Virtual Merit Badge Pre-Coursework

How to Demonstrate virtually?

All requirements that state "Demonstrate" will require the scouts to complete the task out side of the virtual classes. This could be completed with videos of the scout completing it, or other trained professionals signing off that the scout completed the requirment as it is written. 

Please note that only some outside requirements are listed below. If you do not find your merit badge topic below, it may mean that your instructor will assign these requirements in the class itself. Please defer to your class instructor during class to ensure you have every opportunity to complete each merit badge in a timely manner.

Each section can be "Expanded" or "Collapsed." Please locate your class topic (listed alphabetically) and expand it to view the pre-coursework.

Scouts will need to download the following template and print it out before my class starts. https://boyslife.org/wp-content/uploads/2015/04/flipbook.pdf This is an actual flipbook. Scouts will create their own flipbook using either the reverse side of the provided template or by using Post-it notepad (at least 2x3” size). Scous will also need to have paper (or Post-it pads), pencil, stapler and scissors (for cutting standard paper) available to do the flip book project.
Scouts will need to read the merit badge pamphlet. Scouts need to come prepared to discuss requirement 1. We will discuss the process of Archaeology (Requirement 2 & 3). In your merit badge pamphlet there are descriptions of 6 archaeological sites and I will cover a couple that I worked on. Read the book and we will have some fun with those and other sites. For the second class Prepare to tell us about one of your favorite sites. We will cover the details in the first class. For requirement 6 be prepared to discuss all 3 items in this section. Requirment 7 can be fun; chose one of these (a or b)  for A) give us a list of items you would put in the time capsule especially ones that would give the people of the future an idea of what makes you tick; or for B) is pretty self explanatory. Requirement 8 is going to be a lot of fun. We will discuss how we can create a “mock dig” at home, then discuss how it works. Requirement 9 is another fun project. You will create a tool or skill from the past  we will discuss the details during the first class. Requirment 10 will take some help and supervision from your parents. Read the book with them and choose one of the 2 choices; we will discuss them in class as you finish them either first or second class

1a Think about and be prepared to discuss most hazards you are most likely to encounter and ways to prevent or lessen these hazards

1b What safety equipment, tools and clothing should be used and worn while preform routine checks and repairs of a motor vehicle

2b, c, d, e, & f With an adults help learn where to check on your vehicle

  • Brake fluid
  • Engine oil
  • Coolant
  • Power steering fluid
  • Windshield washer fluid
  • Transmission fluid
  • Battery condition
  • Location of fuse box and type of fuses

2h learn about the local emissions and safety inspection requirements for the area you live in

11 with an adults help complete 2 of the a,b,c, or d sections

12 Complete this section find out about three career opportunities in the automotive industry. Pick one and look into the education, training and experience required. Why might this profession interest you.

HERE is a workbook that can be very handy for the writen parts.

Here is the work that needs to be completed for the aviation merit badge and the days it needs to be done by. I would recommend all of this be complete by the first day. If anyone has questions you can email Ian HERE (just remember to either use their parent’s email or CC their parents on the email.

Day 1:

  • Read Merit Badge Pamphlet
  • Create a poster including the instruments required by 2f – feel free to look up examples
  • Find 3 careers you would be interested in learning more about

Day 2:

  • Using the 3 careers from before, research and prepare to present on the training, education, and experience required for one of those careers (preferably the one you’re most interested in)
  • Build an FPG-9 and have an area that you can use to measure the distance that it flies (do test flights before hand!) - http://amaflightschool.org/diy/fpg-9-foam-glider
  • Be able to access - https://www.watch2gether.com/ - we will use this to do a virtual tour of a control tower and general aviation airport
Scouts will need to read the merit badge pamphlet. Requirements 5, 6 8 9 and 10b WILL NOT be completed in class. Scouts can complete these before or after the class and submit their work for completion.
  • 1c-Show that you know first aid for and how to prevent injuries or illnesses that could occur while camping, including hypothermia, frostbite, heat reactions, dehydration, altitude sickness, insect stings, tick bites, snakebite, blisters, and hyperventilation. You can complete this by: having First Aid/E Prep MB
  • 3-Make a written plan* for an overnight trek and show how to get to your camping spot by using a topographical map and one of the following: (a) a compass (b) a GPS (c) a GPS app. You can complete this by: Email official record or have adult-leader email verification.
  • 4b-Help a Scout patrol or a Webelos Scout unit in your area prepare for an actual campout, including creating the duty roster, menu planning, equipment needs, general planning, and setting up camp. You can complete this by: Email official record or have adult-leader email verification.
  • 5e-Present yourself to your Scoutmaster with your pack for inspection. Be correctly clothed and equipped for an overnight campout. This can be complted by: Email picture of self/pack.
  • 6a-Describe the features of four types of tents, when and where they could be used, and how to care for tents. Working with another Scout, pitch a tent. This can be complted by: Email answers and pictures/video.
  • 6b-Discuss the importance of camp sanitation and tell why water treatment is essential. Then demonstrate two ways to treat water. You can complete this by: Email pictures/video.
  • 7b-Pack your own gear and your share of the patrol equipment and food for proper carrying. Show that your pack is right for quickly getting what is needed first, and that it has been assembled properly for comfort, weight, balance, size, and neatness. You can complete this by: Email pictures of backpack/adult-leader verification.
  • 8c-Prepare a camp menu. Explain how the menu would differ from a menu for a backpacking or float trip. Give recipes and make a food list for your patrol. Plan two breakfasts, three lunches, and two suppers. Discuss how to protect your food against bad weather, animals, and contamination. You can complete thy by: Email answer addressing EACH part of the prompt.
  • 8d-While camping in the outdoors, cook at least one breakfast, one lunch, and one dinner for your patrol from the meals you have planned for requirement 8c. At least one of those meals must be a trail meal requiring the use of a lightweight stove. You can complete this by: Email pictures/adult-leader verification.
  • 9-Show experience in camping by doing the following: Camp a total of at least 20 nights at designated Scouting activities or event. You can complete this by: Email official record or adult-leader verification.
  • 10-Discuss how the things you did to earn this badge have taught you about personal health and safety, survival, public health, conservation, and good citizenship. In your discussion, tell how Scout spirit and the Scout Oath and Scout Law apply to camping and outdoor ethics. You can complete this by: Email answer addressing EACH part of the prompt.
The Scout needs to complete requirements 2a, 2b, 3a, 3b (they may attend a virtual meeting and submit a very brief discussion of why they agree or disagree (there is no wrong answer), 5 (tell me which movie), 6, 7a, 7b, 7c and 8 (which can be a power point or a written)

1) will be discussed during the first session, each participant WILL be called upon to present

2) Complete 2 of 4, and present your choice as a picture or PowerPoint during the first session

3) Complete, and Be Prepared to present in the same manner as above

5) Be Prepared to present the six funstions either as a picture or PowerPoint

6) Have 2 or 3 ideas ready to discuss, we will decide during the first session

7) Be Prepared to present the 3 branches of government with a picture or PowerPoint. Scouts will be asked to review their picture or powerpoint in class

8) Present as a picture or PowerPoint 

Scouts will need to read the merit badge pamphlet. Requirements 3, 4 and 7 will require reading the news paper, magazines, current event web sites, etc. Start by learning how to do this (with your parents supervision and permission). Scouts can use the resources listed at the end of the merit badge pamphlet.
All requirements outside of session – we will go over the requirements during the session and I will forward some materials that will help with some of the requirements
Before the session –Be prepared to share and discuss your collection and answer any of the questions in the requirements.  The first hour we go over the requirements and the second hour is yours.  Each scout will have approx. 4 minutes to share their collection. 
Scouts will need to read the merit badge pamphlet. Requirements 2,3 and 4 can be prepared before class. Depending on the level of class participation, some of these requirements could be done in the second class. Requirement 5, most meetings can be attended online or via cable tv. This is acceptable. The object of the requirement is to actively listen. Requirement 8 involves the scouts unit. This requirement will not be accomplished during the class times.

2, 4, 5, 6, 7, 8e  We will go over the requirements during the session.

The Scout needs the First Aid merit badge (if they already have it, please send a picture of the blue card) which is requirement 1. They can do 2b, 2c, 7a or 7b, 8b (send a photo of the kit) and either a, b or c of requirement 9.

Since the beginning, Scouting has been focused on outdoor activities, including camping, hiking, backpacking, and other activities that depend on a clean environment. 

 

This merit badge will challenge you to learn more about the world around us and how you can become a leader in conservation and stewardship.

