get active

Right To Play is a global organization that uses the transformative power of play to educate and empower children facing adversity. Through sports and games, we help children build essential life-skills and better futures, while driving social change in their communities with lasting impact. The following is a sample of our games from the Creating a Safer World: Child Rights, Participation and Protection manual to motivate your students to get active. You and your Junior Leaders can use these games throughout the school year and for Today We Play.

GAMES INCLUDED Focus Area

Game

Age

Game No

Introduction to Your Rights

Ladder of Children’s Rights

8+

1 of 16

Introduction to Your Rights

Watching Hands

8+

2 of 16

Development Rights

Hungry Spiders

8+

3 of 16

Protecting the Rights of Others

Power Dragon

8+

4 of 16

Recognizing Rights Successes and Rights Violations

Talking Ball

11 +

5 of 16

Recognizing Rights Successes and Rights Violations

Team Trust

11 +

6 of 16

Recognizing Rights Successes and Rights Violations

Knowing Who to Trust

8+

7 of 16

Recognizing Rights Successes and Rights Violations

Crossing the River

11 +

8 of 16

Recognizing Rights Successes and Rights Violations

House-Child-Street

8+

9 of 16

Protection Rights

Protector Dodgeball

11 +

10 of 16

Protecting Yourself

Change Maker

11 +

11 of 16

Protecting Yourself

Decision Time

11 +

12 of 16

Protecting Yourself

Limbo Pressure

8+

13 of 16

Protecting Yourself

Unsafe Places

11 +

14 of 16

Protecting Yourself

Tricky Talker

8+

15 of 16

Survival Rights

Survival Circle

11 +

16 of 16

HOW TO USE THE GAMES There are 16 games to choose from to run during Today We Play. Each game has a desired learning outcome, a goal of the game, instructions for playing and discussion questions that promote analysis, critical thinking, problem solving and synthesis. Each game is accompanied with a tutorial video you can access online at www.righttoplayschools.ca

REFLECT-CONNECT-APPLY TEACHING AND LEARNING STRATEGY All of the games and activities we use end with a Reflect-Connect-Apply (R-C-A) discussion for the participants. This is at the core of our intentional play-based learning methodology. Each game has a three-step approach to guide learners through their experience. This process teaches participants to articulate and reflect on their learning, connect it to what they already know and apply it in their lives outside of play and sport.

Ladder of Children’s Rights

? KEY LEARNING

To become more familiar with rights from the Convention on the Rights of the Child (CRC).

1 23

Prep:

ages 8+

EVEN GROUPS OF

6-10

Opening Questions • What is a right? • What do you think are some of the rights children have?

How To Play Divide the group equally. Half of the group will be Team A, the other, Team B. Master list of children’s rights

GOAL OF THE ACTIVIT Y

A race in which a participant must race against another team member.

children’s rights cards TEAM A TEAM B

LEADER TEAM A

TEAM B

Instructions WHAT YOU NEED

•  1 set of

STEP 1

STEP 2

STEP 3

children’s rights cards per group •  1 Master list of children’s rights (print online)

ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

You will then call out a right from your sheet to begin the activity. Sitting on the ground, ask the participants to face each other and stretch their legs so that Team A’s feet are touching the feet of someone on Team B. STEP 3 CONT’D

In one line, participants will be given one children’s rights card. The same card will be given to the participant sitting across from them in the other line. STEP 4

LEADER

All participants that have the children’s rights card that you called out will jump up, hop over the legs in front of them, then run around their line and hop over the legs that were... STEP 5

WATCH FOR

Are the participants responding to the correct right? Are the participants running as quickly as they can?

Ensure the participants navigate safely through the other participants’ legs. ...behind them until they reach their spot again and sit down. This is to be done as quickly as possible.

INTRODUCTION TO YOUR RIGHTS

Inform the participants which direction they’ll be running.

game 1 of 16

Continue play until every participant has had at least 3-4 chances to run.

Ladder of Children’s Rights

ages 8+

Discussion Reflect • What are some of the different rights that were mentioned during this activity? • Were there any rights mentioned that you disagree with? Connect • Do you think it’s important to know the rights a child has? • Do you think it’s important for everyone, not just children, to know the rights a child has?

Apply • What can you do to become more aware of the rights that children have? • Who is a safe person for you to discuss the rights of a child with?

JUNIOR LEADER

JUNIOR LEADER

Variations • After a few rounds, ask participants to change cards with other participants in their team, allowing the entire group to become familiar with more rights in the CRC.

WATCH HOW TO PLAY THE GAME! righttoplayschools.ca

game 1 of 16

INTRODUCTION TO YOUR RIGHTS

Watching Hands ?

ages 8+

GROUPS OF

3-6

Opening Questions

• What are some examples of positive actions you can do with your hands? For example, things that would make someone laugh or smile.

KEY LEARNING

To learn about the rights to protection.

• What are some examples of hand actions that could be considered negative by someone else?

