Before you begin 

• Use the safety checklist to help you plan and risk assess your activity. There’s also more guidance to help you carry out your risk assessment, including examples. Don’t forget to make sure all young people and adults involved in the activity know how to take part safely.
• Make sure you’ll have enough helpers for each team to have one. You may need some parents and carers to help if you’re short on helpers.

Planning this activity

• You must be aware of UK knife law before buying, using, or carrying a knife.
• Take the time to read and understand the Scout knife safety guidance.
• Knives are an important tool for a survival situation and can be versatile if you know how to use them safely and properly.
• A small folding knife that has a blade fewer than three inches long is suitable for a lot of different survival uses. You may need to use a knife with a larger (or fixed) blade for some activities – you should follow the law, only use them when needed, never carry them in a public place, and always store them securely and out of view.
• Young people must be supervised by adults when knives are used.

Top tips

• Don’t feel pressured to jump straight into making a marshmallow stick. You could get some clear pine from a timber merchant and make shavings for fuel to get people practising for the first time.
• If you want to make a marshmallow stick, you’ll need a soft wood, such as green hazel, ash, or willow.
• It’s best to practise before you show young people to make sure you understand.
• People should only do what they’re confident and comfortable with – some people may want to just try a few techniques, while others will be ready to take on a project.

Make your marshmallow stick

1. Using your folding saw, cut a piece of green wood slightly thicker than your thumb and approximately 60cm long.
2. Always cut away from your body and remember it’s best to always use a steady block underneath.
3. Place the blade of the knife onto your stick about 5cm to 7cm away from the end and draw the knife away removing a thin shaving of wood.
4. Rotate the stick slightly and repeat step 3.
5. Continue rotating the stick and repeating step 3 until your stick has a sharp point.
6. When ready, you could use your stick to cook up a tasty marshmallow. Take a look at our activity, Running a campfire.

Reproduced from the original post found on Scouts UK: https://www.scouts.org.uk/activities/make-your-own-marshmallow-stick/

Before you begin 

• Use the safety checklist to help you plan and risk assess your activity. Additional help to carry out your risk assessment, including examples can be found here. Don’t forget to make sure all young people and adults involved in the activity know how to take part safely.
• Make sure you’ll have enough adult helpers. You may need some parents and carers to help if you’re short on helpers.

Staying safe around your campfire

1. Make sure everybody knows how to be safe around a campfire. 
2. You could run our fire safety activities, such as Sitting safely by a campfire, prior to building the campfire.

Preparing to host the campfire

1. Find out who’ll be at your campfire. You may want to plan some entertainment, such as singing campfire songs or telling stories.
2. If you’ll need entertainment, find how long the entertainment needs to last. It may be best to plan some extra songs, just in case time passes quickly. 
3. Decide who’ll make your campfire and when they’ll make it. Do you want it to be burning before you start singing, or do you want to sing as the fire is lit and the first piece of wood is added?
4. The beginning of a campfire should have songs that draw people’s attention or songs that people might recognise, so everyone’s encouraged to join in. Choose two or three easy-to-learn or well-known songs to begin your campfire.
5. The middle of a campfire should have songs to get everyone energised. Choose songs that are lively and funny, so everyone can join in. Songs with repetition and actions are perfect!
6. The end of a campfire should let people wind down from all of the fun and excitement. Choose calmer songs – are there any that help people to relax or wind down before sleeping?
7. Think about how you’ll lead the songs – do different people want to lead different songs? Will you print any words, or teach people as you sing?
8. Once you’ve planned your songs (and perhaps some refreshments), you’re all set to host your campfire. 
9. If you’re having refreshments, remember to check your ingredients against any allergy or dietary requirements to ensure everyone can enjoy the recipe. This may mean using alternative ingredients.

Planning and gathering wood for your campfire

1. Before starting, fill a large bottle or bucket with water. Keep it within reach at all times, in case of an emergency.
2. A responsible adult should check the area. It must be somewhere you know you’re allowed to light a fire. It should also be flat and clear from anything that’ll burn – and you should think about where the smoke will blow, too.
3. Collect lots of dry wood or a variety of sizes – everyone should gather more than you think you’ll need.
4. Now, split your wood into four piles:

• The first pile should contain pieces of wood about as thick as a matchstick.
• The second pile should contain wood that’s a bit thicker – two or three matchsticks thick.
• The third pile should contain twigs and sticks that are even thicker – about the size of a thumb.
• The fourth pile is for any wood bigger than this.

