the message that you do not respect campers.

9. STOP and THINK before passing judgment.

10. Any discipline should be fair and consistent.

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How can you invite your camper to listen to you? 1. Be sure you really know what is bothering you about the situation. Is it the camper’s

behavior or the consequence of the situation? Instead of reacting to a camper’s

behavior invite campers to consider the effect of their actions.

2. Be calm. Staying calm defuses campers’ anger

3. Let campers know their behavior affects you. Tell them how you honestly feel about

the situation

4. Help youth see the consequences of their behaviors. This builds respect and in turn

campers will listen to what you have to say.

● ● ●

Communicating with Your Campers

● ● ●

What DOES NOT work with

campers?

• Disrespectful: “You’re just a kid,

what do you know?” • Blaming: “It must be your fault.

It’s always your fault!” • Judging: “Do it my way or else.

You always mess it up when you do

it by yourself.” • Ridiculing: “Look everybody,

Andrew can’t play this game

either. I guess just sucks at

sports.” • Using sarcasm: “Oh, right, I have

nothing better to do than to

listen to you whine all day.” • Nagging: “If I have told you, I’ve

told you a thousand times…and

you’re still not doing what I want

you to do.”

Campers DO listen when:

• They feel sincerely appreciated

• They are respected for not wanting

to tattle on others

• They understand the consequences of

their actions

• They have confidence that you will

listen to them

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How to Make Camp Memorable

While you would work to ensure all of camp should be memorable for your

campers, the last day and campfire are often most crucial. Some ideas to

ensure campers leave with quality lasting memories:

o Have campers sign each other’s shirts.

o Present campers with specialized certificates.

o Recognize campers’ special efforts at the final

campfire.

o Have a final cabin meeting and ask campers to

share camp memories.

o Take a cabin picture and send it to campers with a

note later in the summer.

o Hold a special activity the last night of camp.

o Ask campers to prepare a camp picture on the last

morning to share with their parents when they

arrive.

o Share your accomplishments at camp and

o Take time to tell each camper a time you observed

them grow or learn while at camp.

o Give a group hug.

o Share snail mail and email addresses.

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Camp

Safety and

Camper

Wellness

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Safety Practices for Camp Counselors

• Always work in open places

• Try to have two counselors present with campers at all times

• Respect the privacy of campers

• When physical contact is needed to assist camper or

demonstrate a skill, ask for permission first

• Be alert to the physical and emotional needs of campers

• Never use physical punishment or deny basic needs

Think about ways to manage risk and prevent emergencies

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Risk Management Strategies

What is risk management and what does it have to do with camp counseling? Risk management is important in insuring the safety of all people at camp. It is about your safety and the safety of the campers. It is about how you can be part of helping everyone be safe. What is Risk Management? Risk management is the process used to protect valuables (people and possessions) by reducing the possibility that problems may occur. It means the camp counselors think about possible risks (safety problems) as each activity is planned and tries to prevent those risks before and during the activity. It means you, as a camp counselor, have thought about how you can be safe and help your campers to be safe while at camp. There are four basic ways to try to handle (manage) risk:

• Reduce: To decrease the amount of risk involved. For example, having a first aid kit available on a nature hike and knowing how to use it can lessen the impact of an injury to a camper or counselor.

• Avoid: Taking steps to remove danger or changing or ending a camp activity to

reduce risk. For example, replacing a night-time hike at camp with a day-time hike.

• Transfer: Shifting all or part of the risk to another party. For example, making sure

accident insurance is in place for all counselors and campers who participate in the wall climb.

• Assume: To take the risk even though you know it exists because the chance is

small or it is “worth” it. For example, to follow through with a camp night swim, but taking the necessary precautions to make it as safe as possible.

The key to risk management is prevention!

Risk Management Checklist

Is the purpose of the activity clear and appropriate?

Do the campers know what is expected (rules) of them?

Are the counselors leading the activity properly trained, certified, or experienced to do so?

Is the location where the camp activity takes place a safe

one?

Do the campers and counselors know how to properly and safely handle the equipment being used?

Do counselors know how to address an unsafe situation is

it arises?

Is there a detailed plan in place?

If there is an emergency, do counselors know who to contact?

Do counselors know the location of the first aid kit and

where to find the nurse?

Have counselors considered how to prevent possible problems and accidents?

Is there a reason to avoid (no do) the camp activity? If so,

have those reasons been discussed and addressed?

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Safety First!

Plan ahead for safety. Many accidents and problems can be prevented with the right precautions. Practice Safety First!

Keep these Safety First rules in mind at camp:

1. A lways have campers with a buddy. Campers should never be left alone.

2. Have campers notify you when they are going away from the group.

3. Walk rather than run on trails, paths, etc.

4. When hiking, keep an adult at the front and end of group. Bring a first aid kit along.

5. A lways have two adults/ counselors with group of youth. Follow the 1:10 ratio. 1 adult for

every 1-10 youth.

6. Be sure campers have plenty of fluids to drink and wear protective clothing or sunscreen

when in direct sun.

7. If it begins to lightening, seek shelter, avoid high objects in the area, and remove any metal

you might be wearing.

8. If a tornado watch or warning is issued, go to the basement of the dining hall.

9. If you discover a fire, be sure to evacuate the area and report the fire to the camp director

or Upham staff right away. Be sure to get all your

campers to the designated area and that they are all

accounted for.

10. If a camper touches a poisonous plant, be sure to wash

the skin with soap and cold water immediately.

