Boardsailing

Requirements:

1. Review the BSA guidelines for boardsailing and explain steps you have taken to follow each of the eleven guidelines found in Section V of Camp Program and Property Management, No. 20-920.(See below)
2. Explain precautions to be taken for boardsailing on each of the following:
   1. Lakes
   2. Rivers
   3. Ocean or bay areas
   What is hypothermia? Describe to your counselor the symptoms of hypothermia. What special considerations in preventing hypothermia are necessary for boardsailing?
3. Properly rig and prepare the sailboard you are using. Point out and explain the function of each of the following: uphaul, outhaul, downhaul, cleat, leach, tack, clew, foot, skeg, centerboard, wishbone boom, universal, luff, and center of effort. Explain how to steer the sailboard.
4. Demonstrate your ability to uphaul the sail, find the neutral position to the wind (sail luffing), and control the board's position with foot movement.
5. With supervision from your instructor, sail a course that involves beating, reaching, and running. Change tack by coming about.

Counselors
Anyone recognized and certified as an instructor by Windsurfer International or the United States Boardsailing Association may serve as a counselor for this award with the approval of the local council. Someone trained and experienced in boardsailing skills and safety may serve as a counselor for this award in a Scout summer camp program under the direction and supervision of a currently certified Aquatics Instructor, BSA. All requirements must be completed as stated on the Boardsailing BSA application. The counselor should not omit, vary, or add requirements. The requirements should be taught and completed in the order in which they are presented on the application.

Recognition
Scouts completing the requirements will receive a swimsuit patch, No. 00249. A completed award application should be submitted to the local council by the counselor or unit leader. The patch is not to be worn on the scout uniform.

Teaching Areas
Instruction must be conducted on a body of water meeting the criteria defined in the BSA guidelines for boardsailing. (See the "Aquatics" section of Camp Program and Property Management, No. 20-920.) A steady five- to seven-knot breeze is ideal for beginner practice. Initial water entry and practice should be on a gradual beach that meets Safe Swim Defense standards. The body of water should be free of other traffic, and be protected from shore and open water so that students are within fifty feet of assistance at all times during beginner instruction and practice. 

Whenever Scouts or Explorers participate in boardsailing activities, the following guidelines and practices should be followed:

1. A responsible adult must supervise all board-sailing activities. The supervising adult must be experienced and qualified in water safety (BSA Lifeguard, Red Cross Advanced Lifesaving, or YMCA Senior Lifesaver) and must be an experienced board sailor or use assistants with such qualifications.
2. Only persons who have successfully completed the official BSA swimmers test in the current year may participate in a board-sailing activity.
3. All participants must present evidence of fitness assured by a complete health history from a physician, parent, or legal guardian. The adult supervisor should adjust all supervision, discipline, and protection to anticipate any potential risks associated with individual health conditions. In the event of any significant health condition, an examination by a physician should be required by the adult supervisor.
4. All participants should receive instruction in boardsailing skills and safety from an experienced board sailor.
5. All persons must wear an approved U.S. Coast Guard personal flotation device (type II or III recommended) at all times while participating in a board-sailing activity.
6. No one sails alone; always have a buddy on the water (in a boat or on another board). Board sailors must stay within view and easy rescue range of lookout in an appropriately equipped rescue boat.
7. No board-sailing at night, at dusk, or in rough water. Weather and water conditions must be known and understood in advance of any board-sailing activity, and weather forecasts should be studied. Exposure suits are recommended for cool water or cool weather.
8. Avoid swimming areas, fishermen, and underwater diving activity. Use designated board-sailing beaches when available. Stay out of traffic or channels that have heavy traffic.
9. All equipment should be safety checked and repaired as needed before each use.
10. When in difficulty, a person should stay with the board and not attempt to swim ashore.
11. All participants should know, understand, and follow the rules and procedures for safe board-sailing. The supervisor should encourage the individual exercise of good judgment and self-discipline, and assure that safety rules are fairly and constantly enforced.

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Boy Scout Conservation Good Turn

There is also a cub scout version of this award.

Since 1910, conservation has been an integral part of the program of the Boy Scouts of America. The BSA has been a positive force in conservation and environmental efforts. Scouts have rendered distinguished public service by helping to conserve wildlife, energy, forests, soil, and water. Past generations of Scouts have been widely recognized for undertaking conservation Good Turn action projects in their local communities.

• The Scouting unit contacts a conservation agency and offers to carry out a Good Turn project.
• The agency identifies a worthwhile and needed project that the unit can accomplish.
• Working together in the local community, the unit and the agency plan the details and establish the date, time, and location for carrying out the project.

Participating Agencies

Many federal agencies are resources for the BSA's Conservation Good Turn. These agencies include

• U.S. Department of Agriculture
• Natural Resources Conservation Service
• Forest Service
• Cooperative State Research, Education, and Extension Service
• U.S. Department of the Interior
• Fish and Wildlife Service
• Bureau of Land Management
• National Park Service
• Geological Survey
• Bureau of Indian Affairs
• Bureau of Reclamation
• U.S. Department of Commerce
• National Oceanic and Atmospheric Administration
• U.S. Environmental Protection Agency

Conservation and environmental agencies typically have a backlog of needed projects that they have been unable to carry out for lack of funding or volunteers. The list of possible Good Turn projects is limited only by the needs of the agency and the willingness of the Scouting unit. In every community, whether urban, suburban, or rural, worthwhile projects await all Scouting units.

