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Cadette and Senior Interest Patches

These activities were assembled by Palo Alto volunteers and are retained here for historical reference. Unfortunately, because GSUSA and our GSNORCAL Council have now transitioned to the Journeys program materials, we are no longer able to provide any assistance in obtaining the badges/patches/insignia girls could earn in conjunction with them.

Cadette and Senior Girl Scouts earn interest patches. Interest Patches are divided into 5 areas listed below.


   <>  Life Skills
   <>  Nature, Science, and Health
   <>  The Arts and History
   <>  Communications
   <>  Sports and Recreation

Alphabetical listing of Interest Patches on this site:

Life Skills

The following Interest Patches are all in the area of Life Skills.

  • Car Sense
    • A. Skill Builders (2)
      1. "Check the engine oil, transmission & brake & power steering fluid."
      2. Change oil and oil filter.
      3. Check tire pressure. Watch tire being changed by professional. Change a tire.
      4. Procedures for obtaining learner's permit.
      5. "Visit car dealership - evaluate costs, options & avail. of 2 different cars."
      6. Assemble a vehical emergency toolkit.
      7. Contact different insurance companies. Learn about legal liabilities of uninsured or underinsured drivers.
    • B. Technology (1)
      1. Learn how ABS brakes work. Learn about braking in emergency situations.
      2. How do cars affect the environment? How is your car for energy use?
      3. Locate air bags in a car. Discover strengths & limitations of air bags.
      4. Describe how cars are computerized. What are advantages & disadvantages of using computers in cars?
      5. "Learn about purchasing a car by browsing the internet. Compare cost, safety, resale, size, & options."
      6. "Compute the cost of running a car for a year. Include gas, insurance, registration, parking, taxes & maintenance."
    • C. Service Projects (1)
      1. Volunteer at a vehicle safety event emphasizing safety through preventative maintenance.
      2. Create a car safety campaign. Display it in 2 prominent areas of your town.
      3. Run a discussion group with other teens about driving under the influence.
      4. "Volunteer with a car-based community service: meals on wheels, grocery delivery, take library books to homebound people."
    • D. Career Exploration (1)
      1. "Interview a mechanic, service manager or assembler."
      2. "Prepare a cartoon with the theme ""Teaching novices to drive""."
      3. Interview a highway patrol officer or traffic officer.
      4. Tour an auto design or assembly plant.
  • Child Care
    • A. Skill Builders (2)
      1. "Learn about either the physical, emotional, intellectual or social growth that takes place during a developmental stage."
      2. Learn how to care for children in an emergency situation.
      3. "Become familiar with local, state & federal laws that protect children."
      4. What were you like as a baby? Talk to people who knew you at different stages. Make a story with the info. you gather.
      5. "Keep a file of games, songs, finger plays & stories children like. Add ideas."
    • B. Technology (1)
      1. Learn about software & video games for children. Evaluate some.
      2. What is the educational value of some toys & games? Observe a child playing some.
      3. Compare 2 types of toys of today with one from 20 or more years ago.
      4. Design your own game or toy for a specific age group.
      5. Create TV viewing guidelines for your family or one with small children.
    • C. Service Projects (1)
      1. Volunteer to organize a child-care event or program.
      2. Determine a service you can provide for a local day-care or after-school facility.
      3. Tutor a student after school. Log the skills you emphasize.
      4. "Create a ""baby-sitter's club"". Advertise your club."
      5. Locate local playgrounds & other rec. facilities in your area. What equipment do they provide?
    • D. Career Exploration (1)
      1. What colleges in your area offer courses for day-care providers.
      2. Learn the special needs of caring for a child with a disability.
      3. Invite 4 professionals who work with children to speak at a troop or group meeting.
      4. "Interview a Mom who works outside the home full-time, part-time & one who does not work out of the home."
  • Conflict Resolution
      • A. Skill Builders (2)
      1. "Identify 5 techniques for resolving conflicts. Give examples of how 3 of these are used in the ""real world""."
      2. "Keep a journal for 2 weeks, record your conflicts with other people."
      3. "With 4-6 people, carry out some active listening exercises. Take turns as group facilitators, recorders & observers."
      4. Respecting others values improves relationships & communication.
      5. Attend or watch several different sports events. Note the athletes' behavior.
    • B. Technology (1)
      1. How does the use of instant replays facilitate resolution of disputes?
      2. Watch or play several video or computer games. Which ones seem too violent?
      3. "What messages do TV shows, music videos & print & broadcast ads give about resolving conflict?"
      4. Watch the evening news or read a newspaper for 3 days in a row. How do opinions alter our perceptions of conflict?
    • C. Service Projects (1)
      1. Use a mock court to mediate or resolve a dispute.
      2. Learn to officiate your favorite sport. Serve as an official in an event in your community.
      3. Introduce younger children to the concept of conflict resolution.
      4. Learn about peer mediation strategies & then set up a program in your school or community.
    • D. Career Exploration (1)
      1. List professionals whose jobs require skills in conflict resolution.
      2. Interview a professional mediator in your community.
      3. "Obtain information about the role that United Nations delegates, ambassadors & diplomats play in solving international conflicts."
      4. Interview people in 3 different jobs to see how they resolve conflicts at work.
  • Cookies and Dough
    • A. Skill Builders (2)
      1. Write a 30-60 sec. TV or radio commercial for this year's cookie varieties.
      2. Research expenses involved in an activity your troop would like to do.
      3. Design a poster or flier for your cookie campaign that you can post locally.
      4. Brainstorm 10 new locations in your community for selling cookies.
      5. Research the history of GS cookie production & sales.
      6. Do a market survey of your community to determine the ages & occupations of those who buy certain cookies.
      7. Role-play different scenarios that might occur during cookie sales.
      8. Create a press kit to send to media outlets & places where cookies are sold.
    • B. Technology (1)
      1. Surf the Internet for marketing ideas for food products.
      2. Survey at least 10 people for their favorite cookies & their reasons.
      3. Study the design of a Girl Scout cookie box.
      4. "Prepare a spreadsheet that will help you track your troop, group or council's cookie sales."
      5. "Start a ""cookies coast to coast"" newsletter on the Internet."
    • C. Service Projects (1)
      1. "Develop a cookie board game for Brownies that teaches them skills like counting, matching & following rules."
      2. Have a cookie-tasting party at a senior citizens' facility.
      3. Swap sales techniques with another troop or group.
      4. Recycle cookie boxes into an art project you have designed.
      5. Send thank-you notes to major supporters or helpers of your cookie campaign.
      6. Create a poster for a younger troop promoting the benefits of a healthy beverage to go with their cookie snack.
    • D. Career Exploration (1)
      1. Examine different careers in the food industry.
      2. Start your own business selling a product or service you think will appeal to a specific group.
      3. "Get writing tips from a local reporter, freelance writer or teacher & write a story about your cookie campaign for a council newsletter."
      4. Arrance a factory tour for a food product & see what is involved in making & packaging of that item.
  • Dollars and Sense
    • A. Skill Builders (2)
      1. Prepare a troop budget with a balance sheet showing income & expenses.
      2. Make a long-term financial plan for a goal that will require considerable financial reserves.
      3. "Select a product, & over 2 months, chart how the price changes in the same store."
      4. "Select a country & investigate: the exchange rate, customs concerning bargaining practices & the cost of an item in that countries currency & the US equivalent."
      5. Play a stock market game with your troop or others.
      6. "Track your families cost of meals, transportation, clothing costs & other costs for 2 weeks."
    • B. Technology (1)
      1. Learn about 2 different software packages that create & analyze budgets.
      2. Find out how an ATM is operated & maintained.
      3. "Compare advantages & disadvantages of letters of credit, debit cards, travelers checks, cash & other methods of accessing money while away from home."
      4. "Learn about the finances behind credit cards. Compare ""purchase"" interest rates with the ""cash advance"" interest rates."
      5. How have computers altered trading on the stock exchanges?
    • C. Service Projects (1)
      1. Volunteer to be a treasurer for an event or activity that is planned by your troop.
      2. Conduct a money management presentation for another GS troop.
      3. Arrange a drive for goods for disadvantages individuals.
      4. "Set up a tax fair, in which volunteer accountants or other experts explain how to complete forms."
      5. Help a younger troop develop & implement a money-earning plan.
    • D. Career Exploration (1)
      1. Contact an organization with questions about careers in that field.
      2. Review the resume of an individual who works in a finance-related career.
      3. List a variety of part-time or summer jobs available to you.
      4. Learn about the responsbilities of operating your own business.
      5. Talk to 3 people who have very different jobs & find out how they use money management skills at work.
  • Family Living
    • A. Skill Builders (2)
      1. "Read magazines, newspapers, or books on family life topics for one month. Keep a journal."
      2. What does it cost your family to operate the household for one month?
      3. Invite a financial planner or consultant to a troop meeting to discuss the services financial planners provide.
      4. Arrange a family meeting or discuss 2-3 issues your family has experienced some conflict over.
      5. Prepare your family chronology.
      6. "Create a ""family time"" activity."
      7. Plan a family reunion.
    • B. Technology (1)
      1. Find out how technology has changed family life through the years.
      2. Gather information about computer software that could be used for household management & for fun.
      3. "Develop a family media & technology center & storage area for labeled VCR tapes, & CD's."
      4. Use a computer search to find information about family life in 2 cultures other than your own.
      5. Design a family T-shirt for a family reunion or gathering.
    • C. Service Projects (1)
      1. "Compile a community directory of medical, legal, educational, financial & recreational services for families."
      2. "Prepare & deliver a holiday basket for a homebound, elderly or ill person."
      3. Find out how to help families in need in your community.
      4. Set up 2-3 meetings with other families with whom you share a common interest.
      5. Plan a special family meal.
    • D. Career Exploration (1)
      1. Identify 5 careers involving family living.
      2. Interview 3 parents in diverse situations & with children of varying ages.
      3. Take on an area at home that you will personally be responsible for.
      4. Invite representatives from agencies that provide services for families to a meeting.
  • From Fitness to Fashion
    • A. Skill Builders (2)
      1. Do aerobic exercises at least 3 times a week for at least 6 weeks.
      2. Learn how to take care of your skin.
      3. Change your hairstyle.
      4. Learn how to build a wardrobe.
      5. Develop a project on fashions in history.
      6. Try making your own cosmetics.
    • B. Technology (1)
      1. Discover how cosmetics are made.
      2. Learn about natural & synthetic fabrics.
      3. Find out what software is used by the fashion industries.
      4. Design a fashion or accessory item.
      5. Collect several different fashion magazines or different issues of the same magazine to review.
    • C. Service Projects (1)
      1. Make a directory including names & addresses of several stores & the bargains available.
      2. "Direct a ""toiletries"" drive in your council to help women in need."
      3. Host a fashion show for teens as a troop money-earning project.
      4. Host a From Fitness to Fashion Fair at a senior citizens' center or for younter scouts.
      5. Find out about unfair labor practices that exploit garment workers in this & other countries.
    • D. Career Exploration (1)
      1. Study the masthead in your favorite fashion magazine. List careers represented there.
      2. Discover which schools are noted for fashion programs.
      3. "Interview 2: A department store buyer, A fashion consultant, Tailor, Cusmetics Rep., or Hairstylist."
      4. Explore a career or a vocation as a fashion consultant. Offer to personalize 2 friends wardrobes with accessories.
  • From Stress to Success
    • A. Skill Builders (2)
      1. Find out how the human body responds to stress.
      2. "Sit in a quiet, comfortable place. Do relaxing exercises for 10-15 minutes."
      3. Create a reasonable schedule for yourself for one week.
      4. Learn several massage strokes that help in relaxation.
      5. Brainstorm 5 ways to cope with a stress you cannot readily see a solution for.
      6. Participate in a stress relieving activity 3 times a week for 1 month.
    • B. Technology (1)
      1. Find out how biofeedback works.
      2. Discuss the advantages & disadvantages of technology in today's society.
      3. Listen to a variety of types of music & find pieces that evoke different emotions in you.
      4. Learn to monitor your body & relax tight muscles.
    • C. Service Projects (1)
      1. Help plan a workshop on stress among teenages for your troop.
      2. Volunteer as a peer counselor or tutor for a semester at school.
      3. Contact local organizations to identify stress management programs & resources for youth.
      4. Set up a time with family members to practice relaxation or stress management techniques together.
    • D. Career Exploration (1)
      1. "Read about or interview 2 professionals: biofeedback, sports trainer, relaxation therapist, etc."
      2. "In the past 10 years, how has the medical field incorporated stress management in the prevention & treatment of illness & disease?"
      3. Speak to 3 teachers about how they think stress affects student performance & tips for dealing with it.
      4. "Find out how psychologists, psychiatrists & clinical social workers are educated & trained."
  • Generations Hand in Hand
    • A. Skill Builders (2)
      1. Investigate your heritage.
      2. Interview 5 people who lived in your community over the past 25-50 years.
      3. Complete a project with members or residents of a senior center or home.
      4. "With a group of senior citizens, complete a civic project such as voter registration."
      5. Invite retirees from a variety of fields to lend their expertise to a project you are planning.
      6. "From your high school, get the names of graduates from the 1930's, 40's or 50's & help them organize a reunion."
      7. "Invite a senior citizen on an outing: baseball game, movie, play or zoo."
      8. Find out about the elderly in different societies and cultures.
    • B. Technology (1)
      1. Find out what the expected life span of someone your age is.
      2. Interview older people to learn about technological advances they've observed over the years.
      3. Talk with someone who has benefited from a medical procedure not available 50 years ago.
      4. "Teach an introductory lesson on the use of computers, CD Rom's, fax machines & voice mail to an older person."
    • C. Service Projects (1)
      1. Develop a service project that will help an elderly person.
      2. Recruit volunteers to participate in a food-shopping program for the elderly.
      3. Work with a senior citizen to provide assistance to children in need.
      4. Compile a list of community organizations & services for the elderly.
    • D. Career Exploration (1)
      1. Hold a career-day workshop with retired professionals.
      2. Talk to a retired person about her volunteer work.
      3. Learn about the field of geriatrics.
      4. Find out about career opportunities in field offering goods & services to retired people.
  • Home Improvement
    • A. Skill Builders (2)
      1. "Create your own room accessory such as needlepoint, a pillow, window treatment, etc."
      2. "Brighten up a room, wall or trip around doors, floors & ceiling with paint."
      3. Create a family gallery. Arrange them into an attractive display.
      4. "Redo a piece of furniture by: Stripping & refinishing, Faux finishes, or Cleaning & painting."
      5. Learn how to connect a VCR to a TV & then teach someone else.
      6. Learn to unclog a toilet. Use your newly acquired skills at home.
    • B. Technology (1)
      1. Find out about 2 natural fibers & 2 chemically created fibers.
      2. Educate yourself about home hazards.
      3. Find out about technologies used in homes to increase the independence of people with disabilities.
      4. Put together a tool kit for basic home repair.
      5. Learn about 3 safety features found in houses or apartments today.
      6. Investigate home water filter systems - those installed under sinks as well as container-based systems.
    • C. Service Projects (1)
      1. "With your group, plan a ""spruce-up"" party for a nursing home, children's center or another place."
      2. Volunteer for a weekend construction program. Follow all safety guidelines.
      3. "Make & donate a ""design box"" for younger girls in your council."
      4. Organize a home safety work-shop for parents & guardians of infants & young children.
    • D. Career Exploration (1)
      1. "What training is required in your state to be a licensed carpenter, plumber or electrician."
      2. "Volunteer as an apprentice painter, carpenter or decorator."
      3. Shadow an interior decorator.
      4. "Design a ""dream"" room or house to scale."
      5. "Get a part-time job at a local hardware, fabric, or home-decorating store."
  • Law and Order
    • A. Skill Builders (2)
      1. "Observe at least 2: a town/city council meeteing, a live or televised trial, or a special court session. Record & present your observations."
      2. Interview a law enforcement official.
      3. Learn about defamation law as it relates to the media.
      4. Read a newspaper for several weeks to track crime in your community.
      5. Investigate laws & lawsuits that affect students.
      6. Should parents be held responsible for crimes committed by their children?
      7. "Learn the commen terms used in parliamentary procedure by reading ""Parliamentary Procedures"" in A Resource Book for Senior Girl Scouts."
    • B. Technology (1)
      1. "Host a video slumber party with the theme of ""crime & justice""."
      2. What role do computers play in law enforcement? Is it easier to track criminals?
      3. What are polygraph tests? How are they used? How do they work?
      4. "In your group, have a discussion on ""privacy matters"". Invite a lawyer or police officer to attend."
      5. "Learn about scientific methods: DNA testing, fingerprinting & hair analysis, used in criminal investigations."
    • C. Service Projects (1)
      1. "Invite a police officer, judge or attorney in to explain the law to teens & to answer questions."
      2. Help with a voter registration drive for the next election in your community.
      3. "Write a letter to an elected official or newspaper editor expressing your opinion on any ""hot"" issue."
      4. "Organize a ""Safe Rides"" club that offers rides to teens who feel they can't drive safety or are unwilling to get into a car with a driver who is impaired by drugs or alcohol."
      5. "Write a play, skit or story, or produce a video dramatizing what happens to a juvenile who breaks the law."
    • D. Career Exploration (1)
      1. Research careers in law enforcement. Interview 2 people in a field that interests you.
      2. Make a list of related law-and-order careers.
      3. Participate in an internship or service program that deals with a law-related or political career. Keep a journal.
      4. Hold a mock trial on an issue that affects teens.
      5. Read a book about or by someone involved in politics.
  • Leadership
    • A. Skill Builders (2)
      1. "Observe leadership in action: visit meetings of at least 2 different groups, such as a city council or a group of volunteers developing plans for an event."
      2. "In a group meeting, observe how people interact. Who talks and why?"
      3. What leadership skills do you bring to a group? What do you need to add to your repertoire?
      4. Read about leadership styles and figure out your dominant style.
      5. "Name and discuss 2-3 examples of ""negative leadership"" such as political leaders who used their power in harmful or illegal ways."
    • B. Technology (1)
      1. Have someone videotape you speaking in front of a group.
      2. Watch a variety of TV shows & read newspapers to see how leaders are represented in the media.
      3. "Talk to 2-3 educators, business people, consultants or other leaders about how changing technologies affect leadership."
      4. Help organize an online forum to discuss an issue affecting older girls. Establish rules & make everyone feel welcome.
    • C. Service Projects (1)
      1. Volunteer to help coordinate your school elections or participate in a planning committee for a school event.
      2. "Help organize an ongoing service project, such as a community literacy program highlighted by a yearly book fair."
      3. "Identify a need in your community like recycling, building school spirit or presenting child abuse."
      4. "Organize a youth meeting through your school, religious community or Girl Scouts to identify projects that can improve your community as a whole."
      5. Lead a group of younger girls by volunteering to be a coach for a sports team in your neighborhood.
    • D. Career Exploration (1)
      1. Compile a multimedia leadership resource list.
      2. List the careers that you are interested in & identify leadership skills needed to succeed in those fields.
      3. Create a resume that highlights your leadership experience & the skills & qualities you possess.
      4. Start a club or after-school activity. Enlist the aid of teachers or advisers.
      5. Get involved in the election process. Arrange a candidate forum or voter registration drive.
  • Travel
    • A. Skill Builders (2)
      1. Sample 2 modes of travel that are unfamiliar to you or you want to learn more about.
      2. "Plan & take a day or weekend trip to any U.S. city. Use resources to research transportation options, accommodations, restaurants, etc."
      3. "Which country, state or city captures your fancy? Learn more about it."
      4. Create a master luggage list so you can pack effectively.
      5. Find out how to say hello & good-bye in 10 different languages.
      6. "With your group, produce a simulated talk radio show on a particular travel subject, like the solo traveler, winter getaways, the student traveler."
      7. Read about Girl Scout wider opportunities. What is going on this year?
    • B. Technology (1)
      1. Make a list of software focusing on geography or travel.
      2. "Collaborate with your local cable company, historical society, museum, library or chamber to make a video or brochure describing your community."
      3. Find an online computer bulletin board for travelers and/or travel writers & chat with them.
      4. "Learn to read 2 of the following: a topographical map, nautical chart, subway guide, street map, road map or CD-ROM map."
      5. Find out about recent technological advances in airport security.
    • C. Service Projects (1)
      1. "With a community group that helps people with disabilities, volunteer to assist a person with special needs take a short day trip."
      2. Enjoy a travel adventure with someone who finds it difficult to travel on her own.
      3. Volunteer for 5 hours with a group that works to help people who have recently arrived in your community.
      4. Plan a neighborhood walk or tour for a younger Girl Scout troop.
      5. Bring a faraway place to those who cannot travel long distances.
    • D. Career Exploration (1)
      1. Explore careers in the travel industry by organizing a travel fair.
      2. Invite a travel writer or photographer to speak to your group.
      3. "Find out about careers in 2 other countries, including educational requirements, working conditions & salaries."
      4. Write a piece about a recent interesting trip you've taken or about a fantasy vacation. Send your article to a travel magazine.
      5. List jobs in travel & tourism. What skills would you need. Present your findings.
  • Understanding Yourself and Others
    • A. Skill Builders (2)
      1. Observe body language & listen to what people say. Share your observations.
      2. Set a personal goal that you can reasonably accomplish in 1 month.
      3. Observe what happens when you break a norm. Do an activity listed in your book.
      4. Write your autobiography. Interview your relatives for help.
      5. "With your group, role-play 2 of the situations listed in your book."
    • B. Technology (1)
      1. Create a video or presentation focusing on building self-esteem or awareness about a particular issue.
      2. Create a plan to introduce older people to a computer system or other technology.
      3. Change the design of a tool or a machine to make human errors less likely.
      4. "Find out how well TV and other media represent the elderly, women & people of color."
    • C. Service Projects (1)
      1. "Design & carry out a project to change attitudes, and hopefully, behavior about an important issue."
      2. "In your group, put on a play for younger girls that demonstrates both the benefits & harmful effects of peer pressure."
      3. "Put together a booklet to help parents, teachers & other adults gain a better understanding of what it means to be a teenager."
      4. Keep a record of reactions as you change your style of clothing during a 2-week period.
    • D. Career Exploration (1)
      1. Observe different types of people at work. What characteristics make them good (or bad) at what they do?
      2. Compile a list of 8-10 possible jobs for someone with a psychology background.
      3. Create a list of your roles. Do the same for an adult you know. Spend a day with her to see how she plays out her various roles.
      4. Design a dream job of the future based on your inter-personal skills.
      5. Find out about some of the techniques that are used if sports psychology and try out a couple of them.
  • Your Best Defense
    • A. Skill Builders (2)
      1. Explore several philosophies of self-defense.
      2. Take a self-defense course designed for women & girls.
      3. Body language & tone of voice play a role in stopping hostile or violent encounters from happening.
      4. Increasing your self-confidence can increase your sense of personal safety.
      5. Avoiding an attack sometimes means having to act unfriendly. Role play 2 situations in your book.
    • B. Technology (1)
      1. "Over a 2 week period, record every aggressive act you see on TV committed against women or girls & their responses."
      2. Inventory several current issues of popular teen magazines. How do articles send mixed messages on important issues.
      3. "Explore the pros & cons of pepper spray, stun guns & other personal protection items."
      4. "Survey your peers. Ask them: ""Is carrying a gun for protection ever justifiable and, if so, when?"""
      5. Watch a police drama with friends. Role-play a violent scene with a new ending.
    • C. Service Projects (1)
      1. Invite a law-enforcement official to speak to a group of your neighbors about crime patterns & threats in your area.
      2. "Teach a group of elementary school students skills for dealing with strangers, walking home alone, etc."
      3. Offer to be of service in a place for victims of violence.
      4. Develop a directory of helpful resources for women & girls who are the victims of violence.
    • D. Career Exploration (1)
      1. "Interview 1 person in a law related career. Find out how they help victims, handle stress in crisis & what training & certification they received."
      2. Interview an employee or volunteer who develops projects related to domestic abuse.
      3. Shadow or interview a police officer about the skills needed in relating to people in crisis & dealing impartially with victims & offenders.
      4. "Find out & discuss the laws & policies that exist to protect children, women & elderly victims of domestic abuse."
  • Your Own Business
    • A. Skill Builders (2)
      1. Analyze several advertisements for the same product. What did you like or dislike about these advertisements?
      2. Invent a new product & conduct your own informal market research.
      3. "Research what support & resources exist at the city, state & federal agency levels for small-business owners."
      4. What makes someone a good businessperson? Interview her or invite her to speak at your meeting.
      5. Develop & implement a plan to turn a hobby into a business venture.
    • B. Technology (1)
      1. How has technology changed the face and pace of business.
      2. "Draw ""before & after"" posters depicting a few of the changes in business practices, equipment, or technology over the last few decades."
      3. Investigate new techniques for presenting products.
      4. Survey several businesses in your community to find out about the equipment & technology considered most essential in their fields.
    • C. Service Projects (1)
      1. Develop a proposal explaining the importance of contributing to a special project or a worthy cause.
      2. Create a project to help parents educate their children to be knowledgeable consumers.
      3. "Arrange for ""women in business"" to be the theme for a meeting of your troop. Invite entrepreneurs to share their knowledge with you."
      4. Develop & implement a marketing plan to obtain volunteers for a Council or community project.
    • D. Career Exploration (1)
      1. Create a brochure to market your talents & skills as a consultant to a prospective client.
      2. Consult a professional & learn how to prepare yourself for a job interview.
      3. Organize a career fair for your class.
      4. Shadow a business owner for a day.
      5. Explore careers of 3 women who began with small businesses & became millionaires.
Nature, Science, and Health