1 23

How To Play

Prep:

Divide participants into 3 groups

TEAM 1

TEAM 2

BUCKET

A relay race that requires participants to act out different actions with their hands.

START LINE

GOAL OF THE ACTIVIT Y

TEAM 3

Instructions WHAT YOU NEED

STEP 1

STEP 2

STEP 3

•  Markers for a start line

•  Buckets

You can find these action cards online

•  Action cards (print online)

START LINE ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

Before the activity begins, print out the Action Cards or write out actions people do with their hands so there is one per participant.

Mark a start line and place a bucket approximately 3 metres away for each group. Put different actions into each bucket, one for each participant in the group.

As a relay race, each participant will run to the bucket, pull out a card and act out the activity on the paper with their hands only, no words.

STEP 4

WATCH FOR

Are the other participants correctly guessing what each hand action is? Their teammates must guess what the action is. When the team guesses correctly, the participant will return to the start line and tag the hand of the next participant in line who then takes their turn. The game ends when each participant has had a turn and/or all the action cards are gone.

INTRODUCTION TO YOUR RIGHTS

game 2 of 16

Watching Hands

ages 8+

Discussion Reflect • What were some of the different actions you did with your hands during the activity?

• Which hand actions made you feel happy, smile or laugh? • Which hand actions made you feel angry, upset or uncomfortable? Connect • What are some hand actions that are not good to do? Explain. • You have a right to be protected from anything that can hurt you – any hitting, punching, poking and slapping. Why do you think it is important for you to be protected from these things?

Apply • What can you do if another person tries to hurt you? • Who can you talk to? • What can you do to make sure that you don’t hurt another person?

JUNIOR LEADER

JUNIOR LEADER

Variations • To increase the physical challenge of the activity, create an obstacle course between the start line and the bucket. • To increase the mental challenge, ask each participant to demonstrate all of the actions that the participants before them did before they add their own action.

game 2 of 16

WATCH HOW TO PLAY THE GAME! righttoplayschools.ca

INTRODUCTION TO YOUR RIGHTS

Hungry Spiders ? KEY LEARNING

To develop an understanding of all children’s right to security and safe shelter.

ages 8+

6+

Opening Questions • Who are some people in your life you feel most safe around? • What makes you feel safe around these people?

1 23

How To Play

Prep:

Create a square play area where there is enough room for participants to run freely. In the four corners of the play area, create a safety zone in each that is large enough for 2-6 participants.



SAFE

SAFE

GOAL OF THE ACTIVIT Y

SPIDERS

A tag like activity where Spiders try to catch Bugs in their web.

SAFE

WHAT YOU NEED

•  Markers to create lines

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

SAFE

Instructions STEP 1

ASKING FOR VOLUNTEERS

STEP 2

Ask for 2 volunteers to play the role of the Spiders. The rest of the participants will play the role of bugs, flies, moths (things that spiders eat).

BZZ!

DINNER TIME!

WATCH FOR

Are the Bugs leaving their safety zones and buzzing near the Spiders? SAFE

The activity starts with the Bugs standing in any of the safety zones. When the Spider shouts “Dinner time!”, the Bugs will run to one of the other safety corners, making “buzzing” sounds.

BZZ!

BZZ!

STEP 3

DEVELOPMENT RIGHTS

GROUPS OF

STEP 4

When a Bug is tagged, they become a Spider as well. Once all of the Bugs return to a safety zone or are tagged, the Spiders will return to the centre of their zone and call “Dinner time!” again.

game 3 of 16

DINNER TIME! BZZ!

BZZ!

BZZ!

The activity continues until all Bugs are caught. Play again and allow new volunteers to start as Spiders.

Hungry Spiders

ages 8+

Discussion Reflect • How did you feel when you had to run in the web of the Spiders? • How did you feel when you reached the safety zone? Connect • Where are places that you feel safe? • What about those places makes you feel safe? • Sometimes there are places/times we don’t feel safe. What are some things you can do when you are feeling unsafe?

Apply • What actions can we take to make sure that we help ourselves and our peers to feel safe?

• In areas of the world where there may be war or other dangers, how can children make sure their rights to safety are protected?

JUNIOR LEADER

JUNIOR LEADER

WATCH HOW TO PLAY THE GAME!

Variations • Ask participants to work in pairs (both Bugs and Spiders). Pairs can link arms

righttoplayschools.ca

and travel across the web together. • Rather than run, have the participants hop, skip, jump, etc.

game 3 of 16

DEVELOPMENT RIGHTS

Power Dragon ?

4+

• Who are some people in your community who have a lot of power? • Why do these people have power? • Can people who have power lose it? Explain.

1 23

How To Play

Prep:

Ask 1-3 participants to be Knights, and divide the rest of the participants into groups of 3.

TAIL BODY HEAD

GOAL OF THE ACTIVIT Y

To protect your team as the Dragon to avoid being caught by the Knight.