11. Stop any unsafe behavior or any activity where

someone can get hurt.

12. If something comes up missing, don’t assume it’s been

stolen. First search for the missing item were the

camper has been. (NEVER go through anyone’s

personal belongings without permission!) If the item

can still not be found, inform the adult staff. NEVER

accuse a camper of stealing without absolute proof.

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RESPONSIBLE REACTIONS TO AN

EMERGENCY SITUATION

KEEP CALM. Remaining calm while helping victims will help him/her keep calm and cooperate. If the victim becomes anxious or excited the extent of the damage from the injury could worsen.

PLAN QUICKLY WHAT YOU NEED TO DO Learn basic procedures so you can care for the victim.

SEND FOR PROFESSIONAL HELP Reaching help quickly could save a life. When in doubt, ask for help from the camp nurse.

BE AN ENCOURAGEMENT TO THR INJURED PERSON Let the victim know that help is on the way and try to make them as comfortable as possible. Showing care and concern for the victim can give them hope during their circumstances.

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Waterfront Safety

Be aware of these safety guidelines and communicate them to your

campers!

Waterfront Safety

1. All campers and counselors must have a swimming test and obtain a color-coded waterfront nametag. Brown indicates the swimmer is in the sand. Blue means the swimmer can go in the shallow ends of the designated swimming area only. Red means the swimmer is in the deep area of the designated swimming area. Swimmers must be in the same section as their “buddy.”

2. No running or roughhousing around the waterfront.

3. Don't push or jump on others in the water.

4. Do not enter the swimming area or go near the waterfront without a licensed

lifeguard on duty.

5. Have a swimming buddy and watch out for each other.

6. Watch out for the dangerous “too’s” – too tired, too cold, too far from safety, too much sun, too much strenuous activity.

7. Use a feet-first entry when entering the water. No diving.

8. Follow all waterfront rules and obey the directions of the lifeguard.

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Camper Wellness

Bedtime Be aware at bedtime of:

1. Avoid rough-housing and horseplay that makes it difficult to quiet the group.

2. Be alert for practical jokes. 3. Avoid unnecessary noises. 4. Follow the lights-out policies. 5. Make sure tick checks are done EVERY night before bed. 6. Don’t threaten punishment that you cannot enforce. 7. Have a flashlight handy near bed 8. Remind campers that if they need to use the bathroom during the night,

they MUST wake you up and then either leave with you or a buddy. 9. Never leave the cabin after lights-out, except in an emergency or restroom

needs. If one counselor leaves the cabin for an emergency or bathroom, be sure another counselor is aware of your absence and when you will return.

Tips for getting campers to bed:

1. Give youth a 3-5 minute warning before they must be in their bunks, then another 3-5 minute warning before lights-out.

2. Do some light group stretching before getting into bunks. 3. Read a short story or poem and make it clear that when you are finished

reading the lights go out. 4. Play a quiet flashlight game with the lights off. 5. Have kids share their favorite part of the day or one thing they learned. 6. Let each camper share something special about their pajamas or about a

stuffed animal they brought to camp. 7. Allow campers time to write in personal journals before going to sleep.

You may consider providing small journals and pens as camper gifts.

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Homesickness Every homesick child is an individual case and needs individualized attention, but is usually a common cause. Typically, these children may be away from home for the first time. Treat homesickness by finding ways for children to have fun and be involved at camp. Try to involve new thoughts to get their mind off of their misery. Factors that may cause homesickness:

1. Over attachment to parents. 2. Lack of friends at camp. 3. Lack of skills in camp activities. 4. Timidity or fear of ridicule.

Ways of treating homesickness:

1. Catch it early – be alert. 2. Don’t call attention to the problem. Never use the “H” word! 3. Keep campers busy and involved. 4. Find another camper that can be a friend to the camper. 5. Find the camper’s interest and stress it. 6. Take time to talk about what is happening and what is going to happen. 7. Explain what to expect at camp. 8. Give special responsibility. 9. Listen well and have lots of care and understanding.

Personal Hygiene

Morning Hygiene Routine: 1. Be sure that campers have a clean set of clothes that is appropriate for

the day’s activities. 2. Brush teeth. 3. Counselors may need to aid in certain activities with younger campers. 4. Make bunk. Help campers that have top bunks.

Bedtime Hygiene Routine:

1. Shower – All campers need to shower during camp. Remind youth to check him/herselves for ticks and/or unusual rashes, etc. Ticks are commonly found on swimsuit band lines and on the scalp.

2. Brush teeth. 3. Use the restroom. 4. Counselors need to do a tick check on campers EVERY night before

sleep. Check on scalp especially. 5. Change into nighttime clothes 6. Clean up around bunk – set a good example.

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Bedwetting Bedwetting can occur for several reasons:

1. Physical factors 2. Nervousness or not enough rest 3. Fear of getting out of bed 4. Fear of the dark 5. Over-consumption of liquids

Some ways to handle bedwetting may be:

1. Talk to camp nurse 2. Make sure camper uses the restroom before bed 3. Make it known that it is okay for campers to wake you up during the night

to use the restroom 4. Put a night light in the cabin 5. Do not ridicule camper and share this information with other campers. 6. Tell an adult staff member so the bedding can be washed and dried during

the day. Sun & Heat Safety

Wear hats and/or sunscreen in the sun. Encourage campers to drink plenty of water throughout camp. Water bottles should be something that campers have on them at all times. During activities, allow for water breaks.