Scouts participating in the Conservation Good Turn can meet certain rank and merit badge requirements. Troops and teams should consider advancement requirements when selecting projects to carry out. Suggested projects include, but are not limited to

• Plant shrubs to provide food and cover for wildlife.
• Build and set out bird and squirrel nesting boxes.
• Conduct stream improvement projects to prevent erosion.
• Plant grasses and legumes to provide ground cover in schoolyards, public parks, and recreation areas.
• Plant tree seedlings as part of a managed forestry plan.
• Help thin and prune woodlands in a managed tree improvement project.
• With a local forester, take part in or conduct a forest fire prevention program.
• Make an exhibit on conservation for a county fair.
• Develop a nature trail in a public park.
• Assist a local forester in a tree insect- and disease-control or public education project.
• Assist a local agency with a trout stream restoration project.
• Participate in a wildlife or wildfowl count.
• Conduct a rodent-control and public health education program under the guidance of the local health department or agency responsible for rodent control.

• Environmental Science
• Soil and Water Conservation OR Fish and Wildlife Management
• Citizenship in the World

1. AGE REQUIREMENT: To enroll in the BSA Lifeguard course you must be at least 14 years of age or have completed the eighth grade.
2. PREREQUISITES: To enroll in the BSA Lifeguard course, you must
   1. Swim 400 yards. Jump feet first into water over your head and swim continuously for 400 yards in a strong manner. The 400 yards shall consist of a minimum of 50 yards of elementary backstroke; 50 yards of breaststroke; 50 yards of front crawl or trudgen; and 50 yards of sidestroke.
   2. Surface dive. Perform both a feet-first and a head-first (tuck or pike) surface dive in 8 to 10 feet of water and recover a 10-pound weight on each dive.
   3. Float. Demonstrate the ability to rest by floating.
   4. Dive. Perform a long, shallow dive.
3. AQUATIC SKILLS: Perform each of the following aquatics skills:
   1. Perform a long, shallow dive into deep water and swim an approach stroke 25 yards in 20 seconds or less.
   2. Throw a line for accuracy 10 yards, three times in one minute. The line may be weighted, unweighted, or attached to a ring buoy.
   3. Perform a rescue of a swimmer using a watercraft common to your area. Explain how other watercraft can be used to perform a rescue. Explain the advantages and disadvantages of different craft in making rescues.
   4. Perform each of the following rescues with the aid of a rescue tube:
      1. Perform a swimming extension rescue. Using a front approach, swim with the rescue tube 15 yards to a distressed swimmer; extend the rescue tube to the victim; have the victim grasp it; and tow the victim back to the starting point in the water.
      2. Perform an active drowning victim rear rescue. Using a rear approach, swim with the rescue tube 15 yards to a conscious/active but not struggling victim; Place the victim on the tube by using a scooping technique and tow the victim back to the starting point.
      3. Perform a passive drowning victim rear rescue. Using a rear approach, swim with the rescue tube 15 yards to face down victim; squeeze the rescue tube between your chest and the victim's back, role the victim face up and tow the victim back to the starting point in the water.
      4. Perform a passive drowning victim front rescue. Approach a face-down, unconscious victim from the front; Reaching across the rescue tube, grasp the victim's wrist and rotate the victim into the rescue tube. Clamp the victim to the tube with your other arm and tow the victim back to the starting point.
      5. Perform a submerged victim rescue. Approach until you are over the victim and do a feet-first surface dive. Using the rescue tube between your chest and the victim's back, move the victim to the starting point.
   5. Perform a swimming rescue of a distressed or active victim using a flotation aid other than a rescue tube. Demonstrate an appropriate entry and approach stroke for 15 yards and then tow the victim to the starting point.
   6. Perform a stride jump into water at least 9 feet deep; swim 15 yards to an unconscious victim; use a front surface approach; position the victim for a wrist tow; and use a wrist tow to return the victim to the starting point in the water.
   7. Perform a long shallow dive into water at least 9 feet deep; swim 15 yards to beyond the victim; position the victim in either a single- or double-armpit tow; and tow the victim to the starting point in the water.
   8. Perform a compact jump into water at least 9 feet deep; using a rear approach swim 15 yards to an active victim; contact the victim and level the victim using a single- or double-armpit tow; position the victim in a cross-chest carry; and return to the starting point in the water.
   9. Perform the following defenses and escapes:
      1. Wrist-grip escape
      2. Rear head-hold escape
      3. Front head-hold escape
   10. Remove the victim from the water using each of the following techniques, in the appropriate circumstances:
       1. Lift from the water using a backboard and two lifeguards
       2. Walking assist
       3. Beach drag
   11. Perform an ease-in entry in shallow water and approach a victim who is facedown on the surface and simulating a spinal injury. Turn the victim to a face up position and support the victim at the surface.
   12. Perform an ease-in entry in deep water and approach a victim who is floating facedown on the surface and simulating a spinal injury. With a rescue tube, turn the victim to a face up position and, maintaining contact, swim with the victim to a corner of the pool or the shallow end of the pool. Repeat without a rescue tube.
   13. As a team member, participate in a back-boarding procedure in shallow water.
   14. Demonstrate the proper use of mask, snorkel, and fins.
4. FIRST AID AND CPR:
   1. Show evidence of the ability to perform the skills and a knowledge of basic first aid.
   2. Show a knowledge of the procedures for the universal precautions for blood borne pathogens.
   3. Hold current certification in basic cardiopulmonary resuscitation (CPR) from the American Heart Association, the American Red Cross, or the National Safety Council.
5. EXAMINATION:
   1. Demonstrate an understanding of aquatics program and emergency management skills by correctly answering 80 percent of the questions in a written or oral exam on theory and knowledge (standard BSA Lifeguard examination).
6. SUPERVISED LIFEGUARDING: Serve as a lifeguard, under supervision, for at least two swimming activities (2 to 3 hours total).

