PLAY DAY
MANUAL
2013/2014
Right To Play – Statement of Copyright
©2013 Right To Play (the “Publisher”)
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in
any form by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written
permission of the Publisher.
i
Table of Contents
Introduction ___________________________________________________1
Main Objectives________________________________________________ 2
Maximizing Your Message________________________________________3
Healthy Messages______________________________________________ 4
Theme & Objectives_____________________________________________5
Games Overview________________________________________________6
Games______________________________________________________7 – 37
Winking Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Remember Me? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Elephant Ball. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Crows and Cranes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Happy Harish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Say It Without Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Snail Race . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Protect the Treasure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Second-Hand Smoke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Walk Crawl Fly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Pledge Forms___________________________________________________28
ii
Introduction
About Right To Play
Right To Play is a global organization that uses the transformative power of play to educate and empower
children and youth to overcome the effects of poverty, conflict and disease in disadvantaged communities . It
was founded in 2000 by Johann Olav Koss, a four-time Olympic gold medalist and social entrepreneur. Through
sport and games, we help children build essential life skills and better futures, while driving social change in
their communities with lasting impact. We currently work in over 20 countries, and reach over 1 million children
in our weekly programming.
What is a Play Day?
A Play Day is an event where Right To Play games are used to mobilize schools and communities around a particular
issue or simply to promote awareness in association with fundraising initiatives.
Play Days promote awareness about Sport for Development and Peace and Right To Play’s mission and values. It’s a
great way to kick off or end the school year by playing fun, cooperative and inclusive games, or put it in to your
calendar on any day throughout the year. A Right To Play Day can take anywhere from a half day to a full day whatever fits your school’s schedule. Simply set up various game zones in a safe play area and recruit teachers or
senior students to run a game from this manual for groups of students as they rotate through the game zones.
Organizing Your Day
Organizing a Play Day is simple and can be done in these four steps:
1. Come up with a date and time that works for you and your school. Decide who is going to participate in the Play
Day, and come up with a general number of participants. Divide this group of participants into groups of 10 – 20
(or another number you feel comfortable with).
2. Go through this manual and select one game per group you have created. Each game will represent a different
game zone for the groups to rotate through.
3. Next, either assign senior students or educator/parent volunteers to run each station. You will need to assign and
teach a game to each person running a station. This will be the game they are responsible for playing with the
participants at their game zone during the Play Day.
4. Create a rotation schedule. During the Play Day, each group of students will spend 10 – 20 minutes at a station
(based on your time constraints) and then rotate to the next one. Pre-planning the order of the rotations, as well
as the amount of time spent at each station, will hugely simplify the process on the day of.
A Right To Play Day uses the power of sport and play to empower individuals, promote healthier lifestyle behaviours,
teach peaceful conflict resolution and educate students about the situations of children in the most disadvantaged
areas of the world. To promote hands-on learning for your students, you may want to do class projects on
disadvantaged areas and the impact of sport and play.
1
Main Objectives
Foster Learning Initiatives
Central to Right To Play are education-based games that promote learning while playing. Teaching children and
youth cooperation and fair play is linked to the Right To Play programme goal of increasing tolerance, peace and
understanding in their community.
Support Strategic Objectives
Incorporate your school’s values and philosophy into the day. Try creating a theme for the day that aligns with
your school’s culture, or ask each group to create a team name and/or cheer that represents your school's
beliefs.
Mobilize Schools Around Specific Issues
Messages conveyed through games can be tied to your school’s physical health and development initiatives:

Anti-bullying campaigns conveyed by focusing on the importance inclusion.

Educating about proper eating habits can revolve around health discussions.
Boost Fundraising and Increase Advocacy
View your Right To Play Day as an opportunity to increase awareness about Right To Play’s mission and
programs in addition to raising funds.
Here are some easy ways to help children overseas have access to the same opportunities and lessons:
2

Set a donation amount (ex. $5) for each student to donate in order to participate in the Play Day.

Students can collect pledges (using the pledge forms located at the end of this document) in
association with the Play Day.
Maximizing Your Message
Play Days are most effective when combined with other mobilization strategies. There are many ways you
can stimulate dialogue and promote leadership:

Invite a strong leader from within the school community to speak upon the merits of volunteering and
supporting every child’s Right To Play.

Promote simple actions through all your communications.