Fatigue After about a day of camp, campers may begin to grow weary of the busy and interactive schedule. Use these tips to minimize stress and fatigue:

1. Be sure you and your campers are abiding to the lights-out time 2. Eat all meals and drink plenty of water 3. Rest during cabin time if needed 4. Offer quiet, more relaxing activities if you notice your campers growing

tired

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CAMP FIRST AID

BEE BITES: 1. If the stinger is left, have an adult or first aid

person remove the stinger with a scraping motion.

2. For the usual simple sting, apply cold compresses or ice to ease the pain.

3. For those allergic to bee bites: immediate action must be taken. Medication must be given. For those with severe allergic reactions the person will be carrying an “epi” pen and will administer the medication themselves. They need to carry this with them at all times.

4. Counselors will be given a list of those allergies.

BURNS: • Burns can be treated with cold running water

or cold wet towels, if not severe.

CUTS: • Apply pressure to wound area with a clean

cloth or gloved hand. • If the cut is not serious, clean it with soap and

water and use a band-aid. • ALWAYS REPORT ANY CUT TO THE FIRST AID

PERSON

CHOKING: • Keep the victim calm. • Allow victim to cough. • If unable to breathe, cough or speak, give

thrusts.

FRACTURES AND SPRAINS:

• For neck or spine injury or arm or leg injury that is obviously deformed, don’t allow person to move or be moved. Call for assistance.

• For painful limb that might be broken, improvise a splint out of magazines, newspapers, or pillows.

HEAT INJURY:

Heat Exhaustion symptoms are fatigue, heavy sweating, and rapid heart rate, followed by dizziness, vomiting and fainting. The skin is pale and becomes cool and clammy.

1. Get victim out of the sun and lay him/her down and give cool liquids to drink. Plain water is fine.

2. Use paper towel or washcloth with cool water to dab body.

Heat stroke is life threatening and should get medical attention immediately. The victim will be very hot and dry and not sweating and may complain of a pounding headache. Encourage all campers to drink plenty of water (5-8 glasses daily). If it is excessively hot, schedule activities in the shade and provide extra rest.

NOSEBLEEDS: • Set the person down, leaning slightly

forward. • Pinch the nostril between the thumb and

first finger for 5-1- minutes without stopping. • Apply ice to nose to slow blood flow. • If you can’t stop the bleeding and especially

if the person is on blood thinning medication, seek medical attention.

POISON IVY, OAK, AND SUMAC • Lotion can be applied to ease itching.

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TICKS: Deer ticks are very small and can cause Lyme’s disease. Wood ticks are twice as large as deer ticks and are unlikely to transmit Lyme’s disease

1. If you have a tick on yourself, don’t pull it out. Have a nurse or first aid person remove the tick to ensure the entire tick is removed.

2. Avoid using bare hands to remove the tick.

3. Place forceps as close to the tick as possible, pull upward with a steady pressure.

4. Cleanse site with alcohol. 5. Wash your hands thoroughly after

removing the tick 6. Instruct the campers to watch for signs

of infection and report infection or fever to family physician.

Prevention from getting tick bites: • Wear long pants, long sleeve shirts, and

socks on hikes. Check entire body each night before bed or after a shower.

HEAD INJURIES: Minor bumps:

• Camper is not knocked out • Camper is not drowsy or confused • Camper is not vomiting

Minor bumps can develop into something more serious, so the camper should be watched.

MISCELLANEOUS FIRST AID POINTERS: 1. Spray bug spray outside, not in

cabins and not near other campers. 2. Wear socks and tennis shoes when

going on hikes. 3. If out in the sun for long periods of

time be sure to wear sunscreen and encourage campers to do the same.

4. If any of the campers have inhalers, remind them to keep their inhalers along at all times.

5. If tornado or severe weather warnings are given, the camp bell and/or siren will be blown and all campers will report to the dining hall.

6. If it is at night an adult will awaken the counselor and campers to report to the dining hall. Remain Calm.

7. Use good hand washing techniques at all times, it is the best prevention against disease.

PROPER HANDWAHSING PROCEDURE:

1. Wet hands with warm water. 2. Apply soap. 3. Lather well. 4. Include backs of hands, wrists, and

between fingers and under fingernails. 5. Rise well under running water. 6. Dry thoroughly with single use towel 7. Turn off water with paper towel.

37

38

Camp

Programming

Resources

39

Campfire Programs

Campfires provide a special part to the camp experience. Nightly campfires

develop closeness among campers, bring the day to a peaceful close, and provide a

chance for campers to reflect. Enthusiasm, imagination, and creativity can be

developed for campers during campfire. Leadership skills can also be obtained by

those individuals responsible for the campfire preparation, organization and

completion.

Parts of a Campfire Program

Assembly and Opening Sometimes the fire may not be lit until everyone is in the

campfire circle, making it part of the opening. Other times

it may be lit before anyone arrives. During the opening,

songs, skits, or ice breakers can be used. Because the

opening sets the tone for the whole program, it should get

the attention of the entire audience. The assembly should be

about 5-10 minutes.

Energy Activities (Noisy Fun) This part of the campfire should include action songs,

group skits, games, challenges, jokes, etc. The important

part is to maintain control and not let anyone get out of

hand. Encourage campers to stand up and get out all the

energy they have left from the day.

Quiet Time (Settle Down) During this part of the program everything slows down so

by the end of the campfire the campers are settled and

ready for bed. Good activities to use during this time are

songs or group activities that create peaceful moods. This

prepares campers for reflection and rest.

