PENGUIN GUIDE

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Contents

Welcome to St John 2 Penguin programme overview 3 Safety Penguin 11 Safety in and around the home 12 Road safety 15 Water safety 18 Safety outdoors 21 Healthy Penguin 23 Food 24 Clothing 26 Cleanliness 27 Resourceful Penguin 31 Gardening 32 The environment 34 Protecting New Zealand 35 Resources in the community 37 Hobbies Penguin 39 Creative 40 The performing arts 41 Hobbies 42 Games Penguin 44 Games – old and new 45 Team Skills 45 Caring Penguin 47 The Kindness Project 48 Caring for the elderly 48 Caring for the young 49 Caring for the sick 50 Caring in the Community 50 Pet care 51 First Aid Penguin 53 Emergency aid 54 Breathing 56 Bleeding and burns 58 Communication Penguin 61 Verbal 62 Visual 63 Written 64 St John Penguin 66 The beginnings of St John 67 St John in New Zealand 68 St John drill commands 70 Welcome to St John

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Welcome to St John

Our vision To become the youth development programme of choice in Aotearoa; in the outcomes for young people, quality of delivery and connection with the community.

Our mission Deliver a vibrant leadership and first aid programme, focused on development and successes of young people which enhances health and wellbeing in our community.

The Youth programme is for all young people from 6 to 18 years. Among the skills our penguins and cadets develop, there are fantastic opportunities to meet new people, experience new things and of course, have fun!

We encourage leadership and development by promoting community service, learning life skills and providing real leadership opportunities and training.

During time with St John we want young people to develop your skills in caring for people and an ability to deal with emergency situations. We would like to develop a sense of responsibility and to belong to an organisation that plays an important role in New Zealand. Penguin programme overview

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How it works Penguin badges Penguins meet once a week during the school term First aid: Emergency breathing, bleeding, burns, at their local youth division. Contact between other bones penguin groups is encouraged through various social functions. Penguins follow a course of nine badges, Safety: Safety outdoors, in the home, on the road each divided into main topics. For each badge that is and in the water completed, a penguin is awarded a colourful sew-on Hobbies: Creative, performing, indoor and badge and matching certificate. outdoors

The penguin meetings are intended to be Healthy: Clothing, food, keeping fit and clean educational, but also great fun, often involving Communications: Audio, verbal, written and games, activities and sports. Penguin groups visual communication frequently organise trips, camps, excursions and Games: Sports, team building and designing picnics, and also attend other St John events and games competitions. Caring: Caring for the young, elderly, pets and the Aims sick Resourceful: Nature, resources in the community The purpose of the programme is: and the environment •• to provide a friendly, safe and relaxed environment, in which children can both learn St John: St John in New Zealand, overseas and and have fun, gaining a sense of achievement history through everything they do •• to stimulate the interest of children in the concept Penguin uniform and aims of St John at a very young age. This is Penguins wear a white polo shirt and black achieved through their participation in a wide sweatshirt that is manufactured specially and has an variety of activities, including basic first aid. embroidered badge on the front. Penguins supply •• to encourage the penguins to develop their black pants or shorts to wear with their issued common sense, honesty, courage, self-control and uniform. a sense of fair-play There is a black brassard on the sleeve where the •• to provide a junior section of St John, establishing individual badges are worn. A black baseball cap with strong links with the St John Youth movement the St John logo on the front is also worn. The cost for and encouraging and preparing youngsters to the uniform is met by area committees or by region progress into St John Youth. after receiving a uniform bond of $25. Penguin promise Penguin brassard I promise to be a good Penguin and try to do my very The numbers on the diagram represent the order in best in absolutely everything. which you receive your Penguin badges. You should sew your first badge on at 1, your second at 2, and so Programme on until you achieve your Super Penguin badge. It usually takes two years to complete all 9 badges. A penguin who succeeds in completing all the badges becomes a “super penguin” and is awarded a certificate and sew-on badge to mark his/her achievement. At the age of eight, penguins can move up to a St John Youth division and begin working towards the Grand Prior’s Award. They cannot join a cadet group before their eighth birthday, and cannot remain in a penguin group when they reach the age of nine. 4

Penguin example: Penguin badges are placed on the brassard (starting in the bottom right) in the order they are received. Attendance badges are placed in the bottom left and replaced as you receive a new one each year (i.e. 1 year attendance badge is replaced by 2 years attendance badge, and so on..). 12 10 11

6 4 5

3 1 2 9 8 7 6 5 9 7 8 1 4 3 2 1 1 15 13 14 3

Community Service

To become a youth leader, you go through an Forming a penguin application process that includes completing a group standard application form, going through a police check clearance and providing details of two personal How can I become a youth leader of a penguin referees. There is also a requirement to become group? familiar with the St John Child Protection Policy, and Youth leaders delivering the penguin programme to sign a declaration to say that this is the case. are not obliged to be uniformed St John members, nor are they obliged to have any qualifications in first Finding a meeting place aid or caring for the sick. However, they must attend Some penguin groups are established as a result of a a basic life support course (through St John) and are youth division of cadets wishing to expand to include encouraged to attend a St John first aid course. There younger penguins. In this case the meeting place can are no age requirements to be a leader of penguins, often be shared, usually with the penguins and cadets with the only condition being suitability to complete meeting on the same site but on different evenings, or the task, and this is assessed on an individual basis by at different times. the St John management. However, sometimes a penguin group is started Penguin groups are sometimes run by under 18 NCO’s independently – simply by one or more enthusiastic (senior cadets) from the youth division, however individuals. In this case, when choosing a meeting during these instances it is still required to have an place it is necessary to establish the number of over 18 leader present to ensure the care and safety of children who are interested in attending regularly and penguins in the group – and to handle relationships to consider the distance they will each have to travel. with regional office, hall lease etc. It will also be necessary to consider the time of day at which you will be meeting. A youth leader is a voluntary position, and the individual must be enthusiastic, patient, energetic To find a venue, try approaching your local council, and committed, with an ability to work well with corporate social club, sports club, church (or other youngsters and preferably a good sense of humour! place of worship), school or of course St John buildings. Many groups meet in school halls, parish 5

halls, community centres, and in most cases their advertised by local shops, community centres, clinics, nearest St John complex. and libraries. To help with the funding of the event, a youth leader of the penguin group should try A meeting place must have a large hall or indoor area approaching his/her local area committee, regional in which games and activities can take place and office or local companies. penguins will also need to use toilets and washing up facilities. An indoor meeting place is vital, not It is also vital for the youth leader to have active only to provide shelter in the event of bad weather, support in the running of a penguin group preferably but also as a base for the penguins and a place from in the form of an assistant leader. At all times, it is which they can be collected. This does not mean that important to maintain the correct ratio of youth activities must be restricted to the indoor facilities; leader to penguins (as stated in Child Protection during fine weather it can be much more fun to Policy) and this can be assisted by using as many meet outside and perhaps organise trips, camps and willing helpers as possible. It is often worth asking picnics. any enthusiastic parents if they might consider helping out. If anyone starts to attend regularly All visits off site must have a risk management (more than twice) then they should be taken through analysis completed (as per the Child Protection the application process. While some may see this Policy), and the required leader to penguin ratio be as cumbersome, it should be explained that these met. Any variation to this ratio can only be approved systems are for the protection of the children, and by the Regional Youth Manager. their own safety. Setting a meeting time This will depend on your own situation and on the Running a penguin use of the meeting place by other groups and clubs. Penguins usually meet after school, starting between group 1530 and 1830 hours. Funding There are a number of costs to be considered in the The length of the meeting is variable, generally running of a programme: the badges and certificates between an hour and an hour and a half, taking must be purchased; equipment and refreshments into account that you need enough time for useful, must be provided for the children, and there may completed activities, but not so much that it would be electricity bills or rent charged for the use of the invite boredom or overtiredness. Often a meeting venue. How these costs are accounted for varies in is around the same time as the older cadets, as the different areas. Your manager will assist with forming penguins benefit from joining in with some activities a budget for the programme, and outlining just what (e.g. a shared game or parade at the end of the your responsibilities are. penguins’ night as cadets arrive for their divisional night). This can also useful to make contact with St John asks for a membership donation from other youth leaders and make any announcements penguins of $10 per term and $5 for additional for both groups. siblings. This is a contribution to the running costs of their youth division. Special activities, visits or Group registration camps, may carry extra costs which may need to There is a standard penguin programme registration be met by the parents or caregivers. The cost of the form which is filled in and sent to regional office to uniform (sweatshirt, cap and brassard) is met by area register your group. If you have any problems with committees or regional office upon payment of a this, speak to your local St John contact, Divisional $25 bond by parents or caregivers. The responsibility Manager (if part of a youth division) or Regional for the remaining income required to run the Youth Manager. programme will come from fundraising, the local area Holding a recruitment evening committee, or in their absence, regional office. Once a venue and meeting night has been Areas and regions are encouraged to establish a established, it will be necessary to advertise the fund which on application by the leader assist with launch of the new penguin group. An open night term fees, or uniform costs. This is managed by the is an ideal way of arousing interest in the new regional co-ordinator / Regional Youth Manager. programme, and posters and leaflets should be distributed if possible. Your regional youth support Some groups may like to hold simple fundraising should be able to help you obtain the leaflets and events. This should be organised in consultation with inform the local press, radio stations, schools and the area committee and the regional co-ordinator / St John headquarters. The opening could also be Regional Youth Manager. 6

The first group meeting Assigning another penguin or cadet to act as the new St John will help you get started to ensure everyone penguin’s ‘buddy’ for the first few weeks can help is supported. You won’t be left alone to run the first make the situation less threatening to new members meeting; your regional co-ordinator and/or District and helps ease them into the programme Youth Manager will assist with this first session. Welcome ceremonies Initially, to make the penguins feel at home and Children are encouraged to attend two meetings to increase parental interest and participation, it is a get a feel for the programme before deciding to join. good idea to encourage parents to ‘sit in’ on the first Once they have decided to join and are enrolled in meeting. They will probably be just as interested as St John Youth, welcome ceremonies should be fun the new recruits themselves! and kept reasonably short.

The local press, other penguins and cadets can As a guide for enrolling new penguins, before be invited. Area committee members and other the ceremony assign the following tasks so that regional staff can also be very influential and should the penguin group and family is involved with be invited if possible. It will be necessary to provide welcoming the new penguin. For example: refreshments, as well as publicity materials to give to prospective penguins – leaflets, badges and stickers, •• someone to present the penguin sweatshirt if funds will allow for them. •• someone to present the penguin brassard •• someone to present the penguin cap It is also important to establish an efficient administration system for the start, and to be •• someone to present the penguin scrapbook prepared to receive further feedback from the •• someone to present the penguin promise card. meeting. The youth leader, divisional manager, regional Things you will need to get started co-ordinator or regional youth manager invites the A penguin group will need to obtain the following: penguin(s) to stand at the front of the room and formally welcome the penguin(s). For example: •• 1× penguin programme leader’s guide •• 1× group progress chart “Those of you who are being welcomed into the penguins today will become a part of the world-wide • 1× set of sew-on badges and certificates for each • family of St John, that stretches back hundreds of badge years into history. Wear your uniform with pride and •• 10× youth application forms never do anything that will cause people to think •• 10× penguin promise cards badly of it.” • 10× penguin scrapbook • This is usually followed by the leader of the group •• Relevant forms and administrative tools from your reading the penguin promise, the penguin repeats manager (group registration, attendance, finance, the promise and then he or she is given a copy of the order forms). promise.

Supplies The youth leader then asks the other penguins to It is also a good idea to have a good supply of basic come forward with items mentioned above and say a items that you will use at most sessions: welcome message (e.g. “My name is Kerry, I hope you like our programme it’s really cool”) that they have •• scissors prepared for the ceremony. •• pencils, felt pens, crayons •• glue Administration There is a requirement to maintain records within the •• large roll of newsprint paper programme that show all penguin’s personal details, •• paint brushes and their achievements. Your district youth manager •• paints will show you how to use the forms – all of which are •• stickers / small gifts / rewards / lollies for activity user-friendly and straightforward. A database will be prizes kept by St John and updated at meetings held each term with leaders. •• newspaper •• sellotape / masking tape. There is a support team in your area / district that are there to lend a hand and ensure you have the things At the first night (and ongoing) you will also likely you need, and also to check that your penguin group need welcome packs to enrol the new penguins. 7

is running on track – to find out who these people are Notes in your area and district, contact your regional youth These are intended to give background information team. for the leader and specific information / key concepts which should be passed on to the penguins (such as Finance ‘the importance of hygiene in food preparation’ and The overall responsibility for the finances is with the ‘the responsibilities of owning a pet’). local area committee, however in turn there is a need to maintain clear and accurate records of all money, Activities including receipts and invoices. Individual areas and Each of the sessions includes several different ideas regions will put in place specific requirements for for activities. It is not necessary – nor recommended – monitoring and assisting with this process. to attempt all the activities suggested. Some of them are more demanding, and therefore more suitable The finance form is designed to keep a record of the for more experienced / older penguins; and others following: are simpler and can be attempted by the younger penguins. It is up to you to choose those activities •• membership donations you feel are appropriate, depending on where the •• money collected for activities (such as offsite group meets and the facilities you have access to; the visits) size and age range of your group; and the particular •• proceeds from fundraising events interests that you or the penguins may have. •• purchases of equipment for the penguin group. Unique needs and differences Training and support Even the smallest groups of penguins can bring an For further information, contact your regional youth assortment of unique needs and differences. This can team. When planning the opening of a new group be a significant challenge to creating a captivating it is advisable to meet with other leaders in your programme that caters for everyone in your group. region, who will be able to provide help, advice There are many ways of addressing needs, and if you and encouragement. Your regional co-ordinator or are having difficulty you can always ask your regional manager will be able to put you in contact with them. co-ordinator or other youth leaders. The best way of catering for unique needs is getting Delivering the penguin to know the young people in your group. What do they do outside of St John? What type of things get programme their wheels spinning? What things do they want or How to use the badge resources need to improve on? What do their parents want you In this manual there is a chapter for each of the to focus on? What challenges them? Do they have nine badges. It is broadly intended that each badge any significant difficulties or barriers? Do they have should take about one term to cover. For most more experience in some areas than the others in the badges the work for the term is divided into four group? How are they finding the current programme? topics and then further divided into 16 sessions. To make the programme more interesting, topics from This information is crucial to keeping your penguins different badges can be spread out through the year adequately challenged and interested. – this will prevent penguins becoming bored with General advice one subject. Remember the part you play in shaping the minds For most topics there are worksheets and at the end and attitudes of the young people in your care. of each chapter is a list of resources. In some cases, Children are easily influenced by the attitudes of there are full page illustrations which can be easily adults they trust and respect, and the penguins in photocopied. your group will learn much more than just what you ’formally teach’. Every time you introduce an Aims and objectives activity, correct behaviour, encourage effort, discuss These are listed at the beginning of each chapter. a concept and talk about your day – children will They show how the badge is broken up into topics take in not only what you say but more importantly and offers guidelines to leaders as to what the how you say it. All leaders must be actively conscious penguins should do to complete the particular of acting positively, never showing favouritism or badge. negative views and comments that could impact the young people attending our programmes. 8

Linking with the cadet programme Additional A penguin generally moves up to become a cadet opportunities at the age of 8, but sometimes children attain their super penguin before their eighth birthday, in which Organising events case they are too young to join the cadets of a youth When organising any event such as fun days, division. In such a situation, super penguins usually sports days, trips and major fundraising activities, remain within the penguin group until they are old preparation is vital. Firstly, consult with the regional enough to leave, and can be given some form of co-ordinator or manager. They will assist you to responsibility within the programme, or an extra draw up a list of aims and objectives, and establish project to work on. In some cases, leaders assign a budget which will minimize expenditure and older penguins to new arrivals to help them settle maximize income. If it is a fundraising event, you in. When moving into the cadet programme the will need to consult with the area committee before super penguin badge is worn at the top of the cadet planning the event. Once you have approval, target brassard until they attain their first gold level badge the amount you hope to raise. Fund raising can be (13+ years). brought into almost any event, even in the form of a collection or small entrance fee at the fun day. It is advisable for a penguin group to maintain close links with cadets of the local youth division, even if Also seek the support of parents, cadets, and other the two are not connected and do not meet in the St John members. Do not be afraid to delegate! same place on the same evening. It is essential that When organizing any trip or excursion, be sure to penguins learn about the future opportunities in give a list of all those attending the trip to a contact St John, and are familiar enough with St John youth (who is not participating) in case of emergency, and to happily move up to the cadet programme when always establish a meeting place which a child can the time comes. Joint events can be held, and cadets find if s/he loses the group. can be invited to visit the penguins and talk about what they do. In the case of all trips and camps, a consent form is vital, as is an emergency contact number to be given Alternatively, organise a visit to join the cadets for a to all participants. Dietary and medical requirements night to get to know each other. Penguins and cadets of all children should also be checked in advance. can meet to practice things such as simple first aid procedures on each other (bandaging, the side stable Refer to the St John Child Protection Policy for more position and checking pulses). Opportunities such as guidance, and find out whose approval is needed these are great for providing role models to penguins before embarking on any camp or large-scale outing. and giving cadets valuable leadership experience.

Finally, always remember to acknowledge any help Public relations and media and guidance you have been given; this will help you All contact with the media (i.e. press releases, articles, to obtain support in the future. interviews, advertisements…) should be done in consultation with your regional co-ordinator and/or Regional Youth Manager. 9

Tips for running a great session

Keep it real Keep it relevant Children respond better to you when you are Make the content of your sessions relevant to your responsive to them. Take time to develop relationships Penguins’ lives. Plan activities and discussions that with the children. Get to know their passions and involve events in their lives, and their local area. interests, whether they are outgoing and confident Invite whānau to participate where appropriate, and or more reticent or shy. Notice how they react to encourage outreach to their community. challenges and whether they prefer to work alone or in a group. Knowing and caring about each child will Maximise experiences and hands-on learning help you to plan activities they enjoy and allow you to School can be tiring and intense for children and they start building a professional relationship with each of come to Penguins to have fun. Keep formal activities them. such as writing to a minimum. Instead, provide opportunities for them to practise hands-on learning, Set clear boundaries to play games, to be active and to develop their social Boundaries allow children to feel secure. Children skills. who know exactly what is expected of them are less likely to push boundaries. Clarify behaviour that is Focus on one main skill for each session unacceptable and places that are off-limits from the Children need to be engaged but don’t like to be outset. Enforcement of limits is just as important as overwhelmed with choices or overloaded with setting them. information. It is preferable to focus on one skill or experience during each session. However it’s helpful Get attention to present the information in a number of different Groups of this age talk a lot, especially if they are ways. Use images, physical and board games, role- excited. Use visual or aural cues to attract cadet’s plays and cooperative activities to reinforce learning. attention and indicate that it is time for them to listen. Cues such as touching your thumb to your Plan more than you have time for nose, clapping a short rhythm, or shaking a maraca Young children can have short attention spans so can work well. Cues that the children can also use plan a variety of options for each session. Be prepared to indicate they are ready to be quiet work best. to change to something new when you can see the Leaders can get attention from cadets/penguins by children have lost interest or when something simply raising their hand in the air, they can then wait until isn’t working. Having a few options prepared means all children have stopped moving, talking and they that you’ll have an essential back-up plan for when too have their hand in the air. This makes a quiet and you need to move on. attentive environment to either cease a noisy activity, Make sure you have the equipment you need or to provide instructions which can be easily heard. When things aren’t ready, Penguins have to wait. Limit the amount of time talking This age group have little patience and can become Explain using demonstrations. Show rather than tell distracted, noisy and irritable when they have to hang the children how to do things. Limit the instructions around waiting. Plan the equipment you need and set you give and give one set of instructions at a time. If it up before the session. Always have extra materials you get interrupted, repeat the instruction and check on hand to include additional children or account for that the children understand before moving on. Invite mistakes or damage. children to demonstrate activities to others.

Promote active listening When you want Penguins to listen, lower your voice instead of raising it. Use a range of verbal tactics, such as whispering, speaking in a different accent, or silently mouthing the words to get children to focus on what you are saying. DO THE RIGHT THING Mahi Tika

Take responsibility. Make the tough calls. Think of others.

