This document provides guidance for camp counselors at a 4-H summer camp. It includes information on camp expectations, the purposes and goals of camp, maps of the camp location, tips for being a good counselor, elements of positive youth development, safety procedures, programming resources, and guidance on camp activities. The document aims to prepare counselors to effectively lead campers and ensure all participants have a fun and safe camping experience while developing important life skills.

1. DODGE COUNTY
4-H
Camp Counselor
HANDBOOK

2. 2
Table of contents
Welcome to Camp! 4
Why Do We Have Camp? 5
Camp Maps 6
Camp Expectations 8
Camp is For the Campers! 9
How Can I be a Better Counselor? 10
Four Essential Elements of Positive Youth Development 11
Counselor Checklist 12
What Campers Need to Know 13
Basic Teaching Skills for Camp Counselors 14
Ages & Stages 15
Reflection With Your Campers 17
Helping Campers with Special Needs 18
It’s Camp Time! 19
Some General Upham Reminders 20
Tips for the Dining Hall 20
Strategies to Ease Camper Behavior Management 21
Dealing with Behavior Problems 22
Communicating with Your Campers 23
How to Make Camp Memorable 24
Camp Safety & Camper Wellness 25
Safety Practices for Camp Counselors 26
Risk Management Strategies 27
Risk Management Checklist 28
Safety First! 29
Responsible Reactions to an Emergency Situation 30
Waterfront Safety 31
Camper Wellness 32
Camp First Aid 35
Tick Identification Cards 37

3. 3
Camp Programming Resources 38
Parts of a Campfire 39
Campfire Plan 40
Flag Ceremonies 41
Flag Ceremony Plan 44
Readings for Flag Ceremonies 45
Songs for Flag Ceremonies 49
Get Acquainted Activities 50
Transitions 51
Teambuilding Activities 51
Cabin Time Plan 52
Tent Time Plan 53
Theme Session Plan 55
Large Group Activities 57
Camp Songs 58

4. 4
Welcome
to Camp!

5. 5
Why do we have camp?
Purposes & Goals
Purpose of Camp
The purpose of 4-H Summer Camp is to provide an outdoor learning
experience for youth campers and a leadership learning position for teen
counselors and adult leaders.
Goals for Camp as a Whole
 Provide safe location for youth campers, teen counselors, and adult
staff volunteers to experience new knowledge and skills in an
outdoor setting.
 Provide a variety of outreach educational opportunities
 Learn and practice leadership, independence and teamwork skills
 Provide enjoyment and satisfaction for all participants
Goals for Counselors
 Practice organization skills through planning, coordinating, and
implementing learning experiences
 Develop interpersonal relationships with youth, peers, and adults
 Develop and strengthen teamwork, leadership, and responsibility
skills and knowledge
 Practice problem solving and decision making skills
Goals for Campers
 Practice teamwork, cooperation, and communication skills
 Learn and practice new skills and knowledge in an outdoors
environment
 Develop self-confidence and self-responsibility
 Develop independence skills and enjoy participation in new
experiences away from home
 Develop interpersonal relationships with peers, teen counselors,
and adult leaders

6. 6
Upham Woods Outdoor Learning Center Map

7. 7
Upham Woods Outdoor Learning Center
Upham Woods Outdoor Learning Center
N194 County Rd N
Wisconsin Dells, WI 53965
Phone: (608) 254-6461
Fax: (608) 253-7140

8. 8
4-H Camp Expectations…
For Counselors:
 Attend and participate in all camp activities.
 Behave in ways reasonably acceptable to campers and staff.
 Be responsible for your own property and respect camp property and
others’ personal property.
 Abide by “lights out” times.
 Use good judgement in selecting clothing appropriate for weather and
occasion.
 Attend all meetings as requested.
 The consumption, possession, and/or being in the presence of any
alcoholic beverages is not allowed.
 The possession, consumption, and/or being in the presence of illegal or
unsafely used chemical substances is not allowed.
 Use only prescription medication prescribed by physician. Camp Director
or nurse must be informed of the need to take any such medication.
 Possession and/or use of any tobacco products is not allowed.
 Do not use languages found to be objectionable by campers or staff.
 Do not visit cabins of the opposite sex at any time.
 Do not physically leave the camp site without expressed permission of the
Camp Director.
 Do not use cell phones while at camp unless directed by adult staff.
For Campers, Set by Counselors:
 Attend and participate in all camp activities.
 Always wear shows while at camp.
 Be on time for camp activities.
 Respect everyone and their opinions and property.
 Respect the natural environment and the camp location.
 Only use appropriate language and gestures.
 Don’t forget to eat and drink at every meal.
 Always use the buddy system and tell a counselor before you leave the
group.
 Keep the cabin and your bunk clean.
 Be sure to shower and brush your teeth every day!
 Stay on the gravel path.
 Do not run unless in the field area.
 Try your best to be friendly and polite.
 No food in the cabins without the consent of the adult staff.
 Follow the rules for “lights out.”

9. 9
Camp is
for the
Campers

10. 10
Camp is For the Campers!
A good counselor makes a good camp! Everything that happens at camp is a
result of the hard work that the youth and adults on camp staff do. A good
counselor is a responsible and respectful leader to not only the youth campers,
but to peers and adults as well.
How Can I be a Better Counselor?
 Help campers take care of personal property (cameras, water bottles, etc.)
 Remind campers of daily schedules and activities (make sure they know
when to bring towel, long sleeves, bug spray, etc.)
 Sing songs with campers whenever you can – transitions make a great
time to sing!
 Make sure no campers are being excluded. Watch for formation of
friendships within your group and make sure no one gets hurt or left out.
 Watch for fatigue – make sure all campers are continuously drinking water
and following “lights out” to ensure a good night’s rest. During cabin time,
encourage some rest periods.
 Help create and encourage good table etiquette and manners. Make sure
everyone gets enough food and helps keep the table clean.
 Remind campers how important it is to be eating and to have AT LEAST
one glass of water with each meal.
 Be prepared for rainy days with small games, simple crafts, etc. Turn a
rainy day disappointment into a special adventure.
 Stay positive, even during difficult and/or frustrating situations. Remember,
you are a role model to your campers and they will pick up on any
negative attitudes.
 Help campers stay comfortably busy and active, but not to the point of
stress or tension.
 Help campers provide input to the camp program. Allow them a certain
sense of freedom in activities.
 HAVE FUN! Laugh with your campers and develop a positive relationship
with them. When you see your campers after leaving camp (which you
will), stop and say hi to them and see how they are doing. Your campers
will remember you and will be excited when you remember them.

11. 11
Four Essential Elements of Positive
Youth Development
BELONGING
MASTERY
INDEPENDENCE
GENEROSITY
 Each camper needs to be accepted and feel s/he
is part of the cabin group.
 Positive relationships with peers, youth staff,
and adult volunteers are important in helping
campers have a good camp experience.
 Campers need opportunities to learn and be
successful.
 Campers need to know there are things they can
do well and succeed in.
 Campers want to be engaged learners to build
self-confidence and self-motivation.
 Campers need opportunities to make choices
and face consequences.
 Campers need responsibility in order to learn
responsibility.
 Campers must experience a form of control of
their lives in order to gain independence.
 Campers need to opportunity to give to others
and experience being needed.
 Generosity gives campers a sense of purpose
and meaning.
 Caring for others develops important bonds and
relationships.

12. 12
Counselor Checklist for Camp
Before my campers arrive:
o Am I dressed neatly? Do I look like a camp leader?
o Do I know the names of each new camper?
o Do I have games & songs prepared for appropriate times?
o Is the cabin ready?
o Have I sent my campers a letter/postcard to introduce myself and make
them feel welcome?
When/after my campers arrive:
o Did I greet each camper with a smile and have a welcome activity ready
for them?
o Have I introduced all of the new campers to one another?
o Did I explain camp rules and procedures?
o Have I discussed with campers the upcoming activities?
o Have I made each camper feel welcome?
o Have I discussed camp safety and policies?
o Have I asked my campers what goals they have for camp?
o Was I alert and aware of any homesickness, fatigue, etc.?
o Have I stressed courtesy and cooperation for one another and for the
camp?
o Have I reviewed the day’s schedule with my campers?
Before my campers leave:
o Did I ask them to give me their ideas/suggestions for improving next year’s
camp?
o Did I encourage them to practice any new skills at home that they learned
at camp?
o Did I encourage them to share their expectations with their club and return
with a new camper next year?
o Did I thank them for a fun-filled few days and wish them a great rest of
summer?