The following Interest Patches are all in the area of Nature, Science, and Health.

  • All About Birds
    • A. Skill Builders (2)
      1. Ever wondered how birds fly? Find out about mechanics of flight.
      2. "Birds can be identified by size, shape, color, flight patterns, voice & behavior."
      3. Birders identify birds by sound as well as sight. Identify 5 birds by their songs or call notes.
      4. Birds have fascinating histories. Study 3 types of birds.
      5. Set up a bird-feeding station. List & describe birds that visit.
      6. Watch birds. Visit a museum. Create an original work of art.
    • B. Technology (1)
      1. "Practice using binoculars. Compare binocular features. Learn about center focusing, alignment & field of view."
      2. Specially designed traps are used to capture birds for banding. Learn about banding birds.
      3. 800-900 species of birds have been seen in North America. Design a life list database to track those you see.
      4. Environmental problems have been responsible for nearly destroying some species. Learn how they have been restored.
      5. A spotting scope & tripod enable birders to observe birds. Learn to use a scope in the field.
    • C. Service Projects (1)
      1. Loss of wildlife habitat & other things have threatened many birds. Help restore an endangered species in your area.
      2. Introduce younger Scouts to birding. Share your birding knowledge with them. List birds seen by the group.
      3. Ornithology is the branch of zoology dealing with birds. Join your local chapter & participate in a bird count or survey. Track birds seen.
      4. "Birds need food, water, nesting places, perches & hiding places. Develop a guide or poster with planting & feeding info. for local property owners."
      5. Volunteer at a local zoo or nature center that works directly with birds or indirectly by educating the public about birds.
    • D. Career Exploration (1)
      1. "Birds suffer injuries by being shot, poisoned, flying into buildings, etc. Where is your nearest wildlife rehabilitator? Interview her & work with her if possible."
      2. Vets work with sick & injured animals & birds. Visit a local vet. Ask about education & experience needed to become a vet.
      3. "Investigate colleges that offer programs in ornithology, wildlife biology, wildlife management or related fields. What are admission requirements?"
      4. "Shadow an ornithologist, naturalist or wildlife biologist at a nature center, zoo or refuge. Learn training needed, hiring process & tasks of the job."
      5. "Find a local artist or woodcarver specializing in birds. Observe her at work. Ask questions about her training, techniques, commissions."
  • Build a Better Future
    • A. Skill Builders (2)
      1. "Learn what engineers consider when designing amusement park rides. Then with guidance of a science teacher, design your own ride. Make a model."
      2. "Study 2 different types of blueprints used in creating a building: floor layout, electrical, heating, ventilation, air conditioning & specs for fire protection, plumbing, etc."
      3. Tour a manufacturing plant. Learn about the machines used in the manufacturing process & why. What safety measures are taken?
      4. Compare brands of 1 mechanical product. Look for differences in external design & features. Which looks easiest to use & why? Which is more attractive? Why?
      5. Select 1 recyclable idem & learn how it is converted into a new product. Draw a simple diagram of the steps involved.
    • B. Technology (1)
      1. Learn about computer aided design (CAD) programs. Observe a demo of how CAD is used to design items. Create your own design.
      2. List 8-10 items that didn't exist 25 years ago. Learn how 3 of them work today. Improve their function & design.
      3. "Learn about 5 devices used to assist people with disabilities, describe how they work & improve the person's life."
      4. Learn about infrastructure in your community. Make an in-depth investigation of 1 community.
      5. Investigate how 3 changes in car design have enhanced safety in the past 10 years.
    • C. Service Projects (1)
      1. Volunteer at a science center that highlights technology. Assist in building an exhibit for a special event or act as an exhibit interpreter.
      2. "Plan an ""engineering' activity day with hands-on activities for younger girls."
      3. Spend a day volunteering in construction or improving the environment through a local group effort.
      4. "Plan an exhibit of engineering fields for your school, council or community."
    • D. Career Exploration (1)
      1. "Learn about careers in various field of engineering by using your library, writing to engineering societies, or use the Internet."
      2. Shadow an engineer for a day. What tools does she use on the job? What is most & least satisfying? Present what you learn in a class discussion.
      3. "Learn about engineer's contribution to advancing medical technology in the design of implants, CAT scans, etc."
      4. Use a computer simulation program to practice making the kind of decisions engineers make.
  • Creative Cooking
    • A. Skill Builders (2)
      1. Become familiar with the USDA Food Pyramid or Vegetarian Pyramid. Compare your daily diet. Is your diet lacking nutrients? What changes would you make?
      2. "Learn to select the freshest & healthful fruits, veges, meats, dairy, etc. Check labels for low fat, low salt."
      3. "Find a food, canned or fresh, that is NOT native to your area. Learn where it came from & how it is produced."
      4. "At a cookware section of a store, familiarize yourself with tools of the trade. When do you use certain items?"
      5. Choose a recipe that can be easily prepared while camping or hiking. Test the recip while camping or hiking.
      6. "Pick a cuisine & prepare 2 meals that include appetizers, entrees & desserts."
      7. "Adapt a standard recipe for someone with special dietary needs: low fat, low salt, low sugar, etc."
    • B. Technology (1)
      1. Look at the technology used in cooking. Examine advantages & disadvantages of heat sources.
      2. "There is a lot of chemistry behind many cooking tips & recipe directions. What are thickeners, leaveners?"
      3. Visit the Web site of a cooking school or food company. Compare recipes that you find with those in older cookbooks.
      4. Scientific discoveries have brought changes to cooking. Investigate a new procedure that affects food in some way.
    • C. Service Projects (1)
      1. "Volunteer at a soup kitchen for at least 2 weeks, several hours a week. Learn how food is prepared & served for large groups."
      2. Organize a basic cooking class for a community center or homeless shelter with some friends.
      3. Organize a food drive for a local shelter. Consult a nutritionalist for a list of recommended foods.
      4. Work with a local service that provides nutritious meals to people who cannot leave home.
      5. "Using the Food Pyramid, evaluate the food service of a local facility."
      6. "Plan a menu for a full, festive meal. Cook & serve it to a group."
    • D. Career Exploration (1)
      1. "Interview a food critic at your newspaper. Ask about her experience, education & work history."
      2. Learn how institutional cooking differs from restaurant or home cooked food.
      3. Visit a local cooking class or culinary school. Talk to the administrator or teacher about types of jobs her students prepare for.
      4. "Arrange to job-shadow a chef, baker, caterer, pizza-maker, etc. List skills & techniques you observe."
      5. Get a part-time job in a restaurant or working for a caterer.
  • Digging Through the Past
    • A. Skill Builders (2)
      1. Go on a day hike & examine the geology or archaeology of the region. Make sketches or take photos of major environmental features.
      2. "Grow your own crystals. Track crystal formation with sketches, descriptions or photos. Analyze your structure."
      3. "Make a collection of at least 20 specimens of rocks, minerals & fossils. Accurately ID and label each specimen."
      4. Find out how archaeologists and anthropologists make discoveries about past cultures.
      5. "Find out about different types of fossile, including how they are formed & the clues they give us about history of the earth & the life it has supported."
    • B. Technology (1)
      1. What technology is used to map the ocean floor or the surface of the earth? Make a simple topographical map of a local area.
      2. Put together a geologist's adventure kit that includes the equipment & tools geologists need in the field.
      3. Investigate how modern technology assists archaelogists & paleontologist in recreating art & artifacts from the past.
      4. Learn about earthquakes & the frequency with which they occur in your state.
    • C. Service Projects (1)
      1. Set up a rock & mineral search for younger scouts at their meeting place.
      2. Do a project to reduce erosion on your area. Devise a method to show your project halted or reduced erosion.
      3. Learn how weathering occurs & what effect it has on rocks & soils. Visit places to observe the effects of weathering.
      4. "Collect objects, such as a tooth, a shell, or a cleaned chicken bone to use as mock fossils with younger girls."
      5. "Learn about environmental issues in your area, such as agricultural, mining, foresting or irrigation practices."
    • D. Career Exploration (1)
      1. Invite someone who works in a geology-related field to speak to your troop or group. Ask them to discuss the local geology of your area.
      2. Read about an individual who has done work in one of the earth sciences. What has been the significance of their work?
      3. Geology & related sciences offer a wide variety of careers to explore. Select an area & interview someone in that field.
      4. Do a college search to find out which schools offer programs in fields related to earth history or geology.
  • Eco-Action
    • A. Skill Builders (2)
      1. Learn what you & your family can do to be more environmentally aware.
      2. Choose an environmental issue affecting your community. Gather info. & evaluate it.
      3. "Record some pleasant, relaxing sounds & some that make you feel tense. Share your findings."
      4. Trace the contributions of someone deeply concerned with environmental quality.
      5. Monitor a stream for pollution sources. Learn to ID plants & animals that are found in clean & polluted water in your area.
    • B. Technology (1)
      1. Find out about alternative sources of energy that can cut down on personal consumption of nonrenewable resources.
      2. "Find out how hew technology is used in testing air, water & soil quality."
      3. Participate in an online discussion about 1 worldwide environmental issue to get different perspectives on the issue.
      4. "Visit a store or look through a catalog advertising ""environmentally friendly"" products."
      5. Recycling has become a major effort. Learn about 1 recycled resource & how it is recycled.
    • C. Service Projects (1)
      1. Create & display posters on energy-saving actions at a mall or other public place. Have people sign energy-saving pledges.
      2. Volunteer to work on an ongoing environmental project.
      3. Collect information from an organization concerned with environmental issues of interest to women & children.
      4. "Create a directory or display of local, state or national groups concerned with environmental issues & actions."
      5. Combine arts & environmental action. Form a theater group that addresses current topics.
    • D. Career Exploration (1)
      1. "Do a computer search for careers related to the environment. Contact an organization, business or person for information on specific careers."
      2. Attend a career fair that gives you the opportunity to speak with people working in related fields.
      3. Learn about careers related to the environment & the law.
      4. "Identify 3 past & present environmental activists in your community, nation or the world."
      5. "Identify 3 or more degree programs in fields concerned with the environment. Compare course requirements, list career possibilities."
  • From Shore to Sea
    • A. Skill Builders (2)
      1. Learn about creatures that inhabit ocean tide pools & a rocky shoreline.
      2. "Become a geological detective. Identify at least 3 different kinds of rocks, particles or minerals in the sand."
      3. Oceans & large bodies of water influence global weather & climate patterns.
      4. What are some environmental concerns about extraction & mining of elements from the sea? Describe & illustrate your findings.
      5. Investigate global warming. What role do oceans play in the process? Find 2 studies regarding this. Present your findings.
      6. "Create a piece of art, a collection of poems, a slide or video show inspired by the ocean or something water related."
    • B. Technology (1)
      1. Tour a boat used in deep-sea fishing or marine biology studies. What equipment is used?
      2. "Find out how scientists use sonar, satellites & computers to explore the deepest parts of the ocean without getting wet."
      3. "People have been using water power for centuries. Pick 1 & learn how scientists explore ocean energy to meet demands for power: ocean thermal energy, wave & tidal power or ocean currents."
      4. Fresh water is needed all over the world. Research & find out how to distill fresh water from salt water.
      5. What technology is used to predict the storms that can devastate coastal regions? Learn about tracking & procedures for safety & evacuation.
    • C. Service Projects (1)
      1. Assist with a local project involving ecological studies of aquatic species.
      2. Volunteer time with a marine conservation or education organization. Help educate the public on the importance of marine ecosystems.
      3. Assist with a clean up of a water habitat. Volunteer to publicize a clean-up day by designing and/or distributing fliers.
      4. Create an educational game for younger girls that will help them learn more about the oceans.
    • D. Career Exploration (1)
      1. Develop a list of 8-10 careers in the field of oceanography. Interview someone in this field & learn what her work entails.
      2. "Investigate at least 2 Sea Grant institutions concerned with research, education & exchange of technology regarding coastal, marine & Great Lakes issues."
      3. Visit someone who earns a living from the sea. What are the issues about sustaining ocean harvests?
      4. Investigate 2 tourism careers that are associated with an ocean environment. What skills & educations might be needed?
      5. "Capture the ocean's beauty on camera, sketch pad, or by writing a poem or song about the sea."
  • Inventions and Inquiry
    • A. Skill Builders (2)
      1. Is your brain idling in neutral? Try at least 1 of the 3 ideas on page 64 or develop some of your own.
      2. "Spend a week listing problems needing to be solved at home, school or in your community."
      3. "Create an invention. Sketch your invention, label the parts. Make it 3D. Develop a prototype or working model."
      4. Find out about the patenting process. What does it mean when a patent is pending? What are trade secrets?
      5. Develop an advertising campaign for your invention or someone elses.
    • B. Technology (1)
      1. Survey resources for inventing on the WWW. Look for online chat groups for inventors.
      2. Explain how changes in technology have altered at least 2 inventions in terms of function or design.
      3. Investigate the role of research & development in creating a new product.
      4. "Attend a new products exposition, a science & engineering fair, or inventions fair. Look for new & improved products."
      5. Ask people in 5 different fields what they foresee as the most valuable inventions for the years beyond 2000.
    • C. Service Projects (1)
      1. "Start an inventors' club through school, your troop or group. All it takes is you, 2 or 3 friends & ideas."
      2. "Women have made scientific discoveries & have come up with inventions in this & previous centuries. Create a show, play or display celebrating women inventors."
      3. Invent or improve something addressing a problem a person with a disability has to face in her life.
      4. Create a toy for young children - educational or fun. Build several models to donate to a program or center.
    • D. Career Exploration (1)
      1. "Read about inventors in at least 2 books. Find answers to ?'s such as: What started them in the invention process? How do you turn failure into success?, etc."
      2. "Investigate courses to take in High School or College to help you with a career direction in inventing. Draw a 1, 5 or 10 yr time line."
      3. What kinds of careers relate to inventing? Select 2 & find out more about them.
      4. "Inventors may specialize in a field of interest - ex. sports. How do you redesign equipment? If new materials are used, how were they made?"
  • It's About Time
    • A. Skill Builders (2)
      1. "Illustrade or describe how 3 ancient civilizations kept track of the passage of time. Or, compare Hebrew, Mayan, Chinese & Gregorian calendars with one another."
      2. Many devices keep track of time. Construct your own timekeeper by using regularly occurring events you see or experience.
      3. Name 3 regular time cycles in nature. Devise a system for keeping time based on one of these cycles.
      4. Compare the ages of rites of passages in 3-4 cultures. What do you think was or will be your most significant rite of passage.
      5. Compare the use of rhythm & time values of notes in 4 styles of music. Does how long a note is held or the beat affect how we feel or what we do?
      6. Do you feel there isn't enough time in a day? Read pages 118-120 in 'A Resource Book for Senior GS'. Create a time clock of activities you do weekly.
    • B. Technology (1)
      1. Use a library's resources to help you find fashion pictures of another era.
      2. Use camera equipment to take a time-lapse photo. Try photographing in different light and settings.
      3. Find out about the technology of quartz crystal time-pieces.
      4. List 4 ways time-keeping devices have been used in medicine. Draw pictures of these devices to display.
      5. Find out about the principles behind an atomic clock. Why and how is an atomic clock used?
    • C. Service Projects (1)
      1. Has technology lived up to its promise of freeing us from drudgery? Interview people of different generations & compare amount of time spent on work/leisure activities.
      2. "Set up & manage a ""time bank"" to provide services for people in your community who have special needs."
      3. "After consulting with teachers, or family, make a time line of 2-3 of the development stages a child goes through. Donate chart to parents or a day care center."
      4. Organize a call-in service for the elderly of your community to help them keep appointments & take medications.
    • D. Career Exploration (1)
      1. "Design 2-3 articles of clothing for a woman of another era. Research through books, museums or college's history departments."
      2. Find out what a time management consultant does by interviewing or reading about one.
      3. Interview 4 people in different careers to find out how they make use of time in their work.
      4. Create a time management plan that incorporates exercise & leisure activities for today's busy women. Ask 3 women to try your plan for a week. Share the results.
      5. "Create your own personal time line. Chart where you'd like to be and have accomplished in 1, 5 & 10 years."
  • Math, Maps and More
    • A. Skill Builders (2)
      1. Use math skills to create a budget for something you would like to do or own.
      2. "Determine the total calorie intake for someone your age, health & activity level. Make a menu, keeping in mind the need for balanced nutrition."
      3. Make a complete profile of yourself using numbers. Find your pulse & count for 10 sec. Multiply this X 6 - this is your resting heart rate.
      4. How do statistics determine how well a player & team in a particular sport are doing? Select a team or player to follow for a month.
      5. "Use symbols to create a key for buildings, parks & other feature of interest. Draw your map to scale."
    • B. Technology (1)
      1. "Use graphs to illustrate an issue you feel is important. If possible, use a computer to organize the data to create graphs or charts & analyze them."
      2. Use online resources to search for math-related web sites. Learn about 3 women mathematicians. Visit a news group to discover what's being discussed by people interested in math.
      3. Play a computer game that uses math skills. Practice during several sessions to improve your skill level.
      4. Technology is changing the medical field. Talk with a professional who can show you how MRI & CAT scan images are created & used to diagnose & treat diseases.
      5. "Learn how to read a thermometer, barometer, psychrometer & an anemometer."
    • C. Service Projects (1)
      1. "Create a math activity kit to use with children. Or develop a math play concept such as factors, fractions or percentages."
      2. Host a Girl Scout Game Night. Make sure games are age appropriate. You could also create your own game.
      3. Collect data that could be used to assist an organization.
      4. Volunteer to be a treasurer for an organization & keep records in a ledge for a period of at least 3 months.
      5. Help younger girls develop arithmetic skills by using simple computer math games.
    • D. Career Exploration (1)
      1. "With 2 friends, create a list of 8 ""traditional' math careers. Find out which 18 fields are 'very easy entry' and which are 'delayed entry'."
      2. What does math have to do with being a chef or restaurant owner. Find out.
      3. "Use online resources, interviews etc. to investigate college programs in mathematics. Which programs are best for undergrad & graduate studies."
      4. Imagine you own a small business. How would you need to use math skills? Come up with a product or service you can provide or sell.
      5. "For a week, keep a log of all people you interact with who use math in their work. What types of math skills do they need?"
  • Pets
    • A. Skill Builders (2)
      1. "Prepare a care chart for a pet that a pet-sitter, kennel, or family can use to raise & maintain an animal."
      2. Become an expert on some aspect of a particular type of animal or species.
      3. "Learn to train & socialize a specific animal. Learn what behaviors to expect, the exercise & discipline for that animal. Use these skills on an animal."