Closing and Dismissal This will be one final song or activity. This provides an

opportunity for cabin groups to be dismissed back to their

cabins for bed. You may decide whether they leave in small

groups, while singing, or all at once. A good choice for a

closing song is a “friendship” song. This allows campers to

think about/develop closeness within their cabin groups.

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Lead Campfire Counselor: ______________________ Night of Campfire: Sunday: __________

Counselors Assisting: __________________________ Monday: _________

__________________________ Tuesday: _________

__________________________

Adults Assisting: __________________________

__________________________

Staff Responsible:_______________________________________________________________

Songs/Skits/Activities:___________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Resources Needed:______________________________________________________________

______________________________________________________________________________

Staff Responsible:_______________________________________________________________

Songs/Skits/Activities:___________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Resources Needed:______________________________________________________________

______________________________________________________________________________

Staff Responsible:_______________________________________________________________

Songs/Skits/Activities:___________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Resources Needed:______________________________________________________________

______________________________________________________________________________

Staff Responsible:_______________________________________________________________

Songs/Skits/Activities:___________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Resources Needed:______________________________________________________________

______________________________________________________________________________

CAMPFIRE PLAN

Opening

Energy Activities (Noisy Fun)

Quiet Time (Settle Down)

Closing & Dismissal

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Flag Ceremonies

Flag ceremonies are an important part of any camp program. These ceremonies

allow campers to feel involved in the planning process and counselors another

leadership experience. Be creative and look for additional sources!

Conducting a Flag Ceremony: 1. One person will have overall responsibility for flag ceremonies, typically an adult.

2. Youth counselors will prepare ceremony as an ENTIRE cabin, incorporating campers in

all aspects of ceremony (recite reading, help fold flag, pass out song sheets, etc.).

3. Practice details of ceremony ahead of time – cabin time is a great time to do this.

a. Practice the way the flag is folded/unfolded

b. Practice the way the flag gets hooked to the flagpole

c. Practice readings

d. Stress importance of flag ceremony etiquette

4. Flag should be raised briskly and evenly; lowered slowly

Flag Ceremony Etiquette: 1. Flag should be displayed only from sunrise to sunset. It should be raised briskly, but

lowered slowly.

2. When displayed with the 4-H flag, the flag of the United States of America should be

hoisted first and lowered last.

3. The flag should not be displayed on days of inclement weather.

4. In order to show respect, the flag should NEVER touch the ground or be defaced.

5. When the flag is raised or lowered, the right hand should be placed over the shoulder.

This form of salute is ended when the flag reaches the top of the flagpole or is unfastened

from the rope.

6. Members of ceremonies should stand attentive, remove all caps, and give pledge with

hand over heart.

Purpose of Flag Ceremonies: Flag ceremonies are an important part of a camp program. Flags take on special meaning

to campers as they pause to think about what the flag is meant to others. Songs, poems,

and stories help bring additional meaning to the flag ceremonies.

Suggested Flag Ceremony Program: 1. Raise or lower flags 5. Reading or appropriate poems or story

2. American Flag pledge 6. Describe general flag ceremony

3. 4-H Flag pledge information at first flag raising/lowering

4. Singing patriotic song(s)

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Folding the US Flag

Begin by holding the flag waist-high

with another person so its surface is

parallel to the ground.

Fold lengthwise. Bring the striped

half up over the blue field.

Fold lengthwise. Bring the striped

half up over the blue field.

Fold the lower right hand corner to

the upper edge to form a triangle.

Now fold the lower right hand corner to the upper edge to form a triangle. Keep folding until you have a triangle with only the blue fields showing. There should be 12 folds in all if you did it right. It should end up in a triangle shape like the revolutionaries' hats.

43

Folding the 4-H Flag

The 4-H flag is folded nearly the same as the U.S. flag except the triangular fold is replaced with

a square fold.

Fold the flag in half, lengthwise, with the

design on the outside. The stem of the

clover is on the top side after the fold.

Fold the flag to the center from each

end, covering the clover.

Complete by folding both ends to the

center again.

44

Cabin Group:

Counselor/Adult in Charge:

Other Counselors/Staff:

Planning the Flag Ceremony: Who is responsible?

Bring flag, speaker, and song sheets to flag pole, then return these after: ____________________

Hand out song sheets:

Collect song sheets after ceremony:

Who will be the caller (this person leads pledges)?

Color guards (carry, fold/unfold flag – adult, 4-5 campers, and at least one counselor)

Flag Raising:

Attaching the flag and raising it:

Songs/Stories/Poems used and who will read/lead them (2-3):

1:

2:

3:

Flag Lowering:

Songs/Stories/Poems used and who will read/lead them (2-3, done before flag lowering):

1:

2:

3:

Lower flag and unhook it from pole:

Flag Ceremony Plan 2015

Sunday, Flag Lowering: _________

Monday, Flag Raising: _________

Monday, Flag Lowering: _________

Tuesday, Flag Raising: _________

Tuesday, Flag Lowering: _________

Wednesday, Flag Raising: _________

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Readings for Flag Ceremonies

The Pledge of Allegiance 4-H Pledge

I pledge allegiance to the Flag I pledge

Of the United States of America, My head to clearer thinking,

And to the Republic for which it stands: My heart to greater loyalty,

One Nation, under God, indivisible, My hands to larger service, and

With Liberty and Justice for all. My health to better living,

For my club, my community, my

country, and my world.