GROUPS OF

Opening Questions

KEY LEARNING

To recognize the connection between power and the protection of yourself and others.

ages 8+

HEAD BODY TAIL

KNIGHT

TAIL BODY HEAD

KNIGHT

KNIGHT

WHAT YOU NEED

•  No equipment needed

Instructions STEP 1

STEP 2

STEP 3

BECOMES A KNIGHT

ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

WATCH FOR

Do the participants look comfortable running and moving while attached to one another?

BECOMES THE DRAGON’S HEAD

The groups of 3 form the head, body and tail of a Dragon and stay attached at all times by holding the shoulders of the person in front of them.

PROTECTING THE RIGHTS OF OTHERS

The head of the Dragon leads the group through the play area while keeping away from the Knights, who are trying to catch the Dragon by touching the Dragon’s tail.

game 4 of 16

If the Knight catches the Dragon’s tail, the Dragon’s tail now becomes a Knight. The Knight becomes the new Dragon’s head and the body becomes the new tail.

Power Dragon

ages 8+

Discussion Reflect • What part of the Dragon did you feel the most powerless? • What did it feel like to be a Knight and then have to switch to the Dragon’s tail? Connect • When else in your life do you take on the role of protecting one another? • What is an example of when you feel powerless? • What is an example of when you feel powerful? Apply • What are some ways you can protect your friends, siblings or peers? • What are some ways children and youth can be powerful in their communities?

JUNIOR LEADER

JUNIOR LEADER

Variations • Eliminate the Knight and have the Dragon’s head try to catch the tail of another Dragon.

• Increase the number of participants in the Dragon’s body and discuss how they feel to protect each other in a larger group.

WATCH HOW TO PLAY THE GAME! righttoplayschools.ca

game 4 of 16

PROTECTING THE RIGHTS OF OTHERS

Talking Ball ?

GROUPS OF

8+

Opening Questions • What are some rights that every child has? • Do you think every child’s rights are protected in the world? • How can you give voice to someone whose rights are being abused?

KEY LEARNING

To learn about safe methods for reporting rights violations and the challenges in doing so.

ages 11+

1 23

How To Play

Prep:

Divide the participants into 2 groups (Team A and Team B) of 4-10 members. Give one team pinnies to wear.



TEAM B (BLACK, NO PINNIES) GOAL OF THE ACTIVIT Y

To complete 10 passes of the ball while avoiding interception.

TEAM A (RED WITH PINNIES)

Instructions STEP 1 WHAT YOU NEED

•  Pinnies for half of the group

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

WATCH FOR

Are the participants contributing equally to the team on offence and defence?

STEP 3

Team B members must stay one step away from any Team A child with the ball.

•  1 ball

ASKING FOR VOLUNTEERS

STEP 2

The activity begins by giving the ball to Team A, who will try to complete 10 passes of the ball between team members to earn a point.

Team A will try to keep ownership of the ball while Team B will try to intercept the passes.

STEP 4

STEP 5

Shhhhhh...

No one is allowed to speak during this activity, and a participant cannot pass the ball directly back to the teammate they received it from.

RECOGNIZING RIGHTS SUCCESSES AND RIGHTS VIOLATIONS

Ensure that participants are giving each other enough room to pass the ball. Be careful! If a team speaks or drops the ball, the ball is given to the other team. Also, if a team intercepts the ball or knocks it out of the air, they get ownership of the ball.

game 5 of 16

Participants can move around the play area only when they are not holding the ball. If they are holding the ball, they cannot take any steps.

Talking Ball

ages 11+

Discussion Reflect • What was challenging about this activity? • Would it have been easier if you had been allowed to speak? How? Connect • What are some topics that are hard to talk about? • Do you think those difficult topics are the same for other communities around the world? • What might happen if we don’t talk about important and difficult issues in our community?

Apply • If you are unsure if your rights are being violated, who can you speak to? • Who can you speak to if your rights are being violated?

JUNIOR LEADER

JUNIOR LEADER

Variations • Limit the type of pass that can be made, for example, only an underhand toss. • Provide a time limit for each team to complete its 10 passes. • Ensure each team member receives the ball in order to score a point.

game 5 of 16

WATCH HOW TO PLAY THE GAME! righttoplayschools.ca

RECOGNIZING RIGHTS SUCCESSES AND RIGHTS VIOLATIONS

Team Trust ? KEY LEARNINGS

To safely guide a partner through an obstacle course.

• How do you know who you can trust? • How can you show someone else that you can be trusted?

1 23

How To Play

Prep:

Mark a play area and scatter objects throughout and designate a start and end line. Random Objects

Random Objects

FINISH LINE

GOAL OF THE ACTIVIT Y

DIVIDE INTO

Pairs

Opening Questions

START LINE

To develop the ability to trust others. To build a trusting environment.

ages 11+

Instructions WHAT YOU NEED

STEP 1

STEP 2

STEP 3

•  Blindfolds – 1 per pair

The Guide cannot touch the Truster but may stand close to the Truster.

