June 14th Environmental Science

This is our last meeting before summer.  Please remember to bring your forms for summer camp–Health Form Part, A, B, C; copy of health insurance card; signed release for Camp Durant. See the email from Keith Wetzel for all the details about summer camp including a packing list.

Wednesday, June 14th we will work on the Environmental Science merit badge. Here is your homework for Environmental Science merit badge. Bring printouts of your homework with you to the troop meeting to share out with
the troop.

3.b.3 Air Pollution. Explain what is acid rain. In your explanation, tell how it affects plants and the environment and the steps society can take to help reduce its effects.

3.c.3 Water Pollution Describe the impact of a waterborne pollutant on an aquatic community. Write a 100-200 word report on how that pollutant affected aquatic life, what the effect was, and whether the effect is linked to biomagnifications.

3.e.1 OR 3.e.2 Endangered Species
3.e.1 Do research on one endangered species found in your state. Find out what its natural habitat is, why it is endangered, what is being done to preserve it, and how many individual organisms are left in the wild. Prepare a 100-to-200-word report about the organism, including a drawing. Present your report to your patrol or troop.

3.e.2 Do research on one species that was endangered or threatened but which has now recovered. Find out how the organism recovered, and what its new status is. Write a 100-to-200-word report on the species and discuss it with your counselor.

6. Find out about three career opportunities in environmental science. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.

April 19 – Environmental Science Merit Badge

This week we will continue working on the Environmental Science merit badge. Remember to bring your homework:

Make a timeline of the history of environmental science in America. Identify the contribution made by the Boy Scouts of America to environmental science. Include dates, names of people or organizations, and important events.

It was suggested to choose at least three things for your timeline that are spaced out in years (in other words don’t choose three things that happened at the same time).

This is an Eagle Scout required merit badge (or Sustainability). You can download the workbook here: https://meritbadge.org/wiki/images/3/3a/Environmental_Science.pdf.

For questions please contact your merit badge counselor Ms. Powell.

Cooking Merit Badge Requirements

The Cooking merit badge introduces principles of cooking that can be used both at home or in the outdoors. Scouts who earn this badge will learn about food safety, nutritional guidelines, meal planning, and methods of food preparation, and will review the variety of culinary (or cooking) careers available.

1. Do the following:

a. Explain to your counselor the most likely hazards you may encounter while participating in cooking activities and what you should do to anticipate, help prevent, mitigate, and respond to these hazards.
b. Show that you know first aid for and how to prevent injuries or illnesses that could occur while preparing meals and eating, including burns and scalds, cuts, choking, and allergic reactions.
c. Describe how meat, fish, chicken, eggs, dairy products, and fresh vegetables should be stored, transported, and properly prepared for cooking. Explain how to prevent cross-contamination.
d. Describe the following food-related illnesses and tell what you can do to help prevent each from happening:

1. Salmonella
2. Staphylococcal aureus
3. Escherichia coli (E. coli)
4. Clostridium botulinum (Botulism)
5. Campylobacter jejuni
6. Hepatitis
7. Listeria monocytogenes
8. Cryptosporidium
9. Norovirus

e. Discuss with your counselor food allergies, food intolerance, food-related diseases, and your awareness of these concerns.

2. Do the following:

a. Using the MyPlate food guide or the current USDA nutrition model, give five examples for EACH of the following food groups, the recommended number of daily servings, and the recommended serving size:

1. Fruits
2. Vegetables
3. Grains
4. Proteins
5. Dairy

b. Explain why you should limit your intake of oils and sugars.

c. Determine your daily level of activity and your caloric need based on your activity level. Then, based on the MyPlate food guide, discuss with your counselor an appropriate meal plan for yourself for one day.

d. Discuss your current eating habits with your counselor and what you can do to eat healthier, based on the MyPlate food guide.

3. Do the following:

a. Discuss the following food label terms: calorie, fat, saturated fat, trans fat, cholesterol, sodium, carbohydrate, dietary fiber, sugar, protein. Explain how to calculate total carbohydrates and nutritional values for two servings, based on the serving size specified on the label.

b. Refer to “How to Read a Food Label” in the Cooking merit badge pamphlet, and name ingredients that help the consumer identify the following allergens: peanuts, tree nuts, milk, eggs, wheat, soy, and shellfish.

