First Class Emphasis — Sam Houston Area Council

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Troop Guides

(Source) The main goal of a Troop Guide is to make the first year of Scouting a successful, fun, growing experience for the newest Scouts in the troop. Giving them an excellent adventure right off the start will help ensure the health of our troop and advancement of the individual Scouts.

These skill teaching sessions are intended to help you guide the Scouts in your charge. Our aim is to support new Scouts in reaching First Class, as much as we can by providing training and fun to help them advance.

You are expected to use the EDGE method for all your teaching. There should be a lot more DOing than LISTENing by the Scouts. Most sessions should take less than 25 minutes to complete so they are perfect for a troop meeting, patrol meeting, or campout. But, they will require quite a bit of preparation on your part and keeping the Scouts focused on the goal.

Some sessions mention the need for materials, such as muffin mix in “Camping I”. You also may want to purchase items such as small prizes for contests to make the sessions more fun. Please check with the Scoutmaster to see what your budget is and save your receipts so you can be reimbursed for things you need to buy to train the Scouts. We do not want you or your family to have any additional expenses because of your work in this position.

The table below lists the plans in the program according to what rank they apply. To make it easier for Scouts to advance, concentrate on the plans for Scout, then Tenderfoot, then Second Class, and finally First Class. But, use them in the order you feel is most appropriate as they fit into your troop outings and monthly themes.

You will need to attend PLC meetings to ensure your plans for teaching the Scouts are included in the troop’s plans.

You will be more successful if you enlist the help of a buddy or two for some of the sessions.

Sample First-Year Program

A Scout participating in all troop and patrol activities can advance quickly.

M: Meeting, C: Campout, I: Individual, O: Other
J: Scout (joining), T: Tenderfoot, S: Second Class, F: First Class

Month	Skill	Advancement
1 (Feb)	Month Overview	⁰¹Individually: • Complete J6. Complete How to Protect Your Children From Child Abuse pamplet with parent • Complete Cyber Chip Grades 6-8 or Grades 9-12 • Before Meeting 1: Read Adventure Ahead chapter in Scout Handbook, be prepared to say from memory and explain: Oath, Law, Motto, Slogan Meeting 1: • Forming the Patrol 1: Create patrol name, emblem, yell, and flag design. → J1a. Repeat from memory and explain: Oath, Law, Motto, Slogan → J1b. Explain Scout spirit → J1c. Scout sign, salute and handshake → J1d. Describe First Class badge → J1e. Repeat and explain Outdoor Code → J1f. Repeat the Pledge of Allegiance → J3b. Know patrol name, emblem, flag, and yell Meeting 2: • Forming the Patrol → J2a. Describe how Scouts provide leadership → J2b. Describe four steps of advancement → J2c. Describe Scout ranks and process → J2d. Describe merit badges and process → J3a. Explain the patrol method • Camping I: Discuss upcoming campout - packing list, uniform expectations, and duty roster. Create patrol menu. → T1a. Prepare for campout → T5b. Describe what to do if you get lost → T5c. Explain rules of safe hiking Campout: Knots, pocketknife safety, prepare for campout, sleep in tent, cooking, knots • Totin’ Chip → J4a. Tie square knot, two half-hitches, and tautline hitch → J4b. Whip and fuse rope → J5. Demonstrate pocketknife safety • Camping I: prepare for campout, sleep in tent, cooking, knots → T1b. Spend 1 night on campout in tent → T1c. Tell how you practiced Outdoor Code on outing → T2a. Assist with cooking → T2b. Demonstrate safe meal utensil cleaning → T2c. Explain importance of eating as patrol → T3a. Demonstrate square knot → T3b. Demonstrate two half-hitches → T3c. Demonstrate tautline hitch
2 (Mar)	Month Overview	¹⁵Individually: • F10 - tell another youth about Scouts • J7 - Schedule a Scoutmaster conference for Joining Meeting 1: • Fitness I: → T6a. Record best in: i. Push-ups, ii. Sit-ups, iii. Sit-and-reach, iv. 1-mile walk/run) → T6b. Describe your plan to improve after 30 days T5a-c, 7a - hiking safety, flag etiquette Finish patrol flag and yell T3a-c, S2f-g - knots Meeting 2: • → JArrive Early. Do T6a-b before meeting - record first attempt Do J3b - bring patrol flag and give yell for troop. T7a, T8 - flag etiquette, EDGE method Campout: • → T1a-c, T3a-d, S1b-c, S2a-g - Totin' Chip, Firem'n Chit, cooking, knots Service Project: • T7b - 1 hour service
3 (Apr)	Month Overview	²³Individually: • Meeting 1: • → JT6a-b or T6c before meeting - record first or final attempt Receive Scout badge, if requirements are complete. T3a-c, S2f-g, F3a-c - knots and lashings Meeting 2: • → T6a-b or T6c before meeting - record first or final attempt T3a-c, S2f-g, F3a-c - knots and lashings Campout: • → JT4b-c, T5a-c Go on a short hike and practice rules of safe hiking. Review buddy system and use it on hike. Look for poisonous plants and talk about their treatment. T1a-c, T3a-d, S1b-c, S2a-g - Totin' Chip, Firem'n Chit, cooking, knots Do T5a-c, S3a-d, S4, F5a - Safe hiking, 5-mile hike, navigation, plants and animal ID Service Project: • T7b, S8e - 2 hour service
4 (May)	Month Overview	³²Individually: • S7a-b - physically active for 4 weeks Meeting 1: • → T6c before meeting - record final attempt Do S8a-b - flag ceremony. Do S5a, S5d, F6b-d - Safe Swim Defense and Safety Afloat. Meeting 2: • → S8a-b - flag ceremony. Campout: • → T4a-d, S6a-e - first aid T1a-c, T3a-d, S1b-c, S2a-g - Totin' Chip, Firem'n Chit, cooking, knots Do T4a-d, S6a-e - first aid Service Project: •
5 (Jun)	Month Overview	Individually: • Schedule a Scoutmaster conference for Tenderfoot. Arrange Board of Review. Do S7a-b, F8a-b - physically active for 4 weeks Do S1a - participate in 5 outings Do S8c-d - earn money Meeting 1: • → Do S8a-b - flag ceremony. Do T4a-d, S6a-e - first aid Meeting 2: • → J Campout: • → F4a-b - orienteering course & GPS Summer Camp: Complete left-over Tenderfoot requirements Do S5b-c, F6a-e - swimming and water rescue, swimmer test, safety afloat Do T5a-c, S3a-d, S4, F5a - Safe hiking, 5-mile hike, navigation, plants and animal ID Do F3a-d - lashings for camp gadget Service Project: •
6 (Jul)	Month Overview	Individually: • S7a-b, F8a-b - physically active for 4 weeks Do S1a - participate in 5 outings Do S8c-d - earn money Do F9a-c - community leader, environmental issue, reduce garbage Meeting 1: • → S8a-b - flag ceremony. Do S7c - drug program Do S9a-b - personal safety and bullying Meeting 2: • → F2a-b - plan menu, make food list Practice F5b-d - weather Do F4a-b - orienteering course and GPS S8a-b - flag ceremony. Do F5b-d - weather Campout: • → F3a-d - lashings for camp gadget Do S4, F5a - animal identification, plant identification Do S3d - direction without compass Do F2c-e - (1 Scout per campout) - use This worksheet. In patrols of 6 or more Scouts, you could break into two groups so a different Scout could serve as cook for each. Service Project: • T7b, S8e, F9d - 3 hour service
7	Month Overview	Individually: • Schedule Scoutmaster conference for Second Class. Arrange Board of Review. Do S7a-b, F8a-b - physically active for 4 weeks Do S1a - participate in 5 outings Do S8c-d - earn money Do F9a-c - community leader, environmental issue, reduce garbage Meeting 1: • → S8a-b - flag ceremony. T3a-c, S2f-g, F3a-c - knots and lashings Meeting 2: • → F2a-b - plan menu, make food list Go on a hike for fun and catch up of any outdoors requirements. S8a-b - flag ceremony. Campout: • → F2c-e - (1 Scout per campout) - use This worksheet. Offer catch up of any outdoors requirements. Service Project: •
9 (Oct)		Individually: • F8a-b - physically active for 4 weeks Do S1a - participate in 5 outings Do F1a - participate in 10 outings Do F9a-c - community leader, environmental issue, reduce garbage Meeting 1: • → F4a,c,d (1 Scout per campout) - plan menu, list cooking gear, explain safe food handling. F2a-b - plan menu, make food list Practice F7a-f - first aid, home emergencies Meeting 2: • → J Campout: • → F7a-c, 7f - advanced first aid, potable water Do F2c-e - (1 Scout per campout) - use This worksheet. Service Project: • S8e, F9d - 3 hour service

