Social Responsibility Program  

Volunteer Manual 
2019 
 
 For Grades 1- 5
Session 1 Ice-Breaking Session

Start by having a general introduction with the students about the Summer Internship, its aims and
objectives.

Activity 1: Stop, Go and Getting to know

Objective: Physical and mental warm up exercise, getting to know each other, and familiarizing
internees with the students.

Resources needed:
Open space to work in.

What Happens?

This activity requires participants to get into groups to learn more about each other. The facilitator
asks participants to move around the space then on his call get into groups of 2, 3, or 4 as quickly as
possible and randomly, sharing their names first and then something about themselves. There
should be 3 following rounds then and students and internees should try to get into different
groups at each round.

They only have a few minutes each round so the pace of the exercise needs to be quick.

Round 1 - the thing you are most passionate about

Round 2 – the thing you like the most about your school

Round 3 – what do you want to become when you grow up and why?

After the three rounds everyone gets into a circle and one by one they go into the center of the
circle and share their name (name only, nothing more) and then the rest of the participants share
what they know about the person.

Activity 2: Anyone Who

Useful for: Warm up exercise, getting to know each other, finding out things internees and students
have in common.
What happens?

● Everyone sits in a circle on their chairs with one person in the middle acting as the initial
facilitator.
That person makes a statement which starts with ANYONE WHO….. For example anyone
who ate breakfast this morning, anyone who has a pet, anyone who likes watching movies
etc.
● Everyone (along with the initial facilitator) to whom the statement applies to has to get out
of their seat and find a new seat.
● The person left without a seat moves into the middle and asks another ANYONE WHO.
● The rules are that participants are not allowed to move in the chairs next to them or back
into their own chair
● . Facilitator can also ‘freeze’ the exercise and allow for a discussion about the statement too.
Examples of possible statements:

❏ Children learn more from TV than from school.

❏ I am happy about myself.
❏ I believe all human beings have equal value.
❏ I believe my life will get better in the future.
❏ I want to become a celebrity.
❏ I like change.
❏ I believe grades at school are a good thing.
❏ I think life is hard.
❏ I am normal.
❏ Humans are more valuable than animals.
❏ I believe that we learn all our lives.
❏ I think children are the same now as they were when I was a child.

At the end of the activity discuss some of the important statements made by students and the ways
in students think alike and differently.

Activity 3: Ice-breaker Question Game

Useful for: Warm up exercise, getting to know each other, finding out things internees and students
have in common.

What happens?

Distribute papers or sticky notes to the students to answer the questions. Internees should also be a
part of the game. One moderator should ask the questions.

A great way to help students open up is to ask them fun questions that allow them to express their
personality or interesting things about them. Here is a list of twenty safe, useful icebreaker
questions to help break the ice:

1. If you could have an endless supply of any food, what would you get?
2. If you were an animal, what would you be and why?
3. What is one goal you’d like to accomplish during your lifetime?
4. When you were little, who was your favorite super-hero and why?
5. Who is your hero? (a parent, a celebrity, an influential person in one’s life
6. What’s your favorite thing to do in the summer?
7. If they made a movie of your life, what would it be about and which actor would you want to
play you?
8. If you were an ice cream flavor, which one would you be and why?
9. What’s your favorite cartoon character, and why?
10. If you could visit any place in the world, where would you choose to go and why
11. What’s the ideal dream job for you?
12. Are you a morning or night person?
13. What are your favorite hobbies?
14. What’s the weirdest thing you’ve ever eaten?
15. Name one of your favorite things about someone in your family.
16. If you had to describe yourself using three words, it would be…
17. If I could be anybody besides myself, I would be…

After every answer, ask students to post sticky notes on the board. Randomly pick answers and
share with students. Reflect on how similar and different we are at the same time.

