For this week's 集合, we did Badge Work and a World Association of Girl Guides and Girl Scouts (WAGGGS) Activity! The Year 1s and Year 2s worked on earning 2 badges per batch, while the Year 3s completed a WAGGGS Activity and worked on earning 1 badge.
Year 1 Badge Work
The Year 1s focused on earning a new badge, the Craft Badge! To earn this badge, they had to make a puppet, a basket and a picture using aluminium foil. This allowed them to express their creativity through decorating the puppets and baskets, as well as coming up with ideas for the picture made of aluminium foil.
Reflection from a Year 1:
One of the badges that we had to do was the craft badge. I feel that the badge work was quite tough as we did not bring adequate materials as a patrol to complete our tasks. However, with the help of our seniors, we managed to finish it. We were supposed to make a puppet, a basket and a picture from aluminium foil. I personally found the basket one the hardest as I am not very good at origami. After much guidance from our seniors as well as peers, I managed to complete it. Personally, I enjoyed the puppet making as we could use our creativity and make any type of puppet we wanted. The picture using aluminium foil was a little confusing at first but after some explanation, it was actually the easiest. However, I still enjoyed this Badge Work as we managed to finish most of the the tasks.
Reflection from a Year 1:
One of the badges that we had to do was the craft badge. I feel that the badge work was quite tough as we did not bring adequate materials as a patrol to complete our tasks. However, with the help of our seniors, we managed to finish it. We were supposed to make a puppet, a basket and a picture from aluminium foil. I personally found the basket one the hardest as I am not very good at origami. After much guidance from our seniors as well as peers, I managed to complete it. Personally, I enjoyed the puppet making as we could use our creativity and make any type of puppet we wanted. The picture using aluminium foil was a little confusing at first but after some explanation, it was actually the easiest. However, I still enjoyed this Badge Work as we managed to finish most of the the tasks.
Year 2 Badge Work
The Year 2s earned their Handicraft Badge, which consists of making a knotted item, and 3 useful or ornamental items using plastic materials. This allowed them to think of other uses for their recycled plastic materials by coming up with clever ideas to turn the plastic into a decorative piece or something useful!
Reflection from a Year 2:
For the Handicraft Badge, we needed to create 3 items out of only plastic. As we did not expect this activity, we brought few plastic recycled materials and ended up having to ask other patrols for some. During this activity, the Year 1s even helped us to think of creative ideas and after much effort put in, we finally came up with 3 items for submission.
Year 1 and Year 2 Badge Work
Next, both the Year 1s and Year 2s completed the second badge, the Toymaker Badge! In order to earn this badge they had to put their creativity and crafting skills to the test by making 1 toy of their choice and 2 different vehicles with wheels using the materials they had brought.
Reflection from a Year 2:
For the Toymaker Badge, we were asked to create a toy and two moving vehicles. For the toy, I tore a square piece of paper from the newspapers and made a paper crane that can move its wings when pull its tail. It was something I was pretty proud of since it’s simple yet cute and interesting. I also feel grateful towards my patrol mates for lending me the newspapers, or I would not have enough materials. And at first when making the two vehicles with wheels, I was really worried because I did not have toilet rolls or enough bottle caps to make the wheels, but I managed to find an alternative by rolling newspaper into balls and using these balls as wheels instead. I generally felt like the Toymaker Badge Work was an interesting experience for I do not get to do craftwork like this with materials, which gave me an opportunity to experience a different 集合.
Year 3 WAGGGS Activity
On the other hand, the Year 3s completed a WAGGGS Activity. This allows them to become more aware and become an active agent of change in the community. In this case, the activity chosen was The Ocean Challenge Badge. Below are the tasks that they completed.
Section A (Ocean in Motion)
This section introduces seawater, its movements and how these movements influence local weather conditions and the global climate.
A.01 Our Ocean:
Find out some key facts about the ocean closest to where you live. For example, how big and deep is it? Ehat human activities go on there? Put together a quiz for the rest of your group and compare your findings by answering each other's questions.
A.10 Ocean Location
Have a look at a map or globe of the Earth. What is the main colour you see? csn you name the 5 Oceans? And how many names of different seas can you spot? Which is the closest sea and ocean to where you live? Draw your own map of the world's ocean and label as many individual oceans and seas as you can.
Section B (The Ocean is Life)
This section is about how food webs connect all life on Earth and about marine habitats and what kinds of marine life they are home to.
B.01 Ocean Life:
Materials: Pictures of marine life, reference books or internet access, paper, coloured pens and pencils or paints, scrap materials for making a collage or model. Discuss life in the ocean. What is the biggest sea creature you can think of? What is the smallest? What lives at the coast and what lives out at sea? Have a look at the pictures and reference books and make a list of all the animals and plants that you can think of that live in the sea. Make a drawing, collage or model of what you think life underwater might look like. Put together an ocean display in a public place.
B.03 Which Animal Am I?:
A.01 Our Ocean:
Find out some key facts about the ocean closest to where you live. For example, how big and deep is it? Ehat human activities go on there? Put together a quiz for the rest of your group and compare your findings by answering each other's questions.
A.10 Ocean Location
Have a look at a map or globe of the Earth. What is the main colour you see? csn you name the 5 Oceans? And how many names of different seas can you spot? Which is the closest sea and ocean to where you live? Draw your own map of the world's ocean and label as many individual oceans and seas as you can.
Section B (The Ocean is Life)
This section is about how food webs connect all life on Earth and about marine habitats and what kinds of marine life they are home to.