Ode to the Flag

By: Linda Sheehan Cunninghan

Our Nation’s Flag is a stirring sight as it flutters proudly in the breeze. It’s colors of blue, red and

white mean so much to you and me. Red stand for courage and hardiness. The white means

innocence and purity. Blue for justice, perseverance and vigilance. In its promise to keep us free.

This banner stands for a bountiful land, its government, people, and ideals. The stripes from the

thirteen colonies stand, its symbolism is very real. Each state is now represented by a star of

white on blue. President Washington first presented The American Flag to you. Many brave men

have fought and died to protect it from dishonor and disgrace. Wives have mourned and mothers

have cried, so we could remain the United States. The sight of this Banner brings feelings of joy,

of courage, pride, and freedom to all. A symbol of our nation in all its glory. On the moon Old

Glory stands tall.

I Am Old Glory

I Am Old Glory: For more than ten score years I have been the banner of hope and freedom for

generation after generation of Americans. Born amid the first flames of America's fight for

freedom, I am the symbol of a country that has grown from a little group of thirteen colonies to a

united nation of fifty sovereign states. Planted firmly on the high pinnacle of American Faith my

gently fluttering folds have proved an inspiration to untold millions. Men have followed me into

battle with unwavering courage. They have looked upon me as a symbol of national unity. They

have prayed that they and their fellow citizens might continue to enjoy the life, liberty and

pursuit of happiness, which have been granted to every American as the heritage of free men. So

long as men love liberty more than life itself; so long as they treasure the priceless privileges

bought with the blood of our forefathers; so long as the principles of truth, justice and charity for

all remain deeply rooted in human hearts, I shall continue to be the enduring banner of the

United States of America.

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Commentary on the Pledge of Allegiance By Red Skelton

As a schoolboy, one of Red Skelton's teachers explained the words and meaning of the Pledge of

Allegiance to his class. Skelton later wrote down, and eventually recorded, his recollection of

this lecture.

I Me; an individual; a committee of one.

Pledge Dedicate all of my worldly goods to give without self-pity.

Allegiance My love and my devotion.

To the Flag Our standard; Old Glory ; a symbol of Freedom; wherever she

waves there is respect, because your loyalty has given her a dignity

that shouts, Freedom is everybody's job.

United States That means that we have all come together.

Individual communities that have united into forty-eight great

states. Forty-eight individual communities with pride and dignity

and purpose. All divided with imaginary boundaries, yet united to

a common purpose, and that is love for country.

And to the Republic A state in which sovereign power is invested in representatives

chosen by the people to govern. And government is the people; and

it's from the people to the leaders, not from the leaders to the

people.

For which it stands

One Nation Meaning, so blessed by God.

Indivisible Incapable of being divided.

With Liberty Which is Freedom; the right of power to live one's own life,

without threats, fear, or some sort of retaliation.

And Justice The principle, or qualities, of dealing fairly with others.

For All Which means, boys and girls, it's as much your country as it is

mine.

And now, boys and girls, let me hear you recite the Pledge of Allegiance:

I pledge allegiance to the Flag of the United States of America, and to the Republic, for which it

stands; one nation, indivisible, with liberty and justice for all.

47

Hooray USA! By David G. Bancroft

How wonderful it would be

if all could agree

to look beyond just me

and really see...

"We the People",

as our founding fathers

intended it to be

for our great land of the free

and home of the brave

where an early grave

did come to many young

who remain heroes unsung,

allowing a maturing nation to become

what She is today,

unequaled to none,

and where we can proudly say...

Hip, hip hooray

for our beloved USA!

O Flag of our Union

O flag of our Union,

To you we’ll be true,

To your read and white stripes,

And your stars on the blue;

The emblem of freedom,

The symbol of right,

We children salute you,

O flag fair and bright

What the Flag Means to Me

By Pamela Ginsberg

F stands for Freedom, on land and on sea, for America is the land for me

L stands for Liberty, for love and for care, look at American; you’ll find it there!

A stands for Achievement, America too, American achievement is the best thing for you.

G stands for Greatness, Glory and all that is Good. If you don’t love the flag, you certainly

should.

FLAG is America’s symbol, land of the free, And that is what our flag means to me!

The Stars & Stripes

By Helen Williams

Oh, what is the burst of splendor,

That shines with the morn’s first ray,

To challenge the evening sunset

And rival the dawn of the day?

Oh, it is the azure heavens

That blend with the sunset’s red

To form the starry brilliance

That glorious sight o’er head?

“Tis the Stars and Stripes of Justice”

That flies from the mast on high;

The flag of a noble nation

Still blesses the morning sky.

The red of the sun for courage

To shine with liberty’s white,

With stars of the evening heavens

To gleam on a field of night.

Forever that burst of splendor

Will shine with the morn’s first ray,

To challenge the evening’s sunset

And rival the dawn of the day.

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I am an American

By Lloyd E. Smith

These are the duties I share with my fellow citizens:

It is my duty to obey my country’s laws.

It is my duty to vote, so my government may truly represent the

will of the people.

It is my duty to keep informed as to be the honestly and ability of

candidates for public office.

It is my duty, by my vote and influence, to correct injustice.

It is my duty to pay such taxes as have been devised by representatives elected to me, to defray

the cost of government.

It is my duty to serve on juries when called on.

It may sometimes become my duty to hold public office for which I am suited, so my

government may function properly.