Month	Location	Skill	Advancement
1	M1	Forming the Patrol	⁰²Scout 1a. Repeat from memory and explain meaning in own words: Oath, Law, Motto, Slogan.
1	M1	Forming the Patrol	⁰³Scout 1b. Explain Scout spirit. Describe some ways you have shown Scout spirit by practicing the Scout Oath, Scout Law, Scout motto, and Scout slogan.
1	M1	Forming the Patrol	⁰⁴Scout 1c. Scout sign, salute and handshake. Explain when they should be used.
1	M1	Forming the Patrol	⁰⁵Scout 1d. Describe First Class badge, tell what each part stands for, explain significance of badge.
1	M1	Forming the Patrol	⁰⁶Scout 1e. Repeat and explain Outdoor Code. Explain what it means to you.
1	M1	Forming the Patrol	⁰⁷Scout 1f. Repeat the Pledge of Allegiance. Explain its meaning.
1	M2	Forming the Patrol	⁰⁸Scout 2. After attending at least one Scout troop meeting, do 2a-2d.
1	M2	Forming the Patrol	⁰⁹Scout 2a. Describe how Scouts provide leadership
1	M2	Forming the Patrol	¹⁰Scout 2b. Describe four steps of advancement
1	M2	Forming the Patrol	¹¹Scout 2c. Describe Scout ranks and process
1	M2	Forming the Patrol	¹²Scout 2d. Describe merit badges and process
1	M2	Forming the Patrol	¹³Scout 3a. Explain the patrol method. Describe the types of patrols that are used in your troop.
1	M1	Forming the Patrol	¹⁴Scout 3b. Know Patrol Name, emblem, flag, and yell. Explain how these items create patrol spirit.
2	M2	Knots and Lashings I	¹⁶Scout 4a. Tie square knot, two half-hitches, and tautline hitch. Explain how each is used.
2	M2	Knots and Lashings I	¹⁷Scout 4b. Show the proper care of a rope by learning how to whip and fuse the ends of different kinds of rope.
2	C	Totin’ Chip	¹⁸Scout 5. Demonstrate pocketknife safety...
1	I		¹⁹Scout 6. Complete How to Protect Your Children From Child Abuse pamplet with parent and earn Cyber Chip.
2	I		²⁰Scout 7. Completes Scoutmaster conference and earns Scout rank
1	M2	Camping I	²¹Tenderfoot 1a. Present yourself to your leader, prepared for an overnight camping trip. Show the personal and camping gear you will use. Show the right way to pack and carry it.
2	M3	Camping II	²²Tenderfoot 1b. Spend 1 night on campout in tent you have helped pitch.
3	O	Outdoor Ethics	²⁴Tenderfoot 1c. Tell how you practiced Outdoor Code on campout or outing.
3	C	Cooking	²⁵Tenderfoot 2a. On the campout, assist in preparing one of the meals. Tell why it is important for each patrol member to share in meal preparation and cleanup.
3	C	Cooking	²⁶Tenderfoot 2b. While on a campout, demonstrate the appropriate method of safely cleaning items used to prepare, serve, and eat a meal.
3	C	Cooking	²⁷Tenderfoot 2c. Explain importance of eating as patrol
2	M2	Knots and Lashings I	²⁸Tenderfoot 3a. Demonstrate a practical use of square knot
2	M2	Knots and Lashings I	²⁹Tenderfoot 3b. Demonstrate a practical use of two half-hitches
2	M2	Knots and Lashings I	³⁰Tenderfoot 3c.Demonstrate a practical use of taut-line hitch
2	C	Totin’ Chip	³¹Tenderfoot 3d. Demonstrate proper care, sharpening, and use of the knife, saw, and ax. Describe when each should be used.
3	M1	First Aid Basics I	³³Tenderfoot 4a. Demonstrate First Aid skills: • Simple cuts and scrapes • Blisters on the hand and foot • Minor (thermal/heat) burns or scalds (superficial, or first-degree) • Bites or stings of insects and ticks • Venomous snakebite • Nosebleed • Frostbite and sunburn • Choking
3	M1	First Aid Basics I	³⁴Tenderfoot 4b. Describe common poisonous or hazardous plants; identify any that grow in your local area or campsite location. Tell how to treat for exposure to them.
3	M1	First Aid Basics I	³⁵Tenderfoot 4c. Tell what you can do while on a campout or other outdoor activity to prevent or reduce the occurrence of injuries or exposure listed in Tenderfoot requirements 4a and 4b.
3	M1	First Aid Basics I	³⁶Tenderfoot 4d. Assemble a personal first-aid kit to carry with you on future campouts and hikes. Tell how each item in the kit would be used.
1	M1	Forming the Patrol	³⁷Tenderfoot 5a. Explain the importance of the buddy system as it relates to your personal safety on outings and in your neighborhood. Use the buddy system while on a troop or patrol outing.
1	M2	Camping I	³⁸Tenderfoot 5b. Describe what to do if you get lost
1	M2	Camping I	³⁹Tenderfoot 5c. Explain the rules of safe hiking, both on the highway and crosscountry, during the day and at night.
2	M1	Fitness I	⁴⁰Tenderfoot 6a. Record best in: • Push-ups, • Sit-ups, • Sit-and-reach, • 1-mile walk/run
2	M1	Fitness I	⁴¹Tenderfoot 6b. Describe your plan to improve after 30 days and keep track
4	M2	Fitness II	⁴²Tenderfoot 6c. Show improvement: • Push-ups, • Sit-ups, • Sit-and-reach, • 1-mile walk/run
		Citizenship	⁴³Tenderfoot 7a. Demonstrate how to display, raise, lower, and fold the U.S. flag.
	O	Service Project	⁴⁴Tenderfoot 7b. Participate in 1-hour service project. Explain how your service to others relates to the Scout slogan and Scout motto.
2	M2	Knots and Lashings I	Tenderfoot 8. Describe and use EDGE training method. Use method to teach another person how to tie the square knot.
8	I		Tenderfoot 9-11. Scout spirit, complete Scoutmaster conference and Board of Review and earn Tenderfoot rank
	I	Participation	Second Class 1a. Since joining, participate in 5 activities, not meetings...
3	C	Outdoor Ethics	Second Class 1b. Explain Leave No Trace and tell how you practiced them on a campout or outing. This outing must be different from the one used for Tenderfoot requirement 1c.
2	C	Camping II	Second Class 1c. Select a location for patrol site. On one of these campouts, select a location for your patrol site and recommend it to your patrol leader, senior patrol leader, or troop guide. Explain what factors you should consider when choosing a patrol site and where to pitch a tent
2	C	Fires and Fire Safety	Second Class 2a. Explain when it is appropriate to use a fire for cooking or other purposes and when it would not be appropriate to do so.
2	C	Totin’ Chip	Second Class 2b. Use the tools listed in Tenderfoot requirement 3d to prepare tinder, kindling, and fuel wood for a cooking fire.
2	C	Fires and Fire Safety	Second Class 2c. At an approved outdoor location and time, use the tinder, kindling, and fuel wood from Second Class requirement 2b to demonstrate how to build a fire. Unless prohibited by local fire restrictions, light the fire. After allowing the flames to burn safely for at least two minutes, safely extinguish the flames with minimal impact to the fire site.
2	C	Fires and Fire Safety	Second Class 2d. Explain when it is appropriate to use a lightweight stove and when it is appropriate to use a propane stove. Set up a lightweight stove or propane stove. Light the stove, unless prohibited by local fire restrictions. Describe the safety procedures for using these types of stoves
3	C	Cooking	Second Class 2e. On one campout, plan and cook one hot breakfast or lunch, selecting foods from MyPlate or the current USDA nutritional model. Explain the importance of good nutrition. Demonstrate how to transport, store, and prepare the foods you selected.
8	M2	Knots and Lashings II	Second Class 2f. Demonstrate tying the sheet bend knot. Describe a situation in which you would use this knot.
8	M2	Knots and Lashings II	Second Class 2g. Demonstrate tying the bowline knot. Describe a situation in which you would use this knot.
3	M2	Map and Compass I	Second Class 3a. Demonstrate how a compass works and how to orient a map. Use a map to point out and tell the meaning of five map symbols.
3	M2	Map and Compass I	Second Class 3b. Using a compass and map together, take a 5-mile hike (or 10 miles by bike) approved by your adult leader and your parent or guardian.
3	M2	Map and Compass I	Second Class 3c. Describe some hazards or injuries that you might encounter on your hike and what you can do to help prevent them.
4	C	Map and Compass III	Second Class 3d. Demonstrate how to find directions during the day and at night without using a compass or an electronic device.
7 (Aug)	C	Nature I	Second Class 4. Identify or show evidence of at least 10 kinds of wild animals (such as birds, mammals, reptiles, fish, or mollusks) found in your local area or camping location. You may show evidence by tracks, signs, or photographs you have taken.
4	M1	Water Safety	Second Class 5a. Tell precautions for a safe swim.
4	M1	Water Safety	Second Class 5b. Pass the BSA beginner test: Jump feetfirst into water over your head in depth, level off and swim 25 feet on the surface, stop, turn sharply, resume swimming, then return to your starting place
4	M1	Water Safety	Second Class 5c. Demonstrate water rescue methods by reaching with your arm or leg, by reaching with a suitable object, and by throwing lines and objects
4	M1	Water Safety	Second Class 5d. Explain why swimming rescues should not be attempted when a reaching or throwing rescue is possible. Explain why and how a rescue swimmer should avoid contact with the victim.
5	M1	First Aid Basics II	Second Class 6a. Demonstrate advanced First Aid: • Object in the eye • Bite of a warm-blooded animal • Puncture wounds from a splinter, nail, and fishhook • Serious burns (partial thickness, or second-degree) • Heat exhaustion • Shock • Heatstroke, dehydration, hypothermia, and hyperventilation
7	M2	First Aid Hurry Cases	Second Class 6b. Show what to do for “hurry” cases of stopped breathing, stroke, severe bleeding, and ingested poisoning.
5	M1	First Aid Basics II	Second Class 6c. Tell what you can do while on a campout or hike to prevent or reduce the occurrence of the injuries listed in Second Class requirements 6a and 6b.
7	M1	Emergencies	Second Class 6d. Explain what to do in case of accidents that require emergency response in the home and backcountry. Explain what constitutes an emergency and what information you will need to provide to a responder.
7	M1	Emergencies	Second Class 6e. Tell how you should respond if you come upon the scene of a vehicular accident.
	I		Second Class 7a. Be physically active for four weeks at least 30 minutes each day for five days a week for four weeks. Keep track of your activities.
	I		Second Class 7b. Share your challenges and successes in completing Second Class requirement 7a. Set a goal for continuing to include physical activity as part of your daily life and develop a plan for doing so.
			Second Class 7c. Participate in a school, community, or troop program on the dangers of using drugs, alcohol, and tobacco and other practices that could be harmful to your health. Discuss your participation in the program with your family, and explain the dangers of substance addictions. Report to your Scoutmaster or other adult leader in your troop about which parts of the Scout Oath and Scout Law relate to what you learned.
9	M1	Citizenship	Second Class 8a. Participate in a flag ceremony for your school, religious institution, chartered organization, community, or Scouting activity.
9	M1	Citizenship	Second Class 8b. Explain what respect is due the flag of the United States.
5	I		Second Class 8c. With your parents or guardian, decide on an amount of money that you would like to earn, based on the cost of a specific item you would like to purchase. Develop a written plan to earn the amount agreed upon and follow that plan; it is acceptable to make changes to your plan along the way. Discuss any changes made to your original plan and whether you met your goal.
5	I		Second Class 8d. At a minimum of three locations, compare the cost of the item for which you are saving to determine the best place to purchase it. After completing Second Class requirement 8c, decide if you will use the amount that you earned as originally intended, save all or part of it, or use it for another purpose.
	O	Service	Second Class 8e. Participate in 2 hours of service...Tell how your service to others relates to the Scout Oath.
9	M1	Citizenship	Second Class 9a. Explain three R’s of personal safety
9	M1	Citizenship	Second Class 9b. Describe bullying; tell what the appropriate response is to someone who is bullying you or another person.
10	I		Second Class 10-12. Scout spirit, completes Scoutmaster conference and Board of Review and earn Second Class rank
	O	Participation	First Class 1a. Participated in 10 activities ...
3	C	Outdoor Ethics	First Class 1b. Explain Tread Lightly! and tell how you practiced them on a campout or outing. This outing must be different from the ones used for Tenderfoot requirement 1c and Second Class requirement 1b.
8	C	Cooking	First Class 2a. Help plan a menu for one of the above campouts that includes at least one breakfast, one lunch, and one dinner, and that requires cooking at least two of the meals. Tell how the menu includes the foods from MyPlate or the current USDA nutritional model and how it meets nutritional needs for the planned activity or campout.
8	C	Cooking	First Class.2b. Using the menu planned in First Class requirement 2a, make a list showing a budget and the food amounts needed to feed three or more youth. Secure the ingredients.
8	C	Cooking	First Class 2c. Show which pans, utensils, and other gear will be needed to cook and serve these meals.
8	C	Cooking	First Class 2d. Demonstrate the procedures to follow in the safe handling and storage of fresh meats, dairy products, eggs, vegetables, and other perishable food products. Show how to properly dispose of camp garbage, cans, plastic containers, and other rubbish.
8	C	Cooking	First Class 2e. On one campout, serve as cook. Supervise your assistant(s) in using a stove or building a cooking fire. Prepare the breakfast, lunch, and dinner planned in First Class requirement 2a. Supervise the cleanup.
8	M2	Knots and Lashings II	First Class 3a. Discuss when you should and should not use lashings.
8	M2	Knots and Lashings II	First Class 3b. Demonstrate tying timber hitch and clove hitch
8	M2	Knots and Lashings II	First Class 3c. Demonstrate square, sheer, and diagonal lashings by joining two or more poles or staves together
8	M2	Knots and Lashings II	First Class 3d. Use lashings to make a useful camp gadget or structure.
8	M1	Map and Compass II	First Class 4a. Using a map and compass, complete an orienteering course that covers at least one mile and requires measuring the height and/ or width of designated items (tree, tower, canyon, ditch, etc.).
3	M2	Map and Compass I	First Class 4b. Demonstrate how to use a handheld GPS unit, GPS app on a smartphone, or other electronic navigation system while on a campout or hike. Use GPS to find your current location, a destination of your choice, and the route you will take to get there. Follow that route to arrive at your destination.
7	C	Nature II	First Class 5a. Identify or show evidence of at least 10 kinds of native plants found in your local area or campsite location. You may show evidence by identifying fallen leaves or fallen fruit that you find in the field, or as part of a collection you have made, or by photographs you have taken
7	M1	Emergencies	First Class 5b. Identify two ways to obtain a weather forecast for an upcoming activity. Explain why weather forecasts are important when planning for an event.
7	M1	Emergencies	First Class 5c. Describe at least three natural indicators of impending hazardous weather, the potential dangerous events that might result from such weather conditions, and the appropriate actions to take.
7	M1	Emergencies	First Class 5d. Describe extreme weather conditions you might encounter in the outdoors in your local geographic area. Discuss how you would determine ahead of time the potential risk of these types of weather dangers, alternative planning considerations to avoid such risks, and how you would prepare for and respond to those weather conditions
4	M1	Water Safety	First Class 6a. Pass BSA swimmer test
4	M1	Water Safety	First Class 6b. Tell precautions for safe trip afloat
4	M1	Water Safety	First Class 6c. Identify parts of a boat, canoe, or kayak and oar or paddle
4	M1	Water Safety	First Class 6d. Describe proper body positioning in watercraft, depending on the type and size of the vessel. Explain the importance of proper body position in the boat.
4	M1	Water Safety	First Class 6e. With a helper and a practice victim, show a line rescue both as tender and as rescuer. (The practice victim should be approximately 30 feet from shore in deep water.)
9	M2	First Aid Bandages	First Class 7a. Demonstrate bandages for a sprained ankle and for injuries on the head, the upper arm, and the collarbone.
10 (Nov)	M1	First Aid Rescues	First Class 7b. Show how to: • Transport a person from a smoke-filled room. • Transport for at least 25 yards a person with a sprained ankle
10	M2	First Aid CPR	First Class 7c. Tell five signs of heart attack and explain CPR
7	M1	Emergencies	First Class 7d. Tell what utility services exist in your home or meeting place. Describe potential hazards associated with these utilities and tell how to respond in emergency situations.
7	M1	Emergencies	First Class 7e. Develop an emergency action plan for your home that includes what to do in case of fire, storm, power outage, and water outage.
7	M1		First Class 7f. Explain how to obtain potable water in an emergency
	I		First Class 8a. Be physically active for four weeks...track.
	I		First Class 8b. Share your challenges and successes in completing First Class requirement 8a. Set a goal for continuing to include physical activity as part of your daily life.
9	M1	Citizenship	First Class 9a. Visit and discuss with a selected individual approved by your leader (for example, an elected official, judge, attorney, civil servant, principal, or teacher) the constitutional rights and obligations of a U.S. citizen.
9	M1	Citizenship	First Class 9b. Investigate an environmental issue affecting your community. Share what you learned about that issue with your patrol or troop. Tell what, if anything, could be done by you or your community to address the concern.
3	C	Outdoor Ethics	First Class 9c. On a Scouting or family outing, take note of the trash and garbage you produce. Before your next similar outing, decide how you can reduce, recycle, or repurpose what you take on that outing, and then put those plans into action. Compare your results.
	O	Service	First Class 9d. Participate in 3 hours of service...
2	I		First Class 10. Tell a youth about Scouts...
11	I		First Class 11-13. Scout spirit, complete Scoutmaster conference and Board of Review and earn First Class rank

