Education — Sam Houston Area Council

Positive Effects of Scouting

Some of the specific positive effects of Scouting documented by researchers include:

The time that children spent in structured activities such as Scouting has been correlated with higher academic and conduct grades, constructive peer relations, and positive emotional adjustment (Posner and Lowe, 2008).
Involvement in activities such as Scouting is correlated with a decrease in delinquency rates (Agnew and Peterson, 1989).
The time that children spent in Scouting shows that Scout programs help youth develop a sense of themselves as people who are broadly competent, who can work constructively in groups, and who can complete poorly defined tasks. Youth in Scouting also have an increased sense of obligation to the community and its institutions (Kleinfeld and Shinkwin, 1983).
Youth involved in Scouting are identified as demonstrating higher affective and cognitive regard for learning science content (Jarman, 2005).
Scouting programs support the growth of developmental assets (Search Institute, 2004).
Researchers identified significant differences between Scouts and non-Scouts in these areas: health and recreation, connection to others, service and leadership, environmental stewardship, goal orientation, planning and preparedness, and character. These traits carry over into adulthood (Jang, Johnson, and Kim, 2012).

Scouts as Resources to Schools

Young people involved in Scouting develop skills that can be leveraged in support of overall classroom activities and goals. Some that may be of benefit in your school include the following:

Skills: Help lead games and activities, problem-solving
Knowledge: Knowledge of science and technology content in real-world context; experience with non-competitive and initiative games
Dispositions: Positive self-concept, solution-oriented, independent problem solver, community service orientation, focus on participatory citizenship and stewardship
Service: Scouts are expected to provide service to the community, including the schools the boys attend. Any request you have for acts of service to support your school (grounds beautification, opening ceremony for school events, grounds cleanup, help at school carnivals, and the like) will be acted upon by the pack leaders and the youth in the Cub Scout pack. Visit www.scouting.org/adopt-a-school for examples of how Scouting supports schools.

Scouting Teaches Life Skills

Scouting provides youth with skills that help them cope. Youth say Scouting has taught them to: (Harris Interactive research study, 2005)

Always give their best effort
Always be honest
Treat others with respect
Set goals
Stay physically fit
Take care of the environment

Lifelong Benefits of Scouting

"Be Prepared" is more than just a motto for Scouts; it's a way of life. Scouting offers a wide array of programs for lifelong learning that prepare youth for success. In fact, Scouts: (Harris Interactive research study, 2005)

Earn higher annual household incomes
Value family relationships highly
Have lifelong friendships
Believe helping others should come before one's own self-interest
There have been real-life situations in which having been a Scout helped them to be a better leader.

Scouting and Academic Performance

A CAC council survey conducted showed:³

99% of Scouts advanced to the next grade in school
96% earned A's and B's in school, including 92% of ScoutReach youth
94% say that Scouting will help them get into college
96% say that Scouting will help them get a good job in the future
Scouts graduate from high school (91% versus 87%)¹
Scouts graduate from college (35% versus 19%)¹

"Eagle Scouts: Merit beyond the badge”

Independent research conducted by Baylor University demonstrates the significant, positive impact Eagle Scouts have on society every day. The study found that Eagle Scouts are more likely than men who have never been in Scouting to:

Have higher levels of planning and preparation skills, be goal-oriented, and network with others
Be in a leadership position at their place of employment or local community
Report having closer relationships with family and friends
Volunteer for religious and nonreligious organizations
Donate money to charitable groups
Work with others to improve their neighborhoods

Scouting Builds Positive Character

A study at Tufts University showed strong evidence that participation in Scouting supports the development of pro-social behaviors, career goals, tolerant beliefs, and positive character attributes (Lerner, et al., 2015).

Scouts reported significant increases in six critical areas versus non-Scouts: cheerfulness, kindness, hopeful future expectations, trustworthiness, helpfulness, obedience
Scouts were more likely than non-Scouts to embrace positive social values. Ask a Scout what’s most important to him, and he was more likely to respond with answers like “helping others” or “doing the right thing.” Ask a non-Scout the same thing, and he was likely to say “being smart,” “being the best” or “playing sports.”
Scouts who attend meetings regularly report higher trustworthiness, helpfulness, kindness, and thriftiness, higher levels of hopeful future expectation and self-regulation, better grades, and a better connection with nature vs. Scouts who sometimes or rarely attended. (summary)

Leadership and Citizenship Training

Scouting encourages Scouts to take responsibility
Scouting teaches Scouts new interests and skills
Scouting provides multiple leadership opportunities
Scouts learn to be a good team player
Scouting influences Scout to always be honest
Scouts learn to take better care of the environment
Scouting influences Scouts to respect the life and property of others
Scouting teaches Scouts to have pride in their country
Eagle Scouts are more likely to have held a leadership position in their local community²
Eagle Scouts are more likely to agree they work hard to get ahead²

Serving Scouts with DisAbilities

The Boy Scouts of America supports full participation by members with physical, mental, and emotional challenges.

The BSA builds awareness in all its members of the special needs of youth and creates inclusion opportunities to maximize the experience of each youth member.
Scouting has a great deal to offer to youth with special needs and challenges, who are more heavily represented in the BSA (15.1 percent) than in the general population (8.4 percent).
The Scouting program provides firsthand experiences that support academic performance, development of social and life skills, career exploration, and independent living.
The program has adaptations for physical and intellectual limitations similar to the least restrictive environment (LRE) principle. with which you are familiar.
The BSA has procedures to allow an alternative path for a student to earn ranks and awards when the regular requirements are not achievable due to a disability.
The council's disabilities awareness committee members offer a variety of training courses and resources for parents and Scouters.

STEM Science

Requirements*

Area

Number

TEKS

STREAM

STEM Science

Ready, Set, Grow

Objective: Learn the source of food.
1.	Discover where the food we eat comes from.
2.	Plant a small garden outside or in a container.
3.	Visit with an individual who can demonstrate different ways to garden (outside, greenhouse, container, etc.) and the basic skills needed to garden.

Science

Check

K.112.11.9B

Organisms and environments. Examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.

STEM

K.112.11.10

Organisms and environments. Knows that organisms resemble their parents and have structures and processes that help them survive within their environments.

STEM Engineering

Gizmos and Gadgets

Objective: Understand how gadgets can help make tasks easier.
1.	Explore properties of motion.
2.	Explore properties of force.
3.	Use household materials to create a useful object.

Science

K.112.11.6A

Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. Use the senses to explore different forms of energy such as light, thermal, and sound;

K.112.11.6B

Force, motion, and energy. Explore interactions between magnets and various materials;

K.112.11.6C

Force, motion, and energy. Observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside;

K.112.11.6D

Force, motion, and energy. Observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow.

STEM: Math

Build it Up, Knock it Down Adventure

Objective: Building resiliency and leading by example.
1.	With your Lion Adult Partner, build a structure.
2.	With your den or family, build a structure.
3.	Build something that is designed to be knocked down.

Physical Education

Check

K.116.2.7

Social development. Develops positive self-management and social skills needed to work independently and with others in physical activity settings.
(A) follow rules, procedures, and safe practices;

work in a group setting in cooperation with others; and
share space and equipment with others.

STEM: Math

Count On Me

Objective: Comprehension of numbers and shapes.
1.	Make a Lion using only squares, triangles, and circles.
2.	Play a game with your Lion adult partner or den that is based on counting or numbers.
3.	Organize a group of items based on shape, then based on color, and one other category. Count how many shapes are in each category. After organizing them build anything using only one category.

Mathematics

K.111.2.6A

Geometry and measurement. Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles;

K.111.2.2A

Number and operations. Count forward and backward to at least 20 with and without objects;

English Language Arts and Reading

K.110.2.3C

Developing and sustaining foundational language skills. Identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.

Science

K.112.11.7A

Earth and space. Observe, describe, and sort rocks by size, shape, color, and texture;

STEM Technology

Everyday Tech

1.	Discover technology around your home, meeting place, or neighborhood.
2.	Discover ways that digital technology can make life easier.
3.	Identify an item of digital technology you use at home. Demonstrate to your adult partner how you use it safely.

Social Studies

K.113.11.12A

Science, technology, and society. The student understands ways technology is used in the home and school and how technology affects people's lives. Identify examples of technology used in the home and school;

K.113.11.12B

Science, technology, and society. Describe how technology helps accomplish specific tasks and meet people's needs;

K.113.11.12C

Science, technology, and society. Describe how his or her life might be different without modern technology.

Technology

K.126.6.5A

Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using digital tools and resources. Adhere to acceptable use policies reflecting appropriate behavior in a digital environment;

K.126.6.5B

Digital citizenship. Comply with acceptable digital safety rules, fair use guidelines, and copyright laws;

K.126.6.5C

Digital citizenship. Practice the responsible use of digital information regarding intellectual property, including software, text, images, audio, and video.

Citizenship

King of the Jungle

1.	Draw a picture of the people you live with.
2.	With your Lion adult partner, choose a job that will help your family. Follow through by doing that job at least once.
3.	Talk with a grandparent or other older adult about what citizenship means to them.
4.	Participate in a service project.

Social Studies

Check

K.113.11.10B

Citizenship. Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag.

K.113.11.10A

Citizenship. Identify the flags of the United States and Texas.

Art

Check

K.117.102.2A

Creative expression. Create artworks using a variety of lines, shapes, colors, textures, and forms.

Lion’s Pride

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	With your parent or legal guardian talk about your family's faith traditions. Draw a picture of your favorite family’s faith tradition holiday or celebration.
2.	With your family, attend a religious service OR other gathering that shows how your family expresses reverence.
3.	Make a cheerful card or a drawing for someone you love and give it to them.

Mountain Lion

1.	Identify the Cub Scout Six Essentials. Show what you do with each item.
2.	With your den, pack, or family, take a walk outside spending at least 20 minutes exploring the outdoors with your Cub Scout Six Essentials. While outside, identify things that you see with your Lion adult partner that are natural and things that are manmade.
3.	Describe what S.A.W means.
4.	Identify common animals that are found where you live. Separate those animals into domesticated and wild.

Science

Check

K.112.11.9A

Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: (A) differentiate between living and nonliving things based upon whether they have basic needs and produce offspring;

Fun on the Run

1.	Identify the five different food groups.
2.	Practice hand washing. Point out when you should wash your hands.
3.	Be active for 20 minutes.
4.	Practice methods that help you rest.

Health Education

K.115.2.1A

Health behaviors. Identify and practice personal health habits that help individuals stay healthy such as a proper amount of sleep and clean hands

K.115.12.2B

Physical health and hygiene. Identify personal hygiene and health habits that help individuals stay healthy such as hand washing and brushing teeth;

K.115.12.3C

Students learn about essential nutrients, food groups,
Healthy eating and physical activity--food and beverage daily recommendations. The student identifies and explains healthy eating strategies for enhancing and maintaining personal health throughout the lifespan...identify types of foods that help the body grow, including fruits and vegetables, dairy, and protein; and

Physical Education

K.115.12.8C

Health, physical activity, and fitness. Participate in exercises that promote health-related fitness.

K.116.2.4C

Physical activity and health. State that rest and sleep are important in caring for the body.

Lion’s Roar

1.	With permission from your parent or legal guardian, watch the Protect Yourself Rules video for the Lion rank.
2.	With your Lion adult partner, demonstrate Shout, Run, Tell as described in the Protect Yourself Rules video.
3.	With your Lion adult partner, demonstrate how to access emergency services.
4.	With your Lion Adult Partner, demonstrate how to safely cross a street or walk in a parking lot.

Let’s Camp! Lion

1.	Learn about the buddy system and how it works in the outdoors.
2.	Before going on the overnight campout, discuss what type of weather is expected and what type of clothes you should wear.
3.	Pack up your Cub Scout Six Essentials for the campout.
4.	Attend a council or district Cub Scout overnight camp or attend a campout with your pack.

I’ll Do It Myself

Objective: Learn about personal responsibility
1.	Make and use a “lion bag” for personal Scouting gear.
2.	Construct a personal care checklist.
3.	Put on your shoes without help. Take them off and put them away.

Social Studies

Check

K.113.11.16

Social studies skills. Uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

Health Education

Check

1.115.3.1A

Health behaviors. The student understands that personal health decisions and behaviors affect health throughout the life span. The student is expected to describe and practice activities that enhance individual health such as enough sleep, nutrition, and exercise.

Pick My Path

Objective: How to lead with actions.
1.	Explain that choices have consequences.
2.	Perform a Good Turn for another person.
3.	Learn the basic rules of a game and play the game.

Social Studies

K.113.11.7A

Government. The student understands the purpose of rules. Identify purposes for having rules;

K.113.11.7B

Government. Identify rules that provide order, security, and safety in the home and school.

English Language Arts and Reading

K.110.2.1D

Developing and sustaining foundational language skills. Work collaboratively with others by following agreed-upon rules for discussion, including taking turns;

Champions for Nature Lion

Objective: Introduction to natural resources and how individual choices can help reduce waste.
1.	Discover the difference between natural resources and man-made items.
2.	Discover the difference between organic, paper and glass waste.
3.	Discover recycling.
4.	Participate in a conservation project.

Science

K.112.11.1B

Scientific investigation and reasoning. Demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal.

On a Roll

1.	With your den or Lion adult partner, learn about the safety gear you should use while riding a bicycle.
2.	With your den or Lion adult partner, learn the safety rules to follow when riding a bicycle.
3.	With your Lion adult partner or family, ride a bicycle wearing appropriate safety gear and follow safety rules.

Physical Education

K.116.12.11B

Health, physical activity, and fitness--environmental awareness and safety practices. The physically literate student demonstrates competency in environmental awareness and understands safety practices. Identify safety precautions, including pedestrian, water, sun, and cycling safety, with teacher guidance.

Go Fish

1.	With your Lion adult partner, learn the rules of fishing safely.
2.	Draw a picture of the type of fish you think lives in the water where you are going fishing.
3.	Go fishing with your Lion adult partner.

Race Time Lion

1.	With your Lion adult partner, assemble and decorate either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Before the race, discuss with your Lion adult partner how you will demonstrate good sportsmanship during the race.
4.	With your Lion adult partner, participate in a Pinewood Derby or a Raingutter Regatta.

Archery Lion

1.	With your Lion adult partner, identify and wear the appropriate safety gear.
2.	With your Lion adult partner, recite the archery range safety rules and whistle commands.
3.	With your Lion adult partner, demonstrate proper range commands.
4.	With your Lion adult partner, identify the main parts of your shooting equipment and how to properly use them.
5.	With your Lion adult partner, demonstrate proper stance and shooting techniques.
6.	Shoot 2 arrows at your target. Repeat and do your best to improve your score. Shoot at least 4 arrows.
7.	Demonstrate how to safely retrieve your target arrows.

Physical Education

K.116.12.11

K.116.12.6C

Performance strategies--games and activities. The physically literate student demonstrates competency in performance strategies in invasion, target, net or wall, fielding, striking, and cooperative games. Demonstrate safe practices by following rules, procedures, and directions during class and activities.

K.116.12.6B

Performance strategies--games and activities. The physically literate student demonstrates competency in performance strategies in invasion, target, net or wall, fielding, striking, and cooperative games. Practice the correct techniques for motor development skills following teacher direction;

Slingshot Lion

1.	With your Lion adult partner, identify and wear the appropriate safety gear.
2.	With your Lion adult partner, recite the safety rules for using a slingshot.
3.	With your Lion adult partner, demonstrate proper range commands.
4.	With your Lion adult partner, explore the parts of a slingshot and their usage.
5.	With your Lion adult partner, discover the types of ammunition that may be used and types that may not be used.
6.	Shoot 5 shots at a target. Repeat and do your best to improve your score. Shoot at least 10 shots.
7.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Time to Swim

This elective Adventure may be earned by completing the requirements below OR passing the BSA Swimmer Test OR taking swimming lessons.
1.	Learn about the swimming safety rules that you need to follow.
2.	Demonstrate how to enter the swimming area properly.
3.	With your Lion adult partner as your buddy, be active in water depths matching your ability for 20 minutes.
4.	Place your face in the water and blow bubbles.
5.	Demonstrate how to exit the swimming area properly.

Physical Education

K.116.12.11B

Health, physical activity, and fitness--environmental awareness and safety practices. Identify safety precautions, including pedestrian, water, sun, and cycling safety, with teacher guidance.

Bobcat Badge

1.	Get to know the members of your den.
2.	Have your Lion adult partner or den leader read the Scout Law to you. Demonstrate your understanding of being friendly.
3.	Share with your Lion adult partner, during a den meeting or at home, a time when you have demonstrated the Cub Scout motto “Do Your Best.”
4.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

Health Education

Check

K.115.12.3d

Mental health and wellness--social and emotional health. The student identifies and applies strategies to develop socio-emotional health, self-regulation, and healthy relationships. Demonstrate skills for making new acquaintances;

Language Arts and Reading

K110.2.1D

Developing and sustaining foundational language skills. Work collaboratively with others by following agreed-upon rules for discussion, including taking turns; and (

K110.2.1E

Developing and sustaining foundational language skills. Develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants.

STEM Science

Rank

Requirements*

STEM Science

Ready, Set, Grow

Objective: Learn the source of food.
1.	Discover where the food we eat comes from.
2.	Plant a small garden outside or in a container.
3.	Visit with an individual who can demonstrate different ways to garden (outside, greenhouse, container, etc.) and the basic skills needed to garden.

STEM Science

Sky Is the Limit

Objective: Explore the night sky, items in it, and where you can learn more about this subject.
1.	Observe the night sky with your den or Tiger adult partner. Talk about the items you see or might see there.
2.	Look at distant objects through a telescope, binoculars, or camera. Show how to focus the device you choose.
3.	Observe in the sky or select from a book, chart, computer, or electronic device two constellations that are easy to see in the night sky. With your den or Tiger adult partner, find out the constellation name and how to identify them. Create a picture of one of the constellations.
4.	Create a homemade model of a constellation.

STEM Science

Digging in the Past

Objective: Introduction to dinosaurs as part of our natural history.
1.	Play a dinosaur game that shows what you know about them.
2.	Create an imaginary dinosaur. Share with your den or family its name, what it eats, its size, and where it lives.
3.	Be a paleontologist and dig through a dinosaur dig.
4.	Build a fossil layer.

STEM Science

Spirit of the Water

Objective: Introduction to how and why we should take care of our water resources.
1.	Discover where the water in your home comes from.
2.	Discuss how water can become polluted.
3.	Share some ways you can conserve water in your home.
4.	Discover how water in your community is treated to become safe to drink.

STEM Science

Germs Alive!

Objective: Introduction to dinosaurs as part of our natural history.
1.	Washing your hands with soap and water while singing the “Happy Birthday” song two times.
2.	lay Germ Magnet with our den or your family. Wash your hands afterward.
3.	Conduct the sneeze demonstration.
4.	Conduct the mucus demonstration.
5.	Grow a mold culture. Show what formed at a den or pack meeting.

STEM Science

Forensics

Objective: Explore the science of forensics (tests used in detecting evidence).
1.	Explore the term “forensics” and how it is used to help solve crimes.
2.	Analyze your fingerprints.
3.	Make a shoe imprint.
4.	Do an analysis of four different substances: salt, sugar, baking soda and cornstarch.
5.	Learn about chromatography and how it is used in solving crimes.
6.	Find out how officers collect evidence.

STEM Science

Super Science

Objective: Explore electricity and chemistry.
1.	Conduct a static electricity investigation.
2.	Conduct the sink-or-float investigation.
3.	Conduct the color-morphing investigation.
4.	Conduct the color-layering investigation.

STEM Science

Earth Rocks!

Objective: Exposure to the science of geology.
1.	Examine the three types of rocks: sedimentary, igneous, and metamorphic.
2.	Find a rock, safely break it apart, and examine it.
3.	Make a mineral test kit and test minerals according to the Mohs scale of mineral hardness. Using the rock cycle chart or one like it, discuss how hardness determines which materials can be used in homes, in landscapes, or for recreation.
4.	Grow a crystal.

STEM Science

Into the Wild

Objective: Understand animal diversity and the importance of wildlife management within conservation areas.
1.	Visit a place with a variety of wild animals. Select one of the animals and observe its behavior. Use your selected animal to complete the remaining requirements.
2.	Create a model of your animal’s ecosystem.
3.	Investigate how your animal coexists with other animals in the wild.
4.	Describe how humans interact with your chosen animal’s ecosystem.
5.	Discover how wildlife management benefits your animal.

STEM Science

Art Explosion

Objective: Become familiar with art and the different ways you can use art to express yourself. Visual arts: painting, drawing, photography.
1.	Create a piece of art by exploring drawing techniques using pencils.
2.	Using a digital image, explore the effect of filters by changing an image using different editing or in-camera techniques.
3.	Create a piece of art using paint as your medium.
4.	Create a piece of art combining at least 2 media.

STEM Science

Into the Woods

Objective: Understand the concept and importance of tree conservation.
1.	Visit an area with trees and plants and conduct a tree inventory. Select one tree and complete the remaining requirements based on that tree.
2.	Determine if your tree is deciduous or evergreen.
3.	Identify a tree and determine if the tree is native or was introduced to your area.
4.	Find out how your tree deals with wildfire.
5.	Learn how wildlife uses your tree.

STEM Engineering

Rank

Requirements*

STEM Engineering

Gizmos and Gadgets

Objective: Understand how gadgets can help make tasks easier.
1.	Explore properties of motion.
2.	Explore properties of force.
3.	Use household materials to create a useful object.

STEM Engineering

Designed by Tiger

Objective: Introduction to the design, build, and improvement process.
1.	Think about something that you would like to build. Draw a picture of what the final project should look like.
2.	Using your drawing as a guide, build the project.
3.	When completed, discuss with your Tiger adult partner what could be done to improve your project.
4.	Make an improvement to your project.
5.	Make a drawing of your final project.

STEM Engineering

Air of the Wolf

Objective: Introduction to the concepts of air lift.
1.	Make a paper airplane and fly it five times. Record the flight distance and time.
2.	Make a paper airplane of a different design and fly it five times. Record the flight distance and time.
3.	Compare and contrast the two paper airplanes by distance and flight times.
4.	Build a flying object that is not a paper airplane.

STEM Engineering

Baloo the Builder

Objective: Introduce Scouts to intermediate woodworking skills and how to safely use basic woodworking tools.
1.	Learn about some basic tools and the proper use of each tool. Learn about and understand the need for safety when you work with tools.
2.	Practice using four of the tools you learned about in requirement 1.
3.	Choose a project to build.
4.	Determine the tools and materials needed to build your project in requirement 3.
5.	Build your project.

STEM Engineering

Build It

Objective: Introduction to intermediate woodworking skills and how to safely use basic woodworking tools.
1.	Learn about some basic tools and the proper use of each tool. Learn about and understand the need for safety when you work with tools.
2.	Demonstrate how to check for plumb, level, and square when building.
3.	With the guidance of your Webelos den leader, parent, or legal guardian, select a carpentry project that requires it to be either plumb, level, and/or square. Create a list of materials and tools you will need to complete the project.
4.	Build your carpentry project.

STEM Engineering

Modular Design

Objective: Investigate engineering using modular design.
1.	Learn what modular design is and identify three things that use modular design in their construction.
2.	Using modular-based building pieces, build a model without a set of instructions.
3.	Using the model, you made in requirement 2, create a set of step-by-step instructions on how to build your model.
4.	Have someone build your model using your instructions.
5.	Using the same modular pieces used in requirement 2, build another model of something different.
6.	With your parent or legal guardian’s permission, watch a video demonstrating how something was built using modular design.

STEM Engineering

Engineer

Objective: Exposure to engineering and design principles.
1.	Learn the focus, related sciences, and products of civil, electrical, and mechanical engineers.
2.	Pick one of the engineering fields from requirement 1 to complete the following requirements.
3.	Examine a set of blueprints or specifications used by your choice of engineer.
4.	Identify a project that you would like to build.
5.	Using the engineering process, build your project.

STEM: Math

Rank

Requirements*

STEM: Math

Build it Up, Knock it Down Adventure

Objective: Building resiliency and leading by example.
1.	With your Lion Adult Partner, build a structure.
2.	With your den or family, build a structure.
3.	Build something that is designed to be knocked down.

STEM: Math

Count On Me

Objective: Comprehension of numbers and shapes.
1.	Make a Lion using only squares, triangles, and circles.
2.	Play a game with your Lion adult partner or den that is based on counting or numbers.
3.	Organize a group of items based on shape, then based on color, and one other category. Count how many shapes are in each category. After organizing them build anything using only one category.

STEM: Math

Stories in Shapes

Objective: Introduction to shapes and balance in creative expression.
1.	Explore art in your community.
2.	Look closely at art or a picture of art with your den or Tiger adult partner. Decide what you like about the art, and share your ideas with your den, family, or Tiger adult partner.
3.	Create a piece of art using shapes.
4.	Learn how to spell your name in Braille and sign language.

STEM: Math

Code of the Wolf

Objective: Introduction to measurements and patterns and what they can tell us about the world we live in.
1.	Create a secret code. Send a message to a member of your den or family. Have that person send a message back to you using the same secret code.
2.	Build and play a game that requires the use of codes or patterns.
3.	Select a single shape. Observe the environment around you. Write down where you see that shape and how it is being used.
4.	Using a package that contains a number of different colored items, discover the most common color.

STEM: Math

Balancing Bears

Objective: Explore the concepts of patterns and symmetry in nature.
1.	Make trail mix using trail mix math.
2.	Identify an animal that has a pattern to its physical appearance. Investigate how the animal uses its pattern.
3.	Find examples of bilateral symmetry in nature.
4.	Find examples of radial symmetry in nature.

STEM: Math

Math on the Trail

Objective: Learn how math can be used in the outdoors.
1.	Determine your walking pace by walking ¼ mile. Make a projection of how long it would take you to walk 2 miles.
2.	Walk 2 miles and record the time it took you to complete them.
3.	Make a projection of how long it would take you to hike a 20-mile trail over two days. List all the factors to consider for your projection.

STEM: Math

Estimations

Objective: Discover how math can be useful in everyday life.
1.	Estimate food measurements.
2.	Estimate the time of day.
3.	Estimate the height of a distant object.
4.	Estimate the distance between two points.

STEM Technology

Rank

Requirements*

STEM Technology

Everyday Tech

1.	Discover technology around your home, meeting place, or neighborhood.
2.	Discover ways that digital technology can make life easier.
3.	Identify an item of digital technology you use at home. Demonstrate to your adult partner how you use it safely.

STEM Technology

Technology All Around

1.	Discover technology around your home, meeting place, or neighborhood.
2.	Discover ways that digital technology can make life easier.
3.	Identify an item of digital technology you use at home. Demonstrate to your Tiger adult partner how you use it safely.
4.	ith your parent or legal guardian, set up a policy for digital devices.

STEM Technology

Computing Wolves

Objective: Introduction to computer hardware and software.
1.	Discover the basic components of a computer.
2.	Determine how to properly dispose of computer components.
3.	Using a digital device application of your choice, create a story that you can share with others.
4.	With your parent or legal guardian, set up a policy for safely using digital devices.

STEM Technology

Chef Tech

Objective: Explore how technology is used in the kitchen.
1.	Pick a kitchen appliance that uses technology to complete the following requirements.
2.	With an adult, review the safety guidelines in the owner's manual.
3.	With adult supervision, download a cooking app or search online to find a recipe that uses the appliance selected in requirement 1.
4.	With adult supervision, follow the selected recipe and make the recipe.
5.	Think of a way technology can improve the appliance used to make your recipe.