13. 13
On Cabin Hill:
• How to make their beds
• Where to put their clothes/luggage
• Location of the restrooms
Camp Procedures:
• No chewing gum or snacks allowed in cabins unless for approved medical
purposes
• Morning cabin clean-up
• Mealtime and bedtime
Before the First Meal
• Location of dining hall
• Dining hall procedures
• Where to sit
• Table manners
• Duties of the “hopper”
• Clean-up procedures
Before Visiting the Nurse
• Location of First Aid Station
• Where and when to get medications
• What to do if someone is ill
• Report any emergencies to counselor or adult staff
About the Buddy System
• Always walk in groups of at least two
• A “buddy” goes with campers to:
o Do an errand
o Go to the restroom
o Get a drink
o Walk to the dining hall
o Be there is you should need help
All other important information will be covered at the opening orientation “campfire.”
What Campers Need to Know

14. 14
Basic Teaching Skills for Camp Counselors
1. Speak slowly, loudly, & clearly.
2. Give specific and clear directions & expectations. Then stick to them.
3. Make eye contact. Eye contact and facial movement helps your campers understand
you and likewise you can determine if any camper is confused or upset by maintaining
eye contact.
4. Use first names whenever possible. This reminds campers that they are important!
5. Ask specific questions and ask your campers to repeat steps back to you in different
words. This will help you know if the campers understood your directions and follow
them.
6. Listen! It doesn’t make sense to ask questions & then not hear the answer.
7. Recognize differences. Remember we are all unique and possess different learning
styles, abilities & talents. You may have to explain or demonstrate in several different
ways to reach all the campers.
8. Demonstrate how to do projects and activities. Break down directions,
processes, and activities into steps.
9. Remember your Ages & Stages!
10. Be respectful and patient with your campers.
11. Be prepared – have your activity planned and be sure to have all the
materials you need.
12. Act like a youth leader & counselor, not a camper. Model good behavior.
13. Build in opportunities for your campers to teach you or other campers. Teaching is
often a great learning experience.
14. Encourage campers to share their projects and ideas with the group. Retelling how they
made or did a project aids in the learning process as a method of reflection.
15. Smile & have fun! It’s contagious!
If you ever feel you are in a position you can’t handle, please don’t be afraid to ask for
help from your co-counselors, adult volunteers, Junior Directors, the summer interns,
4-H agents, or Upham Woods Staff.

15. 15
Ages & Stages
CHARACTERISTICS OF 8-11 YEAR-
OLDS (Younger Campers)
• Muscle strength, balance, and
coordination are improving.
• Boys and girls mature at different rates
• Want to plan their own free time without
adult help
• Loyal to cabin group
• May prefer same sex groups
• Wants everything to be fair
• Admire and imitate teen leaders
• Want to act grown up
• Begin to question leaders’ authority
• Short attention spans
• Logical reasoning is limited
• Like collecting and hobbies
• Wants leaders approval, praise, and
attention
• Easily frightened
• Crafts projects can get messy
• Relies on cabin group for identity
CHARACTERISTICS OF 12-14 YEAR-
OLDS (Older campers)
• Physical appearance changing rapidly
• Conscious of body; may not swim
unless friends go too
• Wide range of development between
campers of the same sex
• Look more to other campers or teen
leaders for approval and acceptance
• Interested in opposite sex
• See teen leaders as role models
• Question authority of adults
• Compare themselves to others
• Want privacy; need own bathroom
time
• Understand cause and effect
• Can handle projects that require more
time and planning
• Challenge the rules
• Want to explore beyond what cabin
group is doing
WHY IS AGES & STAGES IMPORTANT?
The age and maturity of campers may vary widely in your cabin group. Knowing
the characteristics and needs of campers can help you adjust your expectations
and camp activities according to the needs of the campers. If a camp activity is too
difficult for a camper, s/he may feel anxious or give up in defeat. Or if it is too easy
for an older camper, s/he may become bored and cause discipline problems.

16. 16
AGES & STAGES:
HOW YOU CAN HELP CAMPERS BE SUCCESSFUL
YOUNGER CAMPERS (Ages 8-11)
• Many camp activities require
physical activity, strength, and
coordination. Not all campers
will have the necessary skills or
muscle strength. Offer enough
help for the campers to be
successful (but, don’t do it for
them!) Find activities in which
they can be successful
(remember, not everyone is an
athlete).
• Praise campers to encourage
them; give positive feedback
• Explain limits or rules and then
give campers freedom within
those limits to make their own
choices
• Give correction quietly and one-
on-one
OLDER CAMPERS (Ages 12-14)
• Understand that physical
appearance is very important
• Avoid activities that cause
embarrassment about their
bodies
• Provide opportunities for group
interaction with opposite
gender
• Involve them in making
program decisions
• Provide opportunities to
practice independence within
camp rules and limits

17. 17
Reflection with Your Campers
What is reflection?
In reflection, a person looks inside themselves after they have accomplished an activity
or task and thinks about how they have changed and grown from it.
Why use reflection?
A good counselor is not only one that cares for his/her campers, but is also one that
teachers and helps his/her campers learn during their camp experience. Reflection
allows campers to think about what they’ve learned, improving the chance that they will
grow and develop from camp activities.
Reflection can help campers...
• Think about what they have done and learned during an activity
• Suggest ways that the activity was successful or ways it can be improved
• Come up with ideas of how they can use what they learned in other areas of their
life
• Share their ideas and feelings with others
• Tell how important their participation in the activity was to them
Try these reflection activities with your campers:
Line-Up! In this reflection activity, read several statements about the activity just
completed and ask the campers to place themselves on the “line” on a scale based on if
they “agree” or “disagree” with your statement. After each statement, you can ask
campers to explain why they chose to stand where they did in the line, or have them
turn to a partner and have them explain. There are no “right” or “wrong” answers to this
activity. Examples of statements could be, “I had fun in this activity,” or “I learned a lot
from this activity.”
Five Senses! Gather campers in a circle. Ask campers questions using their five
senses, such as “What did you (see/smell/hear/taste/feel) during this activity?”
Bump It! Before this activity, write reflection questions all over a beach ball. In this
activity, a reflection beach ball is tossed between campers, standing in a circle. When a
camper catches the ball, he/she answers the question that is closest to their right/left
thumb. Some questions could be “What did you like best/worst about this activity?”
“What did you learn in this activity?” “What would you change about this activity?” etc.
**Asking reflection questions and doing reflection activities is a great post-activity
thing to do during transitions or during cabin time.

18. 18
Helping Campers with Special Needs
Use Inclusive Language
• Language that focuses on the child and not his or her abilities, “person-first” language, is the
best way to refer to people with different abilities. Instead of “wheelchair” or “wheelchair-
bound camper” we say “a camper who uses a wheelchair.” A blind person becomes a person
who is blind or visually impaired.
Learning Directly
• The best way to learn about working with children with different abilities is to ask them directly.
These young people are individuals and have individual likes, dislikes, and preferences. Talk with
them about what kind of assistance and adaptation they might need at camp.
Avoiding Assumption
• Don’t assume what a camper who is differently abled can or cannot do. Often, youth adapt in a
way that compensates for their disability. Sometimes, that adaptation makes them more
capable than their peers. Remember, people are differently abled are different, just like all of us
are different. Don’t treat one child a certain way just because some previous child wanted to be
treated that way. We all have different needs that should be explored, inquired about, and
respected.
Interacting with Campers with Special Needs: Common Mistakes
Talking loud or slow
• Some people have a tendency to talk loudly and slowly to people who are differently abled.
Don’t. Don’t assume that because a person has one disability, he also has a cognitive disability
or is hard of hearing. For example, a person with cerebral palsy might use a wheelchair, have
uncontrolled upper body movements, have difficulty speaking, and yet have very good hearing,
cognitive abilities, and language comprehension skills.
Helping without asking
• Before you help someone, ask whether he or she would like help. In some cases, a person might
seem to be struggling, yet is fine and indeed would prefer to complete the task on his or her
own. If you are not sure, ask. And don’t be offended is your camper declines your offer to help.
Invading personal space
• People who use a mobility aid such as wheelchair or cane, often times see these aids as part of
their personal space. Don’t touch, move, lean on, or play with this equipment. This can be a
safety factor as well because these items are used for balance and support.