      4. "Talk with a vet, breeder, or animal supply distributor about diets for a specific animal. What health conditions are affected by diet? Share this information."
      5. "What laws does your community have regarding animals (licensing, leash laws, health laws, anti-cruelty laws, etc.) Make book or poster to illustrate."
    • B. Technology (1)
      1. Talk to a vet about illnesses an animal might be susceptible to. Ask about vaccines & health maintenance for an animal.
      2. Talk to a vet about environmental hazards for a pet. Ask about both people-produced and natural hazards. Identify 3-5 hazards. Chart what you learn.
      3. Investigate animal-containment devices available for specific pets. Learn the pros and conc of 2 different devices.
      4. Animals need exercise. Learn about 2-3 exercise devices available today. What changes have there been in the last 5-10 years.
      5. Locating lost or stolen animals can be difficult. Learn about devices available to make locating animals easier.
    • C. Service Projects (1)
      1. "Volunteer at a kennel, shelter or vet several hours a week over a months time."
      2. "Volunteer to exercise, groom or transport an animal to a vet for a homebound person. Provide the service once a week for a month."
      3. Volunteer to raise an animal for a service organization. This may involve a 1-2 year commitment.
      4. Work with an agency or organization dedicated to animal care & protection. Work at least one day.
      5. "Work with a humane society, an animal shelter or clinic or vet to help find homes for homeless animals."
      6. Organize a pet visiting day for people who are in institutional settings.
    • D. Career Exploration (1)
      1. Learn about the training & job responsibilities of a police department's canine team. How & why are they used? Create a comic book to teach others.
      2. Interview an animal-care worker about training & education she needed to complete for her job. Write an article for your community or school paper using the info. you learned.
      3. Learn about the field of animal-assisted therapy. What is the history of this field? What benefits do people get from this therapy? Why?
      4. "Learn about 3 different types of animal handlers, people who care for & groom animals."
      5. Interview the owner or employee of a pet store. What training did she go through? How have pet products changed over the years?
  • Planet Power
    • A. Skill Builders (2)
      1. "Conduct an energy audit at your home, troop or group meeting place. Check windows & doors for drafts. Make checklist for inefficient use of energy. Recommend improvements. Carry out at least one of your suggestions."
      2. "At a building supply store, learn about insulating materials. Learn the meaning of the term ""R-values"". What are recommended for ceilings, outside walls & floors in your area."
      3. Create a game that shows how energy moves within a habitat like a deciduous forest. Are there more producers than consumers? Why or why not?
      4. How much electricity does each appliance in your home consume? Use the formula in your book to calculate how much electricity each appliance uses.
      5. Visit your local electric company. Ask about problems utility companies face today.
    • B. Technology (1)
      1. Search the library for names of solar energy information services & companies. Proceed with an activity from your book.
      2. "Review 3 sources of energy, including nuclear power, & hold a debate in your group."
      3. Suppose there is a severe oil chortage. Prepare a plan to help your family & community respond to this emergency.
      4. "Choose 2 of the following energy sources: oil, nuclear, hydroelectric, gas, solar & coal & determine steps involved in transporting this energy from its production site to the consumer."
    • C. Service Projects (1)
      1. "Visit a recycling center & consider: options available for glass, paper, aluminum, plastic? Can food waste be recycled? Can you avoid purchasing overpackaged items?"
      2. "Make plans in case your home is without electricity for 2 days. How will you keep warm, cook, do homework?"
      3. Teach Brownie or Junior Scouts how to make recycled paper out of newspaper.
      4. Put on a puppet show or skit for a group of younger Girl Scouts showing the connection between recycling & energy conservation.
    • D. Career Exploration (1)
      1. Invite a panel of speakers to discuss with your troop career options in the energy field. Put together a pamphlet. Distribute it to other troops.
      2. "Become an ""expert"" in one area of alternative energy. Compare advantages & disadvantages. What careers would be open to you?"
      3. Shadow an ecologist & see what an average workday is like. Ask questions you have prepared.
      4. Create a time line of events in the history of nuclear science that includes the people mentioned in your book.
  • Plant Life
    • A. Skill Builders (2)
      1. "In order for plants to absorb nutrients well, the soil has to have proper pH. Use a kit to test your soil. How do you adjust the soil for the types of plants you want to grow?"
      2. Rich soil that drains well is important to plants. Determine how well your soil drains water. What do you need to do to improve the soil?
      3. "Plan & plant a garden with at least 3 kinds of foods. Prepare the soil before planting. Arrange the garden for maximum sunlight or shade. Water, fertilize & weed your garden when possible."
      4. Visit a supermarket or distribution point for fruits & veges. Where did they come from? Create a geography game or scavenger hunt for younger girls.
      5. Start 3 new plats without using seeds.
      6. Compare traditional chemical pest control methods with natural ones. What are the advantages & disadvantages?
    • B. Technology (1)
      1. "Make a list of gardening tools & materials needed to grow plants. Find out what they are used for, what they are made of and why."
      2. "Visit a web site, library or botanical garden for information on growing plants hydroponically. Grow a plant hydroponically at home or school."
      3. "Tofu used to be found in the refrigerator section at the store. Now, these items are sitting right on the shelf. Discover the technology used to keep these items from spoiling."
      4. Learn about different kinds of watering tools & equipment. Which uses the least amount of water.
      5. "Scientists are trying to ""improve"" on nature. Select 3 fruits & veges & find out why they have undergone genetic engineering. Buy one and compare its taste to the regular kind if possible."
    • C. Service Projects (1)
      1. "Help turn a vacant lot into an ""oasis"" by landscaping it. Or start a community vegetable garden."
      2. "With partner or troop, plant an area with native vegetation that will provide food or shelter for birds."
      3. Plant a community butterfly garden. Plan a garden that will bloom over an extended period of time.
      4. Grow or help harvest food for a community food bank. Or organize local gardeners to contribute their surplus to a food bank.
      5. "With your parks dept., plant trees or plants to help prevent erosion."
    • D. Career Exploration (1)
      1. Learn about at least 1 career related to plants. Interview or shadow someone in the career.
      2. Visit a garden especially created for people with disabilities. What factors were considered in designing this space.
      3. Have you admired plants in an office building? Volunteer to take care of the plants in 1 or more of these places.
      4. Flower arrangements add beauty. Try your hand at creating botanical art by making flower baskets or gifts out of dried flowers.
      5. "Health-related facilities have developed horticultural therapy programs. Under the guidance of a trained adult, assist in a program & find out how & why it works."
  • Space Exploration
    • A. Skill Builders (2)
      1. "Learn about at least 4 astronomical phenomena: quasars, pulsars, novas, supernovas, black holes, dward stars, giant stars, protostars, etc. Can you observe any of these with the naked eye?"
      2. "Visit a museum, planetarium, observatory or space center & learn the history of space exploration. Make a file of your findings."
      3. Learn about the sun & the moon & their relationship to earth. Do two of the items listed in your book.
      4. "Discuss ""the case for space"" addressing issues such as: Who owns space? Who owns the moon? What if we find other life in space? Come up with charts & posters depicting your questions & answers."
      5. Science fiction predicts future developments. Read science fiction written in the 1960's or earlier. How do they appear today in light of new information people have about space?
      6. Develop your own space exploration activity.
    • B. Technology (1)
      1. "Find out about the capabilities of today's telescopes. If possible, visit an observatory or a site on the Web to learn more."
      2. Investigate roles of mathematics & computer simulations in developing theories about the universe. Talk with someone knowledgeable in astronomy or physics if possible.
      3. Design a human space colony. Decide whether it is a station in space or one that will be set up on a planet in this solar system. What conditions need to be considered. Share & explain your design or model with others.
      4. "Build an accurate scale model of a space exploration vehicle. Find out about its design, function & basic operation. Help other learn about your vehicle."
      5. "Construct a ""flying object"". Be able to explain the scientific principles that governed your design."
    • C. Service Projects (1)
      1. "Help sponsor an event, space activity day or science career day. Incorporate hands on activities."
      2. Develop a booklet or display that highlights women who have played an important role in the history of flight & space exploration.
      3. "Help Brownie or Junior Scouts learn about space exploration. Do 2: put on a play, tell a story, or share stories from differrent cultures about the night sky."
      4. "Design a library exhibit about space & astronomy for your school, library or town rec. center. Include books, an activity box & a list of resources in your display."
      5. "Using glow-in-the-dark paint, stars, or reflector tape, make an accurate constellation map on a ceiling. Include a minimum of 12 constellations. Create a guided tour of the ceiling."
    • D. Career Exploration (1)
      1. "Check out at least 2 careers & show how they are linked to space programs: biomedical engineering, meteorology, ceramics, chemistry, industrial engineering, materials science, metallurgy, optical engineering, physiology & photography."
      2. "Plan to attend a ""space camp"" or astronomy camp to get more hands-on experiences."
      3. Contact 2 science societies for professional women related to astronomy or space exploration. What careers are related to space exploration.
      4. List 5 ways you can maintain your interest in space and/or astronomy. Investigate & list space-related places to visit or activities to pursue in your community or on the Web.
  • The Food Connection
    • A. Skill Builders (2)
      1. "Familiarize yourself with the food pyramid. Plan a menu for two weeks, choosing foods from the pyramid."
      2. Water is the perfect drink. Make a conscious effort to drink 8 cups of water a day. Log your results.
      3. Learn about the role cholesterol plays in health. Learn the differences between HDLs & LDLs.
      4. Collect recipes on a theme of interest. Illustrate the recipes & organize them into a cookbook.
      5. Vitamins & minerals are essential to well-being. Make a poster or chart listing them & their functions.
    • B. Technology (1)
      1. How large a role do media & advertising play in defining our body image?
      2. Find at least 5 resources online to help maintain a healthy lifestyle.
      3. Learn to see beyond food packaging by understanding content labels.
      4. What is insulin? What function does it have in your body? Learn about diabetes.
    • C. Service Projects (1)
      1. Volunteer to help with a communitywide health fair. Or work as a volunteer for a fitness walk or run.
      2. Create a puppet show or presentation for younger girls or the elderly addressing healthy eating habits.
      3. Organize or participate in a food drive.
      4. Serve on a committee to make recommendations for school cafeteria or camp food.
      5. Learn about different foods that are eaten & not eaten for strongly held religious or dietary beliefs.
    • D. Career Exploration (1)
      1. "Make a list of 4-6 careers related to food & for 2, learn about skills & responsibilities needed, working conditions, training, & education needed & earnings."
      2. "Agricultural science includes food, animal & soil science. Learn about specific jobs available specializing in these areas."
      3. "Dietitians work in hospitals, nursing homes, etc. Shadow a dietitian."
      4. Interview 2 women who work in health or food related careers.
      5. Get firsthand experience in a food-related field by working part-time or during the summer in a food business.
  • Why in the World?
    • A. Skill Builders (2)
      1. Why does weather change from day to day? Investigate weather patterns by talking with a meteorologist or visiting a web site. What happens when a warm front meets a cold front? What coauses global warming & holes in the ozone? Read 3 weather instruments.
      2. Have you ever asked yourself how something works? Use resources to draw a diagram of something to show how it works or make a model of it.
      3. "Visit a science museum, rock shop or gem & mineral collection to learn more about gems & minerals. Identify at least 10 minerals. Start a collection."
      4. "Investigate how new synthetic materials play an important role in 2 or more of the following: clothing, cars, homes, toys, sports equipment. What materials were previously used? What are advantages of the new materials?"
      5. "Learn about modern techniques used in food production, processing or preservation. Select 1 area & identify some key issues relevant in your community."
      6. "Be a creative cook. Learn the chemical properties of carbohydrates, microbes, acids & bases, oils & other substances. Create a recipe from scratch involving a chemical reaction."
    • B. Technology (1)
      1. "Ergonomics is a growing field. Make 2 ""ergonomically correct"" changes in the position of your desk & other study-related furnishing & equipment."
      2. "Tour a manufacturing or food processing plant. Learn about different job responsibilites, machines used, laws that govern the manufacturing process. Show slides, photos or diagrams of your findings."
      3. "Have science & technology affected the arts? Talk with a musician, sculptor, actor, photographer or other artist. What new materials do they use? What new art forms are being created that use advances in technology? Experiment with one of them."
      4. "Name the manufactured parts that can be implanted into a human body. Discuss reasons why those parts might need to be replaced. Draw an outline of the body, label those parts."
      5. Take a common household appliance and think forward 20 years. How will it look? What might it be able to do? Draw or design & display a model of a future appliance. Present your findings.
    • C. Service Projects (1)
      1. Help organize a school or scout science fair that encourages participation by girls.
      2. Help a younger troop earn a science Try-It or Badge. Or develop a series of science & health activities for girls in a homeless shelter or after-school program.
      3. Volunteer in an ongoing program to educate others about breast cancer or osteoporosis or other diseases that affect more women than men.
      4. "Work with an organization to inform teens about Sexually Transmitted Diseases, drug use, smoking, anorexia or bulimia."
      5. Host a forum to generate interest among girls in science & math. Invite teachers & women scientists to particpate.
    • D. Career Exploration (1)
      1. How do women get involved in science? Interview 2 women in this field. How did they get started? How do they feel about the future for women in science?
      2. Identify at least 3 women scientists who have won the Nobel Prize & report on or write about their contributions.
      3. Participate in a scientist penpal program through an established mentor project. Ask your librarian for assistance.
      4. "Volunteer as a demonstrator at a science exhibit, science museum or nature center."
  • Wildlife
    • A. Skill Builders (2)
      1. "Find a natural area that you can use as a field ecology study site. Conduct some observations. What did you see, hear, smell or feel? Record the date, time of day, temperature & weather conditions."
      2. "Identify as many flowers, shrubs, & trees at a field ecology study site as you can. Sketch some. Using a field guide, record their names alongside your sketches."
      3. "Identify & record names of animals you see, or find signs of, at a field ecology site. Learn to recognize animal tracks. Try to follow an animal trail."
      4. "Select an animal to observe at a field ecology study site. Record the date, time, location & weather conditions. Observe behavior & how they interact with others of its kind."
      5. Put up several bird houses. Learn about box dimensions & entrance hole sizes for species you wish to attract. Discover why it is beneficial to have birds nearby.
      6. Conduct an experiment to show how a plant reacts to its environment. Record and/or illustrate what happens during your experiment. Don't injure the plant.
    • B. Technology (1)
      1. "Learn about how wildlife biologists study animals in the field. What equipment do they use? Is different equipment used for animals of the land, air or water?"
      2. "Choose 3 species from the following: birds, mammals, insects, reptiles, amphibians, fish, trees, herbaceous plants. Use current computer technology to answer questions."
      3. "Research how documentaries about wildlife are produced. Discuss ethical & practical issues related to photographing, filming or recording animals in their habitat."
      4. "Find out how insecticides, herbicides & fungicides travel through an ecosystem. Create a visual display showing hazards of using these chemicals."
    • C. Service Projects (1)
      1. "Teach the meaning of the following words to younger Scouts: predator, prey, plant life, herbivore, carnivore, omnivore, scavenger, decomposer, wildlife community, food web."
      2. "Contact a wildlife agency, club or nature center & volunteer your services. Participate in a project to restore a wildlife habitat by planting trees or cleaning a lot. Involve other scouts."
      3. Help make a nature trail at a camp or park more accessible.
      4. "Examine your own values & beliefs related to wildlife, the environment & evaluate possible actions you could take. Discuss an environmental issue important in your area."
      5. "With the help of your GS Council, survey one campsite. Inventory the property listing plants & animals found there. Highlight threatened or endangered species & the problems they face."
    • D. Career Exploration (1)
      1. Brainstorm 5 career choices involving wildlife & the environment. Contact organizations that might employ people & interview one of them. How did she get into this field?
      2. "Investigate what it means to be an ethnobotanist or cultural ecologist. Interview someone & ask what species she studies, what her background & training are, etc."
      3. Arrange to shadow a wildlife biologist or naturalist for part of a day to learn about the job.
      4. Investigate laws that protect wildlife around the world. How effective are they? Which group of people benefit from the sale of wildlife products?
  • Women's Health
    • A. Skill Builders (2)
      1. Evaluate stress in your life. What are positive stresses in your life? What are the negative stresses? Try some stress-reducing activities.
      2. "Learn about the harmful effects of drugs: alcohol, caffeine, tobacco, amphetamines, marijuana, cocaine/crack, or steriods, on the body. Participate in a project to prevent substance abuse."
      3. Investigate the importance of a healthy diet. Design a poster or draw a story-board to depict your findings.
      4. Read information on breast cancer. Help develop or promote a workshop focusing on prevention & education for peers.
      5. Bones are your body's framework. What are bones made of? Investigate the role of exercise in bone health. Share your findings.
      6. "Design an exercise program to promote cardiovascular fitness. Incorporate monitoring the pulse rate before, during & after the exercise program."
    • B. Technology (1)
      1. Visit a cardiac rehab center. Learn about technology used to detect problems & promote fitness. Share this information.
      2. Study of DNA is central to medical research. Research & discover what female health issues are related to genetic factors.
      3. Find out how advances in technology have changed the detection of breast cancer over the past 25 years.
      4. Try out 3 types of fitness equipment. Which features maintain or increase your motivation? Teach someone how to use the quipment.
    • C. Service Projects (1)
      1. Create & monitor a healthcare program for an oder relative or neighbor. Help her choose goals to achieve over a 2 month period.
      2. "Research the effects of smoking, then create an anti-smoking campaign for your school."
      3. Create a program for younger children helping them understand healthy habits & stress handling techniques.
      4. Sleep is 1 of the components of health & fitness. Present a workshop on sleep to younger girls. Include information about the sleep needs of adolescents.
      5. "Participate in a councilwide ""Be Your Best"" or sports-day event. Volunteer to coach younger scouts in a game."
    • D. Career Exploration (1)
      1. Volunteer at your local hopsital or rehabilitation center. Record your experiences & feelings in a journal.
      2. "Visit at least 2 training programs in the health care field. Learn about entrance requirements, recommended courses & career options. Interview someone enrolled in the program if possible."
      3. Investigate opportunities & issues in scientific research in the area of women's health. Visit a lab or chat room.
      4. "With a team, organize a panel discussion on the topic of careers related to women's health concerns."
      5. Read two biographies or autobiographies of women who have worked in a field related to women's health.
The Arts and History

The following Interest Patches are all in the area of The Arts and History.

