Boy Scout of the Philippines

Southern Tagalog Region

Oriental Mindoro Council
NAUJAN SOUTH DISTRICT SCOUTING COMMITTEE
“ALANGAN MANGYAN ISKAWT”

2019 School-Based Camporee

Boy Scout Section
Theme: “Commitment to Excellence”
PROGRAM OF ACTIVITY

Day 1—September 27,

Time Day 2—September 28, 2019 Day 3—September 29, 2019
2019
Hataw!! Hataw!!
5:30 – 6:00 Registration, Settling Camp Inspections Camp Inspections
in
6:00—7:00 Module 6 - Adventure Hiking
7:00—8:00 Module Activities World Scout Environment
8:00—9:00 Program
9:00—10:00 Module 1—Back to Basic a. Aim 1 - Sticky Leaves
a. Map Reading/ Orienteering b. Aim 2 - Sense Nature
b. Knot Tying and Ropeworks c. Aim 3 - Catch the Carbon
c. Signaling/ Morse Code Dioxide
d. Emergency Preparedness d. Aim 4 - What have I done
Investiture e. Survival Cooking today?
10:00—11:00 Ceremonies e. Aim – 5 - What disaster I
Module 2—Skill O-Rama am?
a. Knot Tying Relay
b. Signal Decoding (Wigwags) WSEP Take Action
c. Tripod Assembly Community Development
d. Improvised Stretcher Race Project
Awarding and Closing
11:00—12:00
Ceremony
Camp Inspections
12:00—1:00 Lunch/ Kapers Lunch/Kapers/Rest
Break Camp!
1:00—2:00 Module Activities
2:00—3:00 Module 3 – Obstacle Course
Module 4 – Team Building
Activity
3:00—4:00 Special Module a. Centipede Race
Camp Improvisation, b. Frog Leaf
Demonstration on c. Cave Crawl
Improvised Shelter d. Skin the Snake Home sweet home!
Construction, Camp e. Pygmy Attack
Improvement and Module 5 – Water Fun
4:00—5:00 Beautifications a. Save the Queen
b. Capture the Flag
c. Tsunami Wave
d. The Big One
e. Prison Camp
Meal Preparation/
5:00—6:00 Meal Preparation/ Dinner
Dinner
6:00—7:00
Scout Got Talent Grand Camp Fire
7:30—9:00
Presentation of Each Patrols
9:00 PM TAPS TAPS
ZAIDY S. ARGENTE, 2BH w/ CML – Council Advancement Chairman
 Boy Scout of the Philippines
Southern Tagalog Region
Oriental Mindoro Council
NAUJAN SOUTH DISTRICT SCOUTING COMMITTEE
“ALANGAN MANGYAN ISKAWT”