1. Only someone currently certified as BSA Aquatics Instructor or as BSA Lifeguard Counselor may train the completion of BSA Lifeguard requirements
2. Training as BSA Lifeguard is valid for 3 years from the date of application.
3. All requirements must be met - no substitutions or omissions are permitted.
4. The completed application is sent to the local council service center where BSA Lifeguard emblems may be purchased.
5. To qualify for BSA Lifeguard, the candidate must complete the BSA Lifeguard course consisting of a minimum of 30 hours under the direction of either a BSA Lifeguard Counselor or a BSA Aquatics Instructor. The course for the BSA Lifeguard is in the BSA Lifeguard Counselor Guide.

Phase I-Youth and Family

Carry out the activities identified in this Phase I section.

Phase II-Youth and Unit
Participate with your family, patrol, crew, team, troop, or friends in a crime prevention project, either an original project or a project of a neighborhood- or community-based organization. (Before beginning the project, have the unit leader approve your choice.)

Information for the Parent or Unit Leader

Youth
When working on crime prevention with youth, help them learn the importance of the following:

• Settle arguments with words, not fists or weapons. Do not stand around and watch while others are arguing; violence often spreads into groups of bystanders.
• Learn safe routes and good places to find help in the neighborhood. Trust your feelings; if you sense danger, get away fast. Report any crimes or suspicious actions or individuals to the police, school authorities, or parents.
• Do not open the door to anyone you do not know and trust. Never go anywhere with someone you do not know and trust.
• Whenever you leave home, tell parents, relatives, or other responsible adults where you are going, who you will be with, and when you expect to be home.
• Do not use alcohol or other drugs.
• Stick with friends who are not violent and who do not use alcohol or drugs. Avoid known 'trouble spots' and difficult situations.
• If someone tries to abuse you or touch you inappropriately, yell no, get away, and tell a trusted adult.
• Get involved in making your neighborhood safer. Join with your neighbors, neighborhood associations, and local schools in these efforts.
• Help teach younger children how to avoid being victims of crime. Set a good example for them, and explain why it's important to be safe.

Family
Addressing crime prevention through families is one of the most effective ways to combat the problem. Here are some important topics for family or one-on-one discussion:

• Children need to feel that someone cares enough to protect them. Adults need to set limits, rules, and standards for children. Discuss the reasons for and importance of these boundaries.
• Children need to talk about violent situations they might witness or be involved in. How might such violent situations be avoided? How can children prevent such situations from happening to themselves or their family and friends? What is a loving and supportive environment, and how is it created?
• Why is it important to be trustworthy? How does someone earn a reputation for trustworthiness? How does someone lose that reputation, and what does it feel like? Discuss how one small violation of trust can lead to larger ethical compromises.
• Is it right to 'narc on' someone you know? How does silence allow crime to flourish? Discuss ways to tell the truth about someone else's actions without suffering reprisals. Give examples.
• It can be difficult to develop a sense of respect and appreciation for one's family, community, and world. Discuss focusing on positive things-not just problems.

The following strategies and projects can involve individuals or whole families in preventing crime:

• Don't keep or temporarily place weapons where children have access to them. A parent's attitude and example can be extremely influential when it comes to weapons.
• Get to know neighbors and help your children develop trust with them. Increase the awareness of everyone in your neighborhood of situations that could attract crime - for example, empty houses, open garage doors, unaccompanied children.
• Stay in touch with your children and have them stay in touch with you. Teach them how to contact you and how to find another trusted adult any time they need help.
• Offer the use of your home as a refuge and a reliable source of help for children who are frightened or need assistance.
• Organize, join, or participate in your neighborhood's or community's crime watch efforts. Help educate others about crime prevention.

Neighborhood/Community
When you focus on community crime prevention, consider participating in the following programs:

• Neighborhood watch
• Child identification
• The McGruff program
• Safety for the elderly
• Local police or sheriff's department initiatives
• Church- or school-based anticrime initiatives

Consider these suggestions for crime prevention projects:

• Work with local schools and parks to establish drug-free, weapon-free zones. Build a partnership with police. Focus on solving problems instead of reacting to crises.
• Help develop community pride by cleaning up the neighborhood. Involve the whole community. Contact the departments of public works or parks and recreation for specific ideas, guidance, or suggestions.
• Build a phone list of local organizations that offer counseling, job training, guidance, and other services that provide positive options to at-risk youth and families. Distribute the list in your neighborhood using local libraries, recreation centers, and other facilities.

Boy Scout and Varsity Scout Requirements

1. Participate in creating an emergency plan for your home and for your troop or team's Scouting activities. Be sure you know the details of both emergency plans.
2. Earn the First Aid or the Emergency Preparedness merit badge.
3. With your troop or team, including its adult leaders, participate in emergency preparedness training conducted by community emergency preparedness agencies.

