1. Tell what archaeology is and explain how it differs from anthropology, geology, paleontology, and history.
2. Describe each of the following steps of the archaeological process: site location, site excavation, artifact identification and examination, interpretation, preservation, and information sharing.
3. Describe at least two ways in which archaeologists determine the age of sites, structures, or artifacts. Explain what relative dating is.
4. Do TWO of the following:
   1. Learn about three archaeological sites located outside the United States.
   2. Learn about three archaeological sites located within the United States.
   3. Visit an archaeological site and learn about it.
      For EACH site you research for options a, b, or c, point it out on a map and explain how it was discovered. Describe some of the information about the past that has been found at each site. Explain how the information gained from the study of these sites answers questions that archaeologists are asking and how the information may be important for modern people. Compare the relative ages of the sites you research.
5. Choose ONE of the research projects you completed for Requirement 4 and give a short presentation about your findings to a Cub Scout pack, your scout troop, your school class, or another other group.
6. Do the following:
   1. Explain why it is important to protect archaeological sites.
   2. Explain what people should do if they think they have found an artifact.
   3. Describe the ways in which you can be a protector of the past.
7. Do ONE of the following:
   1. Make a list of items you would include in a time capsule. Discuss with your merit badge counselor what archaeologists a thousand years from now might learn from the contents of your capsule about you and the culture in which you live.
   2. Make a list of the trash your family throws out during one week. Discuss with your counselor what archaeologists finding that trash a thousand years from now might learn from it about you and your family.
8. Do ONE of the following:
   1. Under the supervision of a qualified archaeologist, spend at least eight hours helping to excavate an archaeological site.
   2. Under the supervision of a qualified archaeologist, spend at least eight hours in an archaeological laboratory helping to prepare artifacts for analysis, storage, or display.
   3. If you are unable to work in the field or in a laboratory under the supervision of a qualified archaeologist, you may substitute a mock dig. To find out how to make a mock dig, talk with a professional archaeologist, trained avocational archaeologist, museum school instructor, junior high or high school science teacher, adviser from a local archaeology society, or other qualified instructor. Plan what you will bury in your artificial site to show use of your "site" during two time periods.
9. Under the supervision of a qualified archaeologist or instructor, do ONE of the following:
   1. Help prepare an archaeological exhibit for display in a museum, visitor center, school, or other public area.
   2. Use the methods of experimental archaeology to re-create an item or to practice skills from the past. Write a brief report explaining the experiment and its results.
10. Do ONE of the following:
    1. Research American Indians who live or once lived in your area. Find out about traditional lifeways, dwellings, clothing styles, arts and crafts, and methods of food gathering, preparation, and storage. Describe what you would expect to find at an archaeological site for these people.
    2. Research settlers or soldiers who were in your area at least one hundred years ago. Find out about the houses or forts, ways of life, clothing styles, arts and crafts, and dietary habits of the early settlers, farmers, ranchers, soldiers, or townspeople who once lived in the area where your community now stands. Describe what you would expect to find at an archaeological site for these people.
11. Identify three career opportunities in archaeology. Pick one and explain how to prepare for such a career. Discuss with your counselor what education and training are required, and explain why this profession might interest you.

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1. Do the following:
   1. State and explain the Range Safety Rules.
      1. Three safety rules when on the shooting line.
      2. Three safety rules when retrieving arrows.
      3. The four range safety whistle commands and their related verbal commands.
   2. State and explain the general safety rules for archery. Demonstrate how to safely carry arrows in your hands.
   3. Tell about your local and state laws for owning and using archery tackle.
2. Do the following:
   1. Name and point out the parts of an arrow.
   2. Describe three or more different types of arrows.
   3. Name the four principle materials for making arrow shafts.
   4. Make a complete arrow from a bare shaft.
   5. Explain how to properly care for and store arrows.
3. Do the following:
   1. Explain how to proper care for and store tabs, arm guards, shooting gloves, and quivers.
   2. Explain the following terms:

      cast, draw weight, string height (fistmele), aiming, spine, mechanical release, freestyle, and barebow.