 

To accomplish the objectives for the Environmental Science MB, you will need to do some work at home - the class periods will primarily allow you to share what you've learned with me and with your classmates. Some requirements mandate seven days of tracking and some require you to produce a short report. I prefer that you do as many of these ahead of time as possible because that will allow me to approve your work at the conclusion of the second class period. Like everything in life, the sooner you begin the sooner you'll be finished!  

 

Key areas where you should start working on now are highlighted in yellow. You can track your progress on the attached MS Word form or fillable .pdf form. You can also find these files here:  http://usscouts.org/mb/mb007.asp    

 

  1. Make a timeline of the history of environmental science in America. Identify the contribution made by the Boy Scouts of America to environmental science. Include dates, names of people or organizations, and important events.
  2. Define the following terms: population, community, ecosystem, biosphere, symbiosis, niche, habitat, conservation, threatened species, endangered species, extinction, pollution prevention, brownfield, ozone, watershed, airshed, nonpoint source, hybrid vehicle, fuel cell.
  3. Do ONE activity from seven of the following categories (using the activities in the MB handbook as the basis for planning and projects):
    1. Ecology
      1. Conduct an experiment to find out how living things respond to changes in their environments. Discuss your observations with your counselor.
      2. Conduct an experiment illustrating the greenhouse effect. Keep a journal of your data and observations. Discuss your conclusions with your counselor.
      3. Discuss what is an ecosystem. Tell how it is maintained in nature and how it survives.
    2. Air Pollution
      1. Perform an experiment to test for particulates that contribute to air pollution. Discuss your findings with your counselor.
      2. Record the trips taken, mileage, and fuel consumption of a family car for seven days, and calculate how many miles per gallon the car gets. Determine whether any trips could have been combined ("chained") rather than taken out and back. Using the idea of trip chaining, determine how many miles and gallons of gas could have been saved in those seven days.
      3. Explain what is acid rain. In your explanation, tell how it affects plants and the environment and the steps society can take to help reduce its effects.
    3. Water Pollution
      1. Conduct an experiment to show how living things react to thermal pollution. Discuss your observations with your counselor.
      2. Conduct an experiment to identify the methods that could be used to mediate (reduce) the effects of an oil spill on waterfowl. Discuss your results with your counselor.
      3. Describe the impact of a waterborne pollutant on an aquatic community. Write a 100-word report on how that pollutant affected aquatic life, what the effect was, and whether the effect is linked to biomagnification.
    4. Land Pollution
      1. Conduct an experiment to illustrate soil erosion by water. Take photographs or make a drawing of the soil before and after your experiment, and make a poster showing your results. Present your poster to your counselor.
      2. Perform an experiment to determine the effect of an oil spill on land. Discuss your conclusions with your counselor.
      3. Photograph an area affected by erosion. Share your photographs with your counselor and discuss why the area has eroded and what might be done to help alleviate the erosion.
    5. Endangered Species
      1. Do research on one endangered species found in your state. Find out what its natural habitat is, why it is endangered, what is being done to preserve it, and how many individual organisms are left in the wild. Prepare a 100-word report about the organism, including a drawing. Present your report to your patrol or troop.
      2. Do research on one species that was endangered or threatened but which has now recovered. Find out how the organism recovered, and what its new status is. Write a 100-word report on the species and discuss it with your counselor.
      3. With your parent's and counselor's approval, work with a natural resource professional to identify two projects that have been approved to improve the habitat for a threatened or endangered species in your area. Visit the site of one of these projects and report on what you saw.
    6. Pollution Prevention, Resource Recovery, and Conservation
      1. Look around your home and determine 10 ways your family can help reduce pollution. Practice at least two of these methods for seven days and discuss with your counselor what you have learned.
      2. Determine 10 ways to conserve resources or use resources more efficiently in your home, at school, or at camp. Practice at least two of these methods for seven days and discuss with your counselor what you have learned.
      3. Perform an experiment on packaging materials to find out which ones are biodegradable. Discuss your conclusion with your counselor.
    7. Pollination
      1. Using photographs or illustrations, point out the differences between a drone and a worker bee. Discuss the stages of bee development (eggs, larvae, pupae). Explain the pollination process, and what propolis is and how it is used by honey bees. Tell how bees make honey and beeswax, and how both are harvested. Explain the part played in the life of the hive by the queen, the drones, and the workers.
      2. Present to your counselor a one-page report on how and why honey bees are used in pollinating food crops. In your report, discuss the problems faced by the bee population today, and the impact to humanity if there were no pollinators. Share your report with your troop or patrol, your class at school, or another group approved by you