19. 19
It’s Camp
Time!

20. 20
Some General Upham Reminders
1. Always walk only on designated roadways and trails.
2. Do not pick flowers, leaves, or other environmental aspects of nature.
3. Place litter in trash containers only. Upham Woods recycles!
4. Do not throw rocks or other debris in river.
5. Camp boundaries are the river, road, and barricade to the southeast.
6. The Ranger Mac Memorial is a meditation area. Sit, look, and listen in silence.
7. Sunset Rock is an excellent lookout area. Use stairs to climb to the top as climbing the
sides destroys the natural aspects.
8. Camp Office and First Aid Room are located in the Administration Building.
9. Wipe off shoes on mats before entering buildings.
10. Assembly rooms are used for meetings and gatherings, not athletic activities.
11. The lights on the path to the cabins are operated by a timer. The timer is set to shut off
the lights at 11:30 p.m.
12. Fire alarms, thermostats, fuse boxes, etc. should not be touched except for emergencies.
13. If you need medical treatment, refer to the emergency listing posted in cabins and other
buildings.
14. Avoid chewing gum on camp grounds.
15. Fire exit lights and security lights should be left burning in all buildings.
16. Parking is permitted only in designated parking areas. Cars will not be permitted around
buildings.
Tips for the Dining Hall
1. Model good manners and enforce them at all times
2. AT LEAST one counselor/adult needs to be seated at each table.
3. Eat the food that is served (unless you are allergic) and encourage campers to do the
same.
4. Do not bring your own food or beverages (except water) into the dining hall.
5. Eating and/or drinking contests are not acceptable and should be stopped immediately.
6. Pay attention to the kids at your table. Engage them with conversation.
7. Watch for potential allergic reactions or choking with the kids at your table and be
prepared to act quickly if need be.
8. Be sure campers are eating and drinking AT LEAST ONE glass of water at every meal.
9. Use meals as a way to teach table etiquette and clean-up procedures if need be.

21. 21
Strategies to Ease Camper Behavior Management
1. Remember you are the example – always! Set a good one for campers to follow.
2. Share your own experiences. This lets campers know that the event is important to you and
often ensures that they do not want to upset you by ruining your event with misbehavior.
3. Give directions without sounding like it. A great way to do this is to try and turn everything you
want to give as a rule into something you expect. So, instead of saying something negative like
“Don’t put your hands in the hot wax” you could say, “When you are dipping your candle wick,
only the wick goes in the hot wax.”
4. Set those clear expectations before you start. Youth need to know what you expect of them and
the result if they don’t meet your expectations. Be sure to be consistent in your expectations.
5. Take campers aside to address concerns. It is in appropriate to discuss problem behavior in front
of the entire group. This also eliminates the opportunity for campers to misbehave in order to
receive group attention.
6. Respect your campers and earn their respect. Respect is earned and maintained from your
conduct. A camper will not respect a camper who yells, picks on kids, or who laughs at them.
Without respect there will be little order in camp.
7. Ask campers for their thoughts and ideas. When they are involved and invested in the
activity/project they are less likely to misbehave.
8. Ensure opportunities for campers to take responsibility. Again, when campers are involved and
invested in the activity/project they are less likely to misbehave.
9. Give praise! This aids in maintaining a positive environment where all youth are eager to
continue learning. Campers seek your approval!
10. Never raise your voice. Remain calm – don’t let campers know you are becoming frustrated or
upset about their behavior.
11. Keep campers active, participating, and/or thinking all the time. When campers are busy in
learning experiences and activities they have less time (or energy!) to exhibit problem behavior.

22. 22
Dealing with Behavior Problems
10Tips for Problem Campers
1. Find out what the problem is. Define it clearly. This is done with
careful listening and observing as well as by asking select and careful
questions.
2. Discover the cause of the problem. Most problems have a cause that
is not the problem itself.
3. Redirect the camper to different tasks or activities.
4. Re-clarify consequences of unacceptable behavior and provide
examples of acceptable behavior.
5. Use the “temporary removal” procedure.
6. Only use punishment in the form or deprivation of
privileges or other penalties as a last resort.
7. Make consequences fit the violation. For example
lack of cabin cooperation could mean extra cabin
duties or poor table manners could mean extra
dining room clean-up duties.
8. Do not make impulsive decisions for discipline when you are
frustrated or upset. This often sends the message that you do not
respect campers.
9. STOP and THINK before passing judgment.
10. Any discipline should be fair and consistent.

23. 23
How can you invite your camper to listen to you?
1. Be sure you really know what is bothering you about the situation. Is it the camper’s
behavior or the consequence of the situation? Instead of reacting to a camper’s
behavior invite campers to consider the effect of their actions.
2. Be calm. Staying calm defuses campers’ anger
3. Let campers know their behavior affects you. Tell them how you honestly feel about
the situation
4. Help youth see the consequences of their behaviors. This builds respect and in turn
campers will listen to what you have to say.
● ● ●
Communicating with Your Campers
● ● ●
What DOES NOT work with
campers?
• Disrespectful: “You’re just a kid,
what do you know?”
• Blaming: “It must be your fault.
It’s always your fault!”
• Judging: “Do it my way or else.
You always mess it up when you do
it by yourself.”
• Ridiculing: “Look everybody,
Andrew can’t play this game
either. I guess just sucks at
sports.”
• Using sarcasm: “Oh, right, I have
nothing better to do than to
listen to you whine all day.”
• Nagging: “If I have told you, I’ve
told you a thousand times…and
you’re still not doing what I want
you to do.”
Campers DO listen when:
• They feel sincerely appreciated
• They are respected for not wanting
to tattle on others
• They understand the consequences of
their actions
• They have confidence that you will
listen to them

24. 24
How to Make Camp Memorable
While you would work to ensure all of camp should be memorable for your
campers, the last day and campfire are often most crucial. Some ideas to
ensure campers leave with quality lasting memories:
o Have campers sign each other’s shirts.
o Present campers with specialized certificates.
o Recognize campers’ special efforts at the final
campfire.
o Have a final cabin meeting and ask campers to
share camp memories.
o Take a cabin picture and send it to campers with a
note later in the summer.
o Hold a special activity the last night of camp.
o Ask campers to prepare a camp picture on the last
morning to share with their parents when they
arrive.
o Share your accomplishments at camp and
o Take time to tell each camper a time you observed
them grow or learn while at camp.
o Give a group hug.
o Share snail mail and email addresses.

25. 25
Camp
Safety and
Camper
Wellness

26. 26
Safety Practices for Camp Counselors
• Always work in open places
• Try to have two counselors present with campers at all
times
• Respect the privacy of campers
• When physical contact is needed to assist camper or
demonstrate a skill, ask for permission first
• Be alert to the physical and emotional needs of campers
• Never use physical punishment or deny basic needs
Think about ways to manage risk and prevent emergencies

27. 27
Risk Management Strategies
What is risk management and what does it have to do with camp counseling?
Risk management is important in insuring the safety of all people at camp. It is about
your safety and the safety of the campers. It is about how you can be part of helping
everyone be safe.
What is Risk Management?
Risk management is the process used to protect valuables (people and possessions) by
reducing the possibility that problems may occur. It means the camp counselors think
about possible risks (safety problems) as each activity is planned and tries to prevent
those risks before and during the activity. It means you, as a camp counselor, have
thought about how you can be safe and help your campers to be safe while at camp.
There are four basic ways to try to handle (manage) risk:
• Reduce: To decrease the amount of risk involved. For example, having a first aid
kit available on a nature hike and knowing how to use it can lessen the impact of
an injury to a camper or counselor.
• Avoid: Taking steps to remove danger or changing or ending a camp activity to
reduce risk. For example, replacing a night-time hike at camp with a day-time
hike.
• Transfer: Shifting all or part of the risk to another party. For example, making sure
accident insurance is in place for all counselors and campers who participate in
the wall climb.
• Assume: To take the risk even though you know it exists because the chance is
small or it is “worth” it. For example, to follow through with a camp night swim, but
taking the necessary precautions to make it as safe as possible.
The key to risk management is prevention!