All

Month	Location	Skill	Advancement
1 (Feb)		Month Overview	⁰¹Individually: • Complete J6. Complete How to Protect Your Children From Child Abuse pamplet with parent • Complete Cyber Chip Grades 6-8 or Grades 9-12 • Before Meeting 1: Read Adventure Ahead chapter in Scout Handbook, be prepared to say from memory and explain: Oath, Law, Motto, Slogan Meeting 1: • Forming the Patrol 1: Create patrol name, emblem, yell, and flag design. → J1a. Repeat from memory and explain: Oath, Law, Motto, Slogan → J1b. Explain Scout spirit → J1c. Scout sign, salute and handshake → J1d. Describe First Class badge → J1e. Repeat and explain Outdoor Code → J1f. Repeat the Pledge of Allegiance → J3b. Know patrol name, emblem, flag, and yell Meeting 2: • Forming the Patrol → J2a. Describe how Scouts provide leadership → J2b. Describe four steps of advancement → J2c. Describe Scout ranks and process → J2d. Describe merit badges and process → J3a. Explain the patrol method • Camping I: Discuss upcoming campout - packing list, uniform expectations, and duty roster. Create patrol menu. → T1a. Prepare for campout → T5b. Describe what to do if you get lost → T5c. Explain rules of safe hiking Campout: Knots, pocketknife safety, prepare for campout, sleep in tent, cooking, knots • Totin’ Chip → J4a. Tie square knot, two half-hitches, and tautline hitch → J4b. Whip and fuse rope → J5. Demonstrate pocketknife safety • Camping I: prepare for campout, sleep in tent, cooking, knots → T1b. Spend 1 night on campout in tent → T1c. Tell how you practiced Outdoor Code on outing → T2a. Assist with cooking → T2b. Demonstrate safe meal utensil cleaning → T2c. Explain importance of eating as patrol → T3a. Demonstrate square knot → T3b. Demonstrate two half-hitches → T3c. Demonstrate tautline hitch
1	M1	Forming the Patrol	⁰²Scout 1a. Repeat from memory and explain meaning in own words: Oath, Law, Motto, Slogan.
1	M1	Forming the Patrol	⁰³Scout 1b. Explain Scout spirit. Describe some ways you have shown Scout spirit by practicing the Scout Oath, Scout Law, Scout motto, and Scout slogan.
1	M1	Forming the Patrol	⁰⁴Scout 1c. Scout sign, salute and handshake. Explain when they should be used.
1	M1	Forming the Patrol	⁰⁵Scout 1d. Describe First Class badge, tell what each part stands for, explain significance of badge.
1	M1	Forming the Patrol	⁰⁶Scout 1e. Repeat and explain Outdoor Code. Explain what it means to you.
1	M1	Forming the Patrol	⁰⁷Scout 1f. Repeat the Pledge of Allegiance. Explain its meaning.
1	M2	Forming the Patrol	⁰⁸Scout 2. After attending at least one Scout troop meeting, do 2a-2d.
1	M2	Forming the Patrol	⁰⁹Scout 2a. Describe how Scouts provide leadership
1	M2	Forming the Patrol	¹⁰Scout 2b. Describe four steps of advancement
1	M2	Forming the Patrol	¹¹Scout 2c. Describe Scout ranks and process
1	M2	Forming the Patrol	¹²Scout 2d. Describe merit badges and process
1	M2	Forming the Patrol	¹³Scout 3a. Explain the patrol method. Describe the types of patrols that are used in your troop.
1	M1	Forming the Patrol	¹⁴Scout 3b. Know Patrol Name, emblem, flag, and yell. Explain how these items create patrol spirit.
2 (Mar)		Month Overview	¹⁵Individually: • F10 - tell another youth about Scouts • J7 - Schedule a Scoutmaster conference for Joining Meeting 1: • Fitness I: → T6a. Record best in: i. Push-ups, ii. Sit-ups, iii. Sit-and-reach, iv. 1-mile walk/run) → T6b. Describe your plan to improve after 30 days T5a-c, 7a - hiking safety, flag etiquette Finish patrol flag and yell T3a-c, S2f-g - knots Meeting 2: • → JArrive Early. Do T6a-b before meeting - record first attempt Do J3b - bring patrol flag and give yell for troop. T7a, T8 - flag etiquette, EDGE method Campout: • → T1a-c, T3a-d, S1b-c, S2a-g - Totin' Chip, Firem'n Chit, cooking, knots Service Project: • T7b - 1 hour service
2	M2	Knots and Lashings I	¹⁶Scout 4a. Tie square knot, two half-hitches, and tautline hitch. Explain how each is used.
2	M2	Knots and Lashings I	¹⁷Scout 4b. Show the proper care of a rope by learning how to whip and fuse the ends of different kinds of rope.
2	C	Totin’ Chip	¹⁸Scout 5. Demonstrate pocketknife safety...
1	I		¹⁹Scout 6. Complete How to Protect Your Children From Child Abuse pamplet with parent and earn Cyber Chip.
2	I		²⁰Scout 7. Completes Scoutmaster conference and earns Scout rank
1	M2	Camping I	²¹Tenderfoot 1a. Present yourself to your leader, prepared for an overnight camping trip. Show the personal and camping gear you will use. Show the right way to pack and carry it.
2	M3	Camping II	²²Tenderfoot 1b. Spend 1 night on campout in tent you have helped pitch.
3 (Apr)		Month Overview	²³Individually: • Meeting 1: • → JT6a-b or T6c before meeting - record first or final attempt Receive Scout badge, if requirements are complete. T3a-c, S2f-g, F3a-c - knots and lashings Meeting 2: • → T6a-b or T6c before meeting - record first or final attempt T3a-c, S2f-g, F3a-c - knots and lashings Campout: • → JT4b-c, T5a-c Go on a short hike and practice rules of safe hiking. Review buddy system and use it on hike. Look for poisonous plants and talk about their treatment. T1a-c, T3a-d, S1b-c, S2a-g - Totin' Chip, Firem'n Chit, cooking, knots Do T5a-c, S3a-d, S4, F5a - Safe hiking, 5-mile hike, navigation, plants and animal ID Service Project: • T7b, S8e - 2 hour service
3	O	Outdoor Ethics	²⁴Tenderfoot 1c. Tell how you practiced Outdoor Code on campout or outing.
3	C	Cooking	²⁵Tenderfoot 2a. On the campout, assist in preparing one of the meals. Tell why it is important for each patrol member to share in meal preparation and cleanup.
3	C	Cooking	²⁶Tenderfoot 2b. While on a campout, demonstrate the appropriate method of safely cleaning items used to prepare, serve, and eat a meal.
3	C	Cooking	²⁷Tenderfoot 2c. Explain importance of eating as patrol
2	M2	Knots and Lashings I	²⁸Tenderfoot 3a. Demonstrate a practical use of square knot
2	M2	Knots and Lashings I	²⁹Tenderfoot 3b. Demonstrate a practical use of two half-hitches
2	M2	Knots and Lashings I	³⁰Tenderfoot 3c.Demonstrate a practical use of taut-line hitch
2	C	Totin’ Chip	³¹Tenderfoot 3d. Demonstrate proper care, sharpening, and use of the knife, saw, and ax. Describe when each should be used.
4 (May)		Month Overview	³²Individually: • S7a-b - physically active for 4 weeks Meeting 1: • → T6c before meeting - record final attempt Do S8a-b - flag ceremony. Do S5a, S5d, F6b-d - Safe Swim Defense and Safety Afloat. Meeting 2: • → S8a-b - flag ceremony. Campout: • → T4a-d, S6a-e - first aid T1a-c, T3a-d, S1b-c, S2a-g - Totin' Chip, Firem'n Chit, cooking, knots Do T4a-d, S6a-e - first aid Service Project: •
3	M1	First Aid Basics I	³³Tenderfoot 4a. Demonstrate First Aid skills: • Simple cuts and scrapes • Blisters on the hand and foot • Minor (thermal/heat) burns or scalds (superficial, or first-degree) • Bites or stings of insects and ticks • Venomous snakebite • Nosebleed • Frostbite and sunburn • Choking
3	M1	First Aid Basics I	³⁴Tenderfoot 4b. Describe common poisonous or hazardous plants; identify any that grow in your local area or campsite location. Tell how to treat for exposure to them.
3	M1	First Aid Basics I	³⁵Tenderfoot 4c. Tell what you can do while on a campout or other outdoor activity to prevent or reduce the occurrence of injuries or exposure listed in Tenderfoot requirements 4a and 4b.
3	M1	First Aid Basics I	³⁶Tenderfoot 4d. Assemble a personal first-aid kit to carry with you on future campouts and hikes. Tell how each item in the kit would be used.
1	M1	Forming the Patrol	³⁷Tenderfoot 5a. Explain the importance of the buddy system as it relates to your personal safety on outings and in your neighborhood. Use the buddy system while on a troop or patrol outing.
1	M2	Camping I	³⁸Tenderfoot 5b. Describe what to do if you get lost
1	M2	Camping I	³⁹Tenderfoot 5c. Explain the rules of safe hiking, both on the highway and crosscountry, during the day and at night.
2	M1	Fitness I	⁴⁰Tenderfoot 6a. Record best in: • Push-ups, • Sit-ups, • Sit-and-reach, • 1-mile walk/run
2	M1	Fitness I	⁴¹Tenderfoot 6b. Describe your plan to improve after 30 days and keep track
4	M2	Fitness II	⁴²Tenderfoot 6c. Show improvement: • Push-ups, • Sit-ups, • Sit-and-reach, • 1-mile walk/run
		Citizenship	⁴³Tenderfoot 7a. Demonstrate how to display, raise, lower, and fold the U.S. flag.
	O	Service Project	⁴⁴Tenderfoot 7b. Participate in 1-hour service project. Explain how your service to others relates to the Scout slogan and Scout motto.
2	M2	Knots and Lashings I	Tenderfoot 8. Describe and use EDGE training method. Use method to teach another person how to tie the square knot.
8	I		Tenderfoot 9-11. Scout spirit, complete Scoutmaster conference and Board of Review and earn Tenderfoot rank
	I	Participation	Second Class 1a. Since joining, participate in 5 activities, not meetings...
3	C	Outdoor Ethics	Second Class 1b. Explain Leave No Trace and tell how you practiced them on a campout or outing. This outing must be different from the one used for Tenderfoot requirement 1c.
2	C	Camping II	Second Class 1c. Select a location for patrol site. On one of these campouts, select a location for your patrol site and recommend it to your patrol leader, senior patrol leader, or troop guide. Explain what factors you should consider when choosing a patrol site and where to pitch a tent
2	C	Fires and Fire Safety	Second Class 2a. Explain when it is appropriate to use a fire for cooking or other purposes and when it would not be appropriate to do so.
2	C	Totin’ Chip	Second Class 2b. Use the tools listed in Tenderfoot requirement 3d to prepare tinder, kindling, and fuel wood for a cooking fire.
2	C	Fires and Fire Safety	Second Class 2c. At an approved outdoor location and time, use the tinder, kindling, and fuel wood from Second Class requirement 2b to demonstrate how to build a fire. Unless prohibited by local fire restrictions, light the fire. After allowing the flames to burn safely for at least two minutes, safely extinguish the flames with minimal impact to the fire site.
2	C	Fires and Fire Safety	Second Class 2d. Explain when it is appropriate to use a lightweight stove and when it is appropriate to use a propane stove. Set up a lightweight stove or propane stove. Light the stove, unless prohibited by local fire restrictions. Describe the safety procedures for using these types of stoves
3	C	Cooking	Second Class 2e. On one campout, plan and cook one hot breakfast or lunch, selecting foods from MyPlate or the current USDA nutritional model. Explain the importance of good nutrition. Demonstrate how to transport, store, and prepare the foods you selected.
8	M2	Knots and Lashings II	Second Class 2f. Demonstrate tying the sheet bend knot. Describe a situation in which you would use this knot.
8	M2	Knots and Lashings II	Second Class 2g. Demonstrate tying the bowline knot. Describe a situation in which you would use this knot.
3	M2	Map and Compass I	Second Class 3a. Demonstrate how a compass works and how to orient a map. Use a map to point out and tell the meaning of five map symbols.
3	M2	Map and Compass I	Second Class 3b. Using a compass and map together, take a 5-mile hike (or 10 miles by bike) approved by your adult leader and your parent or guardian.
3	M2	Map and Compass I	Second Class 3c. Describe some hazards or injuries that you might encounter on your hike and what you can do to help prevent them.
4	C	Map and Compass III	Second Class 3d. Demonstrate how to find directions during the day and at night without using a compass or an electronic device.
5 (Jun)		Month Overview	Individually: • Schedule a Scoutmaster conference for Tenderfoot. Arrange Board of Review. Do S7a-b, F8a-b - physically active for 4 weeks Do S1a - participate in 5 outings Do S8c-d - earn money Meeting 1: • → Do S8a-b - flag ceremony. Do T4a-d, S6a-e - first aid Meeting 2: • → J Campout: • → F4a-b - orienteering course & GPS Summer Camp: Complete left-over Tenderfoot requirements Do S5b-c, F6a-e - swimming and water rescue, swimmer test, safety afloat Do T5a-c, S3a-d, S4, F5a - Safe hiking, 5-mile hike, navigation, plants and animal ID Do F3a-d - lashings for camp gadget Service Project: •
7 (Aug)	C	Nature I	Second Class 4. Identify or show evidence of at least 10 kinds of wild animals (such as birds, mammals, reptiles, fish, or mollusks) found in your local area or camping location. You may show evidence by tracks, signs, or photographs you have taken.