STEM Technology

Tech on the Trail

Objective: Learn how to use technology to plan and go on a trek.
1.	Discuss how technology can help keep you safe in the outdoors.
2.	Explore Global Positioning Satellite devices and how to use them.
3.	With an adult, choose an online mapping program tool and plan a 2-mile trek.
4.	Take your 2-mile trek.

STEM Technology

High Tech Outdoors

Objective: Learn how to use technology while in the outdoors.
1.	With an adult, use a weather app or website to see the forecast for an outdoor activity and discuss any preparation needed to accommodate the weather.
2.	With an adult, find a knot-tying app. Select one knot to learn, and tie it using the app.
3.	Discuss how technology has improved camping gear.
4.	Think of a way technology can improve camping gear used on one of your outdoor activity.

Citizenship

Rank

Requirements*

Citizenship

King of the Jungle

1.	Draw a picture of the people you live with.
2.	With your Lion adult partner, choose a job that will help your family. Follow through by doing that job at least once.
3.	Talk with a grandparent or other older adult about what citizenship means to them.
4.	Participate in a service project.

Citizenship

Team Tiger

1.	Play a game with your den, or family members, that has a set of rules. Discuss why rules are important to the game you are playing.
2.	With your Tiger Adult Partner, choose a job that will help your team. Follow through by doing that job at least once.
3.	Play a game that requires at least two teams with your den, or two other family members. Afterwards discuss what it means to be part of a team and what makes a good team member.
4.	Participate in a service project.

Citizenship

Council Fire

1.	Learn how to properly care for and fold the United States flag. With your den or pack, participate in a flag ceremony.
2.	Identify three points of the Scout Law that are important to being a good neighbor.
3.	Build a model of your home.
4.	Using the same materials from requirement 3, create a model of a building in your community.
5.	Using the models built, create a model neighborhood.
6.	Participate in a service project. Explain how your volunteering is helpful to your neighborhood.

Citizenship

Paws For Action

1.	Familiarize yourself with the flag of the United States of America including the history, demonstrating how to raise and lower the flag, how to properly fold and display, and the flag etiquette.
2.	Identify three symbols that represent the United States. Pick your favorite and make a model, work of art, or other craft that depicts the symbol.
3.	Learn about the mission of any non-profit. Find out how they fund their activities and how volunteers are used to help.
4.	Participate in a service project.

Citizenship

My Community

1.	Learn about majority and plurality types of voting.
2.	Speak with someone who is elected to their position. Discover the type of voting that was used for to elect them and why.
3.	Choose a federal law and create a timeline of the history of the law. Include the involvement of the three branches of government.
4.	Participate in a service project.

Citizenship

Citizenship

1.	Identify a community service project that your patrol or pack could accomplish. Use the BSA SAFE Checklist and develop a plan to conduct the service project safely.
2.	Participate in a service project for a minimum of 2 hours or multiple service projects for a total of 2 hours.

Family / Reverence

Rank

Requirements*

Lion’s Pride

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	With your parent or legal guardian talk about your family's faith traditions. Draw a picture of your favorite family’s faith tradition holiday or celebration.
2.	With your family, attend a religious service OR other gathering that shows how your family expresses reverence.
3.	Make a cheerful card or a drawing for someone you love and give it to them.

Tiger Circles

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	With your parent or legal guardian talk about your family's faith traditions. Identify three holidays or celebrations that are part of your family’s faith traditions. Draw a picture of your favorite family’s faith tradition holiday or celebration.
2.	With your family, attend a religious service OR other gathering that shows how your family expresses reverence.
3.	Carry out an act of kindness.

Fellowship

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	With your parent or legal guardian talk about your family's faith traditions. Identify three holidays or celebrations that are part of your family’s faith traditions. Make a craft, work of art, or a food item that is part of your favorite family’s faith tradition holiday or celebration.
2.	With your family, attend a religious service OR other gathering that shows how your family expresses reverence.
3.	Carry out an act of kindness.
4.	With your parent or legal guardian identify a religion or faith that is different from your own. Determine two things that it has in common with your family’s beliefs.

Duty to God

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	Discuss with your parent or legal guardian about your family's faith traditions or one of your choosing. Choose a view value of that faith tradition that is related to the Scout Law. Discuss with your family how each family member demonstrates this value.
2.	Meet with a representative of a faith-based organization in your local community that provides a service that assists people in crisis regardless of their faith. Identify who they help and how.
3.	Discuss with our parent, legal guardian, or adult leader what “Duty to God” means to you. Tell how you practice your Duty to God in your daily life.

Footsteps

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	With your parent or legal guardian talk about your family's faith traditions. Identify three holidays or celebrations that are part of your family’s faith traditions. Make a craft or work of art of your favorite family’s faith tradition holiday or celebration.
2.	With your family, attend a religious service OR other gathering that shows how your family expresses reverence.
3.	Carry out an act of kindness.
4.	Listen or read Aesop’s fable “The Boy Who Cried Wolf.” With your den or family discuss why being truthful is important.

My Family

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	With your parent or legal guardian talk about your family's faith traditions. Identify three holidays or celebrations that are part of your family’s faith traditions. Make a craft, work of art, or a food item that is part of your family’s faith tradition holiday or celebration.
2.	Carry out an act of kindness.
3.	With your parent or legal guardian identify a religion or faith that is different from your own. Identify two things that it has in common with your family’s beliefs.
4.	Discuss with our parent or legal guardian what it means to be reverent. Tell how you practice being reverent in your daily life.

Outdoors

Rank

Requirements*

Mountain Lion

1.	Identify the Cub Scout Six Essentials. Show what you do with each item.
2.	With your den, pack, or family, take a walk outside spending at least 20 minutes exploring the outdoors with your Cub Scout Six Essentials. While outside, identify things that you see with your Lion adult partner that are natural and things that are manmade.
3.	Describe what S.A.W means.
4.	Identify common animals that are found where you live. Separate those animals into domesticated and wild.

Tigers in the Wild

1.	Identify the Cub Scout Six Essentials. Show what you do with each item.
2.	With your den leader or Tiger adult partner learn about the Outdoor Code.
3.	With your den, pack, or family, take a walk outside spending at least 20 minutes exploring the outdoors with your Cub Scout Six Essentials. While outside, identify things that you see with your Tiger adult partner that are natural and things that are manmade.
4.	Identify common animals that are found where you live. Learn which of those animals is domesticated and which animal is wild. Draw a picture of your favorite animal.
5.	Look for a tree where you live. Describe how this tree is helpful.

Paws on the Path

1.	Identify the Cub Scout Six Essentials. Show what you do with each item.
2.	Learn about the buddy system and how it works in the outdoors. Pick a buddy for your walk.
3.	Identify appropriate clothes and shoes for your walk outside. Do your best to wear them on your walk.
4.	Learn about the Outdoor Code and Leave No Trace Principle for Kids.
5.	With your den, pack, or family, take a walk outside for at least 30 minutes to explore nature in your surroundings. Describe four different animals, domestic or wild, that you could see on your walk.

Finding Your Way

Finding Your Way is an Elective Adventure. Objective: Introduction to a map, compass and using directions
1.	Using a map, locate where you live.
2.	Draw a map for a friend to locate your home or school. Create a key for the map.
3.	Find the directions north, east, south, and west and the compass rose on a map.
4.	Find the directions north, east, south, and west using a compass.
5.	Practice using both a map and a compass.

Bear Habitat

1.	Prepare for a one-mile walk by gathering the Cub Scout Six Essentials and weather-appropriate clothing and shoes.
2.	“Know Before You Go” Identify the location of your walk on a map and confirm your one-mile route.
3.	“Choose the Right Path” Learn about the path and surrounding area you will be walking on.
4.	“Trash your Trash” Make a plan for what you will do with your personal trash or trash you find along the trail.
5.	“Leave What You Find” Take pictures along your walk or bring a sketch book to draw five things that you want to remember on your walk.
6.	“Be Careful with Fire” Determine the fire danger rating along your path.
7.	“Respect Wildlife” From a safe distance, identify as you look up, down, and around you, six signs of any mammals, birds, insects, reptiles.
8.	“Be Kind to Others” Identify what you need to do as a den to be kind to others on the path.
9.	With your den, pack, or family, go on your one-mile walk while practicing your Leave No Trace Principles for Kids.

Webelos Walkabout

1.	Prepare for a 2-mile walk outside. Gather your Cub Scout Six Essentials and weather appropriate clothing and shoes.
2.	Plan a 2-mile route for your walk.
3.	Check the weather forecast for the time of your planned 2-mile walk.
4.	Review the four points of the BSA SAFE Checklist and how you will apply them on your 2-mile walk.
5.	Demonstrate first aid for each of the following events that could occur on your 2-mile walk a. Blister b. Sprained ankle c. Sun burn d. Dehydration and heat related illness
6.	With your den, pack, or family, go on your 2-mile walk while practicing the Leave No Trace Principles for Kids and Outdoor Code.
7.	After your 2-mile walk, discuss with your den what went well and what you would do differently next time.

Outdoor Adventurer

1.	Learn about the Scout Basic Essentials.
2.	Determine what you will bring on an overnight campout including a tent, sleeping bag/gear and how you will carry your gear.
3.	Review the four points of the BSA SAFE Checklist and how you will apply them on the campout.
4.	Locate the campsite where you will be camping on a map.
5.	With your patrol or a Scouts BSA troop, participate in a campout.
6.	Upon arrival at the campout determine where to set up your campsite; kitchen, eating area, tents, and firepit. Help the patrol set up the patrol gear before setting up your own tent.
7.	Explain how to keep food safe and the kitchen area sanitary at the campsite. Demonstrate your knowledge during the campout.
8.	After your campout, discuss with your patrol what went well and what you would do differently next time. Include how you followed the Outdoor Code and Leave Not Trace Principles for Kids.

Personal Fitness and Nutrition

Rank

Requirements*

Fun on the Run

1.	Identify the five different food groups.
2.	Practice hand washing. Point out when you should wash your hands.
3.	Be active for 20 minutes.
4.	Practice methods that help you rest.

Tiger Bites

1.	Identify the five different food groups.
2.	Practice hand washing. Point out when you should wash your hands.
3.	Be active for 30 minutes.
4.	Practice methods that help you sleep.

Running with the Pack

1.	Sample three different foods that are naturally three different colors. The food must be a protein, vegetable, fruit, dairy, or a grain.
2.	Demonstrate the proper way to brush your teeth.
3.	Be active for 30 minutes with your den or at least one other person. That includes both stretching and movin
4.	Be active for 10 minutes doing personal exercises.
5.	Do a relaxing activity for 10 minutes.
6.	Review your BSA Annual Health and Medical Record with your parent or legal guardian. Discuss your ability to participate in den and pack activities.

Paws of Skill*

*Paws of Skill is an Elective Adventure. Objective: Introduction to developing team skills and good sportsmanship.
1.	With your den, discuss sportsmanship and what it means to be a good sport. Make the connection between sportsmanship and the Scout Oath and the Scout Law.
2.	Learn the rules of a team sport that you can play with your den, pack, family, or friends. After learning the rules, play the game for 30 minutes.
3.	Visit or watch a team sporting event with your family or den. Look for ways the team works together and share with your family or den.

Bear Strong

1.	Sample food from three of the following food groups: protein, vegetables, fruits, dairy, and grains.
2.	Be active for 30 minutes with your den or at least one other person in a way that includes both stretching and moving.
3.	Be active for 15 minutes by doing personal exercises that boost your heart rate, use your muscles, and work on flexibility.
4.	Do a relaxing activity for 10 minutes.
5.	Review your BSA Annual Health and Medical Record with your parent or legal guardian. Discuss your ability to participate in den and pack activities.

Stronger, Faster, Higher

1.	With you den or family, plan, cook, and eat a balanced meal.
2.	Be active for 30 minutes with your den or at least one other person that includes both stretching and moving.
3.	Be active for 15 minutes doing personal exercises that boost your heart rate, use your muscles, and work on flexibility.
4.	Do a relaxing activity for 10 minutes.
5.	Review your BSA Annual Health and Medical Record with your parent or legal guardian. Discuss your ability to participate in den and pack activities.

Personal Fitness

1.	Plan a balanced meal that you would eat when camping. Prepare that meal using the gear you would use on a campout.
2.	Examine what it is to be physically fit and how you incorporate this in your life. Track the number of times you are active for 30 minutes or longer over a 14-day period. Share with your patrol or family what you enjoyed and if you feel you are living up to the Scout Oath of being physically fit.
3.	Be active for 30 minutes with your patrol, a younger den, or at least 1 other person, that includes both stretching and moving.
4.	Review your BSA Annual Health and Medical record with your parent or guardian. Discuss your ability to participate in pack and den activities.

Personal Safety

Rank

Requirements*

Lion’s Roar

1.	With permission from your parent or legal guardian, watch the Protect Yourself Rules video for the Lion rank.
2.	With your Lion adult partner, demonstrate Shout, Run, Tell as described in the Protect Yourself Rules video.
3.	With your Lion adult partner, demonstrate how to access emergency services.
4.	With your Lion Adult Partner, demonstrate how to safely cross a street or walk in a parking lot.

Tiger Roar

1.	With permission from your parent or legal guardian watch the Protect Yourself Rules video for the Tiger rank.
2.	With your Tiger adult partner, demonstrate Shout, Run, Tell as explained in the Protect Yourself Rules video.
3.	With your Tiger adult partner, demonstrate how to access emergency services.
4.	With your Tiger adult partner, demonstrate that you know what to do if you get lost or separated.

Safe and Smart*

*Safe and Smart is an elective requirement. Objective: Learn about a fire safety in a home environment.
1.	Memorize your address. Recite it to your Tiger adult partner or den leader.
2.	Memorize an emergency contact’s phone number. Recite it to your Tiger adult partner or den leader.
3.	Show you can Stop, Drop and Roll.
4.	With your Tiger adult partner, create a fire escape plan for your home or den meeting place, include your outside meet-up spot. Practice the escape route you would take.
5.	With your Tiger adult partner, find the location of the smoke detectors in your home or den meeting place. Confirm they are working properly.
6.	With your Tiger adult partner or den leader, learn why matches and lighters are only for adults.
7.	Visit an emergency responder station or have an emergency responder visit your den.

Safety in Numbers

1.	With permission from your parent or legal guardian, watch the Protect Yourself Rules video for the Wolf rank.
2.	Discuss “safe touch” as seen in the Protect Yourself Rules video.
3.	Learn about the buddy system and demonstrate how it works.
4.	Review common safety rules and demonstrate the proper use of playground equipment.

Standing Tall

1.	With permission from your parent or legal guardian, watch the “Protect Yourself Rules” video for the Bear rank.
2.	Complete the Personal Space Bubble worksheet that is part of the Protect Yourself Rules resources.
3.	With your parent or legal guardian, set up a family policy for digital devices.
4.	Identify common personal safety gear for your head, eyes, mouth and nose, hands, and feet. List how each of these items protect you. Demonstrate the proper use of personal safety gear for an activity.

My Safety

1.	With permission from your parent or legal guardian, watch the Protect Yourself Rules video for the Webelos rank.
2.	Identify items in your house that are hazardous and make sure they are stored properly. Identify where on the package it describes what to do if someone is accidentally exposed to the product.
3.	Identify ways you and your family keep your home or your meeting space safe.
4.	Complete a “Be Prepared for Natural Events” worksheet for at least two natural events most likely to happen near where you live.

First Aid

1.	With permission from your parent or legal guardian, watch the Protect Yourself Rules video for the Arrow of Light rank.
2.	Explain what you should do if you encounter someone in need of first aid.
3.	Demonstrate what to do for hurry cases of first aid: serious bleeding, heart attack or sudden cardiac arrest, stopped breathing, stroke, poisoning.
4.	Demonstrate how to help a choking victim.
5.	Demonstrate how to treat shock.
6.	Demonstrate how to treat the following: cuts and scratches, burns, and scalds, bites and stings of insects and animals, and nosebleed.
7.	Put together a simple home first aid it. Explain what you included and how to use each item correctly.

Camping

Rank

Requirements*

Let’s Camp! Lion

1.	Learn about the buddy system and how it works in the outdoors.
2.	Before going on the overnight campout, discuss what type of weather is expected and what type of clothes you should wear.
3.	Pack up your Cub Scout Six Essentials for the campout.
4.	Attend a council or district Cub Scout overnight camp or attend a campout with your pack.

Let’s Camp! Tiger

1.	Learn about the buddy system and how it works in the outdoors.
2.	Before going on the overnight campout, discuss what type of weather is expected and what type of clothes you should wear.
3.	Pack up your Cub Scout Six Essentials for the campout.
4.	Learn a camping skill.
5.	Attend a council or district Cub Scout overnight camp or attend a campout with your pack.

Let’s Camp! Wolf

1.	Learn about the buddy system and how it works in the outdoors.
2.	Know the Cub Scout Six Essentials.
3.	In addition to your Cub Scout Six Essentials, list the personal items you need for your campout.
4.	Learn a camping skill.
5.	Attend a council or district Cub Scout overnight camp or attend a campout with your pack.

Let’s Camp! Bear

1.	Review the buddy system and how it works outdoors.
2.	Pack your Cub Scout Six Essentials for the campout.
3.	In addition to your Cub Scout Six Essentials, show the personal items you need for your campout.
4.	Help up a tent. Determine a good spot for the tent. Explain why you picked the spot.
5.	Attend a council or district Cub Scout overnight camp or attend a campout with your pack.

Let’s Camp! Webelos

1.	With your den, pack or family, plan and participate in a campout.
2.	Upon arrival at the campground, determine where to set up a tent.
3.	Set up a tent without help from an adult.
4.	Identify a potential weather hazard that could occur in your area. Determine the action you will take if you experience the weather hazard during the campout.
5.	Show how to tie a bowline. Explain when this knot should be used and why.
6.	Know the fire safety rules. Using those rules, locate a safe area to build a campfire.
7.	Using tinder, kindling, and fuel wood, properly build a teepee fire lay. If circumstances permit, and there is no local restriction on fires, show how to safely light the fire while under adult supervision. After allowing the fire to burn safely, extinguish the flames with minimal impact to the fire site.
8.	Recite the Outdoor Code and Leave No Trace Principles for Kids from memory.
9.	After your campout, share the things you did to follow the Outdoor Code and Leave No Trace principles with your den or family.

Character Development

Rank

Requirements*

I’ll Do It Myself

Objective: Learn about personal responsibility
1.	Make and use a “lion bag” for personal Scouting gear.
2.	Construct a personal care checklist.
3.	Put on your shoes without help. Take them off and put them away.

Pick My Path

Objective: How to lead with actions.
1.	Explain that choices have consequences.
2.	Perform a Good Turn for another person.
3.	Learn the basic rules of a game and play the game.

Good Knights

Objective: Explore creativity while learning about positive character traits.
1.	Discuss with your den or Tiger adult partner what it means to have courteous behavior, how a knight behaves. Tell another Tiger which points of the Scout Law help you to have the same Knightly behavior.
2.	Create a shield that can be for your den or a personal shield.
3.	Using recycled and other materials, design and build a small castle in your den or at home.
4.	Do a Good Turn.

Cubs Who Care

Objective: Introduction to disability awareness, how it can affect someone's life, and how a scout can be kind and helpful.
1.	Explore what it is to have a physical disability.
2.	Explore what it is to have a visual impairment.
3.	Explore what it is to have a hearing loss.
4.	Explore barriers to getting around.
5.	Explore what it is to have a hidden disability.

Critter Care

Objective: Learn how to take care of a pet.
1.	Identify an animal that would be good pet for your family.
2.	Choose two animals that are allowed as pets in your community. Compare and contrast why these pets may be a good choice for you.
3.	Based on your choice in requirement 1, investigate how to properly care for your chosen animal.
4.	Discover three ways a pet can help people.

Roaring Laughter

Objective: Develop confidence presenting in front of others.
1.	Think about what makes you laugh. Discuss these with your den or family.
2.	Practice reading tongue twisters.
3.	Play charades with your den or family.
4.	Have a “funniest joke contest” with your den or family.
5.	Practice “run-ons” with your den or family.

Aware and Care

Objective: Increase awareness and sensitivity around obstacles that people with disabilities face and how, with a few accommodations, they can be successful.
1.	Do an activity that shows the challenges of being visually impaired.
2.	Do an activity that shows the challenges of being hearing impaired.
3.	Meet someone who has a disability or someone who works with people with disabilities about what obstacles they must overcome and how they did it.
4.	Explore barriers to access.

Conservation

Rank

Requirements*

Champions for Nature Lion

Objective: Introduction to natural resources and how individual choices can help reduce waste.
1.	Discover the difference between natural resources and man-made items.
2.	Discover the difference between organic, paper and glass waste.
3.	Discover recycling.
4.	Participate in a conservation project.

Champions for Nature Tiger

Objective: Introduction to natural resources and how individual choices can help reduce waste.
1.	Discover the difference between renewable natural resources and non-renewable natural resources.
2.	Learn about the 3 R’s: Reduce, Reuse, Recycle.
3.	Discover what happens to the garbage in your community.
4.	Participate in a conservation project.

Champions for Nature Wolf

Objective: Introduction to the concepts of renewable and non-renewable resources and how individual choices can help reduce waste.
1.	Discover the difference between renewable natural resources and nonrenewable natural resources.
2.	Learn about the 3 R’s: reduce, reuse, recycle.
3.	Discover what happens to the recyclables in your community.
4.	Participate in a conservation project.

Champions for Nature Bear

Objective: Create awareness of the surrounding environment and natural resources.
1.	Discover natural resources.
2.	Discover what happens to the wastewater in your community.
3.	Investigate soil.
4.	Investigate air pollution.
5.	Participate in a conservation project.

Champions for Nature Webelos

Objective: Create an awareness of an animal’s habitat.
1.	Discover the four components that make up a habitat: food, water, shelter, space.
2.	Pick an animal that is currently threatened or endangered to complete requirements 3, 4, and 5.
3.	Identify the characteristics that classify an animal as a threatened or endangered species.
4.	Explore what caused this animal to be threatened or endangered.
5.	Research what is currently being done to protect the animal.
6.	Participate in a conservation service project.

Champions for Nature Arrow of Light

Objective: Explore the concepts of food sustainability and conservation.
1.	Identify foods grown or processed in your state.
2.	Determine the benefits of purchasing food that is locally grown or processed.
3.	Explore the concept of a food desert.
4.	Explore the concept of a food oasis.
5.	Learn how individuals can reduce food waste.
6.	Participate in a conservation service project.

Games

Rank

Requirements*

On Your Mark

Objective: Team building.
1.	Play a game with your den.
2.	Participate in an obstacle course relay.
3.	Build a box derby and participate in a race.

Curiosity, Intrigue, and Magical Mysteries

Objective: Learn illusion and coding for communication. Presenting to an audience.
1.	Learn a magic trick. Practice the trick. Share the trick with you den or family members.
2.	Demonstrate how a magic trick works to your den, family, or Tiger adult partner.
3.	Write your name using a secret code you created.
4.	Write a message with the code. Challenge your den, family, or Tiger adult partner to read your coded message.

Tiger Tag

Objective: Learn how to be active in a fun way, how to make a choice, how to explain why it is fun for you to others and learn about good sportsmanship.
1.	Play an active game with your den. Share with your Tiger adult partner or your den , why you like this game.
2.	Play a relay game with your den. Share with your Tiger adult partner or your den why you like this game.
3.	Discuss what it means to be a good sport in a game with your Tiger adult partner or other Tigers.
4.	Attend a sporting event.

Tiger-iffic!

Objective: Learn problem solving steps, sequencing, interaction, and engage in creativity.
1.	Play at least two different games by yourself; one may be a video game.
2.	Play a board game or another inside game with one or more members of your den or family.
3.	With other members of your den or family, invent a game, or change the rules of a game you know, and play the game.
4.	Play a team game with your den or family.

Adventures in Coins

Objective: Understand the parts of a coin and discover how each are unique.
1.	Identify different parts of a coin.
2.	Find the mint mark on a coin and identify the mint facility where it was made and the year it was made.
3.	Play a coin game.
4.	Choose a coin that interests you and make a coin rubbing. List information next to the coin detailing the pictures on it, the year it was made, and the mint where it was made.

Marble Madness

Objective: Learn how to play a game of marbles. Learn strategy, motor control, and sequencing.
1.	Make a marble bag.
2.	Learn four words that are used when talking about marbles.
3.	Play three different marble games.
4.	Build a marble racetrack with at least two lanes.
5.	Build a marble maze.

Yo-yo

Objective: Learn and practice the basics of a yo-yo.
1.	Learn the safety rules of using a yo-yo and always follow them.
2.	Using a real yo-yo string, a regular string, or a piece of yarn, show how to find the proper yo-yo string length for you.
3.	Explain why it is important to have the correct string length and to be in the right location before throwing a yo-yo.
4.	Demonstrate how to properly string a yo-yo and how to create a slip knot.
5.	In an area where there are no hazards or other people, conduct the pendulum experiment with a yo-yo. Explain what happens to the yo-yo when the string is longer.
6.	Show that you can properly wind a yo-yo.
7.	Attempt each of the following: gravity pull, sleeper, breakaway.

Cycling

Rank

Requirements*

On a Roll

1.	With your den or Lion adult partner, learn about the safety gear you should use while riding a bicycle.
2.	With your den or Lion adult partner, learn the safety rules to follow when riding a bicycle.
3.	With your Lion adult partner or family, ride a bicycle wearing appropriate safety gear and follow safety rules.

Rolling Tigers

1.	Learn the ABC’s of bike gear (air, brakes, chain.)
2.	With your den or Tiger adult partner, learn about the safety gear you should use while riding a bicycle.
3.	With your den or Tiger adult partner, learn the safety rules to follow when riding a bicycle.
4.	With your den or Tiger adult partner, demonstrate proper hand signals.
5.	With your Tiger adult partner or family, ride a bicycle or begin learning how to ride a bike.

Pedal with the Pack

1.	Show how to properly wear a bicycle helmet. Show you can take off and put on without help.
2.	Decide what you should wear when riding a bike.
3.	Learn about different types of bikes and when/where you might ride these different types.
4.	Demonstrate you can start and stop your bicycle without help.
5.	Demonstrate proper hand signals.
6.	With your den, pack, or family, follow the buddy system and take a bike ride.

Bears on Bikes

1.	Show how to properly wear a bicycle helmet.
2.	Decide what you should wear when riding a bike.
3.	Demonstrate proper hand signals.
4.	Demonstrate how to adjust saddle height
5.	Demonstrate how to operate brakes.
6.	Learn how to use a pump to inflate your tires. Discuss why riding with low-pressure or flat tires is unsafe and can cause damage to your bike.
7.	With your family, den, or pack, follow the buddy system and go on a 30-minute bike ride.

Pedal Away

1.	Decide on gear and supplies you should bring might bring for a long bike ride.
2.	Discover how multi-gear bicycles work and how they benefit a rider.
3.	Practice how to lubricate a chain.
4.	Pick a bicycle lock that you will use. Demonstrate how it locks and unlocks, how it secures your bicycle, and how you carry it while you are riding your bicycle.
5.	With your family, den, or pack, use a map and plan a bicycle ride that is at least 5 miles.
6.	With your den, pack, or family and using the buddy system, go on a bicycle ride that is a minimum of 5 miles.