2019 School-Based Camporee

Senior Scout Section
Theme: “Commitment to Excellence”
PROGRAM OF ACTIVITY

Day 1—September 27,

Time Day 2—September 28, 2019 Day 3—September 29, 2019
2019
Hataw!! Hataw!!
5:30 – 6:00
Registration, Settling in Camp Inspections Camp Inspections
6:00—7:00 Module Activities Module 6 - Adventure Hiking
7:00—8:00 World Scout Environment
8:00—9:00 Module 1—Back to Basic Program
9:00—10:00 a. Orienteering
b. Advance Knots and a. Aim 1 - Water Exploring
Pioneering b. Aim 2 - Nature Arts
c. Signaling/ Morse Code c. Aim 3 - Food Chains and
d. Emergency Preparedness Chemicals
10:00— Investiture Ceremonies e. Survival Cooking d. Aim 4 - Garbage Challenge
11:00 e. Aim 5 - Prepare for
Module 2—Skill O-Rama Disaster
a. Knot Tying Relay
b. Signal Decoding (Morse WSEP Take Action
Code) Community Development Project
11:00— c. Chariot Race Awarding and Closing Ceremony
12:00 d. Injured Patient Transfer
Camp Inspections
12:00—1:00 Lunch/ Kapers Lunch/Kapers/Rest
Break Camp!
1:00—2:00 Module Activities
2:00—3:00 Module 3 – Obstacle Course
Module 4 – Team Building
Activity
3:00—4:00 Special Module a. Centipede Race
Camp Improvisation, b. Frog Leaf
Demonstration on c. Cave Crawl
Improvised Shelter d. Skin the Snake Home sweet home!
Construction, Camp e. Human Chair
Improvement and Module 5 – Water Fun
4:00—5:00 Beautifications a. Save the Queen
b. Tsunami Wave
c. Capture the Flag
d. The Big One
e. Prison Camp
5:00—6:00 Meal Preparation/ Dinner Meal Preparation/ Dinner
6:00—7:00 The Singing Senior
Scout Grand Camp Fire and Presentation
7:30—9:00
(BOR for Outdoorsman) of Each Delegations
9:00 PM TAPS TAPS
ZAIDY S. ARGENTE, 2BH w/ CML – Council Advancement Chairman
WSEP Aims for Boy Scout Sections
Sticky Leaves
Aim 1 – Scouts are working towards a world where people and natural system have clean water and
clean air

Activity Guide:
1. Give the Scouts five minutes to explore their surroundings. Ask them to discover all the different
things that make up the environment around them.
2. Gather the group together and discuss their discoveries. They should have noticed living things such
as trees, plants and animals as well as inanimate objects like soil, rocks and water. Ask the Scouts
how are these things all connected? Who eats who? Where do the animals live? What do the trees and
plants need to survive? They should discover that the environment is all linked together. Ask them if
there is anything else that is vital to this environment that we can’t see. The answer is air.
3. Sit the Scouts down and ask them to spend one or two minutes breathing in the air and thinking about
it. They should take really deep breaths and try to fill their lungs. At the end of the allotted time ask
them to describe the air around them. Does it taste of anything? Does it smell of anything? Can they
see it? What is in air?
4. Introduce the sticky leaves activity. Our air contains 21% oxygen, 72% nitrogen, approximately 7%
carbon dioxide and approximately 1% other gases including pollutants. The majority of the gases and
particles that make up our air, including the oxygen, nitrogen and carbon dioxide, are colorless,
odorless and tasteless. However, some of the pollutants are in particles big enough to be visible to the
naked eye. The sticky leaves activity enables these particles to be collected.
5. Ask the Scouts where they think air pollutants might come from (some sources are cars, fossil fuel-
burning power plants, volcanoes, fires, dust). Ask the Scouts about their current location. What
sources of air pollution are nearby?
6. Give each group some white paper, scissors and some sticky tape. Depending on the size or other
characteristics of your natural area and the size of your group, you can allocate each group their own
area or vegetation type or you can allow them to decide themselves where they sample.
7. The Scouts cut a piece of sticky tape and press it firmly, sticky side down, onto a leaf. They then
carefully remove the tape and stick it onto a piece of white paper. Each group should do this at least
ten times in order to get a representative sample and write down or draw the location where they took
the sample
8. Gather the Scouts together and compare the results. Rank the different samples in order of how dirty
they are. Where were the dirtiest samples taken from? Where were the cleanest samples taken from?
Is there a pattern, if so why? Where is the pollution coming from?
9. If you have sampled in more than one area then transfer your results to a map and discuss. Is there a
reason why certain areas show more pollution than others? Where is the pollution coming from?
10. Think about the damage the pollution in the air might be doing.

Sense Nature
Aim 2 – Scouts are working towards a world where sufficient natural habitat exists to support native
species
Activity Guide:
1. Find a suitable local natural area and take the group there.
2. Ask the group to name the five senses and discuss how we use these in our daily lives. How do our
senses help us to understand our surroundings?
3. Explain to the group that they are going to explore the natural environment around them using each
of the senses individually. Which senses do they use the most? Which sense do they think will tell
them the most and the least.
4. Do the following activities. Each activity will identify different features of the natural environment
you are exploring. Write down these features as the activities progress. The final activity ends by
summing up how our senses have painted a picture of the local environment.
Activity A:
5. Ask each Scout to find a comfortable place to sit.