Build your campfire

1. Start with a dry base. A good way to create this is by putting down bark.
2. Put a large stick onto the dry base. Take the first pile of kindling (the wood pile with the smallest pieces), and lean the whole bunch on the large stick. You need to leave space underneath the kindling for your tinder to sit, without being squashed.
3. Take your tinder. If you’re using cotton wool, tease it out so it takes up more space and has plenty of air mixed in.
4. Put the tinder in the space underneath the kindling, but slightly to one side. This is so that you can easily get your hands out of the way once it’s alight.
5. Use your matches (or flint and steel) to light the tinder. Make sure you move your hands out of the way quickly. The tinder will burn and set the kindling on fire. Watch until the flames come through the top of the bundle of kindling.
6. Once the flames have come through your first bundle of wood, lay the second pile on top at a slight angle. Wait for the flames to burn through the top.
7. When the flames have come through the second pile, add your third bundle of thumb-width sticks on top at a slight angle.
8. Again, when the flames have come through this third pile of wood, you can be confident that your fire is burning well.
9. Keep adding bigger and bigger pieces of fuel as needed, making sure not to squash or suffocate the flames. 

Enjoy your campfire

1. Remind everybody how to stay safe around a campfire.
2. Everyone should join in with the entertainment in whichever way they feel comfortable – people may want to sing campfire songs. If you sing songs, people can sing along, join in with the actions, do both or do neither.
3. If you’re having refreshments, remember to check your ingredients against any allergy or dietary requirements to make sure everyone can enjoy the recipe. This may mean using alternative ingredients.

Finish your campfire

1. Make sure the fire is completely extinguished before leaving it. The coals can still be hot even after the flames have stopped.
2. A responsible adult should pour plenty of water over the coals, and stir round some earth with the ashes.

Reproduced from the original post found on Scouts UK: https://www.scouts.org.uk/activities/running-a-campfire-event/

Before you begin 

• Use the safety checklist to help you plan and risk assess your activity. Take a look at our guidance to help you carry out your risk assessment, including examples.  
• Make sure all young people and adults involved in the activity know how to take part safely.
• Make sure you’ll have enough adult helpers. You may need some parents and carers to help if you’re short on helpers.

Go forest bathing

1. Everyone should head out to the outdoor space or meet at the chosen venue.  
2. Gather everyone together. Ask if anyone knows what forest bathing is. Tell everyone that that forest bathing is becoming popular across the world. In Japan, they call this shinrin-yoku (or ‘forest bath’). It’s about opening yourself completely to the forest and experiencing the trees around you with all your senses.
3. Before you begin, remind everyone how they can use the space respectfully. They should be calm and quiet, so you don’t disturb wildlife or other people, they should take litter home and they shouldn’t pick any flowers or plants. 
4. Explain everyone where adults will be around the site and what people should do if anyone in their team needs help. This should include setting memorable spot where an adult will stay at all times.
5. Ask everyone to find a spot to sit or stand, but within a safe distance from the volunteer team. Everyone should be quiet and still. Always explain the boundaries of the area and where the no-go zones are. If you’re in a public space, young people should be paired up so no young person is left alone and they should sit or move together.
6. Once everyone’s found a space, ask everyone to close their eyes and listen to what’s happening around them. What can they hear and smell? 
7. Now, ask everyone to open their eyes. Ask people to focus on what they can see or touch. People can walk slowly be­tween the trees or sit quietly with them.
8. To help with focus, you could give people colouring pens, pencils and paper to sit and draw what they see or hear, if they’d like to. 

Reproduced from the original post found on Scouts UK: https://www.scouts.org.uk/activities/go-forest-bathing/

Before you begin 

• Use the safety checklist to help you plan and risk assess your activity. Additional help to carry out your risk assessment, including examples can be found here. Don’t forget to make sure all young people and adults involved in the activity know how to take part safely.
• Make sure you’ll have enough adult helpers. You may need some parents and carers to help if you’re short on helpers. 

