Develop a personal exercise plan and follow it for
at least three months, exercising at least three times a
week. Set your goals with backpacking in mind and write
them down. Keep a daily diary.
Try on three types of backpacks. Learn how to
choose the proper size frame for your body size.
Learn and then be able to explain to others the
difference between a soft pack, an internal frame
pack, and an external frame. Tell the pros and cons
of each type and what kind of trek you would take
with each pack.
Explain the different parts of a backpack and
their use.
Learn the proper way to lift and wear your
backpack.
Describe at least four ways to limit weight and
bulk in your backpack without jeopardizing your
health and safety.
Learn how you would load an internal frame pack
versus one with an external frame.
Pack your backpack with your personal gear,
including outdoor essentials, additional gear, and
personal extras. Pack as though You were sharing
equipment with one other person for a three-day,
two-night backpacking trip.
List at least 10 items essential for an
overnight backpacking trek and explain why each item
is necessary.
Present yourself to an experienced backpacker,
unload your pack, have him or her critique your
packing, then repack your pack. Have him or her
critique your efforts.
List at least 20 items of group backpacking
gear. Include a group cleanup kit.
Learn how and then demonstrate how to cook a
meal using a backpacking stove.
Demonstrate proper sanitation of backpacking
cook gear,.
Learn how to properly pack and carry a
backpacking stove and fuel.
List at least 10 environmental considerations
that are important for backpacking and describe ways
to lessen their impact on the environment.
Considering Leave No Trace principles, tell how
to dispose of the human waste, liquid waste, and
garbage you generate on a backpacking trip.
Participate in three different treks of at least
three days and two nights each, covering at least 15
miles in distance each.
Plan and lead a backpacking trek (can be one of
the treks in (a) above) with at least five people
for at least two days. This group can be your crew,
another crew, a Boy Scout group, or another youth
group.
Plan the menu for this trek using commercially
prepared backpacking foods for at least one meal.
Check for any permits needed and prepare a trip
plan to be left with your family. Have an emergency
contact number.
Using the map you used to chart your course,
brief the crew you are leading on your trip plan.
Lead a shakedown for those you are leading.
Learn about proper backpacking clothing for
backpacking in all four seasons.
Learn about proper footwear, socks, and foot
care.
Learn and then demonstrate at least three uses
for a poncho in backpacking.
Learn about trail health considerations and
typical backpacking injuries such as hypothermia,
frostbite, heat exhaustion, heat stroke, altitude
sickness, dehydration, blisters, stings and bites,
and sprains and how to avoid and treat these
injuries and illnesses.
Because fluid intake is so important to a
backpacker, tell how to take care of your water
supply on a backpacking trip. include ways of
purifying water and why that is important.
Prepare a first aid kit and survival kit for
your backpack.
Using all the knowledge you have acquired about
backpacking, make a display or presentation for your
crew, another crew, a Boy Scout group, or another youth
group. Include equipment and clothing selection and use,
trip planning, environmental considerations, trail
health and safety considerations, food selection and
preparation, and backpacking physical preparation.
Write the National Speleological Society (NSS)
to request information about caving and information
about caves and cavers near you.
Learn about the different tv es of caves.
Learn about caving courtesy, caving dos and
don'ts, and what the BSA policy is on cave
exploring.
Read at least one book about caving.
Learn the following knots used in caving:
Endline knots: bowline figure six, figure
eight on a bight
Midline knots: bowline on a bight and
butterfly
Joiner knots: water knot, fisherman, figure
eight on bend
Prusik knot
Teach these knots to your crew, another crew, a
Cub Scout or Boy Scout group, or another group.
Learn about the different types of ropes
available for climbing and caving and explain the
uses of each and the characteristics of each.
Learn proper climbing rope care. Know and
practice proper coding and storage.
Know how to keep proper records on climbing rope
and how to inspect it for wear and damage. Know when
to retire a rope.
Using the knowledge acquired above, make a
tabletop display or a presentation for your crew,
another crew, a Cub Scout or Boy Scout group, or
another group.
Demonstrate that you know how to properly and
safely rappel a distance of at least 30 feet.
Demonstrate that you know how to ascend a rope
using mechanical ascenders or Prusik or other
ascending knots. Ascend at least 30 feet.
Know and explain the differences, advantages,
and disadvantages of single rope (SRT) and double
rope (DRT) for rappelling and belaying.