   3. Make a bowstring.
4. Explain the following:
   1. The importance of obedience to a range officer or other person in charge of a range.
   2. The difference between an end and a round.
   3. The differences among field, target, and 3-D archery.
   4. How the five-color National Archery Association (NAA) or Federation Internationale de Tir a l'Arc (FITA) target is scored.
   5. How the National Field Archery Association (NFAA) black-and-white field targets and blue indoor targets are scored.
   6. The elimination system used in Olympic archery competition.
5. Do ONE of the following options:

Option A - Using a Recurve Bow or Longbow

1. Name and Point to the parts of the recurve or longbow you are shooting.
2. Explain how to properly care for and store recurve bows and longbows.
3. Show the nine steps of good shooting for the recurve bow or longbow you are shooting.
4. Demonstrate the proper way to string a recurve bow or longbow.
5. Locate and mark with dental floss, crimp-on, or other method, the nocking point on the bowstring of the bow you are using.
6. Do ONE of the following:
   1. Using a recurve or longbow and arrows with a finger release, shoot a single round of ONE of the following BSA, NAA,or NFAA rounds:
      1. An NFAA field round of 4 targets and make a score of 60 points.
      2. A BSA Scout field round of 14 targets and make a score of 80 points.
      3. A FITA/NAA Olympic (outdoor) round and make a score of 80 points.
      4. A Junior indoor* round I and make a score of 180 points.
      5. A FITA/NAA indoor* round and make a score of 80 points.
      6. An NFAA indoor* round and make a score of 50 points.

      OR

   2. Shooting 30 arrows in five-arrow ends at an 80-centimeter (32-inch) five-color target at 10 yards and using the 10 scoring regions, make a score of 150.
      OR
   3. As a member of the NAA's Junior Olympic Development Program (JOAD), qualify as a Yeoman, Junior Bowman, and Bowman.
      OR
   4. As a member of the NFAA's Junior Division, earn a Cub or Youth 100-score Progression patch.

Option B - Using a Compound Bow

1. Name and point to the parts of the compound bow you are shooting.
2. Explain how to properly care for and store compound bows.
3. Show the nine steps of good shooting for the compound bow you are shooting.
4. Explain why it is necessary to have the string on a compound bow replaced at an archery shop.
5. Locate and mark with dental floss, crimp-on, or other method, the nocking point on the bowstring of the bow you are using.
6. Do ONE of the following:
   1. Using a compound bow and arrows with a finger release, shoot a single round of ONE of the following BSA, NAA,or NFAA rounds:
      1. An NFAA field round of 4 targets and make a score of 70 points.
      2. A BSA Scout field round of 14 targets and make a score of 90 points.
      3. A Junior 900 round and make a score of 200 points.
      4. A FITA/NAA Olympic (outdoor) round and make a score of 90 points.
      5. A FITA/NAA indoor* round I and make a score of 90 points.
      6. An NFAA indoor* round and make a score of 60 points.

      OR

   2. Shooting 30 arrows in five-arrow ends at an 80-centimeter (32-inch) five-color target at 10 yards and using the 10 scoring regions, make a score of 170.
      OR
   3. As a member of the NAA's Junior Olympic Development Program (JOAD), qualify as a Yeoman, Junior Bowman, and Bowman.
      OR
   4. As a member of the NFAA's Junior Division, earn a Cub or Youth 100-score Progression patch.

   * The indoor rounds can be shot outdoors if this is more convenient.