Introduce the activity 

1. Gather everyone together and tell everyone you’re going to be making kites.
2. Ask everyone to find a space or sit at a table and give out the craft materials. 

Making the frame

1. Take two straws. You’ll be joining these together to make the horizontal part of your kite’s frame. This is known as the crossbar.
2. Pinch the end of your first straw and slide it into the end of your second straw.  
3. Use a small amount of sticky tape to hold the two straws together.
4. Now, doing the same again, pinch and attach three straws together, then secure them with sticky tape. This’ll be the vertical part of your kite’s frame. This is known as the spine.
5. Lay the crossbar part over the frame to make a cross shape, noting where the two parts will cross. 
6. Take a piece of string.
7. Knot one end of the string onto the crossbar, tying the knot at the point where it overlaps or crosses over the frame.
8. Now, you need to loop the string around the crossbar and frame to fix both parts together. 
9. You should loop it diagonally around the cross a few times one way and the other, then tie a knot to make it secure.

Making the kite’s sail

1. Now that you’ve got your frame, you need to make the sail of your kite.
2. Lay your frame onto some greaseproof paper.
3. Use a pencil to draw a diamond shape, as big as your frame, on the greaseproof paper.
4. Carefully cut out your diamond shape.
5. Lay your frame on top of your shape.
6. Use sticky tape to stick the end of each straw down onto the greaseproof paper. You may want to add extra sticky tape going along the straws too
7. Next, you need to attach some string. This is so you can fly your kite. It’s known as the kite line or flying line.
8. Take a long piece of string. Tie one end onto the cross of your kite’s frame. The other end will be the handle, which you can make a spool for. You might also want to tie the loose end of the string to a stick, so you can wrap the string around the stick.  
9. Another way to attach your flying line is to tie a piece of string from one end of your horizontal stick, to the other.  Then tie your flying line onto the centre of this piece of string. 

Make a spool (optional) 

1. You could use a cardboard tube to make spool for your kite.
2. With adult help and supervision, carefully make a small hole in one side of your tube. Put some plasticine inside the tube and using a blunt pencil, push the pencil through the cardboard tube and into the plasticine to make a hole. Mind your fingers!
3. You may also want to snip a hole into the top of the cardboard tube using scissors, again with adult supervision and help.
4. Thread the end of your string through the hole. Push the string through, so it comes out one end of the tube.
5. Next, carefully tie a knot at the end, so it stays inside the tube and can’t go back through the hole.
6. You can now wind your string around your cardboard tube.  

Add a tail (optional) 

1. You could attach ribbons or strips of coloured tissue paper to the end of your kite to give your kite a tail.  

Flying your kite

1. Now it’s time to test out your kite. The best time to do this is when there is a light breeze. You don’t want it to be too windy, as your kite might get damaged.
2. Find a clear open outdoor area, away from any roads. Check that there are no overhead cables or branches.
3. Remember to keep your distance from other kite fliers, so your kites don’t collide or get tangled. 
4. Face away from the wind, and hold your kite up high. Wait until you can feel that your kite is catching the breeze, then let go. Next, slowly let out a bit of string at a time. 
5. When it’s starting to fly, you can try gently pulling on the string to help it go higher. 
6. If you’re struggling to launch your kite, ask a friend to help. You need to keep you hold of the string. Ask your friend to hold your kite up in the air, a short distance away from you.  When you feel that your kite is catching the breeze, your friend can let the kite go and push it up into the air. 

Reproduced from the original post found on Scouts UK: https://www.scouts.org.uk/activities/make-and-fly-a-kite/

Before you begin 

• Use the safety checklist to help you plan and risk assess your activity. Take a look at our guidance to help you carry out your risk assessment, including examples.
• Make sure all young people and adults involved in the activity know how to take part safely.
• Make sure you’ll have enough adult helpers. You may need some parents and carers to help if you’re short on helpers.

Planning and setting up this activity

• Knives are an important tool for a survival situation and can be versatile if you know how to use them safely and properly. Take the time to read and understand the Scout knife safety guidance. You can use the axes and saws example risk assessment as a starting point.
• A small folding knife that has a blade fewer than three inches long is suitable for a lot of different survival uses. You may need to use a knife with a larger (or fixed) blade for some activities. You should follow the law, only use them when needed, never carry them in a public place, and always store them securely and out of view. You must be aware of UK knife law before buying, using, or carrying a knife.
• Young people must be closely supervised by adults when knives are used.