o
Add a section to your school newsletter emphasizing the merits of play-based
learning and illustrating simple ways that parents can integrate educational games
into their family’s daily lives  perhaps provide a sample Right To Play game.
o
In the morning announcements, take time to mention the Play Day and encourage
students to re-play the games they learned in the future during recess or lunch.
o
Encourage teachers at staff meetings and in other interactions, to utilize the Right
To Play philosophy in their classrooms by integrating play-based learning to improve
the success of the messages they wish to transfer to their students.
Emphasize the impact that your Right To Play Day has had in terms of fundraising and awareness.
o
Call attention to the fact that every $50 donated to Right To Play allows one child to
participate in weekly sport and play programming for a whole year!
o
Contact Right To Play to hear how your school’s donation has made a difference.
o
Highlight the positive outcomes of your Play Day at both the local and global level.
 Send a newsletter home to parents outlining the day’s events.
o
Stress upon the importance of participants’ involvement which has benefited children on
an international scale
“After the [Right To Play] training I could
see a difference. The leaders were
growing in confidence and the games
were more than just tag.”
- Nora Scott, teacher at St. Clements’s School in
Toronto, Ontario.
3
Healthy Messages
The following chart describes the five balls used in the Right To Play Day Manual.
While the balls are important by themselves, when they are combined they represent holistic development of
children. The games within a ball colour grouping have Key Learnings that link to the theme of that particular
ball.
Each ball represents an important aspect of child growth and development, all addressing various facets of a
healthy lifestyle.
4
Themes & Objectives
Think active, think fun, think carefully and think strategically.
It is helpful to use the five W’s and one H approach: Who? What? When? Where? Why? How?
Here are a few questions to use as a guide to focus your Play Day:

How does this Play Day fit into your school year and/or curriculum?

Are there lessons from various courses or disciplines that you can incorporate into the messages
throughout your Play Day?

What do you want people to do as a result of participating in the event? (A call to action)
When you decide which games and activities you will run during the Play Day,
consider the following:
Match the Theme
If you have decided on a central theme, remember to choose games that teach the intended
message you are trying to promote.
Engage the Students
Educate the senior students on how to run the Right To Play games so they can play an active
leadership role during the Play Day. Ensure that all games are inclusive and can be adapted to all
skill levels and ability levels.
Finish on a High
Always finish a game where children are most excited and enjoying themselves. Provide time for participants to
reflect on the notion and benefits of inclusive and educative play.
Take the Message Home
At the end of the Play Day ask participants to reflect on their experience and what they are going to
share with their family and friends when they return home.
Think about how you can promote behaviour change and learning by
tying your message into regular community activities.
5
Games Overview
The following games promote learning and growth for every child who participates. The games
have been revised and tested in order to ensure that each game is easy to follow and
contributes to the holistic development of the child.
“We can see that students have developed a very good
attitude around non-competitive play. Cooperative games
and the playground has become a very organized and
cooperative space for peaceful play among the students.
The students are enjoying the Right To Play program and
there is a waiting list of students at our school who are
eagerly waiting to participate in this initiative.”
-
Gary Pieters, Vice Principal of George Syme Community School
in Toronto, Ontario.
The games featured in this manual are actual games that Right To Play uses in the field, and all
can be used for your Right To Play Day.
In accordance with our guiding principles of inclusion and sustainability, all Right To Play games
require minimal equipment and are adaptable to include children living with disabilities.
6
RBCP: AGES 6-9, 10+
RED MIND BALL
THE WINKING GAME
Key Learning
To develop
concentration skills
and attention.
Goal Of The Game
For children to
concentrate on who is
winking at them and to
switch spots as quickly
as possible when
winked at.
What You Need
Equipment
 None
No. of children
 6 or more
How To Play
1. Divide the children into groups of 6-12.
2. Ask all children to find a partner within their group.
3. Partner A should sit on the ground and form a
circle with the other sitting partners. A keeps their
hands behind their backs.
4. Partner B should kneel behind A (see Diagram 1).
5. Ask for one partner pair to volunteer.
6. Ask these volunteers to separate. Both kneel (see
Diagram 2).
7. Explain and demonstrate that:
• The object of the game is for those who have
nobody sitting in front of them to fill that spot. They
do this by winking at one of the seated children,
who then try to escape from their spot and run to
the child who winked at them.