  • Architecture and Environmental Design
    • A. Skill Builders 2
      1. "Learn about types of drawings architects make. Draw a room or space architecturally, showing details such as windows, stairways, closets, etc."
      2. "Create 3 drawings of architectural space. Use pencil, pen or a colored medium. Consider why 3 perspectives are important to an architect. Share your sketches."
      3. "Architectural models translate designs into 3D. Make a model. Use materials such as cardboard, lumber, wooden sticks or use a purchased model."
      4. Study your meighborhood & determine predominant architectural styles. Compare with common styles found in other parts of the country.
    • B. Technology 1
      1. "Scientific advances in construction have made some features technological marvels. Explore 3 innovations currently being tested. List benefits and drawbacks, negative environ. impact of each item."
      2. "In architecture, there is a growing concern on how construction affects air quality. Go to the library & find out how materials are used to make buildings environ. friendly. Which would you use in your home?"
      3. Find out about computer drafting or drawing programs. Design something using one of these programs.
      4. Design & build a small structure such as birdhouse. Make sure your design has a real purpose & monitor its use.
      5. Landscape architects design outdoor areas. Investigate technology available in the past 10 yrs. to facilitate the work of landscape architects.
    • C. Service Projects 1
      1. Purpose of environmental impact statements is to determine effect a project has on the environ. before starting on construction. Analyze 3 areas listed in your book. Record & observe for 2-4 weeks. Share your findings.
      2. "Identify a home repair that your family needs. Draw existing conditions, then design a solution in a series of architectural drawings or sketches."
      3. Take younger girls on an exploration of public spaces (parks & playgrounds). Help them translate their ideas for redesigning one of these.
      4. Architects take many things into consideration when they plan designs. Do an accessibility study for a campsite or program area in your council. Share your results.
    • D. Career Exploration 1
      1. "A portfolio is a requirement for admission to school, getting a job, etc. Assemble a portfolio of your creative work thus far in life. Start your portfolio with your completed interest project products."
      2. What is a typical day in the life of an architect? Visit an office of such a professional. Record your experience in a journal.
      3. Select an architect to profile. Prepare a presentation for your group on her/his work & life. Use photos & other visuals to show their work.
      4. Interview an urban planner/environmental designer. Arrange for 1 to visit your troop. Learn about their area of specialty. Ask them about specific tasks they do on a project. What skills are necessary to do their jobs?
  • Artistic Crafts
    • A. Skill Builders 2
      1. "Choose your medium: leather work, macrame, crocheting, quilting, decoupage, candle making, (more ideas in book). Do the following: Explain the process & tools needed, make a scrapbook with pictures/samples, Develop 3 designs, complete one."
      2. "Clay offers many possiblities for expression. Learn about hand building, or to throw clay on a potter's wheel. Make one finished piece."
      3. "Make your own woodcarving. Or try your hand at building something with wood, maybe a birdhouse."
      4. Find a place for craft instruction. Compare the cost of each course & find out if anyone would be willing to teach your troop.
    • B. Technology 1
      1. "Choose 3 of the following & find out about 3 tools used in each: Candle making, Stained Glass, Woodcarving, Leather working, Pottery making. Prepare demonstration on what you learn & share with your troop."
      2. The internet has sites for craft organizations from all over the world. Develop your own site or join one to exchange information about crafts w/others your age.
      3. "Stenciling is popular. Find ways modern technology changed how stencils are made & used. Experiment w/stenciling on paper or cloth, then try a more advanced project."
      4. "Visit a woodworker's shop. Ask for demonstration of jigsaws, a plane, a router or sander. What safety precautions must be taken when using these tools."
    • C. Service Projects 1
      1. Teach a simple craft to younger girls. Make sure skills are age appropriate.
      2. "Make several craft items & donate to a nursing home, children's center or other organization."
      3. "Contact craft stores, schools & community centers. Find out about courses, workshops or seminars. Put this in a newsletter, flier or brochure & distribute."
      4. "Work with your GS troop to develop your own how-to-craft manual. Give copies to your council, library or community center."
    • D. Career Exploration 1
      1. "Interview someone who earns part or all of her living with crafting. How did she get started? Visit a craft show. Talk to an artist, what kind of training was needed, what are the pitfalls, does she do other work in addition to crafting?"
      2. Career options related to crafts. Choose a crafts-related career and find out how you would pursue it.
      3. "When planning to sell your crafts, know your market. Interview a craft store owner to find out about trends in crafts in the past 10 yrs., the future. How can one keep up with these trends?"
      4. Occupational therapists help people. Ask an occupational therapist to explain or demonstrate how crafts might be used in her job.
  • Collecting
    • A. Skill Builders 2
      1. "Start a collection. Use your current interest as a starting point, or add to one already started. Find at least 5 items of interest."
      2. Find a way to use or display your collection. Describe your collection to a group of younger girls. Or display at school or a troop meeting.
      3. "Read catalogs, magazines & books on collecting. Visit stores, garage sales, street fairs, & collectors' conventions in your area."
      4. Search through closets for interesting objects. Decide on a theme and put together a display showcasing your wares.
      5. "What do you do if your collection has grown too large? Donate all or part of it to a museum, library, school or comm. center. Photograph & list the items. Write a brief description of each item."
      6. Begin a collection of Girl Scout memorabilia. See if you can find the 3 GS commemorative stamps
    • B. Technology 1
      1. Some collections must be stored under special conditions. Does your collection need special treatment? Develop a storage system to properly preserve your collection.
      2. "Some collections start by accident. Find out how computers, satellites, magnetic imaging & sound waves are helping the modern ""Indiana Joans""."
      3. Find some ways objects are dated. What is needed to date your collectibles?
      4. "Find out the methods used to detect forgeries, fakes or imitations of valuable items."
    • C. Service Projects 1
      1. Organize a flea market for your troop. Maybe a money-earning project. You can sell items collected & donated by you and your troop.
      2. Some things accumulated over years may benefit someone else. Inventory your things & arrange to give some away.
      3. Offer to help your local council catalog & preserve Girl Scout artifacts.
      4. "Volunteer your services at a local museum, or historical society that has a collection. Find out how the collections are built and maintained."
      5. Start a collectors' club for younger girls. Show them your collection & take them to exhibits in museums if possible. Help them as a group begin a collection.
    • D. Career Exploration 1
      1. "With your friends, brainstorm professions where people collect things or care for collectibles. Select one profession & learn more about it or shadow them."
      2. "Work with an antique store owner for several hours. Ask what makes something an antique, how are items appraised. Find out about her educational background & area of expertise."
      3. Curators arrange art exhibits for museums. Arrange to meet with or interview a curator & find out how she goes about acquiring artwork.
      4. "Libraries must continually add to their collections. Interview a librarian. Find out how she decides on books to add. How does she track the books, how are valuable books preserved?"
  • Fashion Design
    • A. Skill Builders 2
      1. "Create a fashion design for a specific population: pregnant women, fire or police or people with disabilities. Be creative, try to address the special needs of the people in this group."
      2. Learn to knit or crochet a garment. Ask for help choosing materials or interpreting patterns or instructions.
      3. "Ask someone how to create a pattern for a specific wardrobe item, or adapt one that you purchase. Create the garment from the pattern."
      4. "Color is an important aspect of fashion design. Collect various colored fabric samples & determine your best colors. Discuss, keep your color chart. Will it affect what you buy?"
      5. Fashion is a personal choice & should fit the wearer. Use your measurements to analyze your figure type to purchase clothing or select patterns accordingly.
      6. "Follow fashion trends by reading fashion magazines. Evaluate which trends become established & which are ""fads"". Predict your own fashion trends for next season."
      7. Design clothing for a special occasion. You might want to collaborate with a seamstress or dressmaker.
    • B. Technology 1
      1. Cloose 3 synthetic fibers. How are they made & what are their special properties. Use this info. to decide which clothes or accessories you would make out of each fiber.
      2. "Go to computer store, review types of software avail. to professionals in fashion design industry. Ask the salespeople to explain merits of various packages."
      3. "Find out how technology makes a difference in fashion design & manufacturing. If possible, use the software to create a pattern or new design for a dress, pants or other wardrobe component."
      4. Manufacturing sometimes cause pollutants to be released into the environment. List 5 ways manufacturers can operate with lowest impact on the natural environment.
    • C. Service Projects 1
      1. "Rummage through your closet & drawers for items you don't use anymore. Spruce them up using beads, sequins, fabric paint, etc. and donate to a clothes drive."
      2. Host a fashion show for & by youngsters. Use decorations and music to liven up the event.
      3. "Teach a group of younger children a skill: knitting, crocheting or sewing. Have them create an entire garment using a chosen technique."
      4. Volunteer at a local theater or school to assist with custume design. Learn about technical aspects of design while expressing your creativity.
    • D. Career Exploration 1
      1. "Participate in organized job-shadowing experience. Choose a fashion designer, costume designer, fashion consultant, fashion editor or marketing merchandising director."
      2. "Go to a retail store. List potential careers by browsing. Compare your list to the list in the ""Dictionary of Occupational Titles"" avail. at library."
      3. "Create a resume of a fictitious person who works in the fashion industry. There is no right or wrong on this. See pages 101-103 in ""A Resource Book for Senior GS"" for guidelines on reparing a resume."
      4. Find out how unions have changed the conditions of clothing manufacturing. Look at child labor laws. Discuss with 2 others the effects of these laws & agreements.
      5. Get a part-time job in a retail store.
  • Folk Arts
    • A. Skill Builders 2
      1. Read folk tales from different countries. How does climate & geography play key roles in the story. Create a presentation for younger girls & lead a discussion about it afterward.
      2. Learn how to hook a rug. Obtain supplies & tools needed. Design a rug. Describe fibers you would use or get actual samples.
      3. Develop papier-mache masks representing mythological characters from different parts of the world. Use them in a performance for younger children.
      4. Write your own fairy tale based on a particular culture or rewrite an old one. Put the heroes through tests of strength & character. Can they overcome? Read 3-4 famous fairy tales for inspiration.
      5. "Design beadwork or ornamental jewelry. Experiment w/different knots & threads. List & purchase what you can. Test & master materials, then focus on design."
      6. "Make an object in the folk art tradition requiring a painting technique; i.e. work on a box, a certificate or a piece of furniture."
    • B. Technology 1
      1. Make a quilt from start to finish. Choose a design pattern from one of many design programs available via the computer.
      2. Find 2 computer programs that can be used to design folk art. Use a design on fabric or clothing. What method do you use to transfer the design to the fabric?
      3. "Find out about technology of music & sound recording. Interview 2 professional musicians, archivists or recording engineers. How are old records preserved? Solo or with someone, sing & record on tape your favorite folk music."
      4. Interview 1 or more people who are attempting to preserve antique examples of folk art for museums. Look over a collection & discuss with your troop the appeal of the piece & how to care for & preserve such art.
    • C. Service Projects 1
      1. "Put on a folk art festival. Invite neighbors, friends, art students, professional artists or crafters to set up craft booths with crafts to view."
      2. "Hold a storytelling hour at the library or school. Read folk tales. Be dramatic! Use props such as slides, puppets or sound effects. Leave time for discussion."
      3. "Make a collection to show varieties of design found in 1 type of folk art. If you can, obtain pieces made in other countries. Use photos or illustrations if you do not have actual objects."
      4. Host a folk song session in the part with your troop. Invite people to share & sing folk sings. Distribute song lyrics.
      5. Teach or demonstrate folk dances at a senior citizens' center.
    • D. Career Exploration 1
      1. Shadow a professional in the folk arts field for 1 day. Take notes on what she does & skills needed in her field.
      2. Read a biography or work of a famous anthropologist. Where & how did they work? Discuss the book with your troop. Or read a work by a famous folklorist or writer of fairy tales.
      3. "Learning customs, folk tales, dances, art forms & legends is a talk that cultural anthropologists engage in. Call a college's dept. of anthropology & interview a professor. Ask about fieldwork or academic research. What does she look for?"
      4. "Explore the art of collecting. How do people store, preserve & display their treasures? Visit 2 museum exhibits of folklore & folk objects."
      5. "Find out about careers in curating & art conservation. If possible, observe a conservation project in progress."
  • Heritage Hunt
    • A. Skill Builders 2
      1. "Imagine you're a historian. Create a history chart for yourself or someone you know. Interview family members, go back as many generations as you can. When complete, make copies for those family members who are interested."
      2. Develop an activity that brings families/friends together to celebrate their heritage. Encourage people to contribute & share things about themselves.
      3. "Do 2 activities that young women of previous generations have done: bake bread & make butter, weave on a loom, dye fabric, pick berries or mushrooms, plant an herb garden, chop & split wood."
      4. "Make a collection of pictures of old building in your community. Choose 1 building & learn all you can about its architecture, use & former inhabitants."
      5. Family traditions are observed at special times. Find out which are no longer observed. Which are different & why? See if you can assist with an upcoming family tradition.
      6. "Search out information about your community's heritage. Who first lived here? When did settlers arrive? When was the area incorporated? Using answers you find, make a time chart to display."
    • B. Technology 1
      1. "Locate an old work site. Find out all you can about how work was carried out at this site. If possible, talk to former owners or descendants. Find out about safety factors, working conditions, lighting, ventilation, etc."
      2. "Compare the way records (passports, birth certificates, drivers license) are produced today with how they were 50 years ago."
      3. "Compare the way people live today with 100 years ago. List appliances that did not exist 100 yrs. ago. Beside each item, write historical counterpart (refrigerator=ice box). Share with others."
      4. How is computer technology useful in gathering historical/statistical info? What online services provide this? Put together a directory of resources/services avail. for historical research.
    • C. Service Projects 1
      1. Ask family or members of your community to tell you stories of their lives. Compile an oral and/or pictoral history of these stories. Share at an informal gethering.
      2. Plan a project to increase community awareness & pride in cultural heritage. Work with others in your community.
      3. "Volunteer a few hours a week for 1 month in your community at 1 of the following places: historical society, library, chamber of commerce, museum, city hall, bureau of vital statistics, etc."
      4. Identify several examples of literature that represent the cultural diversity in your community. Read to a group of younger Girl Scouts.
    • D. Career Exploration 1
      1. "Choose a woman of the past you admire and learn all you can about her. Learn about her family, friends, hobbies & work. Write a biography or make a scrapbook that represents her life."
      2. "Create a collage that represents 5-6 careers that women in your community have. Highlight those that were not open to women 100 yrs. ago, 50 yrs. ago and 25 yrs. ago."
      3. "Identify various careers that are a legacy in your family: firefighters, police, doctors, lawyers, teachers. Learn as much as you can about why they chose this profession. Who had an impact on this decision?"
      4. "Contact your local historical society, ask about services provided to the community. What jobs are available? What education & training are needed?"
      5. Find out about current adoption procedures in your state. How have they changed in the last 3-4 decades? Contact an adoption counselor in the field.
  • Invitation to the Dance
    • A. Skill Builders 2
      1. Design or select a warm-up exercise or routine to prepare your body for participation in a dance activity. Include 3 exercises to stretch & strenghten the muscles & joints you will be using when dancing.
      2. "Learn 5 social dances, including 3 that were popular with your parents' or grandparents' generation. How are the dances similar or different from those of your generation? Organize an intergenerational dance or dance from another era?"
      3. Learn 5 folk dances. Find out about the cultural roots of 2 dances you have learned. Teach 2 to others & explain their history & background.
      4. "Learn 3 dances from 3 countries in different parts of the world. How do they express the life, customs & values of the cultures they represent? Teach or demonstrate 1 to a group."
      5. "Explore dance concepts, such as movement & rhythm, that are involved in 1 of the following sports: ice skating, ice dancing, gymnastics, or rhythmic gymnastics. Learn & execute 3 moves ir one of the sports."
      6. Choreograph your own dance routine. Select the music & style of dance you will use. Perform your dance for someone else.
    • B. Technology 1
      1. "Find out about the resources & materials that go into a dance performance. Find out more about dance shoes, dance surfaces & whether they have changed over the years."
      2. Find out more about the role of modern medicine in helping dancers perform at their peak. What injuries are common to dancers? What precautions do they take to prevent them?
      3. Find out from a fashion designer or a salesperson in a ballet store about the best & latest dance wear. Share her recommendations or knowledge with someone.
      4. Labanotation is a language where you can record your choreography. Interview a dancer or choreographer who can show & explain Labanotation to you. Or research this system at a performing arts library.
      5. Arrange a behind-the-scenes day with a dancer or dance troupe. Find out about the preparations required for a performance.
    • C. Service Projects 1
      1. "Share your love for dance with the young and ""young at heart"". Demonstrate a dance you have larned & explain something about them in a presentation to young children."
      2. "Put on a folk, square or country dance. Invite the community to join. Learn the dances, select the music & the space, designate a caller if needed."
      3. Teach Daisy or Brownie girls the element of dance. Have them choreograph movements & steps to a song.
      4. "Create a rhythmic cymetrics program adapted for people with disabilities. You could supply bulbs with handgrips, adapt ribbon or rope movements for people in wheelchairs, & underinflate the balls so arthritic hands can use them."
      5. "Volunteer with an organization that brings dance classes & performance to disadvantaged youth. If none exists, start a class through your council, place of worship or an after-school program."
    • D. Career Exploration 1
      1. "Are you serious about choreography? Go to the library or a choreographer or dancer who can share this with you. Or, contact a college or conservatory to get information about dance courses."
      2. "Read or find out about 3 famous professional dancers, past or present. Learn about their background & training. What special challenges did they overcome?"
      3. See a dance performance & read the program to find out the job titles of people involved in the production. Do research at the library or ask a professional in the world of dance for answers to questions you have. Create an illustrated booklet on dance.
      4. "All dancers work with music. Explore careers in composing, recording and performing music expressly for dance."
      5. "Brainstorm 6-8 careers or jobs related to dance, such as physical & dance therapists, teachers, chiropractors, & choreographers. Make a picture book, cartoon, play, video or game that would expose young girls to these careers."
  • Just Jewelry
    • A. Skill Builders 2
      1. *"Do first. Look through magazines, stores, & notice what others are wearing. Collect photos, ads or sketches of jewelry that appeals to you. Draw an item you would like to have. Using this, execute a design in 1 of the other Skill Builder activities."
      2. Put together a toolbox of equipment needed to make jewelry. Consult someone who works with jewelry to learn about some handy tools.
      3. "Learn about jewelry findings. Clasps, setting for stones, backs for pins or earrings. Investigate different types on your jewelry. Find 5 clasps on bracelets. Where can you buy them. Make an item of jewelry using findings."
      4. Jewelry is often crafted from previous metals. Craft a piece of jewelry from commonly found items. Mix & match materials.
      5. Beads are a common jewelry element. Recycle beads from old pieces and make into new designs.
      6. Make a pin or pendant using a combination of at least 3 different materials.
      7. Do research on history of jewelry. Track a particular type or find out about a particular culture or period. Display what you have learned in an attractive way.
    • B. Technology 1
      1. Professional jewelrs use tools & techniques to complete their work. Work with a jeweler using 1 or more of the following: soldering; mold making; forming metal by twisting; hammering; pulling; heating; casting metal; stone setting or metal engraving.
      2. "Learn about metals used in jewelry making. Compare the characteristics of each & determine why one metal might be used over another. Select an item you own, or would like to own & find out more about its metal composition."
      3. "Colorful stones & gems used are minerals & crystals. Arrange collection of 20+ stones, minerals, gems or crystals used in jewelry. Use photos, illustrations or actual samples."
      4. What technological advances have occurred in jewelry composition. Find examples of jewelry created through these new techniques & compare with pieces of years ago.
    • C. Service Projects 1
      1. Contribute an item of jewelry you have made for a troop money-earning project or some similar worthy cause.
      2. Help a group of younger girls with a jewelry craft project. Design your own activity or consult with adults on what would work.
      3. Help a group of younger Girl Scouts earn the Jeweler badge or the Art to Wear Try-It
      4. Jewelers belong to craft guilds or art leagues. Find out if there is an assoc. for artists or jewelers in your area. Contact them & learn how members help each other. Volunteer to help.
    • D. Career Exploration 1
      1. Jewelry making can be one artisan or a huge business. Identify 10 or more careers related to jewelry making. Learn about a career that interest you.
      2. "Start a business selling jewelry you have made. Create a display, determine the cost (don't forget to figure in your time to make it, as well as cost of materials)."
      3. Which schools offer courses in jewelry crafting & related fields? Write & get a catalog that outlines classes available. Keep this for future reference.
      4. Interview a professional jeweler. Develop a profile of the training & experience that led her to this job. Find out what's most rewarding as well as negative aspects of her job.
  • Museum Discovery
    • A. Skill Builders 2
      1. "Visit a museum. If possible, arrange a ""behind-the-scenes"" tour. How is the museum meetings its mission. Discuss what you likes most. What would you change?"
      2. "Develop a mini-exhibit for your GS Council on GS History. Research, organize, catalog, exhibit and learn how to care for the display items."
      3. "Choose a theme (children, film/broadcasting, history, science, autos, fashion art, etc), determine objectives, plan exhibits/activities. Diagram 1 or more of the exhibit spaces."
      4. "Visit or learn about the exhibits at Juliette Gordon Low GS National Center or GSUSA's National Historic Preservation Center. If possible, visit a historical exhibit at your council."
      5. "Build a model or draw a blue-print of a site, such as medieval castle, modern sky-scraper, sports arena, or neighborhood. Describe your model in writing on an exhibit card."
    • B. Technology 1
      1. "Visit 3 American & 3 virtual museums online, log what you see & compare your experience to an actual trip. Develop an online tour for a family member based on interests."
      2. Museums house priceless collections. Discover the high-tech security methods museums use to protect their collections.
      3. "If moon rocks were exposed to air, they would rust. Find out about special lighting, temperature & humidity systems museums use to exhibit rare & delicate objects."
      4. "Visit a museum & check if it is accessible for disabled people. What technologies are used to aide the disabled. After your visit, list recommendations on how you would improve the facilities."
      5. "Find out how audiovisual materials such as videotapes, music cassettes, films, slides & photographs are preserved."
    • C. Service Projects 1
      1. Develop or facilitate an activity for younger Scouts at a museum. You might arrange a sleepover at a historical site or a science museum.
      2. "Create a small exhibit. Show this exhibit. Topics might include women in the arts, women's inventions, history of your favorite music or dance, fashion, a conservation issue or civil liberties."
      3. "Form a museum assoc. for people your age, explore ways to provide service to a local museum, library, botanical garden. Or participate in an existing volunteer program. Evaluate your training/experience."