Before you choose requirement 3g(3), you will need to first find out whether you are allergic to bee stings. Visit an allergist or your family physician to find out. If you are allergic to bee stings, you should choose another option within requirement 3. In completing requirement 3g(3), your counselor can help you find an established beekeeper to meet with you and your buddy. Ask whether you can help hive a swarm or divide a colony of honey bees. Before your visit, be sure your buddy is not allergic to bee stings. For help with locating a beekeeper in your state, visit www.beeculture.com and click on "Resources," then select "Find Help" and "Find a Local Beekeeper."

      1. Hive a swarm OR divide at least one colony of honey bees. Explain how a hive is constructed.
    1. Invasive Species
      1. Learn to identify the major invasive plant species in your community or camp and explain to your counselor what can be done to either eradicate or control their spread.
      2. Do research on two invasive plant or animal species in your community or camp. Find out where the species originated, how they were transported to the United States, their life history, how they are spread, and the recommended means to eradicate or control their spread. Report your research orally or in writing to your counselor.
      3. Take part in a project of at least one hour to eradicate or control the spread of an invasive plant species in your community or camp.
  1. Choose two outdoor study areas that are very different from one another (e.g., hilltop vs. bottom of a hill; field vs. forest; swamp vs. dry land). For BOTH study areas, do ONE of the following:
    1. Mark off a plot of 4 square yards in each study area, and count the number of species found there. Estimate how much space is occupied by each plant species and the type and number of nonplant species you find. Report to your counselor orally or in writing the biodiversity and population density of these study areas.
    2. Make at least three visits to each of the two study areas (for a total of six visits), staying for at least 20 minutes each time, to observe the living and nonliving parts of the ecosystem. Space each visit far enough apart that there are readily apparent differences in the observations. Keep a journal that includes the differences you observe. Discuss your observations with your counselor.
  2. Using the North Carolina Department of Transportation "Corridor K" road improvement project for Graham County or a plan you create on your own, identify the items that would need to be included in an environmental impact statement for the project planned.
  3. Find out about three career opportunities in environmental science. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.
There are no mandatory prerequisites for the Family Life Merit Badge class. However, there are a number of requirements that the Scout may start and/or complete prior to the class. Please review requirements 3, 4, 5 and 6. It is recommended that the Scout initiate requirement number 3 which is a 90-day chore chart." Number 6 just requires that a parent confirm that the discussion was held. I do not need any of the particulars of the meeting.
4 (bring clear tape, a pencil and paper) You can do this ahead of time and show the fingerprints on camera.  You will want to fingerprint yourself and one other person.  I fingerprint myself and my cat.  :)  Yes, my cat.
Rectors - 6a, 7, 9b, 10b, 10c, 11  We will go over the requirements during the session.
Salley - The Scout needs to complete requirements 6, 7, 8, 9, 10, 11, 12 and 13 in the workbook
  • 1-Demonstrate to your counselor that you have current knowledge of all first-aid requirements for Tenderfoot, Second Class, and First Class ranks. Complete by: Email official record.
  • 5b-With an adult leader, inspect your troop's first-aid kit. Evaluate it for completeness. Report your findings to your counselor and Scout leader. Complete by: Email pictures and report.
  • 7a-Describe the conditions that must exist before performing CPR on a person. Then demonstrate proper CPR technique using a training device approved by your counselor. Complete by: Email un-expired CPR certification card or learn/perform CPR with a medical professional/first responder on proper training equipment. Have the person email verification.
  • 10 (a-e)-Describe the signs and symptoms and demonstrate the proper procedures for handling and immobilizing suspected closed and open fractures or dislocations of the. Complete by: learn/perform splints with a medical professional/first responder. Have the person email me verification.
  • 11-Describe the signs, symptoms, and possible complications and demonstrate care for someone with a suspected injury to the head, neck, or back. Complete by: learn/perform care with a medical professional/first responder. Have the person email me verification.
  • 13 (a-c)-Describe the conditions under which an injured person should be moved. Determine/demonstrate best method to move an injured/sick person. Improvise a stretcher and move an injured/sock person. Complete by: learn/perform care with a medical professional/first responder. Have the person email me verification.
  • 14-Teach another Scout a first-aid skill selected by your counselor. Complete by: Email me for first-aid skill and send pictures/adult-leader verification.
Complete 1, 4, 8B. HERE is a fun Article from Bryan on Scouting
2,3,4b,5,6,7 – Anyone have any famous relatives they want to share?