What this looks like:

•• Having the courage to speak out when things don’t seem right •• Taking ownership and pride in our work •• Acting with integrity (do what we say we’ll do) •• Being accountable •• Staying true to our purpose by making sure our relationships are at the centre of everything we do •• Acting fairly, with mutual trust and respect. Safety Penguin

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Safety Penguin

Aims To encourage Penguins to be aware of how to keep themselves and others safe in different situations. Objectives Penguins should be able to:

Safety in and around the home •• understand the potential dangers there are in and around the home •• identify common injuries in and around the home and what could help prevent them •• see how their own actions could make their home safer •• make links to the material covered in the first aid badge •• show manaakitanga, by showing care for others.

Road safety •• demonstrate safe behaviour on a bike or scooter by learning hand signals and wearing safety gear correctly •• locate safe places to cross the road and be able to cross safely •• understand how to behave safely while travelling in a car •• describe how to stay safe around trains and railway lines •• Be aware that when they act safely on the road, they are also enhancing the safety of others.

Water safety •• know the meaning of various flag signals on the beaches and how to avoid dangers at the beach •• acknowledge that Tangaroa, God of the sea, has many faces and moods and must be respected accordingly. •• know what to do if there is an emergency •• be aware of how to behave safely when at swimming pools, beaches, rivers, or lakes. •• take the right action to be safe in the sun.

Safety outdoors •• appreciate some of the dangers which exist in the farms and the bush and know how to avoid them •• know the importance of behaving responsibly and safely at playgrounds and parks. Two objectives per section need to be met to complete the safety badge.

Penguins need to know that they are not just responsible for their own safety, but that they need to help keep others safe as well. Manaakitanga is the Māori concept of respect, generosity and care for others. Showing manaakitanga means that the Penguins will help to ensure the safety of others as well as themselves. 12

•• Ask the Penguins to illustrate the cards and make Safety them into a memory game •• Use the cards as charades, acting out the safety in and rule •• Sort the cards into piles called “burns” and “scalds” around •• Create a bingo game. the home Slips, trips, and falls Statistics show that more accidents take place in Splashing around in the bath may be fun, but the home than anywhere else. Penguins should be Penguins should remember to mop up any water on made aware of the dangers. There are strong links the floor before anyone slips. There are safety mats here to the First Aid badge. If you wanted to, you which can help prevent falls in the bath/shower. could combine the activities by looking at the safety Special safety gates can be fitted to prevent young aspects one week, and the first aid the next. children falling down stairs. Penguins need to realise that they shouldn’t leave things on the stairs – they could easily cause an accident. Watch out too for stair Burns and scalds carpet which is frayed and worn. (Note: this learning is also reinforced in the Fire Safety part of this badge) Garden tools can cause nasty accidents if left lying around – and so can toys. Paths and driveways should Tell the Penguins that you are going to talk about always be kept clear of all obstacles. burns and scalds. Ask them how they can get burnt or scalded, with what, and where. (Make sure fire, candles, and hot water are mentioned). Activities •• Practice some balancing exercises, and create a Activities routine that you could take into a local rest home or retirement village – elderly people are more To start discussion, read To Be Safe at Home, I Have prone to falling than the young. a Plan by Katherine Eskovitz, or show the Penguins I spot something hot •• Make an obstacle course out of the furniture in the hall. Each thing represents a particular trip or Create card sets with the following statements on fall danger. They cannot run or touch. Can they them: get through safely? •• Walk around the Penguin venue and ask the •• Check the bath water before you get in. children to make notes about the measures in •• If you have two taps, run the cold water before place to make the venue safer. How could it be you add the hot. made even safer? (e.g. tidy shoe racks, fire exit •• Use back burners on the stove and keep pot doors, safety glass, non-slip flooring, walk – handles and other hot items away from edges. don’t run policy, fire extinguishers). This may be •• keep electrical cords out of sight and reach of interesting to do when the Penguins first arrive children. and then before you are going to finish the session, to show how they need systems to tidy • Cover unused electrical sockets with covers. • up ands store equipment and resources. •• Have working smoke alarms installed and test •• Experiment with friction and movement on them at least twice a year. different surfaces, so that Penguins can find out •• Put safety guards around fireplaces, stoves, and why slips happen on wet or shiny floors, and how heaters. non-slip mats on floors and in the bathroom can •• Make a fire escape plan for your home. help. You could do this in small groups, or as a •• Remind adults to keep matches, lighters, and whole. other flammable materials out of children’s reach. -- Tell the Penguins that a physical force called Set a good example for other children in your friction may slow down, stop, or make it hard family by never playing with these items. for an object to move. Ask: What makes a There are a number of options for using the cards, car stop? A dancer? A ball? All of these are depending on the age and stage of your Penguins: examples of friction. The amount of friction 13

depends on two things: the type of surfaces such substances to keep well away from them. Places that are touching (e.g., waxed kitchen floor where such substances are kept should ideally be versus rocky pavement) and the force pressing locked. the surfaces together (e.g., pulling an empty wagon versus one filled with bricks). Activities -- Now divide the class into groups of four to five •• Collect a few containers of the kind of dangerous Penguins. Each group should receive three to substances you might find in a garden shed. Show four matchbox cars, foam board, a small towel, them to the Penguins and help them look for the masking tape, a ruler, several large, thick warning notices on them. books that can be stacked. The groups will be observing how the cars move on two surfaces: •• Reinforce that they can never touch, smell, or a smooth surface and rough surface. drink anything new before asking. This is because some poisonous chemicals look like other things - Ask the Penguins: “Will the cars move faster on - that you can have. You could have some examples the smooth surface or the rough surface?” Why of these products, or ask the Penguins to take a do you think that? Then show them the two photo for next time of something they see in the surfaces they will be testing, the plain foam supermarket that is poisonous but looks like food board and the beach towel. or drink. A lot of small pill medicines for instance, -- Create a “ramp” by placing a stack of books could easily look like lollies. Examples could be: under one end of the foam board. (You may want to place another book at the other end -- Cough medicine...... Fruit juice to keep the board from sliding.) -- Green floor cleaner...... Apple juice -- Have students “race” the matchbox cars -- Bleach bottle...... 2L Milk they’ve been given down their ramp to find -- Window washer...... Sports drink two that move at generally the same speed. To do this, line up the cars at the top of the ramp -- Mouthwash...... Sports drink or juice and hold them back with the yardstick. Have •• Have a box filled with empty household boxes one student hold the yardstick at each end and bottles. Ask the Penguins to take 10 minutes and lift it suddenly to let the cars race down to pick out all the things that might be poisonous. the ramp. Do this a few times to make sure the Remember, this can also include things like make- two cars you select move at about the same up, personal care products, and medicine. Do they speed think some of these may be more poisonous than -- Now have each group cover the left-hand others? Can they categorise the containers into side of the foam board with the towel, using the different ways they could poison you? (e.g. masking tape to secure the towel to the back inhalation, swallowing, on your skin) Can they of the board (to keep it from slipping). The divide them into categories of where in the house foam board should now have two “tracks” – a they might be found? plain track and a towel track. •• The Penguins can use the following experiment -- Race the cars and then discuss the to show how poisons spread through the body observations. Focus Penguins’ attention to the once they have been absorbed. Ask the Penguins relationship between the surface type and to add food colouring to a container of water the amount of friction there is between the and then place a pale flower into the dyed water car and surface – the rougher the surface, the (white carnations or daffodils work well). Watch more friction there is. and record how colour spreads to the flower’s petals. •• Make a magnet to put on the fridge at home that Poison reminds your family about the dangers of poison. Medicines: Medicines should ideally be kept in a Use cardboard and stick on magnets, with a short cool, dry, locked cupboard, with tops securely on and message about poisons, and an illustration using labels clearly visible. paint, crayons, felts, or collage. Attach sticky strip Household substances: The garden shed and the magnets to the back. garage are likely to contain a number of dangerous substances: antifreeze and brake fluid, paint stripper, chemical fertilisers, insecticides, slug pellets, weedkiller. Penguins need to know enough about 14

your fire drill again, and when outside in a safe Fire safety space get the Penguins to stop, drop, and roll. Fires, whether they are coal, electric, or gas are The flames will roll off. If you want to make it dangerous. Fire guards can prevent accidents around into a contest. Who can extinguish their flames the fire, stopping anyone stumbling into the fire, and first? preventing any piece of burning material falling out onto the carpet. Clothes should not be left hanging •• To end your session, try some firefighter yoga. over any kind of heater – they could easily catch fire. Talk about prevention – taking three big steps away from the stove, BBQ, umu or hangi pit, and keeping away from lighters and matches.

Activities •• Discuss what fires need – air, heat, and fuel, and carry out this simple experiment. •• Read Miss Mingo and the Fire Drill, by Jamie Harper. Now tell the Penguins that the most important thing to do if there is a fire is to get out fast, because fire spreads so quickly. You are going to practice three different scenarios to help prepare for an escape.

-- Walk around your venue with the Penguins, or put them in pairs and give them a list of things to find. Try to identify where the two exits of your building are, if there is a fire alarm, or extinguisher, and where a safe place to meet outside would be. Get them to identify any dangers (you could plant some if you like). If there are heaters, is everything a metre away? Do you see any overloaded plugs or frayed cords? Are kitchen appliances well away from curtains? Is there anything anyone could trip on when going towards the exit? Work together to remedy any dangers. Next, seek out an escape route for everyone in the group, draw it out either on a map, or on the floor using chalk or masking tape, and have a practice fire drill to make sure the plan works well. -- Emphasise that smoke can be just as dangerous as the flames of a fire. Make a smoke crawl practice tunnel using sheets draped over furniture or lots of black paper strips hanging from the ceiling. Turn the lights off to make it really dark. Get the Penguins to chant – Get down, Get low, Get out. – as they practice through the tunnel. Repeat your fire drill in the dark and through the tunnel. -- Practice Stop, Drop, and Roll. To turn this skill into a game you will need red, orange, and yellow “flames” made from felt. Put the felt flames onto the Penguins. Felt generally has enough static to stick to clothing, although if you can’t get the felt to stick try rubbing the felt on carpet to increase static. Now practice 15

•• Have a game of Simon Says that helps Penguins Road to remember their left and right. Get them to also look behind them – over their left shoulder, and safety over their right shoulder, to increase awareness of the fact that cars may approach from behind them. Crossing the road •• Practice crossing the road with soft toys, and the Penguins being the “adults”. Set up a space that •• If there are no people to help you, look for pedestrian crossings or traffic lights. There will be can be imagined as a road. If you want to include road patrols outside many schools. road markings, use chalk or masking tape. Ask a few Penguins to be vehicles and move along the •• At a pedestrian crossing make it clear that you “roads”. The others can teach their toys how to want to cross by waiting at the kerb. Check that all cross the street. Do it all together as a group first, the cars have stopped before you cross. and then let Penguins have a turn individually or •• At traffic light crossings press the button and wait in pairs so others can prompt them if they need to. for the green signal. It is not safe to cross when •• Once Penguins are confident go for a walk around it is red or the green person is flashing. Give cars your neighbourhood. Extra adult volunteers time to stop. would be helpful for safety reasons. Walk slowly, •• Find a safe place to cross. If there are none of talking about and practicing crossing roads, the places mentioned above find a place where identifying hazards like busy driveways, and you can see a long way down the road in both finding routes that have the least numbers of directions. roads to cross. •• Stand on the pavement near the kerb. (Do not stand on the very edge – traffic often comes in closer than you think). Bike safety Have a discussion about walking and biking to •• Look all around for traffic and listen. school. •• If traffic is coming, let it pass. Look all round again. (Remember if you are not sure, do not cross). •• Are the Penguins allowed to walk or bike to •• When there is no traffic near, walk straight across school on their own? the road. Do not run – you might trip over. •• Who are they walking or biking with? •• Keep looking and listening for traffic while you cross. •• If Penguins can’t walk or bike to school, what are the reasons? Activities •• Do Penguins think they will be able to walk or •• Read one of the following: bike to school on their own when they get older? •• Name some other places Penguins can walk and -- How do dinosaurs stay safe? by Jane Yolen bike. -- The Berenstain Bears safe and sound! by Jan & Mike Berenstain Activities - Perky by the roadside by Michelle Osment - •• Using hand signals helps drivers (or pedestrians) -- Officer Buckle and Gloria by Peggy Rathmann to know which way you are turning and can help avoid potential accidents. Create a sidewalk • Take in a large map of your area. Help the • bicycle course. Draw a simple grid pattern (like Penguins see the roads in the neighbourhood. a square with a + sign in the middle) with chalk Identify where local schools, parks, shops, and and colour in the lines to resemble roads. Include other common landmarks are. Using different stop signs at each intersection. Ride bikes in a coloured highlighters, identify: straight line. When they reach an intersection, -- pedestrian crossings that are near these get Penguins to use the appropriate bicycle landmarks hand signal to indicate which direction they are turning, or if they are going straight. -- the busiest roads in the neighbourhood •• Have a wheels day where the Penguins can - roads where cars are allowed to go over 50km - bring their wheels. Make it as much about safety per hour messages as fun: -- any roads that might not have pavements -- busy intersections. 16

-- Use cones or plastic containers and set up •• Design the ultimate helmet – draw, paint, or an obstacle course for your Penguins to ride collage on paper, or create something wearable through. from recycled materials. -- Create number plates for bikes, with bike safety messages on them Safety in vehicles •• Demonstrate proper helmet fit. Start by fitting We spend a great deal of our time in cars. There are one incorrectly and have the Penguins tell you important safety rules for this. what is wrong. Then put one on a Penguin and have Penguins help you with the checklist, before Seat belts they try to do their own. Everyone has to wear a seatbelt regardless of where they sit in a car. Children under 1.48m should be in -- The chinstrap must be attached. the rear seat, on a booster seat. -- The helmet must fit snugly and stay level on the head. Activities -- The helmet must be the right size. •• A group of Penguins could act out a play: four -- The sliding adjusters that form the “V” on the people are in a car ‘travelling along’, two adults, side straps must be between the ears and two children. Where are they going? How do they jawbone. behave? Let the Penguins tell you what is good -- The helmet should be no more than two behaviour in cars and what is bad. fingers above your eyebrow. •• Get out a tape measure and mark 148cm on it. -- No more than one finger should fit over the Stand in the middle of the room and get children chin strap to come to you one by one. If they are taller than 148cm, they can stand on your right. If they are •• Look at the construction of a bike helmet. What smaller, on your left. Emphasis that the safest materials is it made from? What function does way to travel in the car for all those children on each part perform? What would happen if one of your left is in a car seat of some kind. If they are those components was missing? not in a car seat because they are taller than this, •• Test the materials that a helmet is made from. You they must wear a seatbelt at all times – and ALL will need: children need to sit in the back seat, to be the safest they can be. -- one uncooked egg per Penguin, or one per •• Tell the children you are going to do a seat belt pair (an unpeeled mandarin would work if experiment. Belt up a small teddy into a toy car eggs are not suitable) using ribbon. Put another teddy in another toy -- empty plastic containers car without a seat belt. Carry out experiments -- a box containing foam chips/styrofoam balls using slopes and obstacles to demonstrate that the teddy who doesn’t wear a seatbelt can fall out -- felts and get hurt. -- Newspaper •• If possible, show the interactive electronic story Carefully draw faces on the eggs. Ask Penguins “Click Clack” . to predict the outcome if they drop an egg •• Use colourful duct or washi tape to create onto the ground representing a person not seatbelts on a partner wearing a helmet, and then let one or two •• Use long strips of paper to represent seatbelts (if eggs drop onto the newspaper on the floor. needed, buckles could be made from cardboard Ask if the outcome will be different if the egg and tinfoil. The Penguins can weave them into a is dropped into an empty plastic container, or large square and write a seatbelt safety message a helmet that only has the plastic outer, and on them. Then, walk with the Penguins to the then let one or two eggs drop. Then show nearest road and use your sign and colourful tape the Penguins the plastic container containing seat belts to remind passing drivers about the the styrofoam pellets, which represents the importance of using seat belts and appropriate correct helmet. This egg will survive, showing child restraints. that only wearing the correct bike helmet will save you from injury. 17

Rail safety Train safety rules: Playing around a railway track is extremely •• DO look both ways before crossing the tracks. dangerous. Many people are injured when playing •• DO stand back away from the tracks. around railway lines. A lot of these are children. High •• DO NOT cross the tracks before you look both speed trains may take up to three kilometres to stop. ways. Their approach cannot always be heard. Putting • DO cross only at crossing signals. even a small object on a railway line can cause a • derailment, risking many people’s lives. •• DO NOT cross the tracks if the gates are down (another train might be coming). Activities •• DO double check. Trains might be closer than you think or moving faster than they appear. Begin by writing the rules below onto individual cards. These will need to be the size of a big playing •• DO NOT pass between or around parked trains. card. Discuss each rule with the Penguins (especially •• DO take notice of all traffic and warning signals. why these rules are important) and make sure they •• DO stay alert. Trains can come from either understand what each one means. Now, ask the direction. Penguins to illustrate the rule on the back of each •• DO NOT walk or play on or near train tracks. card. The illustrations should be clear enough that a • DO NOT rely on your hearing to tell you if a train person does not have to read the text to know which • is coming. Passenger trains can be very quiet. rule is on the card. •• DO stand away from the edge of the platform. These cards can then be used for a number of •• DO NOT try to outrun a train. activities: •• DO be aware and listen to instructions given •• Penguins can work in pairs, one holding up the during your ride. illustration, and one guessing the rule. •• DO hold firmly onto the straps or seats if you •• Cards can be sorted into do or do not piles must stand. •• Ask Penguins to choose only those rules which •• DO mind all signals (including “doors closing”). apply to your local area, and justify their choices. •• DO NOT play on platforms or near tracks. •• Play a game. Divide the Penguins into two groups •• DO be careful getting on and off trains. and hold the cards up one by one. Each group •• DO NOT skateboard or ride bikes down tracks. sends one person into the game. They line up at the end of the room opposite the conductor (Penguin leader or another Penguin). The rest of the Penguins have the job of saying “Do! Do!” or “Don’t! Don’t!” from the sidelines. Hold up one of the safety rules cards for the first player and read it aloud, e.g., “Look both ways before crossing the tracks.” Each player, one at a time, must state “Do” or “Don’t.” (Players on sidelines can tell him/ her what to say.) For each right answer, the player moves forward one step closer to the conductor. For each incorrect answer, the player must move back two steps. A new player begins again when the first player reaches the conductor. •• Suggest that the Penguins have to make a 2 minute radio advertisement, publicising one of the safety rules. What sounds could they use? What words? Can they act it out? 18

notices? Who goes for help? Where do they find Water a phone? Who do they ring? What do they say? What happens after that? safety •• Draw the different flag signals and signs using the correct colours. Then recreate the scene above, For such a small country, New Zealand has some noting how it would change the outcome if there of the most extensive coastline and waterways in were flags and lifeguards on the beach. the world. New Zealanders grow up with water, it’s •• Invite a surf lifesaver to talk about the work they something we take for granted. It’s fun, familiar… but do. is also a killer. Around 150 New Zealanders die in the •• Read Dad’s takeaways, by Melanie Drewery, and water every year. Drowning is the third highest cause talk about safety when gathering kaimoana. Did of accidental death in our country. the characters in the story do the right things, or The same rules apply here as in the bathroom, don’t the wrong things? Help the Penguins make two let a young child wander near water, even if it is very lists and think up safety solutions to anything that shallow. A child can drown in 5cms of water. There went wrong. are nets you can put over garden ponds when there •• Create a label that can be taped to a water bottle are very young children around. listing important beach safety rules using ready made sticky labels or paper and thick clear For this part of the safety badge, you could tape. With the Penguins, create a list of all the invite whānau to a “Here comes summer” event, important rules you need to remember at the showcasing water and sun safety tips, and serving beach, for example: healthy summery fruit and drinks. Penguins could create displays, present plays or songs, and have talks -- Always have an adult watch you. where parents can come and engage with safety tips -- Don’t go in water over your chest if you can’t and getting ready for summer. swim. -- Always swim between the flags. Safety on the beach -- Wear beachwear, not clothes – clothes can be Flag signals too heavy and pull you under the water. Make sure the Penguins know that they should never -- If you get into trouble, keep calm and raise go swimming in the sea on their own. On many one hand high into the air. beaches surf lifeguards put up yellow and red flags -- Do not enter the water to try to help someone where they are patrolling to show the safest place to in trouble. Tell a lifeguard, or ring 111. swim. Flags and signs give information as to whether it is safe to swim or not. Water safety New Zealand Now, Penguins can choose one or more rules have an illustration of all the signs you could see at to write, illustrate, and attach to their water a beach. bottle.