6 (Jul)		Month Overview	Individually: • S7a-b, F8a-b - physically active for 4 weeks Do S1a - participate in 5 outings Do S8c-d - earn money Do F9a-c - community leader, environmental issue, reduce garbage Meeting 1: • → S8a-b - flag ceremony. Do S7c - drug program Do S9a-b - personal safety and bullying Meeting 2: • → F2a-b - plan menu, make food list Practice F5b-d - weather Do F4a-b - orienteering course and GPS S8a-b - flag ceremony. Do F5b-d - weather Campout: • → F3a-d - lashings for camp gadget Do S4, F5a - animal identification, plant identification Do S3d - direction without compass Do F2c-e - (1 Scout per campout) - use This worksheet. In patrols of 6 or more Scouts, you could break into two groups so a different Scout could serve as cook for each. Service Project: • T7b, S8e, F9d - 3 hour service
4	M1	Water Safety	Second Class 5a. Tell precautions for a safe swim.
4	M1	Water Safety	Second Class 5b. Pass the BSA beginner test: Jump feetfirst into water over your head in depth, level off and swim 25 feet on the surface, stop, turn sharply, resume swimming, then return to your starting place
4	M1	Water Safety	Second Class 5c. Demonstrate water rescue methods by reaching with your arm or leg, by reaching with a suitable object, and by throwing lines and objects
4	M1	Water Safety	Second Class 5d. Explain why swimming rescues should not be attempted when a reaching or throwing rescue is possible. Explain why and how a rescue swimmer should avoid contact with the victim.
7		Month Overview	Individually: • Schedule Scoutmaster conference for Second Class. Arrange Board of Review. Do S7a-b, F8a-b - physically active for 4 weeks Do S1a - participate in 5 outings Do S8c-d - earn money Do F9a-c - community leader, environmental issue, reduce garbage Meeting 1: • → S8a-b - flag ceremony. T3a-c, S2f-g, F3a-c - knots and lashings Meeting 2: • → F2a-b - plan menu, make food list Go on a hike for fun and catch up of any outdoors requirements. S8a-b - flag ceremony. Campout: • → F2c-e - (1 Scout per campout) - use This worksheet. Offer catch up of any outdoors requirements. Service Project: •
5	M1	First Aid Basics II	Second Class 6a. Demonstrate advanced First Aid: • Object in the eye • Bite of a warm-blooded animal • Puncture wounds from a splinter, nail, and fishhook • Serious burns (partial thickness, or second-degree) • Heat exhaustion • Shock • Heatstroke, dehydration, hypothermia, and hyperventilation
7	M2	First Aid Hurry Cases	Second Class 6b. Show what to do for “hurry” cases of stopped breathing, stroke, severe bleeding, and ingested poisoning.
5	M1	First Aid Basics II	Second Class 6c. Tell what you can do while on a campout or hike to prevent or reduce the occurrence of the injuries listed in Second Class requirements 6a and 6b.
7	M1	Emergencies	Second Class 6d. Explain what to do in case of accidents that require emergency response in the home and backcountry. Explain what constitutes an emergency and what information you will need to provide to a responder.
7	M1	Emergencies	Second Class 6e. Tell how you should respond if you come upon the scene of a vehicular accident.
	I		Second Class 7a. Be physically active for four weeks at least 30 minutes each day for five days a week for four weeks. Keep track of your activities.
	I		Second Class 7b. Share your challenges and successes in completing Second Class requirement 7a. Set a goal for continuing to include physical activity as part of your daily life and develop a plan for doing so.
			Second Class 7c. Participate in a school, community, or troop program on the dangers of using drugs, alcohol, and tobacco and other practices that could be harmful to your health. Discuss your participation in the program with your family, and explain the dangers of substance addictions. Report to your Scoutmaster or other adult leader in your troop about which parts of the Scout Oath and Scout Law relate to what you learned.
9 (Oct)			Individually: • F8a-b - physically active for 4 weeks Do S1a - participate in 5 outings Do F1a - participate in 10 outings Do F9a-c - community leader, environmental issue, reduce garbage Meeting 1: • → F4a,c,d (1 Scout per campout) - plan menu, list cooking gear, explain safe food handling. F2a-b - plan menu, make food list Practice F7a-f - first aid, home emergencies Meeting 2: • → J Campout: • → F7a-c, 7f - advanced first aid, potable water Do F2c-e - (1 Scout per campout) - use This worksheet. Service Project: • S8e, F9d - 3 hour service
9	M1	Citizenship	Second Class 8a. Participate in a flag ceremony for your school, religious institution, chartered organization, community, or Scouting activity.
9	M1	Citizenship	Second Class 8b. Explain what respect is due the flag of the United States.
5	I		Second Class 8c. With your parents or guardian, decide on an amount of money that you would like to earn, based on the cost of a specific item you would like to purchase. Develop a written plan to earn the amount agreed upon and follow that plan; it is acceptable to make changes to your plan along the way. Discuss any changes made to your original plan and whether you met your goal.
5	I		Second Class 8d. At a minimum of three locations, compare the cost of the item for which you are saving to determine the best place to purchase it. After completing Second Class requirement 8c, decide if you will use the amount that you earned as originally intended, save all or part of it, or use it for another purpose.
	O	Service	Second Class 8e. Participate in 2 hours of service...Tell how your service to others relates to the Scout Oath.
9	M1	Citizenship	Second Class 9a. Explain three R’s of personal safety
9	M1	Citizenship	Second Class 9b. Describe bullying; tell what the appropriate response is to someone who is bullying you or another person.
10	I		Second Class 10-12. Scout spirit, completes Scoutmaster conference and Board of Review and earn Second Class rank
	O	Participation	First Class 1a. Participated in 10 activities ...
3	C	Outdoor Ethics	First Class 1b. Explain Tread Lightly! and tell how you practiced them on a campout or outing. This outing must be different from the ones used for Tenderfoot requirement 1c and Second Class requirement 1b.
8	C	Cooking	First Class 2a. Help plan a menu for one of the above campouts that includes at least one breakfast, one lunch, and one dinner, and that requires cooking at least two of the meals. Tell how the menu includes the foods from MyPlate or the current USDA nutritional model and how it meets nutritional needs for the planned activity or campout.
8	C	Cooking	First Class.2b. Using the menu planned in First Class requirement 2a, make a list showing a budget and the food amounts needed to feed three or more youth. Secure the ingredients.
8	C	Cooking	First Class 2c. Show which pans, utensils, and other gear will be needed to cook and serve these meals.
8	C	Cooking	First Class 2d. Demonstrate the procedures to follow in the safe handling and storage of fresh meats, dairy products, eggs, vegetables, and other perishable food products. Show how to properly dispose of camp garbage, cans, plastic containers, and other rubbish.
8	C	Cooking	First Class 2e. On one campout, serve as cook. Supervise your assistant(s) in using a stove or building a cooking fire. Prepare the breakfast, lunch, and dinner planned in First Class requirement 2a. Supervise the cleanup.
8	M2	Knots and Lashings II	First Class 3a. Discuss when you should and should not use lashings.
8	M2	Knots and Lashings II	First Class 3b. Demonstrate tying timber hitch and clove hitch
8	M2	Knots and Lashings II	First Class 3c. Demonstrate square, sheer, and diagonal lashings by joining two or more poles or staves together
8	M2	Knots and Lashings II	First Class 3d. Use lashings to make a useful camp gadget or structure.
8	M1	Map and Compass II	First Class 4a. Using a map and compass, complete an orienteering course that covers at least one mile and requires measuring the height and/ or width of designated items (tree, tower, canyon, ditch, etc.).
3	M2	Map and Compass I	First Class 4b. Demonstrate how to use a handheld GPS unit, GPS app on a smartphone, or other electronic navigation system while on a campout or hike. Use GPS to find your current location, a destination of your choice, and the route you will take to get there. Follow that route to arrive at your destination.
7	C	Nature II	First Class 5a. Identify or show evidence of at least 10 kinds of native plants found in your local area or campsite location. You may show evidence by identifying fallen leaves or fallen fruit that you find in the field, or as part of a collection you have made, or by photographs you have taken
7	M1	Emergencies	First Class 5b. Identify two ways to obtain a weather forecast for an upcoming activity. Explain why weather forecasts are important when planning for an event.
7	M1	Emergencies	First Class 5c. Describe at least three natural indicators of impending hazardous weather, the potential dangerous events that might result from such weather conditions, and the appropriate actions to take.
7	M1	Emergencies	First Class 5d. Describe extreme weather conditions you might encounter in the outdoors in your local geographic area. Discuss how you would determine ahead of time the potential risk of these types of weather dangers, alternative planning considerations to avoid such risks, and how you would prepare for and respond to those weather conditions
4	M1	Water Safety	First Class 6a. Pass BSA swimmer test
4	M1	Water Safety	First Class 6b. Tell precautions for safe trip afloat
4	M1	Water Safety	First Class 6c. Identify parts of a boat, canoe, or kayak and oar or paddle
4	M1	Water Safety	First Class 6d. Describe proper body positioning in watercraft, depending on the type and size of the vessel. Explain the importance of proper body position in the boat.
4	M1	Water Safety	First Class 6e. With a helper and a practice victim, show a line rescue both as tender and as rescuer. (The practice victim should be approximately 30 feet from shore in deep water.)
9	M2	First Aid Bandages	First Class 7a. Demonstrate bandages for a sprained ankle and for injuries on the head, the upper arm, and the collarbone.
10 (Nov)	M1	First Aid Rescues	First Class 7b. Show how to: • Transport a person from a smoke-filled room. • Transport for at least 25 yards a person with a sprained ankle
10	M2	First Aid CPR	First Class 7c. Tell five signs of heart attack and explain CPR
7	M1	Emergencies	First Class 7d. Tell what utility services exist in your home or meeting place. Describe potential hazards associated with these utilities and tell how to respond in emergency situations.
7	M1	Emergencies	First Class 7e. Develop an emergency action plan for your home that includes what to do in case of fire, storm, power outage, and water outage.
7	M1		First Class 7f. Explain how to obtain potable water in an emergency
	I		First Class 8a. Be physically active for four weeks...track.
	I		First Class 8b. Share your challenges and successes in completing First Class requirement 8a. Set a goal for continuing to include physical activity as part of your daily life.
9	M1	Citizenship	First Class 9a. Visit and discuss with a selected individual approved by your leader (for example, an elected official, judge, attorney, civil servant, principal, or teacher) the constitutional rights and obligations of a U.S. citizen.
9	M1	Citizenship	First Class 9b. Investigate an environmental issue affecting your community. Share what you learned about that issue with your patrol or troop. Tell what, if anything, could be done by you or your community to address the concern.
3	C	Outdoor Ethics	First Class 9c. On a Scouting or family outing, take note of the trash and garbage you produce. Before your next similar outing, decide how you can reduce, recycle, or repurpose what you take on that outing, and then put those plans into action. Compare your results.
	O	Service	First Class 9d. Participate in 3 hours of service...
2	I		First Class 10. Tell a youth about Scouts...
11	I		First Class 11-13. Scout spirit, complete Scoutmaster conference and Board of Review and earn First Class rank