My Name is Old Glory

By Howard Schnauber

I am the flag of the United States of America. My name is Old Glory. I fly atop the world's

tallest buildings. I stand watch in America's halls of justice. I fly majestically over great

institutes of learning. I stand guard with the greatest military power in the world. Look up! And

see me! I stand for peace, honor, truth, and justice. I stand for freedom. I am confident. I am

arrogant. I am proud. When I am flown with my fellow banners. My head is a little higher. My

colors a little truer. I bow to no one. I am recognized all over the world. I am worshipped. I am

saluted. I am respected. I am revered. I am loved. And I am feared. I have fought every battle of

every war for more than 200 years. Gettysburg, Shilo, Appomatox, San Juan Hill, the trenches of

France, the Argonne Forest, Anzio, Rome, the beaches of Normandy, the deserts of Africa, the

cane fields of the Philippines, the rice paddies and jungles of Guam, Okinawa, Japan, Korea,

Vietnam, Guadalcanal New Britain, Peleliu, and many more islands. And a score of places long

forgotten by all but those who were with me. I was there. I led my soldiers. I followed them. I

watched over them. They loved me. I was on a small hill in Iwo Jima. I was dirty, battle-worn

and tired, but my soldiers cheered me, and I was proud. I have been soiled, burned, torn and

trampled on the streets of countries I have helped set free. It does not hurt, for I am invincible. I

have been soiled, burned, torn and trampled on the streets of my country, and when it is by those

with whom I have served in battle - it hurts. But I shall overcome - for I am strong. I have

slipped the bonds of Earth and stand watch over the uncharted new frontiers of space from my

vantage point on the moon. I have been a silent witness to all of America's finest hours. But my

finest hour comes when I am torn into strips to be used for bandages for my wounded comrades

on the field of battle. When I fly at half mast to honor my soldiers. And when I lie in the

trembling arms of a grieving mother at the graveside of her fallen son. I am proud. My name is

Old Glory. Long may I wave.

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Songs to Use at Flag Ceremonies

The Star-Spangled Banner

(The National Anthem)

Oh, say can you see, by the dawn’s early light,

What so proudly, we hail’d at the twilight’s last gleaming?

Whose broad stripes and bright stars, thro’ the perilous fight,

O’er the ramparts we watch’d were so gallantly streaming?

And the rockets red glare, the bombs bursting in air,

Gave proof thro’ the night that our Flag was still there.

Oh, say does that Star Spangled Banner yet wave,

O’er the land of the free, and the home of the brave?

America

By Samuel F. Smith

My country, ‘tis of Thee,

Sweet land of Liberty

Of thee I sing;

Land where my fathers died,

Land of the pilgrims’ pride,

From every mountain side

Let Freedom ring.

My native country, thee,

Land of the noble free,

Thy name I love;

I love thy rocks and rills,

Thy woods and templed hills,

My heart with rapture thrills

Like that above

Let music swell the breeze,

And ring from all the trees

Sweet Freedom’s song;

Let mortal tongues awake;

Let all that breathe partake;

Let rocks their silence break,

The sound prolong.

America, the Beautiful

O beautiful from spacious skies,

For amber waves of grain,

For purple mountain majesties

Above the fruited plain.

America! America! God shed His grace on thee,

And crown thy good with brotherhood

From sea to shining sea.

O Beautiful for pilgrim feet,

Whose stern impassion’d stress

A thoroughfare for freedom beat

Across the wilderness.

America! America! God men thine ev’ry flaw,

Confirm thy soul in self-control,

Thy liberty in law.

O beautiful for heroes prov’d

In liberating strife,

Who more than self their country loved,

And mercy more than life.

America! America! My God thy gols refine

Till all success be nobleness,

And ev’ry grain divine.

O beautiful for patriot dream

That sees beyond the years,

Thine alabaster cities gleam,

Undimmed by human tears.

America! America! God shed his grace on thee,

And crown thy good with brotherhood,

From sea to shining sea.

This Land is Your Land

By Woody Guthrie

This land is your land, this land is my

land,

From California, to the New York

Island,

From the redwood forest, to the gulf

stream waters,

This land was made for you and me.

50

Get Acquainted Activities

Right Thumb Marks the Spot

Prepare a ball with questions written all over it, such as “What is your favorite subject in

school?” or “What is your favorite project in 4-H?” Then have members toss the ball in a circle

to each other and answer the questions that their right thumb lands on.

TP Tell Me

Ask every camper to take the amount of toilet paper they think they will need to use the restroom

during camp. For each square that they take, they have to share something about themselves.

Have You Ever?

Have campers sit in a circle on the ground with one camper in the middle. The person in the

middle makes a statement, “Have you ever…(gone fishing, been to 4-H camp, played an

instrument, etc.)” Anyone in the circle that has done that statement gets up and finds a new spot,

including the middle person. The odd camper out then makes the next statement.

Candy Tell Me

Each camper gets a small amount of skittles, M&M’s, etc. and has to share one thing about

themselves for each small candy. No eating until the end!

2 Truths and a Lie

Every camper shares three statements about themselves; two of these statements are true and one

is not true. The other campers must guess which one the lie is.

Shoe Pile

Each camper takes off one shoe and throw them in a pile together. One by one, the campers

select a show from the middle and must find the person who the shoe belongs to, introducing

themselves and a fact about them. Each partner introduces their partner to everyone else.

Clap-Snap-Pow

Have the campers sit in a circle. All those that fit the category you call out stands up in place,

complete the action and then sit down. For example: “Everyone stand up who is excited to be at

4-H camp stand up and snap your fingers!” Keep a variety of categories and movements.

