1. Day 1
9-9:15: CHECK-IN
Students Given: Binder & Name tag
Food: We will have little donut holes, coffee, and OJ
Task: Students have to write their names on the tags
9:15-10: ICE BREAKERS
Activity: Introduction- everyone introduces themselves by saying their name,
school, grade, and something most people don’t know about you
Activity 2: Corner game - everyone stands up, then we say “everyone who likes
the color blue go to corner 1, green 2…etc.” now run to that corner. Everyone
introduce yourself.
We will do colors, sports (soccer, football, lacrosse, or field hockey) arts
(singing, instrument, drawing, and acting), etc.…
Activity 3: beach ball – we have a beach ball and on different parts of it we have
different questions. When you get thrown the ball you answer whatever question
your left hand thumb lands on.
Activity 4: Comic Strip Game – Everyone gets a part of a comic strip. They then
have to go around the room and find the person that matches with their comic
strip. This once the comic strips are together this will form the groups. (4 groups of
6)
****If we run out of time we can get rid of either Act. 2/3****
SUPPLIES: BEACH BALL, 4 COMIC STRIPS, NAME TAGS, BINDERS, FOOD
10-10:30- INTRODUCTION OF THE PROGRAM
PowerPoint: Explains the program quickly- Goal of the program, explain the
service project, and brief schedule
Expectations: Everyone in groups brainstorms expectations of the group and the
program (respect, learning how to be a better leader, etc…), then we share them
all. Then come up with 3 expectations for the program and group. Write those
down and hang them up
SUPPLIES: TAPE, BIG PAPER, POWERPOINT
10:30-10:40 - BREAK
Hopefully we can have some sort of snack, bathroom break

2. 10:40-11- HISTORY OF SERVICE
PowerPoint: Give a brief overview of service in America (summary of what’s in the
book)
Activity: Each group is given a different organization. We give them a sheet with
information about it. They have to work together to create a summary and way
to present the information to the class and then we present.
SUPPLIES: MARKERS, PAPER, POWERPOINT, EXPLAINATIONS OF THE DIFFERENT
ORGANIZATIONS
11-11:30- SERVICE LEARNING
Discussion: Ask the group what they think service learning is. (A split between
service and learning. They use their time talent and resources to help people in
need while also developing professionally, academically, civically, and
personally)
Discussion: Give them 5 minutes in groups to share times they have done service
learning. People share. Dave shares his Africa trip if no one feels comfortable
sharing. (Ask: what did you do? How/who did you help? What did you learn? How
did you grow?)
Video: Play Tedtalk about penguins. The great penguin rescue (Ask: Thoughts?
How was this an example of service learning?)
SUPPLIES: TEDTALK
11-11:30- COMMUNICATION
Activity: Human knot: split everyone into 2 groups of 12. They have to do the
human knot WITHOUT TALKING. Then the groups mix up again. Then they do it
again with talking. (Ask: What forms of communication did you use when you
couldn’t talk? What was difficult? What would you do differently? What went well?
Why is communication important? Why is communication important? How can
you utilize good communication in future projects?)
12-1: LUNCH

3. 1-2: LEADERSHIP
Game: One person leaves the room. The people in the room determine who the
leader is. Everyone then stands in circle and invite the person back in. The leader
then tries to slyly guide everyone on what to do and everyone must follow (ex.
Clapping, tapping their foot). Do this a couple of times. (Ask: What was difficult
/easy about the game? Did the different leaders have different styles or methods
of leading? How was it being a follower? What skills did a follower need? For the
outsiders: What made it hard/easy to figure out who the leader was? Did you have
any strategies? Have you ever had to lead a group of people to accomplish a
task? Give an example. Tell about a time when you had to follow someone? What
made it a positive/negative experience?
Discussion: What qualities make a good leader? Who are examples of leaders in
your life that you admire? What is it about them that make them a good leader?
How have you been a leader in the past?
TedTalk: Everyday Leadership (Ask beforehand: Who thinks they are leader? Who
doesn’t? Why? Ask Afterwards: Thoughts? What is he trying to say about
leadership? Has this changed your view on who you are as a leader?)
Survey: Tell everyone to take their quiz. Once everyone gets their results, people
get in groups based off leadership style (discuss in groups: what are the strengths
of their leadership style, what are the negatives; Share to class: Share your
findings. How can you improve as a leader? What are small steps/big steps you
can take for improvement?)
SUPPLIES: TEDTALK