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1. Describe the proper clothing and other precautions for safely making observations at night and in cold weather. Tell how to safely observe the Sun, objects near the Sun, and the Moon. 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.
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:
   1. Explain why binoculars and telescopes are important astronomical tools. Demonstrate or explain how these tools are used.
   2. Describe the similarities and differences of several types of astronomical telescopes.
   3. Explain the purposes of at least three instruments used with astronomical telescopes.
4. Do the following:
   1. Identify in the sky at least 10 constellations, at least four of which are in the zodiac.
   2. Identify at least eight conspicuous stars, five of which are of magnitude 1 or brighter.
   3. 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.
   4. Explain what we see when we look at the Milky Way.
5. Do the following:
   1. list the names of the five most visible planets. Explain which ones can appear inphases similar to lunar phases and which ones cannot, and explain why.
   2. 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. Update your chart monthly to show whether each planet will be visible during the early morning or in the evening sky.
6. At approximately weekly intervals, sketch the position of Venus, Mars or Jupiter in relation to the stars. Do this for at least four weeks and at the same time of night. On your sketch, record the date and time next to the planet's position. Use your sketch to explain how planets move.
7. Do the following:
   1. Sketch the face of the moon and indicate at least five seas and five craters. Label these landmarks.
   2. Sketch the phase and  the daily position of the Moon at the same hour and place, for a week. Include landmarks on the horizon such as hills, trees, and buildings.  Explain the changes you observe.
   3. List the factors that keep the Moon in orbit around Earth.
   4. 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.
8. Do the following:
   1. Describe the composition of the Sun, its relationship to other stars, and some effects of its radiation on Earth's weather. Define sunspots and describe some of the effects they may have on solar radiation.
   2. Identify at least one red star, one blue star, and one yellow star (other than the Sun). Explain the meaning of these colors.
9. With your counselor's approval and guidance, do ONE of the following:
   1. 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:
      1. Activities occurring there
      2. Exhibits and displays you saw
      3. Telescopes and instruments being used
      4. Celestial objects you observed.
   2. 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.
   3. 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.
   4. Help an astronomy club in your community hold a star party that is open to the public.
   5. Personally take a series of photographs or digital images of the movement of the Moon, a planet, an asteroid or meteoroid, 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.
10. List at least three different career opportunities in astronomy. Pick the one you in which are most interested and explain how to prepare for such a career. Discuss with your counselor what courses might be useful for such a career.

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1. Describe precautions you should take to safely use basketry tools and materials.

2. Do the following:

   1. Show your counselor that you are able to identify each of the following types of baskets: plaited, coiled, ribbed, and wicker.

   2. Describe three different types of weaves to your counselor.

3. Plan and weave each of the following projects:

   1. a square basket;

   2. a round basket; and

   3. a campstool seat

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1. Show that you know first aid for and how to prevent injuries or illnesses that could occur while camping, including hypothermia, frostbite, heat reactions, dehydration, altitude sickness, insect stings, tick bites, snakebite, blisters, and hyperventilation.
2. Learn the Leave No Trace principles and the Outdoor Code and explain what they mean. Write a personal plan for implementing these principles on your next outing..
3. Make a written plan for an overnight trek and show how to get to your camping spot using a topographical map and compass and a GPS receiver. If no GPS receiver unit is available, explain how to use one to get to your camping spot.
4. Do the following:
   1. Make a duty roster showing how your patrol is organized for an actual overnight campout. List assignments for each member.
   2. Help a Scout patrol or a Webelos Scout unit in your area prepare for an actual campout, including creating the duty roster, menu planning, equipment needs, general planning, and setting up camp.
5. Do the following:
   1. Prepare a list of clothing you would need for overnight campouts in both warm and cold weather. Explain the term "layering."
   2. Discuss footwear for different kinds of weather and how the right footwear is important for protecting your feet.
   3. Explain the proper care and storage of camping equipment (clothing, footwear, bedding).
   4. List the outdoor essentials necessary for any campout, and explain why each item is needed.
   5. Present yourself to your Scoutmaster with your pack for inspection. Be correctly clothed and equipped for an overnight campout.
6. Do the following:
   1. Describe the features of four types of tents, when and where they could be used, and how to care for tents. Working with another Scout, pitch a tent.
   2. Discuss the importance of camp sanitation and tell why water treatment is essential. Then demonstrate two ways to treat water.
   3. Describe the factors to be considered in deciding where to pitch your tent.
   4. Tell the difference between internal- and external-frame packs. Discuss the advantages and disadvantages of each.
   5. Discuss the types of sleeping bags and what kind would be suitable for different conditions. Explain the proper care of your sleeping bag and how to keep it dry. Make a comfortable ground bed.
7. Prepare for an overnight campout with your patrol by doing the following:
   1. Make a checklist of personal and patrol gear that will be needed.
   2. Pack your own gear and your share of the patrol equipment and food for proper carrying. Show that your pack is right for quickly getting what is needed first, and that it has been assembled properly for comfort, weight, balance, size, and neatness.
8. Do the following:
   1. Explain the safety procedures for:
      1. Using a propane or butane/propane stove
      2. Using a liquid fuel stove
      3. Proper storage of extra fuel
   2. Discuss the advantages and disadvantages of different types of lightweight cooking stoves.
   3. Prepare a camp menu. Explain how the menu would differ from a menu for a backpacking or float trip. Give recipes and make a food list for your patrol. Plan two breakfasts, three lunches, and two suppers. Discuss how to protect your food against bad weather, animals, and contamination.
   4. Cook at least one breakfast, one lunch, and one dinner for your patrol from the meals you have planned for requirement 8c. At least one of those meals must be a trail meal requiring the use of a lightweight stove.
9. Show experience in camping by doing the following:
   1. Camp a total of at least 20 days and 20 nights. Sleep each night under the sky or in a tent you have pitched. You may use a week of long-term camp toward this requirement. If the camp provides a tent that has already been pitched, you need not pitch your own tent.
   2. On any of these camping experiences, you must do TWO of the following, only with proper preparation and under qualified supervision:
      1. Hike up a mountain, gaining at least 1,000 vertical feet.
      2. Backpack, snowshoe, or cross-country ski for at least 4 miles.
      3. Take a bike trip of at least 15 miles or at least four hours.
      4. Plan and carry out a float trip of at least four hours.
      5. Plan and carry out an overnight snow camping experience.
      6. Rappel down a rappel route of 30 feet or more.
   3. Perform a conservation project approved by the landowner or land managing agency.
10. Discuss how the things you did to earn this badge have taught you about personal health and safety, survival, public health, conservation, and good citizenship. In your discussion, tell how Scout spirit and the Scout Oath and Law apply to camping and outdoor ethics.