Session 2: Story Telling

They say, “There isn’t anyone you can’t learn to love, once you have heard their story.” Stories ignite
our imagination; they let us leap in over cultural walls and cross the barriers of time. Stories affirm
who we are and allow us to experience the similarities between ourselves and others, real or
imagined. Stories help us make meaning out of our lives.
Storytelling is the conveying of events in words, sound and/or images, often by improvisation or
embellishment. Start the session with an introduction to story-telling. Talk about different
components of storytelling such as wonder, magic, humor, sarcasm, emotion etc.

Activity 1: ​Story Circling

Divide students into groups. Ask one person to begin a tale and stop after a few sentences. The next
person picks up the story thread and continues it, then stops. Next person adds to it and so on until
the tale comes to a resolution. The story could begin with a pre-selected title or subject to guide the
improvisation. Try recording the story circle on a recorder of your mobile phone and then play the
story of each group.
Discuss the elements of the stories created by each group. Select the best story with the help of the
participants and talk about its strong points.

Activity 2: Story Telling

Ask students to think about any event/story about their lives that they would want to share with
the rest of the participants. Give them 15-20 minutes to brainstorm and think of how they are going
to tell it to the class. Call each student in front of the class. Make sure they are not carrying any
paper in hand. Listen to the story of each participant.
Discuss the way each participant presented their story. Judge the stories on the basis of essential
story-telling components such as simplicity, humor, emotion, truthfulness, conflict, moral etc.

Sum up: Have a discussion with the students at the end highlighting the importance of story-telling
sessions. Story-telling sessions do not only build up confidence in students and enhance their
speaking skills, but also allows them to be imaginative and creative.
Take suggestions from teachers on how they can carry out story-telling sessions in their classes.

Session 3: Accepting Differences, Breaking stereotypes

Activity 1 - Venn Diagram Worksheet

Pair the students up in such a way that the each student ends up with someone whom he/she is not
familiar with. Distribute one worksheet per pair and use the Venn Diagram, to ask the students to
identify three things that they have in common and three things that are different.

Activity 2 – Lemon Game

Useful for: To show children that despite outside differences, people are often similar on the inside.
Resources: Lemons, poster colors.

Take lemons and paint lemons in different colors so that no two lemons look the same. You can
even draw different patterns on lemons to distinguish them from each other. Gather children and
give one lemon to each child. Then ask the children to know your lemon. Children will examine their
lemons -- smell them, touch them, throw them in the air, and roll them around. After a few minutes,
collect the lemons in a big basket, and ask the children to find their lemons in the pile. Remarkably,
most children will recognize their lemons at once because of their outer appearance.

Next, ask the children to describe how they recognized their lemons. “ My lemon was big and it was
colored orange,” one might say. “My lemon had a mark on one side” Etc. Then talk about how
people, too, come in different sizes, different shapes, different shades of color, different” dents and
bruises. ”

After exploring these ideas, cut those lemons in half and show it to the students that how all lemons
look the same from inside. This reaction opens the door to discussing how people, like lemons, are
often similar on the inside.

Activity 3 - Who am I?

Have the participants write down on a sheet of paper names that they were called when they were
younger or that they may even be called now. After they have done this have them crumble up the
paper and throw it in the garbage can as indicator that they will never be called this name again.
Next have the participants write down on another sheet of paper what they want to be called as an
indicator that this is what my name actually is.

This will help the students to more aptly develop an idea that certain words can be hurtful and
discourage them from using them in the future.

Session 4: Hygiene/Health

Objectives:

- To enable students to explain why personal hygiene needs to be practiced.

- To enable students to explain why personal hygiene is important
- To examine personal hygiene practices

