Showing posts with label games. Show all posts
Showing posts with label games. Show all posts

Tuesday, January 14, 2014

Diversity activities

Please post any other links or activities you have in the reply section here:

http://pubs.cas.psu.edu/FreePubs/pdfs/ui335.pdf

This link has simple ideas that I liked and used one week when we were talking about appreciating diversity in those around us.

Monday, June 3, 2013

Bridge challenge

Supplies
2 pieces of paper
4 paper clips
4 safety pins
4 popsicle sticks
6 bendable straws
appx. 22 in. of masking tape
50-100 pennies
 
The way they did it was that the bridge had to be at least 22 in. long to qualify.  They used math cubes as the support beams on each end to measure every bridge (to make sure it was long enough).  Only the edges of the bridge could touch the support beams, and no part of the bridge could touch the table. 

Get-to-know-you games and forms

Games:


Forms for "spotlights":

Marni's "Vanguard Youth Getting to Know You" form

Saturday, May 25, 2013

Nomics

Nomics...a fantastic simulation that can drive the youth crazy but give them a very powerful look into the making of laws, carrying them out, and negotiation.

Nomic is a game in which changing the rules is a move. In that respect it differs from almost every other game. The primary activity of Nomic is proposing changes in the rules, debating the wisdom of changing them in that way, voting on the changes, deciding what can and cannot be done afterwards, and doing it. Even this core of the game, of course, can be changed.
—Peter Suber, The Paradox of Self-Amendment[2

These are the initial rules that our parent mentor gave us:
Initial Set of Rules
100. All players must always abide by all of the rules then in effect, in the form in which they are in effect.
101. All rule changes proposed in the proper way shall be voted on. They will be adopted if and only if they receive the required number of votes.
102. Every player is an eligible voter. Every eligible voter must participate in every vote on rule changes.
103. All proposed rule changes shall be written down before they are voted on.
104. No rule change may take effect earlier than the moment of the completion of the vote that adopted it, even if its wording explicitly states otherwise. No rule change may have retroactive application.
105. Each proposed rule change shall be given a number for reference. The numbers shall begin with 200, and each rule change proposed in the proper way shall receive the next successive integer, whether or not the proposal is adopted.
106. If a rule change as proposed is unclear, ambiguous, paradoxical, or destructive of play, or if it arguably consists of two or more rule changes compounded or is an amendment that makes no difference, or if it is otherwise of questionable value, then the other players may suggest amendments or argue against the proposal before the vote.
107. Whatever is not prohibited or regulated by a rule is permitted and unregulated, with the sole exception of changing the rules, which is permitted only when a rule or set of rules explicitly or implicitly permits it.
109. Players shall alternate in clockwise order, taking one whole turn apiece. Turns may not be skipped or passed, and parts of turns may not be omitted.
110. All players begin the game with zero points.
111. One turn consists of one part: proposing one rule change and having it voted on.
112. A rule change is adopted if and only if the vote is unanimous among the eligible voters.
113. An adopted rule change takes full effect at the moment of the completion of the vote that adopted it.
114. Each player has exactly one vote.
115. The winner is the first player to achieve 100 points.
116. If two or more rules conflict with one another, then the rule with the lowest ordinal number takes precedence.
117. If players disagree about the legality of a move or the interpretation or application of a rule, then the player preceding the one moving is to be the Judge and decide the question.
118. If the rules are changed so that further play is impossible, or if the legality of a move cannot be determined with finality, or if by the Judge's best reasoning, not overruled, a move appears equally legal and illegal, then the first player unable to complete a turn is the winner.

Games that teach

Hand's on, physical activities are so powerful for reinforcing lessons and concepts!

-Team Building Games

-A friend posted info on the following book for ideas:
"104 Activities That Build: Self-Esteem, Teamwork, Communication, Anger Management, Self Discovery, Coping Skills" by Alanna Jones-the following is a quote from the book:
 Education/Group Games. "...this popular book makes teaching and learning by playing games a simple and fun experience for everyone. Games can be used to encourage people to modify their behavior, increase interaction with others, start discussions, address issues and build relationships. ... Games that can be used in any setting with minimal budget! It's more than pen/pencil worksheets; it's interactive and fun." 