Tides Rips are very strong narrow currents in the water Safety in and on lakes that can carry you out to sea very quickly. An easy way to spot a rip is to look for a calm patch or strip and rivers of water in the waves or ripples – that calm patch Whatever the water, and whatever the reason for is likely to be a rip. If you are caught in a rip, do not being there, there are some rules to remember: swim against it. Raise your arm and signal for help, •• don’t muck about – if you push someone into the and when you come out of the rip start swimming for water the risk of an accident is high shore. •• never play around water on your own or go in a If you do get into difficulties the best thing to do is: boat on your own – if you get into trouble no one lie back, keep still, raise one arm and shout. Do not may notice try to swim against the tide. •• be careful of going too near muddy banks – you may slide into the water Activities •• wear a lifejacket when on a boat and make sure it •• Act out an emergency situation at the beach. is the right size Penguins will need to think about these questions before they start: Who is in difficulties? Why? Who 19

•• wear the right clothing; non-slip shoes on a boat, water. Establish a small area as a body of water clothes to keep you warm and dry if the weather (you could use a blue tarpaulin). Get one of the changes Penguins to lie or sit down in the “body of water”. •• obey notices and all adult instructions. Tell the other Penguins that he or she is having problems and cannot make it back to shore. Lay Rivers can be deep, cold, and have strong currents several potential rescue items on the floor near – this means that the water can pull an object or a the “water.” Items could include a chilli bin, a boat person along very swiftly. Lakes, ponds, brooks, and paddle or oar, a towel, a water ski, a fishing rod, streams – can be dangerous even if very shallow. a tree branch and a life jacket. Have the children They can be polluted by rubbish or waste from demonstrate how they could rescue the person factories. by reaching the items out to the “victim.” •• Demonstrate how Penguins could try to rescue •• If the location is not designated for swimming, someone by throwing an item to them. (Clarify stay in an area that is clear of boats and other that the item they use should float!). Penguins dangers. must toss a flotation device into a target zone to •• Research the water quality beforehand to represent throwing an object to a victim in the avoid e-coli, swimmers’ itch, or dangerous water water. Teach how to choose an appropriate rescue creatures. object by having them pick from a variety of items, •• Don’t dive unless you can see what’s under some of which float and others that do not. You the surface completely. Beware of the dangers can also tie a float or a life ring to a rope and have of jumping in from cliffs. Although pictures of the Penguins try to toss that into a target zone. swimmers jumping into a lake off of a cliff looks •• Lakes and rivers are often used for boating or exciting, it is dangerous and we advise against it. kayaking. If you can, borrow some life jackets. The safest method of entry into water is feet first. The Penguins need to try on life jackets and see •• Always swim with a buddy in a supervised the importance of why they should fit correctly. area. Don’t enter any body of water without Have a competition to see how fast they can put permission and supervision. them on to emphasise that having them on in the •• Look before you leap. Before you jump in, look first place is the best thing to do. Once they have in the water to make sure there’s no debris or mastered wearing the life jackets you could have people in your path. Also look for depth. In a pool a team relay race. the depth is marked with a number. The higher the number, the deeper the water. Safety at the •• Don’t dive into shallow areas of the pool, or into lakes and rivers. Lakes and rivers can have swimming pool weeds and grass that can trap even the best of There are pool attendants or lifeguards on duty at swimmers. all public swimming pools. They are there to make •• Don’t go swimming when it’s cold. Cold sure everyone keeps to the rules and to help anyone temperatures can be dangerous. who gets into trouble. They have had lifesaving •• Learn about boating before you go. Make training. Talk about what a Penguins should do if sure the boat has everything you may need. they see someone in trouble at the swimming pool. This includes a first aid kit, anchor, oars, map, Emphasise that they should attract the attention flashlight, and food and water. And always wear of the lifeguard, who is trained to help, rather than your life jacket! Don’t just pack it. Wear it. trying to help themselves, and that speed is essential.

Activities Activities •• Fill some bowls with water and get the Penguins Visiting a local pool is going to be the best safety to experiment with objects made from different lesson a Penguin can have. Make sure you have extra materials. Which float? Which sink? Follow this up adults with you. You may even be able to organise a with discussion about the kind of thing you might few group lessons for the Penguins. Before you go: be able to throw into the water to help someone • Discuss the depth of the shallow end and the in difficulties. • deep end of the pool. Mark these in a line on the •• Penguins need to learn that, even if they are a floor with a measuring tape. One at a time, get very strong swimmer, they should never try to the Penguins to lie on the floor next to the line. rescue someone in trouble by getting into the For the Penguins to be able to stand comfortably 20

in the water, the top of the line should be at their chest or lower. Who can go in the shallow end? Sun safety Can anyone go in the deep end? Penguins should be made aware of the potential dangers of too much exposure to the sun. •• Make a list of what to bring and why. (Remind Penguins that flotation devices are not a good New Zealand has a high amount of ultraviolet rays, idea unless you can swim as they give a false which can cause bad sunburn and melanoma (skin sense of security and can float you out of your cancer). Promote the message to slip, slop, slap, and depth). wrap. •• Find out the rules for your swimming pool. With their permission, create a display that illustrates Activities these rules for other young children using •• Give the Penguins some ropes, bamboo stakes, or the pool, and hang it somewhere at the pool other sticks, and a collection of old sheets and get complex. them to use the materials to create shade tents. •• On a chair or bench, practice a safe entry into •• Make UV bracelets with UV beads to signal to the water: Sitting facing the pool, cross one arm Penguins when it’s time for sunscreen. over your body, and then turn the body so the •• Try this sunscreen activity to demonstrate the stomach is against the edge of the pool, Lower effectiveness of sunscreen. your body into the water with your arms. •• Create construction paper sun prints. •• Sit in a circle and throw a beach ball to each child •• Make homemade 30 SPF sunscreen bars. This at random, asking them to call out something recipe will make 12 soap size bars: they’ve learned about swimming pools and safety. -- 1 cup coconut oil •• Practice some of the pool rules: -- 1 cup shea butter -- Have a team relay where Penguins start -- 1 cup beeswax running in their togs, and then gradually have -- 3 tablespoons zinc oxide to put on clothes from a bucket of water. -- 1 tablespoon vitamin E oil As movement becomes more difficult, the -- A few drops non-citrus essential oil, for scent Penguins are reminded of why they should (optional) wear appropriate swimming gear. -- Set up a limbo game, but where the piece Combine coconut oil, shea butter and beeswax of string gets higher, rather than lower. Get in a double boiler. Once melted the mixture will the Penguins to try and go under the string, become transparent. Remove the mixture from and then keep raising it 10cms to the depth the heat and add the zinc oxide, vitamin E oil, and of the local pool. As soon as the Penguins essential oil. While still warm, pour the mixture can comfortably walk under the string they into your chosen mold. Let harden, remove from are out. This emphasises the need to check mold, and then store in a cool dry place until the depth of where they are able to stand up ready to use. Re-apply every 2 hours. These would comfortably. be great for a fundraiser, or as presents, wrapped -- Have some fast walking races, or play walking in cellophane and with a label designed by the tag, where Penguins get disqualified if they Penguins. run. This is to reinforce the rule to always walk in pool areas. 21

Safety Activities •• Arrange to take the Penguins to an area of bush near you. Before you go, make sure everyone is outdoors prepared:

-- Pack a backpack with essentials – a tarp, warm Safety on a farm clothes, a rain jacket, some food, a torch, a Whether living on a farm, or visiting one, it’s cellphone, matches, first aid kit and good important that Penguins know how to keep safe. shoes. Pull these things out one by one and Remind Penguins that they need to: Respect get the Penguins to try and explain why they property, close gates behind them, keep to the might be necessary. footpaths, and be careful around animals. Never play -- Make scroggin or trail mix, and put it in on or around farming machinery and avoid touching ziplock bags so it doesn’t get wet. the various chemicals which farmers have to use. -- Paint rocks or riverstones. Explain to the Penguins that they will leave these at the Activities beginning of the walk. When they return, they will each pick up a stone. That will tell them if • Even friendly animals can be unpredictable, and • anyone is missing. it’s wise to stay away from animals especially large animals, or those with young animals. Ask the -- Depending on your group, you may want to Penguins to act out these behaviours that animals do some basic fire lighting. Try using aFairy might show if they are distressed or frightened: fire for a miniature version of the real thing, or make a pretend fire. Discuss when and -- Pawing the ground why you might use a fire, and the dangers to -- Snorting bushland with fire lighting. -- Growling -- Hissing Parks and playgrounds -- Pecking The Penguins should know what dangers there can -- Flapping wings quickly be at playgrounds.

•• Read this farm safety story and ask the Penguins •• Watch out for rubbish – there could be broken to help you make puppets, felt or magnetic glass. Always put rubbish into a bin, or if no bin, characters. Then read it again, using the animals, take your rubbish home with you. and get Penguins to identify where the hazards •• Don’t push and shove when on the equipment – are and what should have been done. There are falls are no fun. question guides included in the text. •• If you see any strangers hanging around, go home •• Penguins can make a movable tractor and write immediately and tell your parents. farm machinery rules on them. (No kids driving, never walk behind machinery, always wear a Activities helmet on a quad bike and travel with an adult, no extra seat, no extra riders). •• Talk about the open spaces, parks, and playgrounds in your area and the dangers of playing there. Are they well maintained? Do Safety in the bush the playgrounds have safe surfaces? Create a Be careful not to damage plants and trees, and don’t playground safety checklist, and then inspect the make a lot of noise and frighten the animals. Steer local playground. If the Penguins do not feel the clear of brightly coloured berries or what look like playground is safe enough, they can write a letter mushrooms – they could be poisonous. When going or email to the local council, asking for repairs to into the bush, even for a short time, make sure you be made. are prepared for any eventuality, however remote •• Suggest the Penguins draw a plan of their local it seems. Penguins must always be with an adult, playground. Can they show the various pieces of and need to remind that adult to let someone know equipment? What about writing some playground where they are going, and what time they will be safety rules to go with their drawings? back. •• Encourage the Penguins to list some of the games they play in the playground. Which are most likely 22

to cause accidents? What could be done to reduce accidents? •• Give the Penguins a variety of materials – straws, tape, tin foil, etc. Ask them to design a safe playground – it can be as futuristic and creative as they like, but they need to be able to show the safety features.

Acting with honesty, courage and kindness.

What this looks like:

•• Saying what needs to be said, in a timely, diplomatic and constructive way – in the right place, at the right time and with the right person •• Being honest, fair, open and respectful in all our relationships, interactions, behaviours and practices •• Saying what we mean and doing what we say •• Voicing our ideas and listening to others’ ideas •• Having the courage to speak up •• Honesty – with kindness – is our policy. Healthy Penguin

23

Healthy Penguin

Aims To help Penguins lead more healthy lives through developing their awareness of what good health is all about. Objectives Penguins should be able to:

Food •• know what foods are needed for a balanced diet •• understand the importance of kitchen hygiene and correct storage of foods •• know something about special meals associated with festivals and celebrations.

Clothing •• understand why people wear special clothes, such as uniforms, working, and sports clothes •• know how to keep clothes and shoes clean and smart.

Cleanliness •• know how to care for and wash hair •• know how to care for and clean teeth •• know why we need to wash our bodies regularly.

Keeping fit •• understand the importance of exercise in helping us to keep fit •• know about different kinds of exercise for keeping fit indoors •• know about different kinds of exercise for keeping fit outdoors •• understand the vital part that sleep, rest, and relaxation play in keeping fit and healthy. The objectives listed above indicate the options available. Two objectives per section need to be met to complete the healthy badge. 24

There is also tremendous variety in the way foods Food are packaged and sold: fresh, frozen, tinned, dried. A wide range of convenience foods are available – meals which are ready prepared and can simply be Why we need to eat heated up in an oven or microwave. Most people Food gives us the energy we need for our daily lives: spend less time preparing and cooking food than a for working, playing, and exercising. To keep healthy generation ago. and energetic a balanced diet is needed. This means eating a balance of fruits, grains, vegetables, protein, Activities and dairy, as well as drinking water. •• Ask the Penguins if they know how their It’s important to eat from the rainbow every day. food grows. Have a picture of an empty rural The different colours of fruits and vegetables have landscape. In small groups, place or draw pictures different nutrients, and we need all of them to grow, of everyday food items (e.g. chicken, nuts, be healthy, and strong. You could adapt this rainbow potatoes, kiwifruit, apples) on the picture. nutrition activity to include your group of Penguins. •• Use a world map with two different coloured drawing pins or sticky notes. Complete the Activities following two activities: •• Read from a human body book to explain how -- Show Penguins a packed lunch box. Create a the digestive tract works, and how smell and taste class map to show the origins of the lunchbox affect how we eat. food. Link the origin of your food with your •• Find out from Penguins what they already know local area. about healthy eating. Talk about the different -- Where is it grown/farmed? food groups above. Complete some food group sorting. -- How far away is that from your community? •• Draw a supermarket trolley. Using supermarket flyers, Penguins can cut out healthy foods and -- How is it transported to your area? glue them into the trolley. -- Is it also grown locally? If not why do you think it isn’t grown locally? •• In each corner of the room place a card with the name of one of the food groups: fruits, grains, -- Bring in some food (or pictures of food) vegetables, protein and dairy. Tell a simple story from different countries and a map of the – perhaps about going shopping – in which you world. Find the countries on the map – to give name different foods, such as cheese, pasta, Penguins an idea of the range and variety of meat, bananas. Whenever a food is mentioned, foods we have today. Penguins must run to the correct corner. •• Plan healthy lunchboxes, make lists within the •• Make cheese or butter from milk. food groups to give each other inspiration. •• ‘I went shopping’: Choose a subject such as •• Make different lunchbox snacks: healthy foods. The first Penguin begins like this “I went shopping and I bought some eggs….” The -- Butterfly snack bags second person repeats the sentence and adds -- Decorate reusable zip lock bags with sharpies another healthy food item, and so on round the or stickers for pre-cut fruit and veges group. Anyone who forgets an item, mentions an unhealthy food item, or puts the list in the wrong -- Make some trail mix order, is out. The game ends when only one -- Make caterpillars with grapes, skewers, and person is left. icing •• Penguins can investigate what is included in a -- Create some cheese monsters food label, such as ingredients, weight, and best before or use by dates. Each child can investigate The foods we eat their lunch boxes, and identify which foods have a label and which don’t, and the basic information Penguins should appreciate that we have a much that each label tells them. Do they know why wider choice of foods today than in the past. Many some foods, like apples or bananas don’t have a foods are imported from other countries. label at all, or might just have a small sticker? 25

food storage in a fridge, with the students. The Preparing and serving students draw a fridge on a sheet of A3-sized food card and cut out pictures of food from magazines and place them in the appropriate places in their Hygiene ‘fridge’. Penguins should be aware of the vital importance of hygiene in food preparation. Germs from hands and •• Divide the Penguins into teams. How many food preparation surfaces can spread to the food we kitchen safety rules can they think up in eat. Contaminated food spreads infections, such as 5 minutes? One person needs to draw them. food poisoning. •• Waiters: You’ll need two trays and some paper cups. Divide Penguins into 2 teams, each team •• Hands must always be washed before handling standing in line with a small gap between each any food. Penguin. The first in each team carries a tray with •• Chopping surfaces and cooking utensils should cups at shoulder height and weaves in and out be clean. of their team. If a cup falls off their tray they start •• Anywhere that food is stored should be kept again. They return to their place and the next clean, especially the fridge. person takes over. Continue until everyone has a go. •• Don’t use the same knives or cutting boards (during the same session of food preparation) for raw meat and for other items, such as fruits and Special meals vegetables. People get together to celebrate with special meals •• Hot foods should be kept hot, and cold foods on special days. These include festivals such as should be kept cold. Christmas, Easter, Matariki, White Sunday, and Diwali. On such days, people often eat particular foods Activities which may have a special meaning.

•• Talk about the importance of hand washing when Tikanga Māori preparing and serving food. Introduce the following aspects of tikanga Māori:

-- You will need: •• It is important to respect and care for all natural -- Hand soap or lotion food sources such as forests, rivers, lakes, and the -- Glitter sea. -- Clean hands. •• Working together to cater for and look after Squirt some soap or lotion onto each guests is important. Penguin’s hand. Add some glitter on top of the •• All activities related to growing, gathering, and lotion or soap and have the Penguins rub their harvesting food require people to work together hands together. This will spread the glitter all (mahi ngātahi). over their hands. Ask the students to shake hands with another child, or touch a table. Activities The glitter will transfer to the new surface and they will get to see how it moves from one •• Discuss meals we have at special times of the year. person to another. You could make some fake Ask the Penguins to share their stories: food from materials such as playdough to -- How important is food to your family, and your show how the “germs” can go onto the food culture? we eat and serve others. Then experiment with different levels of hand washing; do -- What kinds of food do you have at the “germs“ come off just with water? Do celebrations and festivals? you need soap? Do you need to rub them -- At what times do you share food, and eat together? Do you need to rinse? together?

•• Some food needs to be cooked at a high •• Penguins could make festive food: temperature before it can be eaten. Create some heat sensitive slime. -- Hot cross buns for Easter - Christmas tree ice cream cones •• Do Penguins know where different kinds of - foods should be stored? Share this poster fridge -- Laddu for Diwali layout, which gives information about safe -- Rewena Bread for Matariki 26

-- Sapa sui for White Sunday -- Chinese almond cookies for Chinese New Clothing Year People wear different clothes at different times: •• Bring in tablecloth, napkins, and cutlery and get summer and winter, for work / school and relaxing at Penguins to lay a table for four people for dinner. home, for taking part in sport, for attending special •• Learn a karakia kai for the Penguins to say before occasions. The clothes we wear tell other people a lot they eat. about us. •• Using food made from playdough, let the Penguins practice using a knife and fork, and Special clothes chopsticks. Special clothes may be worn for work, such as •• Invite Penguin whānau for a shared meal. uniforms, or for some leisure activities. Penguins can make invitations, decorate the venue, and present the food that they have Working clothes brought with an explanation about why it is Many jobs need special clothes. People who do special to them. hard, physical work need tough clothes which will •• Taste game: (Before playing this game check with last. Where there is possible danger, they must parents if anyone has allergies / is not allowed wear protective clothing, e.g. building workers and certain foods.) Bring in different foods to taste, miners wear hard helmets, firefighters wear fireproof e.g. chocolate, orange juice, salt, carrot, etc. clothing. People in offices do not work with their Each Penguin should close their eyes or wear a hands, but are expected to look smart. blindfold before tasting. Can they guess the food Uniforms correctly? Was it sweet, sharp, sour? What about Sometimes people who do the same job or go the texture – crunchy, soft etc? to the same school wear a uniform. Uniforms are worn so that people who do particular jobs can be identified, e.g. Police, Fire Service, airline pilots etc. Men and women in the Army, Navy, and Air Force all have uniforms which indicate their rank and which branch of the armed services they belong to. Other people wear uniforms to show that they belong to a particular group, e.g. students who go to the same school. The St John uniform helps the public identify Penguins, particularly when their help may be needed at major events.

Sports clothes These are designed for comfort and easy movement. Some also give protection for sports where the players can easily be hurt, e.g. cricket players wear helmets and padding under their clothes; boxers wear padded gloves. In team games the players all wear the same uniform / colours.