Making the craft

1. Gather everyone together, and tell everyone that they’ll be making a fork out of a wooden stick to toast food, such as marshmallows.
2. Everyone should head outside and collect or bring in a long wooden stick. The longer stick should be about 2-3cm in diameter (thickness) and 20-30cm in length. People could also collect these during the week and bring them to the meeting.
3. Have a knife safety briefing, using the information on this page and our knife safety guidance.
4. First, everyone should measure and mark 10cm from one end of the stick. This is where you’ll start using the knife.
5. Everyone should find their own space and sit down in a clear area. They should always keep the wood and knife well away from your body and other people. Elbows should be on knees with the work piece well away from the legs and the body. Cutting close to your body isn’t sensible, because you run the risk of injuring yourself.
6. When people are sat comfortably, they should hold the stick firmly with one hand. Now, carefully use the knife to carve down from the 10cm mark the stick on the two sides to create a flat end. Once both sides are flat, use a gimlet or awl to make a hole about 5cm down into the flat surface. Using a pencil, carefully draw out a V shape from the centre of the hole to the end of the stick as guidelines to help you shape your toasting fork.  When you’re ready, use the knife to then carefully cut out this shape, holding the stick against a hard surface, such as the edge of a log, for stability.
7. When you’ve cut the V shape, keep the stick held against the hard surface and use the knife to smoothen both sides of the fork, removing any remaining bark from the carved V shape.
8. Your toasting fork is now ready. You could try toasting marshmallows with it.

Reproduced from the original post found on Scouts UK: https://www.scouts.org.uk/activities/make-a-wooden-fork/

Before you begin 

• Use the safety checklist to help you plan and risk assess your activity. Additional help to carry out your risk assessment, including examples can be found here. Make sure all young people and adults involved in the activity know how to take part safely.
• Make sure you’ll have enough adult helpers. You may need some parents and carers to help if you’re short on helpers. 

Setting up the game 

• Find an area that’s a safe space for people to move around in when blindfolded and explain the boundaries, such as where the no-go zones are.
• Check the terrain, for bumps or slippy surfaces.
• Make sure all hazards, such as things people can trip over or knock into, are removed. These can be included in your no-go zones. For example, hazards could be dips in the grass, steps, rocks or rivers if you’re playing outside. If you’re inside, it might be rugs on floors, tables or stacks of chairs. 
• You may want to use a hand-squeeze whistle, so no-one has to share a blow whistle.
• As people will be blindfolded, you may want to have extra adult supervision for the no-go zones to help guide people away.
• Explain the signal to stop play and how long the game will go on for. A different noise to a whistle, such as clapping, may be a good signal to stop play.
• Tell everyone where adults will be around the site and what people should do if anyone needs help. This should include setting memorable spot where an adult will always stay.
• You might want to divide your group in half for this activity. This’ll give people more space. The group who aren’t playing could act as extra referees, timekeepers, scorekeepers or supporters. Anyone who doesn’t want to play could also take on one of these roles. 
• Take a look at our guidance on running active games. 
• If playing in a public space:
  • tell people how they can use the space respectfully, without disturbing the wildlife or other people enjoying the site.
  • young people should be paired up, so no young person is left alone, and they should move around together.  

Play the game

1. Explain that the object of the game is to move across the space while blindfolded and tag ‘it’. Whoever’s ‘it’ will be using the whistle in short bursts. Players need to listen for the whistle, then start moving slowly across the space. Once they think they’re within reach, players can try to tag ‘it’.
2. One person should be chosen to be ‘it’. They should be given the whistle. ‘It’ is frozen during the game, so must stand still on the same spot. They can’t move from the spot; however, they can squat, duck and swerve out of the way to avoid being tagged.
3. When you’re ready to play, ‘it’ should then stand at one end of the space. Everyone else should line up the other end of the space. 
4. Everyone needs to be given blindfolds, except for ‘it’.
5. When ready, ask all the players (apart from ‘it’) to put on a blindfold. Remind everyone they must walk, rather than run.   
6. When everyone is ready and in position, start the game.
7. Ask ‘it’ to start using the whistle in semi-regular, sharp bursts. They could use it more regularly if they notice anyone going off course.
8. Remind ‘it’ that they mustn’t move from their spot during the game.
9. Once a player has tagged it, they can remove their blindfold and stand around the edge of the space.
10. Keep going until everyone has found ‘it’.
11. If you want to, you could award points. Points could be awarded in descending order, so the first person to finish earns the greatest number of points and the last person earns the lowest. However, you could award bonus points for teamwork, good listening or for being caring.
12. If your group are split into pairs or teams, you could add up points to find the winning group. 
13. If a player is going off course, the whistle should be blown more regularly to attract their attention back in the right direction. Anyone supervising the game could also gently steer them back on the correct course.