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Firem'n Chit

This certification grants a Scout the right to carry matches and build campfires.

There is a wallet card and patch available.

To earn this certification, the Scout must show his Scout leader, or someone designated by his leader, that he understands his responsibility to do the following:

1. Read and understand fire use and safety rules from the Boy Scout Handbook.
2. Secure necessary permits (regulations vary by locality).
3. Clear all flammable vegetation at least 5 feet in all directions from fire (total 10 feet).
4. Attend to fire at all times.
5. Keep fire-fighting tools (water and/or shovel) readily available.
6. Leave fire when it is cold out.
7. Subscribe to the Outdoor Code and Leave-No-Trace.

The Scout's 'Firem'n Rights' can be taken from him if he fails in his responsibility.

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• To educate Boy Scouts about citizenship in relation to conservation and to involve them in community activities relating to environmental issues
• To offer a mechanism by which Scouts can develop positive attitudes toward their environment and community while being exposed to interesting career opportunities
• To provide the opportunity to honor Boy Scouts for their significant contributions toward keeping America beautiful

Requirements

1. Merit badges. Earn three merit badges from the following list of twelve: Citizenship in the Community, Communications, Environmental Science, Fish and Wildlife Management, Forestry, Gardening, Geology, Landscape Architecture, Nature, Plant Science, Public Speaking, Soil and Water Conservation.
2. Community service project. In addition to earning the merit badges, a Boy Scout is required to perform a community service project. The project should involve a minimum of eight hours of time, two of which must involve management planning, with the other six consisting of carrying out the project. It should help keep America beautiful and benefit the community either physically or financially. One way to do this is to plan the community service project as part of Keep America Beautiful Week or Public Lands Day.

Ideas for Community Service Projects

1. Develop and help maintain a community garden.
2. Build a nature trail for use as an outdoor classroom or for community enjoyment.
3. Develop a recycling project that involves your whole troop (i.e., newspaper and/or bottle collection).
4. Conduct a survey of local storefronts. Determine areas where litter has accumulated. Work with store owners to help improve conditions.
5. Plan and make a presentation to elementary students about the importance of conserving natural resources. Take students on a nature walk, pointing out natural resources.
6. Conduct soil and water conservation activities on a heavily used trail to prevent erosion. Record your activities.
7. Construct water facilities and plant vegetation that will provide food and shelter for wildlife in appropriate places.
8. Adopt a park, block, vacant lot, etc. Erect signs urging others not to litter or vandalize. Protect a flower bed or plant species with fencing. Remove litter and debris. Build picnic tables or fix up old ones, paint benches, etc.
9. Research which plant species are native to your area, and plant and maintain a community wildflower garden. Include descriptive and educational signs for the public.
10. Organize an anti-litter poster competition among junior and senior high students. Arrange for businesses to donate awards for the winners and recruit community judges. Include media coverage. Get local businesses and schools to display the posters.
11. Become involved in a local environmental/recycling issue. Attend public meetings, talk to public officials, and make a report to your troop about what you have learned. Decide how you want to become involved in resolving the issue and spend your project time educating your fellow citizens as to your viewpoint and assisting your 'side' in its campaign.
12. Establish and maintain a bird sanctuary.
13. Find out which birds, animals, and fish are native to your area. Write an article on the importance of maintaining proper balance between man and nature. Take steps to maintain habitat areas for this wildlife.

It is suggested that the community service project be under the overall direction of a natural resources professional or other qualified adult supervisor. After completing the project, the adult supervisor should sign a statement that the project has been completed and meets the requirements of the project sponsor.


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Interpreter Strip

Boys (cub scouts and boy scouts) and adults (i.e. leaders) may wear this strip if they show their knowledge of a foreign language or the sign language for the hearing impaired.

Earn the interpreter strip by:

• Carrying on a 5-minute conversation in this language.
• Translating a 2-minute speech or address.
• Writing a letter in the language (Does not apply for sign language)
• Translating 200 words or more from the written word.

The requirements are verified by the unit leader, after receiving sufficient evidence of the Scout's or Scouter's ability to read, write, and speak the language.

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James M. Stewart Good Citizenship

from the Jimmy Stewart Museum website:

The James M. Stewart Museum Foundation and The Boy Scouts of America announce a new award for Boy Scouts, The James M. Stewart Good Citizenship Award. John Alline (Associate Director of the Boy Scouts of America) presented the first awards during the campfire at the Indiana County Bicentennial Boy Scout Camporee on Saturday, May 17, 2003. A four-inch full color embroidered patch featuring Brigadier General James Stewart was awarded to members of Troop 11 from Indiana, PA. A bronze medal is also available.

This award has been established by the James M. Stewart Museum Foundation with the consent and cooperation of the Boy Scouts of America, Penn's Woods Council and the family of James M. Stewart. The purpose of this award is to introduce Boy Scouts to the life of a great American, James Maitland Stewart. The Jimmy Stewart Museum is offering this award to a Boy Scout or Scouter who has exemplified the characteristics necessary to live the life of a Good Citizen. To earn the award, Scouts are required to complete the Jimmy Stewart Museum quiz, write an essay of not less than 500 words, and do a good citizenship project in their community in honor of James M. Stewart.