28. Risk Management Checklist
 Is the purpose of the activity clear and appropriate?
 Do the campers know what is expected (rules) of them?
 Are the counselors leading the activity properly trained,
certified, or experienced to do so?
 Is the location where the camp activity takes place a safe
one?
 Do the campers and counselors know how to properly and
safely handle the equipment being used?
 Do counselors know how to address an unsafe situation is
it arises?
 Is there a detailed plan in place?
 If there is an emergency, do counselors know who to
contact?
 Do counselors know the location of the first aid kit and
where to find the nurse?
 Have counselors considered how to prevent possible
problems and accidents?
 Is there a reason to avoid (no do) the camp activity? If so,
have those reasons been discussed and addressed?

29. 29
Safety First!
Plan ahead for safety. Many accidents and problems can be prevented with the right
precautions. Practice Safety First!
Keep these Safety First rules in mind at camp:
1. Always have campers with a buddy. Campers should never be left alone.
2. Have campers notify you when they are going away from the group.
3. Walk rather than run on trails, paths, etc.
4. When hiking, keep an adult at the front and end of group. Bring a first aid kit along.
5. Always have two adults/ counselors with group of youth. Follow the 1:10 ratio. 1 adult for
every 1-10 youth.
6. Be sure campers have plenty of fluidsto drink and wear protective clothing or sunscreen
when in direct sun.
7. If it begins to lightening, seek shelter, avoid high objects in the area, and remove any metal
you might be wearing.
8. If a tornado watch or warning is issued, go to the basement of the dining hall.
9. If you discover a fire, be sure to evacuate the area and report the fire to the camp director
or Upham staff right away. Be sure to get all your
campers to the designated area and that they are all
accounted for.
10.If a camper touches a poisonous plant, be sure to wash
the skin with soap and cold water immediately.
11.Stop any unsafe behavior or any activity where
someone can get hurt.
12.If something comes up missing, don’t assume it’s been
stolen. First search for the missing item were the
camper has been. (NEVER go through anyone’s
personal belongings without permission!) If the item
can still not be found, inform the adult staff. NEVER
accuse a camper of stealing without absolute proof.

30. 30
RESPONSIBLE REACTIONS TO AN
EMERGENCY SITUATION
KEEP CALM.
Remaining calm while helping victims will help him/her keep
calm and cooperate. If the victim becomes anxious or
excited the extent of the damage from the injury could
worsen.
PLAN QUICKLY WHAT YOU NEED TO DO
Learn basic procedures so you can care for the victim.
SEND FOR PROFESSIONAL HELP
Reaching help quickly could save a life. When in doubt, ask
for help from the camp nurse.
BE AN ENCOURAGEMENT TO THR INJURED PERSON
Let the victim know that help is on the way and try to make
them as comfortable as possible. Showing care and concern
for the victim can give them hope during their circumstances.

31. 31
Waterfront Safety
Be aware of these safety guidelines and communicate them to your
campers!
Waterfront Safety
1. All campers and counselors must have a swimming test and obtain a color-coded
waterfront nametag. Brown indicates the swimmer is in the sand. Blue means the
swimmer can go in the shallow ends of the designated swimming area only. Red
means the swimmer is in the deep area of the designated swimming area.
Swimmers must be in the same section as their “buddy.”
2. No running or roughhousing around the waterfront.
3. Don't push or jump on others in the water.
4. Do not enter the swimming area or go near the waterfront without a licensed
lifeguard on duty.
5. Have a swimming buddy and watch out for each other.
6. Watch out for the dangerous “too’s” – too tired, too cold, too far from safety, too
much sun, too much strenuous activity.
7. Use a feet-first entry when entering the water. No diving.
8. Follow all waterfront rules and obey the directions of the lifeguard.

32. 32
Camper Wellness
Bedtime
Be aware at bedtime of:
1. Avoid rough-housing and horseplay that makes it difficult to quiet the
group.
2. Be alert for practical jokes.
3. Avoid unnecessary noises.
4. Follow the lights-out policies.
5. Make sure tick checks are done EVERY night before bed.
6. Don’t threaten punishment that you cannot enforce.
7. Have a flashlight handy near bed
8. Remind campers that if they need to use the bathroom during the night,
they MUST wake you up and then either leave with you or a buddy.
9. Never leave the cabin after lights-out, except in an emergency or restroom
needs. If one counselor leaves the cabin for an emergency or bathroom,
be sure another counselor is aware of your absence and when you will
return.
Tips for getting campers to bed:
1. Give youth a 3-5 minute warning before they must be in their bunks, then
another 3-5 minute warning before lights-out.
2. Do some light group stretching before getting into bunks.
3. Read a short story or poem and make it clear that when you are finished
reading the lights go out.
4. Play a quiet flashlight game with the lights off.
5. Have kids share their favorite part of the day or one thing they learned.
6. Let each camper share something special about their pajamas or about a
stuffed animal they brought to camp.
7. Allow campers time to write in personal journals before going to sleep.
You may consider providing small journals and pens as camper gifts.

33. 33
Homesickness
Every homesick child is an individual case and needs individualized attention, but
is usually a common cause. Typically, these children may be away from home for
the first time. Treat homesickness by finding ways for children to have fun and be
involved at camp. Try to involve new thoughts to get their mind off of their misery.
Factors that may cause homesickness:
1. Over attachment to parents.
2. Lack of friends at camp.
3. Lack of skills in camp activities.
4. Timidity or fear of ridicule.
Ways of treating homesickness:
1. Catch it early – be alert.
2. Don’t call attention to the problem. Never use the “H” word!
3. Keep campers busy and involved.
4. Find another camper that can be a friend to the camper.
5. Find the camper’s interest and stress it.
6. Take time to talk about what is happening and what is going to happen.
7. Explain what to expect at camp.
8. Give special responsibility.
9. Listen well and have lots of care and understanding.
Personal Hygiene
Morning Hygiene Routine:
1. Be sure that campers have a clean set of clothes that is appropriate for
the day’s activities.
2. Brush teeth.
3. Counselors may need to aid in certain activities with younger campers.
4. Make bunk. Help campers that have top bunks.
Bedtime Hygiene Routine:
1. Shower – All campers need to shower during camp. Remind youth to
check him/herselves for ticks and/or unusual rashes, etc. Ticks are
commonly found on swimsuit band lines and on the scalp.
2. Brush teeth.
3. Use the restroom.
4. Counselors need to do a tick check on campers EVERY night before
sleep. Check on scalp especially.
5. Change into nighttime clothes
6. Clean up around bunk – set a good example.