Camping I

Learning Objectives

Each Scout should be able to: (pages 237-255, 257-287)

Complete requirements T1a, T5b, T5c
Know what to bring and what not to bring on a campout, and how to pack
Know what equipment is necessary for sleeping comfortably in the outdoors
Know what to do if lost
Know safe hiking rules

Materials Required

Paper and pencil for each Scout
Sleeping bag and pad
Pack and plastic pack cover

Discovery

Overnight clothes for the season
Usual equipment for an overnight

Before the presentation, arrange the overnight gear on a table or the floor. Allow Scouts to examine the gear. Ask Scouts how many times they have been camping before and what type of camping it was.

Teaching-Learning

Explain: Help Scouts understand why having the correct equipment is important for safety, comfort, and fun. What happens if it rains and you don’t have a raincoat? What happens if you have to use the bathroom at night and don’t have a flashlight? Ask other leading questions. Tell Scouts that proper clothing is important. Ask them what they might bring.
Demonstrate:
1. Ask Scouts to name and tell the purpose of equipment items you brought.
2. Show Scouts the clothing that you have brought and explain its advantages.
3. Show Scouts how to pack the pack properly, distributing heavy items correctly.
Guide:
1. Have each Scout write down every item they remember that was packed into the pack, in one minute. Then, dump everything out and see who remembered the most.
2. Have Scouts repack the pack properly, discussing it together.
Demonstrate putting the pack cover on the pack. Ask them when the cover would be used – while hiking in rain, but more importantly at night. Tell them that by keeping their pack outside the tent and covered, they will be much more comfortable sleeping at night.
Enable: Show Scouts where in their handbooks they can find clothing and equipment to bring with them on this month’s outing. Tell them that if they come prepared and early, they will be able to complete requirement T1a.
Discussion of Hiking Rules: Cover each of the following by asking questions:
1. LNT – cut switchbacks, stay on trail, hike single file, space between Scouts, bikers horses and pets
2. Off-trail hiking – don’t do it until older. Use durable surfaces like snow, rock, sand, dirt.
3. Road hiking – only when necessary, light-colored clothes, single file, left side, flashlight
4. If lost – STOP – Stay calm, Think, Observe, Plan

Camping II

Learning Objectives

Each Scout should be able to: (pages 264-266, 274-281)

Complete requirements T1b, S1c
Understand the importance of a sleeping pad and proper sleeping bag
Know how and where to set up a campsite and tent

Materials Required

2 tents with poles, stakes, ground cloth
2 hammers

Discovery

Sleeping bag
Sleeping pad

Since setting up a tent takes awhile, have their tents in bags ready to go.

Teaching-Learning

Explain: Move outside. Choose a location for a campsite and explain why you chose that spot:

Level, but with good drainage.
Free of lumps, stumps, etc.
Safe from dead limbs
Size
Water and Firewood
Privacy and Permission
Low environmental impact –leafs and duff rather than green grass. Use established campsites.

Demonstrate: Lay ground cloth and pitch the tent. Ask Scouts if they have ever stayed out in a tent before. Ask the Scouts if they have ever set a tent like this up before. Put the sleeping pad and bag in the tent. Review that leaving packs covered outside will make the tent more comfortable.
Take the tent down and show the Scouts how it goes into the bag. Make sure you pack it well because the Scouts will use what you do as a guide to what is expected of them.
Guide: Give a tent to each ½ of the group. Guide them in choosing a spot to camp and setting up their tent. Help them pack their tents away.
Enable: Show Scouts the sections in the Scout Handbook that relate to this session. Tell them that if they know this material, they will be able to complete requirements T1b and S1C at this month’s outing.

Citizenship

Learning Objectives

Each Scout should be able to: (pages 49-71, 395-409)

Complete requirements T7a, S8b, S9a, S9b and be ready for S8a, F9a, F9b, F10
Properly display, raise, lower and fold the American Flag
Explain three R’s of personal safety
Describe bullying
Visit community leader
Investigate environmental issue

Materials Required

flag pole and American flag

Discovery

Ask how many of them know how to properly display the flag and how many have participated in a flag ceremony before.

If you’re doing this on a campout, have some experienced Scouts lash a flagpole for you beforehand.

Teaching-Learning

Ask questions about flag etiquette. Use the “Flag Quiz” in the appendix as an example and add your own.
Use EDGE to teach Scouts how to fold the American flag.
Go to the flag pole and use EDGE to teach Scouts how to properly raise and lower the Flag.
1. Cover Hoisting, Flying, Lowering, Half-Staff.
Review the Three R’s on page 400.
Review bullying on page 405.
Recite the Scout Law. Explain that each Scout will need to have an example of four different points that they have demonstrated in their life to complete each rank. They should start looking for examples now and remembering them.
Explain that Helpful, Friendly, and Kind mean that we should care for others and help out. Our daily “Good Turn” helps us keep that in mind. For each rank, Scouts need to perform service.
Explain that each Scout completes F9a and F9b on their own.
Explain that inviting a friend to join in Scouts for requirement F10 is a way to be friendly and loyal. Each Scout must do it on their own and discuss it with the Scoutmaster.

Application:

Scouts should participate in a formal flag ceremony to complete S8a.

Cooking

Learning Objectives

Each Scout should be able to: (pages 289-325)

Prepare for requirements T2, S2e, and F2
Plan a menu for the season
Cook a simple meal

Materials Required

Bread or muffin mixes of different flavors. Approximately one per participant.
A heat source, pan of water, and Zip Lock sandwich bags.

Discovery

Give each Scout a sandwich bag and the ingredients for their muffin mix. Have each one put the ingredients into the bag. Get as much air out of the bag as you can and then seal it. Next, the Scout should mix up the ingredients by ‘swishing’ the bag. When the muffins are mixed, put them in boiling water to cook them. They should be ready by the end of a meeting if you do this as an early pre- opening activity. This would also be a fun camp out activity.

Teaching-Learning

Use pages 292-295 to discuss importance of good, healthy food.
Discuss how to plan a meal, using questions on page 291, and information on 311-325.
Actually plan the menu for their next campout, using myPlate, serving sizes, and budget.
Use pages 304-310 to discuss cooking safety, sanitation, and teamwork. Explain hand washing, 3-pot dishwashing, disposal of dirty water and waste, and following Leave No Trace.
Explain duty rosters, their importance, and what duties there are. Create a duty roster for the next campout.

Application:

Scouts should cook meals on their own at the campouts after this presentation. They will complete T2 and S2e on campouts. The ultimate application will be in the completion of F2.

Emergencies

Learning Objectives

Each Scout should be able to: (pages 111-115, 148-155, 212-218, 240)

Complete requirement S6d, S6e, F5b-d, F7d-f

Materials Required

Paper and pencil for each Scout
Water treatments – filter, UV light, chemicals, boiling

Discovery

Display several ways to treat water. Ask Scouts if they know how each one works. Ask when water should be treated.