Interested Scouts or Scouters should contact The Jimmy Stewart Museum to receive a copy of the workbook. The price of the workbook is $6.00 which includes shipping. Scouts can send a check in that amount to:

The Jimmy Stewart Museum
P. O. Box 1
Indiana PA 15701

Once the required work has been done, the application form from the workbook, the quiz and the 500 word essay should be sent to the Museum. The patch and /or medal will then be sent. The price of the patch is $4.00, and the medal is $7.50. Please add $1.00 for each item ordered to cover shipping. Again, a check may be sent to the Museum.

Jimmy Stewart was born in Indiana, PA and grew up with a background in scouting. He remained involved with scouting throughout his adult life. It is hoped that the values of the Boy Scouts that were shared by Jimmy Stewart will become ingrained in each recipient of The James M. Stewart Good Citizenship Award.


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Kayaking BSA

1. Before fulfilling the following requirements, successfully complete the BSA Swimmer test.
2. Do the following:
   1. Describe various types of kayaks and how they differ in design, materials, and purpose.
   2. Name the parts of the kayak you are using for this exercise.
   3. Demonstrate how to choose an appropriately sized kayak paddle and how to position your hands.
3. Do the following:
   1. Tell what precautions must be taken for a safe trip afloat.
   2. Demonstrate how to select and properly fit a PFD.
   3. Explain the importance of safety equipment such as PFDs, air bags, grab loops, and helmets.
4. Demonstrate your ability to aid yourself and others in the event of a capsize:
   1. Capsize your kayak in water at least seven feet deep, perform a wet exit if necessary, and swim the boat to shore.
   2. With assistance, if needed, ready the capsized craft for use.
   3. Show how to approach a capsized paddler in your kayak and tow him to shore.
   4. While upright in your kayak, right a capsized kayak, empty it of water, and assist the paddler aboard without returning to shore.
5. As a solo paddler, demonstrate the following:
   1. Entering and launching a kayak from shore or dock.
   2. Landing or docking and exiting a kayak.
   3. Forward stroke
   4. Sweep stroke
   5. Reverse sweep
   6. Draw stroke
   7. Rudder stroke
   8. Back stroke
6. As a solo paddler, do the following:
   1. Paddle forward in a reasonably straight line.
   2. Move the kayak sideways to the right and to the left.
   3. Pivot 360 degrees to the right and left.
   4. Stop the kayak.

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Leave No Trace (Boy Scout)

There is a cub scout version of the Leave No Trace Award.

Instilling values in young people and preparing them to make moral and ethical choices throughout their lifetime is the mission of the Boy Scouts of America. Leave No Trace helps reinforce that mission, and reminds us to respect the rights of other users of the outdoors as well as future generations. Appreciation for our natural environment and a knowledge of the interrelationships of nature bolster our respect and reverence toward the environment and nature.

Leave No Trace is an awareness and an attitude rather than a set of rules. It applies in your backyard or local park as much as in the backcountry. We should all practice Leave No Trace in our thinking and actions--wherever we go.

 
Leave No Trace Backcountry Guidelines

1. Plan Ahead and Prepare
2. Travel and Camp on Durable Surfaces
3. Dispose of Waste Properly
4. Leave What You Find
5. Minimize Campfire Impacts
6. Respect Wildlife
7. Be Considerate of Other Visitors

Scout Award Requirements:

1. Recite and explain in your own words the principles of Leave No Trace, and discuss how an ethical guideline differs from a rule.
2. On three separate camping trips with your troop or team, demonstrate and practice the Leave No Trace skills appropriate to the trip.
3. Earn the Camping and Environmental Science merit badges.
4. Participate in a Leave No Trace-related service project that reduces or rehabilitates recreational impacts. Discuss with your troop or team which recreational impacts were involved with the project.
5. Give a 10-minute presentation on a Leave No Trace topic approved by your unit leader to a Scouting unit or other interested group.
6. Teach a Leave No Trace-related skill to a Scouting unit or other interested group.

Adult Award Requirements:

1. Recite and explain in your own words the principles of Leave No Trace, and discuss how an ethical guideline differs from a rule.
2. On each of the three camping trips in Scout requirement 2, discuss with your troop or team the impact problems encountered and the methods the unit used to eliminate or at least minimize those impacts.
3. Read chapters 7 through 10 (Leaving No Trace), chapter 27 (Understanding Nature), and chapter 34 (Being Good Stewards of Our Resources) in the BSA Fieldbook. Share with another adult leader what you learned.
4. Actively assist (train, advise, and supervise) a Scout in planning, organizing, and leading a Leave No Trace service project that reduces or rehabilitates recreational impacts.
5. Assist at least three Scouts in earning the Leave No Trace Achievement Award.
6. Teach a Leave No Trace-related skill to a Scouting unit or other interested group.

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Mile Swim

1. Explain how regular exercise contributes to good health and why swimming is one of the best forms of exercise.
2. Tell what precautions and procedures a swimmer and escort must follow for distance swimming over open water.
3. Under the supervision of a currently qualified certified aquatics instructor, BSA or equivalent, participate in 4 hours of training and preparation for distance swimming (1 hour a day maximum).
4. Swim 1 mile over a measured course that has been approved by the trained instructor who will supervise the swim.