ZAIDY S. ARGENTE, 2BH w/ CML – Council Advancement Chairman

 6. The group must sit quietly for five minutes and listen to the sounds around them. When they hear a
sound, they must think about what has made it and remember it.
7. After five minutes, ask the group what they heard and discuss the sounds. Some ideas for questions
are given below.
a. What sounds did they hear? Were they natural or man-made sounds?
b. Were they surprised at how much/ how little noise there was? Did they hear any sounds they
had never heard before, if so, what?
c. How did the sounds help them to understand what is surrounding them?
Activity B:
8. Split the group into pairs and choose one of the pair to go first.
9. The Scout going first takes off their shoes and socks and puts on a blindfold.
10. The blindfolded Scout is then led over a course by their partner.
11. As they walk the blindfolded Scout must concentrate on what their feet can feel. They must describe
to their partner what the ground feels like on their feet and try to identify what they are walking over.
The path should be safe from sharp or dangerous objects and should include different textures and
surfaces.
12. The pair then swaps roles and repeats the activity.
13. Gather the group together and discuss the activity. Some ideas for discussion are given below:
a. What did the ground feel like? Was it soft, hard, warm, cold, wet, dry etc? Try thinking of
really imaginative words to describe how the ground felt.
b. What were you walking over?
c. How sensitive are your feet? Are they more, the same, or less sensitive than your hands?
d. Did you use your sense of hearing to help you identify what you were walking on? (for
example, if walking through leaves or through mud or water)
e. How did being blindfolded make you feel?

Catch the Carbon Dioxide

Aim 3 – Scouts are working towards a world where the risk of harmful substances to people and the
environment are minimized.
Activity Guide:
1. Split the group into two teams. One team are trees and one team are carbon dioxide molecules. There
should be more carbon dioxide molecules than trees.
2. Ask the trees to find a place to grow with plenty of space in between each tree. Once the tree has
chosen its place to grow it cannot move, only its branches (arms). As they are growing the trees need
to catch carbon dioxide. They do this with their branches and leaves. Ask the trees to practice catching
carbon dioxide (they should wave their arms around).
3. The carbon dioxide molecules are found floating around in the air. They can move very quickly but
they can’t see where they are going (put blindfolds on the carbon dioxide molecules). The carbon
dioxide molecules have to move from one side of the playing area to the other without getting caught.
The trees have to try and catch them with their branches. A carbon dioxide molecule is caught if a tree
touches it and the molecule then becomes a tree.
4. Continue the game until nearly all the carbon dioxide is gone then stop and announce that humans have
discovered this forest and want to chop down the trees so they can grow crops on the soil. The trees
get burnt and the carbon dioxide is released. Choose three quarters of the trees and turn them into
carbon dioxide molecules. After a while the land becomes useless for growing crops so they decide to
build a town there instead. In the town there are lots of cars and factories. This burned fuel which
releases more carbon dioxide into the atmosphere. Choose half of the remaining trees and turn them
into carbon dioxide molecules.
5. The scenario can then be changed so that Scouts come along and plant more trees (turn some of the
carbon dioxide molecules into trees).Give the Scouts five minutes to explore their surroundings. Ask
them to discover all the different things that make up the environment around them.
a. Discuss the game afterwards using the ideas below.
b. In the game, what effect does the number of trees have on the number of carbon dioxide
molecules?
c. Does this also happen in real life?
ZAIDY S. ARGENTE, 2BH w/ CML – Council Advancement Chairman
 d. Halfway through the game humans came along and chopped down lots of the trees. What effects
did this have (think about immediate and long term)?
e. What effect did the planting of trees by the Scouts have on the carbon dioxide molecules?
f. Why does it matter how much carbon dioxide there is in the atmosphere? Explain the greenhouse
effect.
g. How can we reduce the amount of carbon dioxide in the atmosphere?