Activities •• Design a new Penguin uniform and label the special features of it. What will make a practical, comfortable and smart uniform? •• Hold a fancy dress evening, with Penguins choosing to wear clothes for a special reason e.g. clothes that keep them safe at the beach, biking etc; what would they wear to a party or event eg fishing, skiing, picnic, concert. •• Pass the clothes: A variation on ‘pass the parcel’. You need a selection of old clothes, preferably 27

adult ones. One item of clothing is passed round. When the music stops, the Penguin holding it has Cleanliness to put it on. Continue until the clothes run out. •• Ask a first response officer to come and visit with their different uniforms/protective clothing for Hair the different situations they go to. There are about 100,000 hairs on the average head; 30–40 drop out every day. One hair lasts 3–4 years, then a new one grows. Your hair grows 1–1.5cm per Keeping clothes clean month. Clothes need to be washed regularly since they get dirty from us when we sweat and from outside, Why hair needs washing especially children playing outside. We feel good Hair needs to be washed quite often to keep it clean. when we go out in clean, pressed clothes. Hair becomes dirty through sweat and dead skin cells from our scalps, as well as dirt and dust in the air. Shoes, especially those worn for school or work, should be cleaned regularly: leather or leather-look Hair care shoes with polish and cloth / shoe brushes; trainers Hair should be washed with a good shampoo, once with soap or soap powder and brush / cloth by hand. or twice a week. How often it is washed depends also on the type of hair, whether it’s greasy or dry. Activities Brushing and combing keeps hair looking neat and removes dust and dead hairs. Brushes and combs •• Talk about why we need to clean clothes and should also be cleaned regularly. different ways of cleaning: machine wash, hand wash, dry clean. Look at the labels on Penguins’ Activities clothes: what washing instructions do they give? • Learn how to plait, using wool scraps •• Look at washing technology and the way washing • clothes has changed. Try washing in a basin, and •• Create eco friendly and economical homemade make a washboard by putting lines of hot glue shampoo onto a clipboard or chopping board. Homemade •• Have a crazy hair day, and encourage everyone to washing powder can be made with ingredients come to Penguins with crazy hair. Set up a station like grated soap. with hair ties, spray water bottles, hair chalk, •• Ask Penguins to bring in school uniforms, or a straighteners, glitter hairspray and accessories selection of clothing, to show them how to fold like fake flowers, and let the Penguins have a play clothes, and make a t-shirt folding board to help and get creative. them. •• Read What if you had animal hair!?, by Sandra •• Bring in school shoes, newspaper, apron, and Markle and let Penguins create headbands using shoe cleaning materials. Show how to clean paper, of their favourite animal hair shoes. •• Clothesline: Tie up a washing line, either indoors Teeth or outside, and have two piles of old clothes and Teeth facts clothes pegs. Divide Penguins into two teams. In Children’s first set of 20 teeth are lost between the turn they race to peg up the clothes, one item at a ages of 6 and 13, and replaced by 28 adult teeth (or time. Once complete they race back to unpeg the up to 32 if wisdom teeth appear later). Damaging clothes and put them back into the two piles. baby teeth can also damage the adult teeth waiting to come through, so Penguins should take good care of theirs, as adult teeth cannot be replaced.

Why teeth need cleaning Saliva, bacteria, and small bits of food left in the mouth form plaque. Plaque is colourless, but it is what makes teeth feel ‘furry’ to the tongue. If plaque is left on the teeth it starts to eat away at them. It gradually eats through the hard part of the teeth until it reaches the soft tissue inside causing toothache. Sugar is the favourite food of the bacteria 28

in plaque, which is why eating too many lollies and Activities drinking sugary drinks hastens tooth decay. •• Make bath bombs How to clean teeth •• Make a washcloth butterfly, reindeer or bunny Teeth should be cleaned twice a day after meals, •• Revise ‘minor wounds’ from first aid badge. Can brushing the outsides, insides and the chewing Penguins remember how to treat cuts and grazes surfaces. A soft toothbrush is best, but not one with to the skin? worn bristles. It needs to be changed approximately every three months. Dentists recommend using •• ‘Guess the object’. Bring in a blanket and a toothpaste with fluoride in it, since this helps to variety of objects associated with cleanliness, e.g. strengthen teeth against decay. toothpaste, soap, flannel, nail brush, etc. Penguins sit in a circle on the floor with a blanket in the centre and one object is passed round under it. Activities Once everyone has had the chance to examine •• Talk about why we need to clean our teeth, and the object (using hands only) they shout out what when we should clean them. Have them bring in it is. toothbrush and paste. Demonstrate the correct •• Use a magnifying glass to look closely at hair, way to clean teeth. fingerprints, and dirt under nails. •• Ask a school dental nurse to come and give a talk. •• Bring in nail clippers, a brush, and a nail file to •• Practice flossing your teeth practice looking after nails. •• Make a door hanger, decorated with drawings, •• Penguins can make a chart to take home showing stickers, and glitter to remind the tooth fairy that what hygiene steps are important in their the Penguin has a tooth to pick up. Hang it on the morning and evening routines. This could have bedroom door after a tooth falls out. room on it for reward stickers if they want to. •• Do a simple experiment to show what sugar does to your teeth. Keeping fit Skin Why we need to keep fit Penguins will be well aware that if they don’t wash We all need to take exercise to make the body they start to smell, especially in certain areas like feet stronger and to stay fit and healthy. Exercise is and underarms. important for:

Why skin needs cleaning •• suppleness – to bend, stretch and turn easily. Skin does many different things, but one of its most •• strength – to push, pull, and lift. important functions is to regulate body temperature. •• stamina – to play longer and go further. When it’s hot outside, or during strenuous exercise, •• health – good for our hearts, mental health, and the skin lets out sweat to cool the body. Sweat is general well being. almost all water, with tiny amounts of waste. This is why stale sweat starts to smell if it is left on the skin. Penguins should understand that the body uses up Skin also becomes dirty from dirt and dust in the air. more oxygen when they play an energetic game or (Household dust is in fact mostly dead skin cells shed exercise hard. Getting out of breath is the body’s way by people!) of making sure that more oxygen is taken in. Muscles contract and stretch to produce movement. Regular Skin also provides a barrier to keep out germs. When exercise prevents muscles from becoming stiff. skin is broken there is a risk of germs getting into the Discuss with Penguins the different reasons why they body, which is why cuts and grazes must be cleaned need to keep fit. What exercise do they do at home, thoroughly (see first aid). at school, or after school? Washing Regular baths or showers help wash away dirt, sweat, Activities and dead skin cells. Soap and water are all that’s •• Play an energetic game, or just get Penguins to needed. Clothes next to the skin such as underwear, run around until they are out of breath. Let them absorb sweat and dirt and so need changing every take each other’s pulses when resting, and then day. take again after the game. Or, have groups doing different levels of exercise, and compare pulse 29

rates. Explain the reason for the increase in pulse rate, and what it means. Rest, work and play Everyone needs a balance of work, rest and play in •• Have a wheels day – meet at a local park and ride if the space you are in isn’t big enough. daily life to stay fit and healthy. If we work much too hard, or don’t get enough sleep, our health and well •• Talk about incidental exercise – what could the being suffer. Penguins change to incorporate more exercise into their day? Sleep •• Have a walk to school challenge. Every living creature needs sleep. Animals spend about 2/3 of their lives sleeping; humans about 1/3. •• Play Indoor frisbee with paper plates, tennis with balloons, or try one of these indoor ball games On average most of us sleep for about 7–8 hours a day. Babies need much more sleep; children need •• Ask the older Penguins to teach the younger more than adults – between 10 and 12 hours for Penguins a new game. most children under 10. Sleep allows the body to •• Go on a local bush/historical walk, a trip to local rebuild strength for the next day. Talk about sleep. pools, or tennis club etc. Find somewhere where How many hours do Penguins sleep? Babies sleep the Penguins can give different sports a go. Some longer – why do Penguins think this is? Do they ever councils also have recreation programmes and have difficulty in getting to sleep? will come to you. Rest and relaxation •• Record the outdoor activities and sports which Penguins take part in. Make a simple graph to It’s important to spend some time resting or relaxing show the different activities, such as walking, to unwind from stresses of the day. People do this in cycling, swimming, soccer. different ways: reading, listening to music, watching television or a video, pursuing a hobby. •• Try some stretching, like kids yoga, which you can combine with different themes for other badges. Activities •• Games that are fun for an evening Penguin •• Have some very quiet and restful Penguin session: sessions:

-- Kick the Can – Like hide and seek, and running -- Have low lighting. Turn off the main lights and mixed. Person that’s IT counts, everyone else have torches, lanterns, or fairy lights hides. As the IT person looks for hiders, hiders -- Bring in old sheets and blankets, and make can come out and run back to the can before tents or hide outs. Ask Penguins to bring in they get spotted. If they are spotted and bean bags, cushions or pillows. Read stories, tagged, they are out. If they can get to the can listen to audiobooks, or have pile of books that before the finder tags them, they are safe. Penguins can read with torches. -- Ghost in the graveyard – Everyone counts -- Play soft music while one person hides (the ghost). Then -- Make and play with big bubbles the group starts looking for the ghost. When -- Make chalk and draw outside someone finds the ghost, that person will yell, “Ghost in the graveyard“, while everyone tries -- Make a stress ball or squishy to run home before they are tagged by the -- Bring in some puzzles to complete together ghost. If someone gets tagged before they get -- Make sensory calm down bottles home, they are it. -- Do some star gazing -- Flashlight sardines – Everyone counts – one -- Create doodle names, or do some cotton bud person hides. When you find the hider, you painting hide with them. The last person to find the group hiding, becomes ‘it’ next time -- Try finger knitting orrock painting -- Flashlight hide and seek – Regular hide and -- Go for a nature or beach walk seek, but with the addition of glow sticks, •• Try this very simple relaxation exercise. Make sure bracelets or necklaces to wear during night that the room is quiet before you start. Ideally games. Penguins should have a blanket or mat to lie on for comfort. Allow about 10–15 minutes. Penguins can practice this at home as well.

1. Lie on the floor on your back, with knees bent. 30

2. Now tense your muscles, in turn. Clench your fists, try to touch the back of your wrists to your shoulders, hunch your shoulders, clench your teeth and frown. Now breathe in deeply and hold. Flatten your stomach, stretch your legs and point your toes. 3. Now try to do all these things at the same time. Hold and count slowly to five. 4. Let go completely. Keep your eyes closed and breathe in and out quietly, allowing all your muscles to relax. 5. Imagine that clear, warm water is flowing from the top of your head through your muscles and down your arms, body and legs. As the water pours through your muscles they become warmer and heavier. 6. Then, when you feel truly relaxed, imagine you are in a secret place – perhaps an island, by the sea, in the mountains; a place where you feel safe and secure. Resourceful Penguin

31

Resourceful Penguin

Aims To encourage Penguins to take an active interest in the world around them, through enjoying and caring for the natural world, and through developing awareness of resources in the community which are relevant to them. Objectives Penguins should be able to:

Gardening •• understand that there are many different places where plants can be grown •• know what plants need to make them grow •• cultivate their own plants from easily-grown seeds or bulbs •• appreciate the benefits of growing food to eat and name types of garden fruits and vegetables.

Nature •• appreciate the value of trees in our environment and identify common trees from their shape, leaves, and bark •• understand that loss of habitat is a threat to trees, native birds and insects, and the importance of conservation •• show sensitivity to the needs of native birds and insects •• name and identify common native birds and insects.

The environment •• do simple but practical things to be more ‘green’ in their everyday lives •• understand the main causes of pollution and suggest ways of reducing it •• understand, in simple terms, what energy is, and ways to make savings •• appreciate the need for recycling and know what materials can be recycled.

Resources in the community •• know something about the work of local and national charities and the ways in which they can be supported •• describe the work of the emergency services •• be aware of community facilities in their area and what these can offer •• understand something about the transport network in the community and how to use public transport when necessary.

The objectives listed above indicate the options available. Two objectives per section need to be met to complete the resourceful badge. 32

paths can be made from small stones / gravel; Gardening ponds from silver paper / foil. •• Grow cress in an empty eggshell with the top chopped off. First, paint a face on the eggshell. Planning your garden Gently, fill with small pieces of wet newspaper or It’s helpful from the outset to consider the type of compost. Sow the seed on top and wait for the garden that you and the group may be able to create ‘hair’ to grow. together – indoors, in pots, or outdoors where you •• In winter, grow hyacinths in water. Use a bulb jar meet. or jam jar. If the neck of the jam jar is too wide, cut the bottom out of a plastic pot and slot into the Tools jar neck. Make sure that only the base of the bulb For indoor gardening old kitchen utensils are fine. For is in the water. Put away in a dark place until the outdoors, you will need a garden fork; possibly also roots are about 10 cm long. Penguins could take a trowel and rake. You’ll need scissors or secateurs turns taking a flower home each week. for cutting and trimming. Make sure that Penguins realise that all tools need to be handled with care – •• Make a herb terrarium. accidents can happen.

Depending on where you meet, here are some things What plants need to that are not difficult to grow: grow Indoors Plants need light, water, and soil. They use these to make food – unlike humans and animals, plants make •• in pots, things such as bulbs in winter their own food. •• from the tops of fruit and vegetables, such as pineapple, beetroot (note that you won’t get new •• Light – Plants use the energy from sunlight to fruits or vegetables) change water and carbon dioxide in the air into food •• in jars, seedlings from peas or beans •• Water – Plants need water to make food and to Outside grow; also to keep cool (humans sweat!) •• Soil –Plants get food from the soil, through their • plant a container garden; sow seeds or buy • roots. small plants cheaply, such as lobeila, geranium, marigold, sunflower etc. Before Penguins start to grow plants, it’s important •• sow in the ground: sunflower, marigold, that they understand that plants need soil with good nasturtium, sweet pea. drainage (so that the roots can take up water, but are not too soggy), and that many like sunny conditions, Activities while others prefer shade. •• Read: Secrets of the Garden: Food Chains and the Since plants take their food from the soil, gardeners Food Web in Our Backyard, by Kathleen Weidner need to put something back into it to enrich it, such •• Visit a garden centre, or have a keen gardener as manure or compost. Different creatures live in the come to visit. Observe your garden patch and soil, the most beneficial being earthworms which what the conditions are like there. Then, get help to break down heavy soil. Penguins to draw a plan of what they would like in the garden. Activities •• Help Penguins to learn different types of plants •• Read The Magic School Bus Plants Seeds : A Book found in gardens. Have four corners labelled About How Living Things Grow flower, vegetable, tree, weed. Shout out the name •• To test why plants need light, cover a healthy of a type of weed, tree, etc. Penguins must run to leaf on an indoor plant with something to block the right corner. If wrong they are knocked out of out the light, while allowing it to breathe and the game. obtain food through its roots, e.g. aluminium foil •• Grow seedlings in ice cream cones and then or brown paper. Check after one week. What has transfer them straight into a garden. happened to the leaf? Use a second plant to show •• Design a miniature garden in a small container, the difference in the results. using soil for the base. Seeds can be sown or •• Purchase seeds and soak them in water for 24 plants bedded into the soil. To add extra interest, hours. Show Penguins the seed packet covers 33

and explain what plant they’ll be growing. Then Activities give each Penguin a paper towel and a resealable plastic bag. Wet the paper towel, place it inside •• See how many different fruit and vegetables that the bag, and then press several seeds inside the can be grown in New Zealand gardens (i.e. not folded towel. Seal the bag, label it with the plant imported) Penguins can name. name, and tape it to a window that receives •• Bring along a selection of fruit or vegetables sunlight. Once the seeds begin to sprout, the to show. Try and find unusual ones, e.g. round seedlings can be planted. carrots, red kiwi fruit. •• Sow cress seeds on cotton wool. Try different •• Grow a “pizza garden”. Get the Penguins to see conditions (wet, dry, dark, light) to observe what which vegetables or herbs they could grow to the seeds need to germinate and grow well. then make a pizza. •• Try this experiment to see how plants carry water •• Grow potatoes in an old bucket. This takes about through their stems. Put two teaspoons of ink or four months. food colouring into a jar with a small amount of - In early spring choose a potato with plenty of water. Place some white flowers in the jar. Leave - ‘eyes’, leave it somewhere light to sprout for 14 for an hour or more, then observe how the colour + days. has changed. -- Make drainage holes in the bottom of the •• Outside – look at different types of soil; shady, bucket. Half fill with soil, plus some compost/ sunny conditions. Fork or dig over a small patch fertilizer. of earth. What creatures are living in the soil? If it’s dry, then water the patch beforehand to bring -- Take all but the two strongest shoots off the earthworms nearer the surface. potato and plant •• Try making a bird feeder or a butterfly feeder -- When the first shoots appear, cover lightly for your garden. with soil. Keep covering until the bucket is nearly full. Don’t forget to water regularly. •• Make a worm farm that can be cared for by the Penguins in turn. -- You can harvest your potatoes when the plant has flowered and begins to die. •• Find a community garden in your area and offer for the Penguins to help out in tidying, planting, •• ‘Feely bag’: Place different shaped, firm and maintaining it. vegetables in bags for children to guess what they are. Add an ‘odd one out’ item such as a tennis Growing food to eat ball, to keep them guessing. •• If possible, take Penguins to a ‘pick your own’ farm Fewer people grow their own fruit and vegetables – then they can see how things are grown, and for today than in the past, but it’s still very popular. There a small sum take away fresh fruit to eat. are many advantages to growing your own food: for health; for the satisfaction of eating what you have •• Grow tomatoes in plastic water bottle hanging grown; growing organically – the benefits of natural planters gardening without chemicals. Some foods, such as •• Paint or draw on wooden spoons to make tomatoes and herbs, can be grown in pots. Penguins vegetable labels for your plants. may not be aware of the different types of vegetables and fruits:

Vegetables

•• root: parsnips, carrots, potatoes •• salad: lettuces, tomatoes •• onion: leeks, onions •• legumes: beans, peas Fruits

•• creeping plants: strawberries •• bushes: raspberries, gooseberries •• trees: apples, cherries 34

•• Read Follow the moon home: a tale of one idea, The twenty kids, and a hundred sea turtles, by Philippe Cousteau and Deborah Hopkinson and then try environment making a plastic bag jellyfish •• Make sandwich bag compost to try and reduce Environmental problems often seem so enormous the amount of food waste in our landfills that it’s difficult to know where to begin. The activities in this section focus on areas where Penguins can do something to help: by finding out Energy more about environmental problems, by making a Energy here means the power used to heat homes, practical contribution, or by doing something for the drive factory machines, and make cars, trucks, etc environment. run. The most widely used forms of energy are gas, electricity, and oil. Most of these forms of energy Pollution come from fossil fuels beneath the earth – coal, oil, natural gas. In New Zealand, most of our electricity is Pollution is caused by waste materials and chemicals produced from renewable sources, by using water or which are harmful to living things. Most pollution is wind power. created by people: their industries, and the way they live. Penguins should be aware of the different types The problems are: of pollution affecting New Zealand’s environment. •• fossil fuels are being used up; at the present rate Air pollution is caused by industry, farming, and the of use most are likely to run out this century. exhaust fumes from cars and trucks. Polluted air can •• the burning of fossil fuels produces gases which cause breathing problems in people. are harmful to the environment.