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1. Show that you have earned the Totin' Chip.
2. Help a Scout or patrol earn the Totin' Chip and demonstrate to him (them) the value of proper woods-tools use on a troop camping trip.
3. With official approval and supervision do ONE of the following:
   1. Clear trails or fire lanes for 2 hours.
   2. Trim a downed tree, cut into 4-foot lengths and stack; make a brush pile with branches.
   3. Build a natural retaining wall or irrigation way to aid in a planned conservation effort.

Physical Fitness Award

Note: The requirements for earning this award are the same for cub scouts as they are for boy scouts. Requirements should be personalized to fit the boy, and should fulfill the objectives of the award. 

For more detailed information about this award and its purposes, including guidelines for mentors, see BSA's official guidelines.

Briefly, the award's objectives are as follows:

• Encourage youth fitness in the BSA by providing positive role models and by enhancing youth awareness and understanding of fitness parameters, health risks, and personal circumstances.
• Encourage physical fitness among Scouters by enhancing their awareness and understanding of fitness parameters, health risks, and personal circumstances.
• Reduce the rate of stress- and fitness-related incidents throughout Scouting.

This award is a national program of emphasis designed to heighten fitness awareness and to help change the lifestyles of American youth and adults regarding exercise and a healthy diet to improve the quality of their lives.

This award has been developed to:

• Encourage the development of attitudes, knowledge, and skills that promote fitness and safe conduct.
• Lay a skill, knowledge, and attitude foundation of the seven major components of fitness.
• Improve health, fitness, and quality of life through daily physical activity.

The BSA Physical Fitness Award's core requirements are the following seven major components. They are used to measure an individual's improvement over time, not to establish an arbitrary minimum level of activity.

Posture: Posture is evaluated with a posture-rating chart. The Scout or Scouter is compared to a photo of his or her starting posture, noting 13 different body segments. Each body segment is scored as a five, three, or one, making a possible range of scores from 13 to 65. Higher scores over time reflect improving posture.
Accuracy: The target throw is used to measure accuracy. The Scout or Scouter makes 20 throws with a softball at a circular target and is scored on the number of times the target is hit.
Strength: The sit-up is used to measure strength. The Scout or Scouter lies on his or her back with knees bent and feet on the floor. The arms are crossed on the chest with the hands on the opposite shoulders. The feet are held by a partner to keep them on the floor. Curl to the sitting position until the elbows touch the thighs. Arms must remain on the chest and chin tucked on the chest. Return to the starting position, shoulder blades touching the floor. The score is the number of sit-ups made in a given time.
Agility: The side step is used to measure agility. Starting from a center line, the Scout or Scouter sidesteps alternately left and right between two lines 8 feet apart. He or she is scored on the number of lines crossed in 10 seconds.
Speed: The dash is used to measure speed. The score is the amount of time to the nearest half-second running a set distance that can be increased each year.
Balance: The squat stand is used to measure balance. The Scout or Scouter squats with hands on the floor and elbows against the inner knee. He or she leans forward until the feet are raised off the floor. The score is the number of seconds held in that position.
Endurance: The squat thrust is used to measure endurance. The Scout or Scouter starts from the standing position. He or she performs the usual four-position exercise. The score is the number of completed squat thrusts made in a given time.


Requirements:

1. Complete a cardiovascular fitness evaluation/consultation with your personal health care provider. (This can be done as part of the examination required by any council-approved class 3 medical evaluation.)
2. Using the BSA references listed after the seven major components, give a presentation to a BSA or other community youth group (at least eight youth participants) on cardiovascular fitness, diet, the health benefits of regular aerobic exercise, exercise recommendations for the Scout-age group, and healthy lifestyles.
3. Review the BSA guidelines for the Athletics and other physical activity or personal fitness-oriented merit badge and explain steps you have taken to follow each of the guidelines for the fitness goals. Explain precautions to be taken for a physical fitness activity in each of the following: woods, fields, facilities, and waterfront.
4. Explain to your mentor the symptoms of dehydration and hypothermia. Explain the special considerations for preventing dehydration and hypothermia.
5. Properly outfit for physical activities with proper equipment, clothing, and footwear. Know your own capabilities and limitations. Illustrate how you would prepare for the physical fitness goals included in the award program.
6. With supervision from your mentor or other qualified persons, set up a fitness goal-oriented plan using the seven major components of fitness.
7. Demonstrate your ability to improve your strength, posture, endurance, agility, speed, accuracy, and balance with your own goal-oriented fitness plan.

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Religious Emblem

To encourage members to grow stronger in their faith, religious groups have developed religious emblems programs. The Boy Scouts of America has approved of these programs and allows the emblems to be worn on the official uniform. The various religious groups administer the programs. Check with your local council service center or contact the religious organization directly to obtain the curriculum booklets.

For learn more about your religious faith's program, see the resources provided by BSA, the P.R.A.Y. web site, or ask your religious leader. (Be aware that local leaders may not be aware of programs set up by the institution at the national level.)

For the LDS Church, the religious emblem square knot patch (a scout patch) is worn when the religious programs are completed. For boys ages 8-11, certain requirements within the Faith in God program earn the square knot (click HERE to see the requirements which earn this patch). For boys ages 12-18, the religious program is Duty to God.