What Have I Done Today?

Aim 4 – Scouts are working towards a world where the most suitable environmental practices are used.
Activity Guide:
1. Gather the group in a circle and hand the ball to one person.
2. The person with the ball starts by telling the group one thing they have done today that is good for
the environment. They should explain why their actions were good for the environment. If they find
it difficult to think of something ask them to think of one thing they have done today and decide if
and how it was good for the environment (have a leader keep note of the answers given by the Scouts
throughout the activity).
3. The Scout then passes the ball onto another participant who does the same.
4. Once the ball has been round the whole group, repeat the game but with the question ‘what have I
done today that is bad for the environment?’
5. Make a group picture showing one half of things they do which are good for the environment and the
other half the things they can improve
a. After everyone has had a go, have a quick discussion with the group using the ideas below:
b. Was it easier to think of things that were good or things that were bad?
c. When you do every day things do you think about how it affects the environment?
d. Do you think it is important to consider the environment?
e. What differences are there within the group? Why is this?
f. Have each Scout choose one thing they do that is good for the environment and one thing they
could improve upon.

What Disaster Am I?
Aim 5 – Scouts are working towards a world where people are prepared to respond to environmental
hazards and natural disasters.
Activity Guide:
1. Introduce the subject of natural disasters. Ask the scouts to name some different type of natural
disaster. Ensure that they have enough knowledge to begin the game and if necessary show the
group some pictures and ask them to describe the images.
2. Pin a picture of a natural disaster unto the back of each scout. Explain the objective of the
game. They have to find out what their natural disaster by moving around the group and asking
each other questions. The questions can only be answered with a “yes” or with a “no”. For
example: “Does my disaster involve wind?”
3. The Scouts move around the room, asking questions until they have worked out which natural
disaster they are. The first Scout to tell the leader the correct answer wins.
4. Allow the game to continue until everyone has worked out which natural disaster they have
worked out which natural disaster they are.
a. Gather the whole group together and show them all the different natural disaster
images. Find out from the group which images they are familiar with and which
images they are not familiar with.

WSEP Take Action

Community Service Activities
Depending upon the settings, the Activity Officers may choose any of the Community
Development Activities such as Waterways Clean-up Drive, Plastic Bottle and Trash Collection and
Segregation, Tree Planting, Clean-up Drive and Likes.

ZAIDY S. ARGENTE, 2BH w/ CML – Council Advancement Chairman

WSEP Aims for Senior Scout Sections
Water Exploring
Aim 1 – Scouts are working towards a world where people and natural system have clean water and
clean air

Activity Guide:
1. Split the Scouts into small groups and give each group a map, paper, pen and a camera
(optional). A route can be marked on the map, or you can give them co-ordinates to follow, or
they can decide on their own route within a marked area.
2. Before the groups set off, have a quick discussion about where they think they might find water.
For example, stream or river, public toilets, puddle, water fountain etc.
3. The groups walk around the route looking for water. When they find some they should think
about the following questions. Where is the water? What is it used for? How much water is
there? Is it there every day? What color is it? Does it smell? Is it discolored? Can humans drink
it? Can animals drink it? If they have a camera they can take a photograph
4. Once all the groups have returned ask each group to present what they found and discuss the
findings. Use the questions below to help the discussion. If you have sampled in more than one
area then transfer your results to a map and discuss. Is there a reason why certain areas show
more pollution than others? Where is the pollution coming from?
a. Were the Scouts surprised by the quantity of water they discovered?
b. How does the water they found fi t into the water cycle?
c. How does the water help us?
d. How does the water help plants and animals?
e. Did anyone mention the water that is in the air as water vapor?
f. Did anyone mention the water in the soil and underground?
5. If you have taken photographs, create a display of the water in your neighborhood.
6. Did the groups identify water hidden within buildings? Ask them to think about what we use
water for in our homes and how that water gets there. What happens to that water before it
enters our homes? Where does it go after it leaves our homes and what happens to it then?