4. Do the following:

a. Discuss EACH of the following cooking methods. For each one, describe the equipment needed and name at least one food that can be cooked using that method: baking, boiling, pan frying, simmering, steaming, microwaving, and grilling.

b. Discuss the benefits of using a camp stove on an outing vs. a charcoal or wood fire.

c. Discuss how the Outdoor Code and no-trace principles pertain to cooking in the outdoors.

Note: The meals prepared for Cooking merit badge requirements 5, 6, and 7 will count only toward fulfilling those requirements and will not count toward rank advancement. Meals prepared for rank advancement may not count toward the Cooking merit badge. You must not repeat any menus for meals actually prepared or cooked in requirements 5, 6, and 7.

Using the MyPlate food guide or the current USDA nutrition model, plan a menu for three full days of meals (three breakfasts, three lunches, and three dinners) plus one dessert. Your menu should include enough to feed yourself and at least one adult, keeping in mind any special needs (such as food allergies) of those to be served. List the equipment and utensils needed to prepare and serve these meals. Then do the following:
a. Create a shopping list for your meals showing the amount of food needed to prepare and serve each meal, and the cost for each meal.

b. Share and discuss your meal plan and shopping list with your counselor.

c. Using at least five of the seven cooking methods from requirement 4, prepare and serve yourself and at least one adult (parent, family member, guardian, or other responsible adult) one breakfast, one lunch, one dinner, and one dessert from the meals you planned.*

d. Time your cooking to have each meal ready to serve at the proper time. Have an adult verify the preparation of the meal to your counselor.

e. After each meal, ask a person you served to evaluate the meal on presentation and taste, then evaluate your own meal. Discuss what you learned with your counselor, including any adjustments that could have improved or enhanced your meals. Tell how better planning and preparation help ensure a successful meal.

f. Explain how you kept foods safe and free from cross-contamination.

6. Using the MyPlate food guide or the current USDA nutrition model, plan a menu for your patrol (or a similar size group of up to eight youth, including you) for a camping trip. Include five meals AND at least one snack OR one dessert. List the equipment and utensils needed to prepare and serve these meals. Then do the following:

a. Create a shopping list for your meals showing the amount of food needed to prepare and serve each meal, and the cost for each meal.

b. Share and discuss your meal plan and shopping list with your counselor.

c. In the outdoors, cook two of the meals you planned in requirement 6 using either a lightweight stove or a low-impact fire. Use a different cooking method for each meal.** The same fireplace may be used for both meals. Serve this meal to your patrol or a group of youth.

d. In the outdoors, cook one of the meals you planned in requirement 6. Use either a Dutch oven, OR a foil pack, OR kabobs. Serve this meal to your patrol or a group of youth.**

e. In the outdoors, prepare a dessert OR a snack and serve it to your patrol or a group of youth.**

f. After each meal, have those you served evaluate the meal on presentation and taste, and then evaluate your own meal. Discuss what you learned with your counselor, including any adjustments that could have improved or enhanced your meals. Tell how better planning and preparation help ensure successful outdoor cooking.

g. Explain how you kept foods safe and free from cross contamination.

7. Using the MyPlate food guide or the current USDA nutrition model, plan a menu for trail hiking or backpacking that includes one breakfast, one lunch, one dinner, and one snack. These meals must not require refrigeration and are to be consumed by three to five people (including you). List the equipment and utensils needed to prepare and serve these meals. Then do the following:

a. Create a shopping list for your meals, showing the amount of food needed to prepare and serve each meal, and the cost for each meal.

b. Share and discuss your meal plan and shopping list with your counselor. Your plan must include how to repackage foods for your hike or backpacking trip to eliminate as much bulk, weight, and garbage as possible.

c. While on a trail hike or backpacking trip, prepare and serve two meals and a snack from the menu planned for requirement 7. At least one of those meals must be cooked over a fire, or an approved trail stove (with proper supervision).**

d. For each meal prepared in requirement 7c, use safe food-handling practices. Explain how you kept foods safe and free from cross-contamination. Clean up equipment, utensils, and the site thoroughly after each meal. Properly dispose of dishwater, and pack out all garbage.

e. After each meal, have those you served evaluate the meal on presentation and taste, then evaluate your own meal. Discuss what you learned with your counselor, including any adjustments that could have improved or enhanced your meals. Tell how better planning and preparation help ensure successful trail hiking or backpacking meals.

8. Find out about three career opportunities in cooking. Select one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.