• However, B, kneeling behind the one trying to
escape must try to prevent A from escaping by
tapping A on the back before A moves out of
reach. If tapped, A has to stay seated.
• The children who are kneeling, B can only look at
the top of A’s head in front of them.
8.
The game finishes at your discretion
Watch For
 Are the children who are kneeling
staring at the top of their partner’s
heads?
 Are they tapping each other gently?
7
THE WINKING GAME CONTINUED
Discussion
Reflect
 What was difficult about playing this game? What was
easy?
 What does concentration mean?
 How did concentrating help you play the game?
Connect
 What helps you to concentrate in life?
 Why is it sometimes difficult to pay attention?
Apply
 How can you tell if someone is not paying attention?
 What are some strategies you can use to help you pay
attention to something even if you don’t think it is
interesting?
Variations
 The players kneeling can wink at more then one person at
a time and the children who were winked at must race to
the empty spot in front of the winker.
Inclusion
 Refer to pp. G7-G11.
8
RBCP: AGES 6-9, 10+
RED MIND BALL
REMEMBER ME?
Key Learning
To develop attention
and memory skills.
Goal Of The Game
A memory game in
which children work in
pairs to identify
changes in
appearances.
What You Need
Equipment
 None
No. of children
 6 or more
How To Play
1. Ask the children to find a partner.
2. Explain and demonstrate that:
• The object of the game is to memorize what your
partner is wearing and how it is worn.
• The children will have 2 minutes to memorize
everything about how their partner looks (for
example, how their hair, pants, shirt, hands, and feet
look).
• Then ask the children to turn around with their backs
to their partners and change three things about
their clothing (for example, turning up sleeves,
taking something off). (Children can initially put on
extra clothing for the game.)
• When you say “Go!” the children will turn around
and face each other. Each partner has to guess
what has changed about their partner’s clothing.
• The children get 5 chances to guess what is different
about their partner.
3. Have the children change partners to play again.
Watch For
 Are the children able to identify changes in appearance?
 Do the children understand how to make changes to their
appearance?
9
REMEMBER ME? CONTINUED
Discussion
Reflect
 Was it hard to remember your partner’s original
appearance?
 What memory strategies did you use to remember your
partner’s original appearance?
Connect
 How do you feel when things change in your life?
 Can you remember some big changes that have
happened in your past?
Apply
 Do you think there will be more changes in the future?
What might these be?
 What are some things you can do to prepare yourself for
life changes that may occur?
Variations
 Play this game in groups of 3-4 so the children have to
identify changes on more then one person.
 In order to increase the level of physical activity, create an
obstacle course or running challenge that children have to
complete prior to turning around and facing their partners.
Inclusion
 Refer to pp. G7-G11.
10
RBCP: AGES 6-9
BLACK BODY BALL
ELEPHANT BALL
Key Learning
To develop strength
and flexibility.
Goal Of The Game
A circle game in which
the children block a ball
from going through their
legs.
What You Need
Equipment
 Ball (football sized)
- 1 per group
No. of children
 6 or more
How To Play
1. Divide the children into groups of 6-10.
2. Ask each group to form a circle. Ask all children to stand with
their legs spread apart. There should be no space on the
ground between each child’s foot and the foot of the child
on either side (see diagram).
3. Ask the children to clasp their hands in front of them, as
though their arms are an elephant’s trunk (see diagram).
4. Place a ball in the centre of each circle.
5. Explain and demonstrate that:
• The goal of the game is to get the ball through the legs of
the other children – but also to protect the space
between your own legs and stop the ball going through.
• The children cannot move their legs but use their
“elephant trunk” to hit the ball and to protect their
space.
Make sure the children are swinging their arms safely within
their personal space.
• If the ball goes through a child’s legs then the player can
only use one arm.
• If the ball goes through a second time, the child can turn
around and continue playing but facing the outside of
the circle.
6. Create a new game with the children who have had the
ball go through their legs more than twice.
7. The game is finished at your discretion.
11
ELEPHANT BALL CONTINUED
Watch For
 Are the children keeping their legs spread apart?
 Are the children able to get the ball through each other’s
legs?
Discussion
Reflect
 What was the most difficult part of the game?
 What muscles could you feel stretching when you played
this game?
Connect
 When else in life does it benefit you to be physically flexible?
Apply
 What are some stretches or activities you can do to improve
your flexibility? Can you demonstrate them to me?
Variations
 Play with 2-3 balls at a time.