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1. Show that you know first aid for injuries or illnesses that co-occur while canoeing, including hypothermia, heat reactions, dehydration, insect stings, tick bites, and blisters.
2. Do the following:
   1. Identify the conditions that must exist before performing CPR on a person. Explain how such conditions are recognized.
   2. Demonstrate the proper technique for performing CPR using a training device approved by your counselor.
3. Before doing the following requirements, successfully complete the BSA swimmer test: Jump feetfirst into water over the head in depth. Level off and swim 75 yards in a strong manner using one or more of the following strokes: sidestroke, breaststroke, trudgen, or crawl; then swim 25 yards using an easy, resting backstroke. The 100 yards must be completed in one swim without stops and must include at least one sharp turn. After completing the swim, rest by floating.
4. Discuss the following:
   1. The BSA Safety Afloat policy. Tell how it applies to canoeing activities.
   2. The most common weather and water-related hazards encountered while canoeing and how to deal safely with each one.
5. Do the following:
   1. Name and point out the major parts of a canoe.
   2. Describe how the length and shape of a canoe affect its performance.
   3. Discuss the advantages and disadvantages of the different materials used to make canoes.
   4. Name and point out the parts of a paddle. Explain the difference between a straight and bent-shaft paddle and when each is best used.
   5. Demonstrate how to correctly size a paddle for a paddler in a sitting position and a kneeling position.
   6. Name the different types of personal flotation devices (PFDs), and explain when each type should be used.
   7. Show how to properly fit and test a PFD of correct size.
   8. Discuss the general care and maintenance of canoeing equipment.
   9. Discuss what personal and group equipment would be appropriate for a canoe camping trip. Describe how personal and group equipment can be packed and protected from water.
   10. Demonstrate how to load and secure equipment in a canoe.
   11. Using appropriate knots, demonstrate how to secure a canoe to a rack on land, a vehicle, or a canoe trailer.
6. With a companion, wearing the proper PFD and appropriately dressed for the weather and water conditions, use a properly equipped canoe to demonstrate the following:
   1. Safely carry and launch the canoe from a dock or shore (both, if possible).
   2. Safely land the canoe on a dock or shore (both, if possible) and return it to its proper storage location.
   3. Demonstrate kneeling and sitting positions in a canoe and explain the proper use for each position.
   4. Change places while afloat in the canoe.
   5. In deep water, exit the canoe and get back in without capsizing.
   6. Capsize the canoe and demonstrate how staying with a capsized canoe will support both paddlers.
   7. Swim, tow, or push a swamped canoe 50 feet to shallow water. In the shallow water, empty the swamped canoe and reenter it.
   8. In deep water, rescue a swamped canoe and its paddlers by emptying the swamped canoe and helping the paddlers safely reenter their boat without capsizing.
7. With a companion, wearing the proper PFD and appropriately dressed for the weather and water conditions, demonstrate the following paddling strokes as both a bow and stern paddler:
   1. Forward stroke
   2. Backstroke
   3. Draw
   4. Pushaway
   5. Forward sweep
   6. Reverse or back sweep
      For stern paddling only:
   7. J-stroke
8. Using the strokes in requirement 7, demonstrate the following tandem maneuvers while paddling on opposite sides and without changing sides. Repeat after switching positions and paddling sides:
   1. Pivot or spin the canoe in either direction.
   2. Move the canoe sideways or abeam in either direction.
   3. Stop the canoe.
   4. Move the canoe in a straight line for 50 yards.
9. Wearing the proper PFD and appropriately dressed for the weather and water conditions, demonstrate solo canoe handling:
   1. Launch from shore or a pier (both, if possible).
   2. Using a single-blade paddle and paddling only on one side, demonstrate proper form and use of the forward stroke, backstroke, draw stroke, pushaway stroke, forward sweep, reverse or back sweep, and J-stroke. Repeat while paddling on the other side.
   3. While paddling on one side only, paddle a 50-yard course making at least one turn underway and one reverse of direction Repeat while paddling on the other side.
   4. Make a proper landing at a dock or shore (both, if possible). Store canoe properly (with assistance, if needed).
   5. In deep water, exit the canoe and then get back in without capsizing.
10. Discuss the following types of canoeing:
    1. Olympic flatwater
    2. Outrigger
    3. Marathon
    4. Freestyle
    5. Whitewater
    6. Canoe poling