Theater Merit Badge Requirements

1. See or read three full-length plays or scripts. These can be from the stage, movies, television, or video. Write a review of each. Comment on the story, acting, and staging.

2. Write a one-act play that will take at least eight minutes to perform. The play must have a main character, conflict, and a climax.

3. Do THREE of the following: a. Act a major part in a full-length play; or, act a part in three one-act plays., b. Direct a play. Cast, rehearse, and stage it. The play must be at least 10 minutes long., c. Design the set for a play or a production of a circus. Make a model of it., d. Design the costumes for five characters in one play set in a time before 1900. e. Show skill in stage makeup. Make up yourself or a friend as an old man, a clown, an extraterrestrial, or a monster as directed., f. Help with the building of scenery for one full-length play or two one-act plays. g. Design the lighting for a play; or, under guidance, handle the lighting for a play.

4. Mime or pantomime any ONE of the following, chosen by your counselor. a. You have come into a large room. It is full of pictures, furniture, and other things of interest., b. As you are getting on a bus, your books fall into a puddle. By the time you pick them up, the bus has driven off., c. You have failed a school test. You are talking with your teacher, who does not buy your story., d. You are at camp with a new Scout. You try to help him pass a cooking test. He learns very slowly., e. You are at a banquet. The meat is good. You don’t like the vegetable. The dessert is ice cream., f. ou are a circus performer such as a juggler, high-wire artist, or lion tamer doing a routine.

5. Explain the following: proscenium arch, central or arena staging, spotlight, floodlight, flies, center stage, stage right, stage left, stage brace, stage crew, cyclorama, portal, sound board.

6. Do two short entertainment features that you could present either alone or with others for a troop meeting or campfire.

Nature Merit Badge Requirements

1. Name three ways in which plants are important to animals. Name a plant that is important to animals that is protected in your state or region, and explain why it is at risk.

2. Name three ways in which animals are important to plants. Name an animal that is protected in your state or region, and explain why it is at risk.

3. Explain the term “food chain.” Give an example of a four-step land food chain and a four-step water food chain.

4. Do all the requirements in FIVE of the following fields:

BIRDS 1. In the field, identify eight species of birds. 2. Make and set out a birdhouse OR a feeding station OR a birdbath. List what birds used it during a period of one month.

MAMMALS 1.In the field, identify three species of wild animals. 2. Make plaster casts of the tracks of a wild animal.

REPTILES and AMPHIBIANS 1. Show that you can recognize the poisonous snakes in your area. 2. In the field, identify three species of reptiles or amphibians. 3. Recognize one species of toad or frog by voice; OR identify one reptile or amphibian by eggs, den, burrow or other signs.

INSECTS and SPIDERS 1. Collect, mount, and label 10 species of insects or spiders. 2. Hatch an insect from the pupa or cocoon; OR hatch adults from nymphs; OR keep larvae until they form pupae or cocoons; OR keep a colony of ants or bees through one season.

FISH 1. Catch and identify two species of fish. 2. Collect four kinds of animal food eaten by fish in the wild.

MOLLUSKS AND CRUSTACEANS 1. Identify five species of mollusks and crustaceans. 2. Collect, mount, and label six shells.

PLANTS 1. In the field, identify 15 species of wild plants. 2. Collect and label seeds of six plants; OR the leaves of 12 plants.

SOILS AND ROCKS 1. Collect and identify soils found in different layers of a soil profile. 2. Collect and identify five different types of rocks from your area.