 Play with a smaller ball.
Inclusion
 Refer to pp. G7-G11.
12
RBCP: AGES 6-9, 10+
BLACK BODY BALL
CROWS AND CRANES
Key Learning
To develop fitness and
motor skills for large
movements.
Goal Of The Game
Tag-like game in which
one team tries to reach
the safety zone without
the other team tagging
them.
What You Need
Equipment
 None
No. of children
 6 or more
How To Play
1. Divide the play area into 4 sections with 2 safety zones and 2
playing areas (see diagram).
2. Divide the children into two equal-sized teams.
3. Name one team Crows and the other team Cranes.
4. Ask the teams to line up along the centre line and face each
other (see diagram).
Make sure children are 1 metre away from their teammates and
the other team’s players.
5. Explain and demonstrate that:
• This is a tag game.
• When you call out “Crows!,” the Crows will chase the Cranes
to their safety zone.
• When you call out “Cranes!,” the Cranes will chase the Crows
to their safety zone.
• A child tagged before reaching the safety zone switches
teams.
6. The game continues until only one child is left on a team, or at
your discretion.
Ensure that there is enough open space to play this game safely.
13
CROWS AND CRANES CONTINUED
Watch For
 Are the children running when they are supposed to?
 Are the children being honest about being tagged?
Discussion
Reflect
 What muscles did you use in this game?
Connect
 What types of chores do you do that use your leg muscles?
 What other muscles do you use for your daily chores?
Apply
 How can strengthening your legs and arms help you in your
daily life?
Variations
 Increase the length of each play area.
 Draw out the beginning of both words (for example, “Crrrr”)
to keep the children in suspense as long as possible.
 Ask the children to sit down each time you call a name.
They will have to stand up before they can run.
 Turn the game into a life-size “rock, paper and scissors”
game using animals (for example, “elephant,” “mouse” and
“cat”). The children make up the action that represents
each animal. Similar to the way you play rock, paper scissors
but in this game:
○ Mouse beats Elephant
○ Cat beats Mouse
○ Elephant beats Cat
 The teams collectively decide what animal to be. On your
signal they act out their chosen animal. The winning team
chases the losing team. The players who are tagged join the
other team. The game continues for as long as you want.
Inclusion
 Refer to pp. G7-G11.
14
RBCP: AGES 6-9, 10+
YELLOW SPIRIT BALL
HAPPY HARISH
Key Learning
To develop
language to label
and describe
emotions.
Goal Of The Game
To get to the Safe Zone
without being tagged
by Happy Harish.
What You Need
Equipment
 Chalk (anything to
mark a rectangle
on the ground)
No. of children
 6 or more
How To Play
1. Draw or mark a large rectangle on the ground. Mark a safe
Moody Zone at each end (see diagram). The size of the
rectangle depends on the number of children playing.
2. Ask the children if any of them have been in a bad mood in
the last week. Ask them to demonstrate what someone in a
bad mood might look like.
3. Ask for 1 volunteer to play the role of Happy Harish.
4. Explain that in this game, everyone starts out in a bad, bad,
BAD mood.
5. Explain that Happy Harish wants everyone to be in a good
mood.
6. Ask Happy Harish to stand in the centre of the playing area.
7. Have the remaining children line up at one end of the
playing area in a Moody Zone (see diagram).
8. Explain and demonstrate that:
• The children are standing in a Moody Zone. The other
Moody Zone is on the opposite side of the play area.
• When Happy Harish calls “Happy, happy day,” the
children will run across the play area to the other Moody
Zone and try to avoid Happy Harish.
• It is Happy Harish’s job to tag the children as they run.
• When children are tagged, they join Happy Harish and
try to tag other children.
9. When all of the children have crossed into the Moody Zone,
Happy Harish will call “Happy, happy day” again and the
children must return to the other Moody Zone.
10. The game continues until all players have joined Happy
Harish.
Remind the children to tag each other gently.
11. Repeat the game asking for new volunteers to play the role
of Happy Harish.
15
HAPPY HARISH CONTINUED
Watch For
 Are the children showing happiness during the game as they
run away from Happy Harish?
 Is Happy Harish using one hand only to tag other children?
Discussion
Reflect
 What did you like most about the game?
 Was it hard to get to the other Moody Zone?
Connect
 What do you do in real life when you are in a bad mood?
 What happens to your mood when you are surrounded by
people who are in bad moods? Good moods? Why?