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1. Do the following:
   1. Show that you know first aid for and how to prevent injuries or illnesses that could occur during climbing activities, including heat and cold reactions, dehydration, stopped breathing,  sprains, abrasions, fractures, rope burns, blisters, snakebite, and insect bites or stings.
   2. Identify the conditions that must exist before performing CPR on a person.
2. Learn the Leave No Trace principles and Outdoor Code, and explain what they mean.
3. Present yourself properly dressed for belaying, climbing, and rappelling (i.e., appropriate clothing, footwear, and a helmet; rapellers and belayers must wear gloves).
4. Location. Do the following:
   1. Explain how the difficulty of climbs is classified, and apply classifications to the rock faces or walls where you will demonstrate your climbing skills.
   2. Explain the following: top-rope climbing, lead climbing, and bouldering.
   3. Evaluate the safety of a particular climbing area. Consider weather, visibility, the condition of the climbing surface, and any other environmental hazards.
   4. Determine how to summon aid to the climbing area in case of an emergency.
5. Verbal signals. Explain the importance of using verbal signals during every climb and rappel, and while bouldering. With the help of the merit badge counselor or another Scout, demonstrate the verbal signals used by each of the following:
   1. Climbers
   2. Rappellers
   3. Belayers
   4. Boulderers and their spotters
6. Rope. Do the following:
   1. Describe the kind of rope acceptable for use in climbing and rappelling.
   2. Show how to examine a rope for signs of wear or damage.
   3. Discuss ways to prevent a rope from being damaged.
   4. Explain when and how a rope should be retired.
   5. Properly coil a rope.
7. Knots. Demonstrate the ability to tie each of the following knots. Give at least one example of how each knot is used in belaying, climbing, or rappelling.
   1. Figure eight on a bight
   2. Figure eight follow-through
   3. Water knot
   4. Double fisherman¹s knot (Grapevine knot)
8. Harnesses. Correctly put on at least ONE of the following:
   1. Commercially made climbing harness
   2. Tied harness
9. Belaying. Do the following:
   1. Explain the importance of belaying climbers and rappellers and when it is necessary.
   2. Belay three different climbers ascending a rock face or climbing wall.
   3. Belay three different rappellers descending a rock face or climbing wall using a top rope.
10. Climbing.
    1. Show the correct way to tie into a belay rope.
    2. Climb at least three different routes on a rock face or climbing wall, demonstrating good technique and using verbal signals with a belayer.
11. Rappelling.
    1. Using a carabiner and a rappel device, secure your climbing harness to a rappel rope.
    2. Tie into a belay rope set up to protect rappellers.
    3. Rappel down three different rock faces or three rappel routes on a climbing wall. Use verbal signals to communicate with a belayer, an demonstrate good rappelling technique.
12. Demonstrate ways to store rope, hardware, and other gear used for climbing, rappelling, and belaying.