Visit a sporting goods store or NSS-affiliated
organization or have them make a presentation to
your crew so you can learn about personal caving
gear, including helmets, light sources, backup
lighting sources, clothing, boots, cave packs, etc.
Find out what the American National Standards
Institute requirements are for helmets.
Make a list of what you need in your personal
cave pack. Include your personal first aid kit and
cave survival gear.
Learn what crew equipment is, including a first
aid kit, caving ropes, and ascending equipment.
Help make a first aid kit for your crew or group
and demonstrate that you can keep it up.
Demonstrate to your crew, another crew, a Cub
Scout or Boy Scout group, or another group how to
construct both a personal and crew first aid kit.
Learn about the many types of cave formations.
Make a tabletop display or presentation on cave
formations and caving conservation for your crew,
another crew, a Cub Scout or Boy Scout group, or
another group. Include practices such as proper
carbide removal; care of walls, ceiling, and
formations; and principles of Leave No Trace.
Find a cave you would like to visit; get permission
to enter it; make a trip plan including cave location, a
list of participants, expected time in the cave,
expected date and time of return, and an emergency
contact; and then go in the cave, led by a qualified
caver.
From a cave expert, learn about natural and
fabricated hazards such as mudslides, loose rocks, pits,
deep water, critters, complex routes, wooden ladders,
and flooding.
Using a three-dimensional cave map, learn what
the standard map symbols represent.
Using the knowledge above, make a tabletop
display or presentation for your crew, another crew,
a Cub Scout or Boy Scout group, or another group.
Cave Safety
Caves can be dangerous if you are not properly trained or
equipped. Here are some cave safety tips:
Join an experienced group for proper training and
safe caving.
Never go caving alone. At least four cavers are a
minimum.
Always carry three sources of light.
Don't attempt caves beyond your ability.
Use proper gear, including a properly fitted helmet
and suitable clothes.
Leave word with family or friends about your trip
plan, including cave location and expected return
time.
Always use the safer alternative when you have an
option.
Describe the difference between cycling (touring)
and mountain biking.
Know the laws governing biking in your state.
Learn and know bicycle safety rules and gear for
your preferred type of biking.
Give a presentation and safe biking session to
your crew, another crew, a Cub Scout or Boy Scout
group, or another group using the knowledge you have
gained.
Demonstrate proper first aid for head injuries.
(If you choose mountain biking as your discipline, do
3(a) and (b).)
Learn the mountain biking rules for the trail as
stated by the IMBA (International Mountain Biking
Association) and explain what is meant by soft
cycling.
Describe environmental considerations that are
important for mountain biking and describe ways to
lessen their impact on the environment.
Establish a maintenance checklist that needs to
be reviewed before each tour or trip.
Make and keep a personal biking journal and
record information on at least three tours or trips.
Buy or build a bike tool and repair kit.
Show you know how to use each tool in the kit.
Repair a flat tire, adjust your brakes, properly
adjust your seat and handlebars, repair a broken
chain, and show you know how to temporarily repair a
buckled wheel.
With the approval of the property owner or land
manager, plan and lead a one-day bike trail or road
maintenance project.
Write an article about your project for your
school or community newspaper.
Take at least eight separate cycling tours 20
miles in length or eight separate mountain biking
treks 10 miles in length.
Keep a personal journal of your eight trips,
noting routes covered, weather conditions, sketches,
maps, and sights seen. Also note significant things
along the trails such as trail markers, downhills,
climbs, rocks, drops, log hops, and portages.
In addition to the tours and treks in 7, plan and do
a two-day cycling tour 50 miles in length or mountain
bike trek 40 miles in length. Your trip plan should
include routes, food, proper clothing, and safety
considerations. Record in your journal.
Do (a) or (b):
Make a tabletop display or presentation on
cycling or mountain biking for your crew, another
crew, a Cub or Scout group, or another group.
Make a where-to-go biking guide for your area
which has at least 10 trips or places to bike.
Invite your crew, other crews, Cub and Scout groups,
and other groups to use this guide.
Explain the basic natural systems, cycles, and
changes over time and how they are evidenced in a
watershed near where you live. Include the four basic
elements, land use patterns, and at least six different
species in your analysis and how they have changed over
time. Discuss both biological and physical components.