34. 34
Bedwetting
Bedwetting can occur for several reasons:
1. Physical factors
2. Nervousness or not enough rest
3. Fear of getting out of bed
4. Fear of the dark
5. Over-consumption of liquids
Some ways to handle bedwetting may be:
1. Talk to camp nurse
2. Make sure camper uses the restroom before bed
3. Make it known that it is okay for campers to wake you up during the night
to use the restroom
4. Put a night light in the cabin
5. Do not ridicule camper and share this information with other campers.
6. Tell an adult staff member so the bedding can be washed and dried during
the day.
Sun & Heat Safety
Wear hats and/or sunscreen in the sun. Encourage campers to drink plenty of
water throughout camp. Water bottles should be something that campers have
on them at all times. During activities, allow for water breaks.
Fatigue
After about a day of camp, campers may begin to grow weary of the busy and
interactive schedule. Use these tips to minimize stress and fatigue:
1. Be sure you and your campers are abiding to the lights-out time
2. Eat all meals and drink plenty of water
3. Rest during cabin time if needed
4. Offer quiet, more relaxing activities if you notice your campers growing
tired

35. 35
CAMP FIRST AID
BEE BITES:
1. If the stinger is left, have an adult or first aid
person remove the stinger with a scraping
motion.
2. For the usual simple sting, apply cold
compresses or ice to ease the pain.
3. For those allergic to bee bites: immediate
action must be taken. Medication must be
given. For those with severe allergic reactions
the person will be carrying an “epi” pen and
will administer the medication themselves.
They need to carry this with them at all times.
4. Counselors will be given a list of those
allergies.
BURNS:
• Burns can be treated with cold running water
or cold wet towels, if not severe.
CUTS:
• Apply pressure to wound area with a clean
cloth or gloved hand.
• If the cut is not serious, clean it with soap and
water and use a band-aid.
• ALWAYS REPORT ANY CUT TO THE FIRST AID
PERSON
CHOKING:
• Keep the victim calm.
• Allow victim to cough.
• If unable to breathe, cough or speak, give
thrusts.
FRACTURES AND SPRAINS:
• For neck or spine injury or arm or leg injury
that is obviously deformed, don’t allow
person to move or be moved. Call for
assistance.
• For painful limb that might be broken,
improvise a splint out of magazines,
newspapers, or pillows.
HEAT INJURY:
Heat Exhaustion symptoms are fatigue,
heavy sweating, and rapid heart rate,
followed by dizziness, vomiting and fainting.
The skin is pale and becomes cool and
clammy.
1. Get victim out of the sun and lay
him/her down and give cool liquids
to drink. Plain water is fine.
2. Use paper towel or washcloth with
cool water to dab body.
Heat stroke is life threatening and should get
medical attention immediately. The victim
will be very hot and dry and not sweating
and may complain of a pounding headache.
Encourage all campers to drink plenty of
water (5-8 glasses daily). If it is excessively
hot, schedule activities in the shade and
provide extra rest.
NOSEBLEEDS:
• Set the person down, leaning slightly
forward.
• Pinch the nostril between the thumb and
first finger for 5-1- minutes without stopping.
• Apply ice to nose to slow blood flow.
• If you can’t stop the bleeding and especially
if the person is on blood thinning medication,
seek medical attention.
POISON IVY, OAK, AND SUMAC
• Lotion can be applied to ease itching.

36. 36
TICKS:
Deer ticks are very small and can cause Lyme’s
disease. Wood ticks are twice as large as deer
ticks and are unlikely to transmit Lyme’s disease
1. If you have a tick on yourself, don’t pull
it out. Have a nurse or first aid person
remove the tick to ensure the entire tick
is removed.
2. Avoid using bare hands to remove the
tick.
3. Place forceps as close to the tick as
possible, pull upward with a steady
pressure.
4. Cleanse site with alcohol.
5. Wash your hands thoroughly after
removing the tick
6. Instruct the campers to watch for signs
of infection and report infection or fever
to family physician.
Prevention from getting tick bites:
• Wear long pants, long sleeve shirts, and
socks on hikes. Check entire body each
night before bed or after a shower.
HEAD INJURIES:
Minor bumps:
• Camper is not knocked out
• Camper is not drowsy or confused
• Camper is not vomiting
Minor bumps can develop into something more
serious, so the camper should be watched.
MISCELLANEOUS FIRST AID POINTERS:
1. Spray bug spray outside, not in
cabins and not near other campers.
2. Wear socks and tennis shoes when
going on hikes.
3. If out in the sun for long periods of
time be sure to wear sunscreen and
encourage campers to do the same.
4. If any of the campers have inhalers,
remind them to keep their inhalers
along at all times.
5. If tornado or severe weather
warnings are given, the camp bell
and/or siren will be blown and all
campers will report to the dining
hall.
6. If it is at night an adult will awaken
the counselor and campers to
report to the dining hall. Remain
Calm.
7. Use good hand washing techniques
at all times, it is the best prevention
against disease.
PROPER HANDWAHSING PROCEDURE:
1. Wet hands with warm water.
2. Apply soap.
3. Lather well.
4. Include backs of hands, wrists, and
between fingers and under fingernails.
5. Rise well under running water.
6. Dry thoroughly with single use towel
7. Turn off water with paper towel.

37. 37

38. 38
Camp
Programming
Resources

39. 39
Campfire Programs
Campfires provide a special part to the camp experience. Nightly campfires
develop closeness among campers, bring the day to a peaceful close, and provide a
chance for campers to reflect. Enthusiasm, imagination, and creativity can be
developed for campers during campfire. Leadership skills can also be obtained by
those individuals responsible for the campfire preparation, organization and
completion.
Parts of a Campfire Program
Assembly and Opening Sometimes the fire may not be lit until everyone is in the
campfire circle, making it part of the opening. Other times
it may be lit before anyone arrives. During the opening,
songs, skits, or ice breakers can be used. Because the
opening sets the tone for the whole program, it should get
the attention of the entire audience. The assembly should be
about 5-10 minutes.
Energy Activities (Noisy Fun) This part of the campfire should include action songs,
group skits, games, challenges, jokes, etc. The important
part is to maintain control and not let anyone get out of
hand. Encourage campers to stand up and get out all the
energy they have left from the day.
Quiet Time (Settle Down) During this part of the program everything slows down so
by the end of the campfire the campers are settled and
ready for bed. Good activities to use during this time are
songs or group activities that create peaceful moods. This
prepares campers for reflection and rest.
Closing and Dismissal This will be one final song or activity. This provides an
opportunity for cabin groups to be dismissed back to their
cabins for bed. You may decide whether they leave in small
groups, while singing, or all at once. A good choice for a
closing song is a “friendship” song. This allows campers to
think about/develop closeness within their cabin groups.

40. 40
Lead Campfire Counselor: ______________________ Night of Campfire:
Sunday: __________
Counselors Assisting: __________________________ Monday: _________
__________________________ Tuesday: _________
__________________________
Adults Assisting: __________________________
__________________________
Staff Responsible:_______________________________________________________________
Songs/Skits/Activities:___________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Resources Needed:______________________________________________________________
______________________________________________________________________________
Staff Responsible:_______________________________________________________________
Songs/Skits/Activities:___________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Resources Needed:______________________________________________________________
______________________________________________________________________________
Staff Responsible:_______________________________________________________________
Songs/Skits/Activities:___________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Resources Needed:______________________________________________________________
______________________________________________________________________________
Staff Responsible:_______________________________________________________________
Songs/Skits/Activities:___________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Resources Needed:______________________________________________________________
______________________________________________________________________________
CAMPFIRE PLAN
Opening
Energy Activities (Noisy Fun)
Quiet Time (Settle Down)
Closing & Dismissal

41. 41
Flag Ceremonies
Flag ceremonies are an important part of any camp program. These ceremonies
allow campers to feel involved in the planning process and counselors another
leadership experience. Be creative and look for additional sources!
Conducting a Flag Ceremony:
1. One person will have overall responsibility for flag ceremonies, typically an adult.
2. Youth counselors will prepare ceremony as an ENTIRE cabin, incorporating campers in
all aspects of ceremony (recite reading, help fold flag, pass out song sheets, etc.).
3. Practice details of ceremony ahead of time – cabin time is a great time to do this.
a. Practice the way the flag is folded/unfolded
b. Practice the way the flag gets hooked to the flagpole
c. Practice readings
d. Stress importance of flag ceremony etiquette
4. Flag should be raised briskly and evenly; lowered slowly
Flag Ceremony Etiquette:
1. Flag should be displayed only from sunrise to sunset. It should be raised briskly, but
lowered slowly.
2. When displayed with the 4-H flag, the flag of the United States of America should be
hoisted first and lowered last.
3. The flag should not be displayed on days of inclement weather.
4. In order to show respect, the flag should NEVER touch the ground or be defaced.
5. When the flag is raised or lowered, the right hand should be placed over the shoulder.
This form of salute is ended when the flag reaches the top of the flagpole or is unfastened
from the rope.
6. Members of ceremonies should stand attentive, remove all caps, and give pledge with
hand over heart.
Purpose of Flag Ceremonies:
Flag ceremonies are an important part of a camp program. Flags take on special meaning
to campers as they pause to think about what the flag is meant to others. Songs, poems,
and stories help bring additional meaning to the flag ceremonies.
Suggested Flag Ceremony Program:
1. Raise or lower flags 5. Reading or appropriate poems or story
2. American Flag pledge 6. Describe general flag ceremony
3. 4-H Flag pledge information at first flag raising/lowering
4. Singing patriotic song(s)

42. 42
Folding the US Flag
Begin by holding the flag waist-high
with another person so its surface is
parallel to the ground.
Fold lengthwise. Bring the striped
half up over the blue field.
Fold lengthwise. Bring the striped
half up over the blue field.
Fold the lower right hand corner to
the upper edge to form a triangle.
Now fold the lower right hand
corner to the upper edge to
form a triangle. Keep folding
until you have a triangle with
only the blue fields showing.
There should be 12 folds in all
if you did it right. It should end
up in a triangle shape like the
revolutionaries' hats.