Land pollution can be caused by what we put into Alternatives for the future involve energy from landfills, or down drains, or drop as litter. Rubbish, sources which will not be used up, such as wind especially plastic rubbish, often ends up in our and water power, and solar energy from the sun. waterways, negatively affecting marine life. Penguins should understand some of the problems Water pollution can be caused by fertilizers used by and different ways in which energy can be saved. farmers, waste materials being dumped, raw sewage, or industrial waste. Polluted water kills fish and water Activities life; harmful materials build up in creatures which eat •• Talk about what energy is, and ways in which you fish. Plants are affected by polluted water that they and the Penguins can save energy, e.g. draught- take up through their roots. proof windows and doors, use low-energy light bulbs, walk and cycle to Penguin meetings/ Activities school. •• Read The Lorax, by Dr. Suess •• Make a wind powered car, to illustrate how wind can create energy. •• Organise an anti-litter campaign: •• Make a sausage snake for keeping out draughts -- Wearing gloves, and carrying plastic bags, under doors. You will need – pieces of fabric, the Penguins can choose a local park, bush, about a metre long and half a metre wide; needles reserve or waterway and have a clean up and thread; old tights or similar for the stuffing. -- Do a survey of litter in your area. Where is it Sew the fabric inside out. Sew up one end, leaving worst, e.g. outside takeaways, at bus stops, the other end open. Turn the material the right etc? Can the group suggest ways of improving way out. Stuff until it is padded, then sew up the the dirtiest places? other end. Add old buttons for eyes, felt or ribbon -- Take photos of areas with a lot of litter, or the for the tongue, string or ribbon for a smile, etc. rubbish that you have collected and create an •• Make and use a Solar Oven, made from a information display for a local library, hall or repurposed cardboard box. council building. •• Demonstrate the power of water energy with a -- Write to the council to suggest improvements Flow & Go Boat around litter in shared community spaces

•• Try this experiment – Can You Undo Water Pollution? 35

Recycling Protecting More than half of what we throw away could be recycled, repurposed, and reused. Penguins need New Zealand to learn the value of reducing, reusing, recycling, repairing, and refusing. Explain that although their actions may seem small, if each person took these Trees steps we could stop some of the damage being done There are many different types of trees which to our planet. Penguins can observe whether they live in the town or country – in parks, gardens, bush, and commercial Discuss the difference between reduce, recycle, forests. There are deciduous trees which lose their reuse, repair, and refuse, and see if you can find leaves in autumn, and evergreen trees which stay instances in your everyday lives where these things green all year round. already happen. Trees provide food, shade, and homes for many Common items found in rubbish bins are: creatures. They also provide the raw materials for •• paper – envelopes can be reused; newspapers many things we use everyday: paper, furniture, fuel, recycled or reused. More everyday items are now etc. made using recycled paper, e.g. tissues, toilet Penguins should appreciate that we need to do all paper, writing paper, etc. we can to protect existing trees and plant new ones. •• tin and aluminium cans – can be recycled or This is important as Penguins learn about being reused. Possible to melt down and reuse metal. kaitiakitanga, or guardians, of the planet for future •• plastic – some kinds can be recycled. generations. Supermarkets are banning plastic bags and have collection points for used ones. Activities •• vegetable and garden waste – on a compost •• Read The Great Paper Caper, by Oliver Jeffers heap, these rot down to make valuable plant food. •• Make seed balls from recycled paper •• glass – almost all glass can be recycled. •• Learn about conserving trees and make your • textiles – clothes in good condition can be taken • own recycled paper to charity shops. Rags can be used in industry. •• Plant trees at a local reserve, community garden, or home. Planting fruit trees will have added Activities benefits, while planting native trees help to keep •• Create a system to use at home, or in the Penguin our native species alive, and helps out birdlife. meeting place, for sorting rubbish. Design •• Read Māori legends that feature Tane Mahuta, a poster to hang up describing what can be God of the forest. Penguins can create a retelling recycled and which bin each item goes in. of the stories with homemade puppets. •• Create a recycling scavenger hunt, where teams find •• Flora Finder is an app that helps to identify hidden items and decide how to categorise them. New Zealand tree species according to the •• Reuse in lunch boxes: leaves. Take a photo of a leaf, answer a few simple questions to narrow down the selection and then -- Make beeswax wraps to replace plastic wrap see what matches come up. -- No sew reusable snack bags cut out a lot of •• Play Fantails: Divide Penguins into groups of three packaging with one (or two) extra players. In each group, -- This lunchbox is made from a milk bottle two are the tree and one is the fantail, who stands inside the tree. The extra player runs around the •• No sewing is required when turning an old t-shirt trees. When s/he shouts ‘change’, all the fantails into a reusable shopping bag have to find new trees. The fantail who doesn’t •• Experiment with different ways to repurpose find a new home now becomes the extra player. plastic bags •• Create art out of recycled materials: Birds -- Make a monster made out of all the things we Penguins can observe birds where they live. It’s worth throw away getting hold of a basic bird book to help Penguins -- Make wrapping paper or cards with stamps find out more about the birds in your area, what they 36

eat, where they nest, whether they migrate or are damage to the environment meaning that native resident. species have struggled to survive. Some native birds species are now extinct.

Activities Penguins need to understand that introduced •• Collect pictures of native birds or take in simple animals are endangering native ecosystems, and how bird books. Talk about where they live, what they they can help. look like, what they eat. Make a frieze of Penguins’ favourite birds, using pictures or their drawings. Activities •• Penguins could go bird watching locally, in •• Introduce the Penguins to the ideas of different gardens, the park, or a defined area of bush. habitats and ecosystems around New Zealand – Remind them to be sensitive to the birds’ needs wetlands, fresh waterways, oceans, mountains, and keep as still and quiet as possible. Let them and bush for instance. Take them to visit local photograph or sketch what they see. ecosystems such as local mangrove swamps, •• Read Whose Beak is This? Look at different types beaches, or bush and make basic models of what of bird beaks, and why birds have different beaks. they see with plastic animals and small logs/ See if Penguins can use found materials to make a ponds etc. bird beak. Whose bird beak can pick up the most? •• Create an ecosystem in a bottle for the Penguins •• Make an easy toilet paper roll bird feeder to observe how interconnected everything is. •• Any kind of native bird can be recreated with this What would happen if we removed one part of craft idea, or these easy paper bookmarks this? •• Make a no-sew kiwi finger puppet •• Explore the responsibilities that pet owners have •• Focus on Penguins: to native animals and plants. Discuss the damage that dogs and cats can do to the welfare of native -- Books about Penguins wildlife. -- Make marshmallow Penguins or Frozen •• Use this possum picnic activity from the Banana Penguins Department of Conservation. -- Have a Penguin waddle race, where Penguins •• Set up a plan with iwi or a local community group have to try and run while holding an inflated to become honorary kaitiaki for an area of wildlife. balloon between their knees, and then try to Identify any areas of need and work to put the run with it on their feet.. plan into practice and protect the biodiversity -- Raise money for the Yellow-eyed Penguin of the place. Activities might include removing trust rubbish or making and erecting signage to tell visitors about the place and its taonga. Have your -- Investigate with how ice melts with this action guided by the principle of protecting and simple experiment preserving the area for the next generation. -- Make a no-sew sock Penguin Insects and waterlife Introduced animals Insects, reptiles, and waterlife all have their own place Introduced animals which are found in New Zealand in nature and play a vital part in the food chain. In include: many cases, such as bees and other pollinators, they are vital to human survival as well. •• those which live on the land, such as rabbits, hedgehogs, mice, stoats, wallabies, and deer Insects which may be observed easily include: •• those which live in trees, such as possums and birds •• centipedes, slaters – in dark, damp places, such as tree trunks, under stones Some are mammals – the mother produces milk to •• earthworms, beetles – on or under the soil feed her babies. Some species, such as seals and bats • butterflies and their caterpillars (e.g. Monarchs) are protected, i.e. it is against the law to hunt or to kill • them. •• ladybirds, spiders, earwigs – near or on plants •• also bees – but with care, if upset they will sting Many of these animals were introduced (not native to • waterlife – frogs and tadpoles, fish, eels. New Zealand). Animals such as possums, rats, rabbits • and stoats were all introduced and have caused great 37

Activities Resources •• Observe insects and where they live – walls, under the back of dead trees, on plants, in the soil. Focus in the on one particular spot around where the group meets. Draw pictures of the different kinds of community creatures observed (be careful not to move or disturb them too much). Use a basic book about insects/wildlife to help Penguins identify the creatures. Emergency services The major emergency services are the fire service, •• Read Flight of the honey bee, by Raymond Huber and police and ambulance. All of these are available by dialing 111. -- Plant a Bee Garden There are also the coastguard, mountain rescue, air- -- Make a Simple Bug Hotel sea rescue, lifeboat, civil defence etc. -- Make a bee bath for your garden Fire service •• Find out the names of some of the flowers – both Penguins should be aware that firefighters are garden and wild – which are especially attractive trained to do all sorts of different jobs, not only to put to bees and butterflies. If you can, sow or plant out fires and rescue people from burning buildings. some near the group’s meeting place. They are often called to accidents to release people •• Plant a swan plant to encourage monarch who are trapped; they deal with flooding and spillage butterflies to lay eggs. Observe the life-cycle of of dangerous chemicals. As well as emergency work, the monarch. the fire brigade also carry out regular fire prevention •• Play Beetle: Each player shakes the die in turn work – visiting schools and workplaces to talk about for a six to start – to draw body. As numbers fire prevention, check fire exits, etc. The fire service are thrown, draw in an appropriate part of the will also visit your home to help install smoke alarms. beetle. The first person to finish shouts “beetle’! All Police players stop and add up score. (6 – body, 5 – head, There are many occasions when the police are 4 – tail, 3 – each leg, 2 – each ‘feeler’, 1 – each eye) called out in an emergency, e.g. to road accidents, •• Read Up the River, by Gillian Candler & Ned burglaries, or incidents when someone has been hurt Barraud, and make freshwater fish cards. by another person. The police also help teach road •• Read Whose Feet are These? and make a gecko safety and advise on crime prevention. with sticky feet Ambulance Ambulance officers save lives in any kind of emergency. They get immediate medical help to people in danger, e.g. at a road accident or for someone who has had a heart attack, and rush them to hospital. A frontline ambulance is equipped like a mini-hospital with breathing equipment, splints, pain-relieving gas, etc. Ambulance officers are trained to give emergency treatment. As well as emergency work, the ambulance service also takes elderly or sick people to outpatient clinics and day centres.

These different services often work together, especially at the scene of an accident.

Activities •• Revise making a 111 call (see first aid badge). •• Emergency service workers have to stay fit. Set up a themed fitness course that involves running in between the rungs of a ladder, carrying water buckets across a large tarpaulin, crawling under a 38

sheet or net, winding up hoses or ropes, etc. See -- Ask for a visit from the mobile library in your how many times they can complete the course. area. •• Think of a way to thank your local emergency •• Invite someone from a local marae to speak to service workers, especially those who volunteer. the group about the role of the marae in the The Penguins could make them something community. Or even better – arrange a visit to yummy to eat, make a thank you card, or give a marae for your group. Before your visit, focus them a ticket. on learning about the tikanga of the marae, and •• Arrange for a speaker from one of the emergency practice a powhiri with the Penguins. services. Arrange a visit to your local fire station or •• Other community facilities will vary, depending ambulance service; or if you live near the sea, the on where you are located. Ask Penguins where local coastguard. they feel connected to and what they use. •• St John may be able to demonstrate the range of equipment carried in one of their ambulances. -- Visit community facilities and do some •• Find out more about the work of Surf Lifesaving community service, like gardening, or tidying NZ, by participating in part of their education up, helping to fundraise, or decorating for a programme. Although designed primarily special event. for schools, you may find that parts of the -- Raise the profile of the Penguins by having a programme adapt well to Penguins, especially stall at a night market or local fair. during daylight saving time. -- Get the Penguins to inspect a site like a local pool, park, or playground to see how child friendly it really is. Campaign local Community facilities government for changes if the young people The community facilities which are available in your in your community are not being catered for. area will obviously vary, depending on whether you live in the country, town or city. However, most Penguins will have access to some or all of the Transport in the following: community •• Libraries, museums, and art galleries Penguins may not be fully aware of the transport •• Parks and playgrounds network in the community. It’s important that they •• Sports centres and swimming pools understand something about how this works in your area, so that they can learn how to use it, as and • Community centres, evening and other leisure • when necessary. activities •• Marae. Activities Ask Penguins if they use any local facilities, such as •• Use Google maps to plan a journey to a nearby the ones outlined above. Ask them questions, or get town or place of interest (it could be one of the them to ask each other, as appropriate. For example, visits suggested below). Find out what different do you have to pay to get in? What different things forms of transport are available, the times they can you do? What do you like best about it? What do leave and come back, and how long the journey the people do who work there? takes. •• Complete a train, ferry, or bus journey with the Activities Penguin group. Show them where to get tickets, •• Most libraries welcome visits. Working with the and read timetables, and how to travel safely on librarian, you can create: public transport. •• Find out about different forms of transport in your -- a library scavenger hunt area in the past. Ask older people, and collect old -- An information evening, where the librarian postcards or local histories of the area. How has reads to the Penguins and tells them about it changed? If possible, connect with the local the library and what it offers the community. historical society for information. -- Start a swap library at Penguins. Each Penguin •• Read If I built a car by Chris Van Dusen, and give can bring a book that they have already read the Penguins materials to try and invent their own and put it into your Penguin library, so that forms of transport, emphasising the need for it to other Penguins can borrow it or read it too. try and benefit the community. Hobbies Penguin

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Hobbies Penguin

Aims To help Penguins make good use of their leisure time by encouraging them to take up a range of interesting and enjoyable hobbies. Objectives Penguins should be able to:

Creative

•• make simple objects out of playdough or clay •• make prints using a variety of objects •• create an attractive picture or design through painting or marbling •• make a collage out of different materials. Performing

•• be aware of the main types of music and the instruments which are used for each •• make their own simple musical instruments •• understand that there are a different kinds of dance and express themselves through dance •• plan and take part in a short dramatic presentation. Outdoor hobbies

•• know what is involved when cycling on roads •• understand in simple terms the basics of photography •• take an interest in what they can see when walking in the country or in town •• make and fly a simple kite. Indoor hobbies

•• develop an interest in collecting and in organising their collections •• make an imaginative model •• make a simple puppet and participate in a puppet show •• make a simple handicraft item out of fabric, wool or paper. The objectives listed above indicate the options available. Two objectives per section need to be met to complete the hobbies badge. 40

Creative Painting and marbling Painting You can make your own paint, or buy it at $2 shops. Modelling Paint can be given an interesting texture by adding sand or glitter. Try painting on different kinds of Make playdough, salt dough or cornflour clay. paper: smooth, rough, coloured, shiny, or use other The Penguins will probably have plenty of ideas as to kinds of ‘brushes’: pieces of foam sponge, pipe what they can make with their dough or clay. Or, try cleaners, old toothbrushes, dish mops. Polystyrene some of these: dishes and old yoghurt pots make good containers for mixing paint, and recycled egg containers •• Dough Christmas ornaments are good for putting different colours into while •• Robot play dough Penguins are painting. •• 30 salt dough crafts Marbling •• Create a self service dough area, and encourage There are a number of different ways to marble Penguins to follow the recipe and make their own. paper, depending on the materials you have at hand. Include things like glitter, spices and essences or Marbling is a good technique for making wrapping essential oils so that they can personalise it. paper or gift tags. Printing Activities The secret of making a good print is to have the •• Talk about colour mixing. Do the Penguins know paint the right thickness (You can make your own that the full range of colours can be made from paint, or buy it at $2 shops etc). You may need to just red, yellow, blue, black and white? Let them experiment with this, using flour as a thickener and experiment. water as a thinner. Use thick non-shiny paper. Putting •• Try to marble a picture frame, using nail polish, a thick wad of newspaper under the paper helps to or make a marbled paperweight, or marbled get a clear print. It makes a change sometimes to use jewellery black paper and print in white or light colours. •• Paint with straws, bubbles, salt, chalk, or ice. The Penguins can use a brush to put the paint on the object they want to print with or they can dip the Collage object into the paint. It may be easier to use a piece Materials of thick cloth, sponge or foam rubber to apply the You will need to collect lots of different materials: paint. It is also handy to have somewhere to dry the scraps of material of all types, wool, wallpaper, straws, prints. It is best to dry them flat but if you don’t have cotton wool, tissue paper, silver foil, egg boxes, the space, you could rig up a string dying line and corrugated etc. are just some of the things that could hang them up with clothes pegs. be useful. Use either non-toxic glue or wallpaper As to what the Penguins can use to print with, the paste. choice is almost limitless: Different kinds of collage •• For patterning and different textures, you Collages create a raised surface image, and can be could use cotton reels, the end of a cardboard made by gluing found materials onto a surface. tube, a thimble, straw, balloons, pegs, pieces of • Make curls of paper by wrapping a strip of paper polystyrene packing, pasta, corrugated card, or • around a pencil and then pulling it off gently. combs. •• Read a picture book by Eric Carle, like The Hungry •• This idea works well with cardboard or styrofoam. Caterpillar, and make tissue paper collage •• Try cotton bud prints, Leaf prints, block • Use contact paper and wool to create a collage printing and bubble wrap printing • image •• Take in large sheets of paper and get the • Make collages around a theme or a person, using Penguins to make their own printed wrapping • found materials collected by the Penguins. paper, or with smaller pieces of card they could make Christmas/Easter/birthday cards. •• Make marionette puppets with collage paper •• Collect items from nature and collage a simple suncatcher. 41

•• Go to a local dramatic production together, or The invite a high school drama group in to perform performing something for/with the penguins. arts Puppetry Provide plenty of material for the Penguins to Enjoying the performing arts doesn’t have to be show their creativity. Cereal packets, tubes, brightly about performance. Remind Penguins that the coloured material, old socks, old gloves, and performing arts are a way of expressing feelings, envelopes can all become puppets. You will also need giving information and telling stories, and can be an lots of glue and sellotape. enjoyable individual pursuit too. Activities Drama •• Make felt finger puppets to act out a fairytale or Drama can be an single narrative, or extensive other story dialogue. For group drama to work, Penguins need •• Make shadow puppets, or use your hands, and to feel comfortable enough with the rest of the perform behind a sheet group to take a few risks. The team building and trust •• Use recycled socks, cardboard and rubber gloves exercises below are a good way to foster creativity for this selection of fun puppets. and confidence.

Activities Music There are so many different types of music that you • Collect old clothes, hats and scarves and have a • and the Penguins can introduce each other to. Talk to costume basket that Penguins can select from if the Penguins about the appropriateness of the music they are telling a dramatic story. You could have a they share with the group, and be open to listening similar one with a collection of different objects to to it before it is shared more widely. use for props. •• Use this list as prompts for charades, or mime. Activities “Perform” individually or in pairs, and see if the other Penguins can guess what they are doing. •• Let Penguins bring in music that they love. You could listen to a couple of songs a session, and •• Play drama games that help with team building and creativity. maybe create a penguin playlist to share with other Penguin groups around the country. •• Make puppets (see below) or masks, and create characters. Get the Penguins to describe their •• Begin by looking at rhythm. Make rhythm sticks, characters – what they are like, where they live, from wood, rolled up magazines or cardboard etc. tubes. Experiment with using rhythm, beat and movement. •• Act out a story. Try the Maui legends, by Peter Gossage, Where the Wild Things are, by Maurice •• Learn E Papā Wairari, so the penguins can Sendak, or Caterwaul Caper, by Lynley Dodd. showcase what they have learnt. • Try the Cup song with the Penguins, or a Samoan •• Have a make believe night. Choose a theme, • and invite penguins to dress up and play games. sasa. Suggested themes are: •• Make tin can drums, or a rainstick •• Explore pitch and volume. Make musical -- A pirate night – make a ship out of cardboard instruments, and practice making sounds that boxes, choose a pirate name, hunt for are soft or loud, high or low, and at different treasure, act out the story of Pirate girl, by speeds. Cornelia Funke. •• Sing together. Choose songs from a Spotify -- Astronauts – create jet packs, helmets and playlist, learn a waiata, or a song in a Pasifika boots, then make a star torch, repair your language. aircraft, and blast off! Penguins can act out the jourmey, then floating and jumping in zero •• If you can play an instrument, take it in to gravity. They can explore the moon, or mars, demonstrate to the Penguins. Or there may be a and maybe even try some mars soil to eat. Penguin or a parent who would be prepared to do 42

this. If not, ask a musician to come and perform, and to talk about his/her instrument. Hobbies

It would be impossible to cover every hobby here, Dance so these are a few ideas that can be achieved in a Dancing is a way of expressing moods and feelings Penguin session, and use materials that are easy which is as old as human beings themselves. There to find. Let your Penguins guide this badge. A lot are several kinds of dancing which young people of them will have hobbies established in their lives learn to do. already, and you could have sessions with them showing leadership, and teaching others. Activities •• Talk about the different kind of dancing the Kite making and flying Penguins learn, do or enjoy. Can anybody It is best to fly your kite on raised ground, away from demonstrate some dance steps? Try some of trees and power lines. Start by unwinding a few these games and steps with the Penguins: metres of your flying cord and then run into the wind -- Hip hop games until the kite is carried into the air. Stand up with your back to the wind and unwind the cord whenever the - Using movement cards - kite is taken up by a gust of wind. Wind it in as soon -- Warm up games as the kite drops. -- Three dances from around the world Activities •• Teach the Penguins how to make poi, and learn a simple poi action song. •• Start with very basic paper kites and then move •• Play different kinds of music and ask the Penguins onto something more difficult: to dance to it, in whatever style they want. Try -- Japanese Carp Kite to find music that has a particular mood, e.g. quiet, dreamy, noisy, jerky, or that creates an -- Goldfish kites for Chinese new year atmosphere, e.g. pouring rain, walk in the woods. -- A simple bird kite -- Make a kite from a plastic bag

•• Read The Seven Kites of Matariki, by Calico McClintok and Dominique Ford. Penguins can make their own Matariki manu taratahi from materials found in nature or household items. Making models Try to collect as many household materials as you can for the model-making session: cereal packets, shoe boxes, scraps of material and wool, food containers of various kinds, pipe cleaners, toilet roll tubes, etc.