Describe at least four environmental study areas
near where you live. Include the reasons for selecting
these areas, their boundaries, user groups, past
inventories, any outside forces that interact with them,
and a list of what things could be studied at each of
them.
Plan a field trip to each of the above areas,
including detailed plans for conducting various
investigations. Follow all of the requirements such as
trip permits, safety plans, transportation plans,
equipment needs, etc.
Under the guidance of a natural resources
professional, carry out an investigation of an
ecological subject approved by your Advisor.
Inventory and map the area. Conduct a detailed
investigation providing specific data for a specific
topic.
Document and present your findings to your crew,
another crew, a Cub or Boy Scout group, or another
group.
Teach others in your crew, another crew, a Cub or
Boy Scout group, or another group how to carry out an
ecological investigation. Use steps 3 and 4 above with
the group so that they may also learn by doing.
Explain the characteristics of each of the three
distinct American riding styles.
For your preferred style (one of three styles in 1),
explain the equipment you would use, including parts of
the saddle and bridle.
Explain the difference in natural versus artificial
aids used in communicating with your horse, such as use
of hands, legs, weight, voice, whips, crops,
martingales, bits, and auxiliary reins.
Present yourself properly attired for the riding
style you prefer.
Explain the clothing and safety equipment a
rider must have for your preferred style of riding.
Demonstrate how to properly catch, bridle, and
saddle a horse.
Demonstrate and explain at least three steps in
proper mounting and two ways of dismounting.
Show how to test your correct stirrup length
while you are dismounted and when you are mounted.
Explain short stirrup length, medium stirrup
length, long stirrup length, and why stirrup length
is important.
Explain and demonstrate the correct position of
your body, feet, hands, arms, and legs while
mounted.
Demonstrate how all parts of your body should be
positioned on your horse during a trot, a canter,
and a gallop and explain why this is important.
Demonstrate by using a pattern that you have control
of your horse. On command, be able to slow down, speed
up, stop, back up and be able to move your horse through
its gaits.
Properly remove tack from your horse and store
it.
Demonstrate proper care of your tack after
riding.
Demonstrate proper care for your horse after a
ride, including cool down, brushing, and watering
and feeding, and explain why each of these steps is
important.
Make a tabletop display or presentation on what you
have learned about horsemanship for your crew, another
crew, a Cub Scout or Boy Scout group, or another group.
Become familiar with the freshwater fishing
laws, regulations, and license requirements for your
state.
If you live in a coastal state, become familiar
with the saltwater fishing laws, regulations, and
license requirements for your state. If you live in
an inland state, become familiar with the saltwater
fishing laws, regulations, and license requirements
for a coastal state of your choice.
Using a map of your state, designate where the
different varieties of water are located, such as
warm fresh water, cold fresh water (include tail
waters), brackish water, and salt water.
On the map, note the most popular game fish
found in each spot you marked.
On the map, note any protected fish species
found in your state.
Learn and then teach the following to someone else:
The four main types of fishing equipment:
spincast, spinning, baitcast, and fly. Explain how
they differ and the benefits of each type,
describing how one might be better for certain
fishing situations.
Three different fishing knots.
How to correctly spool line on a reel of the
four types of fishing equipment.
How to execute three different types of cast
with two of the four types of fishing equipment. Use
targets. Know safety measures needed while casting.
Develop a personal ethical code for fishing. List a
variety of potential ethical situations where choices
may have to be made and describe how you plan to make
decisions for those situations.
List at least 10 potential safety situations that
you could encounter wh@e fishing in your area and what
precautions you should take to protect yourself and your
fishing partners.
For two different species of game fish found in
your state, learn where they are in the food chain,
the types of waters they can be found in, and the
type of underwater structure and temperature they
might be most likely to be found in during the fall,
winter, spring, and summer.
Catch at least one fish of each of the above two
species.
Do one of the following:
Build a fishing rod-the type of your choice.
Tie six freshwater or saltwater flies common to
your area.
Design and make your own fishing lure (not a
fly) and explain the fish-attracting principle of
the lure.
Do one of the following:
Plan or assist with a National Fishing Week or
National Hunting and Fishing Day event.
Assist with a Hooked On Fishing, Not On Drugs
program.
Organize and lead a fishing trip or event to
introduce other youth to fishing.
Make a tabletop display or presentation for your
crew, another crew, a Cub or Boy Scout group, or another
youth group on what you have learned about fishing.