B.01 Ocean Life:
Materials: Pictures of marine life, reference books or internet access, paper, coloured pens and pencils or paints, scrap materials for making a collage or model. Discuss life in the ocean. What is the biggest sea creature you can think of? What is the smallest? What lives at the coast and what lives out at sea? Have a look at the pictures and reference books and make a list of all the animals and plants that you can think of that live in the sea. Make a drawing, collage or model of what you think life underwater might look like. Put together an ocean display in a public place.
B.03 Which Animal Am I?:
Materials: Pictures of common marine animals and plants from your area. Before starting the game, the whole group should have a look at all the pictures. Think about how you might describe the animals and plants you see. Are there any similarities between them? Try sorting them into groups. Write down the common features of these groups. Once everyone is familiar with the pictures, mix them all up. Get one person to pick a picture and then describe it to the rest of the group without giving away the name. The group has to guess what animal or plant is being described.
Section C (People and the Ocean)
This section discussed the many ways in which people explore and use the coast and sea.
C.02 Seaside Fun:
Materials: Internet, magazine or newspaper access, cameras, paper, pens and pencils. There are all kinds of recreational activities to do at the beach. How many can you think of? Which ones have you already tried and which would you still like to try? Conduct a survey in within your batch to find out which activities people have done at the beach. What is the most popular activity? Make charts to show your findings.
C.07 How Fishers Catch Fish:
Materials: Internet or reference book access to pictures and information about different fishing gear. Organize a debate about the sustainability of fishing and the use of different fishing gear and practices. Each person in the group has to research the pros and cons of a different type of fishing gear. You may also want to find out about differences between artisianal and industrial fishing. Each person should make a short presentation about why their form of fishing is best. Once you have finished your presentations, invite the audience to ask questions. When all the questions have been discussed, ask the audience to vote on which form of fishing they think is most sustainable.
Forms of fishing:
Line Fishing
Bottom Trawling
Spearfishing
Trapping
Angling
Netting
Section D (The Ocean at Risk)
This section talks about the many ways in which human activities may affect or threaten marine life, and how to reduce these impacts.
D.02 Marine Media:
Materials: Information about your local coast and how human activities are affecting it. Other materials as appropriate (e.g. a video camera, craft materials, etc). Create a short film, photo-story, play or podcast explaining how humans affect the ocean and coastline near you and how this in turn affects the local community. Decide on your message: what do you want to tell people about? What do people use the area for? What is special about this location? What animals and plants live there and how might they be affected by tourism, trade, industry or any other human activity? What can be done to protect the area? How can people help?
D.06 Alien Invasion:
Materials: Internet or reference book access, a blank sketchbook, coloured pencils and pens or paints. An environmental problem often associated with marine transport is that of invasive species, who become established in new areas and threaten the species already living there. Find out if there are any invasive marine species in your area. If there are no invasive species, find out about a marine invasive species of your choice. Create a short comic book using all the information you have found to tell the story from the point of view of the native species. Where have the ‘aliens’ come from? When did they first appear? What problems are they causing and what, if anything, is being done to control them? Is there hope for the native species?
Section E (Take Action)
This section involves learning how to help the ocean and encourage other people in efforts to protect the ocean.
E.02 Ocean Campaign:
Discuss about the problems at the local beach or coastal area that the group would like to see a change in, or if there is a national or international issue that people should have more awareness about. Reach out to an audience by writing a letter to those in the community to persuade them to change their behaviour, or make posters informing people of the problem.
E.08 The Ocean Song:
Groups are to come up with an Ocean Song about why it is important for people to be aware about saving the oceans and what they can do to play their part to help protect the oceans.
Reflection from a Year 3:
For WAGGGS Activity, we had to do an Ocean Challenge Badge and learn more about the crucial role our oceans play to ensure our survival. We started off by creating quizzes and maps to test one another's knowledge on the oceans nearest to our homeland, gaining new insight through the research done. Next, we had to draw out what we picture life under the sea looked like and play a game of Charades about marine creatures. It was fun to let our creative juices flow as everyone's interpretation was different in the end. Then we had to make a chart about the activities we do at the beach, and debate about the sustainability of various fishing methods. Putting our newly acquired debate skills to use, we have all benefited from this enriching experience. Furthermore, we had to draw a comic strip depicting the threats native fishes feel and create a short film encouraging people to protect our oceans. Lastly, we also wrote a letter to encourage people to change their behaviour and came up with an ocean song. Overall, we appreciated the creative elements of the activities and definitely have learnt a lot from them.
Year 3 Badge Work
Like the Year 2s, the Year 3s also earned the Handicraft Badge by making a knotted item and 3 useful or ornamental items out of plastic.
Reflection from a Year 3:
We attempted the Handicraft Badge for Badge Work. We had to make a useful item involving knotting and also create 3 useful or ornamental articles using plastic. Whilst we struggled a little in the beginning following the tutorial, we persevered on and it was worthwhile when we eventually managed to make a small knotted ball with 白绳. Creating the ornaments required us to think out of the box such that the plastics will be given a new life. It was interesting for us to see what one another has created and understand their creative process behind the product. We bonded well over Badge Work as we helped one another out when anyone had trouble with the knotting in the beginning. As a whole, we thoroughly enjoyed the activities planned allowing us to utilise our creativity and also providing us with a chance to bond further.
We hope that everyone has enjoyed themselves and learnt something during this week's 集合!
Published by:
Heather
51st Batch Secretary
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