4. 2-3: PROJECT
Introduce: Remind everyone about the service project at the end of the week.
Tell them that over the next 4 days we will be planning it. Today our main focus is
to just brainstorm/talk about social issues. Tomorrow we will hand the reins off to
them at the end of the day and they will have about 2 hours to determine the
social issue they want to focus on, what non-profit they will work with, and the big
idea for the service project. The next two days will then be dedicated to planning
and getting ready for Fridays service project. Questions?
Brainstorm: Basically we will just pass around the volleyball. When you get it you
can share a social issue you are passionate about or talk about an example of
service project you’ve done or heard about. (Purpose: To just get ideas flowing
and have them start thinking about different issues/ projects. Make it go for as
long as they are interested)
Activity: Six degrees of separation- They each have to think of 1 social issue. Have
them separate into 6 different groups. In their groups they have about 10 minutes
to figure out how at least 3 of these problems are connected and create a skit
showing their connection. (Example: Food dessert and dropping out of school.
John doesn’t have healthy food available, so he is often tired an sluggish. He gets
behind in his work because he can’t focus during school or out of the class room.
His grades get so bad he decides that school is pointless and drops out.) (Ask:
What was the point of this activity? How can this help us with our service project?)
Activity (IF THERES TIME): Put something on table (pencil, box, etc.) Kids need to
pretend they went to another planet and found this object and come up with
what its purpose is. 2 minutes to think of something, and no repeats. (Example: if
it’s a Pencil then you use it to eat the wambot animals that run rampant
throughout the southern tip of the planet.) (Ask: What was the purpose of this
project? What did you learn? Basically the point of this was to show theirs different
solutions to problems beyond the obvious.)
SUPPLIES: VOLLEYBALL

5. Day 2
9-9:05: CHECK-IN
Students Given: 2 Name tag
Food: We will have little donut holes, coffee, and OJ (MAYBE)
Task: Students have to write a name of a famous person or fictional character on
name tag (DON’T LET ANYONE SEE and don’t put it on)
9:05-9:30: ICE BREAKERS
Activity: “Diversity Day Michael Scott Style”- everyone hands us their name tags
and we put one on everyone’s back. They then have to go up to different people
in the room and as them one question. Basically to figure out what name is on
their back. You can only ask one question per person.
SUPPLIES: NAME TAGS, MARKERS, FOOD
9:30-10:30- HISTORY OF IN THE LEHIGH VALLEY
Picking groups: Shuffle cards and pass out. People go with same number.
Introduce themselves. (6 groups).
PowerPoint: Give a brief overview of service in lv (just major events that happen
and a little about the volunteer center)
Activity: Each group is given a different organization. They have to research
about that organization and present. Given 10 minutes to research. (Mission,
examples of work they’ve done, volunteer opportunities)
Brainstorm; Based of what we learned and prior knowledge, what needs do you
think are community has? (Pass around volleyball while doing this.
New Bethany Ministries, Phoebe, Historic Bethlehem Historical Society, Community
Bike Works, Wildlands Conservancy, Peaceable Kingdom
SUPPLIES: CARDS, POWERPOINT, VOLLEYBALL
10:30-11:20- CREATIVITY
Video: (Ask: Who thinks they are creative? What is creativity? How have you
been creative in the past?) John Cleese Video and snacks. Go over wkst
afterwards. (Ask: What did you get out of this video? How has this changed your
perspective on creativity? How can you use this knowledge in the future?
SUPPLIES: VIDEO, SNACKS, AND WKST