Complete the Boy Scout or Venturing Lifeguard
requirements and hold a current certification.
(Note: BSA Lifeguard certification lasts for three
years from the time of certification.)
Complete a 45-plus-hour emergency response
course or an EMT Basic course.
Earn the American Red Cross Lifeguard Training
certificate.
Help build a crew or family first aid kit.
Know how to use everything in the kit.
Teach another person or group how to make and
use a first aid kit.
You must complete the first aid core requirement before
you begin this elective.
1.
Explain the difference between bouldering and
technical climbing.
Tell how bouldering can help your crew get ready for
more advanced climbing.
Demonstrate bouldering using the three-point stance
and proper clothing.
2.
Explain the classification and grades of climbing
difficulty in technical rock climbing.
Tell how weather can change the difficulty of any
ascent.
3.
Learn and then teach the following climbing knots to
your crew, another crew, a Scout group, or another group:
Figure eight on a bight
Water knot
Bowline on a coil
Figure eight follow-through
Grapevine knot
4.
Learn about the different types of ropes available
for climbing and explain the uses of each and the
characteristics of each.
Learn proper climbing rope care. Know and practice
proper coiling and storage.
Know how to keep proper records on climbing rope and
how to inspect it for wear and damage. Know when to
retire a rope.
Using the knowledge acquired above, make a tabletop
display or a presentation for your crew, another crew, a
Cub Scout or Boy Scout group, or another group.
5.
Demonstrate the difference between natural and
artificial anchors.
Be able to identify and describe the use of at least
three different types of hardware and setups.
Tell about proper climbing safety both before and
during a climb.
Learn about rescue equipment and techniques.
Learn about appropriate clothing, footwear, gloves,
helmets, and other climbing gear.
6.
Be able to correctly put on and then be able to teach
others how to put on at least two of the following:
*Commercially made climbing harness
Diaper sling
Knotted leg-loop seat
Swiss seat sling
7.
Demonstrate three types of belays.
Learn and then demonstrate that you know proper
verbal climbing and belaying signals used between
climber and belayer.
8.
Do (a) and (b), or do (c).
Under the supervision of a qualified rappelling or
climbing instructor, rapper at least 30 feet down a
natural or artificial obstacle.
Under the supervision of a qualified climbing
instructor, climb at least 30 feet up a natural or
artificial obstacle.
Attend a two-day rock climbing clinic/course led by
a qualified climbing instructor. This course should
include some instruction on technical rock climbing.
9.
Lead your crew, another crew, an older Boy Scout
group, or another teenage group on a climbing and/or
rappelling activity. Recruit adequate, qualified adult instructors
and assist in instruction.
Research a historical culture and time period of
interest to you, such as Native American, mountain man,
pioneer, or Revolutionary/Civil War.
Write a 2,000-word essay or make an outline
describing the culture's dress, food, housing, customs,
etc.
Using your research, make an outfit that represents
a person or type of person (soldier, farmer, trader,
hunter, chief, etc.) from your chosen culture.
Using your research, construct a working tool or
weapon out of authentic materials that would have been
used by the person you have chosen to represent in 3
above.
Once your clothing and accoutrements are complete,
attend and participate in a pow wow, rendezvous,
reenactment, historical trek, or other event that
includes your chosen culture.
Make a presentation of your chosen culture to your
crew, another crew, a Cub or Scout group, or another
group.
Organize a group tour to a museum,
archaeological dig, or other site of significance to
your chosen culture.
After the tour, lead your group in a discussion
about what they learned.
Make an appointment with your doctor 'N/for a
complete physical. Explain to your doctor you are
preparing to undertake an eight-week physical fitness
improvement program.
Explain at least six principles that guide you in
developing a physical fitness program.
Four components of physical fitness are endurance,
strength, flexibility, and body composition.
Explain why these components arc important to
your physical fitness.
Find a physical fitness professional to
administer a fitness test based on these four
components. Set physical fitness goals with the help
of this professional that can be accomplished in
eight weeks. The physical education teachers at
school should be able to do this test.
Develop an eight-week program to accomplish your
goals. Use the principles of warm-up, cross-training,
cool-down, and regularity.
Explain the six elements of a good diet.
Using the USDA Food Guide Pyramid, list six foods
from each group.
Learn to calculate the number of calories you need
if you are sedentary, moderately active, or active.
Explain the common eating disorders anorexia and
bulimia and why they are harmful to athletes.