Search and Rescue Merit Badge Requirements

1. Demonstrate knowledge to stay found and prevent yourself from becoming the subject of a SAR mission. a. How does the buddy system help in staying found and safe? b. How can knowledge of the area and its seasonal weather changes affect your plans? c. Explain how the Ten Essentials are similar to a “ready pack.”
2. Discuss the following with your counselor: a. The difference between search and rescue. b. The difference between PLS (place last seen) and LKP (last known point) c. The meaning of these terms: AFRCC (Air Force Rescue Coordination Center), IAP (Incident Action Plan), ICS (Incident Command System), Evaluating search urgency, Establishing confinement, Scent item, Area air scent dog, Briefing and debriefing.
3. Find out who in your area has authority for search and rescue and what their responsibilities are. Discuss this with your counselor, and explain the official duties of a search and rescue team.
4. Complete the training for ICS-100, Introduction to Incident Command System. Print out the certificate of completion and show it to your counselor. Discuss with your counselor how the ICS compares with Scouting’s patrol method.
5. Identify four types of search and rescue teams and discuss their use or role with your counselor. Then do the following: a. Interview a member of one of the teams you have identified above, and learn how this team contributes to a search and rescue operation. Discuss what you learned with your counselor. b. Describe the process and safety methods of working around at least two of the specialized SAR teams you identified above. c. Explain the differences between wilderness, urban, and water SARs.
6. Discuss the Universal Transverse Mercator (UTM) system, latitude, and longitude. Then do the following: a. Using a 1:24,000 scale USGS topographic map, show that you can identify a location of your choice using UTM coordinates. b. Using a 1:24,000 scale map, ask your counselor to give you a UTM coordinate on the map, then identify that location. c. Show that you can identify your current location using the UTM coordinates on a Global Positioning System (GPS) unit and verify it on a 1:24,000 scale map. d. Determine a hypothetical place last seen, and point out an area on your map that could be used for containment using natural or human-made boundaries.
7. Choose a hypothetical scenario, either one presented in this merit badge pamphlet or one created by your counselor. Then do the following: a. Complete an incident objectives form for this scenario. b. Complete an Incident Action Plan (IAP) to address this scenario. c. Discuss with your counselor the behavior of a lost person and how that would impact your incident action plan (for example, the differences between searching for a young child versus a teen). d. After completing 8a-8c, discuss the hypothetical scenario with your counselor.
8. Discuss with your counselor the terms hasty team and hasty search. Then do the following: a. Plan and carry out a practice hasty search-either urban or wilderness-for your patrol or troop. Include the following elements in the search: clue awareness, evidence preservation, tracking the subject, and locating the subject using attraction or trail sweep. b. When it’s over, hold a team debriefing to discuss the hasty search. Discuss problems encountered, successful and unsuccessful tactics, and ideas for improvement.
9. Find out about three career or volunteer opportunities in search and rescue. Pick one and find out the education, training, and experience required for this professional or volunteer position. Discuss this with your counselor, and explain why this position might interest you.

Backpacking Merit Badge Requirements

1. Discuss the prevention of and treatment for the health concerns that could occur while backpacking, including hypothermia, heat reactions, frostbite, dehydration, insect stings, tick bites, snakebite, and blisters.
2. Do the following: a. List 10 items that are essential to be carried on any backpacking trek and explain why each item is necessary. b. Describe 10 ways you can limit the weight and bulk to be carried in your pack without jeopardizing your health or safety.
3. Do the following: a. Define limits on the number of backpackers appropriate for a trek crew. b. Describe how a trek crew should be organized. c. Tell how you would minimize risk on a backpacking trek. d. Explain the purpose of an emergency response plan.
4. Do the following: a. Describe the importance of using Leave No Trace principles while backpacking, and at least five ways you can lessen the crew’s impact on the environment. b. Describe proper methods of handling human and other wastes while on a backpacking trek. Describe the importance of and means to assure personal cleanliness while on a backpacking trek. c. Tell what factors are important in choosing a campsite.
5. Do the following: a. Demonstrate two ways to treat water and tell why water treatment is essential. b. Explain to your counselor the importance of staying well-hydrated during a trek.
6. Do the following: a. Demonstrate that you can read topographic maps. b. While on a trek, use a map and compass to establish your position on the ground at three different locations OR use a GPS receiver to establish your position on a topographic map and on the ground at three different locations. c. Explain how to stay found, and what to do if you get lost.
7. Tell how to properly prepare for and deal with inclement weather.
8. Do the following: a. Explain the advantages and disadvantages of the different types of backpacking stoves using at least three different types of fuel. b. Demonstrate that you know how to operate a backpacking stove safely and to handle fuel safely. c. Prepare at least three meals using a stove and fuel you can carry in a backpack. d. Demonstrate that you know how to keep cooking and eating gear clean and sanitary, and that you practice proper methods for food storage while on a backpacking trek.
9. Do the following: a. Write a plan that includes a schedule for a patrol/crew backpacking hike of at least 2 miles. b. Conduct a prehike inspection of the patrol and its equipment. c. Show that you know how to properly pack your personal gear and your share of the crew’s gear and food. d. Show you can properly shoulder your pack and adjust it for proper wear. e. While using the plan you developed for requirement 9a, carry your fully loaded pack to complete a hike of at least 2 miles.
10. Using Leave No Trace principles, participate in at least three backpacking treks of at least three days each and at least 15 miles each, and using at least two different campsites on each trek. Carry everything you will need throughout the trek.
11. Do the following: a. Write a plan for a backpacking trek of at least five days using at least three different campsites and covering at least 30 miles. Your plan must include a description of and route to the trek area, a schedule (including a daily schedule), a list of food and equipment needs, a safety and emergency plan, and a budget. b. Using Leave No Trace principles, take the trek you have planned and, while on the trek, complete at least one service project approved by your merit badge counselor. c. Keep a daily journal during the trek that includes a day-by-day description of your activities, including notes about what worked well and thoughts about improvements that could be made for the next trek.