•  25 random

objects (chairs, paper, sticks, etc.)

TRUSTER ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

GUIDE

Divide children into partners with one blindfold, one will be the Guide, the other the Truster.

The Truster will be blindfolded and led by the Guide carefully through the course.

When you say, “Go!”, each pair will move from the start line to the other side of the obstacle course and back.

STEP 4

STEP 5

STEP 6

Can you work together to make it to the finish line?

WATCH FOR

Are Guides coaching Trusters safely and respectfully? If the Truster touches an object in the course, he/she must return to the start line and begin again with their Guide.

RECOGNIZING RIGHTS SUCCESSES AND RIGHTS VIOLATIONS

This is not a race, but a challenge to see if each pair can work together to make it safely through the obstacle course.

game 6 of 16

Repeat the activity so the Truster and Guide can change roles.

Team Trust

ages 11+

Discussion Reflect • When you were a Truster, how did it feel to be blindfolded? • How did it feel to have to trust your Guide? • What was challenging about being a Truster? • What was challenging about being a Guide? Connect • What are some qualities of people you trust? • What are some situations where others need to be able to trust you? Apply • What qualities can you look for in your peers and adults that can let you know you can trust them?

• How can you show that you are a good person to trust? • Why is it important to be trusted?

JUNIOR LEADER

JUNIOR LEADER

WATCH HOW TO PLAY THE GAME! righttoplayschools.ca

game 6 of 16

RECOGNIZING RIGHTS SUCCESSES AND RIGHTS VIOLATIONS

Knowing Who to Trust

? KEY LEARNING

To understand the concept of selecting the right people to trust.

1 23

ages 8+

DIVIDE INTO

Pairs

Opening Questions • How do you know whether someone is a person you can trust? • How can you show someone else that you can be trusted?

How To Play

Prep: Divide participants into pairs.

GOAL OF THE ACTIVIT Y

To guide a partner in a way that makes them feel safe and secure.

DRIVER

CAR

GO

STOP

LEFT

RIGHT

Instructions WHAT YOU NEED

STEP 1

STEP 2

STEP 3

There are 4 commands for the Car: • “GO”: a tap on the head • “STOP”: a tap on the back • “LEFT”: a tap on the left shoulder • “RIGHT”: a tap on the right shoulder

The Driver will silently direct the car safely around the play area, amongst the other Cars and make the journey interesting. After 2 - 3 minutes ask the participants to switch roles.

•  Blindfolds (optional) •  Random objects (optional)

ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

DRIVER

CAR

One participant of each pair will close their eyes and be the Car. The other partner is the Driver.

WATCH FOR

Are the Cars able to understand the Drivers actions? Are the Drivers ensuring that the Cars are safe?

RECOGNIZING RIGHTS SUCCESSES AND RIGHTS VIOLATIONS

game 7 of 16

Knowing Who to Trust

ages 8+

Discussion Reflect • When you were a Driver was it difficult or easy to direct your partner? • Why was it easy? • Why was it hard? • When you were a Car, how did it feel to be unable to see? • Did you trust your partner? Explain. Connect • How do you decide if you can trust a peer? • How do you decide if you can trust an adult? Apply • Why do you think it is important to have people in your life you can trust? • What might you do if you felt your rights were being taken away?

JUNIOR LEADER

JUNIOR LEADER

Variations • Ask the Cars to wear blindfolds. • Insert obstacles in the driving course to make it more challenging for the

WATCH HOW TO PLAY THE GAME! righttoplayschools.ca

Drivers to direct the Cars.

game 7 of 16

RECOGNIZING RIGHTS SUCCESSES AND RIGHTS VIOLATIONS

Crossing the River ? KEY LEARNING

To recognize the challenges faced by children who have their rights violated.

ages 11+

GROUPS OF

4-6

Opening Questions • What is a right? • What are some things that children need in order to be safe? • Is it important that all children have the same rights?

1 23

How To Play

Prep: Create “stepping stones” by writing a different children’s right on each piece of paper. Divide participants in teams of 4 – 6 and mark a Start Line and Finish Line.

To cross a river using stepping stones made of paper.

FINISH LINE

START LINE

GOAL OF THE ACTIVIT Y

RIVER

Instructions STEP 1

STEP 2

STEP 3

Once participants are divided into their groups of 4-6, give each group different amounts of paper (between 3 – 7 sheets per group).

Ask participants to read the rights on their papers in their group. Once they have read their rights, ask each team to line up behind the Start Line.

Pretend the area between the two lines is a river filled with crocodiles. Each team’s mission is to cross the river without touching the water, requiring teamwork.

STEP 4

STEP 5

STEP 6

WHAT YOU NEED

•  Paper

•  Pens or markers to write on paper •  Markers to create lines

ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

These rights are listed on the Master list of children’s rights

See reverse for different ways to play the game.