Personal hygiene requires the cleaning of all parts of the body (face, hair, body, legs and hands). The
face and hair have to be cleaned because they accumulate grime, emit bad odors and make one dull.
Skin diseases such as ringworm, scabies, sweat fungi, etc., can also occur. The hands and finger nails
have to be cleaned because the germs in between the fingers and finger nails cause contagious
diseases such as diarrhea, worms, etc. The teeth and mouth have to be cleaned because they emit
bad odors, cause mouth and dental diseases such as cavities, gingivitis, etc., and stomach disorders
due to indigestion.
Thus, one’s face hair, body, legs and hands should be cleaned thoroughly, and the teeth brushed
properly.
Ears, an important part of the human body, should be kept clean and carefully protected from
injury.
Practice of personal hygiene should be carried out as daily, weekly, and monthly activities. In
addition to one’s personal hygiene and cleanliness of one’s home and its surroundings, the
classrooms and the school surroundings should also be clean. Drinking impure water can cause
cholera, diarrhea, dysentery, typhoid and hepatitis. Therefore, pure drinking water free from germs
and dirt should be used. Improper sewage and garbage disposal can lead to the spreading of
contagious diseases through rats, mosquitoes, flies, cockroaches and stray dogs.

Activity 1 - Good/Bad hygiene Habits

- Interns should start the discussion with questions such as “What do you do when you wake
up in the morning before you have breakfast and before you come to school?” “How do you
take care of your body?” “What is personal hygiene? What are the things that need to be
cleaned?”
- On different pieces of paper write ten good hygiene habits such as brushing your teeth,
covering your mouth when you cough and washing hands before eating meals. On ten more
pieces of paper write down ten bad habits such as not taking a shower daily, not washing
your hands before and after meals, not brushing your teeth and improper sewage and
garbage. Fold all the pieces and place them in a jar or a hat. Call out students one by one to
pick a piece of paper from the jar and identify it as a good or bad hygiene habit.

Activity 2- Worksheet

Requirements : Worksheet, Scissors, Glue

Distribute the worksheet ​“Which food for healthy teeth? ​”. Ask the students to the cut the pictures
provided at the bottom and paste them in correct column.
Activity 3- Board Activity

Draw the following table on the whiteboard. Ask the students to discuss in groups and fill
in the blanks with the consequences of being unclean and the diseases which the respective
parts of the body could contract.

Uncleanliness could lead to

Parts of the Advantages
body to be of Good
cleaned Hygiene

Consequences Diseases
(ill effects)

Face

Hair

Body(
including legs
and hands)

Finger nails
and toe nails

Teeth

Mouth
Session 5 : Keeping your environment clean

Activity 1: General Discussion :

The following topics can be discussed during class:

- What is the environment? Make sure the students understand that When we talk about the
environment we mean everything in the world around us that surrounds and affects all life
on earth, including the air, food chains, the water cycle, plants, animals and other humans.
- Why is the environment important for us? Look for the following answers from the
students:
- We breathe oxygen from the air.
- Rain fills our lakes, rivers and creeks and which we store in dams, reservoirs and
water tanks.
- Plants, animals, fish and birds are used as food.
- Sun, fire and power (electricity, gas, oil) provide us warmth.
- We use materials from the earth and different plants to make our homes and
clothing.
- The 4 main types of pollution : land, air, water and noise.
- How can they help to save the environment? The following solutions can be discussed :
- Using less water.
- Using less power by switching the lights off during the day and when the room is
empty.
- Making less rubbish by recycling.
- Planting more trees.
- The importance of recycling, its benefits and how can we recycle different material.

Activity 2: Create a Recyclable Creature

Requirements : Recycled materials (soda bottles, cans, cardboard, paper towel rolls, aluminum foil,
etc), Scissors , Scotch tape or glue , Pencil , Newspaper

- Divide the class and into groups and ask each group to use recycled materials to come up
with a creature.
- Give each group some lined paper and have them make a design plan for their creature.
Explain that a diagram will probably be the most helpful method to use since it can show
what materials will make up which body part.
- Reiterate that there isn’t a “right” or “wrong” way to do this – what this creature looks like is
entirely up to them.
- When they’re done creating his recyclable creature, encourage your child to talk to you
about it. Ask them to name their creature and imagine what it is like. Does thi creature have
 special powers? Is it an alien? What does it like to do? Where does it come from? Talking
about the creature this way will spark their imagination.
Session 6: Friendship

Friendships can have a major impact on our health and well-being, but it's not always easy to build
or maintain friendships. It is important to teach your students the importance of friendships in their
lives and what they can do to develop and nurture these friendships. Friendships help children
develop emotionally and morally. In interacting with friends, children learn many social skills, such
as how to communicate, cooperate, and solve problems.