First Letter Fun

Have each person describe him/herself by using the first letter of his/her name. For example:

“My name is Lauren, my favorite animal is a leopard, I like licorice, and laughing.

Sentence Maker

Have campers stand in a circle. One camper says a word to start a sentence. Go around the circle

having each camper add one word to the sentence until it ends.

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Transitions

Moving from one camp activity to another is referred to as a transition. Transitions are important

in maintaining campers’ enthusiasm and reduce boredom. These are especially important when

transitioning between an active and quiet activity or vice versa.

General Transition Tips

Teach campers an attention getter to quiet them down. This could be that when you raise

your hand they raise theirs, a clapping pattern or slogan that they repeat, freezing, etc.

Keep campers informed about which activity is next and where you are going together.

Sing camp songs during transitions!

Teambuilding Activities

Teambuilding activities are just “games” without a discussion or reflection component. These are

great activities to do during cabin time. Some questions you might ask during teambuilding may

be:

Why should we work together as a team?

What is we aren’t all alike?

How can we improve our teambuilding skills?

What/how could we do things differently?

How can we have more fun?

How can we support each other?

Teambuilding Activities:

Tarp Flip Challenge

Have all campers stand on a single tarp and challenge them to flip the tarp over without anyone

leaving the tarp or touching the ground.

Build It

Break campers into groups and give each group a bag of miscellaneous items (rubber bands,

tape, TP cardboard rolls, paper clips, balloons, etc.) and give each group 10-15 minutes to build a

tower using only the items given to them. See you can build the highest tower or the most

creative one.

Line-Up

Announce an order in which you want the campers to line up (oldest to youngest, by height,

alphabetize by name, etc.). Add a challenge by timing them and see if they can do a second

challenge faster than the first. Add another challenge by eliminating talking!

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Please describe four activities you plan to use during cabin time or in case of a rainy day. The

first activity should be a get-acquainted one. Plan to have at least one team-building activity.

Lead AT LEAST one activity during EACH cabin time during camp. Feel free to coordinate and

do activities together as a cabin or as individual groups.

Activity 1 (Get Acquainted):

Who will lead activity?

Describe activity in detail:

Resources/Supplies Needed:

Activity 2

Who will lead activity?

Describe activity in detail:

Resources/Supplies Needed:

Activity 3 (Teambuilding):

Who will lead activity?

Describe activity in detail:

Resources/Supplies Needed:

Activity 4:

Who will lead activity?

Describe activity in detail:

Resources/Supplies Needed:

Cabin Plan

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Name ____________________________

Tent Time Plan

Being an Outpost Counselor is a very important responsibility. The first hours you are at camp

can lay the groundwork for the total camp experience. It is important to plan what you will do

with the campers the first few hours at camp.

Please take some time to plan this out. Think about the different areas you can do these

activities: central blacktop area, campfire, by the beach, etc. BE SPECIFIC!!!

Things to include: get acquainted games, camp rules, go over the camp schedule, buddy system,

settling into the tents, camp safety, reporting procedures for all accidents (cuts, stings, injuries,

etc.), tick precautions and checks, etc.

Using the form below, please plan 5 activities that you can do with your campers.

1. Plan 2 get acquainted activities.

2. Plan 3 other activities to do at other times.

Your Plan Rules that I need to review with campers:

Get Acquainted Activity #1:

Get Acquainted Activity #2:

OVER

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Activity #1:

Activity #2:

Activity #3:

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Large Group Activities

People to People

Each person is paired up with a partner. The person leading the game will call out commands

which the campers will then follow. After a few commands, call “People to people!” and

everyone must find a new partner. Repeat for a few rounds. Examples of commands could be:

“hand to hand,” “elbow to shoulder,” “foot to foot,” etc.

Giants, Wizards, and Elves

This activity is similar to rock, paper, scissors. In this game, split campers into each team. Each

team starts on their own starting line and decides which action they want to do (giants=stand up

tall with arms reaching the sky; wizards=stretch arm forward point finger like a wand; elves=

crouch down low). When the leader says go, each group runs and meets in the center circle doing

their action. The “winning” team then chases the other team back to their starting point, and

whoever gets tagged must join the other side. Giants beat wizards, wizards beat elves, and elves

beat giants.

Alaskan Baseball

Start with two teams. One team is given a throw able object (like a ball) whose team then forms a

circle around them and that person throws the object. After the object is thrown the individual

runs around the circle. Each time around the full circle counts as a run. Meanwhile, the other

team is chasing after the object. Everyone on the running team forms a line behind the first

person to reach the object. They must then pass the object underneath their legs until it reaches

the last person. Then it is passed overhead back to the first person in line. As soon as the first

person obtains the object again the person stops running circles. The team that was chasing the

object now forms a circle and throws the object, running circles.

Cat & Mouse

Everyone but two campers form a circle standing far enough away from each other so that a

person can safely run past them on either side. They must also be close enough to reach the hand

of the people on either side of them. One of the people outside the circle is the cat and the other

is the mouse. They will begin on opposite sides of the circle. When the game starts, the cat tries

to catch the mouse. If either the cat or the mouse runs through one of the spaces in the circle, the

space gets closed. This is done by holding hands. The game goes on until all the spaces are

closed or one or the other gets trapped inside the circle.