43. 43
Folding the 4-H Flag
The 4-H flag is folded nearly the same as the U.S. flag except the triangular fold is replaced with
a square fold.
Fold the flag in half, lengthwise, with the
design on the outside. The stem of the
clover is on the top side after the fold.
Fold the flag to the center from each
end, covering the clover.
Complete by folding both ends to the
center again.

44. 44
Cabin Group:
Counselor/Adult in Charge:
Other Counselors/Staff:
Planning the Flag Ceremony:
Who is responsible?
Bring flag, speaker, and song sheets to flag pole, then return these after: ____________________
Hand out song sheets:
Collect song sheets after ceremony:
Who will be the caller (this person leads pledges)?
Color guards (carry, fold/unfold flag – adult, 4-5 campers, and at least one counselor)
Flag Raising:
Attaching the flag and raising it:
Songs/Stories/Poems used and who will read/lead them (2-3):
1:
2:
3:
Flag Lowering:
Songs/Stories/Poems used and who will read/lead them (2-3, done before flag lowering):
1:
2:
3:
Lower flag and unhook it from pole:
Flag Ceremony Plan 2015
Sunday, Flag Lowering: _________
Monday, Flag Raising: _________
Monday, Flag Lowering: _________
Tuesday, Flag Raising: _________
Tuesday, Flag Lowering: _________
Wednesday, Flag Raising: _________

45. 45
Readings for Flag Ceremonies
The Pledge of Allegiance 4-H Pledge
I pledge allegiance to the Flag I pledge
Of the United States of America, My head to clearer thinking,
And to the Republic for which it stands: My heart to greater loyalty,
One Nation, under God, indivisible, My hands to larger service, and
With Liberty and Justice for all. My health to better living,
For my club, my community, my
country, and my world.
Ode to the Flag
By: Linda Sheehan Cunninghan
Our Nation’s Flag is a stirring sight as it flutters proudly in the breeze. It’s colors of blue, red and
white mean so much to you and me. Red stand for courage and hardiness. The white means
innocence and purity. Blue for justice, perseverance and vigilance. In its promise to keep us free.
This banner stands for a bountiful land, its government, people, and ideals. The stripes from the
thirteen colonies stand, its symbolism is very real. Each state is now represented by a star of
white on blue. President Washington first presented The American Flag to you. Many brave men
have fought and died to protect it from dishonor and disgrace. Wives have mourned and mothers
have cried, so we could remain the United States. The sight of this Banner brings feelings of joy,
of courage, pride, and freedom to all. A symbol of our nation in all its glory. On the moon Old
Glory stands tall.
I Am Old Glory
I Am Old Glory: For more than ten score years I have been the banner of hope and freedom for
generation after generation of Americans. Born amid the first flames of America's fight for
freedom, I am the symbol of a country that has grown from a little group of thirteen colonies to a
united nation of fifty sovereign states. Planted firmly on the high pinnacle of American Faith my
gently fluttering folds have proved an inspiration to untold millions. Men have followed me into
battle with unwavering courage. They have looked upon me as a symbol of national unity. They
have prayed that they and their fellow citizens might continue to enjoy the life, liberty and
pursuit of happiness, which have been granted to every American as the heritage of free men. So
long as men love liberty more than life itself; so long as they treasure the priceless privileges
bought with the blood of our forefathers; so long as the principles of truth, justice and charity for
all remain deeply rooted in human hearts, I shall continue to be the enduring banner of the
United States of America.

46. 46
Commentary on the Pledge of Allegiance
By Red Skelton
As a schoolboy, one of Red Skelton's teachers explained the words and meaning of the Pledge of
Allegiance to his class. Skelton later wrote down, and eventually recorded, his recollection of
this lecture.
I Me; an individual; a committee of one.
Pledge Dedicate all of my worldly goods to give without self-pity.
Allegiance My love and my devotion.
To the Flag Our standard; Old Glory ; a symbol of Freedom; wherever she
waves there is respect, because your loyalty has given her a dignity
that shouts, Freedom is everybody's job.
United States That means that we have all come together.
Individual communities that have united into forty-eight great
states. Forty-eight individual communities with pride and dignity
and purpose. All divided with imaginary boundaries, yet united to
a common purpose, and that is love for country.
And to the Republic A state in which sovereign power is invested in representatives
chosen by the people to govern. And government is the people; and
it's from the people to the leaders, not from the leaders to the
people.
For which it stands
One Nation Meaning, so blessed by God.
Indivisible Incapable of being divided.
With Liberty Which is Freedom; the right of power to live one's own life,
without threats, fear, or some sort of retaliation.
And Justice The principle, or qualities, of dealing fairly with others.
For All Which means, boys and girls, it's as much your country as it is
mine.
And now, boys and girls, let me hear you recite the Pledge of Allegiance:
I pledge allegiance to the Flag of the United States of America, and to the Republic, for which it
stands; one nation, indivisible, with liberty and justice for all.

47. 47
Hooray USA!
By David G. Bancroft
How wonderful it would be
if all could agree
to look beyond just me
and really see...
"We the People",
as our founding fathers
intended it to be
for our great land of the free
and home of the brave
where an early grave
did come to many young
who remain heroes unsung,
allowing a maturing nation to become
what She is today,
unequaled to none,
and where we can proudly say...
Hip, hip hooray
for our beloved USA!
O Flag of our Union
O flag of our Union,
To you we’ll be true,
To your read and white stripes,
And your stars on the blue;
The emblem of freedom,
The symbol of right,
We children salute you,
O flag fair and bright
What the Flag Means to Me
By Pamela Ginsberg
F stands for Freedom, on land and on sea, for America is the land for me
L stands for Liberty, for love and for care, look at American; you’ll find it there!
A stands for Achievement, America too, American achievement is the best thing for you.
G stands for Greatness, Glory and all that is Good. If you don’t love the flag, you certainly
should.
FLAG is America’s symbol, land of the free, And that is what our flag means to me!
The Stars & Stripes
By Helen Williams
Oh, what is the burst of splendor,
That shines with the morn’s first ray,
To challenge the evening sunset
And rival the dawn of the day?
Oh, it is the azure heavens
That blend with the sunset’s red
To form the starry brilliance
That glorious sight o’er head?
“Tis the Stars and Stripes of Justice”
That flies from the mast on high;
The flag of a noble nation
Still blesses the morning sky.
The red of the sun for courage
To shine with liberty’s white,
With stars of the evening heavens
To gleam on a field of night.
Forever that burst of splendor
Will shine with the morn’s first ray,
To challenge the evening’s sunset
And rival the dawn of the day.