6. 11:20-12- Diversity (pg: 3, 7-9, 17-18)
(15)Activity: Get pencils. Explain that I have a pencil, I don’t know much about it
but it just seems like a regular pencil. It has an eraser, led, and can write. Most
pencils are the same so I assume I can do all of that. Then pass out the pencils.
You now have a minute to learn everything you possibly can about this pencil in
silence. You need to know enough to introduce it to the class and explain what
makes it unique. Have a couple of volunteers to introduce their pencils. Put
pencils back in bag. (Ask: Would you say “all pencils are the same” why or why
not?) now they must try to find their pencil again. (Ask: What was the point of this
exercise? Think about different groups that get lumped together, call them out.
What happens when we lump these groups of people together? What is that
called? Do they always fit those stereotypes? Why are stereotypes dangerous?
(10)Activity: Learning disabilities- have the students try to read the hand out. (Ask:
Was that difficult?) This is an example of what it feels like to read for people with
learning disabilities. 6-10% of all school-aged people in this country have learning
disabilities. Reading can be hard for people with learning disabilities but that
doesn’t affect their intelligence or ability to succeed. Read them the list of people
with disabilities and ask which of those celebrities has one. Trick is they all have
them. Read them out loud. (Ask: What was the point of this exercise?)
I choose this one because when people think of minority groups they often forget
about people with disabilities.
(15) Activity: Inclusion- picks 6 volunteers. They go wait outside. Then go back and
get everyone in 6 groups of 3. Give them the instructions that when the volunteers
come back they need to start a discussion about something and do whatever
they can to make sure that person cannot contribute to the discussion. (how did
you feel being excluded? What did you try to get in? What did the groups do to try
to keep you out? How did you feel about excluding the volunteer? What was the
purpose of this activity? Can you think of a time when you felt different from
everyone else? How did you feel? Why do you think people exclude others? how
can we make it easier for outsiders to join our group? How in the future will you try
to change this?
***THE 2ND ACTIVITY DOESN’T NEED TO HAPPEN. THEY ARE TIME SENSITIVE. IF WE
TALK AND DSICCUSS FOR A LONG TIME DON’T WORK ABOUT THEM.
SUPPLIES: PENCILS, READING WKSTS.
12-1: LUNCH

7. 1-3: PROJECT
Introduce: Okay so yesterday we took time brainstorming about different social
issues. We then learned about how everything is connected and how we can use
creativity to solve these problems. So for the rest of today you guys are going to
use this time to narrow down our project. We will be here to answer any questions
or guide you. However, during this time you guys are now officially in charge.
By the end of today we need to figure out what social problems we want to fix,
the organization you would like to help and some backups, and a project idea for
solving that problem. This is important because we have to reach out to the
organization today.
You all have paper, markers, phones, and our computers at your resources. If you
finish early we can always play some games, take a break, or go further in the
planning process.
Social Problem:
Organization:
Idea:
SUPPLIES: VOLLEYBALL, COMPUTERS, MARKERS, BIG PAPER, PENCILS, PENS
1-1:15: Creativity Game
In the John Cleese video he says that confidence is important in order to be
creative. He elaborates by saying that you need to learn how to be more comfortable
outside of your comfort zone and not be scared of having a wrong answer. Therefore
we are going to start your creative juices started before you work on your project we will
play this game.
Freeze: Basically we give three people roles and a scene to act out. They will act out
the scene. At any point anyone in the circle can say pause. The people in the acting
have to freeze. The person who says it takes one person out and gets in the same
position they were frozen at. They then have to begin again but they change up the
scene/what is happening.

8. Day 3
9-9:05: CHECK-IN
Food: We will have little donut holes, coffee, and OJ (MAYBE)
9:05-9:30: ICE BREAKERS
Activity: Circle game- everyone stands in the circle one person in the middle. The
person then will do the never have I ever. Everyone who has done it has to leave
there place in the circle and find a new place. Whoever doesn’t find a spot is in
the middle it just goes around.
Activity: Ninja COMPETITION!-basically what It says. 6 groups of 4 playing ninja
winners play each other
SUPPLIES: FOOD
9:30-10:15- GOAL SETTING
Activity: Everyone fills out “List WKST,” and when you are done read over the
Smarter Goals wkst. Everyone then shares there stuff.
Discussion: Go over the Smarter Goals wkst. Read the title and ask someone to
quickly summarize (Ask: questions after each thing)
Activity: Fill out the smarter goals (Ask: How will you accomplish these goals?
What are some strategies to stick with them? Share?
SUPPLIES: WKSTS (IN BINDERS)
***While one of us is leading this the other begins to set up minute to win-it