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SCUBA BSA

1. Before doing other requirements, successfully complete the BSA swimmer test. To begin the test, jump feet first into water over the head in depth, level off, and begin swimming. 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.
2. Discuss the importance of using the buddy system at all times while scuba diving. Explain that a dive buddy is there to assist with the donning and doffing of equipment, to lend assistance in case of emergency and to share in the underwater experience. Remember, always dive with a buddy - Never dive alone!
3. Review hazards associated with scuba diving, including causes of decompression incidents, and safety procedures to avoid them. Explain the importance of never using scuba equipment unless you are enrolled in a training exercise, or have completed a diver certification program, taught by a certified instructor. By the end of a Water Skills Development session, the participants will be able to meet the following requirements in clear, confined water:
4. State the purpose of the following pieces of basic diving equipment: mask, fins, BCD, BCD inflator, regulator, air gauge and alternate air source.
5. Describe how to locate the air gauge, and explain how to recognize the "caution zone" on it.
6. Don and adjust mask, fins, snorkel, BCD, scuba, and weights with the assistance of a buddy, instructor, or certified assistant.
7. While underwater, demonstrate and recognize the following hand signals:
   • Okay?/Okay!;
   • Stop; Up;
   • Down;
   • Out of air;
   • Come here;
   • Ear problem;
   • Slow down/Take it easy;
   • Something is wrong;
   • Watch me;
   • Check your air supply.
8. Inflate/deflate a BCD at the surface using the low pressure inflator.
9. In shallow water, demonstrate proper compressed air breathing habits; remembering to breathe naturally and not hold the breath.
10. Clear the regulator while underwater using both exhalation and purge-button methods and resume normal breathing from it.
11. In shallow water, recover a regulator hose from behind the shoulder while underwater.
12. In shallow water, clear a partially flooded mask while underwater.
13. Swim underwater with scuba equipment while maintaining control of both direction and depth, properly equalizing the ears and mask to accommodate depth changes.
14. While underwater, locate and read submersible pressure gauge and signal whether the air supply is adequate or low based on the gauge's caution zone.
15. In shallow water, breathe underwater for at least 30 seconds from an alternate air source supplied by the instructor.
16. Demonstrate the techniques for a proper ascent.

*The counselor for Scuba BSA must hold an instructor rating and be in current teaching status with PADI, NAUI, SSI or other member of the RSTC in accordance with BSA scuba policies. Instruction must meet the minimum training standards for introductory scuba experiences set by the RSTC and guidelines provided in the Scuba BSA Brochure, No. 13-971. BSA scuba policies are provided in that brochure and also in the Guide to Safe Scouting.

Information For Counselors

Counselors for Scuba BSA must hold current scuba instructor certification from PADI, NAUI, SSI, or other RSTC member organizations. Instruction must comply with RSTC standards for introductory scuba experiences. These minimum standards include instructor to participant ratios. In a pool, the ratio is eight participants per instructor. In a confined waterfront setting the ratio is four participants per instructor. Ratios may be increased by two participants if the instructor is assisted by someone certified as a dive master or assistant instructor.

A second adult who understands the procedures should be present in case the instructor becomes incapacitated. Two-deep adult leadership is also required by BSA youth protection guidelines.

Before participants are allowed in the water, they must complete a health history form designed for scuba activities. Instructors should use standard forms advocated by their certifying agency.

Skill instruction must be conducted in clear, confined water. A swimming pool is recommended. Scuba BSA is ideally suited to winter programs using indoor pools. Two 45-minute sessions are recommended for instruction, practice, and completion of requirements.

Although Scuba BSA is similar to introductory scuba experiences offered by various RSTC member organizations, those programs are not substitutes for Scuba BSA. All requirements must be completed as stated on the application form. The counselor may not omit, vary, or add requirements. In particular, Scuba BSA has a prerequisite swimming requirement, is only available to youth and adults registered in the Boy Scouting or Venturing programs, and does not include the option of an open-water dive.

Local council programs may not compress or sell air for scuba use, or sell, rent, or loan scuba equipment. All air and equipment for local council Scuba BSA programs must be obtained from properly licensed sources, unaffiliated with the Boy Scouts of America and under the supervision of PADI, NAUI, SSI, or other RSTC-approved and certified scuba instructors.

Individuals completing the Scuba BSA requirements qualify for a recognition card and patch. The counselor or unit leader should submit the completed award application to the local council service center.