WATCH FOR

Are the teams starting again every time a member falls? Are some teams struggling more than others?

The only way to cross is to use the pieces of paper as stepping stones. When participants step on the papers, they must call out the right that is written on the paper. Provide time for groups to strategize.

RECOGNIZING RIGHTS SUCCESSES AND RIGHTS VIOLATIONS

If any group member touches the water with any part of their body, the entire team must return to the start and begin again.

game 8 of 16

End the activity when all teams have successfully crossed the river, or after 10 - 15 minutes.

Crossing the River

ages 11+

Discussion Reflect • Was the game fair? Explain. • What was the most challenging part of this game? • What made it easier for some teams? Connect • Why do some children have access to more rights than others? • What happens if a child’s rights are ignored? • Where are some areas of the world where children might have their rights ignored? Apply • How can we work together to protect one another? • What can we do to show we care about protecting everyone’s rights?

JUNIOR LEADER

JUNIOR LEADER

WATCH HOW TO PLAY THE GAME!

Variations • In the middle of the activity, give 1-2 groups a few extra sheets of paper

and take away a few sheets from other groups. This can help to illustrate how events that occur in life can help children achieve their rights, or have their rights violated.

game 8 of 16

righttoplayschools.ca

RECOGNIZING RIGHTS SUCCESSES AND RIGHTS VIOLATIONS

House-Child-Street ?

ages 8+

DIVIDE INTO GROUPS OF

3

Opening Questions

• What are common types of violence you see during the day? (ex. On TV or at school, physical or verbal)

KEY LEARNING

To develop an understanding of rights violations towards children.

• What types of violence may happen in other parts of the world?

1 23

How To Play

Prep:

Number participants off from 1-3. The 1’s and 2’s will act as the House and the 3’s will be Children. HOUSE

STREET

1

GOAL OF THE ACTIVIT Y

To work individually and in pairs to connect participants through a running activity.

1

2 1

LEADER

2

2

3

3 CHILD

STREET

3

Instructions STEP 1

STEP 2

STEP 3

CHILD!

WHAT YOU NEED

•  No equipment

HOUSE 1

2

HOUSE

necessary

3 CHILD

ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

1’s and 2’s will form a pair to be a House by raising their hands up and joining them together. The 3’s will stand between the arms of the 1’s and 2’s.

When you shout “Child!”, the Children leave their House and run to find a new House.

STEP 4

STEP 5

STREET!

WATCH FOR

Are the participants running at the mark?

When you shout “Street!” all participants run until you call out Child or House again.

RECOGNIZING RIGHTS SUCCESSES AND RIGHTS VIOLATIONS

Switch the participants around during the game so each has the chance to be a House or a Child.

game 9 of 16

With the House staying as a pair, when you shout “House!”, the Houses will run to find a new Child.

House-Child-Street

ages 8+

Discussion Reflect • As a Child, how did you feel moving from home to home? • How did you feel when Street was shouted and there were no homes to run to? Connect • In our community, what are some reasons children might be forced to leave their homes?

• What are some reasons children may choose to leave their home? Apply • Where are safe areas for children to go if there is violence in their home? • How can we promote child protection and child rights awareness in our community?

JUNIOR LEADER

JUNIOR LEADER

WATCH HOW TO PLAY THE GAME! righttoplayschools.ca

game 9 of 16

RECOGNIZING RIGHTS SUCCESSES AND RIGHTS VIOLATIONS

Protector Dodgeball

?

ages 11+

GROUPS OF

8+

Opening Questions

• What kinds of protection do you think children need in their lives? Examples include: protection from harm, freedom from war, protection from cruel punishment.

KEY LEARNING

To understand the rights of protection.

1 23

Prep:

• Who are people in the community that help you feel safe and protected?

How To Play Divide participants in teams of 8 or more.

CHILD GOAL OF THE ACTIVIT Y

To protect participant from being hit by a soft ball.

PROTECTORS

Instructions STEP 1 WHAT YOU NEED

•  1 soft ball per

PROTECTORS

STEP 2

STEP 3

CHILD

group (balls that will not hurt if they are thrown at someone) NEW CHILD ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

WATCH FOR

Are participants trying to throw the ball below the waist? Are the Protectors working to protect the Child?

PROTECTION RIGHTS

Ask each group to form a circle, and have 3 volunteers from each group to form a line in the middle of the circle with their arms on the shoulders of the person in front of them. The first two participants in the line are the Protectors, the third is the Child. The first two participants represent the different forms of protection a child needs in life, for example, protection from war, protection from hurt and neglect, protection from kidnapping, protection from harmful work, etc.

When you say “Go!”, the participants in the circle throw the ball and try to hit the Child (below the waist). The Protectors work to deflect the ball, as the Child tries to avoid being hit.

After a few rounds, add another ball for variety.

STEP 4

Play again with some variety! See reverse for more ideas.

game 10 of 16

If the Child is hit, he/she will join the circle. Ask a new volunteer to be a child. Once all participants have had the chance to be in the middle, invite them to play again, taking on a different role (either Protectors or Child).