First Aid Merit Badge Requirements

1. Satisfy your counselor that you have current knowledge of all first aid requirements for Tenderfoot, Second Class and First Class ranks.

2. Do the following: a. Explain how you would obtain emergency medical assistance from your home, on a wilderness camping trip, and during an activity on open water. b. Explain the term “triage”. c. Explain the standard precautions as applied to bloodborne pathogens. d. Prepare a first aid kit for your home. Display and discuss its contents with your counselor.

3. Do the following: a. Explain what action you should take for someone who shows signals of shock, for someone who shows signals of a heart attack, and for someone who shows signals of stroke. b. Identify the conditions that must exist before performing CPR on a person. Then demonstrate proper technique in performing CPR using a training device approved by your counselor. c. Explain the use of an automated external defibrillator (AED). d. Show the steps that need to be taken for someone suffering from a severe cuton the leg and on the wrist. Tell the dangers in the use of a tourniquet and the conditions under which its use is justified. e. Explain when a bee sting could be life threatening and what action should be taken for prevention and for first aid. f. Explain the symptoms of heatstroke and what action needs to be taken for first aid and for prevention.

4. Do the following: a. Describe the signs of a broken bone. Show first aid procedures for handling fractures (broken bones), including open (compound) fractures of the forearm, wrist, upper leg, and lower leg using improvised materials. b. Describe the symptoms and possible complications and demonstrate proper procedures for treating suspected injuries to the head, neck, and back. Explain what measures should be taken to reduce the possibility of further complicating these injuries.

5. Describe the symptoms, proper first aid procedures, and possible prevention measures for the following conditions: a. Hypothermia b. Convulsions / seizures c. Frostbite d. Dehydration e. Bruises, strains, sprains f. Burns g. Abdominal pain h. Broken, chipped, or loosened tooth i. Knocked out tooth j. Muscle cramps

6. Do TWO of the following: a. If a sick or injured person must be moved, tell how you would determine the best method. Demonstrate this method. b. With helpers under your supervision, improvise a stretcher and move a presumably unconscious person. c. With your counselor’s approval, arrange a visit with your patrol or troop to an emergency medical facility or through an American Red Cross chapter for a demonstration of how an AED is used.

7. Teach another Scout a first-aid skill selected by your counselor.

Hiking Merit Badge Requirements

1. Show that you know first aid for injuries or illnesses that could occur while hiking, including hypothermia, heatstroke, heat exhaustion, frostbite, dehydration, sunburn, sprained ankle, insect stings, tick bites, snakebite, blisters, hyperventilation, and altitude sickness.

2. Explain and, where possible, show the points of good hiking practices. including the principles of Leave No Trace, hiking safety in the daytime and at night, courtesy to others, choice of footwear, and proper care of feet and footwear.

3. Explain how hiking is an aerobic activity. Develop a plan for conditioning yourself for 10-mile hikes, and describe how you will increase your fitness for longer hikes.

4. Make a written plan for a 10-mile hike, including map routes, a clothing and equipment list, and a list of items for a trail lunch.

5. Take five hikes, each on a different day, and each of at least ten continuous miles. Prepare a hike plan for each hike.*

6. Take a hike of 20 continuous miles in one day following a hike plan you have prepared.*

7. After each of the hikes (or during each hike if on one continuous “trek”) in requirements 5 and 6, write a short report of your experience. Give dates and descriptions of routes covered, the weather, and interesting things you saw. Share this report with your merit badge counselor.