Explain the hazards of performance-enhancing drugs,
including the dangers of using each of the following
groups of drugs: stimulants, painkillers, anabolic
steroids, beta blockers, diuretics, alcohol, marijuana,
and cocaine.
Prevention of injury is important to achieving peak
physical performance. Pain is not a normal part of
physical development. Soreness and discomfort may be
expected, but not pain. Explain how to prevent injury in
your fitness program.
Using what you have learned about physical fitness,
teach your crew, a Cub or Boy Scout group, or another
group about setting up a physical fitness program.
Write a paper or make a presentation on a plant or
wildlife species. Include its value as seen from various
perspectives, some of the problems various species face,
and how we might be able to help.
Select an area approved by your Advisor that
contains several species of wildlife or plants.
Observe this area thoroughly in various conditions
and seasons of the year. Study the history of this
area, paying particular attention to how it has
changed over time, ownership, land use patterns, and
landform and climatic changes.
Make a presentation on interaction between
species; the reaction of various species to changes
in conditions or outside influences; the degree to
which this area provided food, shelter, materials,
and protection for each species; population trends;
your predictions on the future of these species;
suggested actions to protect or enhance the
population; and the investigation methods you used.
Study a specific plant or wildlife species
approved by your Advisor that can be found in
several different areas. Observe this species
thoroughly in various areas and seasons of the year.
Study the history of this species, paying particular
attention to how it has adapted over time.
Male a presentation on this species; any
reactions to changes in conditions or outside
influences; this species' needs for food, soil,
shelter, materials, protection, assistance with
propagation, etc.; population trends; your
prediction for the future of this species; suggested
actions to protect or enhance the population; and
the investigation methods you used.
Under the guidance of a resource professional, plan,
lead, and carry out a project approved by your Advisor
designed to benefit plants or wildlife. Involve others
so that you can increase their awareness of the
condition of plants and wildlife in your area.
Do (a) or (b).
Make a tabletop display or presentation on your
project for your crew, another crew, a Cub or Boy
Scout group, or another group.
Submit an article about your project to a local
newspaper, radio station, your school newspaper, or
TV station.
Complete a BSA Project COPE course including
both low and high initiatives. (Project COPE stands
for Challenging Outdoor Personal Experience and is
an outdoor course available through most Boy Scout
councils. It usually involves a weekend of team
building using group initiative games and low and
high ropes course obstacles. This is an excel lent
crew activity.)
After you have personally been through a COPE
course, help run at least two other COPE courses.
Attend BSA camp school and successfully complete the
COPE director's course.
Complete a hands-on outdoor education course through
a college or university of at least 80 hours.
Become certified as an Open Water Diver by the
Professional Association of Diving Instructors
(PADI) or the National Association of Underwater
Instructors (NAUI). If PADI or NAUI instruction and
certification are not available, certification may
be accepted from other agencies that comply with the
Recreational Scuba Training Council (RSTC) guidelines,
provided that such acceptance has been expressly approved
by your local BSA council in consultation with the
BSA national Health and Safety Service.
Make a presentation to your crew, another crew, or
a Cub or Boy Scout group on what it takes to become
certified and some other subject related to scuba
diving.
Assist with a Discover Scuba program. (Note: An Open
Water Diver may assist with logistics under the
guidance of the instructor conducting the program,
but is not qualified to and is not expected to perform
as a professional-level assistant such as a divemaster
or assistant instructor.)
Recite, explain, and demonstrate the three
primary shooting safety rules.
Recite and explain the range commands.
Identify the parts of a pistol, rifle, or bow
(whichever one you select) and explain the function
of those parts.
If you chose air pistol, air rifle,
muzzle-loading rifle, pistol, or small-bore rifle
for your shooting discipline, explain how "minute of
angle" is used to "zero" the airgun or firearm.
If you chose muzzle-loading rifle as your
shooting discipline, recite the proper steps for
loading a muzzle-loading rifle and the proper
sequence of firing the shot. Explain each step.
If you chose archery as your shooting
discipline, recite and explain the nine steps to the
10 ring.
If you chose shotgun as your shooting
discipline, explain how you sight a shotgun
differently than you would a rifle.
Complete a basic training course and the course of
fire for one of the following shooting disciplines: (a),
(b), (c), (d), (e), (f), or (g).