Teaching-Learning

Scouts will probably say water needs to be treated when camping. Discuss each method of treating water. Tell them that treating water may also be needed at home if there is an emergency. Ask what kinds emergency this might include.
Use pages 153-155 to discuss home utility hazards and preparation by having an emergency kit and emergency plan for F7d and F7f. Tell Scouts they need to work with a parent to make an emergency plan for F7e
Use pages 111-115, and 151, to discuss the emergency action steps for S6d.
Use page 152 to discuss vehicle accident specifics for S6e.
Emergencies in the outdoors may be caused by unexpected severe weather. Use pages 212- 218 to discuss the need for being aware of weather forecasts, how to get forecasts, how to interpret natural weather signs, and describe severe weather hazards for F5b-d.

Application: Check the Clouds

Divide Scouts into buddy teams. Have each team go outside and predict what the weather will be like tomorrow based on the clouds of page 215 and weather signs on 217. Then, have someone check the NOAA or local news weather forecast.

Fires and Fire Safety

Learning Objectives

Each Scout should be able to: (pages 387-393)

Complete requirement S2a, S2c, S2d.
Understand the Outdoor Code and Leave No Trace as it relates to fire safety.
Light and be safe with wood fires and lightweight stoves.

Materials Required

Firem’n Chit Cards cards for each participant.
Fire starters, fire aids, tinder, kindling, wood, and water.
Backpacking stoves, fuel, funnel, matches

Discovery

Display several different types of fire starters – flint/steel, sparker, bow drill, matches, lighter. Have Scouts arrange them from easiest to most difficult.
Display several fire-starting aids – dryer lint, wax/sawdust, candle, Pringles, …
Have piles of tinder, kindling, and wood. Ask if Scouts know the difference between them.

Teaching-Learning

Describe the Minimize Campfire Impact principle – use campfires only in existing fire rings.
Fire Safety: (have a discussion, letting Scouts answer your questions as much as possible)
1. Three things are needed to have fire: Fuel, Oxygen, Heat - remove one and fire goes out.
2. Where can I build a fire? In existing fire ring, away from burnables (grass, brush, limbs)
3. What precautions are taken before lighting a fire? water, wind, fire bans, permits
4. What guidelines while fire is burning? Monitor it, no horseplay, keep it small
5. How is a fire extinguished? Burn to ash. Sprinkle water and stir. Repeat until cold
6. How is site cleaned up? Scoop out cold ash and scatter far from campsite
Fires: (use EDGE to teach Scouts to lay and light fires)
1. Explain fires are for cooking, heat, and entertainment. We make our own fires.
2. Demonstrate laying a TeePee. Emphasize air space, tinder, kindling, lighting spot, wind direction, having extra wood ready. Demonstrate match lighting and starting the fire.
3. Guide Scouts in laying their fires. Make them tall and thin instead of flat and wide, and emphasize air space. Give each Scout 5 matches to practice lighting, but not light their fire.
4. Enable – have Scouts take their fire lays apart. From scratch, have each build a fire and then light it.
Lightweight stoves
1. Demonstrate proper storage, filling, priming, lighting, extinguishing of the stoves.
2. Have teams of 3 take turns lighting and extinguishing stoves, with close supervision!
After the presentation, sign and hand out Firem’n Chit cards to each participant. Tell them they must live up to their responsibility to keep fires safe.

Application: Fire Building Contest

Divide Scouts into buddy teams. Have each team build a fire as quickly as they can. Have the Scouts light the fires with as few matches as possible to emphasize good fire lay rather than speed.

First Aid Basics I

Learning Objectives

Each Scout should be able to: (pages 105-155)

Complete requirements T4
Assemble a personal first aid kit to take on hikes.
Treat for first aid (simple cuts, minor burns, nosebleed, bites and stings, choking).

Materials Required

First aid practice kit, troop first aid kit, personal first aid kit, fake wounds
CPR faceguard and gloves kits.
Bandages suitable for simple cuts, burns, etc.

Discovery

Display the personal first aid kit and troop first aid kit. Ask Scouts who will provide first aid when we are out camping and someone gets hurt? (we need to be able to help each other)

Teaching-Learning

What is in a first aid kit?
1. Briefly go through the items in your troop first aid kit and their uses. (page 109)
2. Show the contents of the small personal kit. (page 108)
Use EDGE to teach Scouts how to administer simple First Aid (pg 125-132)

They must demonstrate the skill, not just tell how they would do it. Use fake wounds or red marker, water, bandaids, moleskin, … as required.

You already Explained the need to know first aid. Demonstrate a problem on a Scout. Then, Guide Scout buddies to do the problem on each other and show you their results. Then, do the next problem. If they performed the first aid adequately, they are Enabled otherwise have them practice more.

Cuts and scratches (p125)
Blisters (p125)
Minor burns (p136)
Bites or Stings of insects and ticks (p131)
Venomous snakes (p129)
Nosebleed (p126)
Frostbite & Sunburn (p137, 140)
Choking (p120)

Use EDGE to teach Scouts how to care for choking victim. (pg 120)

(Show positioning, but do NOT actually do abdominal thrusts or backblows)

Demonstrate on one Scout, then have buddy pairs act it out and show you their positions.

Encourage continued coughing since some air is getting in.
If coughing stops, do abdominal thrusts and backblows. (do NOT actually do these!)
If victim goes unconscious, lower them to the floor and switch to CPR if needed.

Poisonous Plants: (pg 127)

Tell how to identify poisonous plants. Discuss treatment - wash skin, wash clothes, relieve itching with lotion.

Application:

Scouts make their own first aid kit. Ask the Scoutmaster if the troop has items to make personal kits. Scouts should identify a poison ivy plant in the wild.

First Aid Basics I

Learning Objectives

Each Scout should be able to: (pages 105-155)

Prepare for requirement S6a
This module may need to be broken into two sessions

Materials Required

Practice first aid kits and wounds
Q-tips

Discovery

Tweezers
Water bottle
Blanket
Bandages

Share stories of getting hurt. See who has had the worst injury.

Teaching-Learning

Use EDGE to teach Scouts how to administer First Aid for 10 problems.

For each problem, Explain the symptoms to look for, steps to treat it, and how to prevent it. Scouts must demonstrate the skill, not just tell how they would do it. Use fake wounds or red marker, water, bandaids, gauze pads, … as required. Demonstrate a problem on a Scout. Then, Guide buddy pairs to do the problem on each other and show you their results. Repeat for each problem.

Tell Scouts there will be scenarios at future troop meetings. Each scenario they complete correctly will get one of the required items checked off. (Remember to have PLC plan time for scenarios!)

Object in eye (pg 133)
Bite of warm-blooded animal (pg 128)
Puncture wound – infection is a high risk (pg 134-135)
Serious burns (pg 137)
Heat exhaustion (pg 139)
Shock (pg 123-124)
Heatstroke (pg 139-140)
Dehydration (pg 137-138)
Hypothermia (pg 141)
Hyperventilation (pg 135-136)

First Aid Bandages

Learning Objectives

Each Scout should be able to: (pages 142-148)

Complete requirement F7a
Construct and use the bandages for the head, upper arm, sprained ankle and collarbone.

Materials Required

Practice first aid kits
Splinting materials
Roller bandages
SAM splints

Discovery

Ask if anyone has broken a bone, sprained a joint, worn a cast.

Teaching-Learning

Use EDGE to teach Scouts how to apply bandages. Explain what splints are.(pg 145) Demonstrate each bandage. Guide Scouts in applying bandages to their buddy.
1. Sprained ankle (pg 142)
2. Head (pg 143)
3. Upper arm (pg 147)
4. Collar Bone (pg 147)
Tell Scouts that they will use these skills later this month to complete their requirement. (At the PLC, request a First Aid event at the outing or scenarios at a troop meeting.)

Application: Bandage Relay

Divide the patrol into two teams. Provide patrols with a list of bandages. At the signal (“Go”) one member of each team will run forward and apply the first bandage to the ‘victim.' It must be certified correct. Then the next member does the second one and so on. The first team finished wins.

First Aid CPR

Learning Objectives

Each Scout should be able to: (pg 111-119)

Complete requirement F7c.
Describe the five signs of a heart attack.
Explain the steps in CPR.

Discovery

Ask what the leading cause of death is: Heart Disease

Ask who will probably have a heart attack, adult or Scout? An adult

Teaching-Learning

Discuss the 8 steps of the First Aid method and use those steps always. (pg 111-115)
Ask what the Five common Signs of a Heart Attack are: (pg 119)
Use EDGE to teach Scouts the basic steps of CPR as part of the First Aid Method. Either use CPR manikins or a large pillow for the body. (pg 117)
1. Check that the scene is safe for you to help
2. Check that the victim is unresponsive – (shake and shout)
3. Tell a specific person to call for help and get an AED
4. Open Airway – head tilt, chin lift
5. Check for breathing – cheek by face, looking down body for 10 seconds
6. If no breathing, give 30 chest compressions
7. Using a mouth shield, give 2 breaths
8. Repeat F and G until help arrives, it becomes unsafe, or you are physically exhausted.

Application:

Have the Scoutmaster or other CPR-certified person available for discussion. Recommend every Scout get certified in CPR so they really know it. (Note, however, that Scouts do not have to be certified to complete requirement F7c.)

First Aid Hurry Cases

Learning Objectives

Each Scout should be able to: (pages 111-124)

Complete requirement S6b.
Treat for the hurry cases of stopped breathing, stroke, serious bleeding, and ingested poisoning.

Materials Required

Practice first aid kits
Roller bandages
Gauze pads

Discovery

Ask Scouts to take their pulse on their neck. See how many can find it. Help those that cannot. Then, try other spots – wrist, inside thigh, ankle.

Teaching-Learning

Discuss the 8 steps of the First Aid method and use those steps always. (pg 111-115)
Use EDGE to teach how to handle Stopped Breathing: (pg 116-118)

It is either airway obstruction or cardiac problem, so review CPR steps.

Use EDGE to teach how to handle Stroke: (pg 124)
Use EDGE to teach how to handle Serious Bleeding: (pg 119-120)
Discuss what to do for Ingested Poisoning: (pg 121-122)

Application:

Tell Scouts that they will use these skills later this month to complete their requirement. (At the PLC, request a First Aid event at the outing or scenarios at a troop meeting.)

First Aid Rescues

Learning Objectives

Each Scout should be able to: (pages 148-150)

Complete requirement F7b.
Demonstrate the carries used to transport a victim.

Materials Required

Old large jacket to wear for clothes drag
Ropes, poles, and blankets for stretcher

Discovery

Have all Scouts line up for a race. Tell them that their right ankle can take no pressure. If their right foot touches the floor, they are out of the race. See who can run the race fastest.

Teaching-Learning

Use EDGE to teach how to move a person out of a smoke filled room. (pg 148-150) Buddy pairs practice.
1. Blanket Drag
2. Clothes Drag
3. Ankle Drag
Use EDGE to teach how to transport a person with a sprained ankle. (pg 149-150) Buddy pairs practice.
1. Walking Assist
2. Pack-strap Carry – only a person smaller than you
3. Two-Handed Carry
4. Four Handed Seat Carry

Application: Carry Relay

Divide the patrol into two teams. Set up a start line and another approximately 25 yards away as a turning line. Have Scouts practice one carry going down and one coming back. The first team to complete all four carries wins.

Fitness I

Learning Objectives

Each Scout should be able to: (pages 75-102)

* Complete requirement T6a and T6b.