Activity 1 - Brainstorming

Ask the students to brainstorm on the following questions and then conduct an interactive session
encouraging class participation.

● What qualities do you look for in a friend?

● What's the difference between a friend and an acquaintance?
● How do you tell the difference between true friends and false friends?
● When you see someone you think you'd like to become friends with, what are some good
ways to initiate things?
● Have you ever felt left out? What happened? Did you do anything about it?
● What are some ways to be a good friend ? To have good friends you must be a good friend.
Here are some of the ways good friends treat each other:
○ Good friends listen to each other.
○ Good friends don't put each other down or hurt each other's feelings.
○ Good friends try to understand each other's feelings and moods.
○ Good friends help each other solve problems
○ Good friends are trustworthy.
○ Good friends care about each other.

Activity 2 - Scenario Building

-​ ​Divide students into different groups. Fabricate a scenario in which students would need to work
together and solve problems to succeed, like being stranded on a deserted island or getting lost at
sea with only a few objects.
-​ ​Give each group a scenario of its own.
- Ask them to work together to concoct a solution that ensures everyone arrives safely.
-​ ​Discuss their solutions with class.

Activity 3 - Friendship cards/ write a letter to your friend

Requirements : Arts and craft, Scissors, A4 sheets, Chart papers

 - Help students write a letter to a friend that on the that shines on the topic of friendship.
- Let them be creative with their idea and play with what they want to do. Leave it up to them
if they want to make a card or write a simple letter.
- Ask the students why they choose the particular friend for this activity and even encourage
them to make it for a friend that haven’t talked to in a while.

Session 7 : Public Speaking

Objectives:
- Students should be able to express their opinions about the topic confidently.
- Develop skill in oral language as well as voice and body expression.
- Students should be able to try to speak as fluently as possible.
- To learn to organize ideas and present them clearly and concisely​.
- To critically evaluate ideas and beliefs of others and to draw logical conclusions.

Methodology:
- Interns will research on the topics given above before conducting this session.
- Interns will discuss what public speaking is and its importance in our daily lives
- Interns will ask students to write down points​ for a​ nd ​against ​the topic assigned
- Interns will assist the students and help them shape their arguments

Group Activity:
- Each group will be asked to come in front of the class and argue both sides of the topic.
- The interns and in charge will assess the students on their fluency, pronunciation and the
matter of topic.

Topics:
1) Children should not be allowed to watch television.

2) How we look is unimportant. It's who we are on the inside that counts.

3) Mobile phones have had an enormous impact on the world’s culture.

4) Homework should be banned.

5)​ Summers or winters. What do you prefer?

Session 8: Career Counselling

Objective:

- Students should be able to identify different professions.

-Students should be able to identify the rights and responsibilities of different professionals.

Activity 1- General Discussion

Interns should start the discussion by highlighting the objectives of the session followed by the
questions listed below:
- What do you want to become when you grow up?
- Why do you want to adopt that profession?
- What are the responsibilities of that profession?
- What are the rights of that profession?

-​ ​In order to differentiate between rights and responsibilities, interns should carry out the
following activity with students.​ ​Our rights are what every human being deserves, no matter who
they are or where they live, so that we can live in a world that is fair and just. A responsibility is
something that is your job to do something about, or to think about. It is something that affects our
lives and other people's lives. After having a basic discussion on the difference between rights and
responsibilities, students should classify the following actions into rights and responsibilities.
To have good quality education To respect the rights of others

To take care of the needy To complete Homework

To take care of our bodies Not to bully others

To have good quality healthcare To follow the instructions of teacher

To be listened by the teacher To keep our class clean

To a safe and healthy environment at school Be treated kindly

To follow the rules at school To respect our elders

Activity 2 - Worksheet (All about Business)

Requirements : Worksheets, Scissors, Glue

Distribute the one worksheet per student and ask the students to match the tools with the correct
profession for e.g the flowers should be put next to the florist.