Cycling

1.	Decide on gear and supplies you should bring for a long bike ride.
2.	Discover how multi-gear bicycles work and how they benefit a rider.
3.	Show how to lubricate a chain.
4.	Pick a bicycle lock that you will use. Demonstrate how it locks and unlocks, how it secures your bicycle, and how you carry it while you are riding your bicycle.
5.	Repair a flat tire.
6.	With your patrol, pack, or family, use a map and plan a bicycle ride that is at least 10 miles.
7.	With your patrol, pack, or family and using the buddy system, go on a bicycle ride that is a minimum of 10 miles.

Fishing

Rank

Requirements*

Go Fish

1.	With your Lion adult partner, learn the rules of fishing safely.
2.	Draw a picture of the type of fish you think lives in the water where you are going fishing.
3.	Go fishing with your Lion adult partner.

Fish On

1.	With your den or Tiger adult partner, identify the body of water where you will go fishing.
2.	With your Tiger adult partner, learn the rules of fishing safely.
3.	Draw a picture of the type of fish you think lives in the water where you are going fishing.
4.	Go fishing with your Tiger adult partner.

A Wolf Goes Fishing

1.	Identify the type of water you will be fishing in and what type of fish live in the water.
2.	Learn about the different types of bait used to attract fish.
3.	Demonstrate a proper cast for the pole or rod you are using.
4.	Learn the rules of fishing safely.
5.	With your den, pack, or family, go fishing.

A Bear Goes Fishing

1.	Learn about three types of fish in your area.
2.	Learn about your local fishing regulations with your den leader or an adult.
3.	List three of the regulations you learned about, and one reason each regulation exists.
4.	Become familiar with the safe use of the fishing equipment you will be using on your outing.
5.	Learn the proper way to attach the hook, lure, or fly to the line.
6.	Go on a fishing adventure for 30 minutes or more. Put into practice the things you learned about fish and fishing equipment.

Catch the Big One

1.	Make a plan to go fishing. Determine where you will go and what type of fish you plan to catch. All of the following requirements are to be completed based on your choice.
2.	Use the BSA SAFE Checklist to plan what you need for your fishing experience.
3.	Describe the environment where the fish might be found.
4.	Make a list of the equipment and materials you will need to fish.
5.	Determine the best type of knot to tie your hook to your line and tie it.
6.	Choose the appropriate type of fishing rod and tackle you will be using. Have an adult review your gear.
7.	Using what you have learned about fish and fishing equipment, spend at least one hour fishing following local guidelines and regulations.

Fishing

1.	Make a plan to go fishing. Determine where you will go and what type of fish you plan to catch. All of the following requirements are to be completed based on your choice.
2.	Use the BSA SAFE Checklist to plan what you need for your fishing experience.
3.	Describe the environment where the fish might be found.
4.	Make a list of the equipment and materials you will need to fish.
5.	Determine the best type of knot to tie your hook and tie it.
6.	Set up the appropriate type of fishing rod and tackle you will be using. Have an adult review your gear.
7.	Using what you have learned about fish and fishing equipment, spend at least one hour fishing following local guidelines and regulations.

Knife Safety

Rank

Requirements*

Whittling

Completing the Whittling Adventure grants the Scout the privilege of carrying and using a pocketknife at Scout events.
1.	Read, understand, and promise to abide by the “Cub Scout Knife Safety Rules.”
2.	Demonstrate the knife safety circle.
3.	Demonstrate that you know how to care for and use your pocketknife safely.
4.	Make two carvings with a pocketknife.

Chef’s Knife

1.	Read, understand, and promise to follow the “Cub Scout Knife Safety Rules.”
2.	Demonstrate the knife safety circle.
3.	Demonstrate that you know how to care for and use a kitchen knife safely.
4.	Choose the correct cooking knife and demonstrate how to properly slice, dice, and mince.

Knife Safety

1.	Read, understand, and promise to abide by the “Cub Scout Knife Safety Rules.”
2.	Demonstrate the knife safety circle.
3.	Demonstrate that you know how to care for and use a knife safely.
4.	Demonstrate the proper use of a pocketknife to make a useful object on a campout.
5.	Choose the correct cooking knife and demonstrate to properly slice, dice, and mince.

Paddle Sports

Rank

Requirements*

Floats and Boats

1.	Identify five different types of boats.
2.	Identify five things that float and five things that do not float.
3.	Build or create a model boat and float it on the water. This can be made from recycled materials or other items.

Spirit of the Water

1.	Discover where the water in your home comes from.
2.	Discuss how water can become polluted.
3.	Share some ways you can conserve water in your home.
4.	Discover how water in your community is treated to become safe to drink.

Bears Afloat

1.	Before attempting requirements 6 and 7 for this Adventure, you must pass the BSA Swimmer Test.
2.	Pick a paddle craft you’ll use to complete all requirements: canoe, kayak, or stand-up paddleboard.
3.	With your den or an adult, discuss the role of qualified adult supervision at a paddle craft activity.
4.	Explain the safety rules to follow when safely using a paddle craft.
5.	Discover how to tell if a life jacket is the correct size and approved for your paddle craft activity. Demonstrate how to wear it.
6.	Explore how your paddle craft responds as you move your paddle through the water from different places.
7.	Have 30 minutes, or more, of canoe, kayak, or stand-up paddleboard paddle time.

Paddle Onward

1.	Before attempting requirements 5, 6, 7, 8, and 9 for this Adventure, you must pass the BSA Swimmer Test.
2.	Pick a paddle craft for which to complete all requirements: canoe, kayak, or stand-up paddle board.
3.	Review Safety Afloat.
4.	Demonstrate how to choose and properly wear a life jacket that is the correct size.
5.	Jump feet first into water over your head while wearing a life jacket. Then swim 25 feet wearing the life jacket.
6.	Demonstrate how to enter and exit a canoe, kayak, or stand-up paddle board safely.
7.	Discuss what to do if your canoe or kayak tips over or you fall off your stand-up paddle board.
8.	Learn how to pick a paddle that is the right size for you. Explore how the paddle craft responds to moving the paddle.
9.	Have 30 minutes, or more, of canoe, kayak, or stand-up paddle board paddle time.

Paddle Craft

1.	Before attempting requirements 5, 6, 7, 8, and 9 for this Adventure, you must pass the BSA swimmer test.
2.	Pick a paddle craft you’ll use to complete all requirements: canoe, kayak, or stand-up paddleboard.
3.	Review Safety Afloat.
4.	Demonstrate how to identify and properly wear a life jacket that is the correct size
5.	Jump feet first into water over your head while wearing a life jacket. Then swim 25 feet wearing the life jacket.
6.	Discuss how to enter and exit a canoe, kayak, or stand-up paddleboard safely.
7.	Discuss what to do if your canoe or kayak tips over or you fall off your stand-up paddleboard.
8.	Learn two paddle strokes: power stroke and sweep.
9.	Have 30 minutes or more of canoe, kayak, or stand-up paddleboard paddle time.

Pinewood Derby / Raingutter Regatta

Rank

Requirements*

Race Time Lion

1.	With your Lion adult partner, assemble and decorate either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Before the race, discuss with your Lion adult partner how you will demonstrate good sportsmanship during the race.
4.	With your Lion adult partner, participate in a Pinewood Derby or a Raingutter Regatta.

Race Time Tiger

1.	With your Tiger adult partner, assemble and decorate either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Before the race, discuss with your Tiger adult partner how you will demonstrate good sportsmanship during the race.
4.	With your Tiger adult partner, participate in a Pinewood Derby or a Raingutter Regatta.

Race Time Wolf

1.	With an adult, build either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Identify how you could increase the speed of your chosen vehicle.
4.	Before the race, discuss with your den how you will demonstrate good sportsmanship during the race.
5.	Participate in a Pinewood Derby or a Raingutter Regatta.

Race Time Bear

1.	With an adult, build either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Identify how you could increase the speed of your chosen vehicle.
4.	Before the race, discuss with your den how you will demonstrate good sportsmanship during the race.
5.	Participate in a Pinewood Derby or a Raingutter Regatta.

Race Time Webelos

1.	With adult supervision, build either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Explore the properties of friction and how it impacts your chosen vehicle.
4.	Before the race, discuss with your den how you will demonstrate good sportsmanship during the race.
5.	Participate in a Pinewood Derby or a Raingutter Regatta.

Race Time Arrow of Light

1.	With adult supervision, build either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Mentor a younger den to prepare for the race.
4.	Before the race, discuss with your den how you will demonstrate good sportsmanship during the race.
5.	Participate in a Pinewood Derby or a Raingutter Regatta.

Range and Target Sports

Rank

Requirements*

Archery Lion

1.	With your Lion adult partner, identify and wear the appropriate safety gear.
2.	With your Lion adult partner, recite the archery range safety rules and whistle commands.
3.	With your Lion adult partner, demonstrate proper range commands.
4.	With your Lion adult partner, identify the main parts of your shooting equipment and how to properly use them.
5.	With your Lion adult partner, demonstrate proper stance and shooting techniques.
6.	Shoot 2 arrows at your target. Repeat and do your best to improve your score. Shoot at least 4 arrows.
7.	Demonstrate how to safely retrieve your target arrows.

Slingshot Lion

1.	With your Lion adult partner, identify and wear the appropriate safety gear.
2.	With your Lion adult partner, recite the safety rules for using a slingshot.
3.	With your Lion adult partner, demonstrate proper range commands.
4.	With your Lion adult partner, explore the parts of a slingshot and their usage.
5.	With your Lion adult partner, discover the types of ammunition that may be used and types that may not be used.
6.	Shoot 5 shots at a target. Repeat and do your best to improve your score. Shoot at least 10 shots.
7.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Archery Tiger

1.	With your Tiger adult partner, identify and wear the appropriate safety gear.
2.	With your Tiger adult partner, recite the archery range safety rules and whistle commands.
3.	With your Tiger adult partner, demonstrate proper range commands.
4.	With your Tiger adult partner, identify the main parts of your shooting equipment and how to properly use them.
5.	With your Tiger adult partner, demonstrate proper stance and shooting techniques.
6.	Shoot 3 arrows at your target. Repeat and do your best to improve your score. Shoot at least 6 arrows.
7.	Demonstrate how to safely retrieve your arrows.
8.

BB Gun Tiger

1.	With your Tiger adult partner, identify and wear the appropriate safety gear.
2.	With your Tiger adult partner, recite the 4 safety reminders.With your Tiger adult partner, recite the 4 safety reminders.
3.	With your Tiger adult partner, demonstrate proper range commands.
4.	With your Tiger adult partner, show how to use the safety mechanism.
5.	With your Tiger adult partner, demonstrate how to properly load, fire, and secure your BB gun.
6.	With your Tiger adult partner, demonstrate one of the positions for shooting a BB gun.
7.	Fire 5 BBs at the target . With the help of your Tiger adult partner, score your target. Repeat and do your best to improve your score. Fire at least 10 BBs.
8.	Demonstrate how to put away and properly store your BB gun and shooting equipment after use.

Slingshot Tiger

1.	With your Tiger adult partner, identify and wear the appropriate safety gear.
2.	With your Tiger adult partner, recite the safety rules for using a slingshot.
3.	With your Tiger adult partner, demonstrate proper range commands.
4.	With your Tiger adult partner, explore the parts of a slingshot and their usage.
5.	With your Tiger adult partner, discover the types of ammunition that may be used and types that may not be used.
6.	Shoot 5 shots at a target. Repeat and do your best to improve your score. Shoot at least 10 shots.
7.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Archery Wolf

1.	Identify and wear the appropriate safety gear.
2.	Demonstrate the archery range safety rules and whistle commands.
3.	Demonstrate proper range commands.
4.	Identify the main parts of your shooting equipment and how to properly use them.
5.	Demonstrate proper stance and shooting techniques.
6.	Shoot 5 arrows at your target. Repeat and do your best to improve your score. Shoot at least 10 arrows.
7.	Demonstrate how to safely retrieve your arrows.

BB Gun Wolf

1.	Identify and wear the appropriate safety gear.
2.	Recite the four safety reminders.
3.	Demonstrate proper range commands.
4.	Show how to use the safety mechanism.
5.	Demonstrate how to properly load, fire, and secure your BB gun.
6.	Demonstrate one of the positions for shooting a BB gun.
7.	Fire 5 BBs at the target and score your target. Repeat twice and do your best to improve your score. Fire at least 15 BBs.
8.	Demonstrate how to put away and properly store your BB gun and shooting equipment after use.

Slingshot Wolf

1.	Identify and wear the appropriate safety gear.
2.	Recite the safety rules for using a slingshot.
3.	Demonstrate proper range commands.
4.	Explore the parts of a slingshot and their usage.
5.	Discover the types of ammunition that may be used and types that may not be used.
6.	Shoot 5 shots at a target. Repeat and do your best to improve your score. Shoot at least 10 shots.
7.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Archery Bear

1.	Identify and wear the appropriate safety gear.
2.	Demonstrate the archery range safety rules and whistle commands.
3.	Demonstrate proper range commands.
4.	Identify the main parts of your shooting equipment and how to properly use them.
5.	Demonstrate proper stance and shooting techniques.
6.	Shoot 5 arrows at a target. Repeat twice and do your best to improve your score each time. Shoot at least 15 arrows.
7.	Demonstrate how to safely retrieve your arrows.

BB Guns Bear

1.	Identify and wear the appropriate safety gear.
2.	Recite the four safety reminders.
3.	Demonstrate proper range commands.
4.	Show how to use the safety mechanism.
5.	Demonstrate how to properly load, fire, and secure your BB gun.
6.	Demonstrate one of the positions for shooting a BB gun.
7.	Fire 5 BBs at the target and score your target. Repeat twice and do your best to improve your score. Fire at least 15 BBs.
8.	Demonstrate how to put away and properly store your BB gun and shooting equipment after use.

Slingshot Bear

1.	Identify and wear the appropriate safety gear.
2.	Recite the safety rules for using a slingshot.
3.	Demonstrate proper range commands.
4.	Explore the parts of a slingshot and their usage
5.	Discover the types of ammunition that may be used and types that may not be used.
6.	Discover the types of targets that may be used and types that may not be used.
7.	Shoot 5 shots at a target. Repeat twice and do your best to improve your score each time. Shoot at least 15 shots.
8.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Archery Webelos

1.	Identify and wear the appropriate safety gear.
2.	Demonstrate the archery range safety rules and whistle commands.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Identify to main parts of your shooting equipment and how to properly use them.
5.	Demonstrate proper stance and shooting techniques.
6.	Following the directions of the range master, shoot at your target.
7.	Demonstrate how to safely retrieve your arrows.

BB Gun Webelos

1.	Identify and wear the appropriate safety gear.
2.	Recite the four safety reminders.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Show how to use the safety mechanism.
5.	Demonstrate how to properly load, fire, and secure your BB gun.
6.	Demonstrate the prone, bench, and sitting positions for shooting a BB gun.
7.	Fire 5 BBs at the target and score your target. Repeat three times and do your best to improve your score. Fire at least 20 BBs.
8.	Demonstrate how to put away and properly store your BB gun and shooting equipment after use.

Slingshot Webelos

1.	Identify and wear the appropriate safety gear.
2.	Recite the safety rules for using a slingshot.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Explore the parts of a slingshot and their usage.
5.	Discover the types of ammunition that may be used and types that may not be used.
6.	Discover the types of targets that may be used and types that may not be used.
7.	Shoot 5 shots at a target. Repeat twice and do your best to improve your score each time. Shoot at least 15 shots.
8.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Archery Arrow of Light

1.	Identify and wear the appropriate safety gear.
2.	Demonstrate the archery range safety rules and whistle commands.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Identify the main parts of your shooting equipment and how to properly use them.
5.	Demonstrate proper stance and shooting techniques.
6.	Shoot 5 arrows at a target. Repeat four times and do your best to improve your score each time. Shoot at least 25 arrows.
7.	Demonstrate how to safely retrieve your arrows.

BB Gun Arrow of Light

1.	Identify and wear the appropriate safety gear.
2.	Recite the 4 safety reminders.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Show how to use the safety mechanism.
5.	Demonstrate how to properly load, fire, and secure your BB gun.
6.	Demonstrate the prone, bench, and sitting positions for shooting a BB gun.
7.	Fire 5 BBs at the target and score your target. Repeat three times and do your best to improve your score. Fire at least 20 BBs.
8.	Demonstrate how to put away and properly store your BB gun and shooting equipment after use.

Slingshot Arrow of Light

1.	Identify and wear the appropriate safety gear.
2.	Recite the safety rules for using a slingshot.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Explore the parts of a slingshot and their usage.
5.	Discover the types of ammunition that may be used and types that may not be used.
6.	Discover the types of targets that may be used and types that may not be used.
7.	Shoot 5 shots at a target. Repeat twice and do your best to improve your score each time. Shoot at least 15 shots.
8.	Following the directions of the range master, shoot at least 5 shots at your target with your non-dominant hand.
9.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Summer

Rank

Requirements*

Summertime Fun Tiger

1.	Anytime during May through August participate in a total of three Cub Scout activities.

Summertime Fun Bear

1.	Anytime during May through August participate in a total of three Cub Scout activities.

Summertime Fun Wolf

1.	Anytime during May through August participate in a total of three Cub Scout activities.

Summertime Fun Webelos

1.	Anytime during May through August participate in a total of three Cub Scout activities.

Summertime Fun Arrow of Light

1.	Anytime during May through August participate in a total of three Cub Scout activities.

Swimming

Rank

Requirements*

Time to Swim

This elective Adventure may be earned by completing the requirements below OR passing the BSA Swimmer Test OR taking swimming lessons.
1.	Learn about the swimming safety rules that you need to follow.
2.	Demonstrate how to enter the swimming area properly.
3.	With your Lion adult partner as your buddy, be active in water depths matching your ability for 20 minutes.
4.	Place your face in the water and blow bubbles.
5.	Demonstrate how to exit the swimming area properly.

Tigers In the Water

This elective Adventure may be earned by completing the requirements below OR passing the BSA Swimmer Test OR taking swimming lessons.
1.	Learn about the swimming safety rules that you need to follow.
2.	Demonstrate how to enter the swimming area properly.
3.	With your Tiger adult partner as your buddy, be active in water depths matching your ability for 20 minutes.
4.	Place your face in the water and blow bubbles.
5.	Demonstrate the flutter kick.
6.	Demonstrate how to exit the swimming area properly.

Paws for Water

This elective Adventure may be earned by completing the requirements below OR passing the BSA Swimmer Test OR taking swimming lessons.
1.	Learn about the swimming safety rules that you need to follow.
2.	Demonstrate how to enter the swimming area properly.
3.	Using the buddy system and staying within your ability group, go swimming with your den, pack, or family for 30 minutes.
4.	Attempt at least one swimming stroke: front crawl, restful backstroke, or breaststroke.
5.	Jump feet first into water that is chest high or deeper.
6.	Demonstrate how to exit the swimming area properly.

Salmon Run

This elective Adventure may be earned by completing the requirements below OR passing the BSA Swimmer Test OR taking swimming lessons.
1.	With your den or an adult, identify the attributes of qualified adult supervision at a swimming activity.
2.	Learn the three swimming ability groups for the Boy Scouts of America and water depths appropriate for each.
3.	Go swimming with your den, pack, or family for 30 minutes using the buddy system.
4.	Demonstrate the use the buddy system, buddy checks, and ability groups with your den or an adult.
5.	Attempt the BSA swim beginner test.
6.	Demonstrate both a reach rescue and a throw rescue.

Aquanaut

This elective Adventure may be earned by completing the requirements below OR passing the BSA Swimmer Test OR taking swimming lessons.
1.	State the safety precautions you need to take before doing any swimming activity.
2.	Explain the meaning of "order of rescue" and demonstrate the reach and throw rescue techniques from land.
3.	Learn how to prevent and treat hypothermia.
4.	Attempt to tread water.
5.	Attempt the BSA swimmer test.
6.	Have 30 minutes, or more, of free swim time where you practice the Buddy System and stay within your ability group. The qualified adult supervision should conduct at least three buddy checks per half hour swimming.

Swimming

1.	Review Safe Swim Defense.
2.	Explain the meaning of "order of rescue" and demonstrate the reach and throw rescue techniques from land.
3.	Attempt the BSA swimmer test.
4.	Have 30 minutes or more of free swim time during which you practice the buddy system and stay within your ability group. The qualified adult supervision should conduct at least three buddy checks per half hour of swimming.

Bobcat

Rank

Requirements*

Bobcat Badge

1.	Get to know the members of your den.
2.	Have your Lion adult partner or den leader read the Scout Law to you. Demonstrate your understanding of being friendly.
3.	Share with your Lion adult partner, during a den meeting or at home, a time when you have demonstrated the Cub Scout motto “Do Your Best.”
4.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

Bobcat Badge

1.	Get to know the members of your den.
2.	Recite the Scout Oath with your den, including your Tiger adult partner.
3.	Have your Tiger adult partner or den leader read the Scout Law to you. Demonstrate your understanding of being trustworthy, helpful, or friendly.
4.	Demonstrate the Cub Scout sign, Cub Scout salute and Cub Scout handshake. Show how each are used.
5.	Share with your Tiger adult partner, at a den meeting or at home, a time when you have demonstrated the Cub Scout motto “Do Your Best.”
6.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

Bobcat Badge

1.	Get to know the members of your den.
2.	Recite the Scout Oath and the Scout Law with your den and den leader.
3.	earn about the Scout Oath. Identify the three points of the Scout Oath.
4.	With your den, create a den Code of Conduct.
5.	Learn about the denner position and responsibilities.
6.	Demonstrate the Cub Scout sign, Cub Scout salute and Cub Scout handshake. Show how each is used.
7.	Share with your den, or family, a time when you demonstrated the Cub Scout motto “Do Your Best.” Explain why it is important to do your best.
8.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

Bobcat Badge

1.	Get to know the members of your den.
2.	Recite the Scout Oath and the Scout Law with your den and den leader.
3.	Learn about the Scout Law.
4.	With your den, create a den Code of Conduct.
5.	Demonstrate the Cub Scout sign, Cub Scout salute and Cub Scout handshake. Show how each is used.
6.	Share with your den, or family, a time when you demonstrated the Cub Scout motto “Do Your Best.”
7.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

Bobcat Badge

1.	Get to know the members of your den.
2.	Recite the Scout Oath and Scout Law with your den and den leader. Describe the three points of the Scout Oath.
3.	Learn about the Scout Law.
4.	With your den, create a den Code of Conduct.
5.	Learn about the denner position and responsibilities.
6.	Demonstrate the Cub Scout sign, Cub Scout salute and Cub Scout handshake. Show how each is used.
7.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

Bobcat Badge

1.	Demonstrate the patrol method by choosing a Patrol name and electing a patrol leader. Discuss the benefits of using the patrol method.
2.	Get to know members of your patrol.
3.	Recite the Scout Oath and Scout Law with your patrol.
4.	With your patrol, develop a Code of Conduct.
5.	Demonstrate the Scouts BSA sign, Scouts BSA salute, and Scouts BSA handshake. Show how each is used.
6.	Learn the Scouts BSA slogan and motto.
7.	With your patrol, or with your parent/legal guardian, visit a Scouts BSA troop.
8.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

STEM Science

Requirements*

Area

Number

TEKS

STREAM

STEM Science

Sky Is the Limit

Objective: Explore the night sky, items in it, and where you can learn more about this subject.
1.	Observe the night sky with your den or Tiger adult partner. Talk about the items you see or might see there.
2.	Look at distant objects through a telescope, binoculars, or camera. Show how to focus the device you choose.
3.	Observe in the sky or select from a book, chart, computer, or electronic device two constellations that are easy to see in the night sky. With your den or Tiger adult partner, find out the constellation name and how to identify them. Create a picture of one of the constellations.
4.	Create a homemade model of a constellation.

Science

Check

1.112.12.8B

Earth and space. The student knows that the natural world includes the air around us and objects in the sky. Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun;

STEM Engineering

Designed by Tiger

Objective: Introduction to the design, build, and improvement process.
1.	Think about something that you would like to build. Draw a picture of what the final project should look like.
2.	Using your drawing as a guide, build the project.
3.	When completed, discuss with your Tiger adult partner what could be done to improve your project.
4.	Make an improvement to your project.
5.	Make a drawing of your final project.

STEM: Math

Stories in Shapes

Objective: Introduction to shapes and balance in creative expression.
1.	Explore art in your community.
2.	Look closely at art or a picture of art with your den or Tiger adult partner. Decide what you like about the art, and share your ideas with your den, family, or Tiger adult partner.
3.	Create a piece of art using shapes.
4.	Learn how to spell your name in Braille and sign language.

Art

STEM Technology

Technology All Around

1.	Discover technology around your home, meeting place, or neighborhood.
2.	Discover ways that digital technology can make life easier.
3.	Identify an item of digital technology you use at home. Demonstrate to your Tiger adult partner how you use it safely.
4.	ith your parent or legal guardian, set up a policy for digital devices.

Citizenship

Team Tiger

1.	Play a game with your den, or family members, that has a set of rules. Discuss why rules are important to the game you are playing.
2.	With your Tiger Adult Partner, choose a job that will help your team. Follow through by doing that job at least once.
3.	Play a game that requires at least two teams with your den, or two other family members. Afterwards discuss what it means to be part of a team and what makes a good team member.
4.	Participate in a service project.

Social Studies

Check

1.113.12.14B

Citizenship. Recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;

Tiger Circles

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	With your parent or legal guardian talk about your family's faith traditions. Identify three holidays or celebrations that are part of your family’s faith traditions. Draw a picture of your favorite family’s faith tradition holiday or celebration.
2.	With your family, attend a religious service OR other gathering that shows how your family expresses reverence.
3.	Carry out an act of kindness.

Faith

Tigers in the Wild

1.	Identify the Cub Scout Six Essentials. Show what you do with each item.
2.	With your den leader or Tiger adult partner learn about the Outdoor Code.
3.	With your den, pack, or family, take a walk outside spending at least 20 minutes exploring the outdoors with your Cub Scout Six Essentials. While outside, identify things that you see with your Tiger adult partner that are natural and things that are manmade.
4.	Identify common animals that are found where you live. Learn which of those animals is domesticated and which animal is wild. Draw a picture of your favorite animal.
5.	Look for a tree where you live. Describe how this tree is helpful.

Science

Check

1.112.10.

Organisms and environments. Identify parts of plants;

Tiger Bites

1.	Identify the five different food groups.
2.	Practice hand washing. Point out when you should wash your hands.
3.	Be active for 30 minutes.
4.	Practice methods that help you sleep.

Science

Check

1.112.12.1A

Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. Recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including washing hands, and using materials appropriately;

Tiger Roar

1.	With permission from your parent or legal guardian watch the Protect Yourself Rules video for the Tiger rank.
2.	With your Tiger adult partner, demonstrate Shout, Run, Tell as explained in the Protect Yourself Rules video.
3.	With your Tiger adult partner, demonstrate how to access emergency services.
4.	With your Tiger adult partner, demonstrate that you know what to do if you get lost or separated.

Safe and Smart*

*Safe and Smart is an elective requirement. Objective: Learn about a fire safety in a home environment.
1.	Memorize your address. Recite it to your Tiger adult partner or den leader.
2.	Memorize an emergency contact’s phone number. Recite it to your Tiger adult partner or den leader.
3.	Show you can Stop, Drop and Roll.
4.	With your Tiger adult partner, create a fire escape plan for your home or den meeting place, include your outside meet-up spot. Practice the escape route you would take.
5.	With your Tiger adult partner, find the location of the smoke detectors in your home or den meeting place. Confirm they are working properly.
6.	With your Tiger adult partner or den leader, learn why matches and lighters are only for adults.
7.	Visit an emergency responder station or have an emergency responder visit your den.