-Scouting youth leadership programs teach great activities that work as well.  Many games that are commonly played in an area can have lessons tied into it.  For instance, we played a game called "Down by the Banks," which requires focus and continuous play.  We spoke about how when one person doesn't do what they are supposed to, it holds up the whole thing, and the end result is affected.

Leadership games
-many games that could be used to teach different concepts: http://4h.missouri.edu/projects/curriculum/10minuteleadershiplessons.pdf
-Follow the Leader group games
-Team-building games

-For more "Synergy of the Mind" type activities that try and incorporate scientific principles, as well as different spacial/creation strengths, it is fun to mix building challenges and creative brainstorming.  This helps the youth not only have to work together, but they soon learn how to appreciate other people's strengths.  For some ideas, you can try some of the following that we have used in the past (one nice thing is that each individual group that is divided out for these activities is different, so activities from the past can be re-used, learned from, and improved upon as the same students learned from their past experience and try the same challenge again with new peers):
-given certain resources (pencils, rubber bands, popsicle sticks, 6 inches duct tape, etc) create a catapult that can launch a ping pong ball the farthest
-given various sandwich/lunch creating supplies (lunch meat, olives, tomatoes, chips, dressing, pickles, different kids of breads, etc), make it into some type of "sculpture"
-use whatever supplies that you have on hand, divide them equally between groups and challenge them to build high, build strong, build long, etc. with whatever limitations you chose to give them.
-have a more long-term project where they have to work on it for a couple of months, like the one where they had to invent something in a given scenario that they could market, and then they had to use ads, commercials, and jingles to try and "sell" it.
-show them some type of abstract picture and go around in the team's circle, having them tell you what it looks like or what it can be used for--give points for an answer and more points for creative ones.
* I like to give points for the different projects based upon "team-work"

Following are some ideas and resources you can use for more scientific/building challenges or activities:
http://www.mcrel.org/whelmers/
www.ehow.com/list_7408675_fun-science-challenges-kids.html
http://www.pbs.org/wgbh/buildingbig/educator/act_cha_ei.html
http://adventureskids.blogspot.com/2011/01/lego-building-challenges.html (I thought this looked like a fun way for the lego-geniuses to show off a little...)
http://www.swopnet.com/ed/OM/spontaneouses.html (I love using any of the Odyssey of the Mind "spontaneous" activities--that are not copy-righted, of course.)
http://ncome.org/spontane.html (it looks like there are a bunch of ideas on this website that are Odyssey of the Mind type problems)

Diversity activity

Marni suggested this activity for helping the youth not only find out about the talents that others around them may have, but appreciate them:

"Basically we make up a test with questions that are very specific to knowledge or talents each youth have, say 3-4 questions per youth.  When we are ready, we pass it out and maybe tell them we just want to get an idea of where everyone is knowledge-wise as we start the year off, and maybe give them 30 seconds to look over it before we start.  After they realize there is a LOT they won't be able to answer, we give them a final instruction just before they start - that they can work on it as a group, and have the person they get the answer from sign next to the question.

A great opportunity to see the variety of talents in the group, and help them value the knowledge they each and personally have.

For instance...
How many years does it take for a lemon tree to produce fruit if the tree is grown from a seed?
What is the basic rhythm of the tango?
Approximately how many days can a person survive without food?
Recite the poem...
Recite the scripture Abraham 3:22-23 (I know some still remember that!).
Draw out a C chord for the guitar.
What notes are played on the piano for a (some tougher piano chord)?
In Lord of the Rings, .....
Sing a solo of your choice.
Some great math questions for [the math whizzes]."

Friday, May 24, 2013

Penny market game

penny market game

This game is fabulous at teaching math concepts of commerce, principles of work, and the proper role of government (if "taxes" are used as part of the game).  It is a long game, and is great for a simulation.

Friday, May 10, 2013

Team-building books

More Team Building Challenges, a great book for ideas about group games/challenges.

Monday, May 6, 2013

Games that teach

Here is a link to the other Vanguard posting I made, just because I want all these types of resources on this blog.