Protector Dodgeball

ages 11+

Discussion Reflect • How did it feel to be the Protector? • What did it feel like to be the Child? • What did you do as the Protectors to keep the Child as safe as possible? Connect • Can you think of any rights we’ve spoken about that are focused on protection? • Why do you think it’s important to protect your rights and the rights of others? Apply • Who are some people who can protect you and your rights? • What can they do to help you feel protected and safe? JUNIOR LEADER

JUNIOR LEADER

Variations • Add a second ball. • Add one more Child to the line for the Protectors to protect. • Remove one Protector.

WATCH HOW TO PLAY THE GAME! righttoplayschools.ca

game 10 of 16

PROTECTION RIGHTS

Change Maker ? To understand how one Change Maker can help stop bullying.

For the Change Maker to tag all the Bullies.

• What is bullying? • What does bullying look like? • What can you do if you are being bullied?

1 23

How To Play

Prep: Divide the play area into 3 zones – 2 Safety Zones and a larger running area in the middle. SAFET Y ZONE

GOAL OF THE ACTIVIT Y

GROUPS OF

8+

Opening Questions

SAFET Y ZONE

KEY LEARNING

ages 11+

PLAYING AREA CHANGE MAKER

Instructions STEP 1

WHAT YOU NEED

This is a tag- like game and it is important to tag others gently.

•  No equipment needed

ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

STEP 2

STEP 3

CHANGE MAKER

Can you make it to the Safety Zone without getting tagged?

Explain to the participants that during this activity some of them will be playing the role of a Bully and the role of a Change Maker (CM).

Ask a volunteer to be a CM and stand in the middle. The remaining participants will line up across one of the Safety Zones and play the role of a Bully.

When the CM yells “Let’s make some change!” she/he will try to tag the Bullies as they run across the playing area to the other Safety Zone.

STEP 4

STEP 5

STEP 6

WATCH

See reverse for different ways to play the game.

FOR

Are Change Makers tagging participants gently? Are participants running to the Safety Zone when you call out?

PROTECTING YOURSELF

If a participant is tagged, they join the other CM and helps to tag the others. Play until all participants have been tagged.

Repeat the activity choosing a different volunteer to start as the CM.

game 11 of 16

After a few rounds, try some of our suggested variations on the next page.

Change Maker

ages 11+

Discussion Reflect • How did it feel to be a Change Maker? • When did the game become more challenging for the Bullies? Why? Connect • How can one person help to stand up against bullying? • Why is it important for a group of people to work together to stop bullying? Apply • How can we stand up to bullies in real life? • What are some ways you can help stop bullying?

JUNIOR LEADER

JUNIOR LEADER

Variations • Challenge the participants to dribble a ball across the play area without having their ball taken away by Change Makers. • Have those tagged by a Change Maker link arms. • Start the game with multiple Change Makers.

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PROTECTING YOURSELF

Decision Time ? KEY LEARNING

To learn strategies to deal with negative peer pressure.

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Prep:

• What is positive peer pressure? • What is negative peer pressure? • Why might people pressure you to do something that is unsafe?

How To Play Divide the playing area into three sections – 2 Health Zones and a larger running area in the middle. Choose a spot in the middle to be the Healthy Advice area and place the hoop with beanbags inside. Put one bucket in each Health Zone for “used” beanbags.

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

Positive Peers

HEALTH ZONE

Instructions STEP 1

STEP 2

Positive Peers can influence their friends in a positive way by offering Healthy Advice.

create lines

ASKING FOR VOLUNTEERS

HEALTHY ADVICE AREA

PLAYING AREA BEANBAGS

USED BEANBAG BUCKET

•  5-10 beanbags •  1 hoop •  2 buckets •  markers to

HEALTH ZONE

Negative Peer

To run from one side to the other without being tagged.

WHAT YOU NEED

GROUPS OF

6+

Opening Questions

USED BEANBAG BUCKET

GOAL OF THE ACTIVIT Y

ages 11+

Ask a volunteer to play the role of Negative Peer Pressure (NPP). The remaining participants play the role of Positive Peer Pressure (PPP).

When NPP yells “Decision Time!”, the PPP run across to the other Health Zone without getting tagged or run to the Healthy Advice area and pick up a beanbag.

STEP 3

STEP 4

If PPP are tagged, they sit down where they were tagged. If a PPP is tagged while running with a beanbag, the beanbag is returned to the Healthy Advice area, and the participant must now sit and encourage the PPP to bring them a beanbag/healthy advice.

Challenge PPP to give a beanbag/healthy advice to a peer who has been tagged. If a PPP is able to get a beanbag without being tagged, the PPP can immediately give it to a seated participant, who then runs to a Health Zone and places it in the bucket. That participant is now free to play again.

WATCH FOR

Are they using beanbags only once?