Physical Education

Check

1.116.3.5E

Physical activity and health. The student knows and applies safety practices associated with physical activities. Describe and demonstrate appropriate reactions to emergency situations common to physical activity settings such as universal safety precautions, and calling 911.

Let’s Camp! Tiger

1.	Learn about the buddy system and how it works in the outdoors.
2.	Before going on the overnight campout, discuss what type of weather is expected and what type of clothes you should wear.
3.	Pack up your Cub Scout Six Essentials for the campout.
4.	Learn a camping skill.
5.	Attend a council or district Cub Scout overnight camp or attend a campout with your pack.

Good Knights

Objective: Explore creativity while learning about positive character traits.
1.	Discuss with your den or Tiger adult partner what it means to have courteous behavior, how a knight behaves. Tell another Tiger which points of the Scout Law help you to have the same Knightly behavior.
2.	Create a shield that can be for your den or a personal shield.
3.	Using recycled and other materials, design and build a small castle in your den or at home.
4.	Do a Good Turn.

Champions for Nature Tiger

Objective: Introduction to natural resources and how individual choices can help reduce waste.
1.	Discover the difference between renewable natural resources and non-renewable natural resources.
2.	Learn about the 3 R’s: Reduce, Reuse, Recycle.
3.	Discover what happens to the garbage in your community.
4.	Participate in a conservation project.

On Your Mark

Objective: Team building.
1.	Play a game with your den.
2.	Participate in an obstacle course relay.
3.	Build a box derby and participate in a race.

Physical Education

Check

K.116.2.6

Social development. Understands basic components such as strategies and rules of structured physical activities.

K.116.2.7

Social development. Develops positive self-management and social skills needed to work independently and with others in physical activity settings.

Curiosity, Intrigue, and Magical Mysteries

Objective: Learn illusion and coding for communication. Presenting to an audience.
1.	Learn a magic trick. Practice the trick. Share the trick with you den or family members.
2.	Demonstrate how a magic trick works to your den, family, or Tiger adult partner.
3.	Write your name using a secret code you created.
4.	Write a message with the code. Challenge your den, family, or Tiger adult partner to read your coded message.

Communication

Tiger Tag

Objective: Learn how to be active in a fun way, how to make a choice, how to explain why it is fun for you to others and learn about good sportsmanship.
1.	Play an active game with your den. Share with your Tiger adult partner or your den , why you like this game.
2.	Play a relay game with your den. Share with your Tiger adult partner or your den why you like this game.
3.	Discuss what it means to be a good sport in a game with your Tiger adult partner or other Tigers.
4.	Attend a sporting event.

Physical Education

Check

1.116.3.7A

Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. Follow directions and apply safe movement practices;

1.116.3.7B

Social development. Interact, cooperate, and respect others

Tiger-iffic!

Objective: Learn problem solving steps, sequencing, interaction, and engage in creativity.
1.	Play at least two different games by yourself; one may be a video game.
2.	Play a board game or another inside game with one or more members of your den or family.
3.	With other members of your den or family, invent a game, or change the rules of a game you know, and play the game.
4.	Play a team game with your den or family.

Health Education

Check

1.115.3.3

Health behaviors. The student demonstrates basic critical-thinking, decision-making, goal setting, and problem-solving skills for making health-promoting decisions. The student is expected to:

Rolling Tigers

1.	Learn the ABC’s of bike gear (air, brakes, chain.)
2.	With your den or Tiger adult partner, learn about the safety gear you should use while riding a bicycle.
3.	With your den or Tiger adult partner, learn the safety rules to follow when riding a bicycle.
4.	With your den or Tiger adult partner, demonstrate proper hand signals.
5.	With your Tiger adult partner or family, ride a bicycle or begin learning how to ride a bike.

Health Education

Check

1.115.3.2F

Health. The student understands that safe, unsafe, and/or harmful behaviors result in positive and negative consequences throughout the life span. Identify and describe safe bicycle skills.

Physical Education

Check

1.116.3.5A

Physical activity and health. The student knows and applies safety practices associated with physical activities. Use equipment and space safely and properly;

1.116.3.5B

Physical activity and health. The student knows and applies safety practices associated with physical activities. Describe the importance of protective equipment in preventing injury such as helmets, elbow/knee pads, wrist guards, proper shoes, and clothing;

Fish On

1.	With your den or Tiger adult partner, identify the body of water where you will go fishing.
2.	With your Tiger adult partner, learn the rules of fishing safely.
3.	Draw a picture of the type of fish you think lives in the water where you are going fishing.
4.	Go fishing with your Tiger adult partner.

Floats and Boats

1.	Identify five different types of boats.
2.	Identify five things that float and five things that do not float.
3.	Build or create a model boat and float it on the water. This can be made from recycled materials or other items.

Physical Education

Check

1.116.3.5D

Physical activity and health. The student knows and applies safety practices associated with physical activities. List water safety rules and demonstrate simple extension rescue.

Race Time Tiger

1.	With your Tiger adult partner, assemble and decorate either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Before the race, discuss with your Tiger adult partner how you will demonstrate good sportsmanship during the race.
4.	With your Tiger adult partner, participate in a Pinewood Derby or a Raingutter Regatta.

Archery Tiger

1.	With your Tiger adult partner, identify and wear the appropriate safety gear.
2.	With your Tiger adult partner, recite the archery range safety rules and whistle commands.
3.	With your Tiger adult partner, demonstrate proper range commands.
4.	With your Tiger adult partner, identify the main parts of your shooting equipment and how to properly use them.
5.	With your Tiger adult partner, demonstrate proper stance and shooting techniques.
6.	Shoot 3 arrows at your target. Repeat and do your best to improve your score. Shoot at least 6 arrows.
7.	Demonstrate how to safely retrieve your arrows.
8.

BB Gun Tiger

1.	With your Tiger adult partner, identify and wear the appropriate safety gear.
2.	With your Tiger adult partner, recite the 4 safety reminders.With your Tiger adult partner, recite the 4 safety reminders.
3.	With your Tiger adult partner, demonstrate proper range commands.
4.	With your Tiger adult partner, show how to use the safety mechanism.
5.	With your Tiger adult partner, demonstrate how to properly load, fire, and secure your BB gun.
6.	With your Tiger adult partner, demonstrate one of the positions for shooting a BB gun.
7.	Fire 5 BBs at the target . With the help of your Tiger adult partner, score your target. Repeat and do your best to improve your score. Fire at least 10 BBs.
8.	Demonstrate how to put away and properly store your BB gun and shooting equipment after use.

Slingshot Tiger

1.	With your Tiger adult partner, identify and wear the appropriate safety gear.
2.	With your Tiger adult partner, recite the safety rules for using a slingshot.
3.	With your Tiger adult partner, demonstrate proper range commands.
4.	With your Tiger adult partner, explore the parts of a slingshot and their usage.
5.	With your Tiger adult partner, discover the types of ammunition that may be used and types that may not be used.
6.	Shoot 5 shots at a target. Repeat and do your best to improve your score. Shoot at least 10 shots.
7.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Summertime Fun Tiger

1.	Anytime during May through August participate in a total of three Cub Scout activities.

Tigers In the Water

This elective Adventure may be earned by completing the requirements below OR passing the BSA Swimmer Test OR taking swimming lessons.
1.	Learn about the swimming safety rules that you need to follow.
2.	Demonstrate how to enter the swimming area properly.
3.	With your Tiger adult partner as your buddy, be active in water depths matching your ability for 20 minutes.
4.	Place your face in the water and blow bubbles.
5.	Demonstrate the flutter kick.
6.	Demonstrate how to exit the swimming area properly.

Bobcat Badge

1.	Get to know the members of your den.
2.	Recite the Scout Oath with your den, including your Tiger adult partner.
3.	Have your Tiger adult partner or den leader read the Scout Law to you. Demonstrate your understanding of being trustworthy, helpful, or friendly.
4.	Demonstrate the Cub Scout sign, Cub Scout salute and Cub Scout handshake. Show how each are used.
5.	Share with your Tiger adult partner, at a den meeting or at home, a time when you have demonstrated the Cub Scout motto “Do Your Best.”
6.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

STEM Science

Requirements*

Area

Number

TEKS

STREAM

STEM Science

Digging in the Past

Objective: Introduction to dinosaurs as part of our natural history.
1.	Play a dinosaur game that shows what you know about them.
2.	Create an imaginary dinosaur. Share with your den or family its name, what it eats, its size, and where it lives.
3.	Be a paleontologist and dig through a dinosaur dig.
4.	Build a fossil layer.

Science

Check

5.112.16.8A

Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to explore the processes that led to the formation of sedimentary rocks and fossil fuels;

STEM Science

Spirit of the Water

Objective: Introduction to how and why we should take care of our water resources.
1.	Discover where the water in your home comes from.
2.	Discuss how water can become polluted.
3.	Share some ways you can conserve water in your home.
4.	Discover how water in your community is treated to become safe to drink.

Science

Check

2.112.13.1B

Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to: identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.

STEM Science

Germs Alive!

Objective: Introduction to dinosaurs as part of our natural history.
1.	Washing your hands with soap and water while singing the “Happy Birthday” song two times.
2.	lay Germ Magnet with our den or your family. Wash your hands afterward.
3.	Conduct the sneeze demonstration.
4.	Conduct the mucus demonstration.
5.	Grow a mold culture. Show what formed at a den or pack meeting.

STEM Engineering

Air of the Wolf

Objective: Introduction to the concepts of air lift.
1.	Make a paper airplane and fly it five times. Record the flight distance and time.
2.	Make a paper airplane of a different design and fly it five times. Record the flight distance and time.
3.	Compare and contrast the two paper airplanes by distance and flight times.
4.	Build a flying object that is not a paper airplane.

Music

Check

2.117.109.4C

Creative expression. The student creates and explores new musical ideas. Explore new musical ideas in phrases using singing voice and classroom instruments.

STEM: Math

Code of the Wolf

Objective: Introduction to measurements and patterns and what they can tell us about the world we live in.
1.	Create a secret code. Send a message to a member of your den or family. Have that person send a message back to you using the same secret code.
2.	Build and play a game that requires the use of codes or patterns.
3.	Select a single shape. Observe the environment around you. Write down where you see that shape and how it is being used.
4.	Using a package that contains a number of different colored items, discover the most common color.

Mathematics

Check

2.111.4.1A

Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. Apply mathematics to problems arising in everyday life, society, and the workplace;

2.111.4.1D

Mathematical process standards. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

2.111.4.8

Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.

2.111.4.5

Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy.

2.112.13.3B

Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. Make predictions based on observable patterns; and

STEM Technology

Computing Wolves

Objective: Introduction to computer hardware and software.
1.	Discover the basic components of a computer.
2.	Determine how to properly dispose of computer components.
3.	Using a digital device application of your choice, create a story that you can share with others.
4.	With your parent or legal guardian, set up a policy for safely using digital devices.

Citizenship

Council Fire

1.	Learn how to properly care for and fold the United States flag. With your den or pack, participate in a flag ceremony.
2.	Identify three points of the Scout Law that are important to being a good neighbor.
3.	Build a model of your home.
4.	Using the same materials from requirement 3, create a model of a building in your community.
5.	Using the models built, create a model neighborhood.
6.	Participate in a service project. Explain how your volunteering is helpful to your neighborhood.

Social Studies

Check

2.113.13.14

Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;

2.113.13.11

Government. The student understands the purpose of governments. Identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community

2.113.13.12

Government. The student understands the role of public officials. I how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions.

Fellowship

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	With your parent or legal guardian talk about your family's faith traditions. Identify three holidays or celebrations that are part of your family’s faith traditions. Make a craft, work of art, or a food item that is part of your favorite family’s faith tradition holiday or celebration.
2.	With your family, attend a religious service OR other gathering that shows how your family expresses reverence.
3.	Carry out an act of kindness.
4.	With your parent or legal guardian identify a religion or faith that is different from your own. Determine two things that it has in common with your family’s beliefs.

Paws on the Path

1.	Identify the Cub Scout Six Essentials. Show what you do with each item.
2.	Learn about the buddy system and how it works in the outdoors. Pick a buddy for your walk.
3.	Identify appropriate clothes and shoes for your walk outside. Do your best to wear them on your walk.
4.	Learn about the Outdoor Code and Leave No Trace Principle for Kids.
5.	With your den, pack, or family, take a walk outside for at least 30 minutes to explore nature in your surroundings. Describe four different animals, domestic or wild, that you could see on your walk.

Geography

Check

2.113.13.5A

Geography. The student uses simple geographic tools such as maps and globes. Interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west), and legend/map keys

Finding Your Way

Finding Your Way is an Elective Adventure. Objective: Introduction to a map, compass and using directions
1.	Using a map, locate where you live.
2.	Draw a map for a friend to locate your home or school. Create a key for the map.
3.	Find the directions north, east, south, and west and the compass rose on a map.
4.	Find the directions north, east, south, and west using a compass.
5.	Practice using both a map and a compass.

Social Studies

Check

2.113.13.5A

Geography. The student uses simple geographic tools such as maps and globes. Interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west), and legend/map keys;

2.113.13.5B

Geography. Create maps to show places and routes within the home, school, and community.

Running with the Pack

1.	Sample three different foods that are naturally three different colors. The food must be a protein, vegetable, fruit, dairy, or a grain.
2.	Demonstrate the proper way to brush your teeth.
3.	Be active for 30 minutes with your den or at least one other person. That includes both stretching and movin
4.	Be active for 10 minutes doing personal exercises.
5.	Do a relaxing activity for 10 minutes.
6.	Review your BSA Annual Health and Medical Record with your parent or legal guardian. Discuss your ability to participate in den and pack activities.

Physical Education

Check

2.116.1.4E

Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. Demonstrate smooth transition from one body part to the next in rolling activities such as side roll, log roll, balance/curl, and roll/balance in a new position;

2.116.1.3D

Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge. Lift and support his/her weight in selected activities that develop muscular strength and endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping, and jumping.

2.116.1.6

Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. Identify goals to be accomplished during simple games such as not getting tagged; and identify strategies in simple games and activities such as dodging to avoid being tagged

2.116.1.7A/B

Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. Display good sportsmanship; and treat others with respect during play

Health Education

Check

2.115.4.1D

Health behaviors. The student understands that personal health decisions and behaviors affect health throughout the life span. Identify healthy and unhealthy food choices such as a healthy breakfast and snacks and fast food choices;

Paws of Skill*

*Paws of Skill is an Elective Adventure. Objective: Introduction to developing team skills and good sportsmanship.
1.	With your den, discuss sportsmanship and what it means to be a good sport. Make the connection between sportsmanship and the Scout Oath and the Scout Law.
2.	Learn the rules of a team sport that you can play with your den, pack, family, or friends. After learning the rules, play the game for 30 minutes.
3.	Visit or watch a team sporting event with your family or den. Look for ways the team works together and share with your family or den.

Physical Education

Check

2.116.4.8AB

Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to:

display good sportsmanship; and
treat others with respect during play.

2.116.4.4

Physical activity and health. The student knows the benefits from involvement in daily physical activity and factors that affect physical performance.

K.116.2.C

Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. The student is expected to: demonstrate non-locomotor (axial) movements such as bend and stretch;

Safety in Numbers

1.	With permission from your parent or legal guardian, watch the Protect Yourself Rules video for the Wolf rank.
2.	Discuss “safe touch” as seen in the Protect Yourself Rules video.
3.	Learn about the buddy system and demonstrate how it works.
4.	Review common safety rules and demonstrate the proper use of playground equipment.

Let’s Camp! Wolf

1.	Learn about the buddy system and how it works in the outdoors.
2.	Know the Cub Scout Six Essentials.
3.	In addition to your Cub Scout Six Essentials, list the personal items you need for your campout.
4.	Learn a camping skill.
5.	Attend a council or district Cub Scout overnight camp or attend a campout with your pack.

Cubs Who Care

Objective: Introduction to disability awareness, how it can affect someone's life, and how a scout can be kind and helpful.
1.	Explore what it is to have a physical disability.
2.	Explore what it is to have a visual impairment.
3.	Explore what it is to have a hearing loss.
4.	Explore barriers to getting around.
5.	Explore what it is to have a hidden disability.

Disability Awareness

Champions for Nature Wolf

Objective: Introduction to the concepts of renewable and non-renewable resources and how individual choices can help reduce waste.
1.	Discover the difference between renewable natural resources and nonrenewable natural resources.
2.	Learn about the 3 R’s: reduce, reuse, recycle.
3.	Discover what happens to the recyclables in your community.
4.	Participate in a conservation project.

Adventures in Coins

Objective: Understand the parts of a coin and discover how each are unique.
1.	Identify different parts of a coin.
2.	Find the mint mark on a coin and identify the mint facility where it was made and the year it was made.
3.	Play a coin game.
4.	Choose a coin that interests you and make a coin rubbing. List information next to the coin detailing the pictures on it, the year it was made, and the mint where it was made.

Mathematics

Check

2.111.4.5

Number and operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions.

Science

Check

2.112.13.5

Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. Collect data from observations using simple equipment such as primary balances.

Pedal with the Pack

1.	Show how to properly wear a bicycle helmet. Show you can take off and put on without help.
2.	Decide what you should wear when riding a bike.
3.	Learn about different types of bikes and when/where you might ride these different types.
4.	Demonstrate you can start and stop your bicycle without help.
5.	Demonstrate proper hand signals.
6.	With your den, pack, or family, follow the buddy system and take a bike ride.

A Wolf Goes Fishing

1.	Identify the type of water you will be fishing in and what type of fish live in the water.
2.	Learn about the different types of bait used to attract fish.
3.	Demonstrate a proper cast for the pole or rod you are using.
4.	Learn the rules of fishing safely.
5.	With your den, pack, or family, go fishing.

Spirit of the Water

1.	Discover where the water in your home comes from.
2.	Discuss how water can become polluted.
3.	Share some ways you can conserve water in your home.
4.	Discover how water in your community is treated to become safe to drink.

Race Time Wolf

1.	With an adult, build either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Identify how you could increase the speed of your chosen vehicle.
4.	Before the race, discuss with your den how you will demonstrate good sportsmanship during the race.
5.	Participate in a Pinewood Derby or a Raingutter Regatta.

Archery Wolf

1.	Identify and wear the appropriate safety gear.
2.	Demonstrate the archery range safety rules and whistle commands.
3.	Demonstrate proper range commands.
4.	Identify the main parts of your shooting equipment and how to properly use them.
5.	Demonstrate proper stance and shooting techniques.
6.	Shoot 5 arrows at your target. Repeat and do your best to improve your score. Shoot at least 10 arrows.
7.	Demonstrate how to safely retrieve your arrows.

BB Gun Wolf

1.	Identify and wear the appropriate safety gear.
2.	Recite the four safety reminders.
3.	Demonstrate proper range commands.
4.	Show how to use the safety mechanism.
5.	Demonstrate how to properly load, fire, and secure your BB gun.
6.	Demonstrate one of the positions for shooting a BB gun.
7.	Fire 5 BBs at the target and score your target. Repeat twice and do your best to improve your score. Fire at least 15 BBs.
8.	Demonstrate how to put away and properly store your BB gun and shooting equipment after use.

Slingshot Wolf

1.	Identify and wear the appropriate safety gear.
2.	Recite the safety rules for using a slingshot.
3.	Demonstrate proper range commands.
4.	Explore the parts of a slingshot and their usage.
5.	Discover the types of ammunition that may be used and types that may not be used.
6.	Shoot 5 shots at a target. Repeat and do your best to improve your score. Shoot at least 10 shots.
7.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Summertime Fun Bear

1.	Anytime during May through August participate in a total of three Cub Scout activities.

Paws for Water

This elective Adventure may be earned by completing the requirements below OR passing the BSA Swimmer Test OR taking swimming lessons.
1.	Learn about the swimming safety rules that you need to follow.
2.	Demonstrate how to enter the swimming area properly.
3.	Using the buddy system and staying within your ability group, go swimming with your den, pack, or family for 30 minutes.
4.	Attempt at least one swimming stroke: front crawl, restful backstroke, or breaststroke.
5.	Jump feet first into water that is chest high or deeper.
6.	Demonstrate how to exit the swimming area properly.

Bobcat Badge

1.	Get to know the members of your den.
2.	Recite the Scout Oath and the Scout Law with your den and den leader.
3.	earn about the Scout Oath. Identify the three points of the Scout Oath.
4.	With your den, create a den Code of Conduct.
5.	Learn about the denner position and responsibilities.
6.	Demonstrate the Cub Scout sign, Cub Scout salute and Cub Scout handshake. Show how each is used.
7.	Share with your den, or family, a time when you demonstrated the Cub Scout motto “Do Your Best.” Explain why it is important to do your best.
8.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

STEM Science

Requirements*

Area

Number

TEKS

STREAM

STEM Science

Forensics

Objective: Explore the science of forensics (tests used in detecting evidence).
1.	Explore the term “forensics” and how it is used to help solve crimes.
2.	Analyze your fingerprints.
3.	Make a shoe imprint.
4.	Do an analysis of four different substances: salt, sugar, baking soda and cornstarch.
5.	Learn about chromatography and how it is used in solving crimes.
6.	Find out how officers collect evidence.

STEM Science

Super Science

Objective: Explore electricity and chemistry.
1.	Conduct a static electricity investigation.
2.	Conduct the sink-or-float investigation.
3.	Conduct the color-morphing investigation.
4.	Conduct the color-layering investigation.

Science

Check

3.112.14.5A

Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float;

Art

Check

3.117.111.1B

Art Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity;

STEM Science

Earth Rocks!

Objective: Exposure to the science of geology.
1.	Examine the three types of rocks: sedimentary, igneous, and metamorphic.
2.	Find a rock, safely break it apart, and examine it.
3.	Make a mineral test kit and test minerals according to the Mohs scale of mineral hardness. Using the rock cycle chart or one like it, discuss how hardness determines which materials can be used in homes, in landscapes, or for recreation.
4.	Grow a crystal.

STEM Science

Into the Wild

Objective: Understand animal diversity and the importance of wildlife management within conservation areas.
1.	Visit a place with a variety of wild animals. Select one of the animals and observe its behavior. Use your selected animal to complete the remaining requirements.
2.	Create a model of your animal’s ecosystem.
3.	Investigate how your animal coexists with other animals in the wild.
4.	Describe how humans interact with your chosen animal’s ecosystem.
5.	Discover how wildlife management benefits your animal.

STEM Science

Art Explosion

Objective: Become familiar with art and the different ways you can use art to express yourself. Visual arts: painting, drawing, photography.
1.	Create a piece of art by exploring drawing techniques using pencils.
2.	Using a digital image, explore the effect of filters by changing an image using different editing or in-camera techniques.
3.	Create a piece of art using paint as your medium.
4.	Create a piece of art combining at least 2 media.

STEM Science

Into the Woods

Objective: Understand the concept and importance of tree conservation.
1.	Visit an area with trees and plants and conduct a tree inventory. Select one tree and complete the remaining requirements based on that tree.
2.	Determine if your tree is deciduous or evergreen.
3.	Identify a tree and determine if the tree is native or was introduced to your area.
4.	Find out how your tree deals with wildfire.
5.	Learn how wildlife uses your tree.

Science

Check

112.15.8C

Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:
(A) identify and classify Earth's renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation.
(B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice;

STEM Engineering

Baloo the Builder

Objective: Introduce Scouts to intermediate woodworking skills and how to safely use basic woodworking tools.
1.	Learn about some basic tools and the proper use of each tool. Learn about and understand the need for safety when you work with tools.
2.	Practice using four of the tools you learned about in requirement 1.
3.	Choose a project to build.
4.	Determine the tools and materials needed to build your project in requirement 3.
5.	Build your project.

STEM Engineering

Build It

Objective: Introduction to intermediate woodworking skills and how to safely use basic woodworking tools.
1.	Learn about some basic tools and the proper use of each tool. Learn about and understand the need for safety when you work with tools.
2.	Demonstrate how to check for plumb, level, and square when building.
3.	With the guidance of your Webelos den leader, parent, or legal guardian, select a carpentry project that requires it to be either plumb, level, and/or square. Create a list of materials and tools you will need to complete the project.
4.	Build your carpentry project.

STEM Engineering

Modular Design

Objective: Investigate engineering using modular design.
1.	Learn what modular design is and identify three things that use modular design in their construction.
2.	Using modular-based building pieces, build a model without a set of instructions.
3.	Using the model, you made in requirement 2, create a set of step-by-step instructions on how to build your model.
4.	Have someone build your model using your instructions.
5.	Using the same modular pieces used in requirement 2, build another model of something different.
6.	With your parent or legal guardian’s permission, watch a video demonstrating how something was built using modular design.

STEM Engineering

Engineer

Objective: Exposure to engineering and design principles.
1.	Learn the focus, related sciences, and products of civil, electrical, and mechanical engineers.
2.	Pick one of the engineering fields from requirement 1 to complete the following requirements.
3.	Examine a set of blueprints or specifications used by your choice of engineer.
4.	Identify a project that you would like to build.
5.	Using the engineering process, build your project.

STEM: Math

Balancing Bears

Objective: Explore the concepts of patterns and symmetry in nature.
1.	Make trail mix using trail mix math.
2.	Identify an animal that has a pattern to its physical appearance. Investigate how the animal uses its pattern.
3.	Find examples of bilateral symmetry in nature.
4.	Find examples of radial symmetry in nature.

STEM: Math

Math on the Trail

Objective: Learn how math can be used in the outdoors.
1.	Determine your walking pace by walking ¼ mile. Make a projection of how long it would take you to walk 2 miles.
2.	Walk 2 miles and record the time it took you to complete them.
3.	Make a projection of how long it would take you to hike a 20-mile trail over two days. List all the factors to consider for your projection.

STEM: Math

Estimations

Objective: Discover how math can be useful in everyday life.
1.	Estimate food measurements.
2.	Estimate the time of day.
3.	Estimate the height of a distant object.
4.	Estimate the distance between two points.

STEM Technology

Chef Tech

Objective: Explore how technology is used in the kitchen.
1.	Pick a kitchen appliance that uses technology to complete the following requirements.
2.	With an adult, review the safety guidelines in the owner's manual.
3.	With adult supervision, download a cooking app or search online to find a recipe that uses the appliance selected in requirement 1.
4.	With adult supervision, follow the selected recipe and make the recipe.
5.	Think of a way technology can improve the appliance used to make your recipe.

STEM Technology

Tech on the Trail

Objective: Learn how to use technology to plan and go on a trek.
1.	Discuss how technology can help keep you safe in the outdoors.
2.	Explore Global Positioning Satellite devices and how to use them.
3.	With an adult, choose an online mapping program tool and plan a 2-mile trek.
4.	Take your 2-mile trek.

STEM Technology

High Tech Outdoors

Objective: Learn how to use technology while in the outdoors.
1.	With an adult, use a weather app or website to see the forecast for an outdoor activity and discuss any preparation needed to accommodate the weather.
2.	With an adult, find a knot-tying app. Select one knot to learn, and tie it using the app.
3.	Discuss how technology has improved camping gear.
4.	Think of a way technology can improve camping gear used on one of your outdoor activity.