Activity 3 - Who do you want to be when you grow up ?

Requirements: ​ ​Arts and Crafts material

Carry out a counseling session with the students about different professions, the academic path
they should adopt for a particular profession, the advantages of adopting a particular profession?
Etc. Students should then be asked to select a profession they want to adopt and list down the rights
and responsibilities of that profession on a piece of paper. Students should be called in front of the
class to present on their selected profession. They should be directed to make pictures with the
help of chart papers or other material available of the professionals they want to become.

Session 9 : Arts and Crafts

Activity 1: Paper Clocks

Requirements: Paper Plates, Crayons , Chart Paper (for hands of the clock), Scissors, Tape.

Decorate the plate. Write the numbers of the clock in the corresponding places on the paper plate.
Punch a hole in the middle of the “Clock” using a pencil Cut a big hand and small hand from the
chart paper Punch holes in the ends of the hands using a pencil Fasten to the clock with the paper
fastener Cut a small piece of thread from yarn ball, make a loop and tape it to the back of the plate
to make it a wall hanging clock.

Activity 2 : Scratch Art

Requirements: Black paint, Crayons, A4 sheets, ballpoint

Divide the students into different groups and provide each group with blank papers. Ask the
students to begin by coloring a blank page with crayons. Make sure they cover the entire page and
don’t leave any white paper showing. Bright colors work the best – you want colors that will stand
out against the black paint that will be applied in the next step. Next, ask the students to take a large
brush to paint black poster over the entire picture. When the black paint has dried completely, tell
them to start scratching!. A popsicle stick, chopstick or empty ball point pen could work. The trick is
to find something sharp enough to scratch away the paint, but safe enough for kids to use. Through
the use of the scratching tool to scratch out lines, the students will be able make patterns or images
and as they scratch out lines and shapes, the colorful crayon layer beneath the paint will show
through.
For more details : ​http://kidsactivitiesblog.com/26970/crayon-art

Session 10: Creative Writing :

Objectives:
- Creative writing helps develop eloquence and is a great way for children to express themselves.
- It also underpins the entertainment industry. Film, television, music, adverts, computer games,
stage plays and poetry would all disappear if creative writers did not exist.

Methodology:
- Start with telling them a story. No writing yet!
- Read one of your own "bad stories" to the class, then deconstruct.
- To begin with, tell students that every creative writing should have 3 paragraphs:
Introduction
- The introduction should catch the reader’s attention, define the topic and briefly tell
the reader what the essay will be addressing

​Body
 - The body comprises the full content of the essay. The body must be divided into
paragraphs, each of which must pursue a specific idea to the end. The writer must
address all the ideas he or she wanted to address, keeping to the topic.
Conclusion
- The conclusion is the ending, the rounding-off of the presentation. This should tie up
all that was presented by the writer, a parting shot that justifies the writer’s point of
view. As this is the end, the writer must not bring in new information.
- Discuss the Elements of a Good Story
- Create a relevant word-bank
- Discourage the use of known fictional characters and encourage students to invent new
ones.
- Although stories are almost always planned in present tense, they should almost always be
written in past tense.
- Finally, Start Writing!

Topics:

- Make a list of the qualities you respect most about yourself. Pick two of them and write
about why you respect those qualities and how you think they will benefit you as you grow
up.
- Write about a time when you did something really responsible. Describe it. What was the
outcome? How did it make you feel about yourself? Describe a time you did something
really irresponsible. What was the outcome? How did it make you feel about yourself?
- What would do if you won a million dollars?
- If I was a super-hero what kind out super hero would I be and what powers would I have
(This can also be done using villains)
- Imagine you had a thousand rupees, but you couldn’t keep it. You had to give it away to a
person or charity. To whom would you give it? What would you want them to do with it?

Session 11: Drug Abuse

Objective:

-To highlight risk factors and consequences of drug usage.