PROTECTING YOURSELF

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Decision Time

ages 11+

Discussion Reflect • Who was tagged? • How did it feel to give a beanbag/healthy advice to a peer who had been tagged? Connect • What are some examples of bad advice that someone might give? • What are some examples of healthy advice that you give your peers? Apply • What healthy advice would you give to someone who is being pressured to do something unhealthy?

• What are some things you can do to stand up to negative peer pressure?

JUNIOR LEADER

JUNIOR LEADER

WATCH HOW TO PLAY THE GAME!

Variations • Challenge participants to dribble a ball across the Playing Area without having

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their ball taken away by Negative Peer Pressure. If their ball is taken away, they must join Negative Peer Pressure in trying to take the ball away from others. Balls can be placed off to the side for safety.

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PROTECTING YOURSELF

Limbo Pressure ? KEY LEARNING

To develop strategies to not engage in unwanted and unethical behaviour.

ages 8+

GROUPS OF

6+

Opening Questions

• What are some examples of pressure you place on yourself? • What are some examples of unsafe things that people might pressure each other to do?

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How To Play

Prep:

Divide into groups of 6 or more.

GOAL OF THE ACTIVIT Y

To limbo as low as possible under a bar.

BAR/STICK/ROPE

Instructions STEP 1

STEP 2

STEP 3

Ask two participants to hold the bar, stick or rope level with the ground at shoulder height, while the other participants line up to go under the bar one by one.

Participants must stay on their feet and their heads must be last to go under the bar.

If a participant cannot go under the bar, he/she switches with one of the participants holding the bar, stick or rope. Ask those who are waiting in line to clap and encourage the other participants to try to limbo under the bar.

WHAT YOU NEED

•  1 long bar, stick or rope

ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

STEP 4

VARIATIONS!

See reverse side for different ways to play this game.

How low can you go?

All participants will go under the bar once, then the bar is lowered for each round until the last person can go.

PROTECTING YOURSELF

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Limbo Pressure

ages 8+

Discussion Reflect • How did you feel each turn as the bar was lowered? • What did you do differently to help you limbo as the bar was lowered? Connect • Imagine that the bar is like peer pressure. How does peer pressure affect how children might feel?

• Imagine that the bar is like pressure from adults to do things that seem unsafe. How does that type of pressure affect how a child might feel?

Apply • What is one thing you can do to help your friends resist negative peer pressure? • What is something you can do to protect yourself from negative pressure?

JUNIOR LEADER

JUNIOR LEADER

Variations • Before participants lower the bar, ask them to tell you pressure comments that

they might hear in school (Possible answers: “Everyone else is doing it,” “You’re not cool if you don’t do this,” or “Nobody will be your friend if you don’t do this.”).

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PROTECTING YOURSELF

Unsafe Places ?

ages 11+

GROUPS OF

3

Opening Questions • Where are some of the safest places you spend time at? • Who are some of the people that make you feel safe?

KEY LEARNING

To develop strategies to keep yourself and others safe.

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How To Play

Prep:

Divide participants into groups of 3. SAFET Y ZONE

GOAL OF THE ACTIVIT Y

A tag activity in which participants role-play Risks and Safety Zones.

LEADER RISK

CHILD

Instructions STEP 1

STEP 2

WHAT YOU NEED

•  No equipment

STEP 3 children run!

RISKS

needed

ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

Divide participants into groups of 3. Ask one group of 3 to be the Risks. For the remaining groups, ask one participant in each of the groups to be a Child, and the 2 remaining members to be the Safety Zone.

Ask the 2 participants who are the Safety Zone to join hands over their heads to form an arch, with the Child standing under the arch. STEP 5

Is every participant getting the chance to be a Child, Risk and Safety Zone?

STEP 4 WATCH FOR

Are the Children and Risks changing roles when they are tagged?

PROTECTING YOURSELF

As the participants run, the Risks will try to tag the Child before they reach their new Safety Zone. If tagged, the Child now becomes the Risk and the Risk becomes the Child.

Every time you say “Children, run!” (every 5-10 seconds), the Child runs and finds a new Safety Zone to stand under.

After a few minutes, change the roles so that every participant has a chance to be a Risk, a Child and a Safety Zone.

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Unsafe Places

ages 11+

Discussion Reflect • How did you feel as the Child, moving from one Safety Zone to another? • What was challenging about running around to find a Safety Zone? Connect • What are some characteristics that make a place feel safe? • What are some of the qualities in a person that make him or her feel safe to be around? • What are some of the qualities in a person that make him or her unsafe to be around?

Apply • Where can you go or who can you talk to if you ever feel unsafe? • Do you think children in other areas of the world would go to the same places that you do to feel safe?

JUNIOR LEADER

JUNIOR LEADER

Variations • Allow the Safety Zones to move around (still holding hands) while the participants are running.

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PROTECTING YOURSELF

Tricky Talker KEY LEARNING

To understand peer pressure, learn and demonstrate strategies to avoid it.