Apply
 How can you cheer up other people when they are in a
bad mood?
Variations
 Start with more than one Happy Harish.
 Make the playing area bigger.
Inclusion
 Refer to pp. G7-G11.
16
RBCP: AGES 6-9, 10+
YELLOW SPIRIT BALL
SAY IT WITHOUT WORDS
Key Learning
To develop selfexpression and
creativity.
Goal Of The Game
A team challenge in
which children try to
guess the activity one
of their teammates is
silently acting out.
What You Need
Equipment
 Cone or marker
– 1 per team
 Chalk (anything to
mark a start line)
No. of children
 6 or more
How To Play
1. Mark a clear start line.
2. Divide the children into teams of 3-6.
3. Ask each team to line up behind the start line.
4. Place a cone or marker 3 metres from each team (see
diagram).
5. Explain and demonstrate that:
• This is a relay activity.
• The first child in each group, A, must hop on one foot to
the marker, choose a favourite activity and act it out for
team members (for example, football, cooking,
reading, etc.).
• The children must only use actions to demonstrate their
activity, no words are allowed.
• Each team must work together to guess their own
teammates’ activity.
• Once A’s team guesses correctly, A returns to the team.
Then the second child, B, begins. When B reaches the
marker, B must perform A’s activity, and then act out B’s
activity (for example, if A acted out football, B would
act out football and B’s own activity).
• The third child, C, acts out A’s and B’s activities and
then C’s activities…and so on.
• This means the last player on each team must work very
hard to remember all of the actions that were made
Watch For
before.
the discretion.
children able to guess what
6. The game finishes atAre
your
the actions were?
 Are they working together as a team?
Watch For
 Are the children able to guess what the actions
were?
 Are they working together as a team?
17
SAY IT WITHOUT WORDS CONTINUED
Discussion
Reflect
 What was your favourite activity to dramatize? Why?
 What are your favourite activities in life?
Connect
 When have you had to express yourself without using words
before?
Apply
 If you cannot use words, what are some other things you
can do to help people understand you?
Variations
 Ask each child act out an animal rather than an activity.
 Ask the children to spell a word using their bodies.
Inclusion
 Refer to pp. G7-G11.
18
RBCP: AGES 6-9, 10+
BLUE PEACE BALL
SNAIL’S RACE
Key Learning
To develop
cooperative and
team skills.
Goal Of The Game
To move a certain
distance while
connected as a
group.
What You Need
Equipment
 Cone
– 1 per team
 Chalk (anything to
mark a start line)
 Stopwatch - 1
No. of children
 6 or more
How To Play
1. Divide the children into teams of 3-6.
2. Mark a start line using chalk.
3. Ask each team to sit on the ground in a straight
line behind the start line (see diagram).
4. Explain and demonstrate that:
• The children are to reach behind their backs to
grab the ankles of the person behind them.
• The last row of children place their hands on the
ground behind them.
• The challenge is for the group to move forward
without disconnecting.
5. Give each team 2-3 minutes to practice.
6. Place a cone in front of each team about 5
metres away. Ask the group to set a goal for how
long it will take them to get their first person’s toes
to touch the cone.
7. Have the children choose where they want to
place the cone and set a goal collectively as to
how long it will take them to get there.
Make sure that the children are comfortable in this
activity. This game should be played so that it is not
uncomfortable for the children who are last in line to
support themselves on the ground behind them.
Encourage them to let go if they feel uncomfortable.
19
SNAIL’S RACE CONTINUED
Watch For
 Are the children working together to be successful?
 Is everyone actively involved?
Discussion
Reflect
 What was easy for you in this activity?
 What was difficult or frustrating for you?
 What strategies helped your team complete the game?
 What did setting a goal in this activity do for your team?
Connect
 When else in life have you set a goal for yourself?
 How has setting goals helped you in life?
Apply
 What is a goal you have for yourself right now?
Variations
 After two minutes of the group trying to move forward,
appoint a team leader. The leader is the only one that is
allowed to speak.
Inclusion
 Refer to pp. G7-G11.
20
RBCP: AGES 10+
BLUE PEACE BALL
PROTECT THE TREASURE
Key Learning
To develop
cooperative, team
and leadership skills.
Goal Of The Game
A team game in which
small groups work
together to either
protect or steal treasure.