Activities •• Create a cardboard construction set, out of tubes or flat cardboard pieces. •• Make egg carton vehicles or animals. •• The possibilities are almost endless:

-- A house, and the furniture to go in it -- A garage -- A labyrinth marble game -- A puppet theatre -- A box city 43

•• Suggest the Penguins bring in a bag of LEGO bricks or similar. Working in pairs, what can they make within the session? Try these LEGO challenge cards for ideas. •• Look for ways to relate what the Penguins make to other Penguin topics, e.g. can they make a model of a safe playground (safety Penguin), a flower or vegetable garden (resourceful Penguin)? •• Encourage the Penguins to write or draw instructions for other people to make the same models as they have made. They will need to list the materials they have used and then give step by step guidance. What about putting these into a booklet, to be used by other Penguins in the future? •• Divide the Penguins into groups. Give each group a pile of household material. Prepare cards, each with the name of something, e.g. castle, spaceship. Give one card to each group. Which is the first group to produce a model? Handcrafts There are many different handcrafts penguins can be interested in. This would be a great opportunity to visit a rest home or retirement village for tutorials from older residents, or to make crafts that can be used by a playcenter or plunket playgroup or given to children in hospital.

Activities •• Try simple stitching with this tutorial •• Make a no sew pouch for keeping collected treasures safe, a no sew bookmark, or an art Tū Tahi pouch •• Use wool for a Finger knitting octopus or Respect, value and support what others bunny, or for crafts using pom poms. contribute. • Create puzzles – from craft sticks, a coffee tin, or • What this looks like: wood. •• Use beads and fabric to create necklaces, a bowl, •• Doing our best to be our best a wind chime. •• Looking after each other •• This hopscotch mat would be a great donation to •• Valuing the contribution of others a local kids hospital playroom. •• Embracing diversity of views and ideas • Younger children will love playing with this • •• Being inclusive and collaborative magnetic fish game, fabric memory game, or this bead game. •• Working together to learn and share knowledge, resources and successes •• Craft with wood, by making house blocks, a play tent, or this xylophone. •• Acknowledging that we can achieve more when we’re united •• Read the tikanga associated with harvesting and using harakeke, and then try some weaving with •• Valuing each other and enjoying working the Penguins. Begin with basic nature weaving, together and then try an ika (fish) orputiputi (flower).15 •• Actively helping and supporting people without needing to be asked, creating an environment for others to succeed. Games Penguin

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GAMES Penguin

Aims To enable Penguins to play a wide range of games which will encourage team skills and creative learning, as well as being fun. Objectives Penguins should be able to:

Games – old and new

•• play and share knowledge of outdoor games, old and new •• play a variety of indoor games, old and new. Team skills

•• work together in groups, learning to trust and co-operate with others •• take turns and show fair play •• understand something of what it means to be a leader. Sport

•• play cricket and have a basic knowledge of how to play rounders and cricket •• take part in a game of football or netball •• know in simple terms how basketball, badminton, and tennis are played •• understand that an athletics event is a collection of sports, and take part in at least one such sport in a Penguin sports day.

The objectives listed above indicate the options available. Two objectives per section need to be met to complete the games badge. 45

Games – old Team and new Skills

Many popular games go back a long way, though they may be played rather differently today. Working together An essential part of being in a team is knowing how Activities to work with other people and how to cooperate. •• The Penguins can talk to an older family member This involves trusting others and learning how about a game that they used to like to play. Is to communicate, whether this takes the form of that game still played today? Penguins could take explaining something clearly or listening to someone turns teaching a family game to the rest of the else’s point of view. group. In this session it is important that the Penguins feel •• Teach the Penguins games that have been played comfortable working with others, and not only their in Aotearoa for generations: particular friends. It should also help them, whether in smaller groups or in the whole group, to make -- Hei tama tū tama decisions for themselves and participate in group -- Hipitoitoi activities. -- Kōruru (knuckle bones) -- Poi rakau Activities

•• Make a skipping rope and practice skipping, •• Talk about the concept of whanaungatanga, individually, or as a group. where shared experiences and working together provides people with a sense of belonging, •• Play elastics or family connection. For the Penguins, whanaungatanga is very important, and Outdoor games helps to connect them to the wider St John whānau. Create a group project that shows There are many outdoor games that the Penguins’ whanaungatanga. You could make a waka, with parents and grandparents would have played that each Penguin group member drawing themselves you could revive. The Penguins will also have some and their oar, or a korowai, with each penguin suggestions of games they like to play. Ask the older designing feathers that represent them. Display Penguins what they would like to teach the group. A this somewhere prominent at your venue, and week before the Penguin session, ask them to explain make space to add new members as they arrive. the game to you (to make sure they know all the instructions), and list any equipment they need and •• Try some team building exercises to encourage where you can get it from. communication and turn taking: -- Partner painting Indoor games -- Team building with hoops and balloons The number of indoor games is almost limitless. -- Games to build trust Some of the most established games include:

•• board games: snakes and ladders, ludo, Being a team leader monopoly, draughts, cluedo, chess Leadership is about: •• word and number games: scrabble (junior scrabble for this age), consequences, bingo, •• Listening dominoes -- Be All Ears Bean Bag Toss • card games: snap, pairs, patience, fish. • -- Back to Back and Ear to Ear • other: solitaire, connect four, mastermind • -- Read The Listening Walk, by David Kirk, and go Plan an indoor games night with the Penguins. Invite for a sound walk whānau, make some hot chocolate or ice cream -- Play a series of sound effects and ask the sundaes, and play some of the games above. Bring in Penguins to guess the sound. This would make the games, or ask Penguins to bring in their own. a good bingo game too. 46

•• Communication local sports centre or city council leisure team to arrange full games of sports with proper equipment -- Divide the Penguins into teams and try these and facilities. mystery challenges. Emphasise they will need good communication to solve them. Activities -- Hide some ‘treasure’, then provide directions to find the treasure using only verbal clues •• Get the Penguins to bring in their own soccer such as “now you must walk forward 10 steps”. balls or balls of equivalent size. Suggest they After you have done this as a group, Penguins practise some exercises (you will need to be can try it in pairs. outside for these), for example: -- Read Being a bee, by Jinny Johnson & Lucy -- Practice throwing and catching, using soft Davey and then Code a message in dance… balls. Encourage Penguins to look at the ball, like a bee not at the person who is throwing. -- Communicate feelings and appreciation with -- Foot control: stand still, place sole of foot on these ‘Because’ cards. top of ball, roll forwards, backwards, sideways: place inside of foot on ground against the • Taking initiative • side of the ball and down the other side; then -- Try these Creative problem solving activities repeat in reverse direction. -- Set up this Frozen Ocean Animal Rescue and -- Kicking accuracy: if feasible, mark out a goal in keep the solution and the problem separate. chalk on a wall, divide it into sections and give Let the Penguins use their initiative to solve the section different numbers: how long does the problem. it take to kick all the different numbers? -- Use mazes for some creative problem solving -- Try the ‘chest pass’ which is used in basketball, where the ball is held at chest level in both -- Use a simple tarpaulin for a number of team hands and is thrown by extending the arms, problem solving activities. flicking the wrists and pushing the ball away •• Helping the team to work together. with the fingers. try ‘receiving’ the ball as in netball, using both hands and ‘snatching’ the -- Play a game of Mouse Trap. Teams must keep ball out of the air and pulling it to the body. a group of same color balloons in the air while -- Tennis: Gently bounce a ball up or down with weeding out the different color balloons or racquet held horizontally; or play ping-pong “mice” to a “mouse trap.” Give the team one - Putt a golf ball into a plastic drinking cup balloon of the common color per member and - turned on its side (secure to the ground with three balloons of a different color to keep in tape). Or challenge the Penguins to build their the air. One at a time, teams send one member own mini-golf course with cardboard and bouncing a balloon in the air to a “mouse trap” other recyclables and household items. at the other side of the room. Meanwhile, the other team members keep all the balloons in -- To play volleyball, tie a ribbon from one tall the air. Teams work to be the first team to get chair or stool to another, or from a chair to the three different color balloons into the trap. a doorknob, to create a net. Volley with a balloon or lightweight beach ball. -- Try Caterpillar riot, a team obstacle course, or a wacky relay -- Practice basketball dribbling skills -- Set up a pipeline challenge •• Arrange for Penguins to take part in different -- Have a Survivor party, where the Penguins running races, either inside the hall or outside. compete in teams to solve problems and play Hold a relay race too, using a kitchen roll tube as games. Eat tropical fruit, dress in team colours, a baton. or make a sash to wear over the Penguin •• Investigate the possibility of holding a sports uniform. day with other Penguin groups. With the help of parents and other St John leaders you could arrange a variety of athletic events on that day. Sport Encourage the Penguins to design, draw and Penguins will be involved in a wide variety of sports. colour medals for the ‘Penguin Games’. This selection of activities suits indoor or outdoor settings, and is for groups with limited access to sport equipment. You could also ask a local PE teacher, Caring Penguin

47

CARING Penguin

Aim To encourage penguins to think about the needs of others and to help them become caring individuals. 48

The Caring Kindness for the Project elderly

Tell the Penguins that for their caring badge they are going to create a kindness project, learning about Growing older showing kindness and care to their community. You Nearly 20% of New Zealand’s population are over might want to complete a project as a whole group, 60 years old and this will increase in the future. It is or different Penguins might want to do their own important that the Penguins understand that the project. Start by reading one of these 40 picture needs, lifestyles, general health and wellbeing of books about kindness each session, and discussing older people are extremely varied. them with the Penguins. Although older people do experience more health Begin the project at home. Ask Penguins to perform problems, the majority are active and independent one act of kindness or one pleasant activity per for most of their retirement years. day. You could try setting it up as a Secret Service Activity. These activities could include helping with Activities dishes, letting someone else go first, taking care of an animal, going out of the way for a friend, hugging •• Penguins could interview grandparents / older someone to make them feel better, etc. Or they might family members to find out how life has changed include visits to places and experiences that make over time. the Penguins feel good, like visiting a favorite park or •• Hold a ‘grandparents evening’, so that Penguins a grandparent’s house. can share their learning and fun. At each Penguin session, take time to share the •• Contact a rest home or retirement village, and kindness highlights of the week. Share enough see if you can organise regular visits with the so that everyone learns from each other’s acts of Penguins. Suggested activities include: kindness and begins to understand the types of -- Activities that Penguins and elderly people experiences that they could try too. can do together, e.g. baking biscuits, planting Below are some ideas for your kindness project. seeds (and watching them grow) -- Penguins and elderly people could read to each other – maybe share their favourite books? -- Completing craft projects together -- Find songs that everyone can sing together -- Play board or card games.

•• A retired person who is still very active could come and talk to penguins, e.g. St John person; someone who does voluntary work; someone who has travelled or who has an interesting hobby. •• Give a garden pot that can either brighten a room or grow food. •• Get the Penguins involved in practical help for an elderly person who lives alone, e.g. gardening, helping with the shopping, walking the dog, washing the car. 49

-- Moveable fabric road, with the addition of Caring for some cars donated from the Penguins’ own collections the young -- Collect different baby-friendly objects for a treasure basket Many of the Penguins will have younger children in -- Recycle containers into a post box toy their lives, and be asked to look after them, with adult -- Create a sensory sensation with these texture supervision. Children can be particularly vulnerable, blocks, or a sensory book and there are many organisations you could contact - Make a colour matching game to offer the services and kindness of the Penguins - – from Playcentre and kohanga reo, to charities •• Collect donated items for charities like Foster that collect for young mothers, or groups that help Hope foster children. Give the Penguins some background knowledge of the organisation before you start your community giving.

Activities •• Invite someone in who has a young baby and have them visit once a month to see changes in development. Perhaps one of the Penguins knows someone, e.g. mum / aunty / friend / neighbour. Let the Penguins observe the baby, watching how they move, feed, play, and show emotion. •• Visit the library, where Penguins could look at baby books. Encourage them to think about the story, pictures, colours, textures featured in baby books, and what each feature is for.

-- Make a board book using photographs or the Penguins own writing and illustrations -- Make sensory books with different textures -- Use paint sample cards to create a colour book

•• Invite a local health nurse or someone from Plunket to talk about keeping young children safe. •• Penguins could suggest songs to sing to a baby. What were their favourite when they were younger? You could record Penguins singing and they could give a copy to friends / family members with babies and small children. •• Put together a treasure basket of everyday household items suitable for a baby or toddler to play with. Encourage the Penguins to think up different ways that young children could play with each object. Think about what would be safe, e.g. plastic kitchen utensils, and what wouldn’t e.g. anything with sharp edges such as cutlery. If you are lucky enough to have a baby visiting, the Penguins could see how the baby interacts with the objects. •• Fun things to make for a baby or toddler include: 50

Caring for Caring the sick in the

Talk about times when Penguins themselves have Community been unwell, how they felt and what was wrong with them. Did they have to rest in bed? What treatment Some ideas for kindness in the wider community did they have? Discuss what happens when you go include: to the doctor’s surgery, clinic, or hospital outpatients department. Have any of them experienced this? •• Put together Travel Sized Care Kits for the What happened? What questions did the doctor ask? Homeless • Grow extra fruit and vegetables in your garden to This kindness project helps Penguins care for sick • donate to a food bank. children. •• When school supplies are very cheap at the Activities beginning of the year, pack up a backpack and supplies for a local child in need. • Contact a children’s hospital or clinic, or a Ronald • •• Collect gently used toys and books for a local McDonald House in your area, to see if it would women’s refuge be possible for Penguins to visit child inpatients. Penguins could read to patients, or play a board •• Adopt an acre of a park or a kilometre of roadside or card game with them. to keep clean. •• Families often find themselves in an emergency room with a sick child, plus siblings, and a very long wait. Spend a session putting these busy books together and drop them to the ER for families. •• Make care packages. Suggested items to include are:

-- Hand sanitizer (you could buy a big bottle and decant into smaller bottles, decorated by the Penguins – take care, this is poisonous) -- Journals, colouring books and crayons – buy cheap exercise books that Penguins can decorate -- A special sweet treat -- A moisturizing lip balm -- Kids books, comics, puzzle books or magazines -- A small, contained, craft kit

•• Some ideas for donations to hospitals include:

-- Make a no-sew superhero cape -- DVDs and video games you no longer use/ watch -- Small game tins -- Collect new toothbrushes, hair brushes, hair, ties and soap and make a pack for people who have had to rush to hospital and haven’t had time to grab the necessities. -- Nappy changing kits 51

penguin, what they would feed it and how they Pet care would look after it. Make sure you leave some time for sharing at the end. Taking on the responsibility of caring for a pet is a big •• In some areas there are adults who specialise in commitment and should be thought about carefully. taking groups of small animals around to schools. It is important to choose a suitable pet, i.e. one that They may be able to come to your group. This the owner is capable of looking after properly and would be a good session for a visit from a local that will fit in with the owner’s life and circumstances. vet. Penguins should be aware of the following points •• Learn more about homeless animals in your which potential pet owners need to consider when community and how you can help. Collect choosing a pet: donations for a local animal group or spend some time volunteering together. The Penguins might •• Where the owner lives want to set up their own pretend play animal shelter. They could do this at the Penguin venue, -- flat, house, etc. with or without garden or yard. or set it up somewhere more public, and use it -- in town or country or near a park to ask for donations of food cans to take to a real shelter. These factors affect size of pet, whether it’s • Arrange for a companion or working dog to visit practical to have a pet that needs lots of • with its owner, e.g. guide dog, police dog. exercise, whether it’s possible to have a pet that can be kept outside in a hutch. There •• Play a game of “I have, who has?” may be rules about pet keeping in the area and it may be necessary to get permission. Animal welfare •• Time available: For a pet that needs lots of Animals are vulnerable and sometimes need the help attention every day, e.g. exercise, grooming? of the major animal welfare organisations, such as Would it be better to choose something less the SPCA or smaller organisations such as cat and demanding e.g. fish, mice? dog rescue societies. •• Cost: Some pets are more expensive than others The 5 Freedoms to keep – why? What costs need to be thought about? For example, big dogs need a lot of food. These are a set of internationally recognised animal welfare standards which outline what responsible pet Things to find out before getting a pet: owners must provide: •• what sort of food the pet eats and how often to 1. Freedom from hunger and thirst – clean water give food and a well-balanced nutritious diet •• how often to groom 2. Freedom from discomfort – shelter and a •• type of bedding comfortable resting area •• type of accommodation 3. Freedom from pain, injury and disease – •• does the pet need any injections / vaccinations? veterinary care when needed (and regular visits to •• does the pet need any training / exercise? the vet) 4. Freedom to express normal behaviour – enough There are often good reasons why a family should not space and regular exercise, and the opportunity have a pet, e.g. age, mobility, allergies of the owner. to play However, there are many ways in which Penguins who don’t have pets can become involved with 5. Freedom from fear and distress – love and animals, e.g. school pets, visits to animal sanctuaries, understanding. rescue centres, vets etc. Ask the Penguins how similar the 5 Freedoms are to human wants and needs. Activities •• Read One word from Sophia, by Jim Averbeck or A Activities pet for Petunia, by Paul Schmid. •• If possible, get some tadpoles for your Penguin •• Would a penguin make a good pet? Give the group. These are easy to care for, and Penguins Penguins paper, drawing and craft materials. Get could have a turn at taking them home to care for them to create where they would keep their pet each week. 52

•• Create a set of rules for owning a pet, and develop a pet care contract or jobs chart. •• For a small outlay, the group may like to ‘adopt’ an animal at one of the country’s zoos or wildlife sanctuaries. Your group could hold a fundraising event for one of the animal welfare organisations, e.g. raffle, sponsored dog walk. •• Make dog toys or treats and toys for cats, and donate them to a rescue shelter. •• Make dog treats, and sell them at a local market to raise money for an animal welfare project. •• Invite a visit from a SPCA or someone from a local cat / dog rescue.

Find solutions – step up, own it, do it.