I’m glad that you will be joining me for the Home Repairs Merit Badge class. This is a fantastic Merit Badge that allows us to explore some of the more interesting systems in our homes, including the electrical and plumbing systems. It is ambitious of us to try to complete most of this Merit Badge in a single day.

Therefore, I am asking you to carefully prepare for this class to the best of your ability. In addition to reading the requirements for the badge (see following pages), I am asking you to make some other preparations as well:

1) If you have it available, read the entire Merit Badge Pamphlet for Home Repairs.

2) You need to have a basic toolbox. Please build a basic toolbox and have them with you for the class: (click the link to see the tool)

a. Hammer

b. Phillips screwdriver (#2 is the best all-around size, but you can use what you have)

c. Flat-tip screwdriver

d. Needle nose pliers

e. Adjustable crescent wrench

f. Channel-lock pliers

If you do not have one of these, they can be found inexpensively at hardware stores, often in the “bargain bin”. There is no need to go spend a large amount of money for the basic toolbox.

3) If you have them, the following would also be useful to you, but are OPTIONAL:

a. Wire Strippers

b. Utility or pocketknife

c. Ruler or tape measure

4) Print and complete a copy of the attached Home Repairs Workbook (see the following pages)

6) We will complete MOST of the badge at the class. If you wish to have the badge completely signed off, please complete the following before class: (note the special circumstance that parents ARE ALLOWED to supervise elements of THIS merit badge they will need to sign off on the workbook) Please remember a scout is trustworthy

two of (2) b, d, e, g or h

two of (3) a, b, c, d, f, or g

one of (5) b, c, or e

one of (6) a, b, d, e, or f

Be prepared to talk about the work you did and send photos, if you can.

Req 5a, 5b and 9
  • 4b-Describe the educational and licensing requirements to practice health care in your state for FIVE of the professions in requirement 4a. (Not all professions may exist in your state). Complete: Email answer addressing EACH part of the prompt. 
  • 5c-Describe the additional educational requirements for these specialties. Complete by: Email answer addressing EACH part of the prompt.
  • 6b-Describe the additional educational requirements for the five specialties or subspecialties you chose in 6a. Complete by: Email answer addressing EACH part of the prompt.
  • 7c-Show how to take a blood pressure reading and a pulse reading. Complete by: learn/perform BP reading with a medical professional/first responder. Have the person email me verification.
  • 8b-Briefly tell how your state monitors the quality of health care within its borders, and how it provides care to those who do not have health insurance. Complete by: Email answer addressing EACH part of the prompt.
  • 10-Serve as a volunteer at a health-related event or facility in your community (e.g. blood drive, "health fair", blood pressure screening, etc.) approved by your counselor. Complete by: Email pictures/adult-leader verification.
3, 4, 5 – Remember models must be scratch built, and not from a kit.  We can’t wait to see what you build.  Your model can also be edible.
There is a lot of writing in this merit badge. Scouts will need to rad the merit badge pamphlet. Requirement 2 can be started before the class. Requirements 3 and 4 are covered in the pamphlet. Scouts will still have to do them, and show their work. Requirement 10 can be done any time.
4, 6, 7  We will go over the requirements during the session. 

Before the session - 2a and trip planning should be completed for discussion during the session.

The Scout needs to complete requirements 1, 2, 4, 5, 6,and 8
2, 4, 5, 6 – We will have a panel of scouts over the age of 40.  Please be prepared to ask a question and write a thank you note for the panel.  I will also provide information to write the scout museum if you choose that option.  Hint: My son chose this option and they sent him something really cool.
The Scout needs to complete 3c, 4, 6, 7, 8a, 8b, 9 and 10
7 marking the trail should be completed outside of the session.  I will go over this during the session.  There will also be other homework for this merit badge that we will go over during the session.  .. - / .-- .. .-.. .-.. / -... . / ..-. ..- -. 

2, 3, 5, 7  Please let me know if you have questions about which rocket to use for the launch.  We purchased the Estes pair with the launch pad set from Hobby Lobby or Amazon for approx. $20.  You can send video of the launch.  We will discuss the requirements and the ways to complete the requirements.