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1. Do the following:
   1. Review with your counselor the injuries that might arise from cooking, including burns and scalds, and the proper treatment.
   2. Describe how meat, fish, chicken, eggs, dairy products, and fresh vegetables should be stored, transported, and properly prepared for cooking.
   3. Describe the following food-related illnesses and tell what you can do to help prevent each from happening:
      1. Salmonella enteritis
      2. Staphylococcal enteritis
      3. E. coli (Escherichia coli) enteritis
      4. Botulism
      5. Trichinosis
      6. Hepatitis
2. Do the following:
   1. Illustrate for your counselor the food pyramid. Label the pyramid, including:
      1. The food groups
         1. Milk, yogurt, and cheese group
         2. Vegetable group
         3. Meats, poultry, fish, dry beans, eggs, and nuts group
         4. Fruit group
         5. Bread, cereal, rice, and pasta group
      2. The item on the pyramid that is not considered part of a food group and tell why its use is discouraged
      3. The number of servings recommended per day from each group
   2. Give your counselor examples from each food group.
   3. Describe for your counselor the measurements of servings for each food group.
   4. Describe to your counselor food preparation techniques that result in more healthful and nutritious meals.
3. Plan a menu for two straight days (six meals) of camping. Include the following:
   1. A camp dinner with soup; meat, fish, poultry, or an appropriate substitute; two fresh vegetables; drink; and dessert. All are to be properly prepared. When preparing your menu, follow the nutritional guidelines set by the food pyramid.
   2. A one-pot dinner. Use foods other than canned.
   3. Using the menu planned for requirement 3, make a food list showing cost and amount needed to feed three or more boys.
   4. List the utensils needed to cook and serve these meals.
4. Using the menu planned for requirement 3, do the following and discuss the process with your merit badge counselor:
   1. Prepare and serve for yourself and two others, the two dinners, one lunch, and one breakfast. Time your cooking so that each course will be ready to serve at the proper time.

      The meals for this requirement may be prepared for different trips. They need not be prepared consecutively. Scouts working on this badge at summer camp should plan around food they can get at the camp commissary.

   2. For meals prepared in requirement 4a for which a fire is needed, use a lightweight stove or build a low-impact fire. Include support for your cooking utensils from rocks, logs, or like material. The same fireplace may be used for more than one meal. Use a backpacking stove to cook at least one meal. (Where local regulations do not allow you to do this, the counselor may change the requirement to meet the law.)
   3. For each meal prepared in requirement 4a, use safe food-handling practices. Dispose of garbage, cans, foil, paper, and other rubbish by packing them out and depositing them in a proper container. After each meal, clean up the site thoroughly.
5. Plan a menu for one day (three meals) or for four meals over a two-day period of trail hiking or backpacking. Include the following:
   1. A breakfast, lunch, and dinner for a trail or backpacking trip where light weight is important. You should be able to store all foods used for several days without refrigeration. When preparing your menu, follow the nutritional guidelines set by the food pyramid.

      The meals for this requirement may be prepared for different trips. They need not be prepared consecutively. Scouts working on this badge at summer camp should plan around food they can get at the camp commissary.

   2. Using the menu planned for requirement 5, make a food list showing cost and amount needed to feed three or more boys.
   3. List the utensils needed to cook and serve these meals.
   4. Figure the weight of the foods in requirement 5a.
6. Using the menu planned for requirement 5a, do the following:
   1. Prepare and serve for yourself and two others, the trail breakfast and dinner. Time your cooking so that each course will be ready to serve at the proper time.