      4. "Develop a directory of local/regional resources for your council/service unit. Include museums, historical societies, archaeological sites, gardens, zoos, etc. Include features that make each site accessible. Can they provide educational exper. for GS's?"
    • D. Career Exploration 1
      1. Find about 3 careers that are museum-based. Find out what educational preparation & training are required for these positions.
      2. Identify 2 museum studies programs at colleges or universities. How would they enable you to work in a specific kind of museum?
      3. "For 1 day, shadow someone with a museum-related career. If none is your area, see if there is an outreach program that comes to your city. What kinds of skills does the person practice on the job?"
      4. "Learn about maintaining exhibits at living museums such as zoos, aquariums or gardens. Request a behind-the-scenes tour, ask questions about training & experience in the field."
      5. Work as an intern or aide in a museum.
  • On a High Note
    • A. Skill Builders (2)
      1. Poll your class or troop on music types. Plan a program including music from the top 3 or 4 musical categories. Present the program at an assembly or your GS program activity.
      2. "Karaoke singing is popular. Arrange for a karaoke party for your troop. With enough practice, you could put on a show!"
      3. Investigate roles of music in your & another culture. Is it part of celebrations? Compare 2 cultures & create a visual and/or audio presentation. Share with others.
      4. Music is part of religions around the world. Listen to the music in your place of worship. Visit others & discuss how they differ from your own.
      5. "Opera has a long & rich history. Borrow & listen to tapes of operas in 3 languages other than your own. Share 1 selection with your family, friends or Girl Scouts."
      6. "Attend at least 3 types of musical performances or concerts. Keep a journal. Using your journal, put on your critic's cap, write an article about 1 performance for a school or scout publication."
    • B. Technology 1
      1. "Computers are part of the world of music. Visit a music store. Learn which instruments rely on computer technology to make sounds. If possible, use software for composing music electronically."
      2. Visit a museum that displays musical instruments. What changes have taken place in equipment? Create a scrapbook of old & new products in the musical field.
      3. "Go online & explore various ""music"" rooms/information on the WWW. ""Chat"" with other teens about your own musical interests & favorite artists."
      4. Learn about advances in music-recording technology. Compare the same song recorded several decades ago with one recorded recently.
    • C. Service Projects 1
      1. Put on a singing show at a local nursing home. Invite the audience to sing along.
      2. "You are familiar with band instruments. Do you know about handmade instruments? With younger girls, create a world band, using handmade & school-band instruments."
      3. "Background music is an integral part of films. Listen to musical scores from movies or TV shows. Create your own original background music score. Tape it or play it ""live"" to enhance a presentation, puppet show, or story-telling time."
      4. Learn song-leading techniques. Or help create a GS chorus or band with younger girls. Select pieces appropriate to their age. Practice several weeks and put on a concert for parents & friends.
    • D. Career Exploration 1
      1. There are many careers in music. Visit a music school or music dept.. Talk to people you meet & find out how they got started in the field of music.
      2. "Music can set poetry to tune. With a partner, put your words to her music or vice versa. Or set to music a poem from your Cadette/Senior Handbook or Resource book for Seniors."
      3. "Practice being a radio disc jockey & create a half hour musical program. Include commercials, & public service announcements. You may want to put on your show for a children's hospital or community center."
      4. Learn basic conducting techniques from your music teacher. Shadow your school's band or orchestra leader to improve your conducting techniques.
      5. Music is said to have a healing effect on the ill. What does a music therapist do? Arrange to shadow or interview someone in such a career. Ask about the challenges & rewards of this profession.
      6. Play the role of a music critic & review a performance for a school or local newspaper or class.
  • Paper Works
    • A. Skill Builders 2
      1. Papermaking was developed in China centuries ago. Follow the directions in your book and make your own paper. Get permission from a parent or guardian before starting this activity.
      2. "Papier-mache is popular because it is easy to learn. Make a mold for your project, & do a project. When you are finished, let your project dry. Paint your project & finish with a shellac or varnish."
      3. Paper cutting is an art form in many cultures. Find out about tools/expertise needed & participate in a class or try a kit on your own.
      4. "Decoupage is a craft where paper is glued to a surface. Create your own design using cut paper, once dry, decoupage it!"
      5. Origami is paper folded to create 3D art. Refer to a book on the topic or work with someone who knows the art and complete at least 3 different designs.
    • B. Technology 1
      1. Visit a paper plant or processing facility. What equipment is needed to make products? Has technology improved the development of paper products? Does this process differ from your own paper-making process?
      2. "Archivists rely on different types of paper. Learn how the following affect the longevity of paper products: acid-free stock, rag content, dyes & finishes."
      3. "Use a computer program & design some stationery, posters, greeting cards or something else. Compare the results from color printers to that of black-&-white printers."
      4. "With aid of computers, develop a catalog of craft projects you & your friends have made. Include illustrations if possible. Develop a price list. Print & distribute to others."
    • C. Service Projects 1
      1. Organize a paper drive collecting paper to be used in craft projects by your or other troops or groups. Collect a variety of paper goods.
      2. "Using a variety of paper products, learn the technique of bookmaking. Make a scrapbook or journal & give to a friend who is attending a wider opport. Ask her to record her trip & share upon return."
      3. Help a group of Brownie or Junior Girl Scouts complete an art project that involves the use of paper.
      4. Design & make greeting cards for a holiday or event. Donate these to a group who can use them.
    • D. Career Exploration 1
      1. "Many are involved in processing paper. Find out about at least 2 of the following careers: chemist, wallpaper designer, paper wholesales, gift shop owner, greeting card buyer and printer."
      2. "Develop a money-making project by designing cards, gift tags or gift wrap. Use a computer to design & produce your product. Or, try calligraphy, stenciling or fabric bonding."
      3. "Visit a paint store, home improvement center. Find out what types of wallpaper are avail. and how they can be used for different decorating purposes."
      4. List arts-related careers that use paper. Find out the skill level/training needed for each and rank them. List schools in your area that provide this training and share with others who are interested.
  • Photography
    • A. Skill Builders 2
      1. "Visit a camera store or talk to an experienced photographer about cameras. Ask about point & shoot, 35 mm cameras, underwater cameras. Inquire about lenses used for special effects. With a camera, take pictures. Experiment with different lenses & angles."
      2. "Learn the basics of using a 35mm camera. Find out how to load and unload the camera, when the change shutter speed and f-stop and how to focus. Shoot a couple rolls of film and record the settings of each picture for reference."
      3. "Accessories. List different accessories available. Which will you need for two of the following: close-up photos, portraits, or nature shots. Go to 2-3 stores & compare prices of cameras & equipment."
      4. "Talk to an amateus photographer about the basics of composition, including background, distance, depth of field and lighting."
      5. Take a series of pictures based on an interesting theme. Put them together in a scrapbook or framed display.
    • B. Technology 1
      1. Try your hand at developing & printing by taking a photography course. Work with an experienced photographer or mentor.
      2. "Photographers use different film speeds. Over time, shoot the same subject under different conditions. Which light achieves the most dramatic or artistic effect? Display the best pictures or create note cards for your troop."
      3. A treasured photo of a relative or friend is ruined! Don't despair; it can be fixed! Learn how computer technology can restore damaged photographs.
      4. Digital photography is popular because of speed with which you can obtain an image. Discover how your newspaper is using this technology. You also can speak to a photographer or go to the library to learn more about digital photography.
      5. "Can you take a photo of heat? Infrared film is used for aerial photography. Find out how ecologists, botanists use infrared photography in their line of work. Practice taking pictures with infrared film during day or night."
      6. "Learn how digital cameras record & manipulate images. Speak with 1 or more: a photographer, librarian, someone at a newspaper or advertising firm or an employee at a photocopy center or photo lab."
    • C. Service Projects 1
      1. Create an album of troop or group events for your council's archives.
      2. Offer to photograph a holiday or special event for younger children or senior citizens.
      3. "Compile a list of community resources in the field of photography for your council. Include professional photographers, stores, labs, courses, photo galleries, etc."
      4. Photograph a community event and send it to the chamber of commerce. Suggest its inclusion in a brochure.
      5. Organize a troop or council one-day photo shoot. Collaborate with other organizations in publicizing the event. Ask professional photographers for help.
    • D. Career Exploration 1
      1. "Shadow a news photographer for several assignments. Does she ""pose"" her subjects, take candid shots or use artificial lighting? Does she interview her subjects or just observe their actions?"
      2. "Photography is used in a number of fields. Help organize a career fair & invite professionals to show & discuss their work, their training requirements & job benefits."
      3. Get a part-time or summer job in a camera store or take a basic or advanced photo course to learn new skills.
      4. Study careers of famous female photographers. What obstacles did they have to overcome to achieve success? What was their training?
      5. Join the school newspaper or take photographs of troop or council events to become adept at fast action shooting.
      6. "Offer to take ""head shots"" (portraits from the neck up) for a friend."
      7. "Become an intern at a photo lab, portrait studio or other business dealing with photography. Or job-shadow someone working in one of these places. Keep a photo diary & written diary of your experience."
  • Textile Arts
    • A. Skill Builders 2
      1. "Collect samples of wools, cotton, linen, silk & synthetic fibers. Make a folder or notebook of your samples noting care, special qualities, how each would be used."
      2. "Until synthetic dyes were developed.........Experiment with some natural dyes or others. Test your dyes on cotton, linen, or other natural fabrics & complete a project with your dyes."
      3. "Handwork techniques such as knitting, embroidery are used to adorn clothing. Learn one of these techniques & use it to decorate something for yourself or a friend."
      4. Some forms of weaving do not require a special loom. Investigate 3 kinds of loomless weaving & prepare a simple project using a technique of choice. Teach this to younger girls.
      5. Quilting has a long history. Find out how quilting tools are used. What advantages do they offer over the traditional hand methods? Make a quilt piece using either simple hand tools or the new sewing technology.
    • B. Technology 1
      1. "Weaving is one of the oldest & enduring crafts. Experiment with 2 of these techniques. Use of color can make a simple project more exciting. Do 1 project in your book: On a loom make a pillow, in an inkle loom make a belt, on a backstrap loom make a belt"
      2. "Computer programs offer a way to design textile projects before cutting. Use a program to coordinate colors, design a quilt, enlarge a design. Show someone else how this flexibility can help you plan your project."
      3. Visit a crafts dealer & find out ways technology has transformed craft making.
      4. Select a craft or skill that involves textiles & find out more about production methods or tools.
    • C. Service Projects 1
      1. Make sure your meeting place is stocked with craft supplies.
      2. Compile directions for making favorite textile craft projects. Make activity cards or a booklet to share with others.
      3. "Invite members of a senior citizens' group to join your troop in sharing craft ideas. Find out their favorites. How do they compare with yours? Together, plan a craft exhibit for your council or community."
      4. Organize an event surrounding demonstrations of textile-related crafts from the past to present. Invite adults of all ages to assist you in demonstrating these crafts. Give participants the opportunity to make some of the crafts themselves.
    • D. Career Exploration 1
      1. Plan your own small-scale money-making project.
      2. "Some occupations revolve around design, care & use of textiles. Find out the requirements for 2 careers & how they relate to fiber & textile industries: weaver, pattern maker, seamstress, chemist, engineer, designer, historian & preservationist."
      3. Interior designers specialize in textile-related design elements. Collect information from book & magazines. Try at least 1 of the projects listed in your book.
      4. Visit 3 craftspersons in your area & learn how they learned their craft. How much training was required? How did they get started? Ask for suggestions on developing a portfolio of crafts.
  • The Performing Arts
    • A. Skill Builders 2
      1. "All performers warm up before performing. Look through magazines/books or talk with music, dance or theater teacher. Ask to see 3 different warm-up exercises. Practice each of these 5 times over a 2-week period."
      2. "Before TV, people listened to radio. Practice reading a story aloud to a group. Learn storytelling techniques, then tell the story to your group."
      3. Performers experience stage fright. Interview or read about 2-3 performers. Identify & write about 3 techniques used to overcome stage fright. Try one out as a public speaker or performer.
      4. "Join your local choir, chorus, band, dance or theater group. Rehearse & perform for others as a part of this group."
      5. "Give a solo performance! Sing, dance, act or play a solo on an instrument in front of people. Practice for at least 2 weeks before your deput. Keep a journal."
    • B. Technology 1
      1. "More performers are incorporating technology into their presentations. Observe a production & list the technology used in it. Include the obvious workings of technology (lights, sound, fog) and the less obvious (acoustical materials, turn-tables, etc)."
      2. "Visit a concert hall, auditorium or theater with a friend or group and practice speaking without a microphone. Find out where the sound is better & why?"
      3. Floors used for professional dance are constructed to protect dancers. Talk with a dance instructor and learn how floors are built. What sorts of injuries do they or don't they prevent?
      4. Find out about different recording performances. Watch 2-3 recorded performances & observe what techniques were used. List advantages/disadvantages of a recorded performance rather than one that is live. What is lost or gained?
      5. How has technology shaped music over the last 20 years. Talk with performers. Read about audio & media technology in magazines. Or do library research on the history of the music industry.
    • C. Service Projects 1
      1. "Participate in a read-a-thon at your library. Choose your selection carefully. Look for something interesting, entertaining & age-appropriate."
      2. "Introduce younger Girl Scouts to performing arts. They can either perform or observe; but take 2-3 trips to concert halls, theaters, or arts center."
      3. "Create a performance based upon a ""message""; i.e. how to resolve conflicts or contribute to a community. Perform for an audience."
      4. "Sing, dance, play or act at a senior citizens' center. Consider hearing and/or vision impairments during your presentation."
      5. "Participate in a performance that helps the community: a park or new school dedication, summer parks program, multicultural awareness day, etc."
    • D. Career Exploration 1
      1. "Read, watch or listen to a biography/autobiography of a famous performer. How did she succeed? Could you succeed in the same manner now? Why or why not. Did she overcome any obstacles?"
      2. What to teachers & performers have in common? Talk with teachers at 3 different grade levels & find out how they use performing techniques in their day.
      3. What qualities does a good speaker need to be in command of an audience? Make a chart illustrating 3-5 skills. Are these qualities you possess or would like to develop?
      4. "Interview 2-3 professional, amateur or ""behind-the-scenes"" performers. Ask about training, challenges encountered, availability of work and any advice they would give someone starting out."
  • The Play's the Thing
    • A. Skill Builders 2
      1. "Be an offstage star! Work as a stagehand or technician for a school or community production. Receive training for 5 days, work the show for 5 days. Keep a journal of your experiences."
      2. "Actors bring a play to life. Select a monologue from a play & perform it for an audience of friends. Or try this: Act out a situation from your book. Create a character for each girl, change roles & see what happens."
      3. Write a short play to help girls deal with a contemporary issue. What works & what doesn't? Listen to suggestions from actors/readers & make changes. Revise your play.
      4. Direct or produce a play. Keep a journal of your experiences as a director or producer.
      5. Become a seasoned theater critic. Attend 3 types of plays & write a review for each. Try to get your reviews published - or publish them yourself on the WWW.
    • B. Technology 1
      1. Learn about different stages. Which is better for a small cast? For a big musical comedy? For a drama? Why? Explain your reasons.
      2. "Learn about stage lights. Consult a theater designer if possible. Identify different types of lights. Which lights are used for what type of effect? How do they operate? What is the purpose of lighting ""gels""?"
      3. Create a set design or lighting design for a particular play. Consult a theater designer. Create a set or lighting design for 2 different scenes. Get feedback from your players or director.
      4. "Fog suddenly rolling in! Snow falling! Pick 3 effects & find out how each is done by speaking with the stage designer, reading a book or talking with a drama teacher."
    • C. Service Projects 1
      1. "Volunteer as a gofer, ticket person, usher, or program writer for your local community theater. Make a commitment of at least two weeks."
      2. Volunteer with children in a day-care center or hospital. Introduce them to the theater. Make at least a five-session commitment to these kids.
      3. Help your council with its theater camp by assisting with the administrative and/or creative end of things for at least one week.
      4. Volunteer at your local Light-House or Guild for the Blind. Tape-record plays & books or organize others to do recordings.
    • D. Career Exploration 1
      1. "Read about or watch a TV biography about 2 famous actors, playwrights, lyricists, designers or directors. Identify 5 things they did in order to succeed. Would you do these?"
      2. "Look through college catalogs & identify 5 schools with good drama programs. Compare costs, as well as entrance & graduation requirements. Create a resource for students in your high school who are interested."
      3. Talk with teachers who design & direct shows at your school. Find out about training & experience needed. Speak with community theater directors and ask the same. How would go make a living while aiming at the stars?
      4. "Create a story or a coloring or picture book to teach younger girls about 1 of the following careers: actor, playwright, director, etc. Have 3-4 girls review your work."
  • Visual Arts
    • A. Skill Builders 2
      1. "Design a ""home studio"". Stock it with construction paper, scissors, tape, glue, crayons, markers & any other drawing medium."
      2. Work with a local artist or craftsperson in her studio. Decide together what your responsibilites & time commitment will be.
      3. "Create a painting, drawing or sculpture that expresses something you feel deeply. Show the artwork to others."
      4. "Visit a museum, gallery or shop that sells postcards of paintings. Do an art activity based on paintings you liked."
      5. "Take a walking tour with friends & stop at points where art objects may be seen. Look for sculptures, murals in public places, mosaic tile art of floors or walls."
      6. "What skills are needed to become a fine artist? Learn about & practice 2 of the following: perspective, composition, color & design, light & shadow."
    • B. Technology 1
      1. "Create an original work of art in a 2-D medium. Learn the procedures & try individual ways of handling your medium. Learn about the chemicals, solvents & tools used in your medium."
      2. Find out about etching & another printing method by reading about it or visiting a museum or gallery. Create your own plate or block from which to print.
      3. How are fabric designs created? How are they designed for permanency? Ask a textile designer or teacher for answers to these questions. Create a design for fabrics you would like to see in stores.
      4. "Make a sculpture of a human figure using an armature, a wire frame upon which you apply pieces of clay. Use self-drying clay."
    • C. Service Projects 1
      1. Help design & paint a mural depicting a scene that stresses cultural appreciation. Display your work.
      2. Use recyclable materials to create a sculpture that shows the need to reuse materials to protect the environment & benefits of recycling.
      3. "Use popsicle sticks, clay, colored paper or anything else to create a 3D model of an ideal playground structure that could be used in a park."
      4. Become an expert in a visual art technique & volunteer to help seniors use this skill in a project.
    • D. Career Exploration 1
      1. Interview or shadow for a day an artist in your community to determine her special qualities & skills.
      2. Art therapists help people analyze their behaviors & feelings through use of drawing & painting. Ask a therapist about the rewards & challenges of her job.
      3. Interview 2 art teachers working at different age levels. Ask them how they schedule to both teach & create art. What challenges are there? What advice would they offer one starting out.
      4. "Meet with or read about an artist who works in a craft such as pottery, photography, weaving, silk-screening or jewelry making. What steps did it take to develop her career? What was the most interesting?"
      5. "Become a docent, or tour guide, at an art museum."
      6. "Visit an art museum & view the work of a favorite artist. Find out: type of childhood the artist had, what their early career was like, what challenges they overcame, how their style has changed over time."
  • Women Through Time
    • A. Skill Builders 2
      1. "Explore your personal history by finding out about women in your family. Look back 2 generations. Record interesting details about her live, personalities & traditions in a scrapbook, on audio-tape, or on videotape."
      2. Conduct an oral history interview with an older woman. Ask her what it was like growing up. What educational & work opportunities were there? What major childhood changes do you see from then to now?
      3. Look through magazines from 20 or more yrs. ago. How were women written about? Go back further in time. Can you see changes in the roles of women from one period to the next? Make a historical or artistic collage to illustrate your findings.
      4. Explore the life of Juliette Gordon Low. Visit her birthplace or read about her in historical materials. What events gave her the strength & vision to inspire the GS movement? Write an essay or discuss your findings with your troop.
      5. "Read a diary, journal, or autobiography of a woman who lived at least 25 years ago. Keep your own journal for at least a month."
      6. "Select an era in American history that interest you. Find out what it was like to be a woman during that time period. Read a book, view a documentary or visit a museum. Share your discoveries with your troop."
    • B. Technology 1
      1. "After searching the web for information on female leaders throughout history, develop an interactive game, videotape, or audiotape describing their accomplishments."
      2. "Find a way to share information & to celebrate the role of women in science & technology for National Women's Hisotry Week, National Science & Technology Week or another celebration."
      3. Put together a multimedia program that honors the contributions of women in a particular field.
      4. "Learn a skill, domestic art or craft practiced by women in earlier times but replaced by technology & busy lifestyles. Make something as a gift for someone."
    • C. Service Projects 1
      1. Develop a display about women's history or women's issue for your library or school. Present this information to younger girls in a lively way.
      2. Create a walking tour that addresses the historical contributions of women in your community. Include streets & buildings named for women.
      3. Help develop a brochure or hands-on activity for a historical museum that interprets the daily lives & times of girls & women. Or assist as a guide.
      4. "Become well-informed about an issue affecting women, such as breast cancer, domestic abuse, elder or child care. Volunteer to help an organization that deals with the issue."
      5. "Organize or participate in an event to honor the contributions of women in your community, or an event honoring Girl Scouts."
    • D. Career Exploration 1
      1. Interview someone who works in a field that deals with women's history. Find out what she likes about her job & how she sees it as connecting the past with the present & future.
      2. Research changes in women's career opportunities in professional sports over the past 30 years. Learn about the lives of 3-4 women who have contributed to changes in this area. Discuss the changes with your troop.
      3. Explore women's roles & opportunities in the US Military service or in politics. Trace women's historical impact & present-day service. Interview a woman who has served in the military or in politics.
      4. "Read about a woman who was a ""pioneer"" in a nontraditional career. Or interview a woman who works in a career such as engineering or aviation. What obstacles did she face? Did anyone serve as her mentor?"
      5. Investigate at least 3 different women's history or women's studies courses in schools or higher education. Interview someone who is a student or adviser in one of these programs if possible.
Communications