-To create awareness about harmful effects of drug usage.

Activity 1 : Risk and Protective Factors

Requirements Flip charts, charts, colors, markers, crayons.

Divide students into groups of 4-5. One intern can be attached with one group to help the students.
Cut the following table and distribute it randomly into groups in such a way that half of the students
get Risk factor and the other half get Protective Factors.

Interns should explain students in groups that what does risk factors and protective factors mean.
The groups should discuss the factors that they have and with the help of the interns prepare a
presentation on them. Students can make charts, flash cards etc to support their presentation.

Ask each group to present one by one at the end of presentations, reflect on the factors that
increase and decrease the risk of drug usage. Also, discuss the steps that we can take as individuals
to avoid drugs.

Activity 2: Skit

● Separate the students into 5-6 different groups, with 1-2 interns each.
● Have the students get into their groups and give each group a piece of chart paper. Assign
each of the five groups one of the topics: (1) Family, (2) Friends & Recreation, (3) School &
Jobs, (4) Physical & Emotional Health, and (5) Financial. Have each group write the topic on
their piece of chart paper.
● Ask each group to brainstorm and record the consequences of an addiction relating to their
topic. After brain storming, the students must prepare a skit/play to highlight the
topic(consequences) that they have been assigned.
● Each group performs their skit. After every performance interns should carry out
discussion about the consequences being highlighted in the skit.
Session 12 : Science Activities :

Requirements : Balloons, Thumb pins, Food dyes, Paper cups, Tissue, Different food _
colorings , Pepper, Dish washing soap, Bowl

Use the links to watch the videos on the science activities. After watching each activity, write down
the key science concepts being used in order to explain them to the children.
When you perform these activities make sure to involve as many children as possible. Take up
different volunteers to serve as helping hands for each activity to ensure maximum class
participation.

Activity 1 : Osmosis
https://www.youtube.com/watch?v=k8YtroKjVx

Activity 2: Bursting Balloons

https://www.youtube.com/watch?v=glQ2NrnDHWc​ (watch till :59)

Activity 3 : Dancing Pepper

​ ​https://www.youtube.com/watch?v=gBV0wehj9YE​ ​ ​ (watch till 1:25)

Session 13 : Moral/ Ethics

Some decisions you make aren't terribly important. For example, you might decide to have
chocolate ice cream instead of vanilla. But other decisions may involve a choice between right and
wrong, and sometimes it's not easy to know what to do. Help the students differentiate between
these decisions and understand that when they aren't sure what's the right thing to do, the
important thing is to stop and think.

Activity 1 - General Discussion :

Prepare a general class lecture on the following questions :

- What are ethics?
- Who determines the set of guidelines?
- How do the guidelines change over time?
- Have you ever found something that belonged to someone else and wanted to keep it? What
did you do and how did you decide?
 - Why do people sometimes do the right thing even when it's not as easy or as much fun as
something else?
- What would happen if nobody cared about doing the right thing?
- How often do you think about whether something is right or wrong before you decide to do
it?

Activity 2: Brainstorming - Determining what to do​ :

- Have the class brainstorm ways to tell whether or not something is the right thing to do​.
List their ideas on the board and discuss whether or not each of them use the same process
to decide what to do.
- You could use the following pointers in your discussion :
● What does my conscience—that "little voice" inside my head—say about it?
● Could it hurt anyone—including me?
● Is it fair?
● Would it violate the Golden Rule? (How would I feel if somebody did it to me?)
● Have I ever been told that it's wrong?
● Deep down how do I feel about it?
● How will I feel about myself later if I do it?
● What would adults I respect say about it?

Activity 3- Role Playing :

- Divide the class into small groups. Give each group one of the following situations to role play. In
each role play half the group wants to do the wrong thing and the other half wants to do the right
thing. Each half tries to give strong reasons for their side. Discuss the results in class.