(Restrictions: Telescopic sights, electronic sights, and
laser sights are prohibited in all disciplines except
archery.)
Shooting must be under the supervision of a certified
instructor and with equipment approved by that
instructor.
Air Pistol (Sporter Course):
Shoot five shots each at eight TQ7 targets at a
distance of 25 feet for a total of 40 shots. You
must score 240 out of a possible 400. (You may use
any .177 air pistol with a maximum retail value of
$75 and may use a one-hand grip, two-hand grip, or a
combination of both.)
OR
Air Pistol (International Course):
Shoot five shots each at eight bull's-eye B-40
targets at a distance of 33 feet for a total of 40
shots. You must score 220 points of a possible 400.
You may use any .177 air pistol. All targets must be
fired in the standing position only using only one
hand to support the pistol.
Air Rifle (Sporter Course):
Shoot two shots at each bull (10 shots per target)
from a distance of 33 feet using six AR5/5 targets.
Of the 60 shots total, shoot 20 shots in each
position-prone, standing (off-hand), and kneeling.
You must score 225 of a possible 600. (You may use
any .177 air rifle with a maximum retail value of
$130.)
OR
Air Rifle (Precision Course):
Shoot two shots at each bull (10 shots per target)
from a distance of 33 feet. Of the 60 shots total,
shoot 20 shots in each position - prone, standing
(off-hand), and kneeling. You must score 420 of a
possible 600. (You may use any .177 air rifle.)
Archery (Magnifying sights are OK to use in
this discipline.)
Recurve Bow
Indoor: Shoot 30 arrows at 18 meters on a
60-centimeter five color target. You must score 150
of a possible 300.
Outdoor: Shoot 30 arrows at 40 meters on a
122-centimeter five color target. You must score 200
of a possible 300.
OR
Compound Bow
Indoor: Shoot 30 arrows at 18 meters on a
40-centimeter five color target. You must score 150
of a possible 300.
Outdoor: Shoot 30 arrows at 40 meters on a
122-centimeter five color target. You must score 210
of a possible 300.
Muzzle-Loading Rifle:
(NMLRA = National Muzzle Loading Rifle Association)
Shoot one shot at each bull's-eye on 10 targets
(M02400-NMLRA) for a total of 50 shots from the
standing (off-hand) position at a distance of 25
yards. You must score 250 of a possible 500.
Then, shoot five shots at one target (M02406-NMLRA)
from the standing (off-hand) position at a distance
of 50 yards. You must score 25 of a possible 50.
Then, shoot five shots at one target (M02406-NMLRA)
from the sitting position, resting the rifle on
"crossed sticks" at a distance of 50 yards. You must
score 25 of a possible 50. (Total shots for muzzle loading is60
shots.)
Pistol: Shoot:
10 shots at each of six targets (B-2) from the
standing (off-hand) position in a maximum time of 10
minutes per target from a distance of 50 feet. You
must score 360 of a possible 600. (You may use
any.22-caliber pistol or revolver and can use either
the one- or two-hand grip or both.) (Total shots for pistol is 60 shots.)
Shotgun:
Break 25 clay birds of a possible 50 on a skeet
course and 25 clay birds of a possible 50 on a trap
course.
OR
Break 50 clay birds of a possible 100 on a skeet
course.
OR
Break 50 clay birds of a possible 100 on a trap
course.
Small Bore Rifle
Sporter Course: Using six A17 targets, shoot one
shot at each record bull from a distance of 50 feet
for a total of 60 shots. Of the 60 shots, you must
shoot 20 shots in each position-prone, standing
(off-hand), and kneeling. You must score 225 of a
possible 600. (you may use any .22 rifle with a
maximum retail value of $235.)
OR
Precision Course: Using six A17 targets, shoot one
shot at each record bull from a distance of 50 feet
for a total of 60 shots. Of the 60 shots, shoot 20
shots in each position-prone, standing (offhand),
and kneeling. You must score 420 of a possible 600.
(You may use any.22 rifle.)
Make a tabletop display or presentation for your
crew, another crew, a Cub or Boy Scout group, or another
youth group about what you have learned about shooting
sports. Include information about shooting sports in the
summer and winter Olympics.
Demonstrate during a watercraft activity that
you know the BSA Safety Afloat plan.
Complete a basic boating safety course provided by
the U.S. Coast Guard Auxiliary, U.S. Power Squadrons, US
Sailing, American Red Cross, or your state's boating law
administrator.