The following Interest Patches are all in the area of Communications.

  • A World of Understanding
    • A. Skill Builders (2)
      1. "What would you do to host a visitor from another country? What would you show her that is typically ""American"". Make a one-week itinerary for this visitor."
      2. "Choose a section of your town & create a ""walking tour"". Identify cultures of people, who settled the area. Did any famous people live in the buildings? If possible, take a small group of the tour you created."
      3. Explore cultural identity of your family by tracing your roots. Create a family tree with at least 4 generations. Include things of significance. Create a chart to distribute your tree with other family members.
      4. "The Nobel Peace Prize has been awarded to military leaders & pacifists, diplomats & philosophers. If you were on the committee today, who might you nominate? Learn of 1 women who received the prize."
      5. "Participate in mediation training, peer leadership program or a guided role-play focusing on world peace topic. What connections can you make about mediation between individuals & groups or nations?"
      6. Plan & stage an event where girls wear clothing from a different culture. Discuss what that clothing tells you. What roles & behavious are expected of these women?
      7. Pick a country & plan a trip. Use 3 different resources to learn about the country. Plan your travel itinerary.
    • B. Technology (1)
      1. Watch 3 different news shows. Make a list of topics & countries highlighted. What type of stories are selected to air about other countries? Discuss with a group of friends.
      2. Search the Internet for information on a country or culture that intrigues you.
      3. "Learn about how computers are used for translating languages, especially those that use a different alphabet or character."
      4. Find out how technology is used to identify important information about artifacts from different cultures.
      5. Use a shortwave or ham radio to listen to broadcasts from abroad.
    • C. Service Projects (1)
      1. "Work with an organization, religious group or program that helps immigrants settle into their communities."
      2. Plan a dining experience with a foreign exchange student. Research restaurants that serve ethnic foods. Compare how this food is same or different than the student's home country.
      3. Volunteer with a local group that teaches English as second language. Exchange cultural information with that person.
      4. "Help organize an exhibit or celebration for World Peace Day, November 17."
      5. Find out about a religion that differs from yours. Learn about the predominant religion of another country or in this country. List adaptation you would make in living & eating habits if someone from this country visited your home.
    • D. Career Exploration (1)
      1. Interview someone who has gone on an international wider opport. through GS or has been an exchange student in a foreign country. What did she do to prepare? Will her experience help her choose a career?
      2. "Compare business customs in 3 different countries. If possible, interview someone who conducts business abroad and find out what customs they observe as part of their job. Do these customs differ from those practiced in the US?"
      3. "GS is dedicated to serving all girls. Explore the careers within Girl Scouting, especially those dealing with pluralism and diversity, cultural awareness & international affairs."
      4. Learn about Peace Corps. Find out what kinds of qualifications are needed to join. Speak with someone who has been a volunteer or have someone visit your troop.
      5. "Investigate at least 2 colleges that offer degrees in political science, international affairs or fields which might lead to a position in the siplomatic corps."
  • Computers in Everyday Life
    • A. Skill Builders (2)
      1. "Find out about computers & their capabilities. Learn about hardware, internet access, add-ons, etc."
      2. "Learn to use Word Processing. Learn to edit, spell-check, cut & paste, etc. Write paper for school or scouts using program. Apply program to activity."
      3. Learn to use a desktop publishing program. Create a newsletter or brochure for your troop.
      4. "Learn to use a spreadsheet program. Master formatting, editing, entering & orgranizing data. Use program to keep family budget or troop finances."
      5. Play 3-4 computer games. Which did you like? Why? Discuss with others.
      6. Find out about at least 2 computer applications that enhance the lives of people with disabilities.
    • B. Technology (1)
      1. "Read reviews of hardware, software & web sites. Interview 3-4 users to see what they look for. Develop checklist of criteria & share it."
      2. "How many times is your life affected by the computer? Keep a log for a week, share with others."
      3. What amazing things are happening in the movies now? Compare to early motion pictures. Host a video night showing movies enhanced by computer effects.
      4. Find out how computer technology has changed household appliances. List advantages & disadvantages.
      5. Investigate how info. is stored on credit cards. Find out how to protect against criminal use of this info.
    • C. Service Projects (1)
      1. "Help set up a computer, modem & ISP for a community in your area. Assist in teaching how to use it., i.e. sending e-mail."
      2. "Set up directory of community resources, scan photo collection, organize recipe collection or develop computer application for someone."
      3. Use a computer to produce informational brochure/newsletter for a community organization or your troop.
      4. "Design a flier for families on the Internet including safety & ""Netiquette"" tips. Share your flier w/your council or school."
      5. Set up neighborhood software library or computer game exchange.
    • D. Career Exploration (1)
      1. "Compile Web site directory containing career info. Create major categories like technology, medicine, law & education. Share with others."
      2. "Investigate careers possible from home using computers, tech. support & access to online resources. Interview 2 people who work at home. List advantages & disadvantages, is special hardware/software needed?"
      3. "Investigate computer careers: salesperson, computer programmer, software developer. Interview 2 professions in person or on-line."
      4. "Identify 3 types of businesses/industries which, while not computer-based, rely heavily on computers. Share your findings."
      5. "Find out how your school, GS Council or other group creates fliers, newsletters, invitations. Who does what? Assist in some stage of the process."
  • Desktop Publishing
    • A. Skill Builders (2)
      1. "When you are desktop publishing, you don't have to be artistic. Collect samples of newsletters, stationery. Take 1 category & decide what appeals to you most and why?"
      2. "Learn to use 1 desktop publishing program. Design a card, letterhead or newsletter. Print your piece on color printer."
      3. Review resume formats. Write a resume using a template. Create your own design or use a resume form avail. on desktop publishing software.
      4. "To be a good desktop publisher, you need editing skills. Learn to spell-check, proofread & format paragraphs, Develop your skills by tightening your copy."
      5. "Find out about copyright laws, public domain, plagiarism & use of trademarks. Find out how to copyright your own work."
    • B. Technology (1)
      1. Visit computer store to find out about different computer hardware used for desktop publishing. Compare features. How much hard drive is necessary to run publishing software.
      2. Arrange for a tour of a local print shop. Learn about basics in the business. Follow a project is progress.
      3. "Find out about desktop publishing on the Internet & WWW. Visit several sites & compare. Learn about online files of clip art, pictures & fonts and how to download them."
      4. Learn how to use a scanner to transfer photos into your computer program and onto the page.
      5. "Find out about changes in desktop publishing have occurred in the last 10 years. Are there differences in production time, quality?"
    • C. Service Projects (1)
      1. "Help write, edit & design at least 2 issues of a newsletter for a nonprofit organization."
      2. "Design a logo for a group or patch using desktop publishing. Present your ideas to a selection group. If possible, be involved in pricing the finished product."
      3. "Crease cards, invitations or programs for a community group. Present the product for approval after developing a model. Choose complimentary paper."
      4. "Compile booklet of poems & illistrate it with your own graphic arts. Use type, layout & paper that enhance the theme."
      5. Teach what you have learned about desktop publishing to Junior GS. Help them create a newsletter.
    • D. Career Exploration (1)
      1. Investigate 2 careers related to desktop publishing. Learn about daily responsibilities involved in this career. What volunteer opportunities are avail?
      2. Investigate courses at a community college or university that would lead to careers in desktop publishing or computer generated design.
      3. Keep a portfolio of your best work. Speak with an art or business teacher to get ideas for presentation.
      4. "Start your own business in desktop publishing. Determine specialization, develop a portfolio, make logo. Log expenses & earnings."
      5. "Spend time with a printer or designer. Note hardware, software & techniques used in the job."
  • Do You Get the Message?
    • A. Skill Builders (2)
      1. Learn words in another language. Be able to communicate 5 short phrases in chosen language.
      2. "Develop your debating skills. With group of four, form 2 teams, take opposite sides of the issue and debate before audience."
      3. How does someone's appearance or clothing influence your impression? Observe current fashion. Make collage or display using advertisements. Do these ads send biased or sexist messages?
      4. "Which is more important, what you say or how you say it? What affect does tone of voice have? Role play using body language, facial expressions, or hand motions and analyze your findings."
      5. "Use humor to convey a message. Write a funny caption, create a cartoon or tell a joke to a group."
      6. "Something that is acceptable in one culture, may be offensive in another. Discuss regional and cultural differences."
      7. "How does a particular physical environment affect you? Analyze surroundings in several places. What do colors, textures, & furnishings tell you. Share your observations."
    • B. Technology (1)
      1. "Design costume display to communicate: ""I want to - be noticed, blend in, relax or impress someone"". You may include illustrations or actual garments."
      2. Develop an advertising campaign targeted for a specific group of people. Create an ad campaign for one product or service.
      3. "Technology plays important role in creating a model's ""look"". Learn about techniques used to improve or enhance appearance. If possible, go to a photo-finishing store that does computer enhancement - make your school picture ""perfect"""
      4. "Listen to lyrics of popular songs, watch videos. How are womgirls represented? Share your observations."
    • C. Service Projects (1)
      1. Develop & administer a survey to girls in your school related to the way females are portrayed in the media.Come up with 3 or more questions and try out your survey. Analyze & share results.
      2. "With a partner or group, arrange a self-defense workshop including demonstrations by experts."
      3. How can you improve messages in the media? Design a positive media campaign or reword several news reports to convey positive messages.
      4. Create a game that helps younger girls sharpen their communication skills.
    • D. Career Exploration (1)
      1. Interview someone older than you about significant school or work experiences they had at your age.
      2. "Find the differences between speech pathologist, speech coach & speech teachers. Read about or interview one of above. Share what you learned."
      3. List 3 careers in which language skills are particularily important. Describe skills necessary to succeed.
      4. Write a resume that accurately describes your education & work experience. Do job interview with a friend.
      5. "Design your own business cards, including name, your title, and name, address, city and phone number of your business."
  • Exploring the Net
    • A. Skill Builders (2)
      1. "Learn about options for accessing the WWW. Find out who they are, compare costs and services (including telephone costs)."
      2. "Develop family and/or personal guidelines for using online services. Discuss costs, reasonable amount of use, parental guidance, shopping by computer, etc."
      3. "Find out about URL's. Find 2 sites in each: .com, .gov, .org, .edu and visit web sites in a country other than the US. How are countries identified in an address? Develop a ""hot list"" of 10-12 sites."
      4. "Learn to use key words in searching for information. Learn shortcuts, do a search that will give you answers to specific questions. Keep a log or use bookmarks to mark sites you've visited."
      5. "Find information on ""netiquette"", ""nethics"" and ""net jargon"". Determine guidelines for use and learn some jargon."
      6. Learn to send e-mail. How much does it cost to send e-mail using your service compared to fax or calling. Attach a document from a file and send it. Keep list of favorite e-mail addresses.
      7. "Become an Internet tourist by ""visiting"" a major metropolitian area in the US or abroad. Visit art & science museums, universities, or other places. Share your tour."
    • B. Technology (1)
      1. "Learn to evaluate computer hardware. How many MB's, MHz's does your computer need? What are options for connecting to WWW? Learn about RAM, memory, byte, modem speed. Share with others."
      2. Discover 3 major trends in technology that affect the way the internet is accessed. Learn about hardware & software. Visit computer store.
      3. "Is computer technology responsible for community building? Develop a presentation, display or debate on these issues. Share & discuss with others."
      4. "Learn to assemble a presentation using video, audio & computer graphics. Create short presentation and show it to a group of people."
    • C. Service Projects (1)
      1. "Develop scavenger hunt for peers of younger scouts teaching them to use the Internet. Include questions that take them to different sites asking them to gain info. about science, arts, sports, music or geography."
      2. Host an online chat with Cadette and Senior Girl Scouts on issues facing older girls.
      3. "Help develop a community service Web site for teens. Facilitate linking of people who offer materials, their time to public or private agencies."
      4. "Volunteer your time with a ""Homework"" help line. Offer computer assistance at comm. center or library."
      5. "Open doors. Teach adults to learn how to ""surf the net"". Learn about their interests so you can design a grand tour."
    • D. Career Exploration (1)
      1. Explore 3 careers you are interested in & research how using the Internet might be of value in these careers. Interview people to learn how they use computers.
      2. Use Internet to access info. about a career interest. Learn about educational requirements for the field. Locate 2 school in different areas that meet those requirements.
      3. Discover careers based on the Web. Make a list & interview at least one person who is working on the web.
      4. "Find out about skills needed for Web-based careers. Use the internet to contact 2 businesses, schools & learn about courses available for people wanting to work in these areas."
  • From A to V: Audiovisual Production
    • A. Skill Builders (2)
      1. "Production of movies, tv and videos involves creation of storyboards. Create a storyboard for a scene from a favorite movie or story you've written."
      2. "Listen to a favorite song & develop a video for it. What images come to mind as you listen? What colors & angles are present? Create your own video, slide or illustration presentation set to music."
      3. "Public Service Annoucements address issues like dropping out of school, substance abuse, etc. Using video or audio equipment, crease your own PSA and share it with your community."
      4. """Foley artists"" add sounds to movies. Watch a movie and see if you can catch a slip-up. Tape a scene with sound off and add your own soundtrack."
      5. "Explore world of sound recording. Learn how tape-recorders, microphones or mixing boards work. Tape a family event. Replay and critique."
    • B. Technology (1)
      1. "Find out how video, movie or still camera works. Explore different settings, speeds, exposures and special effects offered."
      2. Find out how slide projectors work. Watch 2 presentations. How would you change the presentation to make them more interesting?
      3. "Digital technology is revolutionizing audiovisual field. How are slides & projections created using a program like ""PowerPoint"" or ""Harvard Graphics"". Watch a computer store demo presentation of multimedia software."
      4. Visit a camera store & learn about a digital camera. Explore uses of digitized pictures. How are photos used on Web pages?
      5. Learn differences between regular and DAT tapes. Listen to traditional and DAT tape. Explore quality of sound avail. via the Internet. Is digital tech. enhancing quality of sound online?
      6. "Visit a TV studio. Take a tour, see how video, sound & editing tech. are used to crease TV shows. Find out how film, text, and sound are edited. What happens prior to production? What work remains for post-production?"
    • C. Service Projects (1)
      1. "Create audiovisual presentation highlighting benefits of GS. Use it to help your council recruit new volunteers, get funding or girls to join."
      2. "Work with others to record history of your community. What was the town like 30, 50 or 80 years ago? Use old maps to illustrate your presentation. Use background music."
      3. Videotape event in your community for people who cannot attend. Make tape available for viewing at your local library.
      4. Volunteer to be a member of your school's AV team or squad.
      5. "Volunteer to create, maintain, or index an organization's photo or slide library."
    • D. Career Exploration (1)
      1. Talk with someone at camera or sound equipment store. What requirements needed to be camera or sound salesperson? What is the pay? What career options could position lead to?
      2. Read a biography or watch a video about 1 person whose invention had resounding impact on media or society. Read about invention. How will it change over 10-20 years?
      3. Find out about education and training required to be a camera operator for film or TV. Gather info. about 1 person's experience in the field.
      4. Get online & chat with a Web Manager at your favorite site. What is her education? How was she trained for her job? What advice would she give someone starting in the field?
      5. Create a comic book or picture book teaching younger girls about careers in AV production. Use storyboarding skills to plan your book. Make characters realistic and positive role models for girls.
  • Graphic Communications
    • A. Skill Builders (2)
      1. "Look through newspaper or magazine for examples of:an illustration, a photograph, advertisement, headline and text. Create your own newspaper or magazine pages."
      2. "Look at posters or fliers in your community. Analyze words, fonts, color and ""white-space"". Design poster or flier to be used as an announcement to an event or party. Share with others."
      3. Look at food products in a store. Look at package printing. What colors or typefaces are pleasing? Visit market & make list of 5 products that you like & 5 you don't. Design your own package.
      4. "Learn a printmaking skill - silkscreen, linoleum cut or woodcut. Create an original design & make at least 3 copies of it."
      5. Logo or trademark of organizations reflect purpose of companies. Look at logos and then create two of your own. How well do they reflect products or services of organization you selected.
      6. Design your own greeting card or note paper using a computer & your own photos or art work. Present the card to someone on a special occasion.
    • B. Technology (1)
      1. "Find out how photos or art-work can be placed in magazines, on T-shirts or puzzles. Talk with a professional photo finisher & ask her to explain the process. Share with others."
      2. "Compare 2-3 computer graphic programs used in desktop publishing. List 3 skills each program allow you to do, 3 hardware requirements of each, cost of the program. Make recommendation to your council-which software to purchase."
      3. "Computers have revolutionized publishing field. Find out the role they play in writing, designing, illustrating & printing magazines, books or newspapers."
      4. "Find out how technology in print shops, newspapers or publishing companies has changed in the last 25 years."
      5. "Calligraphy is ancient art of handwriting. Learn lettering styles. Write a letter, or invitation in your new style. Identify 4 different styles."