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Camp Songs For more favorite 4-H Camp songs, see “Dodge County 4-H Camp Songbook”

Bumble Bee Song

I’m bringing home a baby bumble bee

Won’t my mommy be so proud of me

I’m bringing home a baby bumble bee

Ouch! It stung me!

Herman the Worm

Chorus: Sittin’ on a fence post

Chewin’ my bubble gum (chomp, chomp, chomp, chomp)

Playin’ with my yo-yo (whoo-whoo)

When along came Herman the Worm

And he was this big (start tiny, get bigger each verse)

And I said, “Herman, what happened?”

Verse 1: “I ate my sister”

Verse 2: “I ate my mother”

Verse 3: “I ate my brother”

Verse 4: “I ate my father”

Repeat chorus one final time, describing Herman as tiny again.

Verse 5: “I burped.”

Moo Moo Cheese (To the tune of We Will Rock You)

One group repeats MOO MOO CHEESE while

Clapping and stomping while the other group

sings verse

Verses:

1. I’m smashing up my baby bumble bee

Eww! It’s all over me!

2. I’m licking off my baby bumble bee

Oh, I don’t feel so good..

3. I’m throwing up my baby bumble bee

Yuck! What a mess!

4. I’m cleaning up my baby bumble bee

Look! Another bumble bee!

Buddy you’re a farmer, living in Wisconsin

Got 40 cows that you milk all day

Got milk on your face, a big disgrace

Driving your tractor all over the place

Singing we will, we will milk you, milk you.

We will, we will, milk you, milk you.

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Boom-Chicka-Boom (Repeat each line)

Chorus: I said a boom-chicka-boom!

I said a boom-chicka-boom!

I said a boom-chick-rocka-chicka-rocka-chicka-boom!

Aha!

Oh yeah

One more time

______ Style

(on last time yell NO!)

Janitor: I said a broom-sweep-a-broom

I said a broom-sweep-a-moppa-sweep-a-moppa-sweep-a-brrom

Astronaut: I said a vroom-to-the-moon

I said a vroom-take-a-rocket-take-a-rocket-to-the-moon

Vallery Girl: I said like a boom like chicka boom

I said like a boom like a chicka like rocka like chicka rocka chicka boom

Underwater: Repeat chorus with finger flapping lips

Mermaid: Hold nose

Quiet: Whisper

Loud: Yell

Caveman: I. said. Boom. Rock. Boom.

I said. Boom. Rock. Boom. Rock. Boom. Rock. Fire!

Old Lady O’Leary

Late last night when we were all in bed, Old Lady O’Leary lit a lantern in the shed and when the

cow kicked it over, she winked her eye and said, “It’ll be a hot time in the old town tonight.

FIRE! FIRE! FIRE!”

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Tarzan

(repeat each line)

TARZAN (yell this)

Swinging on a rubber band

Smacked into a frying pan

Now Tarzan has a tan

JANE

Flying in her airplane

Smashed into a freeway lane

Now Jane has a pain

Now Tarzan has a tan

CHEETAH

Grovvin’ to the beata

Got eaten by an amoebae

Now Cheetah is velveeta

Now Jane has a pain

Now Tarzan has a tan

SHAMU

Swimming in the ocean blue

Smacked into a red canoe

Now Shamu’s gonna sue

Now Cheetah is velveeta

Now Jane has a pain

Now Tarzan has a tan

CHARLIE

Cruisin’ on his Harley

Smashed into Bob Marley

Now Charlie’s really gnarly

Now Shamu’s gonna sue

Now Cheetah is velveeta

Now Jane has a pain

Now Tarzan has a tan

Little Green Fog

Um ah went little green frog one day,

Um ah went the little green frog.

Um ah went the little green frog went

um um ah

But we all know that frogs go (clap)

Lotty dotty da (clap)

Lotty dotty da (clap)

We all know that frogs go (clap)

Lotty dotty da (clap)

They don’t go um um ah

Honk honk went the big green truck

one day

Honk honk went the big green truck

Split splat went the little green frog

that day

Now his eyes don’t go um ah any

more cause he got licked up by a dog

Ruf! Ruf!

Banana Song

Bananas of the world, UNITE!

Peel banana, peel, peel banana

Peel banana, peel, peel banana

Shake banana, shake, shake banana

Shake banana, shake, shake banana

Go bananas! Go go bananas!

Go bananas! Go, go bananas!

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Information in this handbook has been collected and adapted from the following

sources:

• 2013 Buffalo County 4-H Camp Counselor Handbook, by Annie Lisowski • Ozaukee County 4-H Camp Materials • 4-H Youth Development. University of Wisconsin-Extension, 2006. • Camp Counselor Manual, by Sally Schoenike and Kay Buelke-Schroeder • Tomek and Williams. Ages and Stages of 4-H Youth Development. Missouri University

Extension, 1999. • Kurt Podeszwa, MS Ed, Consultant for Leadership Essentials, Inc. • Burrow. How to Be a Great Camp Counselor, McElroy Publishing, 1992. • 4-H Volunteer Orientation, Wisconsin 4-H Youth Development Programs, 2002. • 4-H Camp Songbook, By Melissa Kescenovitz

This handbook has been created for use by:

Lauren Pfaffenroth, Dodge County 4-H Summer Agent, 2015

“An EEO/Affirmative Action employer, University of Wisconsin—Extension provides equal opportunities in employment and

programming including Title IX and ADA requirements. Requests for reasonable accommodations for disabilities or limitations

should be made prior to the program date or activity for which it is needed. Please make such requests as early as possible by

contacting Dodge County.”