Materials Required

Exercise chart for each Scout (appendix)
A stopwatch

Teaching-Learning

A Sit-and-Reach box
A location for doing fitness tests in T6a.

Have each Scout do the 4 tests and record results. Do the first three individually and then have everyone do the 1-mile run/walk together.
Have each Scout write their plan to improve in each test.

Application:

Have Scouts record their best in the tests listed on page 77. Record these for your records as well. Part of this requirement is to practice for 30 days. Scouts should bring back their completed chart to show they practiced before the 30-day check.

To be completed at least 30 days after the completion of Fitness I

Fitness II

Learning Objectives

Each Scout should be able to:

Complete requirement T6c
Prepare for requirements S7a, S7b, F8a, F8b

Materials Required

Completed exercise chart for each Scout
A stop watch

Application:

A Sit-and-Reach box
A location for doing fitness tests in T6c.

Have Scouts record their best in the tests listed. Record these for your records as well. If they show they have practiced and have shown improvement, they have completed T6c.

After completing T6c, have Scouts make plans to remain physically active and track activity for at least four weeks for S7 and four weeks for F8.

Forming the Patrol

Learning Objectives

Each Scout should be able to: (pages 8-29, 413-422)

Complete requirements J1, J2, J3, T5a
Review the Scout Oath, Law, Motto and Slogan.
Know the Scout sign, salute, and handshake.
Understand ‘Scout spirit’.
State their patrol name, give the yell, and describe their patrol flag.
Describe how Scouts provide leadership, steps to advancement, ranks, merit badge process, and patrol method.
Describe why we use the buddy system.

Materials Required

A large beach ball

Discovery

Have an older patrol present their flag at the opening of the meeting. Make sure they tell about the symbolism of the flag and the embellishments that have been put on it.

Teaching-Learning

Recite with the Scouts the Scout Oath, Scout Law, Motto, and Slogan. Use the sign, salute, and handshake appropriately (pg 11-19). Do these every time you meet.
Recite the Outdoor Code (pg 223)
Describe the First Class badge (pg 20).
Discuss the buddy system (pg 29). Ask them why they think that the buddy system is important.
Play Moon Ball
1. Arrange the patrol in a circle.
2. The object of the game is for the patrol to keep the ball aloft as long as possible.
3. The patrol should compete against its own record.

What is a Patrol? (pg 24-25) Discuss how each patrol has its own leader, its own gear, its own responsibilities. A patrol is a group of Scouts that can do anything – they don’t need a troop. A troop is just a bunch of patrols.
What is Scout Spirit? (pg 15) Discuss how Scouts can make their patrol the best. Make sure every other Scout feels welcome in the patrol!
Patrol Method, Name, Yell, Flag (pg 25-26). Help Scouts decide on a patrol patch and name, yell, and flag design.
Scout Leadership (pg 420-422)
Advancement & merit badge process (pg 413-418)

Application: Patrol Meeting

The patrol will probably not create a flag design in a single meeting. Designs should be voted on and then one chosen. Time should be reserved at the next two patrol meetings for designing and then creating the flag.

Knots and Lashings I

Learning Objectives

Each Scout should be able to: (pages 360-367)

Complete requirements J4a, J4b, T3a, T3b, T3c, and T8.
Whip and fuse the ends of a rope.
Tie and use square knot, two half hitches, and taut line hitch.
Teach someone how to tie the square knot using EDGE.

Materials Required

Have at least one experienced Scout, or adult, available as a judge to watch EDGE.
Frayed ropes that need to be whipped and fused.
String for whipping and a candle and matches for fusing.
One rope for each participant for knot tying.
Short poles or dowels for tying hitches.

Discovery

Show Scouts a rope that is badly frayed. Ask them how useful this rope is compared to a good piece.

Teaching-Learning

Use EDGE to teach Scouts to whip a rope. (pg 361)

Explain: We need to have equipment in good shape for safety and usability. Whipping or fusing rope makes a rope more useful and safe.

Demonstrate: Whip the rope while the Scouts watch.

Guide: Step the Scouts through whipping the rope, helping where needed.

Enable: Watch as each Scout whips their own rope.

Explain to the Scouts that you just used EDGE and that is how all training is done in Boy Scouts. Explain what the acronym stands for – Explain, Demonstrate, Guide, Enable.

Repeat EDGE with Fusing ropes. (pg 361)
Repeat EDGE with tying a square knot. (pg 365)
Have Scouts split into buddy pairs. Have one Scout use EDGE to teach the square knot to the other Scout. Monitor that they are using EDGE correctly. Then, reverse roles.
Teach the Two Half Hitches and its use.
Teach the Taut Line Hitch and its use.

Application: Knot Relay

Divide the patrol up into two teams. At the signal, one member of each team will run to the judge and tie a Taut Line Hitch and Two Half Hitches. That patrol member then steps behind the judge and sits down. The first team with all members sitting behind their judge wins.

Knots and Lashings II

Learning Objectives

Each Scout should be able to: (pages 360-378)

Complete requirements S2f, S2g, F3.
Tie the sheet bend, bowline, timber hitch, and clove hitch.
Use these knots in demonstrating the square, shear, and diagonal lashings.
Use these lashings to create a camp gadget.

Materials Required

2 short 1.5 to 2 inch diameter dowels or sticks for each participant and one for the instructor
1 15-foot rope for each participant and one for the instructor
4 5-foot poles
2 7-foot poles

Discovery

Before the meeting, build an H trestle (pg 375) for the Scouts to inspect with the 5-foot and 7-foot poles. Let them notice how sturdy the structure is. Let the Scouts take the structure apart.

Teaching-Learning

Use EDGE to teach the sheet bend, bowline, timber hitch, and clove hitch. (pg 367-370)
Explain when lashings are used. (pg 371-372)
Use EDGE to teach square, sheer, and diagonal lashings. (pg 373-376)

Application:

This module may take extra time to master all seven knots and lashings. You may want to practice these skills more during the skills time of the next meeting. If so, Scouts can make an X trestle or some other pioneering projects.

Have Scouts make a camp gadget on this month’s outing to complete requirement F3d.

Outdoor Ethics

Learning Objectives

Each Scout should be able to: (pages 222-235)

Complete requirements T1c, S1b, F1b, F9c

Materials Required

Leave No Trace cards
Outdoor Code cards

Discovery

Ask: What are some reasons people like to go camping?

Teaching-Learning

Review the Outdoor Code and what it means (pg 223). Hand out Outdoor Code cards to each participant that doesn’t have one yet. Ask how the Scouts practiced the Outdoor Code on their last campout.
Discuss the seven Leave No Trace principles (pg 225-232) and how our camping practices support them: (pg 244-257)

Plan Ahead and Prepare
Travel and Camp on Durable Surfaces
Minimize Campfire Impact
Dispose of Waste Properly
Discuss Tread Lightly! (pg 233-234)
Leave What You Find
Respect Wildlife
Be Courteous to Others

Review requirement F9c and explain to the Scouts that they need to individually note their trash, make a plan to reduce waste, and actually use that plan and note the results.

Application:

Remind Scouts that they are expected to follow outdoor ethics guidelines on all campouts and hikes. They will complete S1a when they’ve gone on five outings and F1a when they’ve gone on ten.

Map and Compass I

Learning Objectives

Each Scout should be able to: (pages 328-357)

Complete requirements S3a, S3b, S3c, F4b
Use a compass and understand how a compass and map work together.
Use a GPS.

Materials Required

topographic maps
A GPS

Discovery

* 1 compass and map for every buddy pair

Have everyone close his eyes. Ask everyone to turn so they are facing North. Have everyone open his eyes and see if there is any consensus. Ask how we could find out who is correct.

Teaching-Learning

Compass
1. Use EDGE to teach how to use a compass: (pg 338-339)
  1. To follow a bearing:
    1. Turn bezel so the degree bearing is at the base of the Direction of Travel arrow.
    2. Turn with the compass until north end of the Needle is inside the Orienting Arrow.
  2. To find which direction you are heading, or direction to a landmark:
    1. Point Direction of Travel arrow at landmark.
    2. Turn the bezel until the north end of the Needle is inside the Orienting Arrow.
    3. Read degrees at the base of the Direction of Travel arrow.
Map (pg 332-338)
1. Give each buddy pair a map and ask questions about the symbols:
  1. What do different colored areas on the map mean? (forest, clear, water, …)
  2. What symbols represent man-made structures?
  3. What symbols represent trails, roads, railroads?
  4. What other lines are on the map? (boundaries, rivers, contour lines, lat/lon, …)
  5. What are the contour lines for? Explain how they are used. (pg 336)
  6. What other interesting symbols are on the map?
  7. Which direction is North on the map?
Orienting the map: Use EDGE to teach how to orient the map. (pg 343)
Demonstrate a GPS. (pg 345-349)

Use EDGE to teach how to use a GPS to show your location and direction to travel to reach a waypoint.

Discuss what hazards and injuries might be encountered when hiking.

Application:

Arrange time for a 5-mile hike (about 2.5 hours), using a map and compass, around the city or on an upcoming campout. See the Scoutmaster for topo maps of local parks.

Map and Compass II

Note: This will take about 90 minutes, including the orienteering course.

Learning Objectives

Each Scout should be able to: (pages 328-331, 350-351)

Complete requirement F4a
Measure the height and width of objects using several different methods.
Complete an orienteering course.

Materials Required

Compass and map
Orienteering map

Discovery

Meet at local park or location where you’ve prepared an orienteering course.

Ask Scouts to estimate the height of a tree, cliff, or flag pole and the width of a tennis court, river, or other space.

Teaching-Learning

Use EDGE to teach measuring heights, and measure a few structures or trees: (pg 330)
1. Pencil Method
2. Tree Felling Method
Use EDGE to teach these methods of measuring widths: (pg 331)
1. Stick Method
2. Compass Method
Explain what orienteering is and how orienteering races work. Use the orienteering map to demonstrate how to plot routes from waypoint to waypoint. Have the Scouts complete an orienteering course that has been prepared on a campout or local park.

Application: Orienteering Course

Ask the Scoutmaster for an orienteering course map and waypoints and have Scouts complete that course. This can not be part of the 5 mile hike for S3b, but can be a separate mile done before or after that 5 mile hike.

Map and Compass III

Try to do this session on a campout where Scouts can actually practice the skills. Do the discovery experience on Friday night, the directions during the day throughout Saturday, and the final Directions during night Saturday night.

Learning Objectives

Each Scout should be able to: (pages 354-357)

Complete requirement S3d
Tell directions during the day and night in several ways without a compass.

Materials Required

Compass (to give the right answer)
Sticks and materials for various methods
Constellation finder

Discovery

Have Scouts tell you which way is North. How do they know--what method are they using? Use the compass to confirm their findings.

Teaching-Learning

Use EDGE to teach finding directions during the day with the shadow stick method, watch method, and equal-length shadow method. (pg 356)

The time for the equal-length method can be shortened to 20 minutes. Mark the tip of the shadow with a pebble or twig every 5 minutes. The row of pebbles will run west to east.

Use EDGE to teach finding directions at night. (pg 354)
1. North Star method – Cassiopeia is the “W” on the opposite side of the North Star from the Big Dipper and its center points towards the North Star.
2. Constellation Method. There are many constellations in the sky. These move in a predictable way throughout the various seasons. If you know the constellation, you can tell directions from where they are in the sky, given the season and time. This is easily demonstrated using a wheel type Star Gazer or Constellation Finder.
3. Methods used during day with the sun’s shadow will also work at night with a bright moon!
4. See http://CompassDude.com/no-compass.php for more information.

Application:

Each Scout chooses a daytime and nighttime method of finding direction and demonstrates them to someone else, after the teaching is complete.