What this looks like:

•• Being solutions-focused when problems arise •• Taking a ‘can do’ attitude, not a ‘make do’ one •• Thinking about, and sharing, better ways of doing things •• Learning from our successes and mistakes, acknowledging both and moving forward positively •• Promoting continuous improvement and innovation across all our services and activities. First Aid Penguin

53

First Aid Penguin

Aims To introduce Penguins to the basic concepts of first aid, including accident / emergency situations; breathing; bleeding and burns; bones. Objectives Penguins will be able to describe / demonstrate in simple terms:

Emergency aid

•• what to do at the scene of an accident including “making safe” •• finding out what is wrong with an injured person •• turn a person into the side stable position •• how to get help, including making a 111 call. Breathing

•• the normal breathing process •• hazards to breathing and how to treat a blocked airway •• artificial ventilation on a resuscitation model. Bleeding and burns

•• the circulation system •• how to treat a minor wound •• the correct actions when dealing with serious wounds •• the causes, diagnosis and treatment of burns and scalds. Bones

•• the skeleton, bones and joints •• how bones may be damaged, and the diagnosis of different fractures •• the diagnosis and treatment for fractured arms and legs. It is strongly recommended that a leader who teaches this section should be an active member of St John, holding a current first aid certificate. The objectives listed above indicate what all Penguins should be able to do to complete their first aid badge. 54

•• Bring in a tape recording of noises such as Emergency car, bike, emergency vehicle, breaking glass, etc Penguins to guess the sound (heightens aid awareness of potential dangers). •• Paint or draw pictures of accident situations. Talk about some of the pictures they have drawn, how Assess and make safe would they deal with the accident shown? Before starting any first aid it is important that •• Place 20–30 first aid objects on a tray. Allow the Penguins understand that an injury that someone Penguins one minute to study them. Then cover else has suffered could also happen to them, or to the tray. The Penguins must then try to remember someone they know. It is therefore essential to spend as many of the objects as possible. some time talking about and acting out different accidents. In this way, Penguins build up confidence in approaching such situations whilst appreciating Finding out what is the need for maintaining their own safety. wrong Penguins also need to be aware that doing things Before the first aider can help anyone who is hurt it is in the correct order is an important part of helping vital to find out what is wrong with them. There are people and indeed of saving lives – perhaps, in a three ways to do this: dangerous situation, their own! They need to be aware that knowing what to do when an accident •• Asking the person what happened and how they happens is just as important as knowing how to care feel. for the injured person. •• Looking at the parts that hurt to see what is wrong. It is also vitally important that Penguins (and adults) know their own limitations; size, strength and age. •• Using eyes and hands when a person is unresponsive and cannot tell the first aider what is wrong. What to do at the scene of an accident It is essential to find out whether the person is Assess the situation breathing and whether they are bleeding. •• When an accident has happened, it is important Conscious casualties not to rush over to the area straight away because Remember the importance of safety before whatever hurt the injured person might hurt you! approaching. Think of questions so that you can find (for example electric cables, gas leak etc.) out what you need to know. •• Before approaching always stop, look, listen, and smell, to check the situation. •• What happened? •• Where does it hurt? Make safe • How do you feel? •• Remove the danger if it is safe to do so. • •• If necessary, move the injured person away from Unresponsive casualties danger. They might look as though they are asleep or they •• If you are unsure about removing the danger get may make noises like grunting and groaning – but help from an adult – make sure you don’t get hurt if they cannot be woken up and cannot reply to yourself. questions, then they are unresponsive. The first aider must now use eyes, hands, and ears very carefully to Activities find out what is wrong. This must be done quickly as a person who is unresponsive is in danger. Their brain •• Talk about accidents the Penguins have had or is no longer able to control their body. witnessed, or provide a newspaper cutting about a local incident. What caused the accidents? ‘Shake and shout’ procedure should follow – shake •• Discuss accident situations in general – leading gently by the shoulders and say firmly ‘Wake up, into the concept that what hurts the patient may open your eyes’. hurt the first aider. Discuss and act out (within reason) what to do in the dangerous situations Activities (road traffic accident; accident; glass/debris; •• Get Penguins to think about when they have electricity; water). hurt themselves or have been unwell and share 55

how they felt/looked (e.g. spots, pallor, bleeding, Activities bruising, swelling, etc.). •• Look at a picture of the side stable position or use •• Role plays – finding out what is wrong, conscious a volunteer and discuss why this is a safe position or unresponsive (use a little make up to denote for the unresponsive casualty. Then demonstrate bleeding, pallor) how to turn a person into this position – get the •• Using pictures from books or magazines, get the Penguins to practice. Penguins to guess what happened and what •• Practice the side stable position blindfolded – might be wrong – use only obvious things such as important for developing sense of touch. bleeding or bruising. •• Sequencing activity instructions. Put the •• ‘Feely bag / box’. Have some items in a bag or following pictures into the correct order and box (for example bandage, plasters, cotton wool, number them (can do this individually, in pairs, or rubber gloves, toy ambulance). Penguins have to as a whole group). guess what they are by feeling. •• Penguins to give instructions on how to turn a casualty into the side stable position – useful if Side stable position the casualty is too heavy for them and they have When we are conscious we can talk and move; to direct an adult. Do this in threes or more if when we are unresponsive we cannot talk or move possible – one to instruct; one to do; one to be properly as we are unable to control our bodies. The casualty. unresponsive casualty lying on their back, therefore, •• Recovery relay: One ‘casualty’ per team of is in greater danger as their tongue may flop Penguins lies on the floor. Each team member backwards and stop the air from getting into their must go to the ‘casualty’ and perform one lungs. Also, the person may choke if they are sick or manoeuvre towards turning them into the side have blood in their mouth. The side stable position stable position. If you have small teams this could is a safe position for an unresponsive person who is be a continuous game until all Penguins of the breathing and whose heart is beating. teams have played at being the casualty.

The side stable position Check safety using the shake and shout procedure Getting help – reiterate this is shaking the person’s shoulders and In most situations, a Penguin will not be the only one saying ‘Wake up, open your eyes.’ on the scene – however, there may be times when an adult sends them to get help. If there is one injured Check that the casualty is breathing air and their person, the first aider should give emergency aid first heart is beating normally. and then send for help. If there are more people hurt, Turn casualty into side stable position: help should be sent for immediately. 1. Kneel at right angles to casualty, level with the Who to ask for help chest. Tilt the head back and keep the chin •• Minor occurrences: Uniformed people e.g. Police, forward to open the airway traffic warden, security staff, etc., as they may 2. Place the arm nearest to you by their side, hand know first aid. under their bottom. •• Major occurrences: call 111 3. Bring the other arm over the chest and cross the far leg over the leg nearest you Calling 111 4. Support the head with one hand and pull the From any landline telephone or cell phone – even if a casualty to you, so that they lie against your knees cell phone is out of credit 5. Bend the arm and leg nearest you so that they •• Landline – lift the handset and dial 111, cell support the body. phone – dial 111 and press the call button (may 6. Check that the airway is clear and that the have to use the phone app first) casualty cannot roll on to their back. Check that •• The operator will want to know which service you the far arm is free, and that they are not lying on need and the phone number you are calling from it. •• When you are connected to the service, talk Note: This is an adapted method to make it suitable slowly and clearly for Penguins. For the recommended method, refer to •• Explain what has happened, where it has the St John first aid manual. happened, how many people are hurt, and what is wrong with them 56

•• You will be asked the telephone number again. •• Do not put down the phone until you have Breathing answered all the operator’s questions •• Go back to the person/people who are hurt and tell them that help is on the way. Airway and breathing Every single part of the body needs oxygen. Our Activities bodies take oxygen from the air. We breathe in through our nose and mouth and the air is carried •• Use these scenarios and discuss what you would along the windpipe to our lungs. The nose, mouth, do to get help which require messages for help. and windpipe are known as the airway. It is essential •• Draw or photocopy some illustrations of accident that the airway is open to allow oxygen to enter the situations e.g. one casualty with a bleeding bloodstream. Blood carries oxygen to all parts of leg, three casualties at a road accident, etc. The the body. When the oxygen is used, waste carbon Penguins divide into pairs, one picks a card dioxide is produced. Blood carries this back to the and has to send for help giving appropriate lungs, where it is breathed out through the nose and information – they then swap roles. The winners mouth. are the first team to relay two accurate scenarios to the leader. •• Normal breathing rates for adults: 15–20 times a minute. •• Teach and sing the ‘111 Ambulance Song’ with corresponding hand actions. •• Normal breathing rates for children and infants are faster. •• Getting the message: The Penguins sit in a circle and the leader whispers a short message to one •• Rates may increase considerably after exercise, of them. They in turn whisper it to the Penguin depending on the level of fitness, amount of next to them and so on round the circle. The last activity, etc. Penguin to receive the message must repeat it •• Check for breathing; look for chest rising; listen out loud and it is compared with the original. for breathing sounds; feel the casualty’s breath on •• Help squad: Game of tag, several chasers and your cheek. releasers or helpers – if tagged by a chaser, a Penguin must stand with arms out until rescued Activities by a Penguin of the help squad! •• Get the Penguins to put their hands around their ribs and to take a deep breath in – ask them what happens to their chest. What happens when they breathe out? Get them to observe one another. Discuss how you can also use the senses of hearing and feeling to determine breathing. •• Get them to exercise and then talk about what has happened to the breathing rate – why? •• Blow football race – Using straws, Penguins blow dried peas or ping-pong balls along a short route to a goal. First team to score a required number of goals wins.

Mouth-to-mouth ventilation

Procedure: •• safety •• shake and shout •• open airway, check for breathing •• if the casualty is not breathing, seal the nostrils and blow into the mouth – watch the chest rise and fall •• continue to do this every few seconds until the casualty starts to breath or help arrives 57

Note: In this session, the leader should allow plenty Diagnosis – choking casualty (conscious) of time to practice. Signs and symptoms: redness; difficulty in talking; difficulty in breathing; hands to throat; coughing; Artificial ventilation blueness. When a person has stopped breathing it is vital to get Treatment: encourage nearest adult to perform firm their breathing going again as quickly as possible. hits with the flat part of the palm on the person’s This can be done by mouth-to-mouth (or sometimes back between the shoulder blades, checking after mouth-to-nose) ventilation. By doing this the first each hit if the item has become dislodged. aider can keep enough oxygen in their body to keep Diagnosis – choking casualty (unconscious) them alive until the ambulance arrives. Signs and symptoms: obvious obstructions; not breathing; chest does not rise when you ventilate Activities casualty. •• Practice on a resuscitation model, preferably a Treatment: call for emergency help immediately – junior model, if available. Impress on the Penguins call 111. that they must only practice this on the training model and not on a real person. Activities •• Sort the cards: Divide the Penguins into equal teams of about four or six and provide a die for •• Talk to the Penguins about how they sometimes each team. You will also need several groups eat things too quickly and then cough and of cards with key instructions for the artificial splutter. Some Penguins may have experience of ventilation routine. Jumble each group up. The choking or witnessed it with younger siblings. Penguin takes it in turn to throw the die and •• Gather together a number of small and medium whenever a six is thrown that Penguin runs to the sizes toys and food items. Can the Penguins sort cards and begins to sort them into the correct these into items that a young child can choke on, order. When another Penguin of the team throws and items that they probably won’t? Then, give a six they take over. The winners are the team to the Penguins some toilet rolls tubes. Ask them complete the correct sequence. to pass the items through the tubes, and make •• Red Light Green Light: Penguins stand in a line two piles – those that won’t go through, and facing the leader, who is across the room. Ask those that will. Were any of the items in the piles Penguins questions about artificial ventilation. different from last time they sorted them? Tell If the answer to the question is right, then the them this is a good way to see if something is a children have a “green light” and take three steps choking hazard. forward. If wrong, then they stay put. •• Using a resuscitation model, show the penguins how an airway can be blocked by the tongue. Similarly, show the Penguins how the airway can Airway and breathing be cleared by the ‘head back, chin lift method’ and problems let them handle the model and do the same. Get them to practise on one another. Hazards to normal breathing •• The airway (the nose, mouth and windpipe) may •• Clear the way: Divide the Penguins into teams. be blocked from the outside (suffocation) or Along the length of the hall place a line of bean- from the inside by food or an object; also in the bags or similar (‘blockages’) for each team. At the unconscious person by the tongue, saliva, blood, far end of each line have a different object such as and vomit. a large ball. On the command ‘go’, Penguins take it in turns to clear the ‘blockages’, starting with the •• Chest damage – by being crushed. nearest item first. The winners are the team who •• Drowning can reach the ‘oxygen’ (the large object at the end) •• Lack of oxygen in the air – e.g. smoke filled room. first. If the airway is blocked, or supply of air cut off, then oxygen cannot reach the brain – which can only last Asthma about three minutes without oxygen. Asthma is on the increase: one in nine people now suffer from it. It is quite likely that one or more Penguins in your group – or a relative of theirs – is an asthma sufferer. 58

Asthma is inflammation of the airway of the lung, and an attack happens when the airway becomes Bleeding narrowed. In people who have asthma, attacks may be set off by different factors – e.g. allergic reaction and burns to pollen, dust mites, pets; stress; exercise; etc. Most people with asthma can lead normal healthy lives if they manage their asthma. Blood and circulation The asthma attack Blood carries the oxygen we need to live. How much blood we have depends on the size of our body. The Symptoms: Breathlessness; wheezing; or continual average adult has six litres; a newborn baby less than coughing. half a litre. This could be demonstrated with water in clear milk/soft drink bottles. Treatment Blood is pumped around the body by the heart. It •• Let them sit down in the position they find most is carried to all parts of the body by tubes known as comfortable. Do not make them lie down. arteries, which divide and then subdivide to become •• Let them take their usual treatment (for example, veins and capillaries. an inhaler). If they have forgotten their inhaler, contact parents or someone who may be able to Every time the heart beats it forces a surge of bring it in. Failing that, call an ambulance. blood along the arteries. A pulse can be felt where •• After using inhaler, wait 5-10 minutes. If these arteries are close to the surface of the skin. symptoms disappear they can carry on as normal The two most important pulses for first aid are the radial (wrist) and carotid (neck). The pulse rate tells •• If they have not disappeared completely, give you whether a person’s heart is beating normally. another dose of inhaler. An adult’s heart beats between 60 and 80 times a A severe asthma attack minute; children’s hearts beat faster – up to 100 times Signs and symptoms: normal medication does a minute. After exercise the pulse rate may increase, not work; pulse rate is very fast; rapid breathing; depending on fitness and the type of activity. breathless and cannot talk normally. In this case call 1 1 1 immediately or get the person to hospital. Activities •• Start with a simple body book, and give the Activities Penguins an overview of the circulatory system, •• Start with a simple body book, and give the like The human body, by Carron Brown. This is a Penguins an overview of the respiratory system, good time to begin learning some Te Reo Māori like The human body, by Carron Brown. This is a words too, with Learning body parts in Māori and good time to begin learning some Te Reo Māori English, by Ahurewa Kahukura. words too, with Learning body parts in Māori and •• These printable playdough mats are a great way English, by Ahurewa Kahukura. to look at the circulatory systems. •• These printable playdough mats are a great way •• Demonstrate that your pulse is a measurement to look at the respiratory systems. of your heart pumping, by doing this simple •• If possible bring in examples of different inhalers heartbeat experiment. and describe how they work (one of the Penguins •• Find pulses and count. Count again after exercise might have an inhaler and could show how they – why do the Penguins think their pulse rate has use it). Never allow children to try them out. changed? •• Make lungs and try them out. When the straws •• Try this method to see your pulse. are empty, they inflate the bags well. However, •• Make a simple stethoscope. Listen to each other’s asthma makes bronchial tubes narrow. To heartbeat. demonstrate this, drop a couple of drops of non- • Build a functioning heart model. toxic glue into the straw, and try again. Penguins • will be able to see how airflow is restricted Control of bleeding: minor wounds Minor wounds such as cuts and grazes – only a small amount of blood is lost. Blood escapes from 59

a damaged blood vessel; bleeding stops when the the less vital oxygen for the body, especially the blood becomes solid and forms a clot. brain.

Treatment Control of bleeding Clean wound, using running water if possible. If Make sure the person is sitting down. not, use gauze swabs and bowl of water – clean cut / graze from centre outwards. If bleeding does not Direct pressure stop, apply direct pressure to the wound with a pad, Press directly onto the wound using a pad, or the or the person’s hand. Dry surrounding skin. Apply person’s hand. This flattens the blood vessels near plaster (adhesive dressing) – should be at least 2.5cm the wound and slows the flow of blood. Continue bigger than the wound (note that some people have pressing for between 5 and 15 minutes to give blood skin which is sensitive to adhesive dressings – ask time to clot. before using). Thorough attention to cleanliness Elevation should be stressed throughout. If the wound is to an arm or leg (and there is no Treatment for nosebleeds fracture), raise the limb and support it. The effect of Sit person down and lean their head forward, to gravity slows bleeding. avoid the risk of swallowing or breathing in blood. Treatment Pinch the (whole) soft part of nose, breathe through Place sterile dressing onto the wound, cover with the mouth, and stay like that for ten minutes. If a pad and bandage. If bleeding continues, apply bleeding doesn’t stop after 30 minutes take the more dressings. Check bandages are not too tight. If person to hospital. bleeding still continues, take the person to hospital. Introduce the phrase ‘Pack it, Wrap it, Raise it’: Activities •• Pack the wound with a pad •• Make blood. •• Wrap the wound in bandaging •• Discuss and demonstrate control of bleeding and cleaning wounds. Then, role-play situations – use •• Raise / elevate the affected limb (if there is no casualty makeup or lipstick for wounds clean fracture). wounds and apply plasters. Remind Penguins that in real-life situations, especially with regard to Activities nosebleeds, they should get a grown up to help. •• At the beginning of a session, encourage •• Talk about the importance of self-help. Can Penguins to suggest ideas for controlling Penguins suggest situations when they might bleeding – they should have some good ideas if need to treat themselves? Role-plays nosebleeds they recall the previous section on minor wounds. – remind children to breathe through their mouth •• Get Penguins to raise one hand in the air for a few while pinching nose shut! seconds while the other hand remains hanging •• A St John member involved in first aid down. Compare the colour of the two palms – competitions may have a basic casualty why do they look different? Remind them what simulation kit of plastic wounds, fake blood, happened to their heartbeats when they were colour sticks and bread paste (for building up rushing around. Can they understand why a swellings). If these can be borrowed, the Penguins person losing a lot of blood should rest quietly? can be suitably made up to act the part of various •• Cut deeply into an orange – squeeze it slowly, kinds of casualties. This will help them recognise squeeze it fast. Compare the amount of liquid lost. symptoms and will link in with first aid Penguin. •• Role-play – emergency control and then applying dressings, bandages and elevation slings. Control of bleeding: •• Role-play as above, but for wounds on the legs. serious wounds •• Blindfold bandaging: In teams with one ‘casualty’, and the rest of the team blindfolded. Relay race to Wounds which bleed heavily are obviously more complete bandaging and apply slings. serious, and more frightening – both to the casualty and to someone trying to help them. The most •• Create a large maze with rope, twine or tape. Set important actions therefore are to control the up the maze with a specific medical objective, bleeding as much as possible and to keep the such as cleaning a cut, and put pictures of casualty calm and quiet. The more blood that is lost, everything you’ll need to complete the objective in the maze, plus some additional non-necessary 60

items leading to the dead ends. The Penguins walk through the maze and collect the pictures – if they pick up items that aren’t needed, they’ll end up in a dead end. Or, put real equipment in the maze and a ‘patient’ at the end, and see who can gather the right materials and treat the patient the fastest. Burns and scalds Penguins need to understand the difference between burns and scalds, and how and where such injuries may occur.

Burns – dry heat, e.g. flames, hot objects, sun

Scalds – wet heat, e.g. hot water, hot oil, steam

Signs and symptoms It’s important to distinguish between minor burns and scalds and more serious ones. Minor burns may have pain/tenderness, redness, swelling, and cover a small area. Burns that are more than the size of a 10 cent piece, blistered, very red or even charred in appearance are more serious, and require medical attention. For burns that are larger than half the person’s arm, causing severe pain or involves the eyes or genitals, call 111 immediately.

Treatment Cool the area as quickly as possible by placing under cold water, preferably running water. Keep cooling for at least ten minutes. Remove any rings or jewellery. Apply non-adhesive dressing, cling film or a clean plastic bag. Reassure the person and keep them still, comfortable and warm. Get help.

Do not apply cream, burst blisters, put on plasters / sticky dressings, or remove any clothing that is stuck to the skin.

Activities •• Talk through any burns or scalds they may have experienced. Discuss briefly situations when and Listen openly. Encourage ideas. Welcome where such injuries are most likely to occur. Role- feedback. play situations so that the different methods of What this looks like: cooling may be applied, e.g. hand, leg, and face. •• Hot pot!: Select a couple of Penguins to be •• Welcoming the unfamiliar and chasers and stand in the middle of the hall. The encouraging growth, innovation, and other Penguins line up along one side of the hall. creative thinking The objective is to cross the ‘hot’ surface (the •• Putting the whole of St John first, rather centre) without getting ‘burned’ (caught). Anyone than individual teams or functions getting caught must stand outside the area to •• Demonstrating our belief that everyone cool down. has something to offer and good ideas can come from anywhere •• Promoting our reputation and honouring our history and ethos. Communication Penguin

61

Communications Penguin

Aims To encourage Penguins to think about the different ways people communicate and to improve their own ability to communicate with others in different situations. Objectives Penguins should be able to:

Verbal •• appreciate different kinds of stories •• give and receive messages clearly and accurately •• communicate their feelings to others •• use simple phrases and descriptive words in Te Reo Māori. Audio •• make an emergency call from any phone and in any conditions •• understand the use of radio within the emergency services •• know the meaning of various warning signals that are heard and not seen. Visual •• be aware of the different methods of communicating with those who have a hearing loss Written •• describe how a letter travels to its destination •• create a book •• understand how to keep safe when using digital communication •• see the differences between various kinds of newspapers. The objectives listed above indicate the options available. Two objectives per section need to be met to complete the communication badge. 62

Verbal Activities •• Read The Way I Feel, by Janan Cain. Penguins can make a paper plate mask to illustrate one of the Encourage the Penguins to express themselves feelings in the book, and then walk around the with some of these verbal communication warm-up room with the mask showing the emotions with games: their bodies. •• Imaginary Animal: Ask each Penguin to think of •• Play this bean bag conversation game as a way an animal and give them one minute to think to get Penguins to talk about their feelings and of how they would describe that animal. Each also ask about others’. Penguin can then be questioned by the other •• Make balloon people, and get Penguins to act Penguins on the size, colour(s), habitat and other out a scene with them. attributes until they discover what animal it is. •• Play the emotional animals game •• Play conversation Jenga •• Try the conversation chair game: Everyone sits in a chair in a circle, with one person in the middle Kōrero Mai (without a chair). The person in the middle says As one of the official languages of Aotearoa, it is something like “I like people who like baseball” important that the Penguins are exposed to, and or “I like people who are wearing jeans” or “I like speak Te Reo Māori. If you do not have a Te Reo Māori people who like tobyMac” and whoever the speaker in your Penguin whānau, or are not confident statement applies to has to get up and find a new yourself, there are apps and YouTube clips that can chair, while the person in the middle tries to get help with pronunciation. one of the newly-vacated chairs. Whoever is left in the middle then takes a turn. •• Start with greetings, colours and numbers. •• Download and print the Te Reo Māori activity Telling stories book from Te Papa. •• Help the Penguins develop their mihi, and see if People have been telling each other stories since you can all visit your local maunga and awa. they learnt to speak. Every culture in the world has • Learn about parts of the body, and practice stories which are told to each generation of children • the words with the hokey tokey and heads, in turn. Often these stories are about the early history shoulders songs. of the people, or explains how things came to be.