All requirements outside of session.  We will go over the requirements during the session.
Scouts should familiarize themselves with the badge requirements and research the subject matter of requirements 1,7, & 8 to be prepared for discussion. 

A Scout is thrifty. Accordingly, the concept of sustainability has been a focus of scouting since the beginning.

This badge will challenge you and your family to evaluate how you use water, food, energy, and consumer goods as well as how your family's consumption habits also affect the world around you.

To accomplish the objectives for the Sustainability MB, you will need to do a substantial amount of work at home - the class periods will primarily allow you to share what you've learned with me and with your classmates. Some requirements mandate a month of tracking. I would prefer that you do as many of these ahead of time as possible, but as we don't have an entire month before our second class wraps us, you'll need to submit those month-long accomplishments to me afterwards. Like everything in life, the sooner you begin the sooner you'll be finished!  

 

Key areas where you should start working on now are highlighted in yellow. You can track your progress on the attached MS Word form or fillable .pdf form. You can also find these files here: http://usscouts.org/mb/mb152.asp

  1. Before starting work on any other requirements for this merit badge, write in your own words the meaning of sustainability. Explain how you think conservation and stewardship of our natural resources relate to sustainability. Have a family meeting, and ask family members to write down what they think sustainability means. Be sure to take notes. You will need this information again for requirement 5.
  2. Do the following:
    • Water. Do A AND either B OR C.
      1. Develop and implement a plan that attempts to reduce your family's water usage. As a family, discuss water usage. To aid in your discussion, if past water bills are available, you may choose to examine a few. As a family, choose three ways to help reduce water consumption. Implement those ideas for one month. Share what you learn with your counselor, and tell how you think your plan affected your family's water usage.
      2. Using a diagram you have created, explain to your counselor how your household gets its clean water from a natural source and what happens with the water after you use it. Include water that goes down the kitchen, bathroom, and laundry drains, and any runoff from watering the yard or washing the car. Tell two ways to preserve your family's access to clean water in the future.
      3. Discuss with your counselor two areas in the world that have been affected by drought over the last three years. For each area, identify a water conservation practice (successful or unsuccessful) that has been used. Tell whether the practice was effective and why. Discuss what water conservation practice you would have tried and why.
    • Food. Do A AND either B OR C.
      1. Develop and implement a plan that attempts to reduce your household food waste. Establish a baseline and then track and record your results for two weeks. Report your results to your family and counselor.
      2. Discuss with your counselor the ways individuals, families, and communities can create their own food sources (potted plants, family garden, rooftop garden, neighborhood or community garden). Tell how this plan might contribute to a more sustainable way of life if practiced globally.
      3. Discuss with your counselor factors that limit the availability of food and food production in different regions of the world. Tell three ways these factors influence the sustainability of worldwide food supplies.
    • Community. Do A AND either B OR C.
      1. Draw a rough sketch depicting how you would design a sustainable community. Share your sketch with your counselor, and explain how the housing, work locations, shops, schools, and transportation systems affect energy, pollution, natural resources, and the economy of the community.
      2. With your parent's permission and your counselor's approval, interview a local architect, engineer, contractor, or building materials supplier. Find out the factors that are considered when using sustainable materials in renovating or building a home. Share what you learn with your counselor.
      3. Review a current housing needs assessment for your town, city, county, or state. Discuss with your counselor how birth and death rates affect sufficient housing, and how a lack of housing—or too much housing— can influence the sustainability of a local or global area.
    • Energy. Do A AND either B OR C.
      1. Learn about the sustainability of different energy sources, including fossil fuels, solar, wind, nuclear, hydropower, and geothermal. Find out how the production and consumption of each of these energy sources affects the environment and what the term "carbon footprint" means. Discuss what you learn with your counselor, and explain how you think your family can reduce its carbon footprint.
      2. Develop and implement a plan to reduce the consumption of one of your family's household utilities that consume energy, such as gas appliances, electricity, heating systems, or cooling systems. Examine your family's bills for that utility reflecting usage for three months (past or current). As a family, choose three ways to help reduce consumption and be a better steward of this resource. Implement those ideas for one month. Share what you learn with your counselor, and tell how your plan affected your family's usage.
      3. Evaluate your family's fuel and transportation usage. Review your family's transportation-related bills (gasoline, diesel, electric, public transportation, etc.) reflecting usage for three months (past or current). As a family, choose three ways to help reduce consumption and be a better steward of this resource. Implement those ideas for one month. Share what you learn with your counselor, and tell how your plan affected your family's transportation habits.
    • Stuff. Do A AND either B OR C.
      1. Keep a log of the "stuff" your family purchases (excluding food items) for two weeks. In your log, categorize each purchase as an essential need (such as soap) or a desirable want (such as a DVD). Share what you learn with your counselor.
      2. Plan a project that involves the participation of your family to identify the "stuff" your family no longer needs. Complete your project by donating, repurposing, or recycling these items.
      3. Discuss with your counselor how having too much "stuff" affects you, your family, and your community. Include the following: the financial impact, time spent, maintenance, health, storage, and waste. Include in your discussion the practices that can be used to avoid accumulating too much "stuff."
  3. Do the following:
    1. Explain to your counselor how the planetary life-support systems (soil, climate, freshwater, atmospheric, nutrient, oceanic, ecosystems, and species) support life on Earth and interact with one another.
    2. Tell how the harvesting or production of raw materials (by extraction or recycling), along with distribution of the resulting products, consumption, and disposal/repurposing, influences current and future sustainability thinking and planning.
  4. Explore TWO of the following categories. Have a discussion with your family about the two you select. In your discussion, include your observations, and best and worst practices. Share what you learn with your counselor.
    1. Plastic waste. Discuss the impact plastic waste has on the environment (land, water, air). Learn about the number system for plastic recyclables, and determine which plastics are more commonly recycled. Find out what the trash vortex is and how it was formed.
    2. Electronic waste. Choose three electronic devices in your household. Find out the average lifespan of each, what happens to these devices once they pass their useful life, and whether they can be recycled in whole or part. Discuss the impact of electronic waste on the environment.
    3. Food waste. Learn about the value of composting and how to start a compost pile. Start a compost pile appropriate for your living situation. Tell what can be done with the compost when it is ready for use.
    4. Species decline. Explain the term species (plant or animal) decline. Discuss the human activities that contribute to species decline, what can be done to help reverse the decline, and its impact on a sustainable environment.
    5. World population. Learn how the world's population affects the sustainability of Earth. Discuss three human activities that may contribute to putting Earth at risk, now and in the future.
    6. Climate change. Find a world map that shows the pattern of temperature change for a period of at least 100 years. Share this map with your counselor, and discuss three factors that scientists believe affect the global weather and temperature. Discuss with your counselor three impacts of climate change and how these changes could impact sustainability of food, water, or other resources.
  5. Do the following:
    1. After completing requirements 1 through 4, have a family meeting. Discuss what your family has learned about what it means to be a sustainable citizen. Talk about the behavioral changes and life choices your family can make to live more sustainably. Share what you learn with your counselor.
    2. Discuss with your counselor how living by the Scout Oath and Scout Law in your daily life helps promote sustainability and good stewardship.
  6. Learn about career opportunities in the sustainability field. Pick one and find out the education, training, and experience required. Discuss what you have learned with your counselor and explain why this career might interest you.