Nature Arts
Aim 2 – Scouts are working towards a world where sufficient natural habitat exists to support native
species
Activity Guide:
1. Find a suitable local natural area and take the group there.
2. Ask each Scout to find a comfortable space in the natural environment and spend a few minutes
looking around them at the local nature.
3. Gather the group together and talk about what they noticed in their surroundings.
4. Ask each Scout to choose one thing in the environment and draw a picture of it. Hand out paper and
pens. Once they have finished they present their picture to the rest of the group.
5. Ask the Scouts to form into small groups (of between three and five). They are going to use the
natural objects around them to create some art - a picture or a sculpture. Make sure they respect the
natural objects and do not harm any living creatures. They can use leaves, branches, stones, soil,
trees, shrubs etc. If you want you can give them a theme for their art work.
6. Once they have finished gather the whole group together and go on a tour of the art work. Each group
should explain their work.
a. Find out what the Scouts learnt about the natural environment they visited. What animals and
plants did they see? Did they discover things in the natural environment that they hadn’t seen
before? How do the different natural elements work together to create the environment?
Discuss how the ecosystem works.
b. Find out how much the Scouts enjoy being in the natural environment. Did the activity help
them to connect with nature?

ZAIDY S. ARGENTE, 2BH w/ CML – Council Advancement Chairman

Food Chains and Chemicals
Aim 3 – Scouts are working towards a world where the risk of harmful substances to people and the
environment are minimized.
Activity Guide:
1. Introduce the subject of food chains. Ask the Scouts some questions to find out what they know
about food chains. What food chains exist in the local natural environment? What food chains do
they know about from other natural environments? Choose a variety of examples, such as, the ocean,
a tropical rain forest, the desert.
2. Give each Scout several long pieces of string and a food chain card. They must wear the card so it is
visible to the other Scouts. Explain the activity. They are going to create a food chain. The cards
show all the different organisms within a food chain. They must look at the different plants and
animals on the cards and think about what their creature would eat and what would eat them. When
they find something that they eat they must connect themselves to that creature with a piece of string.
They should lie the string on the floor. They will end up with a food chain which shows a clear
progression from several plants at the base of the food chain to one top predator at the top but with
some animals that are connected to more than one other creature. Ask the Scouts to explain their
chain. Is it a food chain or a food web? This activity will actually produce a food web which is a
more realistic picture of what really happens in nature.
3. The next activity is food chain tag. The aim of the game is to catch your prey. Start by letting the
plants run around the room and get warmed up. Set the herbivores (plant eaters) off to catch the
plants. When they catch a plant the herbivore receives one point and the plant must sit on the ground.
After a few minutes let the carnivores (animal eaters) start to play. When they catch a herbivore they
automatically take their points. The winner at the end of the game is the carnivore with the most
points. This might seem unfair on the plants and the herbivores but the situation will be changed in
the next game when chemicals are introduced into the food chain.
4. Repeat the game but this time hand out a colored tag to all the players who represent the lowest rung
in the food chain (the green plants). They have been sprayed with a pesticide and the colored tag
represents the chemical. When they are caught they have to hand over their tag and lie down. At the
end of the game, ask each carnivore to count up the number of colored tags they have collected.
5. The colored tags represent pesticides that have been sprayed onto the plants to ensure that the
farmer’s crops are successful. The farmer does not want diseases, insects or other plants to affect his
crops. Discuss how the farmer’s actions have affected the natural environment. Use the following
questions to help your discussion
a. Which animals have ended up with the most colored tags?
b. If the tags are harmful chemicals then is having lots of them good or
c. What might the chemicals do to the different animals?
d. How has the food chain system helped to increase the concentration of chemicals? What
properties of the chemicals have enabled this to happen?