Activities Receiving and giving •• Read a book of Māori legends. Split the Penguins messages into groups of about 6 children. Encourage each Receiving a message and being able to pass it on group to choose a story to act out. clearly and accurately is one of those things which •• Make and use some story stones sounds easy to do but which in fact takes some •• Show the Penguins a wordless picture book, practice. A message may have to be passed on by a like Journey by Aaron Becker. The Penguins can Penguin in an emergency situation, if they are sent to help tell the story as they go, or they can use this get help, or have to ring 111. movement sequence to help tell the story with their bodies. Two way radio Emergency services use two-way radios so that they •• Invite a guest from the local iwi or hapū to come can receive and send messages. These provide a and tell the Penguins stories from your local area. vital form of communication between for example •• Try drawing a story with this partner game. a police car and the police station, or between an ambulance and a hospital. St John has specially trained radio operators, who work in communication Communicating centres. feelings It is important that Penguins are able to Activities communicate how they feel. Theses activities are just •• Arrange the Penguins into pairs. Each Penguin a start. They are not meant to be confronting for the writes down a simple message containing an Penguins, or make them feel uncomfortable. instruction to do something. (They might be 63

able to draw the instructions if they are not good at writing). They exchange messages with their Visual partner and then carry out the instruction. Were all the messages clear? Signs are used for communicating with people •• Broken telephone: One Penguin starts by whose hearing is impaired. Three of the methods for whispering a message to the person next door. doing this are: The message goes all around the circle back to Lip reading the beginning. Has it changed? In this system, the person with hearing loss, ‘reads’ •• This game helps to develop the Penguins’ the shape formed by the lips of the person talking. It listening skills. Divide the children into groups. is very difficult and even the most skilled lip reader Take each group in turn into another room or misses some of the words. It is especially difficult the corner of a large one. They all need to be for people who have never been able to hear words blindfolded. Make some different sounds, e.g. being spoken. When with a person who is lip reading, water being poured from jug, spoon on glass, make sure he or she can see your face clearly. Speak alarm clock ticking, jar of dried beans being naturally and clearly – not too slowly or too loud. Be shaken, paper being torn. The team which prepared to repeat words. guesses all the sounds correctly wins. •• Write messages with invisible ink made from Sign language baking soda. New Zealand Sign Language is an official language of New Zealand. Signs for words and ideas are made not •• In pairs, Penguins can create a code and see if only with the hands but by facial expression and the another pair can decipher the message. position of the body. It takes a long time to learn how •• Invite a radio operator from St John to come and to sign well. speak to the group and to give a demonstration. Finger spelling In the finger spelling alphabet, hand and finger shapes represent the different letters. It is a straightforward form of communication and the alphabet can be learnt quite quickly.

Activities •• Read Reena’s rainbow, by Dee White & Tracie Grimwood •• Talk about lip-reading. Say a few sentences using your lips only. How much can the Penguins understand? •• Give the Penguins a copy of the fingerspelling alphabet. Divide them into pairs, and encourage them to learn how to spell their names and the word Penguin. •• If possible, watch Paradise with the Penguins. First, watch it with no sound, and see which signs the Penguins can work out. Then play it again with sound, and see how many they got right. •• Print out some sign charts. Let the Penguins choose one that they can demonstrate to the group. See if the other Penguins can guess which word they are signing. •• Learn the New Zealand national anthem in Te Reo Māori, English and sign language. •• Invite an expert in sign language to come and give a demonstration. 64

downloaded onto a computer or similar device or are Written available on a disk.

Ebooks Digital writing Books can be downloaded onto devices such as kindles or tablets and read directly from these Written communication comes in the form of letters, devices. emails, texts or social media posts. Many people still get their news in a written format, whether in an How a children’s story book is made online or paper newspaper. Writers need to think 1. The author writes a story about their audience, and change their writing to 2. A commissioning editor in a publishing company suit. Penguins need to be aware of cyber safety, reads the story and agrees to publish it as they engage in online interactions. Even those 3. A copy editor reads the author’s manuscript to Penguins that do not have access to computers or check for spelling or punctuation mistakes, etc the web at home, will have some access at school. 4. An illustrator works on the pictures Activities 5. A designer suggests how each page in the book should look •• Read The Jolly Postman and The Jolly Christmas Postman, by Janet and Allan Ahlberg 6. A typesetter uses a computer to put the words on the page •• Create a Penguin post office and encourage regular letter or card writing between the 7. The designer puts the words and pictures Penguins. together 8. The author checks that everything is okay •• I sent a letter to my friend and on the way I dropped it: Circle of Penguins, one has to run 9. The book is printed, which means that lots of round the outside of the circle, drops the letter copies of it can be produced behind someone, that person then has to run, etc. 10. The book is on sale in the shops. •• See if Penguins can write a message just with emojis. Activities •• Talk with the Penguins about digital •• Ask Penguins to bring in their favourite books to communications, such as emails or texts. Remind share with the group. They can dress up as their them that although they are young, they still need favourite book characters, and read with each to remember to be safe when doing anything other. Turn off the lights and let the Penguins read digital, whether sending or receiving. Review and with torches, or make super reading light hats discuss the SMART rules. Then make bunting, to wear. using string and paper or cardboard, to spell • Choose 5 activities to go with children’s books the word SMART. There are files for the letters • and set up some stations in the Penguin venue. A-O and P-Z if you want to print them. Let the At each station have a copy of the book for the Penguins decorate their letters with glitter, fabric Penguins to read, and an activity to go with scraps, or paint, and assemble their bunting. Print it. Penguins can have free choice as to which out the SMART rules and stick each one to the activities they would like to do. back of each letter. Encourage the Penguins to take home their bunting and display it at home. •• The Penguins can make their own books, and be authors and illustrators. You will need to collect a variety of paper and cardboard, some ribbon and Books colouring pencils or felts. Some to try include: Braille/audio books -- Bamboo rubber band books Books in Braille are made for vision impaired people and are read by touch. Each of the 63 characters are -- Accordion books made up of one to six embossed dots. -- Foldable books -- A rainbow zigzag book Large print books are useful for those who sight is impaired. -- One sheet album

There are also audio books. People can listen to books being read by leading actors. These can be 65

•• Ask the Penguins to put together an article about Newspapers the group for the local newspaper. They need to Different kinds of newspapers keep it short otherwise it will not be printed or it There are several national daily newspapers in will be cut by the paper’s sub-editors. Can they New Zealand. Around three out of four people over supply a photo of the group? If so, they will need the age of 15 read a newspaper every day. Local to write a suitable caption. papers are popular too, as in them we can read about •• Invite someone from a local newspaper to come people and places we know and they can be a focus and talk. for the community. These days there are a lot of free newspapers which are paid for by advertising. •• Using this newspaper template, the Penguins Then there are specialist papers; financial, sporting, can produce their own newspaper. This could be children’s etc. Some newspapers are available every put out once a term, to highlight what they have day, some only on Sundays or other days of the week. been learning about. Share it with friends and whānau, as well as the regional St John team. What is in a newspaper? Make sure to put in illustrations or photographs, A newspaper contains lots of different elements, and some Te Reo Māori too! besides the actual news. Adverts, TV and radio programmes, horoscopes, advice on activities like cooking and gardening, weather forecasts, reviews of films, plays, TV and radio programmes, books, strip cartoons, photos. It is likely to have different sections too – national news, international news, business, sport.

Putting a newspaper together 1. Beginning of day – some things are ready to go in the paper, e.g. adverts, crossword, TV guide, also articles for the inside pages (e.g. travel, fashion). 2. Morning editorial conference – Editor and staff look at all the news which is flowing in (from members of the public, emergency services, news agencies). What stories do they need more information on? 3. Reporters – they are sent to interview people, check facts, generally get as much information as they can. Specialist reporters are writing their articles on sports, arts, financial affairs. 4. Afternoon Editorial Conference – decisions are made on the lead story (although this may change later in the day) 5. Sub-Editors – check all the stories, make sure they fit the space, lay out the pages. 6. Paper “goes to bed” – to be printed and loaded onto vans for delivery all over the country in the morning.

Activities •• Take in some newspapers of different kinds. Look at the ones the Penguins have brought in from home. In what ways are they different? Look at size, kind of print, pictures. Use a simple newspaper to show the Penguins the different parts of it. Which articles do they find interesting? Why? St John Penguin

66

St John Penguin

Aims To give the Penguins a basic understanding of the history of the Order of St John and some knowledge of the work done today by St John. Objectives Penguins will be able to:

St John through the times •• know that the Order started over 900 years ago in the Hospital of St John in Jerusalem •• know in simple terms, how the ophthalmic hospital was started, and the work done today •• recognise the symbol of the Order and understand its significance •• appreciate that The Order if St John is a world-wide organisation St John in New Zealand •• know, in simple terms, how the Order of St John was started in New Zealand •• give a simple verbal account of the work done, and the services provided by St John in New Zealand St John youth •• describe, in simple terms how St John youth started in New Zealand •• understand the youth programme and what opportunities are available (eg super penguin, NCO, Grand Prior etc)

The objectives listed above indicate what all Penguins should be able to do to complete their St John badge. All objectives must be met to gain the St John badge. 67

•• Research life in medieval times and have a The “medieval night”. This could include a feast and some medieval games, make a shield, a paper beginnings bag knights helmet, and a catapult. of St John •• Medieval toys and games you could try include: -- Peg dolls In Medieval times, large numbers of Europeans -- Jackstraws travelled to see the holy places in Jerusalem. Such -- Skittles journeys are called pilgrimages. Sometimes the pilgrims became sick. Around 1080 a group of men •• Obtain leaflets about the St John Ophthalmic and women started a hospital in Jerusalem to care Hospital in Jerusalem from St John regional for them – the hospital of St John. The Hospital was office or on the internet, and show them to the very big and could treat 2,000 patients at a time. Penguins. Discuss ideas on how the Penguins These men and women were monks and nuns, which could raise funds to be sent to the ophthalmic meant they had given up their lives to serving God. hospital in Jerusalem. Learn more about eyes They followed strict rules: They had no possessions, and how they work by creating a model of an they had to be obedient, and they could not marry. eye, show them the interior of the eye with these printable illustrations, let the Penguins try out an Fighting in Europe and The Middle East meant that eye chart, examine objects through a magnifying the order of St John were forced to leave Jerusalem glass, and attempt a fine motor activity, like and spent a lot of time moving from place to threading beads or screwing nuts onto bolts, place. Eventually, they settled on an island in the while wearing an eyepatch or a blindfold. Mediterranean, called Malta.

200 years ago a St John hospital was once again opened in Jerusalem. It was also decided that this should treat only eye diseases because these were so common in the Middle East and no particular attention was being paid to their treatment. There is still a St John eye hospital today.

There are now thousands of members of St John throughout the world. As well as New Zealand, they include the United States of America, Australia, England, Canada and many countries in Africa, Asia and the Caribbean.

Qualified St John people can be found practising and teaching in schools, workplaces, homes and at large public events. St John nurses help out in poorly staffed hospitals and the Order’s ambulances provide much needed transportation in countries where many people live far from hospitals. There are also St John members who are specially qualified to help when there are natural disasters, like earthquakes, or floods.

Activities •• Use a world map to find the places mentioned above. What interesting facts can the Penguins find out about them? •• Read The princess knight by Cornelia Funke, or The knight and the dragon, by Tomie de Paola. Build a medieval castle 68

•• Invite a St John first responder or paramedic to St John in talk about their jobs. Maybe you could persuade New Zealand them to bring an ambulance too.

The St John Ambulance Association was introduced St John symbol into New Zealand in 1885. Many of the first branches The eight-pointed cross was the symbol worn by the established in small towns like Oamaru and Petone, Knights of St John. It is particularly associated with where existing medical services were scant and the the time in Malta and so is also called the Maltese labour intensive workforce was susceptible to serious cross. The cross is white – which stands for purity. injury. The four arms are symbols for: Many people were keen to sign up for first aid and home nursing lectures. Youngsters were involved, •• prudence (carefulness and forethought) acting as ‘models’ to practice first aid on. •• justice (fairness) • temperance (being moderate in all things) In the 1920s and 1930s, when money was too scarce • to afford doctors, it was not uncommon for sick and •• fortitude (courage and endurance). injured people to turn up day and night at brigade The eight points of the cross symbolise the qualities member’s homes for wounds to be dressed and of a good first aider: cleaned. •• Humility St John in New Zealand has always provided patient transport – from the simple two wheeled ‘ashford •• Sympathy litter’ pushed along the road by four men to the •• Gentleness advanced vehicles today equipped with the very •• Truth latest medical technology. The earliest motorised •• Compassion vehicles were very basic and would have held two stretchers with rubber mattresses, a box of bandages •• Unselfishness and splints, and a bottle of smelling salts. Getting to •• Peace hospital could be a very arduous affair – one round •• Endurance trip to Mount Cook by the Timaru ambulance in the early 1930s took three days! Activities During World War Two, St John adults and cadets •• Explain briefly the meaning of the four arms – and supported the air raid precautions scheme on the way the eight points symbolise the qualities the home front, making and rolling bandages which a first aider should have. Suggest the and dressings, teaching first aid at mass public Penguins draw the cross. Can you see the cross on classes, and working at medical centres. Following your uniform? Where else can you see it? the Second World War mobile health clinics were •• Read How full is your bucket?: for kids by Tom established, and the Order expanded its blood Rath and Mary Reckmeyer. Talk about ways to fill collection service, the first in the country. other people’s buckets. The Penguins can think In 1987 St John established three service arms – of ways they can show the St John values and be community services, ambulance and training. good bucket fillers. Then, sit the Penguins in a circle, with one Penguin member in the middle. The Penguins in the circle take turns saying one Activities nice thing about the Penguin in the middle. Let •• Find photographs of St John in your area. See if everyone have a turn to be in the middle. the Penguins can put them in chronological order. •• Set up a helpfulness chain. Ask the Penguins for Look at differences and similarities over time, and one thing that they think they need help with, discuss why things may have change. and then ask the other Penguins how they can •• Ask someone from the region or area, or from help them. Set aside time for Penguins to upskill St John Fellowship to come and talk about the with their helper. history of your division. •• Create kindness rocks and leave them around •• Watch a performance of the St John Waiata and your neighbourhood for people to find. Haka. •• In New Zealand and around the world, children face hunger. Use this easily understood problem 69

to examine the St John values and help the independence for longer. They also provide Penguins understand how they can put those reassurance for families and friends. values to action. Read One Grain of Rice by Demi as a way to talk about people from the same Community programmes place having, or not having, food. Then, choose activities that are most suitable for your local •• Caring Caller: This scheme provides support for community. older people who may not have many people in their life to talk to. A St John volunteer makes regular telephone calls to an older person and a Services St John friendship develops. •• Friends of the Emergency Department: provide in New Zealand Friends of the Emergency Department (FED) Ambulance and Hospital Friends volunteers provide comfort and support to patients and their families in St John operates 24 hours a day seven days a week, hospital emergency departments, as well as other and provides 90% of all ambulance services in departments and smaller hospitals. New Zealand. •• Health Shuttles: St John Health Shuttles Other ambulance duties include: transport people who have difficulty getting to and from medical appointments because of •• transporting patients for arranged hospital mobility or poor health. A trained St John person admissions is available to ensure that patients receive the •• transporting patients to hospital outpatients care and attention they need to make the trip safe departments and comfortable. •• transferring patients between hospitals or from •• ASB St John in Schools: The ASB St John hospital to home in Schools programme provides learning •• assisting the police and fire service by providing experiences for pre-school, primary, and medical cover in emergency situations intermediate school aged children to empower them to act in an emergency. Community • arranging and staffing air ambulance flights and • educators visit schools across New Zealand connections to provide young people with the skills and •• providing private hire of ambulance for confidence to take action in response to an individuals, organisations, or large public emergency situation. gatherings •• St John Youth programme: St John Youth •• monitoring personal medical alarms. programmes help young New Zealanders to develop first aid, health care, leadership and life Event medical services skills. Penguins are aged 6 to 8, cadets are aged 8 • St John is New Zealand’s number one provider • to 18. of medical services at events providing medical coverage at some of the largest and most high profile events in the country; they also look after Activities small events, like school gala days and community •• Encourage the Penguins to find out as much as fairs. they can about the variety of work undertaken by local divisions of St John. Seek help on this from First aid kits & training regional or area staff. •• The most common St John first aid course is “workplace first aid”. They also run courses for •• Play charades of St John services. Penguins act CPR, babysitting, and advanced first aid. out a St John service, and the others guess which one. •• A St John healthcare course covers things like caring for the elderly, food preparation and the •• You might want to establish a link between your safe use of oxygen in emergencies. St John have a Penguin group and an overseas group – maybe wide variety of first aid kits for sale including ones have pen-pals or e-pals. for your car, boat and home. •• Divide the Penguins into groups. Give each of them a part of the St John organisation, and let St John Medical Alarms them devise a short TV advertisement for it. •• Medical alarms help seniors and people with disabilities to continue enjoying their 70

St John drill commands

Drill is one way to promote self-discipline in a fun learning environment. The Penguins on parade will only look good if each individual plays his or her part.

Show the group basic commands and what they look like. Make sure they know right and left and that they know how to get on parade. Once you have started this, you could add more complicated commands and have regular drills and inspections e.g. once a month.

If you can take the group outside to practise drill and marching so much the better.

(These are simplified to be appropriate for the Penguin age range).

All Penguins should stand still and straight.

•• ‘Get on parade’: Fall into 3 ranks, from the tallest to the shortest •• ‘Attention’: Feet together, eyes front, arms down at side of body, no talking •• ‘Stand at ease’: Feet apart by moving left foot only, hands held behind body, no talking •• ‘Stand easy’: May move arms, bend legs (not feet or tongues!) •• ‘Right’ and ‘left turn’: Self-explanatory •• ‘Dismissed’: All turn to right and, leading off from the left foot, walk out of parade.

Activities •• Invite a St John Youth leader, regional youth officer or youth members to watch or join in a drill afternoon or evening. Youth members may be able to help with any Penguins who have difficulty in understanding the commands. •• The Penguins will need to practise drill a few times before they get it right. •• Bring in a recording of marching music (in 2/4 or 4/4 time). Get Penguins to clap the rhythm to start with, then to march on the spot while clapping. Encourage them to walk round in a circle in time to the music. Then make sure that Penguins know their right from their left and get them swinging their arms and legs in time to the music. They could do this in twos up and down the room, or outside if possible; then in threes. •• Hold an inspection of the Penguins on parade. Look for smart uniform, clean shoes, clean hands and fingernails, well-brushed and neat hair. 71

Notes 72 youth.stjohn.org.nz February 2019 February