Situations:

- You pass an empty old house. In front of it there's a "No Trespassing" sign. But the front
door is open. You really want to go in and see what's there. No one is around. What do you
do?
- A group of kids who you think are really cool are picking on another kid. They want you to
join them, and they say you're a nerd if you don't. You don't want to be left out, but you
think picking on the other kid is unfair. What do you do?
- You're walking home from school, and you're really hungry because you forgot to bring
your lunch that day. You pass by a fruit stand, and the fruit looks so good you can almost
taste it. "They'll never miss just one apple," you think to yourself. And no one is looking.
What do you do?
- Your best friend asks you to help him cheat on a test. He's never done it before and he
promises he'll never do it again. What do you do?

- Encourage the children to make up their own situations, and continue the role plays.
Session 14 - Team building (Optional) :

​ egin the session by talking about the importance of team/group work in classes.
B
Following points should be discussed:

● Students are encouraged to become active rather than passive learners by developing
collaborative and co-operative skills, and lifelong learning skills.
● Teamwork encourages the development of critical thinking skills.
● It promotes student learning and achievement.
● Students have the opportunity to learn from and to teach each other.
● Deep rather than surface approaches to learning are encouraged.
● It facilitates greater transfer of previous knowledge and learning.
● The focus is on student centered approach to teaching and learning, and assessment.
● Students are involved in their own learning.
● It enhances social skills and interactions.
Activity 1: Balloon Activity

Requirements : Balloon(s)

Divide participants into groups.

Make them stand in a circle, holding hands.

Drop one balloon into the circle.

The goal is for participants to see how many times they can tap the balloon into the air (​students
may tap the balloon with hands, arms, heads, shoulders, chests, or knees—but NO feet​), keeping it up
in the air, without losing connection (​all students must continue holding hands)​ .

In order for this to work effectively, participants have to work cooperatively, each of them making
sure they are not letting go of their neighbor’s hands. They will soon figure out that they must all
move together, as a circle, so to make sure they do not lose connection. If the balloon falls to the
ground or a student taps the balloon with their feet, the count begins again.

Sum up: ​After the activity has finished, discuss the importance of team work. Encourage teachers to
carry out activity based lessons which involves groups with their students.

Activity 2: Scenarios
Divide participants into groups. Each group has to come up with a difficult topic for writing one
page on it. After the groups have come up with the difficult topics, collect the topics and distribute
them randomly among teams, making sure that no team gets the topic they made. Teams will then
have to write one page on each topic. Give them 15-20 minutes to write.

After they have written, discuss their passages with participants. Discuss that how working in
teams can make difficult tasks easier.

Sum up: To conclude discuss the importance of group work in class in bringing positive learning
outcomes.

Activity 3 : Charades
- This activity requires preparation one day before the session.
- Begin at home by preparing different placards.
- These placards would need to be divided into different sets. Some ideas for sets include
- Movies - Kabhi Khushi Kabhi Ghum, WAAR
- Expressions - Shocked, Angry, Sad , Disgusted
- Objects - Lamp, Sofa, Television
- Famous Personalities - Abdul Sattar Edhi,Shahid Afridi, Quaid-e-Azam
- Divide the class into two groups.
- For each round, one group will have to choose a set.
- The activity starts by holding different placards from the set up to your forehead so that
your group can see the word or phrase but you can’t, and then they try to get you to guess
what the word or phrase is.
- Each group will be given a total of one minute to guess as many words from the set as
possible and each correct guess will count towards 1 point.
- The interns should note down the points for each team and the team with the highest point
in the end wins.
- Visit ​http://www.makeuseof.com/tag/heads-charades-mobile-game-hold-forehead/​ for
more details.

Session 15 : Farewell
● Interns will exchange notes with the students.
● Share their experiences with each other.
● The activities for this session are entirely up to the interns and the internship managers.
● Students can perform a skit, prepare a dance or sing a song in front of the entire school.
● A mini carnival can be held for the students in which the interns prepare different activities
such as apple bobbing, knock down, pin the tail on the donkey etc.
For ideas visit ​http://www.carnivalsavers.com/freeboothideas.html
BEST OF LUCK!