Reproduced from the original post found on Scouts UK: https://www.scouts.org.uk/activities/play-wheres-the-whistle/

Before you begin

• Sign up to play Geocaching, which will allow you to search for nearby caches to find as part of your exploration. If visiting official geocaches, you may want to bring along trinkets and treasure to leave or swap with the cache contents that you find. These helpful guidelines on the Geocaching website give some guidance about what you should and shouldn’t leave in a cache. If there aren’t enough caches nearby to walk to or between, then you could create and place your own and either register them as official geocaches or use them as temporary ones for your group.
• This activity probably needs to run across two sessions. Make sure you have enough leaders and helpers available to support the group and keep everyone safe in both.
• You’ll need to set a start and end point for this activity. These could be different places or one familiar location, like your meeting place. Choose locations in proximity to the caches and landmarks that are in your local area. Make sure to set a time limit to your activity and a place to meet back. Each group should have means to contact the person leading the activity.
• Carefully risk assess the area in which you run this activity, especially places where there’s tricky terrain or roads. Think carefully about your adult helper to young person ratios.

Run the activity

1. Split into teams. Each will need a local map, a GPS device (either specialised or a smartphone with the Geocaching app/website open), writing materials and paper.

For the planning stages, a computer could also be used, with the Geocaching website open.

2. Each team should search on the Geocaching website for nearby caches that they can find and then choose one. The person leading the activity should let everyone know the start and end points that were decided upon, so that groups can then plot a route on their map from their start point to the cache to the end point.

Each route should be short enough that it can be completed in one session. Encourage groups to think about passing landmarks that can help them find their way.

3. Each group should note down coordinates for waypoints and landmarks that the route passes.
4. When the routes are ready, groups should turn back to the Geocaching website and check the instructions for their chosen cache. There should be a page with advice on how to find the cache. This should be printed or downloaded so that the group walking the route can keep a copy with them as they go.
5. An adult leader should check each route. When all of the routes have been finalised, each group should swap their route plans, waypoint/landmark coordinates and printed/downloaded cache instructions with another group.

As the routes may take an entire session to walk, it may be easier to leave it there for the day, and pick this up again in your next session.

6. Everyone should stay in the same groups as before and follow the route they were given by the other group. They should examine and make notes on the route plan, especially if they might need to alter their course. When a team finds the cache, they could take a triumphant photograph or draw the contents of the cache and sign the logbook, before replacing it carefully where they found it.
7. Follow the routes to the end point and meet back at the meeting place to see what treasures everyone found.

Reproduced from the original post found on Scouts UK: https://www.scouts.org.uk/activities/cache-and-dash/

Before you begin 

• Use the safety checklist to help you plan and risk assess your activity. Additional help to carry out your risk assessment, including examples can be found here. Don’t forget to make sure all young people and adults involved in the activity know how to take part safely.
• Make sure you’ll have enough helpers for each team to have one. You may need some parents and carers to help out if you’re short on helpers.

Planning this activity

• You must be aware of UK knife law before buying, using, or carrying a knife.
• Take the time to read and understand the Scout knife safety guidance.
• Knives are an important tool for a survival situation and can be versatile if you know how to use them safely and properly.
• A small folding knife that has a blade fewer than three inches long is suitable for a lot of different survival uses. You may need to use a knife with a larger (or fixed) blade for some activities. You should follow the law, only use them when needed, never carry them in a public place, and always store them securely and out of view.
• Young people must be closely supervised by adults when knives are used.