Citizenship

Paws For Action

1.	Familiarize yourself with the flag of the United States of America including the history, demonstrating how to raise and lower the flag, how to properly fold and display, and the flag etiquette.
2.	Identify three symbols that represent the United States. Pick your favorite and make a model, work of art, or other craft that depicts the symbol.
3.	Learn about the mission of any non-profit. Find out how they fund their activities and how volunteers are used to help.
4.	Participate in a service project.

Social Studies

Check

3.113.14.1B 3.113.13.1C

History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:

describe how individuals, events, and ideas have changed communities, past and present;
identify individuals, including Pierre-Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities; and
describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the creation of new communities

Citizenship

My Community

1.	Learn about majority and plurality types of voting.
2.	Speak with someone who is elected to their position. Discover the type of voting that was used for to elect them and why.
3.	Choose a federal law and create a timeline of the history of the law. Include the involvement of the three branches of government.
4.	Participate in a service project.

Citizenship

Citizenship

1.	Identify a community service project that your patrol or pack could accomplish. Use the BSA SAFE Checklist and develop a plan to conduct the service project safely.
2.	Participate in a service project for a minimum of 2 hours or multiple service projects for a total of 2 hours.

Duty to God

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	Discuss with your parent or legal guardian about your family's faith traditions or one of your choosing. Choose a view value of that faith tradition that is related to the Scout Law. Discuss with your family how each family member demonstrates this value.
2.	Meet with a representative of a faith-based organization in your local community that provides a service that assists people in crisis regardless of their faith. Identify who they help and how.
3.	Discuss with our parent, legal guardian, or adult leader what “Duty to God” means to you. Tell how you practice your Duty to God in your daily life.

Footsteps

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	With your parent or legal guardian talk about your family's faith traditions. Identify three holidays or celebrations that are part of your family’s faith traditions. Make a craft or work of art of your favorite family’s faith tradition holiday or celebration.
2.	With your family, attend a religious service OR other gathering that shows how your family expresses reverence.
3.	Carry out an act of kindness.
4.	Listen or read Aesop’s fable “The Boy Who Cried Wolf.” With your den or family discuss why being truthful is important.

Faith

My Family

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	With your parent or legal guardian talk about your family's faith traditions. Identify three holidays or celebrations that are part of your family’s faith traditions. Make a craft, work of art, or a food item that is part of your family’s faith tradition holiday or celebration.
2.	Carry out an act of kindness.
3.	With your parent or legal guardian identify a religion or faith that is different from your own. Identify two things that it has in common with your family’s beliefs.
4.	Discuss with our parent or legal guardian what it means to be reverent. Tell how you practice being reverent in your daily life.

Bear Habitat

1.	Prepare for a one-mile walk by gathering the Cub Scout Six Essentials and weather-appropriate clothing and shoes.
2.	“Know Before You Go” Identify the location of your walk on a map and confirm your one-mile route.
3.	“Choose the Right Path” Learn about the path and surrounding area you will be walking on.
4.	“Trash your Trash” Make a plan for what you will do with your personal trash or trash you find along the trail.
5.	“Leave What You Find” Take pictures along your walk or bring a sketch book to draw five things that you want to remember on your walk.
6.	“Be Careful with Fire” Determine the fire danger rating along your path.
7.	“Respect Wildlife” From a safe distance, identify as you look up, down, and around you, six signs of any mammals, birds, insects, reptiles.
8.	“Be Kind to Others” Identify what you need to do as a den to be kind to others on the path.
9.	With your den, pack, or family, go on your one-mile walk while practicing your Leave No Trace Principles for Kids.

Webelos Walkabout

1.	Prepare for a 2-mile walk outside. Gather your Cub Scout Six Essentials and weather appropriate clothing and shoes.
2.	Plan a 2-mile route for your walk.
3.	Check the weather forecast for the time of your planned 2-mile walk.
4.	Review the four points of the BSA SAFE Checklist and how you will apply them on your 2-mile walk.
5.	Demonstrate first aid for each of the following events that could occur on your 2-mile walka. Blisterb. Sprained anklec. Sun burnd. Dehydration and heat related illness
6.	With your den, pack, or family, go on your 2-mile walk while practicing the Leave No Trace Principles for Kids and Outdoor Code.
7.	After your 2-mile walk, discuss with your den what went well and what you would do differently next time.

Science

Check

112.15.8C

Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to: identify and classify Earth's renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation.

Outdoor Adventurer

1.	Learn about the Scout Basic Essentials.
2.	Determine what you will bring on an overnight campout including a tent, sleeping bag/gear and how you will carry your gear.
3.	Review the four points of the BSA SAFE Checklist and how you will apply them on the campout.
4.	Locate the campsite where you will be camping on a map.
5.	With your patrol or a Scouts BSA troop, participate in a campout.
6.	Upon arrival at the campout determine where to set up your campsite; kitchen, eating area, tents, and firepit. Help the patrol set up the patrol gear before setting up your own tent.
7.	Explain how to keep food safe and the kitchen area sanitary at the campsite. Demonstrate your knowledge during the campout.
8.	After your campout, discuss with your patrol what went well and what you would do differently next time. Include how you followed the Outdoor Code and Leave Not Trace Principles for Kids.

Bear Strong

1.	Sample food from three of the following food groups: protein, vegetables, fruits, dairy, and grains.
2.	Be active for 30 minutes with your den or at least one other person in a way that includes both stretching and moving.
3.	Be active for 15 minutes by doing personal exercises that boost your heart rate, use your muscles, and work on flexibility.
4.	Do a relaxing activity for 10 minutes.
5.	Review your BSA Annual Health and Medical Record with your parent or legal guardian. Discuss your ability to participate in den and pack activities.

Stronger, Faster, Higher

1.	With you den or family, plan, cook, and eat a balanced meal.
2.	Be active for 30 minutes with your den or at least one other person that includes both stretching and moving.
3.	Be active for 15 minutes doing personal exercises that boost your heart rate, use your muscles, and work on flexibility.
4.	Do a relaxing activity for 10 minutes.
5.	Review your BSA Annual Health and Medical Record with your parent or legal guardian. Discuss your ability to participate in den and pack activities.

Health Education

Check

115.6.1D

Health information. The student recognizes ways to enhance and maintain health throughout the life span. The student is expected to: explain the physical, mental, and social benefits of fitness;

Personal Fitness

1.	Plan a balanced meal that you would eat when camping. Prepare that meal using the gear you would use on a campout.
2.	Examine what it is to be physically fit and how you incorporate this in your life. Track the number of times you are active for 30 minutes or longer over a 14-day period. Share with your patrol or family what you enjoyed and if you feel you are living up to the Scout Oath of being physically fit.
3.	Be active for 30 minutes with your patrol, a younger den, or at least 1 other person, that includes both stretching and moving.
4.	Review your BSA Annual Health and Medical record with your parent or guardian. Discuss your ability to participate in pack and den activities.

Standing Tall

1.	With permission from your parent or legal guardian, watch the “Protect Yourself Rules” video for the Bear rank.
2.	Complete the Personal Space Bubble worksheet that is part of the Protect Yourself Rules resources.
3.	With your parent or legal guardian, set up a family policy for digital devices.
4.	Identify common personal safety gear for your head, eyes, mouth and nose, hands, and feet. List how each of these items protect you. Demonstrate the proper use of personal safety gear for an activity.

My Safety

1.	With permission from your parent or legal guardian, watch the Protect Yourself Rules video for the Webelos rank.
2.	Identify items in your house that are hazardous and make sure they are stored properly. Identify where on the package it describes what to do if someone is accidentally exposed to the product.
3.	Identify ways you and your family keep your home or your meeting space safe.
4.	Complete a “Be Prepared for Natural Events” worksheet for at least two natural events most likely to happen near where you live.

First Aid

1.	With permission from your parent or legal guardian, watch the Protect Yourself Rules video for the Arrow of Light rank.
2.	Explain what you should do if you encounter someone in need of first aid.
3.	Demonstrate what to do for hurry cases of first aid: serious bleeding, heart attack or sudden cardiac arrest, stopped breathing, stroke, poisoning.
4.	Demonstrate how to help a choking victim.
5.	Demonstrate how to treat shock.
6.	Demonstrate how to treat the following: cuts and scratches, burns, and scalds, bites and stings of insects and animals, and nosebleed.
7.	Put together a simple home first aid it. Explain what you included and how to use each item correctly.

Let’s Camp! Bear

1.	Review the buddy system and how it works outdoors.
2.	Pack your Cub Scout Six Essentials for the campout.
3.	In addition to your Cub Scout Six Essentials, show the personal items you need for your campout.
4.	Help up a tent. Determine a good spot for the tent. Explain why you picked the spot.
5.	Attend a council or district Cub Scout overnight camp or attend a campout with your pack.

Let’s Camp! Webelos

1.	With your den, pack or family, plan and participate in a campout.
2.	Upon arrival at the campground, determine where to set up a tent.
3.	Set up a tent without help from an adult.
4.	Identify a potential weather hazard that could occur in your area. Determine the action you will take if you experience the weather hazard during the campout.
5.	Show how to tie a bowline. Explain when this knot should be used and why.
6.	Know the fire safety rules. Using those rules, locate a safe area to build a campfire.
7.	Using tinder, kindling, and fuel wood, properly build a teepee fire lay. If circumstances permit, and there is no local restriction on fires, show how to safely light the fire while under adult supervision. After allowing the fire to burn safely, extinguish the flames with minimal impact to the fire site.
8.	Recite the Outdoor Code and Leave No Trace Principles for Kids from memory.
9.	After your campout, share the things you did to follow the Outdoor Code and Leave No Trace principles with your den or family.

Critter Care

Objective: Learn how to take care of a pet.
1.	Identify an animal that would be good pet for your family.
2.	Choose two animals that are allowed as pets in your community. Compare and contrast why these pets may be a good choice for you.
3.	Based on your choice in requirement 1, investigate how to properly care for your chosen animal.
4.	Discover three ways a pet can help people.

Social Studies

3.112.14.18B

Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas

Roaring Laughter

Objective: Develop confidence presenting in front of others.
1.	Think about what makes you laugh. Discuss these with your den or family.
2.	Practice reading tongue twisters.
3.	Play charades with your den or family.
4.	Have a “funniest joke contest” with your den or family.
5.	Practice “run-ons” with your den or family.

Communications

Composition, Reading, Writing

Aware and Care

Objective: Increase awareness and sensitivity around obstacles that people with disabilities face and how, with a few accommodations, they can be successful.
1.	Do an activity that shows the challenges of being visually impaired.
2.	Do an activity that shows the challenges of being hearing impaired.
3.	Meet someone who has a disability or someone who works with people with disabilities about what obstacles they must overcome and how they did it.
4.	Explore barriers to access.

Champions for Nature Bear

Objective: Create awareness of the surrounding environment and natural resources.
1.	Discover natural resources.
2.	Discover what happens to the wastewater in your community.
3.	Investigate soil.
4.	Investigate air pollution.
5.	Participate in a conservation project.

Champions for Nature Webelos

Objective: Create an awareness of an animal’s habitat.
1.	Discover the four components that make up a habitat: food, water, shelter, space.
2.	Pick an animal that is currently threatened or endangered to complete requirements 3, 4, and 5.
3.	Identify the characteristics that classify an animal as a threatened or endangered species.
4.	Explore what caused this animal to be threatened or endangered.
5.	Research what is currently being done to protect the animal.
6.	Participate in a conservation service project.

Champions for Nature Arrow of Light

Objective: Explore the concepts of food sustainability and conservation.
1.	Identify foods grown or processed in your state.
2.	Determine the benefits of purchasing food that is locally grown or processed.
3.	Explore the concept of a food desert.
4.	Explore the concept of a food oasis.
5.	Learn how individuals can reduce food waste.
6.	Participate in a conservation service project.

Marble Madness

Objective: Learn how to play a game of marbles. Learn strategy, motor control, and sequencing.
1.	Make a marble bag.
2.	Learn four words that are used when talking about marbles.
3.	Play three different marble games.
4.	Build a marble racetrack with at least two lanes.
5.	Build a marble maze.

Physical Education

Check

3.116.5.6

Social development. The student understands basic components such as strategies and rules of structured physical activities including but not limited to, games, sports, dance, and gymnastics.

Yo-yo

Objective: Learn and practice the basics of a yo-yo.
1.	Learn the safety rules of using a yo-yo and always follow them.
2.	Using a real yo-yo string, a regular string, or a piece of yarn, show how to find the proper yo-yo string length for you.
3.	Explain why it is important to have the correct string length and to be in the right location before throwing a yo-yo.
4.	Demonstrate how to properly string a yo-yo and how to create a slip knot.
5.	In an area where there are no hazards or other people, conduct the pendulum experiment with a yo-yo. Explain what happens to the yo-yo when the string is longer.
6.	Show that you can properly wind a yo-yo.
7.	Attempt each of the following: gravity pull, sleeper, breakaway.

Bears on Bikes

1.	Show how to properly wear a bicycle helmet.
2.	Decide what you should wear when riding a bike.
3.	Demonstrate proper hand signals.
4.	Demonstrate how to adjust saddle height
5.	Demonstrate how to operate brakes.
6.	Learn how to use a pump to inflate your tires. Discuss why riding with low-pressure or flat tires is unsafe and can cause damage to your bike.
7.	With your family, den, or pack, follow the buddy system and go on a 30-minute bike ride.

Pedal Away

1.	Decide on gear and supplies you should bring might bring for a long bike ride.
2.	Discover how multi-gear bicycles work and how they benefit a rider.
3.	Practice how to lubricate a chain.
4.	Pick a bicycle lock that you will use. Demonstrate how it locks and unlocks, how it secures your bicycle, and how you carry it while you are riding your bicycle.
5.	With your family, den, or pack, use a map and plan a bicycle ride that is at least 5 miles.
6.	With your den, pack, or family and using the buddy system, go on a bicycle ride that is a minimum of 5 miles.

Cycling

1.	Decide on gear and supplies you should bring for a long bike ride.
2.	Discover how multi-gear bicycles work and how they benefit a rider.
3.	Show how to lubricate a chain.
4.	Pick a bicycle lock that you will use. Demonstrate how it locks and unlocks, how it secures your bicycle, and how you carry it while you are riding your bicycle.
5.	Repair a flat tire.
6.	With your patrol, pack, or family, use a map and plan a bicycle ride that is at least 10 miles.
7.	With your patrol, pack, or family and using the buddy system, go on a bicycle ride that is a minimum of 10 miles.

A Bear Goes Fishing

1.	Learn about three types of fish in your area.
2.	Learn about your local fishing regulations with your den leader or an adult.
3.	List three of the regulations you learned about, and one reason each regulation exists.
4.	Become familiar with the safe use of the fishing equipment you will be using on your outing.
5.	Learn the proper way to attach the hook, lure, or fly to the line.
6.	Go on a fishing adventure for 30 minutes or more. Put into practice the things you learned about fish and fishing equipment.

Catch the Big One

1.	Make a plan to go fishing. Determine where you will go and what type of fish you plan to catch. All of the following requirements are to be completed based on your choice.
2.	Use the BSA SAFE Checklist to plan what you need for your fishing experience.
3.	Describe the environment where the fish might be found.
4.	Make a list of the equipment and materials you will need to fish.
5.	Determine the best type of knot to tie your hook to your line and tie it.
6.	Choose the appropriate type of fishing rod and tackle you will be using. Have an adult review your gear.
7.	Using what you have learned about fish and fishing equipment, spend at least one hour fishing following local guidelines and regulations.

Fishing

1.	Make a plan to go fishing. Determine where you will go and what type of fish you plan to catch. All of the following requirements are to be completed based on your choice.
2.	Use the BSA SAFE Checklist to plan what you need for your fishing experience.
3.	Describe the environment where the fish might be found.
4.	Make a list of the equipment and materials you will need to fish.
5.	Determine the best type of knot to tie your hook and tie it.
6.	Set up the appropriate type of fishing rod and tackle you will be using. Have an adult review your gear.
7.	Using what you have learned about fish and fishing equipment, spend at least one hour fishing following local guidelines and regulations.

Whittling

Completing the Whittling Adventure grants the Scout the privilege of carrying and using a pocketknife at Scout events.
1.	Read, understand, and promise to abide by the “Cub Scout Knife Safety Rules.”
2.	Demonstrate the knife safety circle.
3.	Demonstrate that you know how to care for and use your pocketknife safely.
4.	Make two carvings with a pocketknife.

Chef’s Knife

1.	Read, understand, and promise to follow the “Cub Scout Knife Safety Rules.”
2.	Demonstrate the knife safety circle.
3.	Demonstrate that you know how to care for and use a kitchen knife safely.
4.	Choose the correct cooking knife and demonstrate how to properly slice, dice, and mince.

Knife Safety

1.	Read, understand, and promise to abide by the “Cub Scout Knife Safety Rules.”
2.	Demonstrate the knife safety circle.
3.	Demonstrate that you know how to care for and use a knife safely.
4.	Demonstrate the proper use of a pocketknife to make a useful object on a campout.
5.	Choose the correct cooking knife and demonstrate to properly slice, dice, and mince.

Bears Afloat

1.	Before attempting requirements 6 and 7 for this Adventure, you must pass the BSA Swimmer Test.
2.	Pick a paddle craft you’ll use to complete all requirements: canoe, kayak, or stand-up paddleboard.
3.	With your den or an adult, discuss the role of qualified adult supervision at a paddle craft activity.
4.	Explain the safety rules to follow when safely using a paddle craft.
5.	Discover how to tell if a life jacket is the correct size and approved for your paddle craft activity. Demonstrate how to wear it.
6.	Explore how your paddle craft responds as you move your paddle through the water from different places.
7.	Have 30 minutes, or more, of canoe, kayak, or stand-up paddleboard paddle time.

Paddle Onward

1.	Before attempting requirements 5, 6, 7, 8, and 9 for this Adventure, you must pass the BSA Swimmer Test.
2.	Pick a paddle craft for which to complete all requirements: canoe, kayak, or stand-up paddle board.
3.	Review Safety Afloat.
4.	Demonstrate how to choose and properly wear a life jacket that is the correct size.
5.	Jump feet first into water over your head while wearing a life jacket. Then swim 25 feet wearing the life jacket.
6.	Demonstrate how to enter and exit a canoe, kayak, or stand-up paddle board safely.
7.	Discuss what to do if your canoe or kayak tips over or you fall off your stand-up paddle board.
8.	Learn how to pick a paddle that is the right size for you. Explore how the paddle craft responds to moving the paddle.
9.	Have 30 minutes, or more, of canoe, kayak, or stand-up paddle board paddle time.

Paddle Craft

1.	Before attempting requirements 5, 6, 7, 8, and 9 for this Adventure, you must pass the BSA swimmer test.
2.	Pick a paddle craft you’ll use to complete all requirements: canoe, kayak, or stand-up paddleboard.
3.	Review Safety Afloat.
4.	Demonstrate how to identify and properly wear a life jacket that is the correct size
5.	Jump feet first into water over your head while wearing a life jacket. Then swim 25 feet wearing the life jacket.
6.	Discuss how to enter and exit a canoe, kayak, or stand-up paddleboard safely.
7.	Discuss what to do if your canoe or kayak tips over or you fall off your stand-up paddleboard.
8.	Learn two paddle strokes: power stroke and sweep.
9.	Have 30 minutes or more of canoe, kayak, or stand-up paddleboard paddle time.

Race Time Bear

1.	With an adult, build either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Identify how you could increase the speed of your chosen vehicle.
4.	Before the race, discuss with your den how you will demonstrate good sportsmanship during the race.
5.	Participate in a Pinewood Derby or a Raingutter Regatta.

Race Time Webelos

1.	With adult supervision, build either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Explore the properties of friction and how it impacts your chosen vehicle.
4.	Before the race, discuss with your den how you will demonstrate good sportsmanship during the race.
5.	Participate in a Pinewood Derby or a Raingutter Regatta.

Race Time Arrow of Light

1.	With adult supervision, build either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Mentor a younger den to prepare for the race.
4.	Before the race, discuss with your den how you will demonstrate good sportsmanship during the race.
5.	Participate in a Pinewood Derby or a Raingutter Regatta.

Archery Bear

1.	Identify and wear the appropriate safety gear.
2.	Demonstrate the archery range safety rules and whistle commands.
3.	Demonstrate proper range commands.
4.	Identify the main parts of your shooting equipment and how to properly use them.
5.	Demonstrate proper stance and shooting techniques.
6.	Shoot 5 arrows at a target. Repeat twice and do your best to improve your score each time. Shoot at least 15 arrows.
7.	Demonstrate how to safely retrieve your arrows.

BB Guns Bear

1.	Identify and wear the appropriate safety gear.
2.	Recite the four safety reminders.
3.	Demonstrate proper range commands.
4.	Show how to use the safety mechanism.
5.	Demonstrate how to properly load, fire, and secure your BB gun.
6.	Demonstrate one of the positions for shooting a BB gun.
7.	Fire 5 BBs at the target and score your target. Repeat twice and do your best to improve your score. Fire at least 15 BBs.
8.	Demonstrate how to put away and properly store your BB gun and shooting equipment after use.

Slingshot Bear

1.	Identify and wear the appropriate safety gear.
2.	Recite the safety rules for using a slingshot.
3.	Demonstrate proper range commands.
4.	Explore the parts of a slingshot and their usage
5.	Discover the types of ammunition that may be used and types that may not be used.
6.	Discover the types of targets that may be used and types that may not be used.
7.	Shoot 5 shots at a target. Repeat twice and do your best to improve your score each time. Shoot at least 15 shots.
8.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Archery Webelos

1.	Identify and wear the appropriate safety gear.
2.	Demonstrate the archery range safety rules and whistle commands.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Identify to main parts of your shooting equipment and how to properly use them.
5.	Demonstrate proper stance and shooting techniques.
6.	Following the directions of the range master, shoot at your target.
7.	Demonstrate how to safely retrieve your arrows.

BB Gun Webelos

1.	Identify and wear the appropriate safety gear.
2.	Recite the four safety reminders.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Show how to use the safety mechanism.
5.	Demonstrate how to properly load, fire, and secure your BB gun.
6.	Demonstrate the prone, bench, and sitting positions for shooting a BB gun.
7.	Fire 5 BBs at the target and score your target. Repeat three times and do your best to improve your score. Fire at least 20 BBs.
8.	Demonstrate how to put away and properly store your BB gun and shooting equipment after use.

Slingshot Webelos

1.	Identify and wear the appropriate safety gear.
2.	Recite the safety rules for using a slingshot.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Explore the parts of a slingshot and their usage.
5.	Discover the types of ammunition that may be used and types that may not be used.
6.	Discover the types of targets that may be used and types that may not be used.
7.	Shoot 5 shots at a target. Repeat twice and do your best to improve your score each time. Shoot at least 15 shots.
8.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Archery Arrow of Light

1.	Identify and wear the appropriate safety gear.
2.	Demonstrate the archery range safety rules and whistle commands.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Identify the main parts of your shooting equipment and how to properly use them.
5.	Demonstrate proper stance and shooting techniques.
6.	Shoot 5 arrows at a target. Repeat four times and do your best to improve your score each time. Shoot at least 25 arrows.
7.	Demonstrate how to safely retrieve your arrows.

BB Gun Arrow of Light

1.	Identify and wear the appropriate safety gear.
2.	Recite the 4 safety reminders.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Show how to use the safety mechanism.
5.	Demonstrate how to properly load, fire, and secure your BB gun.
6.	Demonstrate the prone, bench, and sitting positions for shooting a BB gun.
7.	Fire 5 BBs at the target and score your target. Repeat three times and do your best to improve your score. Fire at least 20 BBs.
8.	Demonstrate how to put away and properly store your BB gun and shooting equipment after use.

Slingshot Arrow of Light

1.	Identify and wear the appropriate safety gear.
2.	Recite the safety rules for using a slingshot.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Explore the parts of a slingshot and their usage.
5.	Discover the types of ammunition that may be used and types that may not be used.
6.	Discover the types of targets that may be used and types that may not be used.
7.	Shoot 5 shots at a target. Repeat twice and do your best to improve your score each time. Shoot at least 15 shots.
8.	Following the directions of the range master, shoot at least 5 shots at your target with your non-dominant hand.
9.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Summertime Fun Wolf

1.	Anytime during May through August participate in a total of three Cub Scout activities.

Summertime Fun Webelos

1.	Anytime during May through August participate in a total of three Cub Scout activities.

Summertime Fun Arrow of Light

1.	Anytime during May through August participate in a total of three Cub Scout activities.

Salmon Run

This elective Adventure may be earned by completing the requirements below OR passing the BSA Swimmer Test OR taking swimming lessons.
1.	With your den or an adult, identify the attributes of qualified adult supervision at a swimming activity.
2.	Learn the three swimming ability groups for the Boy Scouts of America and water depths appropriate for each.
3.	Go swimming with your den, pack, or family for 30 minutes using the buddy system.
4.	Demonstrate the use the buddy system, buddy checks, and ability groups with your den or an adult.
5.	Attempt the BSA swim beginner test.
6.	Demonstrate both a reach rescue and a throw rescue.

Aquanaut

This elective Adventure may be earned by completing the requirements below OR passing the BSA Swimmer Test OR taking swimming lessons.
1.	State the safety precautions you need to take before doing any swimming activity.
2.	Explain the meaning of "order of rescue" and demonstrate the reach and throw rescue techniques from land.
3.	Learn how to prevent and treat hypothermia.
4.	Attempt to tread water.
5.	Attempt the BSA swimmer test.
6.	Have 30 minutes, or more, of free swim time where you practice the Buddy System and stay within your ability group. The qualified adult supervision should conduct at least three buddy checks per half hour swimming.

Swimming

1.	Review Safe Swim Defense.
2.	Explain the meaning of "order of rescue" and demonstrate the reach and throw rescue techniques from land.
3.	Attempt the BSA swimmer test.
4.	Have 30 minutes or more of free swim time during which you practice the buddy system and stay within your ability group. The qualified adult supervision should conduct at least three buddy checks per half hour of swimming.

Bobcat Badge

1.	Get to know the members of your den.
2.	Recite the Scout Oath and the Scout Law with your den and den leader.
3.	Learn about the Scout Law.
4.	With your den, create a den Code of Conduct.
5.	Demonstrate the Cub Scout sign, Cub Scout salute and Cub Scout handshake. Show how each is used.
6.	Share with your den, or family, a time when you demonstrated the Cub Scout motto “Do Your Best.”
7.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

Bobcat Badge

1.	Get to know the members of your den.
2.	Recite the Scout Oath and Scout Law with your den and den leader. Describe the three points of the Scout Oath.
3.	Learn about the Scout Law.
4.	With your den, create a den Code of Conduct.
5.	Learn about the denner position and responsibilities.
6.	Demonstrate the Cub Scout sign, Cub Scout salute and Cub Scout handshake. Show how each is used.
7.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

Bobcat Badge

1.	Demonstrate the patrol method by choosing a Patrol name and electing a patrol leader. Discuss the benefits of using the patrol method.
2.	Get to know members of your patrol.
3.	Recite the Scout Oath and Scout Law with your patrol.
4.	With your patrol, develop a Code of Conduct.
5.	Demonstrate the Scouts BSA sign, Scouts BSA salute, and Scouts BSA handshake. Show how each is used.
6.	Learn the Scouts BSA slogan and motto.
7.	With your patrol, or with your parent/legal guardian, visit a Scouts BSA troop.
8.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

STEM Science

Requirements*

Area

Number

TEKS

STREAM

STEM Science

Into the Wild

Objective: Understand animal diversity and the importance of wildlife management within conservation areas.
1.	Visit a place with a variety of wild animals. Select one of the animals and observe its behavior. Use your selected animal to complete the remaining requirements.
2.	Create a model of your animal’s ecosystem.
3.	Investigate how your animal coexists with other animals in the wild.
4.	Describe how humans interact with your chosen animal’s ecosystem.
5.	Discover how wildlife management benefits your animal.