      6. Web page design is growing. Look at 5 different sites & identify 3 specific design components. Visit GSUSA's site & compare differences.
    • C. Service Projects (1)
      1. "Volunteer to work on your school newspaper or yearbook, GS newsletter or newsletter of another organization."
      2. "Help younger girls record their experiences in GS. Help them illustrate a story, document or create a graphic depiction of the year."
      3. "Help your GS Council, troop or group design a Web page working with adults & girls. If possible, digitize the artwork and text for them."
      4. "Design letterhead for yourself, your troop/group. Use for invitations, requests for information and thank-you notes."
      5. "Help your council advertise a special event. Design fliers, posters or brochures using 3-5 elements of design."
    • D. Career Exploration (1)
      1. "Talk with a lawyer about copyright rules, regulations, violations and infringements. What issues affect copyright protection today?"
      2. Job-shadow or interview a designer or artist. Why did she go into this field? What is a day like? Write your experiences & submit to your school & community newspaper.
      3. Arrange to visit college or tech. school offering programs in graphics or communications. What are benefits of attending this program? Sit in on a class if you can.
      4. "Field of Web Management/Design is new. Locate 2-3 sites of interest. E-mail 2-3 questions to the Web Manager about her field, training & future plans"
      5. Get a part-time job in a printing shop or photocopy shop. Examine and compare different graphic designs.
  • Media Savvy
    • A. Skill Builders (2)
      1. "Watch or listen to a variety of promotional ads for TV or movies. Compare 3 with the actual movie or telecast. Watch the show. Did the presentation match the actual show?, If not, why was there a difference? Prepare a more accurate promo for a show."
      2. Research a trend in today's society & prepare a 5-10 min. video presentation by taping portions of shows & commercials to illustrate your chosen show. Show your video to your troop.
      3. "Look at a variety of ads, movies or TV shows with characters who reflect the diversity of American society. Are they well portrayed, or are the writers relying on stereotypes? Analyze how screenwriters depict one type of character."
      4. "How do movies, videos, situation comedies, docudramas, infomercials, talk shows & news shows differ. Create a graphic way to illustrate similarities & differences among them."
      5. "Make a collection of ads designed to appeal to teenage girls. Get samples of print ads and record or write brief notes for TV or radio. What kinds of products are marketed? Which are appealing or unappealing, why?"
    • B. Technology (1)
      1. "Innovations in cameras have had an impact on what is seen on TV. Do 1: View an actual production, 2: Make a video, or 3: View 3 different types of shows"
      2. "With the advent of the Internet, explosive growth of cable TV stations and other changes, how do you envision the future of TV. Pick 2 media & share your vision with others."
      3. Critique several popular computer games. Survey 5 friends to find out what they like & dislike. Pick a game you would revise & describe how you would do it.
    • C. Service Projects (1)
      1. "Hold a panel discussion that focuses on effects of TV violence on children. Invite teachers, psychologists, social workers to speak. Encourage audience participation."
      2. How have music videos influenced TV and movie production? Tape segments from shows to illustrate this influence. Present your findings to your group.
      3. "Organize a video & audio library for a school or hospital. Or arrange a collection for children in need. Make sure resources are appropriate, in usable condition and labeled well."
      4. Do a review of TV programming that is on at the prime viewing time for children. Compile a viewing guide with recommendations about acceptabiity of programs and why. Work with a parents group to make a guide available.
      5. Develop a project that would help vision or hearing impaired people. Volunteer at your local TV station to be trained in using closed-captioned technology or assist in putting books on tape.
      6. "Create a safety video to be viewed by children. Choose a topic such as bicycle safety, staying at home alone or first aid and make sure information adheres to Safety Wise standards."
    • D. Career Exploration (1)
      1. Look at the masthead of your favorite magazine. Identify 5 different media careers to explore. Find out more about 1 of these careers by contacting a professional and interviewing her.
      2. "Arrange to observe a video shoot, photo shoot, edit session or taping of a TV show. Note the different jobs on site. Which of these look interesting? Find out more about the field."
      3. Volunteer to be a media critic for a local or school newspaper. Focus on movies and on TV and radio shows that target a teenage audience.
      4. Become media savvy. Find out more about how public relations & communications industries use television to get their message across. Share with others.
  • Once Upon a Story
    • A. Skill Builders (2)
      1. "Read 2 novels or short story collections. Study the mechanics of plot & characterization. Keep a file of ideas, pictures, quotes, words. Add to it at least once a week for a month."
      2. Write a science fiction story projecting what life would be like in the future. Create your own world with its own set of rules. What conflicts would the main characters have to face there?
      3. "Write a historically based fiction story. First, learn about the time in history you are writing on. Who were the famous people? What were important events & politics of that time?"
      4. "If poetry is what you enjoy, learn 3 poems in any style you like."
      5. "Write a play-serious, humorous, melodramatic or lighthearted. Formulate a premise or conflict on which to base the action of the play. What lesson does the main character learn? How does she learn it?"
    • B. Technology (1)
      1. "Writers have their favorite tools (pencils, fountain pens, unlined paper, etc). Try 3-4 techniques. Explain to someone what tools work best for you & why."
      2. "There are different writing, editing & publishing programs. Look through catalogs and compare 3 different software programs. Try one out. Which have the best editing options? Which fit your needs and budget?"
      3. "Watch at least 1 TV show a night for a week. Take notes as you view special effects. In your group, write the 1st scene of a TV program similar to one you studied."
      4. "Use a word processing program to write a fiction story on a topic of choice. After you have completed the story, use computer clip art to illustrate your work."
    • C. Service Projects (1)
      1. Perform a play for an audience. It can be original or a published play that you adapt to suit your needs.
      2. Tutor a younger student in writing skills. Work with him/her once a week for a month. Help them write a book on a topic of interest. It can be as short as 8 pages.
      3. "Collect material about writing classes, workshops, or seminars in your community. Enlist the aid of your librarian or teacher. Organize & share this information with at least 3 budding writers you know."
      4. "Write a humorous story, essay or play based on a real-life experience. Can you think back to a funny incident in your own life you could use? Write it or tell it to a group of children at a hospital or day-care setting."
    • D. Career Exploration (1)
      1. Attend a writer's conference or workshop.
      2. "Interview a writer. Talk about full-time or part-time jobs she holds, type of writing she does, how does she manager her time, Advantages & disadvantaages of her work."
      3. "Find out from a writer about jobs in teaching, editing, or other related areas. Ask her how these jobs sharpen her writing skills."
      4. Which jobs in publishing/entertainment employ strong writing skills? Consult any number of occupational handbooks or review resource list in your book.
      5. Watch or read interviews with fiction writers. What are their sources of inspiration? Strategies for staying motivated?
  • Public Relations
    • A. Skill Builders (2)
      1. PR professionals use a language all their own. Test your knowledge of their jargon by matching terms (pg. 105) with definitions. Ask for help if you need it.
      2. Create a press kit to publicize yourself! Ask a public relations professional for help on what to include.
      3. Public relations professionals must be adept at writing. Complete 1 writing assignment listed on pg. 104/105 of your book.
      4. PR pros must be able to relate to a wide range of people. Be a spokesperson for your favorite cause. Ask your group to observe the role play & critique.
    • B. Technology (1)
      1. """Image is everything"". Host a rountable discussion with classmates. To what extent does image influence your decision to buy, Brainstorm celebrities whose ""bad"" PR has been good."
      2. What technology do PR professionals use to do their jobs? Find out how they track marketing trends.
      3. PR professionals often use polls to find out how their audience feels on an issue. Take a poll to gauge your friends opinions on a local controversy. Share the results.
      4. "Every organization has an image it wants to project. List 5 adjectives GSUSA & local councils use to convey messages about Girl Scouting. Create a poster, TV show or radio ad to correct a misconception."
    • C. Service Projects (1)
      1. Volunteer to help a local organization develop a PR campaign to publicize its services to the community or youth.
      2. Write an article about recent activities/projects of your GS troop. Try to publish the article in your school or community newspaper.
      3. Does your community sponsor an event? Spread the word by designing fliers or posters. Come up with other ways to publicize the event.
      4. Find out from school which organizations serve the needs of people with particular disabilities. Volunteer to work on a PR committee.
    • D. Career Exploration (1)
      1. Interview PR professionals in 3 sectors (business to non-profit). Compare their approaches to publicizing their products and/or clients.
      2. PR professionals have different titles. Call some organizations to find out what some are. Ask for name and title of person who handles PR. Interview 2 of these people. Share your information.
      3. "What PR skills would be useful to someone looking for a job? With a partner, create a job search plan. Help each other develop skills in listening, interviewing & resume writing."
      4. Event planners organize events that are important for fund-raising and PR. Think about an event you attended. What tasks did the planner handle well to make the event a success?
  • Reading
    • A. Skill Builders (2)
      1. "Consider the following categories of books & decide which is your favorite: fiction, nonfiction, poetry or drama. Prepare a creative project illustrating why this is your favorite."
      2. "Learn the meaning of library terms & find examples of at least 5 in your reading: allegory, alliteration, antagonist, blank verse, climax, conflict, comic relief, figurative language, flashback, gothic novel, haiku, irony, interior monologue, parable....."
      3. "Have you read a book where the author seems to ""read your mind""? Find a book that addresses a challenge like yours and read it. Discuss the role of literature in enhancing life's experiences."
      4. Dramatize a scene from a book for an audience. Provide background information so the audience understands the scene.
      5. "Form a book club. All members should read the same book & discuss, and share ideas & viewpoints of the book."
      6. Read literature from a culture different than your own. Compare treatment of a common theme by an American author with its treatment by a foreign author.
      7. "Read 2-3 magazines on any subject: computers, gourmet cooking, car repair, fitness...whatever. Read each issue at least 2 months & discuss the most interesting articles with your group."
    • B. Technology (1)
      1. "What is electronic publishing? How does a manuscript become a book? How are illustrations, maps and graphs inserted?"
      2. Use the Internet to hold a discussion about a book or author. Or use the Internet to help you conduct research for a term paper or project.
      3. Write a synopsis of a book or book review & place it on the Internet. Call for correspondence from those interested in your topic.
      4. "Try out some educational computer games in a computer store. On your computer, create a word game that relates to a book of choice. Ask other to play your game - get feedback."
      5. Visit a bookstore that features old & rare books. Find out how old books & manuscripts are preserved.
      6. "How were books made in the past? Trace development of bookmaking. If possible, visit exhibits of rare books in museums."
    • C. Service Projects (1)
      1. "Entertain young hospital patients with fairy tales. Dress up, make puppets, etc. Involve your audience."
      2. Donate some time weekly to read to someone with impaired vision. Is there a local organization for the blind & how you can volunteer your services through its programs.
      3. "Offer to read or be a story teller in a Head Start or after-school program. Read dramatically, or read to focus on a skills area such as a better vocabulary."
      4. "Hold a book drive to collect used books. Advertise the dates, recruit volunteers to help. Redistribute the books either through a library or another organization."
      5. "Design bookmarks or bookplates for holiday gifts. Give them to hospital patients along w/a new book. During National Book Week or Library Week, give them to younger Girl Scouts or students."
      6. Work with an organization that provides tapes to people with visual impairments or learning disabilities. Tape one or two stories.
      7. Organize a paperback book exchange in your community or school.
      8. Find out about local or national literacy efforts through your GS council. Become involved in a project or event in your area.
    • D. Career Exploration (1)
      1. Hold an event such as author's tea. Ask well-prepared questions about the author's writing process. Ask for advice she can give to younger people who like to write.
      2. 23 What are the roles of a book reviewer & literary critic? Read 3-4 book reviews or essays of literary criticism. What skills & training do critics need? Write 1 short book review.
      3. 24 Read a book that was made into a movie & then see the movie. What are the pros and cons for a writer who wrote the book & and screenplay? Which would you rather write and why?
      4. 25 Learn about the career of a literary agent. What services do literary agents provide writers? How do they earn an income?
      5. 26 Investigate careers in library science. How has this field changed with computerized technology? What work is handled at Library of Congress? Try to shadow a librarian for several hours.
  • The Lure of Language
    • A. Skill Builders (2)
      1. People sharing common activities or professions use specialized languages. Create small dictionary or specialized words for particular activity and share with your group.
      2. "Using unabridged dictionary, identify 5 of your favorite words & trace their origins. Ask your librarian or language teacher for help."
      3. "Become familiar with Sign Language. Learn simple phrases. If possible, attend production for the deaf or hearing-impaired."
      4. People in different regions use different dialects. Compare familiar expressions from different regions. Read 2 books by an author who successfully used dialects in writing. Job down 5 favorite expressions from each book.
    • B. Technology (1)
      1. Go online. Identify 5 new words used in cyberspace. See if you can find an international pen pal.
      2. "Using your computer, listen to a foreign language CD and learn some phrases."
      3. Explore how technology is used to facilitate communication for people with disabilities. Visit a school or clinic for people with disabilities.
      4. "Use visual aids in presentation to trace the progression of writing implements from stone tablets to recyclable paper, quill pens to laptops."
    • C. Service Projects (1)
      1. Learn the alphabet in American Sign Language and teach younger girls.
      2. Experience power of words. Develop a letter-writing project to cheer someone.
      3. "If you are fluent in a second language, produce a one-act play in that language for children or senior citizens."
      4. "If you speak and write a second language, offer your translation services to someone."
      5. Thoughts & feelings can be conveyed through speech and body language. Show younger girls how to convey feelings without using words.
    • D. Career Exploration (1)
      1. A variety of disciplines follow structure & development of languages. Contact a college or university & investigate courses offered in the study of language.
      2. "Interview 1-2 teachers of English as a 2nd language. Ask about their backgrounds, training & greatest challenges. Or, investigate a program offered by a library or literacy group that helps immigrants learn English."
      3. Public speaking skills translate to careers as trainers or translators. Invite someone in these areas to discuss skills she uses on her job.
      4. "A speech therapist or pathologist works with persons who have speech impairments. Talk to a speech therapist/pathologist who works with children. If possible, observe her in action. What props does she use, does she play games?"
  • Writing for Real
    • A. Skill Builders (2)
      1. "Write a short article on a subject that interests you. Explore the subject, develop an outline, designate a time & place to write, Have someone critique it."
      2. Write a short biography of a famous person or someone you admire. Prepare a time line of incidents & events in the persons life. Include anecdotes and important facts about your subject's achievements.
      3. Read poems in either Cadette GS Handbook or A Resource Book for Senior GS. Share your favorite poem with 2-3 others. Talk about how poems convey messages. Write a poem about a real event.
      4. "Be a ""publishing entrepreneur"". With a small group, plan & create a literary newsletter or magazine. Include video & book reviews, photos & drawings. Assign a team to help fund & distribute your newsletter."
      5. Cover an interesting event in your school. Discuss with them their political platforms and the results they hope to achieve if elected to office.
      6. Be a medical or scientific journalist. Select a topic to write about. Read articles in scientific or medical journals as preparation for writing.
      7. Write for the government! Look up government writing jobs in the Dictionary of Occupational Titles at the library. Make a reference list of all the government organizations that use writers.
    • B. Technology (1)
      1. "Compile a list of 3-5 online resources for writers. Evaluate or rate each site as well, using a # scale or adjectives, such as fair, good, etc. Summarize the content of each resource to share with friends who like to write."
      2. Use a tape recorder or camcorder to prepare a local news story.
      3. "Start a nonfiction book discussion group at school, in your troop or online in a ""chat room"". Or attend a demonstration on using the Internet at your library or elsewhere."
      4. "Modern technology brings real-life stories to a world audience almost instantly. Select one ""major"" news story and follow it at least one week. Note changes in facts or details."
    • C. Service Projects (1)
      1. Help young people or adults who are not native English speakers to write or read in English.
      2. "Be an oral historian! Conduct interviews with senior citizens. Where were they born, what was life like as a child, favorite games and sons. Use a tape recorder to record the interview."
      3. "Can you write for real in many languages? Develop a multilingual news bureau for your school. Find students who can write in diverse languages(Spanish, Japanese, Korean, French etc.). Ask your school to make these translations available to those who speak"
      4. "Be a photojournalist! Hold an exhibition in your community as a special theme such as ""Children Who Are Winners"". Write a short text explaining the photos & display them."
    • D. Career Exploration (1)
      1. Find out in person or through interviews how journalists meet their deadlines. What topics are newsworthy? What kids of deadlines would you want as a journalist?
      2. "Arrange to visit people at work in 2 careers (data entry, desktop publishing, graphics design, book/magazine publishing, advertising or newspaper). Shadow them for a day to learn responsibilities & realities of these positions."
      3. "Through school, arrange an internship that will give you real on-the-job writing experience. Note the tasks you enjoyed the most and the least on the job."
      4. Reflect on ordinary life situations that become the basis for hilarious stories. Turn a funny incident from your life into a cartoon. Read the work of several cartoonists & analyze the topics they address.
Sports and Recreation