Top tips

• Don’t feel pressured to jump straight into making a spoon You could get some clear pine from a timber merchant and make shavings for fuel to get people practising for the first time.
• If you want to make a spoon, you’ll need a soft wood like green hazel, ash, or willow.
• It’s best to practise before you show young people to make sure you understand.
• People should only do what they’re confident and comfortable with – some people may want to just try a few techniques, while others will be ready to take on a project.

Carve your spoon

1. Using your folding saw, cut a piece of green wood slightly thicker than your thumb and no more than 5 or 6 inches long. Avoid branches with too many side shoots, as these’ll have formed knots in the wood.
2. Split your wood straight down its length, using your knife and a something to strike down (a heavier branch or log is ideal). Before you do this, take a look at the piece of wood and look for any natural curvature or similar features that you might want to use as part of the design of your spoon. This may be best done by a leader to demonstrate as there are more risks involved.
3. Take one split half of your piece of wood and draw the outline of a spoon with a pencil on the flat surface. Remember to leave a little extra wood at the bowl end, as you’ll need to remove plenty of wood at this end to form the spoon’s shape.
4. Start to remove surplus wood by making slanted cuts across the grain. Remember to follow the angle of the bowl of the spoon.
5. Following the grain, shave away surplus wood, either side of the handle down to your pencilled outline. Keep turning the wood around in your hand to work from either end.
6. Leave a little additional length at the bowl end of the spoon, as this’ll give you something to hold when trying to shape the spoon where the handle joins the bowl. This’ll also enable you to always cut away from yourself.
7. Once your handle is finished, carefully and steadily work on the depth of your spoon. Keep taking wood away from the underside of the handle and starting to round off the bowl.
8. Use extra caution for these next steps. Hollowing out the bowl is the trickiest part, but the flatter you keep your spoon the easier you’ll find this step. Start by creating a small dimple or hollow in the centre of your bowl with the tip of your knife. Make sure you do this with a hard surface (block) under to keep stability and keep fingers well away from the cutting.
9. Once you’ve made a small dimple or hollow begin working from both sides from the middle outwards, cutting across the grain. Continue until you’ve hollowed out the bowl to an even thickness.
10. To finish your spoon and protect the wood, lightly coat it with a food-grade oil. Olive oil and rapeseed or vegetable oils can be used. This’ll also help to bring out the grain.

Reproduced from the original post found on Scouts UK: https://www.scouts.org.uk/activities/try-to-carve-a-spoon/

Before you begin 

• Use the safety checklist to help you plan and risk assess your activity. Take a look at our guidance to help you carry out your risk assessment, including examples.   
• Make sure all young people and adults involved in the activity know how to take part safely. 
• Make sure you’ll have enough adult helpers. You may need some parents and carers to help if you’re short on helpers.  

Planning and setting up this activity 

• Make sure the outdoor area you visit is accessible for everyone, choosing a suitable place for drop off and collection. You may need to think about avoiding steps, being close to public transport, or steep gradients or including frequent breaks.  This will require the young people to test the hammock on trees, so you may wish to choose a more wooded area.
• Set up the space safely, making sure there’s lots of room for everyone to move around in without knocking or bumping into things.
• Check the forecast and sunset times but be prepared for the weather to change. It’s best to run this activity on lighter evenings, such as in summer.
• Make sure everyone knows where and when to meet, knows what to bring, and comes dressed for the weather and the task. People should wear outdoor clothing and sturdy shoes.