STEM Science

Art Explosion

Objective: Become familiar with art and the different ways you can use art to express yourself. Visual arts: painting, drawing, photography.
1.	Create a piece of art by exploring drawing techniques using pencils.
2.	Using a digital image, explore the effect of filters by changing an image using different editing or in-camera techniques.
3.	Create a piece of art using paint as your medium.
4.	Create a piece of art combining at least 2 media.

STEM Engineering

Build It

Objective: Introduction to intermediate woodworking skills and how to safely use basic woodworking tools.
1.	Learn about some basic tools and the proper use of each tool. Learn about and understand the need for safety when you work with tools.
2.	Demonstrate how to check for plumb, level, and square when building.
3.	With the guidance of your Webelos den leader, parent, or legal guardian, select a carpentry project that requires it to be either plumb, level, and/or square. Create a list of materials and tools you will need to complete the project.
4.	Build your carpentry project.

STEM Engineering

Modular Design

Objective: Investigate engineering using modular design.
1.	Learn what modular design is and identify three things that use modular design in their construction.
2.	Using modular-based building pieces, build a model without a set of instructions.
3.	Using the model, you made in requirement 2, create a set of step-by-step instructions on how to build your model.
4.	Have someone build your model using your instructions.
5.	Using the same modular pieces used in requirement 2, build another model of something different.
6.	With your parent or legal guardian’s permission, watch a video demonstrating how something was built using modular design.

STEM: Math

Math on the Trail

Objective: Learn how math can be used in the outdoors.
1.	Determine your walking pace by walking ¼ mile. Make a projection of how long it would take you to walk 2 miles.
2.	Walk 2 miles and record the time it took you to complete them.
3.	Make a projection of how long it would take you to hike a 20-mile trail over two days. List all the factors to consider for your projection.

STEM Technology

Tech on the Trail

Objective: Learn how to use technology to plan and go on a trek.
1.	Discuss how technology can help keep you safe in the outdoors.
2.	Explore Global Positioning Satellite devices and how to use them.
3.	With an adult, choose an online mapping program tool and plan a 2-mile trek.
4.	Take your 2-mile trek.

Citizenship

My Community

1.	Learn about majority and plurality types of voting.
2.	Speak with someone who is elected to their position. Discover the type of voting that was used for to elect them and why.
3.	Choose a federal law and create a timeline of the history of the law. Include the involvement of the three branches of government.
4.	Participate in a service project.

Footsteps

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	With your parent or legal guardian talk about your family's faith traditions. Identify three holidays or celebrations that are part of your family’s faith traditions. Make a craft or work of art of your favorite family’s faith tradition holiday or celebration.
2.	With your family, attend a religious service OR other gathering that shows how your family expresses reverence.
3.	Carry out an act of kindness.
4.	Listen or read Aesop’s fable “The Boy Who Cried Wolf.” With your den or family discuss why being truthful is important.

Faith

Webelos Walkabout

1.	Prepare for a 2-mile walk outside. Gather your Cub Scout Six Essentials and weather appropriate clothing and shoes.
2.	Plan a 2-mile route for your walk.
3.	Check the weather forecast for the time of your planned 2-mile walk.
4.	Review the four points of the BSA SAFE Checklist and how you will apply them on your 2-mile walk.
5.	Demonstrate first aid for each of the following events that could occur on your 2-mile walka. Blisterb. Sprained anklec. Sun burnd. Dehydration and heat related illness
6.	With your den, pack, or family, go on your 2-mile walk while practicing the Leave No Trace Principles for Kids and Outdoor Code.
7.	After your 2-mile walk, discuss with your den what went well and what you would do differently next time.

Science

Check

112.15.8C

Stronger, Faster, Higher

1.	With you den or family, plan, cook, and eat a balanced meal.
2.	Be active for 30 minutes with your den or at least one other person that includes both stretching and moving.
3.	Be active for 15 minutes doing personal exercises that boost your heart rate, use your muscles, and work on flexibility.
4.	Do a relaxing activity for 10 minutes.
5.	Review your BSA Annual Health and Medical Record with your parent or legal guardian. Discuss your ability to participate in den and pack activities.

Health Education

Check

115.6.1D

Health information. The student recognizes ways to enhance and maintain health throughout the life span. The student is expected to: explain the physical, mental, and social benefits of fitness;

My Safety

1.	With permission from your parent or legal guardian, watch the Protect Yourself Rules video for the Webelos rank.
2.	Identify items in your house that are hazardous and make sure they are stored properly. Identify where on the package it describes what to do if someone is accidentally exposed to the product.
3.	Identify ways you and your family keep your home or your meeting space safe.
4.	Complete a “Be Prepared for Natural Events” worksheet for at least two natural events most likely to happen near where you live.

Let’s Camp! Webelos

1.	With your den, pack or family, plan and participate in a campout.
2.	Upon arrival at the campground, determine where to set up a tent.
3.	Set up a tent without help from an adult.
4.	Identify a potential weather hazard that could occur in your area. Determine the action you will take if you experience the weather hazard during the campout.
5.	Show how to tie a bowline. Explain when this knot should be used and why.
6.	Know the fire safety rules. Using those rules, locate a safe area to build a campfire.
7.	Using tinder, kindling, and fuel wood, properly build a teepee fire lay. If circumstances permit, and there is no local restriction on fires, show how to safely light the fire while under adult supervision. After allowing the fire to burn safely, extinguish the flames with minimal impact to the fire site.
8.	Recite the Outdoor Code and Leave No Trace Principles for Kids from memory.
9.	After your campout, share the things you did to follow the Outdoor Code and Leave No Trace principles with your den or family.

Aware and Care

Objective: Increase awareness and sensitivity around obstacles that people with disabilities face and how, with a few accommodations, they can be successful.
1.	Do an activity that shows the challenges of being visually impaired.
2.	Do an activity that shows the challenges of being hearing impaired.
3.	Meet someone who has a disability or someone who works with people with disabilities about what obstacles they must overcome and how they did it.
4.	Explore barriers to access.

Champions for Nature Webelos

Objective: Create an awareness of an animal’s habitat.
1.	Discover the four components that make up a habitat: food, water, shelter, space.
2.	Pick an animal that is currently threatened or endangered to complete requirements 3, 4, and 5.
3.	Identify the characteristics that classify an animal as a threatened or endangered species.
4.	Explore what caused this animal to be threatened or endangered.
5.	Research what is currently being done to protect the animal.
6.	Participate in a conservation service project.

Yo-yo

Objective: Learn and practice the basics of a yo-yo.
1.	Learn the safety rules of using a yo-yo and always follow them.
2.	Using a real yo-yo string, a regular string, or a piece of yarn, show how to find the proper yo-yo string length for you.
3.	Explain why it is important to have the correct string length and to be in the right location before throwing a yo-yo.
4.	Demonstrate how to properly string a yo-yo and how to create a slip knot.
5.	In an area where there are no hazards or other people, conduct the pendulum experiment with a yo-yo. Explain what happens to the yo-yo when the string is longer.
6.	Show that you can properly wind a yo-yo.
7.	Attempt each of the following: gravity pull, sleeper, breakaway.

Pedal Away

1.	Decide on gear and supplies you should bring might bring for a long bike ride.
2.	Discover how multi-gear bicycles work and how they benefit a rider.
3.	Practice how to lubricate a chain.
4.	Pick a bicycle lock that you will use. Demonstrate how it locks and unlocks, how it secures your bicycle, and how you carry it while you are riding your bicycle.
5.	With your family, den, or pack, use a map and plan a bicycle ride that is at least 5 miles.
6.	With your den, pack, or family and using the buddy system, go on a bicycle ride that is a minimum of 5 miles.

Catch the Big One

1.	Make a plan to go fishing. Determine where you will go and what type of fish you plan to catch. All of the following requirements are to be completed based on your choice.
2.	Use the BSA SAFE Checklist to plan what you need for your fishing experience.
3.	Describe the environment where the fish might be found.
4.	Make a list of the equipment and materials you will need to fish.
5.	Determine the best type of knot to tie your hook to your line and tie it.
6.	Choose the appropriate type of fishing rod and tackle you will be using. Have an adult review your gear.
7.	Using what you have learned about fish and fishing equipment, spend at least one hour fishing following local guidelines and regulations.

Chef’s Knife

1.	Read, understand, and promise to follow the “Cub Scout Knife Safety Rules.”
2.	Demonstrate the knife safety circle.
3.	Demonstrate that you know how to care for and use a kitchen knife safely.
4.	Choose the correct cooking knife and demonstrate how to properly slice, dice, and mince.

Paddle Onward

1.	Before attempting requirements 5, 6, 7, 8, and 9 for this Adventure, you must pass the BSA Swimmer Test.
2.	Pick a paddle craft for which to complete all requirements: canoe, kayak, or stand-up paddle board.
3.	Review Safety Afloat.
4.	Demonstrate how to choose and properly wear a life jacket that is the correct size.
5.	Jump feet first into water over your head while wearing a life jacket. Then swim 25 feet wearing the life jacket.
6.	Demonstrate how to enter and exit a canoe, kayak, or stand-up paddle board safely.
7.	Discuss what to do if your canoe or kayak tips over or you fall off your stand-up paddle board.
8.	Learn how to pick a paddle that is the right size for you. Explore how the paddle craft responds to moving the paddle.
9.	Have 30 minutes, or more, of canoe, kayak, or stand-up paddle board paddle time.

Race Time Webelos

1.	With adult supervision, build either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Explore the properties of friction and how it impacts your chosen vehicle.
4.	Before the race, discuss with your den how you will demonstrate good sportsmanship during the race.
5.	Participate in a Pinewood Derby or a Raingutter Regatta.

Archery Webelos

1.	Identify and wear the appropriate safety gear.
2.	Demonstrate the archery range safety rules and whistle commands.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Identify to main parts of your shooting equipment and how to properly use them.
5.	Demonstrate proper stance and shooting techniques.
6.	Following the directions of the range master, shoot at your target.
7.	Demonstrate how to safely retrieve your arrows.

BB Gun Webelos

1.	Identify and wear the appropriate safety gear.
2.	Recite the four safety reminders.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Show how to use the safety mechanism.
5.	Demonstrate how to properly load, fire, and secure your BB gun.
6.	Demonstrate the prone, bench, and sitting positions for shooting a BB gun.
7.	Fire 5 BBs at the target and score your target. Repeat three times and do your best to improve your score. Fire at least 20 BBs.
8.	Demonstrate how to put away and properly store your BB gun and shooting equipment after use.

Slingshot Webelos

1.	Identify and wear the appropriate safety gear.
2.	Recite the safety rules for using a slingshot.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Explore the parts of a slingshot and their usage.
5.	Discover the types of ammunition that may be used and types that may not be used.
6.	Discover the types of targets that may be used and types that may not be used.
7.	Shoot 5 shots at a target. Repeat twice and do your best to improve your score each time. Shoot at least 15 shots.
8.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Summertime Fun Webelos

1.	Anytime during May through August participate in a total of three Cub Scout activities.

Aquanaut

This elective Adventure may be earned by completing the requirements below OR passing the BSA Swimmer Test OR taking swimming lessons.
1.	State the safety precautions you need to take before doing any swimming activity.
2.	Explain the meaning of "order of rescue" and demonstrate the reach and throw rescue techniques from land.
3.	Learn how to prevent and treat hypothermia.
4.	Attempt to tread water.
5.	Attempt the BSA swimmer test.
6.	Have 30 minutes, or more, of free swim time where you practice the Buddy System and stay within your ability group. The qualified adult supervision should conduct at least three buddy checks per half hour swimming.

Bobcat Badge

1.	Get to know the members of your den.
2.	Recite the Scout Oath and Scout Law with your den and den leader. Describe the three points of the Scout Oath.
3.	Learn about the Scout Law.
4.	With your den, create a den Code of Conduct.
5.	Learn about the denner position and responsibilities.
6.	Demonstrate the Cub Scout sign, Cub Scout salute and Cub Scout handshake. Show how each is used.
7.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

STEM Science

Requirements*

Area

Number

TEKS

STREAM

STEM Science

Into the Woods

Objective: Understand the concept and importance of tree conservation.
1.	Visit an area with trees and plants and conduct a tree inventory. Select one tree and complete the remaining requirements based on that tree.
2.	Determine if your tree is deciduous or evergreen.
3.	Identify a tree and determine if the tree is native or was introduced to your area.
4.	Find out how your tree deals with wildfire.
5.	Learn how wildlife uses your tree.

STEM Engineering

Engineer

Objective: Exposure to engineering and design principles.
1.	Learn the focus, related sciences, and products of civil, electrical, and mechanical engineers.
2.	Pick one of the engineering fields from requirement 1 to complete the following requirements.
3.	Examine a set of blueprints or specifications used by your choice of engineer.
4.	Identify a project that you would like to build.
5.	Using the engineering process, build your project.

Art

5.117.117.3C

Historical and cultural relevance. Connect art to career opportunities for positions such as...engineers

STEM: Math

Estimations

Objective: Discover how math can be useful in everyday life.
1.	Estimate food measurements.
2.	Estimate the time of day.
3.	Estimate the height of a distant object.
4.	Estimate the distance between two points.

Math

5.111.7.1C

Mathematical process standards. Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

STEM Technology

High Tech Outdoors

Objective: Learn how to use technology while in the outdoors.
1.	With an adult, use a weather app or website to see the forecast for an outdoor activity and discuss any preparation needed to accommodate the weather.
2.	With an adult, find a knot-tying app. Select one knot to learn, and tie it using the app.
3.	Discuss how technology has improved camping gear.
4.	Think of a way technology can improve camping gear used on one of your outdoor activity.

Citizenship

Citizenship

1.	Identify a community service project that your patrol or pack could accomplish. Use the BSA SAFE Checklist and develop a plan to conduct the service project safely.
2.	Participate in a service project for a minimum of 2 hours or multiple service projects for a total of 2 hours.

5.112.16.1A

Scientific investigation and reasoning. The student conducts investigations following safety procedures and environmentally appropriate and ethical practices. Demonstrate safe practices and the use of safety equipment during outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate

5.112.16.1B

Scientific investigation and reasoning. Make informed choices in the conservation, disposal, and recycling of materials

My Family

This Adventure may be earned by completing the requirements below OR by completing a Religious Emblem of the Cub Scouts family’s choosing.
1.	With your parent or legal guardian talk about your family's faith traditions. Identify three holidays or celebrations that are part of your family’s faith traditions. Make a craft, work of art, or a food item that is part of your family’s faith tradition holiday or celebration.
2.	Carry out an act of kindness.
3.	With your parent or legal guardian identify a religion or faith that is different from your own. Identify two things that it has in common with your family’s beliefs.
4.	Discuss with our parent or legal guardian what it means to be reverent. Tell how you practice being reverent in your daily life.

Social Studies

5.113.16.21

Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States culture.

Art

5.117.117.2

Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.

Outdoor Adventurer

1.	Learn about the Scout Basic Essentials.
2.	Determine what you will bring on an overnight campout including a tent, sleeping bag/gear and how you will carry your gear.
3.	Review the four points of the BSA SAFE Checklist and how you will apply them on the campout.
4.	Locate the campsite where you will be camping on a map.
5.	With your patrol or a Scouts BSA troop, participate in a campout.
6.	Upon arrival at the campout determine where to set up your campsite; kitchen, eating area, tents, and firepit. Help the patrol set up the patrol gear before setting up your own tent.
7.	Explain how to keep food safe and the kitchen area sanitary at the campsite. Demonstrate your knowledge during the campout.
8.	After your campout, discuss with your patrol what went well and what you would do differently next time. Include how you followed the Outdoor Code and Leave Not Trace Principles for Kids.

Personal Fitness

1.	Plan a balanced meal that you would eat when camping. Prepare that meal using the gear you would use on a campout.
2.	Examine what it is to be physically fit and how you incorporate this in your life. Track the number of times you are active for 30 minutes or longer over a 14-day period. Share with your patrol or family what you enjoyed and if you feel you are living up to the Scout Oath of being physically fit.
3.	Be active for 30 minutes with your patrol, a younger den, or at least 1 other person, that includes both stretching and moving.
4.	Review your BSA Annual Health and Medical record with your parent or guardian. Discuss your ability to participate in pack and den activities.

Health Education

5.115.7.1B

Health information. The student knows ways to enhance and maintain personal health throughout the life span. Apply information from the food guide pyramid to making healthy food choices.

5.115.7.3

Health information. Describe methods of accessing health information

First Aid

1.	With permission from your parent or legal guardian, watch the Protect Yourself Rules video for the Arrow of Light rank.
2.	Explain what you should do if you encounter someone in need of first aid.
3.	Demonstrate what to do for hurry cases of first aid: serious bleeding, heart attack or sudden cardiac arrest, stopped breathing, stroke, poisoning.
4.	Demonstrate how to help a choking victim.
5.	Demonstrate how to treat shock.
6.	Demonstrate how to treat the following: cuts and scratches, burns, and scalds, bites and stings of insects and animals, and nosebleed.
7.	Put together a simple home first aid it. Explain what you included and how to use each item correctly.

Champions for Nature Arrow of Light

Objective: Explore the concepts of food sustainability and conservation.
1.	Identify foods grown or processed in your state.
2.	Determine the benefits of purchasing food that is locally grown or processed.
3.	Explore the concept of a food desert.
4.	Explore the concept of a food oasis.
5.	Learn how individuals can reduce food waste.
6.	Participate in a conservation service project.

Cycling

1.	Decide on gear and supplies you should bring for a long bike ride.
2.	Discover how multi-gear bicycles work and how they benefit a rider.
3.	Show how to lubricate a chain.
4.	Pick a bicycle lock that you will use. Demonstrate how it locks and unlocks, how it secures your bicycle, and how you carry it while you are riding your bicycle.
5.	Repair a flat tire.
6.	With your patrol, pack, or family, use a map and plan a bicycle ride that is at least 10 miles.
7.	With your patrol, pack, or family and using the buddy system, go on a bicycle ride that is a minimum of 10 miles.

Fishing

1.	Make a plan to go fishing. Determine where you will go and what type of fish you plan to catch. All of the following requirements are to be completed based on your choice.
2.	Use the BSA SAFE Checklist to plan what you need for your fishing experience.
3.	Describe the environment where the fish might be found.
4.	Make a list of the equipment and materials you will need to fish.
5.	Determine the best type of knot to tie your hook and tie it.
6.	Set up the appropriate type of fishing rod and tackle you will be using. Have an adult review your gear.
7.	Using what you have learned about fish and fishing equipment, spend at least one hour fishing following local guidelines and regulations.

Knife Safety

1.	Read, understand, and promise to abide by the “Cub Scout Knife Safety Rules.”
2.	Demonstrate the knife safety circle.
3.	Demonstrate that you know how to care for and use a knife safely.
4.	Demonstrate the proper use of a pocketknife to make a useful object on a campout.
5.	Choose the correct cooking knife and demonstrate to properly slice, dice, and mince.

Paddle Craft

1.	Before attempting requirements 5, 6, 7, 8, and 9 for this Adventure, you must pass the BSA swimmer test.
2.	Pick a paddle craft you’ll use to complete all requirements: canoe, kayak, or stand-up paddleboard.
3.	Review Safety Afloat.
4.	Demonstrate how to identify and properly wear a life jacket that is the correct size
5.	Jump feet first into water over your head while wearing a life jacket. Then swim 25 feet wearing the life jacket.
6.	Discuss how to enter and exit a canoe, kayak, or stand-up paddleboard safely.
7.	Discuss what to do if your canoe or kayak tips over or you fall off your stand-up paddleboard.
8.	Learn two paddle strokes: power stroke and sweep.
9.	Have 30 minutes or more of canoe, kayak, or stand-up paddleboard paddle time.

Race Time Arrow of Light

1.	With adult supervision, build either a Pinewood Derby® car or a Raingutter Regatta™ boat.
2.	Learn the rules of the race for the vehicle chosen in requirement 1.
3.	Mentor a younger den to prepare for the race.
4.	Before the race, discuss with your den how you will demonstrate good sportsmanship during the race.
5.	Participate in a Pinewood Derby or a Raingutter Regatta.

Archery Arrow of Light

1.	Identify and wear the appropriate safety gear.
2.	Demonstrate the archery range safety rules and whistle commands.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Identify the main parts of your shooting equipment and how to properly use them.
5.	Demonstrate proper stance and shooting techniques.
6.	Shoot 5 arrows at a target. Repeat four times and do your best to improve your score each time. Shoot at least 25 arrows.
7.	Demonstrate how to safely retrieve your arrows.

BB Gun Arrow of Light

1.	Identify and wear the appropriate safety gear.
2.	Recite the 4 safety reminders.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Show how to use the safety mechanism.
5.	Demonstrate how to properly load, fire, and secure your BB gun.
6.	Demonstrate the prone, bench, and sitting positions for shooting a BB gun.
7.	Fire 5 BBs at the target and score your target. Repeat three times and do your best to improve your score. Fire at least 20 BBs.
8.	Demonstrate how to put away and properly store your BB gun and shooting equipment after use.

Slingshot Arrow of Light

1.	Identify and wear the appropriate safety gear.
2.	Recite the safety rules for using a slingshot.
3.	Demonstrate proper range commands and explain them to an adult or another Scout.
4.	Explore the parts of a slingshot and their usage.
5.	Discover the types of ammunition that may be used and types that may not be used.
6.	Discover the types of targets that may be used and types that may not be used.
7.	Shoot 5 shots at a target. Repeat twice and do your best to improve your score each time. Shoot at least 15 shots.
8.	Following the directions of the range master, shoot at least 5 shots at your target with your non-dominant hand.
9.	Demonstrate how to put away and properly store your slingshot and shooting equipment after use.

Summertime Fun Arrow of Light

1.	Anytime during May through August participate in a total of three Cub Scout activities.

Swimming

1.	Review Safe Swim Defense.
2.	Explain the meaning of "order of rescue" and demonstrate the reach and throw rescue techniques from land.
3.	Attempt the BSA swimmer test.
4.	Have 30 minutes or more of free swim time during which you practice the buddy system and stay within your ability group. The qualified adult supervision should conduct at least three buddy checks per half hour of swimming.

Bobcat Badge

1.	Demonstrate the patrol method by choosing a Patrol name and electing a patrol leader. Discuss the benefits of using the patrol method.
2.	Get to know members of your patrol.
3.	Recite the Scout Oath and Scout Law with your patrol.
4.	With your patrol, develop a Code of Conduct.
5.	Demonstrate the Scouts BSA sign, Scouts BSA salute, and Scouts BSA handshake. Show how each is used.
6.	Learn the Scouts BSA slogan and motto.
7.	With your patrol, or with your parent/legal guardian, visit a Scouts BSA troop.
8.	At home, with your parent or legal guardian do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

Scouting Supports Education

Scouting activities contribute to the academic development of the children who participate.

In the elementary grades, the program is built around a series of theme-based explorations. As a Cub Scout advances, the requirements get more challenging, to match the new skills and abilities they have learned. Cub Scout advancement supports over 120 elementary TEKS. Texas Essential Knowledge and Skills (TEKS) are the standards which outline what students are to learn in each grade in the state of Texas.

In the middle and high school grades, service, community engagement and leadership development become increasingly important parts of the program as youth lead their own activities. Youth also have the opportunity to explore other areas of interest such as the arts, STEM, business, and outings within the community. More than 85% of merit badges include requirements that meet National Science Education Standards, giving Scouts a foundation in everything from nuclear science to robotics.

Scouting also helps Scouts develop the 6 Cs of education for the 21^st century: critical thinking and problem solving, collaboration, communication, creativity, character education and citizenship. These skills help prepare children for future employment. Employers are looking for creative employees who have good problem-solving skills and an ability to adapt to changes; the Scouting program helps foster these skills.

The brochure can be shared with educators (principals, teachers, superintendents).

Brochure

Kindergarten (Lion)
First grade (Tiger)
Second grade (Wolf)
Third grade (Bear)
Fourth/fifth grade (Webelos Scout)
Middle/high school (Scouts BSA)

Positive Effects of Scouting

Some of the specific positive effects of Scouting documented by researchers include:

The time that children spent in structured activities such as Scouting has been correlated with higher academic and conduct grades, constructive peer relations, and positive emotional adjustment (Posner and Lowe, 2008).
Involvement in activities such as Scouting is correlated with a decrease in delinquency rates (Agnew and Peterson, 1989).
The time that children spent in Scouting shows that Scout programs help youth develop a sense of themselves as people who are broadly competent, who can work constructively in groups, and who can complete poorly defined tasks. Youth in Scouting also have an increased sense of obligation to the community and its institutions (Kleinfeld and Shinkwin, 1983).
Youth involved in Scouting are identified as demonstrating higher affective and cognitive regard for learning science content (Jarman, 2005).
Scouting programs support the growth of developmental assets (Search Institute, 2004).
Researchers identified significant differences between Scouts and non-Scouts in these areas: health and recreation, connection to others, service and leadership, environmental stewardship, goal orientation, planning and preparedness, and character. These traits carry over into adulthood (Jang, Johnson, and Kim, 2012).

Scouts as Resources to Schools

Young people involved in Scouting develop skills that can be leveraged in support of overall classroom activities and goals. Some that may be of benefit in your school include the following:

Skills: Help lead games and activities, problem-solving
Knowledge: Knowledge of science and technology content in real-world context; experience with non-competitive and initiative games
Dispositions: Positive self-concept, solution-oriented, independent problem solver, community service orientation, focus on participatory citizenship and stewardship
Service: Scouts are expected to provide service to the community, including the schools the boys attend. Any request you have for acts of service to support your school (grounds beautification, opening ceremony for school events, grounds cleanup, help at school carnivals, and the like) will be acted upon by the pack leaders and the youth in the Cub Scout pack. Visit www.scouting.org/adopt-a-school for examples of how Scouting supports schools.

Scouting Teaches Life Skills

Scouting provides youth with skills that help them cope. Youth say Scouting has taught them to: (Harris Interactive research study, 2005)

Always give their best effort
Always be honest
Treat others with respect
Set goals
Stay physically fit
Take care of the environment

Lifelong Benefits of Scouting

Earn higher annual household incomes
Value family relationships highly
Have lifelong friendships
Believe helping others should come before one's own self-interest
There have been real-life situations in which having been a Scout helped them to be a better leader.