What You Need
Equipment
 Chalk (anything to
mark boundaries
and draw two
game circles)
 10-15 small objects –
balls, beanbags,
etc.
No. of children
 6 or more
How To Play
1. Mark clear boundaries for the play area.
2. Draw a large circle on the ground and place various objects
(balls, bags, etc.) in the circle. Explain that these objects are
the treasures and they are in the Circle of Treasures.
3. Draw a smaller circle approximately 20 metres away from the
treasures. Explain that this is the Safety Hoop.
4. Divide the children into 2 equal-sized teams – Team A and
Team B.
5. Explain and demonstrate that:
• Team A will stand 1 metre away from the Circle of
Treasures and try to protect the treasures.
• Team B will try to steal the treasures and store them in the
Safety Hoop.
• To protect the treasures, Team A will try to tag any
members of Team B who approach the Circle of
Treasures.
• Any Treasures that Team B steals without getting tagged,
must be placed in the Safety Hoop at the end of the play
area (see diagram).
• If a child on Team B makes it into the Circle of Treasures
and picks up a treasure, the player is considered “safe”
and must leave the circle within 5 seconds of entering.
• When a child on Team B is tagged by a child on Team A,
the tagged player has to run to the Safety Hoop and
count out loud to 10 before returning to the game. If the
child was tagged while holding a treasure the player
must return the treasure, go to the Safety Hoop to count
to 10, and then return to the game.
6. Rotate the role of each team every 2-3 minutes, so that both
teams have a chance to steal and protect the treasures.
7. The game finishes at your discretion.
Make sure Team A stands at least 1 metre away from the
Circle of Treasures.
21
PROTECT THE TREASURE CONTINUED
Watch For
 Are the children strategizing to accomplish their task?
 Are the children communicating with each other about the
other team’s tactics?
Discussion
Reflect
 What strategies did you use to defend the treasure and steal
the treasure?
 Did you feel you contributed more to your team protecting
the treasure or defending it? How?
Connect
 When we are in teams, why do we put certain people in
certain positions?
 Have you ever tried playing more than one position in a
sport or game? What did you like about the new position or
role?
Apply
 Next time you play on a team, how can you help ensure
everyone is happy with the role or position they are
assigned?
Variations
 If a player is tagged while running with a treasure they must
freeze with their legs apart. To unfreeze this player a
teammate must crawl through the frozen player’s legs.
 Have as many hoops as you have teams. Eliminate the
middle circle with treasures and distribute the treasures
evenly among the teams’ hoops. Teams work together to
protect their hoop and attempt to steal treasure from other
hoops. Have a hoop in the centre where players can go to
count to ten if they are tagged. Challenge the teams to see
who can get the most treasures in their hoop in a given
amount of time.
Inclusion
 Refer to pp. G7-G11.
22
RBCP: AGES 6-9, 10+
GREEN HEALTH BALL
SECOND-HAND SMOKE
Key Learning
To gain knowledge
and learn strategies
to make regular
healthy choices. To
understand the
impact of making
unhealthy choices.
Goal Of The Game
A tag-like game with the
objective of avoiding
the “cigarettes.”
How To Play
1. Ask for 2-3 volunteers to play the role of Cigarettes.
2. Explain and demonstrate that:
• This is a tag game.
• The rest of the children are Healthy and their goal is to try
to keep away from the Cigarettes.
• All children are only allowed to move by jumping around
the play area.
• Children tagged by a Cigarette must link arms with the
Cigarette and help the Cigarette to tag more children.
• Any child who is tagged links arms with the Cigarette
group.
3. The game is finished when only one Healthy child remains.
What You Need
Equipment
 None
No. of children
 6 or more
Watch For
 Are the children who are tagged staying linked to the
Cigarettes?
 Are the children playing fairly and admitting when they
have been tagged?
23
SECOND-HAND SMOKE CONTINUED
Discussion
Reflect
 How did it feel to get caught by the Cigarette?
Connect
 Why do you think smoking is bad for your health?
 Does anyone know how your health is affected when you
inhale other people’s exhaled smoke? Note: Passive or
second-hand smoking is breathing in the cigarette smoke of
a person who is smoking close to you. Studies have shown
that passive smoking is as dangerous as smoking itself.
 Why is it so hard to quit smoking once you have started?
Apply
 Does anyone know what you can do to help someone who
is smoking and wants to quit?