      The meals for this requirement may be prepared for different trips. They need not be prepared consecutively. Scouts working on this badge at summer camp should plan around food they can get at the camp commissary.

   2. Use an approved trail stove (with proper supervision) or charcoal to prepare your meals. 
   3. For each meal prepared in requirement 6a, use safe food-handling practices. Dispose of garbage, cans, foil, paper, and other rubbish by packing them out and depositing them in a proper container. After each meal, clean up the site thoroughly.
7. Plan a menu for three full days of meals (breakfast, lunch, and dinner) to be cooked at home.
   1. When preparing your menu, follow the nutritional guidelines set by the food pyramid. All meals are to be cooked or properly prepared.
   2. Using the menu planned for requirement 7, make a food list, showing cost and amount needed to feed yourself and at least one adult (parent, family member, guardian, or other responsible adult).
   3. Tell what utensils were needed to cook and serve these meals.
   4. Prepare and serve a breakfast, lunch, and dinner from the menu you planned for requirement 7. Time your cooking to have each course ready to serve at the proper time. Have an adult verify the preparation of the meal to your counselor.
8. Do the following:
   1. Find out what opportunities are available for a career in food service management. Find out what high school courses might help you prepare for a career in cooking, and about special training you might need and where to obtain such training. Discuss what you learned with your counselor.
   2. Visit a professional cook, chef, food service manager, or Registered Dietician and learn what this professional's duties are. Discuss the person's education and training, techniques, and means used in professional food preparation, and local health regulations and licensing requirements that must be followed. Report to your counselor your findings.

CLOSE WINDOW

1. Earn the First Aid Merit Badge.
2. Do the following:
   1. Discuss with your counselor these three aspects of emergency preparedness:
      1. Recognition of a potential emergency situation
      2. Prevention of an emergency situation
      3. Reaction to an emergency situation

      Include in your discussion the kinds of questions that are important to ask yourself as you consider each of these.

   2. Make a chart that demonstrates your understanding of each of the three aspects of emergency preparedness in requirement 2a (recognition, prevention, and reaction) with regard to 10 of the situations listed below. You must use situations 1, 2, 3, 4, and 5* but may choose any other five for a total of 10 situations. Discuss this chart with your counselor.
      1. Home kitchen fire*
      2. Home basement/storage room/garage fire*
      3. Explosion in the home*
      4. Automobile accident*
      5. Food-borne disease (food poisoning)*
      6. Fire or explosion in a public place
      7. Vehicle stalled in the desert
      8. Vehicle trapped in a blizzard
      9. Flash flooding in town or the country
      10. Mountain/backcountry accident
      11. Boating accident
      12. Gas leak in a building
      13. Tornado or hurricane
      14. Major flood
      15. Nuclear power plant emergency
      16. Avalanche (snowslide or rockslide)
      17. Violence in a public place
   3. Meet with and teach your family how to recognize, prevent, and react to the situations on the chart you created for requirement 2b. Then meet with your counselor and report on your family meeting, discussing their responses.
3. Show how you could safely save a person from the following:
   1. Touching a live electric wire.
   2. A room with carbon monoxide
   3. Clothes on fire.
   4. Drowning using nonswimming rescues (including accidents on ice).
4. Show three ways of attracting and communicating with rescue planes/aircraft.
5. With another person, show a good way to move an injured person out of a remote and/or rugged area, conserving the energy of rescuers while ensuring the well-being and protection of the injured person.
6. Do the following:
   1. Tell the things a group of Scouts should be prepared to do, the training needed, and the safety precautions they should take for the following emergency services:
      1. Crowd and traffic control
      2. Messenger service and communication.
      3. Collection and distribution services.
      4. Group feeding, shelter, and sanitation.
   2. Identify the government or community agencies that normally handle and prepare for the emergency services listed under 6a, and explain to your counselor how a group of Scouts could volunteer to help in the event of these types of emergencies.
   3. Find out who is your community's disaster/emergency response coordinator and learn what this person does to recognize, prevent and respond to emergency situations in your community. Discuss this information with your counselor and apply what you discover to the chart you created for requirement 2b.
7. Take part in an emergency service project, ei