Under requirement 2, you and your family might enjoy watching "The Boy Who Harnessed the Wind" if you have Netflix. https://www.youtube.com/watch?v=nPkr9HmglG0

1, 2, 3  We will go over the requirements during the session.
Req. 1, 2, & 3
2a, 3, 4a, 5  We will discuss the requirements for this merit badge and will go over the remaining requirements to be completed at home with a parent or guardian.
1, 4, 8 – Mr. Mike has spent many years as an over the road truck driver.  If you are unable to find a truck driver to interview, please let us know and we can set up a separate Zoom session for your scout and a parent.  We will always have two deep leadership during these sessions.

5, 6, 9, 10  We will go over the requirements during the session.

1b, 2, 5, 6, 8, 10, 11  We will go over the requirements during the session.
  1. Requirement 1 and 2 should be completed before class.
  2. Complete ONE merit badge from the following list. Choose one you have not already used for another NOVA Award.) After completion, discuss with your counselor how the merit badge you earned uses engineering
    1. Archery
    2. Aviation
    3. Composit Materials
    4. Frafting
    5. Electronics
    6. Engineering
    7. Inventing
    8. Mining in Society
    9. Model Design and Building
    10. Railroading
    11. Rilfe Shooting
    12. Robotics
    13. Shotgun Shooting