Nature I

Learning Objectives

Each Scout should be able to: (pages 199-212)

Complete requirement S4.
Appreciate and respect the animals that live in their communities.

Materials Required

Examples of plaster casts of animal prints
Books on animal identification

Discovery

* Piece of fur, feather, bone

An excellent discovery would be to have an animal brought to the meeting by a qualified professional.

Show the fur, feather, and bone. Ask what can be determined about the animal that left them.

Teaching-Learning

What are some types of animals? What are some characteristics of each one?
1. Mammals (have fur, warm blooded)
2. Birds (have feathers, sometimes fly)
3. Reptiles (Scaly skin, cold blooded, hibernate)
4. Amphibians (Moist skin, ‘dual life’)
5. Fish (Have gills, live in water)
Identifying Animals
1. Show the pages (200-210) in the Handbook that can be used in identifying animals.
2. Show other books that can be used.
Observing Animals
1. Seeing the animal
2. Hearing the animal’s vocalization
3. Evidence of animals – tracks, scat, fur, feathers

Application:

Have Scouts collect evidence of at least 10 different kinds of wild animals, be able to identify the animal, and bring the evidence to a future meeting. This can include plaster casts, fur, feathers, shells, photographs they took (not from a magazine), etc. Or, you could go on a hike with the patrol and collect the evidence.

Nature II

Learning Objectives

Each Scout should be able to: (pg 188-199)

Complete requirement F5a
Use resources to identify plants.

Materials Required

Plant identification books
10 to 15 different types of leaves (1 of each per buddy pair and a set for the presenter)
Example leaf casts and leaf prints

Discovery

Allow Scouts to look at the leaves and try to identify them.

Teaching-Learning

Demonstrate how to identify a leaf by using a Plant Key, either in a book or an app. (pg 196)
1. Types of Trees

Deciduous (Broad Leafed) or Coniferous (Evergreen or Cone Bearing)

Types of leaves:

Simple, Compound, Simple Palmate, Compound Palmate

Using one sample leaf, determine with the group its characteristics – deciduous, coniferous, simple, lobed, compound, smoothness, size, etc.

Discuss other ways to identify plants Flower, fruit, bark, smell

Application: Plant Hike

Take a hike with the Scouts through a wooded area where they can identify different trees, shrubs, and other plants. They should each track the ones they identify in their handbook until they have at least 10 listed.

Some native plants that are fairly easy to identify: maple, white oak, red oak, paper birch, red pine, ponderosa pine, eastern white pine, eastern red cedar, eastern white cedar, buckthorn, elm, quaking aspen, poplar, cottonwood, weeping willow, ironwood, basswood, sumac, poison ivy, milkweed, goldenrod

Water Safety

Learning Objectives

Each Scout should be able to: (pages 158-181)

Complete requirements S5a, S5d, F6b, F6c, F6d
Prepare for requirements S5b, S5c, F6a, F6e

Teaching-Learning

Discuss the Safe Swim Defense precautions. (pg 158-161)
Discuss the Safety Afloat precautions. (pg 172-173)
Discuss parts of watercraft and proper positioning (pg 174-176)
Review the BSA Swimmer Test requirements. (pg 168)
Discuss Water Rescue methods. (pg 177-181)
Discuss why swimming rescues should be avoided. (pg 181)

Application:

If you do this session before summer camp, most Scouts will complete the requirements at camp. Otherwise, arrange a time at a local pool for Scouts to demonstrate the required skills. Follow the Safe Swim Defense precautions, including supervision, lifeguards, and lookouts.

Totin’ Chip

Note: It is best to do this session on a campout where Scouts can actually practice the skills. If you have three instructors, one each running knife, ax, and saw stations, then Scouts can rotate through stations.

Learning Objectives

Each Scout should be able to: (pg 378-386)

Complete requirements J5, T3d, S2b
Properly use and care for the Scout knife, ax, and saw.
Prepare tinder, kindling, fuel for a fire
Earn the Totin’ Chip Card

Materials Required

Totin’ Chip Cards
Ax, knife, and saw
File
Knife sharpening kit

Discovery

rope for ax yard
Limbs about 3 inches in diameter and 3 feet long
Chopping Log
Ax Sharpening Demo log
2 pair of gloves
Rags (to wipe up oil)

Star◦t by asking the Scouts the following questions.

How many of you have used a knife, ax, or saw before? How important do you think it is to be safe with these tools? What do you think can happen if you’re not safe?

Teaching-Learning

Note: You may wish to do I, II, and III as three separate EDGE presentations separated by a game or activity. This can be especially helpful with younger Scouts. Or, have 3 stations set up and divide the Scouts into groups that rotate between the stations – you will need two other Scouts to help you.

The Scout Saw
1. Care and Sharpening
  1. The best way to ‘sharpen’ a blade is to buy a new one.
2. Usage:
  1. Keep blade sheathed except when in use.
  2. Cut off an end of a log, not the center, so the saw does not bind.
  3. Use long, smooth strokes
  4. Keep blade out of dirt
  5. Undercut branches first when clearing trails.
3. Carrying and Passing:
  1. Sheath the blade.
  2. Carry with blade down and away, and handle facing forward.
  3. Pass from right to left hand, not across body.
  4. Make sure the other person has the tool (i.e. says ‘thank you’).
The Scout Ax
1. Sharpening
  1. Use a file with a knuckle guard and wear gloves.

Use a log and stakes as shown in the Scout Handbook.
Place the file on the edge of the blade and push it into the bit. Use pressure so you can feel the file cutting metal. Use firm, even strokes and sharpen each side evenly.
Handling and Use
1. The ax should be sharp and the head on tight.
2. Always wear sturdy shoes to protect your feet.
3. Clear the area in which you're working.
4. Carry an ax correctly.
5. Hand the ax in the proper way.
6. Know how to properly: Buck a log, Switch hit, Use a chopping block, and split wood.
The Scout Knife:
1. Care and Sharpening
  1. Cleaning:
    1. Open all the blades.
    2. Twirl a small piece of cloth or paper towel onto the end of a toothpick.
    3. Moisten it with oil and wipe out the inside.
    4. Be sure to clean the joint at the base of each blade.
    5. Swab out extra oil with a clean cloth.
  2. Sharpening:
    1. Put a few drops of honing oil on the whetstone.
    2. Hold the back against the stone at about a 23 degree angle.
    3. Push the blade along the stone as if you were slicing a thin piece off the stone.
    4. Work the blade back and forth. Make sure that the number of times for each side is the same to evenly sharpen the blade.
2. Handling and Use: Follow these Dos and Don’ts.
  1. Do:
    1. Keep blades closed except when in use.
    2. Cut away from yourself.
    3. Close blades before handing the knife to someone else.
    4. Make sure that no one is within an arm's length away when using the knife.
  2. Don’t:
    1. Carry a knife with the blade open.
    2. Pound on the knife handle with another tool.
    3. Throw the knife.
    4. Pry with the point of the knife blade.
    5. Put the knife in a fire - can ruin the temper and weaken the knife.
  3. Handing your knife to another person.
    1. Close the blade.
    2. Hand the knife.
    3. Make sure the other person has the tool (i.e. says ‘thank you’).

Application:

Scouts should receive the Totin’ Chip card as recognition for their accomplishments and a reminder of the responsibility of using wood tools.

To complete S2b, a Scout should saw a 6-inch length of 3-inch diameter limb with a saw, split it with the hand ax, and make tinder and tinder with the knife. They could then use this wood for the S2c requirement.

True	False
		Hanging the flag upside down indicates mourning or sadness. It is often done when a president or noted figure dies
		The flag is placed on the speaker’s right if it is on the stage.
		The flag of one country is never flown below another in times of peace.
		When hanging the flag on the wall, the blue portion is always on the bottom on the right.
		The US flag is always on the highest pole.

First Aid Situation Cards

Shock

Have person lie down

Nail and Splinter

Wash Gently with soap and water.

Heat Exhaustion

Symptom: Dilated pupils,

Headache and dizziness.

Shock

Raise feet 10 to 12 inches. If trouble breathing raise the head

Nail and Splinter

Apply a sterile bandage.

Heat Exhaustion

Move patient to a cool shady spot.

Shock

Never leave person alone

Fishhook

Cut the line and allow a doctor to remove the fishhook.

Heat Exhaustion

Place person on their back and raise feet.

Shock

Talk to person to assure them that everything will be ok.

Fishhook

Push the barb out through the skin.

Heat Exhaustion

Fan person and apply cool wet cloths. Give sips of water.

Object In the Eye

Have the person blink

Fishhook

Snip off the barb with a pair of pliers.

Poisonous Plants

Poison ivy have three leaves.

Object in the Eye

Pull the upper lid down over the lower one.

Fishhook

Back the fishhook out of the wound.

Poisonous Plants

Poison oak has three leaves

Object in the Eye

Place your thumb on the skin just below the lid and pull it down gently.

2nd Degree Burn

Do not break the blisters.

Poisonous Plants

Poison Sumac has white berries.

Object in the Eye

Lift the object out with the corner of a sterile gauze pad.

2nd Degree Burn

Place the injury in cool water until the pain lessens.

Poisonous Plants

Do not scrub.

Object in the Eye

Cover the eye with a gauze pad and get the patient under medical

2nd Degree Burn

Apply a moist dressing

Poisonous Plants

Rinse with water immediately.

Bite of Animal

Call police to come pick up the animal.

2nd Degree Burn

Bandage loosely.

Poisonous Plants

Use Calamine lotion to relieve itching.

Bite of Animal

Scrub the bite with plenty of soap and water.

2nd Degree Burn

Do not apply creams, ointments or sprays.

Poisonous Plants

Remove lingering sap by laundering clothing.

Bite of Animal

Cover the wound with a sterile bandage and get the victim to a doctor.

Heat Exhaustion

Symptom: Pale skin.

Nail and Splinter

Take out any foreign matter.

Heat Exhaustion

Symptom: shallow breathing.

Nail and Splinter

Squeeze gently around the wound.

Heat Exhaustion

Symptom: nausea.

Exercise Chart

Practice the exercise for 30 days. Keep track of your performance to show your Troop Guide after 30 days. Then, demonstrate your improvement to him.

Day	Date	Push-ups	Sit-ups	Sit and Reach	Walk/Run
Initial
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

Troop Guides

Sample First-Year Program

Month

Location

Skill

Advancement

Month

Location

Skill

Advancement

Month

Location

Skill

Advancement

Camping I

Learning Objectives

Materials Required

Discovery

Teaching-Learning

Camping II

Learning Objectives

Materials Required

Discovery

Teaching-Learning

Citizenship

Learning Objectives

Materials Required

Discovery

Teaching-Learning

Application:

Cooking

Learning Objectives

Materials Required

Discovery

Teaching-Learning

Application:

Emergencies

Learning Objectives

Materials Required

Discovery

Teaching-Learning

Application: Check the Clouds

Fires and Fire Safety

Learning Objectives

Materials Required

Discovery

Teaching-Learning

Application: Fire Building Contest

First Aid Basics I

Learning Objectives

Materials Required

Discovery

Teaching-Learning

Application:

First Aid Basics I

Learning Objectives

Materials Required

Discovery

Teaching-Learning

First Aid Bandages

Learning Objectives

Materials Required

Discovery

Teaching-Learning

Application: Bandage Relay

First Aid CPR

Learning Objectives

Discovery

Teaching-Learning

Application:

First Aid Hurry Cases

Learning Objectives

Materials Required

Discovery

Teaching-Learning

Application:

First Aid Rescues

Learning Objectives

Materials Required

Discovery