Running this activity 

1. Gather everyone together and explain that you’ll be making hammocks. Explain the boundaries of the area and where the no-go zones are, as well as which trees people can use.
2. Tell people how they can use the space respectfully. If you’re outside, remind people to be calm and quiet, so you don’t disturb wildlife or other people, and not to pick any flowers or plants. They should tread carefully, handle wildlife gently, take litter home, and put things gently back where they were found.
3. Ask everyone to get into groups. When ready, each group should collect their equipment and find a space.
4. First, lay the tarp on the ground. Make sure it’s clean and free of any debris.
5. Fold the tarp in half lengthwise. This’ll add extra strength and durability. 
6. Gather each end of the folded tarp together and wrap a length of rope around the gathered end several times, then tie a secure knot. A bowline or double fisherman’s knot works well. 
7. Repeat this on both ends of the tarp, creating a bunch. If the tarp has grommets (a hole with metal ring), you can thread the rope through these for added security.
8. Next, cut two lengths of rope or paracord. They should each be around 3-4 metres long. 
9. Tie one end of the paracord to the secured end of the tarp. Use a strong knot, such as a clove hitch or a figure-eight knot. When you’ve done one side, repeat this on the other end of the tarp. 
10. If you’re using carabiners, tie them to the ends of the ropes attached to the tarp. This makes it easier to set up and adjust your hammock.
11. Find two sturdy trees that are approximately 10-15 feet apart. The trees should be strong enough to support your weight and make sure an adult checks them.
12. Wrap the free end of one paracord around the first tree or post. Tie a secure knot, such as a taut-line hitch, which allows for adjustment. When you’ve done one side, repeat for this for the other side on the opposite tree.
13. Make sure the hammock is hanging at a comfortable height. The middle of the tarp should be about 45 cm off the ground when you sit in it.
14. One person should slowly and carefully sit in the hammock to test its stability. You should make any necessary adjustments to the ropes or knots and keep testing it to make sure it’s safe, secure and comfortable.
15. When you’ve finished testing your hammock, lie back, relax, and enjoy your hammock, making sure everyone behaves sensibly while using them! 

Reproduced from the original post found on Scouts UK: https://www.scouts.org.uk/activities/make-your-own-hammock/

Before you begin

• Use the safety checklist to help you plan and risk assess your activity. Additional help to carry out your risk assessment, including examples.
  • Make sure all young people and adults involved in the activity know how to take part safely.
  • Make sure you’ll have enough adult helpers. You may need some parents and carers to help if you’re short on helpers.

Planning this activity

• Make sure the outdoor area you visit is accessible for everyone, choosing a suitable place for drop off and collection. You may need to think about avoiding steps or steep gradients or including frequent breaks. 
• Check the forecast and sunset times, but be prepared for the weather to change. It’s best to run this activity on lighter evenings, such as in summer.
• Make sure everyone knows where and when to meet, knows what to bring and comes dressed for the weather and the task. People should wear outdoor clothing and sturdy shoes. 
• It might be a good idea to have some spare equipment, such as gardening gloves, for those who’d prefer not to get their hands too dirty. Make sure there’s somewhere everyone can wash their hands after the activity too.
• Find a wood that has a variety of trees – try to make sure that there are at least three or four of some of the trees that are on the leaf spotter sheet.
• Print enough copies of the Leaf hunt sheet, so that each group has one between them. Alternatively, find or make your own sheets, or use an app such as the Woodland Trust Tree ID app.
• Ideally, you want one player for each tree, but it’s OK if there are two or three players for each tree. The boundaries of the playing area can be as wide as you like, but everyone should stay in sight. Adults could stand around the boundary.

Play the game

1. Gather everyone in a circle and give out the ‘Leaf ID’ sheets.
2. Ask everyone to look around the space and explain which trees are included in the game, as well as where the boundaries are.
3. Everyone should help identify the trees that are included in the game, using their ‘Leaf ID’ sheets. 
4. If you find any that aren’t on the sheet, then someone could take a photo of the leaf to identify it later on. 
5. Choose one person to be the tree caller.
6. Divide all of the other players between the trees in the game. They should divide people evenly, so the same number of people are touching each tree. You may need adults or young leaders to help balance the numbers out.
7. Tell everyone that only a certain number of people can be touching a tree at once, so if the tree is already ‘full’ they’ll need to find another tree to go to.
8. The tree caller should stand in the middle of the tree area. They should call out the name of a tree.
9. Everyone touching that type of tree should leave that tree and move carefully to another tree of the same type.
10. If the tree caller calls out the word ‘forest’, everyone should leave their tree and move to find another space.
11. While the players are moving, the tree caller should try to find a free space on a tree in the game. 
12. If the tree caller finds a space, the person who’s left without a free space becomes the tree caller. If the tree caller doesn’t find a space, they stay as the tree caller.
13. Whoever’s the tree caller should keep calling out trees until it’s time to finish the game.

Reproduced from the original post found on Scouts UK: https://www.scouts.org.uk/activities/play-tree-switch/