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Snorkeling

1. Pass Swimmer test. Before doing other requirements, successfully complete the BSA swimmer test: Jump feetfirst into water over the head in depth, swim 75 yards/meters in a strong manner using one or more of the following strokes: sidestroke, breaststroke, trudgen, or crawl; then swim 25 yards/meters using an easy, resting backstroke. The 100 yards/meters must be swum continuously and include at least one sharp turn. After completing the swim, rest by floating.
2. Explain buddy system. Discuss the importance of the buddy system in all aquatics activities, and explain specifically how the buddy system is to be used at all times, beginning with the fitting and adjusting of equipment.
3. Define snorkeling. Define snorkel swimming and diving; explain the function, fit, and selection of mask, fins, and snorkel. How is a safety vest used in snorkeling, and when must it be worn?
   Demonstrate use of mask and snorkel. In confined, shallow (waist-deep) water, demonstrate the use of the following:
   1. Defogging mask; equalizing pressure in mask, ears, and sinus cavities.
   2. Snorkel, including the clearing of water at surface and resuming free breathing without removing snorkel from mouth.
4. Demonstrate use of swim fins. In confined, shallow (waist-deep) water, demonstrate use of swim fins: (NOTE: Requirements should first be completed using only fins, and then repeated while wearing mask and snorkel.)
   1. Fit and adjust fins to feet.
   2. Swim at the surface (10 meters) and underwater (3 meters) using the flutter kick.
   3. Control direction without using hands while swimming with fins at the surface and underwater.
5. Perform deepwater demonstrations. In confined, deep water (maximum 12 feet), demonstrate:
   1. Proper techniques for entering and exiting the water while wearing snorkeling equipment.
   2. Headfirst and feetfirst surface dives, including proper body position for safe ascent and descent.
6. Recover objects. Using mask, fins, and snorkel, you and a buddy swim in a confined area of clear water 8-12 feet deep that has a firm bottom:
   1. Locate and recover from the bottom an object weighing approximately 10 pounds.
   2. Locate and recover from the bottom an object approximately the size of an automobile ignition key.
7. Explain snorkeling preparation and precautions. Explain what special preparation, training, and precautions are required for open-water diving; include survival skills. Understand and explain ascent and descent hazards of diving. Demonstrate knowledge of the diving environment in which you are to learn and practice. Explain the environmental factors that affect snorkeling. Discuss the special precautions for each of the following aquatic environments: ocean, stream, lake.
8. Discuss submerged-related factors. Explain pressure, buoyancy, and submerged optics and acoustics related to snorkel swimming and diving.
9. Discuss submersion effects; CPR. Discuss the effects of submersion in water on the body and how to handle potentially dangerous situations. What is cardiopulmonary resuscitation and under what circumstances should it be used?
10. Explain hyperventilation. Understand and explain hyperventilation.
11. Explain hypothermia. Understand and explain hypothermia.
12. Demonstrate diver's signs and signals. Explain and demonstrate divers' signs and signals, both audible and visual, for use at the surface and under water. Set out a divers' flag and explain its function. Explain the use of equipment markings.

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Totin' Chip

This certification grants a Scout the right to carry and use woods tools. The Scout must show his Scout leader, or someone designated by his leader, that he understands his responsibility to do the following:

1. Read and understand woods tools use and safety rules from the Boy Scout Handbook.
2. Demonstrate proper handling, care, and use of the pocket knife, ax, and saw.
3. Use the knife, ax, and saw as tools, not playthings.
4. Respect all safety rules to protect others.
5. Respect property. Cut living and dead trees only with permission and with good reason.
6. Subscribe to the Outdoor Code.

The Scout's "Totin' Rights" can be taken from him if he fails in his responsibility.



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Trained Strip

Scouts and adults may earn the Trained Strip by completing required training for their position.

Youth in leadership positions earn the Trained Strip by attending the three modules included in the Troop Leadership Training course.
The modules are basically:

• What a leader must know
• What a leader must be
• What a leader mus do

When a scout leaves the specific position for which he attended training, he should remove the Trained Strip. When he assumes a new leadership role and attends training for that role, he can again where the patch.

The following lists the minimum training required for adults to earn the Trained Strip. There are other valuable training programs, such as Wood Badge, available to adults so please take advantage of them to improve the program you offer the scouts:

• Cubmasters, Den Leaders, Pack Committee members attend Fast Start Orientation, New Leader Essentials and Cub Scout Leader Specific Training course.
• Scoutmasters and Assistant Scoutmasters attend Fast Start Orientation, New Leader Essentials, Scoutmaster Specific Training, and Outdoor Leader Skills.
• Troop Committee members attend Fast Start Orientation, New Leader Essentials and Troop Committee Challenge.
• Venturing Crew Advisors, Assistant Advisors, and Crew Committee members attend Fast Start Orientation, New Leader Essentials and Venturing Leader Specific Training.

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William T. Hornaday Award

The William T. Hornaday Award recognizes Scouts and Scouters for their service to conservation and ecology efforts in their communities. There are seven different Hornaday awards with varying requirements. The youth individual awards are based on earning certain merit badges and completing one or more significant conservation projects.

• The Silver Medal award is the highest possible attainment in conservation for a Boy Scout
• The Gold Medal is the highest possible attainment in conservation for a Scouter. The gold medal may be considered when a qualified Scouter is recommended by his or her council, by an established conservation organization, or by any recognized conservationist. The nominee must have demonstrated leadership and a commitment to the education of youth on a national or international level, reflecting the natural resource conservation/environmental awareness mission of the Boy Scouts of America. Nominations must be approved by the BSA's national conservation committee.
• A Unit Certificate can be awared to a den, patrol, or group of five or more Scouts for a unique, substantial, conservational project, but the square knot is reserved for those earning one of the medals.

These are the merit badges used for the Hornaday awards:

• Energy conservation
• Soil and water conservation
• Fish and wildlife management
• Forestry and range management
• Air and water pollution control
• Resource recovery (recycling)
• Hazardous material disposal and management
• Invasive species control

Hornaday Awards:

• Hornaday Badge - Scout earns three of the bold merit badges, plus two others. Complete a project in natural resource conservation, from one of the project categories listed.
• Hornaday Bronze Medal - Scout earns the Environmental Science merit badge and at least three other bold merit badges, plus two others. Complete three projects from three separate categories listed.
• Hornaday Silver Medal - Scout earns all bold merit badges, plus any three others. Completes four projects, one each from four of the eight project categories listed.

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