?

ages 8+

GROUPS OF

6+

Opening Questions

• What type of things are people your age pressured to do? • What are different ways people might feel when they are pressured to do something?

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How To Play

Prep:

Divide participants in teams of 6 or more.

To approach the Tricky Talker before being chased back towards the start line.

WHAT YOU NEED

•  Markers to

TRICKY TALKER

PLAY AREA

START LINE

GOAL OF THE ACTIVIT Y

Instructions STEP 1

STEP 2

STEP 3

create lines

I AM OLDER THAN YOU. TAKE 3 STEPS

START LINE

ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

WATCH FOR

Is the Tricky Talker able to think of a reason for the participants to move? Is the Tricky Talker speaking loud enough? Are the participants taking the correct number of steps?

PROTECTING YOURSELF

Ask one person to play the Tricky Talker and stand halfway in the play area. Mark a start line and have remaining participants stand along it, while the Tricky Talker’s back is to them.

Together, the participants will call out “May we come closer Tricky Talker?” The Tricky Talker will respond “Yes, you may”. Next, the participants will call out “What reason Tricky Talker?”

The Tricky Talker must think of a reason for the participants to move forward and call out the number of steps to be taken.

STEP 4

STEP 5

STEP 6

If a participant gets close enough to reach out, they will tag the Tricky Talker and the two will switch places. At any time, the Tricky Talker can respond with the words, “Peer Pressure!”.

When this is called, the Tricky Talker turns around and runs to tag a participant before the participant returns to the start line. If a participant is tagged, they become the Tricky Talker.

The Tricky Talker might say, “I am smarter than you. Take 4 steps.”

All participants must obey the Tricky Talker. The call-andresponse will repeat, with a different reason and number of steps called out by the Tricky Talker each time.

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Tricky Talker

ages 8+

Discussion Reflect • When you were the Tricky Talker, what was difficult about your role? • How did you feel as you took steps towards the Tricky Talker? Connect • In this activity, you had to do whatever the Tricky Talker told you to do. Is there anyone in your life that is similar to the Tricky Talker?

• When is it hard to stand up to peer pressure? • When is it easier to stand up to peer pressure? Apply • What can you do if someone is pressuring you to do something you do not want to do? • How can you and your friends avoid being peer pressured into something you don’t want to do?

JUNIOR LEADER

JUNIOR LEADER

Variations • Ask participants who are tagged to join the Tricky Talker. The participants can take turns calling out reasons for the remaining participants to move forward. • Vary the ways the participants must move, for example, hop on one foot.

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PROTECTING YOURSELF

Survival Circle ?

ages 11+

GROUPS OF

6+

Opening Questions

• What are things we need in order to survive? Some examples include: clean water, food, shelter, education, health care.

KEY LEARNING

To understand the right to survive.

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Prep:

• Do you think children in other parts of the world have the same survival needs? Explain.

How To Play Divide participants in teams of 6 or more.

HARM

GOAL OF THE ACTIVIT Y

CHILD

To protect a teammate in the circle from being tagged.

Instructions STEP 1

STEP 2

STEP 3 CHILD

WHAT YOU NEED

•  No equipment

What do you need in order to survive?

needed

HARM ASKING FOR VOLUNTEERS

This is a social risk not all individuals will feel comfortable with. Explain it is by choice.

WATCH FOR

Ask for 2 volunteers: 1 to play the role of Child, the other to play the role of Harm. The remaining participants will join hands to form a circle with Harm standing outside of the circle, and the Child to be part of the circle.

Each member of the circle represents some of the things needed to survive; ask each participant to state the thing they represent (clean water, food, health care, shelter, etc).

When you say “Go!”, the participants forming the circle will work together to protect the Child from being tagged by Harm by moving in any direction while still holding hands.

STEP 4

Are the participants in the circle holding hands?

If Harm tags the Child or if Harm cannot tag the Child after a few minutes, then ask for 2 new volunteers to be the Child and Harm.

SURVIVAL RIGHTS

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Survival Circle

ages 11+

Discussion Reflect • If you played the role of the Child, how did you feel when you were part of the circle and Harm was trying to tag you?

• For the rest of the participants in the circle, what was challenging about protecting the Child from Harm? • If you played the role of Harm, what was challenging about trying to tag the Child?

Connect • What could the people forming the circle represent to make sure the child was protected from harm?

• Who in your life makes sure you have what you need to survive? • How do you support others to make sure they have what they need to survive? Apply • What do you think is one of the most important rights that needs to be protected in order to survive? Explain.

JUNIOR LEADER

JUNIOR LEADER

WATCH HOW TO PLAY THE GAME!

Variations • Include fewer participants in the circle. • Ask for two volunteers to play the role of Harm. • Ask for two volunteers to play the role of the Child. • Modify the activity so that Harm is renamed to represent a specific right instead

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of a set of rights.

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SURVIVAL RIGHTS