*The hikes in requirements 5 and 6 can be used in fulfilling Second Class (2a) and First Class (3) rank requirements, but only if Hiking merit badge requirements 1, 2, 3, and 4 have been completed to the satisfaction of your counselor. The hikes of requirements 5 and 6 cannot be used to fulfill requirements of other merit badges.

Astronomy Merit Badge Requirements

In learning about astronomy, Scouts study how activities in space affect our own planet and bear witness to the wonders of the night sky: the nebulae, or giant clouds of gas and dust where new stars are born; old stars dying and exploding; meteor showers and shooting stars; the moon, planets, and a dazzling array of stars.

1. Do the following: a. Explain to your counselor the most likely hazards you may encounter while participating in astronomy activities, and what you should do to anticipate, help prevent, mitigate, and respond to these hazards., b. Explain first aid for injuries or illnesses such as heat and cold reactions, dehydration, bites and stings, and damage to your eyes that could occur during observation. c. Describe the proper clothing and other precautions for safely making observations at night and in cold weather. Then explain how to safely observe the Sun, objects near the Sun, and the Moon.
2. Explain what light pollution is and how it and air pollution affect astronomy.
3. With the aid of diagrams (or real telescopes if available), do each of the following: a. Explain why binoculars and telescopes are important astronomical tools. Demonstrate or explain how these tools are used., b. Describe the similarities and differences of several types of astronomical telescopes, including at least one that observes light beyond the visible part of the spectrum (i.e., radio, X-ray, ultraviolet, or infrared)., c. Explain the purposes of at least three instruments used with astronomical telescopes., d. Describe the proper care and storage of telescopes and binoculars both at home and in the field.
4. Do the following: a. Identify in the sky at least 10 constellations, at least four of which are in the zodiac., b. Identify at least eight conspicuous stars, five of which are of magnitude 1 or brighter., c. Make two sketches of the Big Dipper. In one sketch, show the Big Dipper’s orientation in the early evening sky. In another sketch, show its position several hours later. In both sketches, show the North Star and the horizon. Record the date and time each sketch was made., d. Explain what we see when we look at the Milky Way.
5. Do the following: a. List the names of the five most visible planets. Explain which ones can appear in phases similar to lunar phases and which ones cannot, and explain why., b. Using the Internet (with your parent’s permission) and other resources, find out when each of the five most visible planets that you identified in requirement 5a will be observable in the evening sky during the next 12 months, then compile this information in the form of a chart or table., c. Describe the motion of the planets across the sky., d. Observe a planet and describe what you saw.
6. Do the following: a. Sketch the face of the Moon and indicate at least five seas and five craters. Label these landmarks., b. Sketch the phase and the daily position of the Moon, at the same hour and place, for four days in a row. Include landmarks on the horizon such as hills, trees, and buildings. Explain the changes you observe., c. List the factors that keep the Moon in orbit around Earth., d. With the aid of diagrams, explain the relative positions of the Sun, Earth, and the Moon at the times of lunar and solar eclipses, and at the times of new, first-quarter, full, and last-quarter phases of the Moon.
7. Do the following: a. Describe the composition of the Sun, its relationship to other stars, and some effects of its radiation on Earth’s weather and communications., b. Define sunspots and describe some of the effects they may have on solar radiation., c. Identify at least one red star, one blue star, and one yellow star (other than the Sun). Explain the meaning of these colors.
8. With your counselor’s approval and guidance, do ONE of the following: a. Visit a planetarium or astronomical observatory. Submit a written report, a scrapbook, or a video presentation afterward to your counselor that includes the following information: Activities occurring there, Exhibits and displays you saw, Telescopes and other instruments being used, Celestial objects you observed., b. Plan and participate in a three-hour observation session that includes using binoculars or a telescope. List the celestial objects you want to observe, and find each on a star chart or in a guidebook. Prepare an observing log or notebook. Show your plan, charts, and log or notebook to your counselor before making your observations. Review your log or notebook with your counselor afterward., c. Plan and host a star party for your Scout troop or other group such as your class at school. Use binoculars or a telescope to show and explain celestial objects to the group. d. Help an astronomy club in your community hold a star party that is open to the public. e. Personally take a series of photographs or digital images of the movement of the Moon, a planet, an asteroid, meteor, or a comet. In your visual display, label each image and include the date and time it was taken. Show all positions on a star chart or map. Show your display at school or at a troop meeting. Explain the changes you observed.
9. Find out about three career opportunities in astronomy. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you