Variations
 Have the healthy children line up and memorize the name
of the person who is in front of them and behind them. Then
begin the game as normal. Whenever a healthy child is
caught by a Cigarette, they must name one of the people
they lined up with at the beginning. That “second-hand”
person is considered tagged, must join the cigarette link in
the middle and cannot tag anybody. They are forced to
follow the rest of the cigarettes and have no control over
themselves.
Inclusion
 Refer to pp. G7-G11.
24
SECOND-HAND SMOKE CONTINUED
FACT SHEET – SECOND-HAND SMOKE
What are the dangers of second-hand smoke?
Second-hand smoke is tobacco smoke that is inhaled by someone who is not smoking. It is especially
dangerous for children and pregnant women because the poisons in cigarettes can have negative
effects on a child’s development. Second-hand smoke can:
 damage the lungs and cause a child to suffer frequent respiratory infections or cause long-term
breathing problems
 damage the ears and cause a child to suffer frequent ear infection or permanent hearing loss
 cause birth defects in unborn babies if pregnant mothers are exposed to second-hand smoke or
smoke themselves
 raise the risk for Sudden Infant Death Syndrome
 lead to serious illnesses like cancer, heart disease and stroke
Information from: http://www.entnet.org
What is addiction?
Addiction means a person has no control over whether he or she smokes, uses a drug, or drinks
alcohol. A person who is addicted to something (like cigarettes) has grown so used to the drug that
he or she has to have it.
People can get addicted to many things, such as: cigarettes, medicine, alcohol, and even glue!
Some things are more addictive than others: strong drugs like heroin are so addictive that someone
can become addicted if they try it once.
What if my friend smokes?
If you have a friend who smokes or uses tobacco, you can help her by encouraging the person to
quit. Here are some reasons you can mention:
 It will hurt his health.
 It will make her breath stinky.
 It will turn his teeth yellow.
 It will give her less endurance when running or playing sports.
 It is expensive.
If you think it will help, you could bring your friend newspaper articles that explain the dangers of
smoking. He may be interested in learning more. But the person also could be a little angry. No one
likes to hear that they are doing something wrong.
In the meantime, it could help to talk with a parent or a school teacher to say you are worried about
your friend. When your friend is ready, a grown-up can help your friend quit for good. If your friend
decides to quit, support him or her.
Information from www.kidshealth.org
25
RBCP: AGES 6-9
GREEN HEALTH BALL
CRAWL, WALK OR FLY
Key Learning
To gain knowledge
and learn strategies
to create and protect
a healthier
environment.
Goal Of The Game
To act like the insect,
animal or bird that is
called out by the
Leader.
What You Need
Equipment
 None
No. of children
 6 or more
How To Play
Make sure playing area is clear and safe.
8. Ask the children to form a circle.
9. Ask them to name any birds, animals and insects
that fly.
10. Ask them to name any birds, animals and insects
that crawl.
11. Ask them to name any birds, animals and insects
that walk on two legs.
12. Explain and demonstrate that:
• You will begin the game by calling out the name of a
type of bird, insect or animal, for example, “Duck.”
• The children will then pretend to be a duck by
flapping their arms and pretending to fly around the
room.
• The key to the game is that they make the right
choice between crawling, walking and flying with
each animal you call out.
13. Call out a different bird, animal or insect every 30-45
seconds. See the sample list for ideas.
14. The game ends at your discretion.
Watch For
 Are the children making the correct motions for the animals
you are calling out?
 Are they being careful not to run into each other?
26
CRAWL, WALK OR FLY CONTINUED
Discussion
Reflect
 Which were the easiest animals to imitate? Why?
 Which were the most difficult animals to imitate? Why?
 Were there any birds, animals or insects you had not heard of
before? Which ones?
 Were there instances when you did not know whether to walk,
crawl or fly? Which ones?
Connect
 What are your favourite animals? insects? birds?
 Have you ever been responsible for an animal, insect or bird
before?
 Why do you think it is important for us to take care of the
environment?
Apply
 What do you think will happen to the birds, insects and animals
if we don’t take care of the environment?
 What are some ways we can take care of the animals, insects
and birds in our environment?
Variations
 Add “humans” performing specific activities to the game; for
example, humans who litter, humans who clean up their
environment, humans who kill animals for pleasure.
 Ask the children to take turns calling out different birds, insects
and animals.
Inclusion
 Refer to pp. G7-G11.
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