Learn and demonstrate water rescue techniques,
including self rescue, group rescue, boat assisted
rescue, short-line rescue, boat-over-boat rescue,
and rescuing a pinned craft.
Learn and demonstrate that you know the rules
for avoiding water-caused hypothermia and what to do
in case of hypothermia.
Make a presentation to your crew, another crew, a
Cub or Boy Scout group, or another youth group on
boating safety.
Do 5, 6, or 7.
Learn the American Whitewater Affiliation Safety
Code.
Demonstrate during a watercraft activity that
you know the American Whitewater Affiliation Safety
Code.
Learn about the International Scale of River
Difficulty.
Learn and be able to describe the six
classifications of rivers.
On a whitewater river map of your choice, be
able to show why different sections are classified
the way they are.
Learn and explain the differences in
recreational canoes, touring canoes, downriver
canoes, whitewater playboat canoes, decked canoes,
recreational kayaks, touring kayaks, and whitewater
playboat kayaks.
Learn and use paddling techniques and maneuvers
for:
Canoe, both single and double passenger
Kayak, single or double passenger
Paddle a slow river a distance of at least eight
miles or run a whitewater river a distance of six
miles with at least one class III rapid.
Learn and demonstrate the BSA rules for
boardsailing.
Learn how to boardsail.
Become certified as a US Sailing Small Boat Sailor
or US Sailing Instructor.
Be familiar with cold weather-related injuries and
how to avoid and treat them.
Know and explain the safety codes for your chosen
winter sport (alpine skiing, Nordic skiing,
snowboarding, snowmobiling, or ice skating). Example:
Skier's Responsibility Code found in the National Ski
Areas Association Classroom Guide for skier education,
published by the National Ski Patrol.
Design a 30-day physical fitness and stretching
program that will prepare you for your chosen winter
sport, including exercising and stretching for at least
30 minutes three times a week for 30 days.
Choose one of the following winter sports and
complete the requirements for that sport.
Alpine Skiing
During a winter season, participate in at least six
recreational ski sessions totaling 40 hours.
On one of your ski trips, demonstrate to the adult
ski counselor approved by your Advisor that you are
proficient in this sport, skiing various types of ski
terrain, including moguls.
Give instruction and assistance to a group of
beginner skiers. Teach them basic turns and stops.
Make a tabletop display or presentation for your
crew, another crew, a Cub or Boy Scout group, or another
youth group on alpine skiing.
Nordic Skiing
During a winter season, participate in at least six
recreational ski sessions totaling 40 hours.
On one of your ski trips, demonstrate to the adult
ski counselor approved by your Advisor that you are
proficient in this sport, skiing all types of ski
terrain, and that you can use a map and compass while
skiing.
Give instruction and assistance to a group of
beginner Nordic skiers.
Make a tabletop display or presentation for your
crew, another crew, a Cub or Boy Scout group, or another
youth group on Nordic skiing.
Snowboarding
During a winter season, participate in at least six
recreational snowboarding sessions totaling 40 hours.
On one of your ski trips, demonstrate to the adult
snowboarding counselor approved by your Advisor that
you are proficient in this sport, snowboarding all types of
ski terrain, including jumps and other boarding
maneuvers.
Give instruction and assistance to a group of
beginner snowboarders.
Make a tabletop display or presentation for your
crew, another crew, a Cub or Boy Scout group, or another
youth group on snowboarding.
Snowmobiling
During a winter season, participate in at least six
recreational snowmobiling sessions totaling 40 hours.
On one of your ski trips, demonstrate to the adult
snowmobiling counselor approved by your Advisor that
you are proficient in this sport, snowmobiling all types of
terrain, and that you can navigate using maps and
compass to plan and carry out a trip.
Give instruction and assistance to a group of
beginner snowmobilers.
Make a tabletop display or presentation for your
crew, another crew, a Cub or Boy Scout group, or another
youth group on snowmobiling.
Ice Skating
Participate in at least 10 recreational skating
sessions totaling 40 hours.
On one of your skating trips, demonstrate to the
adult skating counselor approved by your Advisor that
you are proficient in this sport.
Give instruction and assistance to a group of
beginner skaters.
Make a tabletop display or presentation for your
crew, another crew, a Cub or Boy Scout group, or another
youth group on ice skating.