Scouting and Academic Performance

A CAC council survey conducted showed:³

99% of Scouts advanced to the next grade in school
96% earned A's and B's in school, including 92% of ScoutReach youth
94% say that Scouting will help them get into college
96% say that Scouting will help them get a good job in the future
Scouts graduate from high school (91% versus 87%)¹
Scouts graduate from college (35% versus 19%)¹

"Eagle Scouts: Merit beyond the badge”

Have higher levels of planning and preparation skills, be goal-oriented, and network with others
Be in a leadership position at their place of employment or local community
Report having closer relationships with family and friends
Volunteer for religious and nonreligious organizations
Donate money to charitable groups
Work with others to improve their neighborhoods

Scouting Builds Positive Character

Scouts reported significant increases in six critical areas versus non-Scouts: cheerfulness, kindness, hopeful future expectations, trustworthiness, helpfulness, obedience
Scouts were more likely than non-Scouts to embrace positive social values. Ask a Scout what’s most important to him, and he was more likely to respond with answers like “helping others” or “doing the right thing.” Ask a non-Scout the same thing, and he was likely to say “being smart,” “being the best” or “playing sports.”
Scouts who attend meetings regularly report higher trustworthiness, helpfulness, kindness, and thriftiness, higher levels of hopeful future expectation and self-regulation, better grades, and a better connection with nature vs. Scouts who sometimes or rarely attended. (summary)

Leadership and Citizenship Training

Scouting encourages Scouts to take responsibility
Scouting teaches Scouts new interests and skills
Scouting provides multiple leadership opportunities
Scouts learn to be a good team player
Scouting influences Scout to always be honest
Scouts learn to take better care of the environment
Scouting influences Scouts to respect the life and property of others
Scouting teaches Scouts to have pride in their country
Eagle Scouts are more likely to have held a leadership position in their local community²
Eagle Scouts are more likely to agree they work hard to get ahead²

Serving Scouts with DisAbilities

The Boy Scouts of America supports full participation by members with physical, mental, and emotional challenges.

The BSA builds awareness in all its members of the special needs of youth and creates inclusion opportunities to maximize the experience of each youth member.
Scouting has a great deal to offer to youth with special needs and challenges, who are more heavily represented in the BSA (15.1 percent) than in the general population (8.4 percent).
The Scouting program provides firsthand experiences that support academic performance, development of social and life skills, career exploration, and independent living.
The program has adaptations for physical and intellectual limitations similar to the least restrictive environment (LRE) principle. with which you are familiar.
The BSA has procedures to allow an alternative path for a student to earn ranks and awards when the regular requirements are not achievable due to a disability.
The council's disabilities awareness committee members offer a variety of training courses and resources for parents and Scouters.

Lions

Kindergartners work toward the Lion rank. The Lion rank is earned by completing five required adventures.* Dens and families can also select any number of seven elective adventures of their choosing.

The Lion advancement program supports elementary TEKS; science (STEM); art, theater, and music (A); social studies; health education and physical education.

Lion Adventure		TEKS			STREAM
Gizmos and Gadgets	1. Explore properties of motion. 2. Explore properties of force. 3. Use household materials to create a useful object.	Science	K.112.11.5	Matter and energy. Knows that objects have properties and patterns.	STEM
Gizmos and Gadgets		Science	K.112.11.6	Force, motion, and energy. Knows that energy, force, and motion are related and are a part of their everyday life.	STEM
Ready, Set, Grow	1. Visit with an individual who can demonstrate different ways to garden and the basic skills needed to garden. 2. Learn where the food we eat comes from. 3. Plant a small container garden.	Science	K.112.11.9B	Organisms and environments. Examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.	STEM
Ready, Set, Grow		Science	K.112.11.10	Organisms and environments. Knows that organisms resemble their parents and have structures and processes that help them survive within their environments.	STEM
Animal Kingdom*	1. Learn the role of someone who provides a service to your community. 2. Demonstrate you know what to do in an emergency. 3. Choose two energy saving projects to practice in your home for two weeks. 4. Participate in a Lion den family service project for others. (outing)	Social Studies	K.113.11.7A	Economics. Identify jobs in the home, school, and community.
		Social Studies	K.113.11.9A	Government. Identify authority figures in the home, school, and community.
		Health Education	K.115.11.2	Health behaviors. Demonstrate procedures for responding to emergencies including dialing 911.
		Science	K.112.11.1B	Scientific investigating and reasoning. Demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal.	STEM
Lion’s Honor*	1. Show teamwork and good sportsmanship by playing a game with your den.	Physical Education	2.116.4.8	Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to: (A) display good sportsmanship; and (B) treat others with respect during play.
Fun on the Run*	1. Learn and demonstrate three exercise you can do each day. 2. Have Lions make a nutritious snack for the den. 3. Understand the importance of rest. 4. Participate as a den in Jungle Field Day.	Health Education	K.115.2.1C	Health behaviors. Identify types of exercise and active play that are good for the body.
			K.115.2.1A	Health behaviors. Identify and practice personal health habits that help individuals stay healthy such as a proper amount of sleep and clean hands
			K.115.2.1B	Health behaviors. Identify types of foods that help the body grow such as healthy breakfast foods and snacks.
			K.115.2.3B	Health behaviors. Demonstrate decision-making skills for making health-promoting decisions.
		Physical Education	K.116.2.3C	Physical activity and health. Participate in appropriate exercises for flexibility in shoulders, legs, and trunk.
		Physical Education	K.116.2.4C	Physical activity and health. State that rest and sleep are important in caring for the body.
King of the Jungle*	1. Participate in a flag ceremony with your den. 2. Explain what it means to be a good citizen. 3. Explain what it means to be a leader.	Social Studies	K.113.11.10B	Citizenship. Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag.
		Social Studies	K.113.11.10A	Citizenship. Identify the flags of the United States and Texas.
		Art	K.117.102.2A	Creative expression. Create artworks using a variety of lines, shapes, colors, textures, and forms.	A
Build It Up, Knock It Down	1. Discuss with other Lions things that can be built and things that can be knocked down. 3. Discuss with other Lions how they and their fellow Lions can be built up and knocked down, not just physically but also emotionally. 3. Build structures using available materials.	Physical Education	K.116.2.7	Social development. Develops positive self-management and social skills needed to work independently and with others in physical activity settings. (A) follow rules, procedures, and safe practices; work in a group setting in cooperation with others; and share space and equipment with others.
I’ll Do It Myself	1. Make and use a “Lion bag” and hanger for personal Scouting gear. 2. Make a personal care checklist. 3. Practice tying shoelaces.	Social Studies	K.113.11.16	Social studies skills. Uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
I’ll Do It Myself		Health Education	1.115.3.1A	Health behaviors. The student understands that personal health decisions and behaviors affect health throughout the life span. The student is expected to describe and practice activities that enhance individual health such as enough sleep, nutrition, and exercise.
On Your Mark	1. Participate in a game with your den. 2. Participate in an obstacle course relay. 3. Participate in a box derby race.	Physical Education	K.116.2.6	Social development. Understands basic components such as strategies and rules of structured physical activities.
On Your Mark		Physical Education	K.116.2.7	Social development. Develops positive self-management and social skills needed to work independently and with others in physical activity settings.
Rumble in the Jungle	1. Play a game with rules; indicate an understanding of the rules and why it is important to follow the rules while playing the game. 2. Choose a jungle animal that you would like to be; describe the animal and why you chose it. 3. Participate in a parade with the other animals in your den. Communicate with other animals using your animal’s sounds, both as loudly as you can and as softly as you can.	Physical Education	K.116.2.7	Social development. Develops positive self-management and social skills needed to work independently and with others in physical activity settings.
		Theatre	K.117.104.1	Theater: inquiry and understanding: Develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre.	A
		Theatre	K.117.104.2	Creative expression: performance. Interprets characters using the voice and body expressively and creates dramatizations.	A
Other	Songs	Music	K.117.103.2A	Creative expression. Sing or play classroom instruments independently or in groups.	A
	Songs	Music	K.117.103.2C	Creative expression. Move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement.	A

Tiger

First graders work toward the Tiger rank. The Tiger rank is earned by completing seven required adventures*, and the Cyber Chip. Dens and families also choose any number of 12 elective adventures of their choosing.

The Tiger advancement program supports elementary TEKS; science (STEM); art, theater and music (A); reading and writing (R); social studies; health education and physical education.

Tiger Adventure		TEKS			STREAM
My Tiger (Backyard) Jungle*	1. With your parent/guardian or other caring adult (referred to in the handbook as "your adult partner"), go for a walk outside, and pick out two or more sights or sounds of "nature" around you. Discuss with your partner or den. 2. Take a 1-foot hike. Make a list of the living things you find on your 1-foot hike. Discuss these plants or animals with your parent/guardian, other caring adult, or your den. 3. Point out two different kinds of birds that live in your area. With your parent/guardian, other caring adult, or den, find out more about one of these birds. 4. Be helpful to nature by planting a plant, shrub, or tree. Learn more about the needs and growth of the item you've planted. 5. Build and hang a birdhouse.	Science	1.112.12.2A	Scientific investigation and reasoning. Ask questions about organisms, objects, and events observed in the natural world	STEM
			1.112.12.10A	Organisms and environments. Investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;	STEM
			1.112.12.10B	Organisms and environments. Identify and compare the parts of plants;	STEM
		Science	K.112.11	Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival.	STEM
Tiger Bites*	1. With your parent, guardian, or other caring adult, or with your den, find out about good food choices and not-so-good choices. Identify three foods that you think would be good choices and three foods that would not be good choices. 2. Explain the importance of hand washing before a meal and cleanup after a meal. Then show how you would do each. 3. Show that you know the difference between a fruit and a vegetable. Eat one of each. 4. With your parent, guardian, or other caring adult, pick a job to help your family at mealtime. Do it for at least four meals. 5. Talk with your parent, guardian, or other caring adult about what foods you can eat with your fingers. Practice your manners when eating them. 6. With your parent, guardian, or other caring adult, plan and make a good snack choice or other nutritious food to share with your den.	Science	1.112.12.1A	Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. Recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including washing hands, and using materials appropriately;	STEM
Tigers in the Wild*	1. With your parent, guardian, or other caring adult, name and collect the Cub Scout Six Essentials you need for a hike. Tell your den leader what you would need to add to your list to prepare for rain. 2. Go for a short hike with your den or family, and carry your own gear. Show you know how to get ready for this hike. 3. Do the following: A. Listen while your leader reads the Outdoor Code. Talk about how you can be clean in your outdoor manners. B. Listen while your leader reads the Leave No Trace Principles for Kids. Discuss why you should “Trash Your Trash.” C. Apply the Outdoor Code and Leave No Trace Principles for Kids on your Tiger den and pack outings. After one outing, share what you did to demonstrate the principles you discussed. 4. While on the hike, find three different kinds of plants, animals, or signs that animals have been on the trail. List what you saw in your Tiger Handbook. 5. Participate in an outdoor pack meeting or pack campfire. Sing a song or act out a skit with your Tiger den as part of the program. 6. Find two different trees and two different types of plants that grow in your area. Write their names in your Tiger Handbook. 7. Visit a nature center, zoo, or another outside place with your family or den. Learn more about two animals, and write down two interesting things about them in your Tiger Handbook.	Science	1.112.10.	Organisms and environments. Identify parts of plants;	STEM
Tigers in the Wild*					R
Sky Is the Limit	1. With your den or with your parent, guardian, or other caring adult, go outside to observe the night sky. Talk about objects you see or might see. 2. Look at a distant object through a telescope or binoculars. Show how to focus the device you chose. 3. Find out about two astronauts who were Scouts when they were younger. Share what you learned with your den. 4. Observe in the sky or select from a book, chart, computer, or electronic device two constellations that are easy to see in the night sky. With your parent, guardian, or other caring adult, find out the names of the stars that make up the constellation and how the constellation got its name. Share what you found with your den. 5. Draw and name your own constellation. Share your constellation with your den. 6. Create a homemade model of a constellation. 7. Find out about two different jobs related to astronomy. Share this information with your den. 8. With your den or family, visit a planetarium, observatory, science museum, astronomy club, or college or high school astronomy teacher. Before you go, write down questions you might want to ask. Share what you learned.	Science	1.112.12.8B	Earth and space. The student knows that the natural world includes the air around us and objects in the sky. Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun;	STEM
Sky Is the Limit					R
Games Tigers Play*	1. Do the following: A. Play two initiative or team-building games with the members of your den. B. Listen carefully to your leader while the rules are being explained, and follow directions when playing. C. At the end of the game, talk with the leader about what you learned when you played the game. Tell how you helped the den by playing your part. 2. Talk with your den or family about why good nutrition helps you to be strong and active. Bring a nutritious snack to a den meeting. Share why you picked it and what makes it a good snack choice. 3. Make up a game with the members of your den, and play it with den members. After playing the game, talk with your den about the experience. 4. Make up a new game, and play it with your family or members of your den or pack. Then talk with the group about the experience. 5. Do the following: A. Attend a sporting event with your den or family. B. Before or after the event, talk with a coach or athlete about what it is like to participate in the sport. OR find out more about the sport and share what you have learned with your den or family members before or after the event.	Physical Education	1.116.3.6A	Social development. The student understands basic components such as strategies and rules of structured physical activities. Demonstrate starting and stopping signals
Games Tigers Play*		Physical Education	1.116.3.6B	Social development. Explain boundaries and rules for simple games
Tiger Tag	1. Choose one active game you like, and tell your den about how to play and why you like this game. 2. Play two team or relay games with your den. Tell your parent, guardian, or other caring adult or the other Tigers what you liked best about each game. 3. Have your den choose a team or relay game that everyone can play, and play it at least twice. 4. With your parent, guardian, or other caring adult, select an active outside game that you could play with the members of your den. Talk with den members about the games suggested by all Tigers. With your den, decide on a game to play and play the game that your den has chosen. After the game, discuss with your den the meaning of being a good sport.	Physical Education	1.116.3.7A	Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. Follow directions and apply safe movement practices;
Tiger Tag		Physical Education	1.116.3.7B	Social development. Interact, cooperate, and respect others
Team Tiger*	1. With your parent, guardian, or other caring adult, or with your den, talk about what it means to be part of a team. List some of the teams you are on (den, pack, family, class, etc.), and explain how you can help each one. 2. With your den, talk about your Tiger team. Then make a chart showing all the different ways team members can help the den. Volunteer to take your turn doing at least two different jobs, one of which is leading the Pledge of Allegiance. 3. With your family, talk about how family members each have a role in the family team. Then pick a job that you will do to help the team. Follow through by doing that job at least three times during the next three weeks. 4. With your den or family, participate as a team in a service project that helps our country or your community. 5. With your den, make a chart or picture showing how you and your teammates make a better team because you are alike in some ways but different in others.	Social Studies	1.113.12.14B	Citizenship. Recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
Floats and Boats	1. With your den, say the SCOUT water safety chant. 2. With your den, talk about why it’s important to have a buddy and then play the buddy game. 3. Show how to safely help someone who needs assistance in the water, without having to enter the water yourself. 4. Show how to enter the water safely, blow your breath out under the water, and do a prone glide. 5. Identify five different types of boats. 6. Build a boat from recycled materials, and float it on the water. 7.Show that you can put on and fasten a life jacket correctly.	Physical Education	1.116.3.5D	Physical activity and health. The student knows and applies safety practices associated with physical activities. List water safety rules and demonstrate simple extension rescue.
Rolling Tigers	1. With your den or with your parent, guardian, or other caring adult, try on safety gear you should use while riding a bike. Show how to wear a bicycle helmet properly. 2. With your den or with your parent, guardian, or other caring adult, learn and demonstrate safety tips to follow when riding a bicycle. 3. Learn and demonstrate proper hand signals. 4. With your den or with your parent, guardian, orother caring adult, do a safety check on a bicycle. 5. With your den or family, go on a bicycle hike wearing your safety equipment. Follow the bicycling safety and traffic laws. 6. With your den or with your parent, guardian, or other caring adult, discuss two different types of bicycles and their uses. 7. Learn about a famous bicycle race or famous cyclist. Share what you learn with your den. 8. Visit your local or state police department to learn about bicycle riding laws. 9. Identify two jobs that use bicycles and discuss how they are used.	Health Education	1.115.3.2F	Health The student understands that safe, unsafe, and/or harmful behaviors result in positive and negative consequences throughout the life span. Identify and describe safe bicycle skills.
		Physical Education	1.116.3.5A	Physical activity and health. The student knows and applies safety practices associated with physical activities. Use equipment and space safely and properly;
		Physical Education	1.116.3.5B	Physical activity and health. The student knows and applies safety practices associated with physical activities. Describe the importance of protective equipment in preventing injury such as helmets, elbow/knee pads, wrist guards, proper shoes, and clothing;
Tiger-iffic!	1. Play at least two different games by yourself; one may be a video game. 2. Play a board game or another inside game with one or more members of your den. 3. Play a problem-solving game with your den. 4. With your parent’s or guardian’s permission, do the following: A. Play a video game with family members or den members in a tournament. B. List at least three tips that would help someone who was learning how to play your favorite video game. C. Play an appropriate video game with a friend for 30 minutes. 5. With other members of your den, invent a game, OR change the rules of a game you know, and play the game. 6. Play a team game with your den.	Health Education	1.115.3.3	Health behaviors. The student demonstrates basic critical-thinking, decision-making, goal setting, and problem-solving skills for making health-promoting decisions. The student is expected to:
Tiger: Safe and Smart	1. Memorize your address, and say it to your den leader or your parent, guardian, or other caring adult. 2. Memorize an emergency contact’s phone number, and say it to your parent, guardian, or den leader. 3. Take the 911 safety quiz. 4. Show you can “Stop, Drop, and Roll.” 5. Show you know how to safely roll someone else in a blanket to put out a fire. 6. With your parent, guardian, or other caring adult, make a fire escape map of your home and explain it to family members and your den. 7. With your parent, guardian, or other caring adult, try a practice fire drill at home. 8. Find the smoke detectors in your home. With the help of your parent, guardian, or other caring adult, check the batteries. 9. Visit an emergency responder station, or have an emergency responder visit you.	Physical Education	1.116.3.5E	Physical activity and health. The student knows and applies safety practices associated with physical activities. Describe and demonstrate appropriate reactions to emergency situations common to physical activity settings such as universal safety precautions, and calling 911.
Stories in Shapes		Art			A
Curiosity, Intrigue, and Magical Mysteries		Communication
Tiger Circles		Faith
Good Knights

Wolf

Second graders work toward the Wolf rank. The Wolf rank is earned by completing seven required adventures* and the Cyber Chip. Dens and families can also select any number of 12 elective adventures of their choosing.

The Wolf advancement program supports elementary TEKS; science and math (STEM); art, theater and music (A); reading and writing (R); social studies; health education and physical education.

Wolf Adventures		TEKS			STEM
Code of the Wolf	1. Complete two of the following: A. With the members of your den or family, make a game with simple materials that requires math to keep score. B. Play a game of “Go Fish for 10s.” C. Do five activities at home, at school, or in your den that use mathematics, and then explain to your den how you used everyday math. D. Make a rekenrek with two rows, and show your den leader or other adult how you would represent the numbers 4, 6, 9, and 14. E. Make a rain gauge or some other measuring device, and use it. 2. Complete one of the following: A. With other members of your den or family, identify three different types of shapes that you see in nature. B. With other members of your den or family, identify two shapes you can see in the construction of bridges. C. Select a single shape or figure. Observe the world around you for at least a week, and write down where you see this shape or figure and how it is used. 3. Complete one of the following: A. With your den, find something that comes with many small, colored items in one package. Count the number of items of each color in your package. Keep track of each color. Then: i. Draw a graph showing the number of items of each color. ii. Determine what the most common color is. iii. Compare your results to those of the other Scouts. iv. Predict how many items of each color you will find in one more package. v. Decide if your prediction was close. B. With your den or family, measure the height of everyone in the group and see who takes more steps to walk 100 feet. C. Have each member of your den shoot a basketball. Count the number of shots it takes for each Scout to sink five baskets. Make a graph that shows how successful your den was. Your graph should show each group that needed 5, 6 –10, 11–15, 16 –20, and more than 20 tries to sink their shots. 4. Complete one of the following: A. Use a secret code using numbers to send a message to one of your den members or your den leader. Have that person send a message back to you. Be sure you both use the same code. B. Send a message to another member of your den or your den leader using the pig pen code or another code that changes letters into special shapes. C. Practice using a code stick to create and decode a message.	Mathematics	2.111.4.1A	Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. Apply mathematics to problems arising in everyday life, society, and the workplace;	STEM
			2.111.4.1D	Mathematical process standards. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;	STEM
			2.111.4.8	Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.	STEM
			2.111.4.5	Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy.	STEM
					R
		Science	2.112.13.3B	Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. Make predictions based on observable patterns; and	STEM
Digging in the Past	1. Play a game that demonstrates your knowledge of dinosaurs, such as a dinosaur match game. 2. Create an imaginary dinosaur. Share with your den its name, what it eats, and where it lives. 3. Complete one of the following: A. Make a fossil cast. B. Make a dinosaur dig. Be a paleontologist, and dig through a dinosaur dig made by another member of your den. Show and explain the ways a paleontologist works carefully during a dig. 4. Make edible fossil layers. Explain how this snack is a good model for the formation of fossils.	Science	5.112.16.8A	Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to explore the processes that led to the formation of sedimentary rocks and fossil fuels; and	STEM
Spirit of the Water	1. Discuss how the water in your community can become polluted. 2. Explain one way that you can help conserve water in your home. 3. Explain to your den leader why swimming is good exercise. 4. Explain the safety rules that you need to follow before participating in swimming or boating. 5. Visit a local pool or public swimming area with your family or den. With qualified supervision, jump into water that is at least chest-high, and swim 25 feet or more.	Science	2.112.13.1B	Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to: identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.	STEM
Call of the Wild*	1. Attend one of the following: A. A pack or family campout B. An outdoor activity with your den or pack C. Day camp D. Resident camp 2. With your family or den, make a list of possible weather changes that could happen during your outing according to the time of year you are outside. Tell how you will be prepared for each one. 3. Do the following: A. Recite the Outdoor Code with your leader. B. Recite the Leave No Trace Principles for Kids with your leader. Talk about how these principles support the Outdoor Code. C. After your outdoor activity or campout, list the ways you demonstrated being careful with fire or other dangers. 4. Show or demonstrate what to do: A. In case of a natural disaster such as an earthquake or flood. B. To keep from spreading your germs. 5. Show how to tie an overhand knot and a square knot. 6. While on a den or family outing, identify four different types of animals you see or explain evidence of their presence. Tell how you identified them.	Science	2.112.13.8B	Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. Identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation;	STEM
Call of the Wild*		Health Education	2.115.4.4A	Health information. The student understands the difference between sickness and health in persons of all ages. Explain ways in which germs are transmitted, methods of preventing the spread of germs, and the importance of immunization;
Adventures in Coins	1. Identify different parts of a coin. 2. Find the mint mark on a coin. Identify the mint where the coin was made and the year it was made. 3. Choose a coin that interests you, and make a coin rubbing. List information next to the coin detailing the pictures on it, the year it was made, and the mint where it was made. 4. Play a game or create a game board with your den or family where you can practice adding and subtracting coins. 5. Play a coin game. 6. Create a balance scale. 7. Do a coin-weight investigation.	Mathematics	2.111.4.5	Number and operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions.
Adventures in Coins		Science	2.112.13.5	Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. Collect data from observations using simple equipment such as primary balances.	STEM
Air of the Wolf	1. Conduct two of the following investigations to see how air affects different objects: A. Make a paper airplane and fly it five times. Try to make it fly farther by altering its shape. Fly it at least five more times to see if your changes were effective. B. Make a balloon-powered sled or a balloon-powered boat. Test your sled or boat with larger and smaller balloons. C. Bounce a basketball that doesn’t have enough air in it. Then bounce it when it has the right amount of air in it. Do each one 10 times. Describe how the ball bounces differently when the amount of air changes. D. Roll a tire or ball that doesn’t have enough air in it, and then roll it again with the right amount of air. Describe differences in how they move. 2. Complete two of the following: A. With other members of your den, go outside and record the sounds you hear. Identify which of these sounds is the result of moving air. B. Create a musical wind instrument, and play it as part of a den band. C. With an adult, conduct an investigation on how speed can affect sound. D. Make a kite using household materials. With your den or family, explain the rules for safely flying kites. Fly your kite. E. With your family, den, or pack, participate in a kite derby, space derby, or rain gutter regatta. Explain how air helps the vehicle move.	Music	2.117.109.4C	Creative expression. The student creates and explores new musical ideas. Explore new musical ideas in phrases using singing voice and classroom instruments.	A
Air of the Wolf					STEM
Finding Your Way	1. Do the following: A. Using a map of your city or town, locate where you live. B. Draw a map for a friend so he or she can locate your home, a park, a school, or other locations in your neighborhood. Use symbols to show parks, buildings, trees, and water. You can invent your own symbols. Be sure to include a key so your symbols can be identified. 2. Do the following: A. Identify what a compass rose is and where it is on the map. B. Use a compass to identify which direction is north. Show how to determine which way is south, east, and west. 3. Go on a scavenger hunt using a compass, and locate an object with a compass. 4. Using a map and compass, go on a hike or walk with your den or family.	Social Studies	2.113.13.5A	Geography. The student uses simple geographic tools such as maps and globes. Interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west), and legend/map keys;
		Social Studies	2.113.13.5B	Geography. Create maps to show places and routes within the home, school, and community.
					STEM
Germs Alive!	1. Wash your hands while singing the “germ song.” 2. Play Germ Magnet with your den or your family. Wash your hands afterward. 3. Conduct the sneeze demonstration. 4. Conduct the mucus demonstration with your den or family. 5. Grow a mold culture. At a den or pack meeting, show what formed. 6. Make a clean room chart, and do your chores for at least one week.	Health Education	2.115.4.4A	Health information. The student understands the difference between sickness and health in persons of all ages. Explain ways in which germs are transmitted, methods of preventing the spread of germs, and the importance of immunization;
		Health Education	2.115.4.4D	Health information. Apply practices to control spread of germs in daily life such as hand washing and skin care.
					STEM
Paws of Skill	1. Talk with your family or den about what it means to be physically fit. Share ideas of what you can do to stay in shape. 2. With your family or den, talk about why it is important to stretch before and after exercising. Demonstrate proper warm-up movements and stretches before and after each activity you do that involves action. 3. Select at least two physical fitness skills and practice them daily for two weeks. See if you can improve during that time. 4. With your family or your den, talk about what it means to be a member of a team. Working together, make a list of team sports, and talk about how the team works together to be successful. Choose one and play for 30 minutes. 5. With your den, develop an obstacle course that involves five different movements. Run the course two times and see if your time improves. 6. With your den, talk about sportsmanship and what it means to be a good sport while playing a game or a sport. Share with your den how you were a good sport or demonstrated good sportsmanship in requirement 4. 7. Visit a sporting event with your family or your den. Look for ways the team works together. Share your visit with your den.	Physical Education	2.116.4.8AB	Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to: display good sportsmanship; and treat others with respect during play.
		Physical Education	2.116.4.4	Physical activity and health. The student knows the benefits from involvement in daily physical activity and factors that affect physical performance.
		Physical Education	K.116.2.C	Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. The student is expected to: demonstrate non-locomotor (axial) movements such as bend and stretch;
					STEM
Council Fire (Duty to Country)*	1. With your den or pack, participate in a flag ceremony, and learn how to properly care for and fold the flag. 2. Participate in a community service project with your pack, den, or family. 3. With your parent or guardian’s permission, talk to a military veteran, law enforcement officer, member of the fire department, or someone else approved by your den leader. Talk about his or her service to the community or country. After you have visited with the individual, write a short thank-you note. 4. Learn about the changes in your community, and create a project to show your den how the community has changed. 5. Select one issue in your community, and present to your den your ideas for a solution to the problem. 6. Work with your den to develop a den duty chart, and perform these tasks for one month. 7. Participate in an event such as a parade or assembly celebrating military veterans.	Social Studies	2.113.13.14	Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
			2.113.13.11	Government. The student understands the purpose of governments. Identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community; and
			2.113.13.12	Government. The student understands the role of public officials. I how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions.
					R
Howling at the Moon*	1. Show you can communicate in at least two different ways. 2. Work with your den or family to create an original skit. 3. Work together with your den or family to plan, prepare, and rehearse a campfire program to present at a den meeting or pack program. 4. Perform your role for a den meeting or pack program.	Theatre	2.117.110.1C	Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. Participate in dramatic play using actions, sounds, and dialogue	A
Howling at the Moon*		Theatre	2.117.110.2B	Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. Role play in real life and imaginative situations through narrative pantomime, dramatic play, and story dramatization;	A
Paws on the Path*	1. Show you are prepared to hike safely in any outdoor setting by putting together the Cub Scout Six Essentials to take along on your hike. 2. Tell what the buddy system is and why we always use it in Cub Scouting. Describe what you should do if you get separated from your group while hiking. 3. Choose the appropriate clothing to wear on your hike based on the expected weather. 4. Before hiking, recite the Outdoor Code and the Leave No Trace Principles for Kids with your leader. (This may be combined with requirement 3 of the Call of the Wild adventure.) After hiking, discuss how you showed respect for wildlife. 5. Go on a 1-mile hike with your den or family. Find two interesting things that you’ve never seen before and discuss with your den or family. 6. Name two birds, two insects, and/or two other animals that live in your area. Explain how you identified them. 7. Draw a map of an area near where you live using common map symbols. Show which direction is north on your map.	Geography	2.113.13.5A	Geography. The student uses simple geographic tools such as maps and globes. Interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west), and legend/map keys; and
Running With the Pack*	1. Play catch with someone in your den or family who is standing 5 steps away from you. Play until you can throw and catch successfully at this distance. Take a step back and see if you can improve your throwing and catching skills. 2. Practice balancing as you walk forward, backward, and sideways. 3. Practice flexibility and balance by doing a front roll, a back roll, and a frog stand. 4. Play a sport or game with your den or family, and show good sportsmanship. 5. Do at least two of the following: frog leap, inchworm walk, kangaroo hop, or crab walk. 6. Demonstrate what it means to eat a balanced diet by helping to plan a healthy menu for a meal for your den or family. Make a shopping list of the food used to prepare the meal.	Physical Education	2.116.1.4E	Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized movement forms. Demonstrate smooth transition from one body part to the next in rolling activities such as side roll, log roll, balance/curl, and roll/balance in a new position;
			2.116.1.3D	Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle that improves health and provides opportunities for enjoyment and challenge. Lift and support his/her weight in selected activities that develop muscular strength and endurance of the arms, shoulders, abdomen, back, and legs such as hanging, hopping, and jumping.
			2.116.1.6	Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. Identify goals to be accomplished during simple games such as not getting tagged; and identify strategies in simple games and activities such as dodging to avoid being tagged
			2.116.1.7A/B	Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. Display good sportsmanship; and treat others with respect during play
		Health Education	2.115.4.1D	Health behaviors. The student understands that personal health decisions and behaviors affect health throughout the life span. Identify healthy and unhealthy food choices such as a healthy breakfast and snacks and fast food choices;
Cubs Who Care		Disabilities Awareness
Duty to God Footsteps*		Faith			R

Bear

Third graders work toward the Bear rank. The Bear rank is earned by completing seven required adventures and the Cyber Chip. Dens and families can also select any number of 12 elective adventures of their choosing.