9. 10:15-10:40 GAME
Minute to win-it (Groups of Two)
-4 teams of 6 students
-Each station will have a setup for 2 kids to vs each other
6 stations, 12 kids will play first, 12 will man stations
-After all stations have a winner, tally points for each team
-Re-set up and students who played first will now man stations and vice
versa
-No timer, whoever gets it first wins. If no one can get it in 3 minutes then
they get no point
Games (http://www.happinessishomemade.net/2015/03/02/awesome-
minute-to-win-it-birthday-party-games/)
1. Suck it up (two plates, pile of m&ms, straw, use the straw to transfer m&m to the
next plate
2. Stack Attack (21 cups, have to stack and unstack)
3. Scoop it up (spoon, ping pong ball, cup, they have to transfer a ball from one cup
to another)
4. Cookie Face(Oreo, put it on forehead and then try to eat it w/out touching it)
5. Defy gravity (2 balloons per person have to keep up balloon with only one hand,
can use feet/head/chest)
6. Penny stacking (stack 25 pennies without falling and w/ one hand)
***Literally Just doing this for fun and get everyone moving and bonding.***
***if time permits have the winning teams compete***
10:40-12- DECISION MAKING
Activity: Split everyone in 5 groups. They each get one decision making style. They
get a couple of minutes to figure out a way to explain what it is to the group
Activity: Tower Exercise: We will use this activity to go through the decision making
process.
10:55-11: explanation of tower game and handout of stuff
11-11:05: individual Planning
11:05-11:10: group discussion
11:10-11:15: group planning
11:15-11:30: building
11:30-11:35: walk around and look at other towers
11:40-11:55: presentation
11:55-12:00: judge while they fill out worksheet
12:00-12:05: go over worksheet
SUPPLIES: WKSTS (IN BINDERS), tape, scissors, newspapers, & ball of twine
***While one of us is leading this the other begins to set up minute to win-it

10. 12-1: LUNCH
1-3: PROJECT
Activity: Narrowing down idea
o Does this project help to tackle an issue that we all care about?
o Does this project meet a real community need? Does this project address the root
causes of the issue? Does this project idea reflect the issues that your group and
your community have identified as needs that must be addressed?
o Will we have enough time to plan and complete this project in the context of our
time together?
o Is this project through which we can make a measurable impact in the amount of
time we have available?
Activity: Project Planning-need one scribe. They will draw a large arrow w/ two
columns one will have the name of capstone (right side)
 Right column will be used to list resources available to you to complete the capstone
project
 Left column will be used to write barriers.
 New scribe. Given posted notes. Now you guys will write down tasks that need to be done
in order to finish this. Write them down on post-it note. Once they are all down move them
in chronological order. **once an accomplishment is finished we can take it off**
 Then they create jobs who is doing what. Organize and begine
SUPPLIES: POST-IT NOTES, WKSTS
***POTENTIONAL SPEAKER***

11. Day 4
9-9:05: CHECK-IN
Food: We will have little donut holes, coffee, and OJ (MAYBE)
9:05-9:20: ICE BREAKERS
Activity: Hula-hoop game. We have everyone hold hands in a circle and they
must try loop the hula-hoop between all of them. Two groups they compete. Then
do it as one big group.
Activity:
SUPPLIES: 2 hula hoops
9:20-10: Maze activity
Photocopy this activity. We need to make this maze before the students come in.
Need to download buzzer app.
 5 minutes to plan
 25 minutes to get everyone across
 There are rules: we need to write them down
 Questions at the end
SUPPLIES: Lots of tape, need to write down rules, need timer and
buzzer
10-11: Donation Relocation
Photocopy this activity. 5 minutes to plan
 There are rules: we need to write them down
 Questions at the end
SUPPLIES: ball, large bucket, large juice can, bungee cord (exercise
cords, blindfolds (scarfs), rope

12. 11-12: Project? Game?
This all depends on what the project is and what needs to be done?
If there’s extra time we need to think of something to take up time
12-1: LUNCH
1-3: Project! If extra time do any fun activities, we liked in the past!
Next day is the capstone project and we are done!