48. 48
I am an American
By Lloyd E. Smith
These are the duties I share with my fellow citizens:
It is my duty to obey my country’s laws.
It is my duty to vote, so my government may truly represent the
will of the people.
It is my duty to keep informed as to be the honestly and ability of
candidates for public office.
It is my duty, by my vote and influence, to correct injustice.
It is my duty to pay such taxes as have been devised by representatives elected to me, to defray
the cost of government.
It is my duty to serve on juries when called on.
It may sometimes become my duty to hold public office for which I am suited, so my
government may function properly.
My Name is Old Glory
By Howard Schnauber
I am the flag of the United States of America. My name is Old Glory. I fly atop the world's
tallest buildings. I stand watch in America's halls of justice. I fly majestically over great
institutes of learning. I stand guard with the greatest military power in the world. Look up! And
see me! I stand for peace, honor, truth, and justice. I stand for freedom. I am confident. I am
arrogant. I am proud. When I am flown with my fellow banners. My head is a little higher. My
colors a little truer. I bow to no one. I am recognized all over the world. I am worshipped. I am
saluted. I am respected. I am revered. I am loved. And I am feared. I have fought every battle of
every war for more than 200 years. Gettysburg, Shilo, Appomatox, San Juan Hill, the trenches of
France, the Argonne Forest, Anzio, Rome, the beaches of Normandy, the deserts of Africa, the
cane fields of the Philippines, the rice paddies and jungles of Guam, Okinawa, Japan, Korea,
Vietnam, Guadalcanal New Britain, Peleliu, and many more islands. And a score of places long
forgotten by all but those who were with me. I was there. I led my soldiers. I followed them. I
watched over them. They loved me. I was on a small hill in Iwo Jima. I was dirty, battle-worn
and tired, but my soldiers cheered me, and I was proud. I have been soiled, burned, torn and
trampled on the streets of countries I have helped set free. It does not hurt, for I am invincible. I
have been soiled, burned, torn and trampled on the streets of my country, and when it is by those
with whom I have served in battle - it hurts. But I shall overcome - for I am strong. I have
slipped the bonds of Earth and stand watch over the uncharted new frontiers of space from my
vantage point on the moon. I have been a silent witness to all of America's finest hours. But my
finest hour comes when I am torn into strips to be used for bandages for my wounded comrades
on the field of battle. When I fly at half mast to honor my soldiers. And when I lie in the
trembling arms of a grieving mother at the graveside of her fallen son. I am proud. My name is
Old Glory. Long may I wave.

49. 49
Songs to Use at Flag Ceremonies
The Star-Spangled Banner
(The National Anthem)
Oh, say can you see, by the dawn’s early light,
What so proudly, we hail’d at the twilight’s last gleaming?
Whose broad stripes and bright stars, thro’ the perilous fight,
O’er the ramparts we watch’d were so gallantly streaming?
And the rockets red glare, the bombs bursting in air,
Gave proof thro’ the night that our Flag was still there.
Oh, say does that Star Spangled Banner yet wave,
O’er the land of the free, and the home of the brave?
America
By Samuel F. Smith
My country, ‘tis of Thee,
Sweet land of Liberty
Of thee I sing;
Land where my fathers died,
Land of the pilgrims’ pride,
From every mountain side
Let Freedom ring.
My native country, thee,
Land of the noble free,
Thy name I love;
I love thy rocks and rills,
Thy woods and templed hills,
My heart with rapture thrills
Like that above
Let music swell the breeze,
And ring from all the trees
Sweet Freedom’s song;
Let mortal tongues awake;
Let all that breathe partake;
Let rocks their silence break,
The sound prolong.
America, the Beautiful
O beautiful from spacious skies,
For amber waves of grain,
For purple mountain majesties
Above the fruited plain.
America! America! God shed His grace on thee,
And crown thy good with brotherhood
From sea to shining sea.
O Beautiful for pilgrim feet,
Whose stern impassion’d stress
A thoroughfare for freedom beat
Across the wilderness.
America! America! God men thine ev’ry flaw,
Confirm thy soul in self-control,
Thy liberty in law.
O beautiful for heroes prov’d
In liberating strife,
Who more than self their country loved,
And mercy more than life.
America! America! My God thy gols refine
Till all success be nobleness,
And ev’ry grain divine.
O beautiful for patriot dream
That sees beyond the years,
Thine alabaster cities gleam,
Undimmed by human tears.
America! America! God shed his grace on thee,
And crown thy good with brotherhood,
From sea to shining sea.
This Land is Your Land
By Woody Guthrie
This land is your land, this land is my
land,
From California, to the New York
Island,
From the redwood forest, to the gulf
stream waters,
This land was made for you and me.

50. 50
Get Acquainted Activities
Right Thumb Marks the Spot
Prepare a ball with questions written all over it, such as “What is your favorite subject in
school?” or “What is your favorite project in 4-H?” Then have members toss the ball in a circle
to each other and answer the questions that their right thumb lands on.
TP Tell Me
Ask every camper to take the amount of toilet paper they think they will need to use the restroom
during camp. For each square that they take, they have to share something about themselves.
Have You Ever?
Have campers sit in a circle on the ground with one camper in the middle. The person in the
middle makes a statement, “Have you ever…(gone fishing, been to 4-H camp, played an
instrument, etc.)” Anyone in the circle that has done that statement gets up and finds a new spot,
including the middle person. The odd camper out then makes the next statement.
Candy Tell Me
Each camper gets a small amount of skittles, M&M’s, etc. and has to share one thing about
themselves for each small candy. No eating until the end! 
2 Truths and a Lie
Every camper shares three statements about themselves; two of these statements are true and one
is not true. The other campers must guess which one the lie is.
Shoe Pile
Each camper takes off one shoe and throw them in a pile together. One by one, the campers
select a show from the middle and must find the person who the shoe belongs to, introducing
themselves and a fact about them. Each partner introduces their partner to everyone else.
Clap-Snap-Pow
Have the campers sit in a circle. All those that fit the category you call out stands up in place,
complete the action and then sit down. For example: “Everyone stand up who is excited to be at
4-H camp stand up and snap your fingers!” Keep a variety of categories and movements.
First Letter Fun
Have each person describe him/herself by using the first letter of his/her name. For example:
“My name is Lauren, my favorite animal is a leopard, I like licorice, and laughing.
Sentence Maker
Have campers stand in a circle. One camper says a word to start a sentence. Go around the circle
having each camper add one word to the sentence until it ends.

51. 51
Transitions
Moving from one camp activity to another is referred to as a transition. Transitions are important
in maintaining campers’ enthusiasm and reduce boredom. These are especially important when
transitioning between an active and quiet activity or vice versa.
General Transition Tips
 Teach campers an attention getter to quiet them down. This could be that when you raise
your hand they raise theirs, a clapping pattern or slogan that they repeat, freezing, etc.
 Keep campers informed about which activity is next and where you are going together.
 Sing camp songs during transitions!
Teambuilding Activities
Teambuilding activities are just “games” without a discussion or reflection component. These are
great activities to do during cabin time. Some questions you might ask during teambuilding may
be:
 Why should we work together as a team?
 What is we aren’t all alike?
 How can we improve our teambuilding skills?
 What/how could we do things differently?
 How can we have more fun?
 How can we support each other?
Teambuilding Activities:
Tarp Flip Challenge
Have all campers stand on a single tarp and challenge them to flip the tarp over without anyone
leaving the tarp or touching the ground.
Build It
Break campers into groups and give each group a bag of miscellaneous items (rubber bands,
tape, TP cardboard rolls, paper clips, balloons, etc.) and give each group 10-15 minutes to build a
tower using only the items given to them. See you can build the highest tower or the most
creative one.
Line-Up
Announce an order in which you want the campers to line up (oldest to youngest, by height,
alphabetize by name, etc.). Add a challenge by timing them and see if they can do a second
challenge faster than the first. Add another challenge by eliminating talking!