The Bear advancement program supports elementary TEKS; science and math (STEM); art, theater, and music (A); reading and writing (R); social studies; health education and physical education.

Bear Adventures		TEKS			STREAM
Super Science	1. Make static electricity by rubbing a balloon or a plastic or rubber comb against another material, such as a fleece blanket or wool sweater. Explain what you learned. 2. Conduct one other static electricity investigation. Explain what you learned. 3. Do a sink-or-float investigation. Explain what you learned. 4. Do a color-morphing investigation. Explain what you learned. 5. Do a color-layering investigation. Explain what you learned.	Science	3.112.14.5A	Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float;	STEM
Super Science		Art	3.117.111.1B	Art Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity;	A
Bear Necessities*	1. While working on your Bear badge, attend one of the following: A. A daytime or overnight campout with your pack or family B. An outdoor activity with your den or pack C. Day camp D. Resident camp 2. Make a list of items you should take along on the activity selected in requirement 1. 3. Make a list of equipment that the group should bring along in addition to each Scout’s personal gear for the activity selected in requirement 1. 4. Help set up a tent. Determine a good spot for the tent, and explain to your den leader why you picked it. 5. Demonstrate how to tie two half hitches and explain what the hitch is used for. 6. Learn how to read a thermometer and a barometer. Keep track of the temperature and barometric pressure readings and the actual weather at the same time every day for seven days. Complete the following requirements.	Science	3. 112.14.4A	Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums	STEM
Fur, Feathers, and Ferns*	1. While hiking or walking for one mile, identify six signs that any mammals, birds, insects, reptiles, or plants are living near the place where you choose to hike or walk. 2. Visit one of the following: zoo, wildlife refuge, nature center, aviary, game preserve, local conservation area, wildlife rescue group, or fish hatchery. Describe what you learned during your visit. 3. Name one animal that has become extinct in the last 100 years and one animal that is currently endangered. Explain what caused their declines. 4. Observe wildlife from a distance. Describe what you saw. 5. Use a magnifying glass to examine plants more closely. Describe what you saw through the magnifying glass that you could not see without it. 6. Learn about composting and how vegetable waste can be turned into fertilizer for plants. 7. Plant a vegetable or herb garden.	Science	3.112.14.9A	Organisms and environments. The student knows and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to: observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem;	STEM
Fur, Feathers, and Ferns*		Science	3.112.14.10A	Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: explore how structures and functions of plants and animals allow them to survive in a particular environment;	STEM
*Paws for Action (Duty to Country)**	1. Learn about our nation’s flag. Display it at home for one month. Say the Pledge of Allegiance, and learn its meaning. 2. Do at least one of the following. A. Find out about two famous Americans. Share what you learned. B. Find out where places of historical interest are located in or near your community, town, or city. Go and visit one of them with your family or den. 3. Do at least two of the following: A. With your school or den, visit a local sheriff’s office, police station, or fire department OR talk with a fire safety officer or law enforcement officer visiting your school or den. Find out what skills the officers use to do their jobs. Ask questions that will help you learn how to stay safe. B. Make a list of emergency numbers and discuss with your family where the list should be kept. Show your family that you know how to call for help in an emergency. Talk with your family about people who could help you if a parent is not available. C. With your family, develop a plan to follow in case of an emergency, and practice the plan at least three times. Your family can determine the emergency, or you can develop several plans. 4. Do at least one of the following: A. Do a cleanup project that benefits your community. B. Participate in a patriotic community parade orother civic event that honors our country.	Social Studies	3.113.14.1B 3.113.13.1C	History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to: describe how individuals, events, and ideas have changed communities, past and present; identify individuals, including Pierre-Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities; and describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the creation of new communities
Bear Picnic Basket	1. Create your own Bear cookbook using at least five recipes you might cook or prepare either on your own or with some adult help. Include at least one recipe each for breakfast, lunch, dinner, and a nutritious snack. 2. With a family member or den leader, prepare for cooking by explaining the importance of planning, tool selection, sanitation, and cooking safety. 3. Select and prepare two nutritious snacks for yourself, your family, or your den. 4. With the help of an adult, select a recipe to prepare in a kitchen for your den or your family. Help to select the needed ingredients, perhaps from a garden, grocery store, or farmers’ market. Cook and serve your planned meal. Clean up after the preparation and cooking. 5. With the help of an adult, select a recipe to prepare in the outdoors for your family or den. Help to select the needed ingredients, perhaps from a garden, grocery store, or farmers’ market. Cook and serve your planned meal. Clean up after the preparation and cooking.	Health Education	3.115.5.1D	Health behaviors. The student explains ways to enhance and maintain health throughout the life span. The student is expected to describe food combinations in a balanced diet such as a food pyramid.
Bear Picnic Basket					STEM
Critter Care	1. Do one of the following: A. If you have a pet, make a list of tasks that you did to take care of the pet for two weeks. B. If you do not have a pet, research one that you would like to have and prepare a report about the care it needs. 2. Complete one of the following: A. Make a poster or a PowerPoint presentation about your pet or a pet that you would like to own. Share the poster or presentation with your den, pack, or family. B. Make a poster or PowerPoint presentation explaining three ways that animals can help people. Share the poster or presentation with your den, pack, or family. 3. Complete at least one of the following and share with your den, pack, or family: A. Visit with a local veterinarian or an animal shelter caretaker. Find out what types of animals he or she might see on a regular basis and the types of care he or she gives to them. B. Learn about careers that involve the care of animals. What education, training, and experience are required?	Social Studies	3.112.14.18B	Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas; and
Critter Care					STEM
Marble Madness	1. Discuss with your family or den the history of marbles, such as where and when the game began. Talk about the different sizes of marbles and what they are made of and used for. 2. Learn about three different marble games, and learn to play one of them. Learn how to keep score. Learn and follow the rules of the game. Play the game with your family, friends, or your den. 3. Learn four or five words that are used when talking about marbles. Tell what each of the words means and how it relates to playing marbles. Share this information with your den. 4. Complete one of the following: A. With your den or family, make a marble obstacle course or marble golf course. Share what you create. Invite everyone to go through your course. B. Create your own game using marbles, and design rules for playing the game. Share the game you created with your den, family, or friends. Explain the rules and how to play the game. C. With your den or family, create a marble race track. Have at least two lanes so you can race your favorite marbles against each other. D. Make a marble maze. 5. With the help of an adult, make a marble bag to hold marbles.	Physical Education	3.116.5.6	Social development. The student understands basic components such as strategies and rules of structured physical activities including but not limited to, games, sports, dance, and gymnastics.
Marble Madness					STEM
Other	Singing	Music	3.117.112.3A	Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to: sing or play classroom instruments with accurate intonation and rhythm independently or in groups;	A
Other	Pack Meetings	Music	3.117.112.6A	Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to: exhibit audience etiquette during live and recorded performances;	A
Roaring Laughter	1. Think about what makes you laugh. Write down three things that make you laugh. 2. Practice reading tongue twisters. 3. Create your own short story. Remove some nouns, verbs, adjectives, and adverbs from the story, leaving blanks. Without telling the story, have a friend insert his or her own nouns, verbs, adjectives, and adverbs in the story you created. 4. With a partner, play a game that makes you laugh. 5. Share at least two jokes with members of your den to make them laugh. 6. Practice at least two run-ons with your den, and perform them at a pack meeting or campfire program.	Communications		Composition, Reading, Writing	R
Forensics	1. Talk with your family or den about forensics and how it is used to help solve crimes. 2. Take your fingerprints and learn how to analyze them. 3. Complete one of the following: A. Learn about chromatography and how it is used in solving crimes. Do an investigation using different types of black, felt-tip markers. Share your results with your den. B. Do an analysis of four different substances: salt, sugar, baking soda, and cornstarch. 4. Complete one of the following: A. Visit the sheriff’s office or police station in your town. Find out how officers collect evidence.* B. Learn about the different jobs available in forensic science. Choose two, and find out what is required to work in those jobs. Share what you learn with your den. C. Learn how animals are used to gather important evidence. Talk about your findings with your den. * Note that this may be done during the same visit as “Paws for Action” requirement 3A.	Forensics			STEM
A Bear Goes Fishing	1. Discover and learn about three types of fish in your area. Draw a color picture of each fish, record what each one likes to eat, and describe what sort of habitat each one likes. 2. Learn about your local fishing regulations with your den leader or a parent or guardian. List three of the regulations you learn about and one reason each regulation exists. 3. Learn about fishing equipment, and make a simple fishing pole. Practice casting at a target. 4. Go on a fishing adventure, and spend a minimum of one hour trying to catch a fish. Put into practice the things you have learned about fish and fishing equipment.	Fishing			STEM
Bear Claws*		Knife Safety
Baloo the Builder*		Tools
Grin and Bear It		Physical Education
Salmon Run		Swimming
Fellowship and Duty to God*		Faith

Webelos Scouts

Fourth graders work toward the Webelos rank. The Webelos rank is earned by completing six required adventures* and the Cyber Chip. Fifth graders work toward the Arrow of Light rank. The Arrow of Light rank is earned by completing five required adventures* and the Cyber Chip. Dens and families can also select any number of 17 elective adventures of their choosing.

The Webelos Scout advancement program supports elementary TEKS; science and engineering (STEM); art, theater and music (A); reading and writing (R); social studies; health education and physical education.

Webelos Adventure		TEKS			STREAM
Webelos Walkabout*	1. Plan a hike or outdoor activity. 2. Assemble a first-aid kit suitable for your hike or activity. 3. Recite the Outdoor Code and the Leave No Trace Principles for Kids from memory. Talk about how you can demonstrate them on your Webelos adventures. 4. With your Webelos den or with a family member, hike 3 miles. Before your hike, plan and prepare a nutritious lunch or snack. Enjoy it on your hike, and clean up afterward. 5. Describe and identify from photos any poisonous plants and dangerous animals and insects you might encounter on your hike or activity. 6. Perform one of the following leadership roles during your hike: trail leader, first-aid leader, or lunch or snack leader.	Science	112.15.8C	Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to: identify and classify Earth's renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation.	STEM
Into the Woods	1. Identify two different groups of trees and the parts of a tree. 2. Identify four trees common to the area where you live. Tell whether they are native to your area. Tell how both wildlife and humans use them. 3. Identify four plants common to the area where you live. Tell which animals use them and for what purpose. 4. Develop a plan to care for and then plant at least one plant or tree, either indoors in a pot or outdoors. Tell how this plant or tree helps the environment in which it is planted and what the plant or tree will be used for. 5. Make a list of items in your home that are made from wood and share it with your den. Or with your den, take a walk and identify useful things made from wood. 6. Explain how the growth rings of a tree trunk tell its life story. Describe different types of tree bark and explain what the bark does for the tree. 7. Visit a nature center, nursery, tree farm, or park, and speak with someone knowledgeable about trees and plants that are native to your area. Explain how plants and trees are important to our ecosystem and how they improve our environment.	Science	112.15.8C	Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to: (A) identify and classify Earth's renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation. (B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice;	STEM
Building a Better World*	1. Explain the history of the United States flag. Show how to properly display the flag in public, and help lead a flag ceremony. 2. Learn about and describe your rights and duties as a citizen, and explain what it means to be loyal to your country. 3. Discuss in your Webelos den the term “rule of law,” and talk about how it applies to you in your everyday life. 4. Meet with a government or community leader, and learn about his or her role in your community. Discuss with the leader an important issue facing your community. 5. Show that you are an active leader by planning an activity for your den without your den leader’s help. Ask your den leader for approval first. 6. Do at least one of these: A. Learn about Scouting in another part of the world. With the help of your parent, guardian, or den leader, pick one country where Scouting exists, and research its Scouting program. B. Set up an exhibit at a pack meeting to share information about the World Friendship Fund. C. Under the supervision of your parent, guardian, or den leader, connect with a Scout in another country during an event such as Jamboree-on-the-Air or Jamboree-on-the-Internet or by other means D. Learn about energy use in your community and in other parts of the world. E. Identify one energy problem in your community, and find out what has caused it.	Social Studies	113.16.18C	Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. The student is expected to: (A) recite and explain the meaning of the Pledge of Allegiance to the United States Flag;
		Social Studies	113.16.19	Citizenship. The student understands the importance of individual participation in the democratic process at the local, state, and national levels. The student is expected to: 1. explain the duty individuals have to participate in civic affairs at the local, state, and national levels; and 2. explain how to contact elected and appointed leaders in local, state, and national governments.
		Social Studies	113.15.10	Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams; (B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities; and
Cast Iron Chef*	1. Plan a menu for a balanced meal for your den or family. Determine the budget for the meal. If possible, shop for the items on your menu. Stay within your budget. 2. Prepare a balanced meal for your den or family. If possible, use one of these methods for preparation of part of the meal: camp stove, Dutch oven, box oven, solar oven, open campfire, or charcoal grill. Demonstrate an understanding of food safety practices while preparing the meal. 3. Use tinder, kindling, and fuel wood to demonstrate how to build a fire in an appropriate outdoor location. If circumstances permit and there is no local restriction on fires, show how to safely light the fire, under the supervision of an adult. After allowing the fire to burn safely, safely extinguish the flames with minimal impact to the fire site.	Health Education	4. 115.6.1 5. 115.7.1	Health information. The student recognizes ways to enhance and maintain health throughout the life span.
Cast Iron Chef*
Sportsman	1. Show the signals used by officials in one of these sports: football, basketball, baseball, soccer, or hockey. 2. Participate in two sports, either as an individual or as part of a team. 3. Complete the following requirements: A. Explain what good sportsmanship means. B. Role-play a situation that demonstrates good sportsmanship. C. Give an example of a time when you experienced or saw someone showing good sportsmanship.	Physical Education	116.6.7	Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to: (A) follow rules, procedures, and etiquette; (B) use sportsmanship skills for settling disagreements in socially acceptable ways such as remaining calm, identifying the problem, listening to others, generating solutions, or choosing a solution that is acceptable to all.
Sportsman		Physical Education	116.6.6	Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics.
Stronger, Faster, Higher*	1. Understand and explain why you should warm up before exercising and cool down afterward. Demonstrate the proper way to warm up and cool down. 2. Do these activities and record your results: 20-yard dash, vertical jump, lifting a 5-pound weight, push-ups, curls, jumping rope. 3. Make an exercise plan that includes at least three physical activities. Carry out your plan for 30 days, and write down your progress each week. 4. Try a new sport that you have never tried before. 5. With your den, prepare a fitness course or series of games that includes jumping, avoiding obstacles, weight lifting, and running. Time yourself going through the course, and try to improve your time over a two-week period. 6. With adult guidance, help younger Scouts by leading them in a fitness game or games.	Health Education	115.6.1D	Health information. The student recognizes ways to enhance and maintain health throughout the life span. The student is expected to: explain the physical, mental, and social benefits of fitness;
Stronger, Faster, Higher*					R
Art Explosion	1. Visit an art museum, gallery, or exhibit. Discuss with an adult the art you saw. What did you like? 2. Create two self-portraits using two different techniques, such as drawing, painting, printmaking, sculpture, and computer illustration. 3. Do two of the following: A. Draw or paint an original picture outdoors, using the art materials of your choice. B. Use clay to sculpt a simple form. C. Create an object using clay that can be fired, baked in the oven, or air-dried. D. Create a freestanding sculpture or mobile using wood, metal,papier-mâché, or found or recycled objects. E. Make a display of origami or kirigami projects. F. Use a computer illustration or painting program to create a work of art. G. Create an original logo or design. Transfer the design onto a T-shirt, hat, or other object. H. Using a camera or other electronic device, take at least 10 photos of your family, a pet, or scenery. Use photo-editing software to crop, lighten or darken, and change some of the photos. I. Create a comic strip with original characters. Include at least four panels to tell a story centered on one of the points of the Scout Law. Characters can be hand-drawn or computer-generated. 4. Choose one of the following methods to show your artwork: A. Create a hard-copy or digital portfolio of your projects. Share it with your family or members of your den or pack. B. Display your artwork in a pack, school, or community art show.		117.114.b2	Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to: 1. integrate ideas drawn from life experiences to create original works of art; 2. create compositions using the elements of art and principles of design; and 3. produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of art media and materials.
Art Explosion					STEM
Castaway	1. Complete A and your choice of B or C. A. On a campout or outdoor activity with your den or family, cook two different recipes that do not require pots and pans. B. With the help of an adult, demonstrate one way to light a fire without using matches. C. Using tree limbs or branches that have already fallen or been cut, build a shelter that will protect you overnight. 2. Do all of the following. A. Learn what items should be in an outdoor survival kit that you can carry in a small bag or box in a day pack. Assemble your own small survival kit, and explain to your den leader why the items you chose are important for survival. B. With your den, demonstrate two ways to treat drinking water to remove impurities. C. Discuss what to do if you become lost in the woods. Tell what the letters “S-T-O-P” stand for. Tell what the universal emergency signal is. Describe three ways to signal for help. Demonstrate one of them. Describe what you can do to help rescuers find you. D. Make a list of four qualities you think a leader should have in an emergency and why they are important to have. Pick two of them, and act them out for your den. Describe how each relates to a point of the Scout Law. Describe how working on this adventure gave you a better understanding of the Boy Scout motto.	Health	115.6.5	Health behavior. The student comprehends and practices behaviors that prevent disease and speed recovery from illness. The student is expected to: 1. identify different pathogens and explain how the body protects itself from pathogens such as viruses, bacteria, and fungi; 2. discuss ways in which prevention and transmission of disease are affected by individual behaviors;
Texas Badge		Social Studies	113.15.16	Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions; sing or recite "Texas, OurTexas"; recite and explain the meaning of the Pledge to the Texas Flag;
Build It	1. Learn about some basic tools and the proper use of each tool. Learn about and understand the need for safety when you work with tools. 2. With the guidance of your Webelos den leader, parent, or guardian, select a carpentry project and build it. 3. List the tools that you use safely as you build your project; create a list of materials needed to build your project. Put a checkmark next to the tools on your list that you used for the first time. 4. Learn about a construction career. With your Webelos den leader, parent, or guardian, visit a construction site, and interview someone working in a construction career.				STEM
Engineer	1. Pick one type of engineer. With the help of the internet, your local library, or an engineer, discover three things that describe what that engineer does. (To use the internet, be sure that you have a current Cyber Chip or that you have permission from your Webelos den leader, parent, or guardian.) Share your findings with your Webelos den. 2. Learn to follow engineering design principles by doing the following: A. Examine a set of blueprints or specifications. Using these as a model, prepare your own set of blueprints or specifications to design a project. B. Using the blueprints or specifications from your own design, complete your project. Your project may be something useful or something fun. C. Share your project with others at a den or pack meeting. 3. Explore other fields of engineering and how they have helped form our past, present, and future. 4. Pick and do two projects using the engineering skills you have learned. Share your projects with your den, and also exhibit them at a pack meeting.	Science - Engineering			STEM
Game Design	1. Decide on the elements for a game. 2. List at least five of the online safety rules that you put into practice while using the internet on your computer or smartphone. Skip this if your Cyber Chip is current. 3. Create your game. 4. Teach an adult or another Scout how to play your game.	Games Computers			STEM
Into the Wild	1. Collect and care for an “insect, amphibian, or reptile zoo.” You might have crickets, ants, grasshoppers, a lizard, or a toad (but be careful not to collect or move endangered species protected by federal or state law). Study them for a while and then let them go. Share your experience with your Webelos den. 2. Set up an aquarium or terrarium. Keep it for at least a month. Share your experience with your Webelos den by showing them photos or drawings of your project or by having them visit to see your project. 3. Watch for birds in your yard, neighborhood, or area for one week. Identify the birds you see, and write down where and when you saw them. 4. Learn about the bird flyways closest to your home. Find out which birds use these flyways. 5. Watch at least four wild creatures (reptiles, amphibians, arachnids, fish, insects, or mammals) in the wild. Describe the kind of place (forest, field, marsh, yard, or park) where you saw them. Tell what they were doing. 6. Identify an insect, reptile, bird, or other wild animal that is found only in your area of the country. Tell why it survives in your area. 7. Give examples of at least two of the following: A. A producer, a consumer, and a decomposer in the food chain of an ecosystem B. One way humans have changed the balance of nature C. How you can help protect the balance of nature 8. Learn about aquatic ecosystems and wetlands in your area. Talk with your Webelos den leader or family about the important role aquatic ecosystems and wetlands play in supporting life cycles of wildlife and humans, and list three ways you can help. 9. Do one of the following: A. Visit a museum of natural history, a nature center, or a zoo with your family, Webelos den, or pack. Tell what you saw. B. Create a video of a wild creature doing something interesting, and share it with your family and den.	Nature			STEM
Into the Wild					R
Earth Rocks!	1. Do the following: A. Explain the meaning of the word “geology.” B. Explain why this kind of science is an important part of your world. 2. Look for different kinds of rocks or minerals while on a rock hunt with your family or your den. 3. Do the following: A. Identify the rocks you see on your rock hunt. Use the information in your handbook to determine which types of rocks you have collected. B. With a magnifying glass, take a closer look at your collection. Determine any differences between your specimens. C. Share what you see with your family or den. 4. Do the following: A. With your family or den, make a mineral test kit, and test minerals according to the Mohs scale of mineral hardness. B. Record the results in your handbook. 5. Identify on a map of your state some geological features in your area. 6. Do the following: A. Identify some of the geological building materials used in building your home. B. Identify some of the geological materials used around your community.	Geology			STEM
First Responder		First Aid
Aware and Care		Disabilities Awareness			R
Aquanaut		Swimming
Outdoorsman		Camping
Duty to God in Action		Faith
Duty to God and You		Faith
Scouting Adventure

Middle / High School

Scouts BSA is the middle- and high school-age Scouting program built on an advancement and recognition system that is largely self-guided and self-directed. Advancement supports youth development in areas of STEM (science, technology, engineering, math), trades, future careers, service, outdoor adventure, fitness, and leadership. Youth also have the opportunity to explore other areas of interest such as the arts, STEM, business, and outings within the community. More than 85% of the merit badges include requirements that meet National Science Education Standards, giving Scouts a foundation in everything from nuclear science to robotics.

Education: Merit badges focus on educational skills that can be leveraged in support of school and classroom goals.
STEM: 78 merit badges focus on the exploration of many fields of science, engineering, technology and math with a special emphasis on practical and career applications of this knowledge.
Social studies: 6 merit badges are grounded in civics and practical citizenship; applied knowledge of community resources
Arts and design: 15 merit badges focus primarily on the arts and several more incorporate these skills offering more diverse learning opportunities through creativity and expression
Fitness/Sports: 24 merit badges focus on fitness for life, including nutrition, goal setting, and activities that support participation throughout one’s lifetime
Dispositions: Positive self-concept, solution-oriented, independent problem solver, community service orientation

Merit Badges

^Additional merit badges that contain STEM requirements.
*Eagle Scout required badges

Exploring

Exploring is a program for young men and women who are 14 (and have completed the eighth grade) or 15 to 21 years old. Exploring’s purpose is to provide experiences to help young people mature and to prepare them to become responsible and caring adults. Explorers are ready to investigate the meaning of interdependence in their personal relationships and communities.

Explorer posts can specialize in a variety of career skills. Exploring programs are based on five areas of emphasis: career opportunities, life skills, citizenship, character education, and leadership experience. Youth can fill out a career interest survey to be notified of new Exploring posts starting near them.

Art & Humanities	Communications	Health Care	Science
Aviation	Engineering & Technology	Law & Government	Skilled Trades
Business	Fire & EMS	Law Enforcement	Social Services

Scouting in a Partnership in Education

Positive Effects of Scouting

Scouts as Resources to Schools

Scouting Teaches Life Skills

Lifelong Benefits of Scouting

Scouting and Academic Performance

"Eagle Scouts: Merit beyond the badge”

Scouting Builds Positive Character

Leadership and Citizenship Training

Serving Scouts with DisAbilities

STEM Science

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STEM Engineering

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STEM: Math

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Family / Reverence

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Outdoors

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Personal Fitness and Nutrition

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Personal Safety

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Camping

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Character Development

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Games

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Cycling

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Bobcat

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STEM Science

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