Garbage Challenge
Aim 4 – Scouts are working towards a world where the most suitable environmental practices are used.
Refuse – for example, unnecessary packaging, leaflets, promotional material, plastic bags
Repair – clothes, electrical equipment etc
Reduce – choose products that have less packaging, use only what you need
Reuse – buy second hand items, donate items to second hand shops, and use items more than once
Recycle – buy products that can be recycled and recycle them
Activity Guide:
1. Split the group into teams and give each team a bag of rubbish.
2. Explain that the object of the game is to make your bag of rubbish as small as possible in a set
amount of time. This is done by sorting through the rubbish and deciding how to dispose of things
in a different way. Ask the group to think about what they can do to make the bag of rubbish smaller
in the first place.
3. After five minutes ask each team to explain why they removed certain items from their bags and
where they will put them if not in the rubbish. They should also explain what they would do
ZAIDY S. ARGENTE, 2BH w/ CML – Council Advancement Chairman
 differently – they should identify that some things could have been refused and that they could buy
things with less packaging or packaging that is reusable or recyclable.
4. The team with the smallest bag of rubbish at the end is the winner. The other half the things they
can improve
5. Discuss the activity and introduce the five ‘R’ approach to waste.
a. What do the Scouts think about these ideas?
b. What do they do already? What would be easy to do?

Prepare for Disaster

Aim 5 – Scouts are working towards a world where people are prepared to respond to environmental
hazards and natural disasters.
Activity Guide:
1. Introduce the subject of natural disasters and find out how much the scouts know about the subject.
What disasters have affected their community or their country? What natural disasters have they
heard about other countries? What natural disasters could affect them in the future?
2. A short movie is available from the World Scouting website (www.scout.org) to introduce how
various natural disasters affect scouts around the world, or have information from recent natural
disasters to share with the scouts.
3. Choose suitable natural disaster. This could be one that relevant to the local area or one that best
understand by the scouts. Gather the scouts in a group and describe the disaster to them.
4. Split the scouts into small group and ask each group to think about how their lives would be affected
the natural disaster. Give them five minutes to discuss this and then ask for their thoughts
5. Ask the scouts how their survival would be affected if they were prepared for the disaster. Write
down their ideas.
6. One way to increase your potential for survival during a natural disaster is to have an emergency
response kit. This kit will be kept in a box or a bag that is transportable, in an accessible and known
location and will contain items that have a clear survival purpose. Give each group a list of items
that might go into an emergency response kit. Uses the list provided and add extra items or adjust
to suit available local resources as relevant to the type of natural disaster being discussed. An
alternative option is to also put in some items that are not suitable. Ask each group to choose the
most relevant items from the list. You can ask them to choose a certain number of items or you can
ask them to list them in order of importance. When each group has finished ask the Scouts to present
their lists to the whole group and explain their choices.
7. As a group, decide on the contents for your emergency response kit. If you have any of these items
with you hand them out to the Scouts to look at.
8. Using all the ideas generated so far, create an Emergency Response Plan. This could incorporate
ideas for assessing the severity of a natural disaster (if appropriate) before it happens, the emergency
response kit, actions to take to respond in the immediate instance to the disaster and actions to take
in the event of the situation lasting a certain length of time. An example plan is provided. This
focuses on how to maintain communication throughout a natural disaster.
a. Ask the Scouts if they have ever thought about how they would cope in a natural
disaster before. Do any of the Scouts have an emergency response kit or plan at home
already? Will any of the Scouts go home and help their family to create a kit or plan?
b. Note to Leaders: Natural disasters can be devastating experiences and impact on the
environment, infrastructure and people long after the initial event. It is important to
provide ongoing support for young people to assist their recovery following a natural
disaster.

WSEP Take Action

Community Service Activities
Depending upon the settings, the Activity Officers may choose any of the Community
Development Activities such as Waterways Clean-up Drive, Plastic Bottle and Trash Collection and
Segregation, Tree Planting, Clean-up Drive and Likes.

ZAIDY S. ARGENTE, 2BH w/ CML – Council Advancement Chairman