52. 52
Please describe four activities you plan to use during cabin time or in case of a rainy day. The
first activity should be a get-acquainted one. Plan to have at least one team-building activity.
Lead AT LEAST one activity during EACH cabin time during camp. Feel free to coordinate and
do activities together as a cabin or as individual groups.
Activity 1 (Get Acquainted):
Who will lead activity?
Describe activity in detail:
Resources/Supplies Needed:
Activity 2
Who will lead activity?
Describe activity in detail:
Resources/Supplies Needed:
Activity 3 (Teambuilding):
Who will lead activity?
Describe activity in detail:
Resources/Supplies Needed:
Activity 4:
Who will lead activity?
Describe activity in detail:
Resources/Supplies Needed:
Cabin Plan

53. 53
Name ____________________________
Tent Time Plan
Being an Outpost Counselor is a very important responsibility. The first hours you are at camp
can lay the groundwork for the total camp experience. It is important to plan what you will do
with the campers the first few hours at camp.
Please take some time to plan this out. Think about the different areas you can do these
activities: central blacktop area, campfire, by the beach, etc. BE SPECIFIC!!!
Things to include: get acquainted games, camp rules, go over the camp schedule, buddy system,
settling into the tents, camp safety, reporting procedures for all accidents (cuts, stings, injuries,
etc.), tick precautions and checks, etc.
Using the form below, please plan 5 activities that you can do with your campers.
1. Plan 2 get acquainted activities.
2. Plan 3 other activities to do at other times.
Your Plan
Rules that I need to review with campers:
Get Acquainted Activity #1:
Get Acquainted Activity #2:
OVER

54. 54
Activity #1:
Activity #2:
Activity #3:

55. 55

56. 56

57. 57
Large Group Activities
People to People
Each person is paired up with a partner. The person leading the game will call out commands
which the campers will then follow. After a few commands, call “People to people!” and
everyone must find a new partner. Repeat for a few rounds. Examples of commands could be:
“hand to hand,” “elbow to shoulder,” “foot to foot,” etc.
Giants, Wizards, and Elves
This activity is similar to rock, paper, scissors. In this game, split campers into each team. Each
team starts on their own starting line and decides which action they want to do (giants=stand up
tall with arms reaching the sky; wizards=stretch arm forward point finger like a wand; elves=
crouch down low). When the leader says go, each group runs and meets in the center circle doing
their action. The “winning” team then chases the other team back to their starting point, and
whoever gets tagged must join the other side. Giants beat wizards, wizards beat elves, and elves
beat giants.
Alaskan Baseball
Start with two teams. One team is given a throw able object (like a ball) whose team then forms a
circle around them and that person throws the object. After the object is thrown the individual
runs around the circle. Each time around the full circle counts as a run. Meanwhile, the other
team is chasing after the object. Everyone on the running team forms a line behind the first
person to reach the object. They must then pass the object underneath their legs until it reaches
the last person. Then it is passed overhead back to the first person in line. As soon as the first
person obtains the object again the person stops running circles. The team that was chasing the
object now forms a circle and throws the object, running circles.
Cat & Mouse
Everyone but two campers form a circle standing far enough away from each other so that a
person can safely run past them on either side. They must also be close enough to reach the hand
of the people on either side of them. One of the people outside the circle is the cat and the other
is the mouse. They will begin on opposite sides of the circle. When the game starts, the cat tries
to catch the mouse. If either the cat or the mouse runs through one of the spaces in the circle, the
space gets closed. This is done by holding hands. The game goes on until all the spaces are
closed or one or the other gets trapped inside the circle.

58. 58
Camp Songs
For more favorite 4-H Camp songs, see “Dodge County 4-H Camp Songbook”
Bumble Bee Song
I’m bringing home a baby bumble bee
Won’t my mommy be so proud of me
I’m bringing home a baby bumble bee
Ouch! It stung me!
Herman the Worm
Chorus: Sittin’ on a fence post
Chewin’ my bubble gum (chomp, chomp, chomp, chomp)
Playin’ with my yo-yo (whoo-whoo)
When along came Herman the Worm
And he was this big (start tiny, get bigger each verse)
And I said, “Herman, what happened?”
Verse 1: “I ate my sister”
Verse 2: “I ate my mother”
Verse 3: “I ate my brother”
Verse 4: “I ate my father”
Repeat chorus one final time, describing Herman as tiny again.
Verse 5: “I burped.”
Moo Moo Cheese
(To the tune of We Will Rock You)
One group repeats MOO MOO CHEESE while
Clapping and stomping while the other group
sings verse
Verses:
1. I’m smashing up my baby bumble bee
Eww! It’s all over me!
2. I’m licking off my baby bumble bee
Oh, I don’t feel so good..
3. I’m throwing up my baby bumble bee
Yuck! What a mess!
4. I’m cleaning up my baby bumble bee
Look! Another bumble bee!
Buddy you’re a farmer, living in Wisconsin
Got 40 cows that you milk all day
Got milk on your face, a big disgrace
Driving your tractor all over the place
Singing we will, we will milk you, milk you.
We will, we will, milk you, milk you.

59. 59
Boom-Chicka-Boom
(Repeat each line)
Chorus: I said a boom-chicka-boom!
I said a boom-chicka-boom!
I said a boom-chick-rocka-chicka-rocka-chicka-boom!
Aha!
Oh yeah
One more time
______ Style
(on last time yell NO!)
Janitor: I said a broom-sweep-a-broom
I said a broom-sweep-a-moppa-sweep-a-moppa-sweep-a-brrom
Astronaut: I said a vroom-to-the-moon
I said a vroom-take-a-rocket-take-a-rocket-to-the-moon
Vallery Girl: I said like a boom like chicka boom
I said like a boom like a chicka like rocka like chicka rocka chicka boom
Underwater: Repeat chorus with finger flapping lips
Mermaid: Hold nose
Quiet: Whisper
Loud: Yell
Caveman: I. said. Boom. Rock. Boom.
I said. Boom. Rock. Boom. Rock. Boom. Rock. Fire!
Old Lady O’Leary
Late last night when we were all in bed, Old Lady O’Leary lit a lantern in the shed and when the
cow kicked it over, she winked her eye and said, “It’ll be a hot time in the old town tonight.
FIRE! FIRE! FIRE!”

60. 60
Tarzan
(repeat each line)
TARZAN (yell this)
Swinging on a rubber band
Smacked into a frying pan
Now Tarzan has a tan
JANE
Flying in her airplane
Smashed into a freeway lane
Now Jane has a pain
Now Tarzan has a tan
CHEETAH
Grovvin’ to the beata
Got eaten by an amoebae
Now Cheetah is velveeta
Now Jane has a pain
Now Tarzan has a tan
SHAMU
Swimming in the ocean blue
Smacked into a red canoe
Now Shamu’s gonna sue
Now Cheetah is velveeta
Now Jane has a pain
Now Tarzan has a tan
CHARLIE
Cruisin’ on his Harley
Smashed into Bob Marley
Now Charlie’s really gnarly
Now Shamu’s gonna sue
Now Cheetah is velveeta
Now Jane has a pain
Now Tarzan has a tan
Little Green Fog
Um ah went little green frog one day,
Um ah went the little green frog.
Um ah went the little green frog went
um um ah
But we all know that frogs go (clap)
Lotty dotty da (clap)
Lotty dotty da (clap)
We all know that frogs go (clap)
Lotty dotty da (clap)
They don’t go um um ah
Honk honk went the big green truck
one day
Honk honk went the big green truck
Split splat went the little green frog
that day
Now his eyes don’t go um ah any
more cause he got licked up by a dog
Ruf! Ruf!
Banana Song
Bananas of the world, UNITE!
Peel banana, peel, peel banana
Peel banana, peel, peel banana
Shake banana, shake, shake banana
Shake banana, shake, shake banana
Go bananas! Go go bananas!
Go bananas! Go, go bananas!

61. 61
Information in this handbook has been collected and adapted from the following
sources:
• 2013 Buffalo County 4-H Camp Counselor Handbook, by Annie Lisowski
• Ozaukee County 4-H Camp Materials
• 4-H Youth Development. University of Wisconsin-Extension, 2006.
• Camp Counselor Manual, by Sally Schoenike and Kay Buelke-Schroeder
• Tomek and Williams. Ages and Stages of 4-H Youth Development. Missouri University
Extension, 1999.
• Kurt Podeszwa, MS Ed, Consultant for Leadership Essentials, Inc.
• Burrow. How to Be a Great Camp Counselor, McElroy Publishing, 1992.
• 4-H Volunteer Orientation, Wisconsin 4-H Youth Development Programs, 2002.
• 4-H Camp Songbook, By Melissa Kescenovitz
This handbook has been created for use by:
Lauren Pfaffenroth, Dodge County 4-H Summer Agent, 2015
“An EEO/Affirmative Action employer, University of Wisconsin—Extension provides equal opportunities in employment and
programming including Title IX and ADA requirements. Requests for reasonable accommodations for disabilities or limitations
should be made prior to the program date or activity for which it is needed. Please make such requests as early as possible by
contacting Dodge County.”