The following InterestPatches are all the area of Sports and Recreation.

  • Backpacking
    • A. Skill Builders (2)
      1. "Make a list of equipment and clothing needed for a backpacking trip. Add specialized items. Learn about use of appropriate clothing, food & water."
      2. Get in shape from the ground up. Break in approprate foot wear. Develop conditioning & cardiovascular plan. Take practice hike.
      3. "Learn first-aid treatment for burns, cuts blisters, sunburn, etc., Assemble light-weight first aid kit."
      4. Learn to use a compass and read a topographical map. Trace a hiking route on a topographical map.
      5. "Practice your minimal impact skills on a backpacking trip of at least two days. Submit written plan. Upon return, evaluate trip."
    • B. Technology (1)
      1. Visit an outdoor store to study the variety of backpacks and frames available. Compare sleeping bags and tents.
      2. Learn about common water pollutants in the area where you will be hiking. Find out about water purification. Practice one method.
      3. Compare backpacking stoves operated w/different fuels. Try two different kinds. Make recommendations.
      4. Plan the food for a backpacking trip. Learn about lightweight foods and those not requiring refrigeration.
      5. "On the Internet, search for informaton on backpacking, hiking or outdoor adventures. If possible, use Web to plan a trip."
      6. "Draw your own design for piece of equip. or clothing useful on a backpacking trip. If possible, contruct and use it."
    • C. Service Projects (1)
      1. Teach younger girls backpacking skills.
      2. Join a trail maintenance or campsite cleanup effort.
      3. Train to become a member of a search & rescue group.
      4. Work with an environmental organization to complete naturalizing activity.
    • D. Career Exploration (1)
      1. Visit a store that sells camping and backpacking equipment. Learn about job opportunities.
      2. Shadow a natural resource professional for a day. Or interview at least two people who work in outdoor recreation.
      3. Contact by phone or in writing two manufacturers of camping and backpacking equip. about careers.
      4. Talk with two outfitters of various high adventure programs.
      5. Investigate career opportunities related to backpacking.
  • Camping
    • A. Skill Builders (2)
      1. Learn how to select a site and route for a camping trip appropriate to skills of your troop or group. Determine how your group can minimize its impact on a site.
      2. Collect 10 recipes for outdoor meals that minimize food prep time and cooking fuel. Plan a menu for a 3 day camping trip. Know how to use your stove. Show how to keep food and supplies away from animals.
      3. Develop emergency prodedures for a camping trip. Assemble a first-aid kit.
      4. Demonstrate two ways to build group readiness and spirit for a camping trip.
      5. "Plan a trip to challenge your skills. Create maps, plans, and checklists."
    • B. Technology (1)
      1. Learn to use a baseplate compass and to read a topographical map. Sketch map of neighborhood or camp area from your field notes. Learn to judge distance. Demonstrate navigational abilities.
      2. "Be prepared fo changing weather conditions. Know significance of barometer reading, wind direction & speed weather patterns. Check forecast. Record weather observations before & during trip. Compare to prediction."
      3. Find out about new types of materials & fibers used to create camping equipment. Visit a store to examine latest products. Use catalogs to comparison shop.
      4. "Surf the Internet and find camping organizations on the Web. Search for sites on camping gear, travel destinations, safe outdoor practices, and minimal impact."
    • C. Service Projects (1)
      1. Look into how to make camping more accesible to people with disabilities..
      2. "Offer your services to maintain a hiking or nature trail. Or, create a new trail at a Girl Scout camp or park."
      3. Teach camping skills to a group of younger Girl Scouts.
      4. "Volunteer to plan and conduct a weekend camporee, a habitat improvement project, or an outdoor skills day. Or collaborate on a camping-related service project with another group."
    • D. Career Exploration (1)
      1. Learn about jobs in the outdoors. Interview someone and report back to your troop or group.
      2. "Look through several magazines about outdoors. Make list of outdoor careers. Find skills, education and experience needed for three of these careers."
      3. Interview someone with a career related to safeguarding the environment.
      4. Come up with an idea to start your own business in the outdoor recreation area.
  • Emergency Preparedness
    • A. Skill Builders (2)
      1. "Complete a basic first-aid course offered by the Red Cross, a local hospital, fire station, or school."
      2. "Complete a certified CPR course offered by the Red Cross, American Heart Association, a local hospital, fire department, or other certifying agency."
      3. "Read ""Life Success Skill #4: Staying Safe"" in handbook. Complete a personal safety course."
      4. Evaluate your home for fire hazards and help to remove any that you find. Prepare evacuation plan with established meeting areas. Check for smoke detectors and fire extinguishers.
      5. Make a first-aid and emergency preparedness kit(s) for home & family car. Make plans for 3 different disasters.
    • B. Technology (1)
      1. Visit a local or state command center to learn technologies used for emergencies.
      2. Learn about ham or CB radio operation. Learn basic radio procedures.
      3. Know how to turn off the utilities where you live. Know what to do for gas leak or downed electrical wire.
      4. "Make an emergency plan for you, your family, and your community for a severe oil shortage."
      5. What if your home was without electricity for 3 to 5 days? Make a survival plan.
      6. "Learn how to operate an electric generator, propane or gas light, and propane or gas stove for use in an emergency. Know safety procedures."
    • C. Service Projects (1)
      1. Become a trained emergency volunteer for your community.
      2. Learn about the mission of disaster relief agencies. Help collect or pack items for a disaster relief effort or distribute information.
      3. Organize or facilitate a safety event for young children.
      4. Help develop a plan for assisting animals affected by an environmental disaster.
    • D. Career Exploration (1)
      1. Interview and/or job-shadow someone responsible for community safety.
      2. .Interview or invite a health department worker to speak on health emergencies.
      3. "Interview four parents of school-age children. Prepare a ""Tips for Baby-Sitters"" sheet and distribute it."
      4. Develop and/or disseminate information on common household emergencies for parents of small children.
      5. Read a book about someone surviving a natural disaster.
  • Games for Life
    • A. Skill Builders (2)
      1. "Read the chapter ""Getting Started"" in Games for Girl Scouts. Learn games from 3 countries & teach them to a group of younger girls."
      2. "Learn about ""ice-breaker"" games. Facilitate an appropriate ice-breaker in a group you are a part of, other than your own troop."
      3. Develop a file of games for different age groups. Include games that can be adapted for differing abilities.
      4. "Find out about gaames that increase physical strength, develop mental capabilities and build character. Teach at least two of these to others."
      5. What are the elements of competitive or educational board games? Develop a board game.
      6. Learn how to play a game of strategy.
      7. Learn at least 5 singing games or 5 jump-rope games and be able to teach them to others.
    • B. Technology (1)
      1. "Learn to play a variety of educational, interactive computer or electronic games and share them with younger girls."
      2. Compare a game played in tech and non-tech versions.
      3. Read 2 magazines that evaluate computer and on-line games. Note criteria and compare with evaluations by friends who played the games.
      4. Make list of computer games you recommend based upon criteria.
      5. Create a computer game that can be played by one or more people. Field test it.
    • C. Service Projects (1)
      1. "Develop and host a ""games day"" ."
      2. Help Brownie Girl Scout troop earn their Play Try-Its.
      3. "Create games storage box for shelter, center or nursing home. Include appropriate games."
      4. Develop at least 2 instructional games for community center or troop house for use by adults working with youger girls or younger girls exploring a contemporary issue.
      5. Interview several children & adults with different kinds of disabilities about playing games. Work with them to develop new strategies or techniques. Share info with your community.
      6. Volunteer to help at a cultural event.
    • D. Career Exploration (1)
      1. Examine careers that involve games directly or indirectly.
      2. Explore professional or interest-based organizations that are in existence becaue of games.
      3. Develop criteria for evaluating children's games.
  • High Adventure
    • A. Skill Builders (2)
      1. "With your group, play ""get acquainted"" games that develop teamwork."
      2. "Learn from an expert some activities to get circulation going, increase coordination, and develop limberness & flexibility. Be able to lead at least 3 activities."
      3. "Successfully complete at least 3 parts in a ""low elements"" course. How do these activities contribute to listening, problem solving, teamwork, and confidence building?"
      4. "Successfully complete at least 3 elements in a ""high elements"" course. Discuss what you have learned about yourself."
      5. From an expert learn basic rock-climbing techniques for climbing & rappeling.
      6. "Find out about the safety equipment used in challenge courses or rock climbing. Learn the two kinds of carabiners and know about braking systems. Learn to ""flake"" a rope and to check equipment for signs of wear."
    • B. Technology (1)
      1. "Search the Internet for info & resources on high adventure activities, equipment and places to go."
      2. Build some simple pieces of initiative game equipment and use them in a group.
      3. "Design your own dream ""low element"" and ""high element"" course to scale, with at least 6 elements in each area."
      4. Visit an American Camping Association conference or similar meeting. Make a list of techniques and materials that interest you.
      5. "Study, evaluate, and discuss the environmental impact of an adventure course built utilizing existing resources as opposed to one built from materials brought into a site."
    • C. Service Projects (1)
      1. Develop a collection of cooperative or initiative games that can be taught to younger girls and plan a program for a meeting or camping activity.
      2. Help with the grounds maintenance or assist in the setup or breakdown of a challenge course for a period of time.
      3. Investigate the availability of challenge-course instruction for people with disabilities.
      4. Be trained as a challenge-course assistant.
      5. "Develop a brochure, bullentin board, Web site, or a photo record for a challenge course site or facility."
    • D. Career Exploration (1)
      1. Find out about a least one industry-standard high-adventure groups.
      2. Make a list of local people involved in a high-adventure business. Interview 2 of them.
      3. Find out about consultants or trainers for businesses that use challenge courses and initiatives to develop corporate or business teamwork.
      4. Investigate the use of high-adventure activities in the juvenile justice system. How successful is the program? What kind of training would one need to work in this kind of program?
  • Horse Sense
    • A. Skill Builders (2)
      1. "At a riding academy, stable, or riding program, learn how to safely groom, lead, tie, bridle, saddle, and mount a horse. Learn how to post, go from walk to canter, to gallop, and to turn left & right on a horse. Find out how to hold a horse for a vet."
      2. Identify 6 safety rules to use on and off the horse. Create posters or signs listing these rules.
      3. Help plan and/or take part in a group overnight trail ride.
      4. Learn about horse breeding. Select 1 breed and research its history. Make a drawing of the ideal horse in this breed.
      5. Visit a library or museum to learn about two of the listed horse topics. Create photo essay or visual and text display.
      6. "Learn to assess a horse physically and temperamentally. Create on paper a ""perfect horse"" or visit a ranch or stable and select a horse to ride."
    • B. Technology (1)
      1. "Find out how modern science has contributed to the health, breeding, training, and care of horses. What technology was involved?"
      2. Learn about tack and how to care for it. Explain to a group why some equipment is better-suited for particular riding styles. Explain and/or demonstrate diff. types of equip. to beginning riders. Recognize worn or unsafe tack. OR enter show or rodeo.
      3. Visit 2 or 3 stables and interview the owners. Keep a record of your findings and list the technology used.
      4. "For minimum of 2 months, track the financial responsibilities of owning a horse."
      5. "On the Internet, track information about horses. Share the material with friends or fellow riders."
    • C. Service Projects (1)
      1. Volunteer to assist in the care of horses at a local animal shelter or elsewhere. Or find out about programs that protect wild horses. Find a way to volunteer your services for at least one day.
      2. Find out how horses are used in therapeutic programs for people with disabilities. Find out about volunteer opportunities.
      3. Make a bibliography of storybooks about horses. Read your favorites to younger girls. Share your own experiences.
      4. "If you have your own horse, find a way you can benefit someone else."
    • D. Career Exploration (1)
      1. Find out 3 careers related to horses and explore 3 of them. Present to your troop or group.
      2. Follow a veterinarian on her horse calls.
      3. Shadow a horse trainer. How are they different from a veterinarian?
      4. Attend a rodeo or visit a library for info. on rodeos. List 3 rodeo careers that involve horses. Learn about 1 of them.
      5. "Find out the skills involved in the production or restoration of carousel horses. Make a collage. At a carousel near you, treat yourself and a young child to a ride."
      6. Interview a mounted police officer. Learn about the role of horses in police work and how they are trained.
  • On the Court
    • A. Skill Builders (2)
      1. "Before playing, warm up and stretch the muscles you will be using."
      2. "With the help of a knowledgeable person, learn the basic rules for basketball. Then, learn 3 basic skills: dribbling, passing, & shooting."
      3. "Get on the tennis court with a friend or coach. Learn basic strokes, basic rules of game and how to score."
      4. "Working with someone who is knowledgeable about volleyball, learn about different positions, how to rotate and how the game is scored. Be able to serve, set a ball and hit a ball over the net."
      5. Become better at one particular sport. Develop a program and keep a progress record for 3 weeks.
      6. Learn more about the skills needed to be the official or referee who enforces the rules. Know the major rules officials must monitor.
    • B. Technology (1)
      1. Choose one piece of equipment and chart its evolutions. Predict future evolution.
      2. Sports medicine and rehabilitative therapy training have improved athletes performance. Follow the treatment of one athlete through the news as she recovers during a season.
      3. Choose one sport and determine how equipment has been adapted for athletes with disabilities.
      4. "Do a survey to determine which court sports, at which level, get the most media coverage. How has it affected the play, players' rights and salaries?"
    • C. Service Projects (1)
      1. Develop a resource list of sports programs for girls or women in your community.
      2. Find out which colleges and universities offer sports scholarships for women. Investigate 4 colleges that interest you. Or select a sport and find at least 6 colleges that have scholarships in that sport.
      3. Volunteer at a sports clinic for girls or work with younger Girl Scouts to help them develop sport skills.
      4. Work with a teacher or organization leader to develop a sporting event for girls.
      5. Volunteer in a sports program that helps children with disabilities.
      6. Compile information about Title IX. How has it affected women's sports?
    • D. Career Exploration (1)
      1. Invite a professional female athlete to give a talk or demonstration. Publicize the event.
      2. "With a group of friends, watch a movie about the life of an athlete or coach. Discuss what was inspiring about this individual."
      3. Shadow a high school or college coach for at least 1 day.
      4. Learn about sports photography as a career.
      5. Observe a sports announcer. Investigate the field of sportscasting by finding out about 3 different announcers.
      6. "Write an article for your school or community paper focusing on girls' or women's teams. Interview players, coaches and family members to obtain quotes."
  • On the Playing Field
    • A. Skill Builders (2)
      1. Set a one-month schedule to reach a sports-related goal and follow it.
      2. Enroll in a sports clinic offered in your community or school.
      3. "Become an expert. Learn the rules, basic skills, and strategies of a specific sport."
      4. Create a scrapbook or poster devoted to the accomplishments of female athletes all over the world.
      5. "Develop a conditioning program to improve your level of fitness or to prepare you for participation in a specific sport. Compare your level of fitness before, during and after the program."
      6. Teach a friend a sports skill at which you are particularly proficient.
    • B. Technology (1)
      1. "Develop on paper or on a computer, if possible, an idea for a game that features female athletes."
      2. Choose one sport and brainstorm a list of various kinds of equipment that athletes might use. Try to test 1 piece of equipment.
      3. "Interview a physical therapist or athletic trainer. Learn what new advances have improved the type of medical care that can be given, and for what types of injuries they are used."
      4. Create an online directory of sports programs and teams open to young women.
      5. "Go to a camera store and learn about the equipment used by professional sports photographers. If possible, take a series of pictures using equip. & techniques you learn about."
    • C. Service Projects (1)
      1. Volunteer to take photographs of a Girl Scout sports event to help publicize the project in the community.
      2. "With others, clean up a place and establish a field where sports might be played."
      3. Be a referee in a league for younger children.
      4. Volunteer to coach a team of younger children.
      5. Collect sports equipment for those who are unable to purchase their own.
    • D. Career Exploration (1)
      1. "Make a list of at least 5 careers associated with a professional sporting event, other than ""professional athlete""."
      2. Create a sports networking list. Interview at least 2 people in a sports-related career.
      3. "Using the Encyclopedia of Associations, find the name and address of an association for a sport. Learn what prospects women have for careers in that sport."
      4. Read a biography of 2 female athletes on professional teams. Host a discussion in your troop or group about what you learn.
  • Orienteering
    • A. Skill Builders (2)
      1. "Obtain a USGS topographical map or an orienteering map. Show you can explain map symbols and map scale. Draw a map with scale and legend,"
      2. Be able to identify parts of a protractor compass. Be able to take a bearing from a map and walk to your destination.
      3. "Using a USGS topographical map of your community, learn how to orient the map to magnetic north. Proactice the orienteering skill of ""thumbing the map""."
      4. Learn the proper clothing and footwear to participate in an orienteering meet. Know what to do if you become lost.
      5. Complete a white or yellow level course in an orienteering meet. Compare your route choices with others.
    • B. Technology (1)
      1. "Use a computer program to create a map of your neighborhood, schoolyard, or local park -- include scale & legend."
      2. "Explore the Internet for topics related to maps, compasses, and orienteering."
      3. Find out how a compass is constructed and the different features to consider when purchasing one.
      4. Learn about the U.S. Geological Survey National Mapping program.
      5. Find out how a Global Positioning System works.
    • C. Service Projects (1)
      1. Prepare an orienteering map of one acre or more. Field check for accuracy.
      2. Work with an orienteering club to organize an orienteering meet in your community.
      3. Set up a string orienteering course for Daisy or Brownie Girl Scouts.
      4. Organize an orienteering meet for Girl Scouts in your area.
    • D. Career Exploration (1)
      1. Learn about people who use maps or orienteering in their jobs. Interview 2 people.
      2. Discuss career possiblities with outfitters or high adventure trip leaders.
      3. Join an orienteering club and participate in at least 3 club activities.
      4. Be the route finder on a wilderness trip with your troop or group.
  • Outdoor Survival
    • A. Skill Builders (2)
      1. Research survival experiences and adventures involving physical and mental endurance.
      2. "Have a local search-and-rescue group provide you with infomation on locating help in an emergency. Create a ""lost plan"" for a group outing."
      3. Take a course with special emphasis on outdoor survival techniques. Make a kit of survival essentials.
      4. Evaluate how to make an effective shelter. Construct one or make a small-scale model.
      5. Learn two methods of water purification. Lear about simple solar stills and hypothermia.
    • B. Technology (1)
      1. Use two different technologies to access weather information.
      2. "Learn about fabric & material properties for protection from wet, cold & heat."
      3. Show proficiency with a compass.
      4. "Know when, where, and how to start a campfire for warming, drying, lighting, cooking, and signaling."
      5. "Describe how a car might be used to ensure survival in a snowstorm, severe lightning storm, or desert."
    • C. Service Projects (1)
      1. "Present a ""what to do if you become lost"" program or skit for younger children."
      2. Plan and facilitate an outdoor skills game that teaches survival skills.
      3. Volunteer your services with an emergency rescue group.
      4. "Develop a survival board game, poster, video, or outdoor game that highlights outdoor safety and survival tips."
    • D. Career Exploration (1)
      1. Interview someone professionally involved in outdoor survival or search and rescue.
      2. Tour an outdoor goods store or company that manufactures outdoor gear.
      3. Relate how you might incorporate your interests in survival with a different career path.
      4. Host a panel discussion on a survival topic.
  • Paddle, Pole, and Roll
    • A. Skill Builders (2)
      1. "In the presence of a certified person, demonstrate your confidence and comfort in water."
      2. Demonstrate for an instructor the listed canoe or kayak skills.
      3. Demonstrate with proficiency the listed strokes.
      4. Write a maintenance and storage checklist for your craft and equipment.
      5. "Know basic first aid for water safety, enroll in a first-aid & CPR course. Make a contents list for a first-aid kit."
      6. Role-play the listed situations and demonstrate how you would handle them.
      7. Help plan and take part in a least a 1 day canoe/kayak trip.
    • B. Technology (1)
      1. Assemble a waterproof fanny pack of river supplies and tools.
      2. Use the Internet to research information on 4 rivers in different regions of the country.
      3. "Interview a salesperson at an outdoor supplies store about materials used to construct canoes, kayaks, water clothing and supplies."
      4. Know the major parts of a canoe or kayak. Construct a small-scale model.
    • C. Service Projects (1)
      1. Create a file of articles and brochures about river trips and outfitters.
      2. Volunteer at Girl Scout camp to prepare canoes for summer camp use.
      3. Help develop a detailed canoe/kayak trail guide of a navigable river or waterway.
      4. Demonstrate how to choose a proper fitting PFD.
    • D. Career Exploration (1)
      1. Find out the necessary skills and age and certification requirements for a job as a river guide.
      2. Conduct a canoe/kayak skill & safety demonstration for Girl Scouts in a swimming pool.
      3. Make a flier advertising a canoe/kayak tripping business.
      4. Prepare for a waterfront boating staff job at Girl Scout camp.
  • Rolling Along
    • A. Skill Builders (2)
      1. Do at least 5 different stretches to prepare your muscles.
      2. Create your own bicycling workout plan and bike at least 3 times a week for a couple of months. Include safety rules.
      3. Demonstrate your ability to do listed activities.
      4. Plan a bike trip with others.
      5. Learn safety rules for in-line skating and teach them to 2 others. Create and follow an in-line skating plan for a 1 month period.
      6. Learn and follow safety rules for skateboarding. Create and follow a workout plan from one month.
      7. "Become an expert skater, skateboarder or biker."
    • B. Technology (1)
      1. Learn about protective gear and how to maintain it.
      2. Compare the older and newer versions of 3 to 5 types of sports gear and list 3 improvements in the new ones.
      3. "Learn and demonstrate your ability to maintain, repair, and upgrade your skates, board or bike."
    • C. Service Projects (1)
      1. Offer to help a service org. running a bike-a-thon or skate-a-thon.
      2. Run a clinic to teach bike or skate repairs and maintenance.
      3. Run a basic skills workshop to teach younger girls skills on wheels.
      4. "Work with a bike or sports store to organize or run a ""bikes/skates for kids"" program."
      5. Volunteer to be one of the guides or counselors for a 2 or 3 day bike trip.
    • D. Career Exploration (1)
      1. Learn about 4 careers other than professional athlete that relate to the design or use of sports-on-wheels equipment.
      2. Interview a talented skater or cyclist.
      3. "Design new in-line skates, footwear, etc., for Olympic athletes."
      4. "Design a program that uses excellence in skateboarding, cycling or in-line skating to work with children, including those with disabilities."
      5. Interview a physical therapist about her work with people in wheelchairs and her use of skates or skating.
  • Skiing
    • This Interest Patch can be earned in connection with EITHER downhill skiing OR cross country skiing. References to “skiing” or “ski equipment” below should be read to apply to the type of winter skiing you have chosen to pursue in connection with this earning this Interest Patch.
     
    • A. Skill Builders - You must complete the first (starred) element.
      1. *Ski Trip: Go on a ski trip in which you are on skis, practicing the sport for at least 4 hours.
      2. Exercise Program: Under the guidance of an instructor or based on research you conduct concerning appropriate physical preparation for skiing, develop a cardiovascular exercise program specifically designed to increase your endurance in preparation for the ski season. Follow the exercise and cardiovascular fitness plan for the two months prior to ski season.
      3. First Aid: Learn appropriate first aid treatment for the following skiing related injuries: snowblindness, sunburn, frostbite, bruises and sprains, and hypothermia. Explain how these injuries might be avoided. Learn what you should do if your skiing companion is injured while skiing (how to report a skiing accident and how to summon help to the location of the injured skier).
      4. Ski Etiquette and Rules of the Road: Learn and tell the meaning of the standard signs that indicate ski trail and slope difficulty and that help you to locate and follow skiing trails and slopes. Discuss the rules of ski safety and etiquette on the trails or slopes and in lift lines.
    • B. Technology
      1. Weather: Check the weather forecast before you go skiing. Be able to explain the importance of a rising or falling barometer, a warm or cold front, and the wind-chill factor. Learn to interpret the cloud and wind signs in your area that indicate changing weather conditions. Learn how snow and ice conditions change in different weather conditions.
      2. Equipment: Learn the names and purposes of the pieces of equipment used in your sport. Learn how to insert and release a ski boot from a ski binding. Understand the importance of wearing ski boots that fit properly. Explain the function of ski brakes and powder straps. Learn about the choices of ski shapes and sizes and the pros and cons of each. Learn about the different materials used in the manufacture of skis and the differences in performance. Learn how to choose poles that are appropriate for you.
      3. Equipment Maintenance: Learn about adjusting the settings on ski bindings and the importance of having this done correctly. Learn about maintaining ski equipment between uses and preparing equipment for use.
      4. Clothing: Learn how to dress for skiing. Be able to explain the advantages of dressing in layers. Compare the different fabrics and types of insulations used to manufacture ski clothing and the pros and cons of each. Be able to explain what clothing your would select to conserve body heat, to allow perspiration to escape, and to keep out wind and water. Learn about the types of eye protection worn for skiing.
      5. Ski Lifts: Learn about the principles of physics which are applicable to the operation of ski lifts and to the manufacture of artificial snow. Explain these principles to someone else.
      6. Science of Skiing: Investigate the scientific principles which relate to a skier’s performance. Explore concepts of aerodynamics, physics, wind resistance as they relate to skiing. Be able to explain which “simple machines” are used as ski equipment.
    • C. Service Projects
      1. Collect cold weather clothing (hats, boots, mittens) and donate these to an organization which fills a need in the community.
      2. Develop a list of information about ski resorts and other locations which are appropriate for participation in your sport; provide this information to Girl Scout troops in your Council and to the High Adventure specialist for possible inclusion on the high adventure vendor list.
      3. Organize a ski equipment and clothing swap for families in your area, so that they can participate in the sport in a more economical manner.
      4. Maintain an existing bird-feeding station through the winter months. Keep a record of the species and numbers of birds that use it. Record how their behavior changes when the weather changes. Observe bird life while participating in a winter sport and compare your findings with those from the feeding station.
      5. Fill a need in the community that presents itself during the winter (ski season) months. For example, while your group is preparing for your ski trip, collect school supplies, canned goods, or other essential items that are in short supply and provide them to a needy segment of your community.
      6. Teach a younger group of girl scouts about skiing. Prepare a photo essay or video about your skiing experience. Tell the younger girls about the expanded and high adventure opportunities available to older girl scouts.
    • D. Career Exploration
      1. Interview two persons whose jobs relate to skiing and find out how they became involved. Examples include a ski patrol member, a ski instructor, a ski equipment salesperson, or an operator of a ski area. Also find out about their training and/or educational background, and the advantages and disadvantages of their career choice.
      2. Do internet or library research into the biographies of former members of the U.S. Olympic (or other competition) ski team. Find out what they did after they retired from competitive skiing; try to determine what effect competitive skiing had on their later careers.
      3. Learn how competition skiers are scored based on their performance. Watch a ski competition on television or video and score the competitors. Analyze the qualities of the top skiers. scoring
  • Smooth Sailing
    • A. Skill Builders (2)
      1. Show you know how to be safe on the water including listed items.
      2. Learn the communication signals and language used by sailors.
      3. "Show you ""know the ropes"" -- tying knots & handling line."
      4. Show you can get underwaqy and handle a boat including the listed items.
      5. Master maneuvering a sailboat.
    • B. Technology (1)
      1. Get the general forecast and predict the listed conditions.
      2. Know how to tell where you are and how to get where you want to go.
      3. Fine-tune your boat for racing under sail.
      4. Get good at electronic communication and navigation aids.
    • C. Service Projects (1)
      1. Help organize or volunteer at a sailing event.
      2. Help maintain sailboats for active use or winter storage.
      3. Teach someone how to choose and put on a PFD and other basics of safe sailing.
      4. "Volunteer at a maritime museum, lighthouse, Coast Guard station, naval site or on an historic sailing ship."
      5. Teach younger girls to tie knots used by sailors.
    • D. Career Exploration (1)
      1. Interview someone whose job is sailing-related.
      2. Identify a college or training program for two of listed fields.
      3. Learn and enjoy a tradition related to sailing.
      4. Find out about programs and membership in local sailing groups that are part of national organizations.
  • Sports for Life
    • A. Skill Builders (2)
      1. Learn and practice stretches and exercises appropriate for your sport.
      2. "Begin a 3-day-a-week walking, jogging or running program."
      3. "Learn how to downhill ski, cross-country ski, ice skate or snow board."
      4. Learn about and begin a weight lifting or body conditioning program.
      5. Investigate at least 2 types of martial arts. Demonstrate to others.
    • B. Technology (1)
      1. Learn about the different types of clothing items and fabrics that protect athletes in the outdoors.
      2. Learn about and evaluate a variety of reflective sportswear.
      3. Learn about the materials and design used in the protective gear for your sport.
      4. Find out about 2 different adaptive/therapeutic devices. How do they compensate for a disability?
      5. Learn about the equipment for a sport. Learn how to maintain and repair it.
    • C. Service Projects (1)
      1. Create a listing of local sports facilities accessible to people with disabilities.
      2. Volunteer to assist an athletic trainer or recreational therapist.
      3. Volunteer to help children in your community become involved in sports.
      4. Volunteer to work with professionals to adapt an existing sports facitlity to be accessible to people with disabilities.
      5. Become an assistant coach for a season on a local girls' track & field team.
    • D. Career Exploration (1)
      1. Investigate a sports medicine professional.
      2. Observe an athletic trainer at work.
      3. Find out what colleges offer sports programs in areas of interest to you.
      4. Offer younger girls information about a sports career.
      5. Observe or interview a recreational therapist.
  • Water Sports
    • A. Skill Builders (2)
      1. Demonstrate basic self-rescue in the water with & without a PFD. Complete a water safety course.
      2. Learn about the harms of exposure and proper first-aid.
      3. Demonstrate proper technique in 3 basic swimming strokes.
      4. Attend a water aerobics class for at least 6 sessions.
      5. "Learn how to safely use a snorkel, mask and swim fins."
      6. Learn to surf and know surfing safety.
    • B. Technology (1)
      1. Tour a university or water sports training center.
      2. Research the latests advances in equipment for a water sport.
      3. Use the Internet to research what is happening around the world in water sports.
      4. Learn how to monitor the water quality of a swimming area. What is required legally?
      5. "Learn to use a communications system on a watercraft. Learn to navigate by radio signals, landmarks, or the stars."
    • C. Service Projects (1)
      1. Take part in or organize a waterfront or shoreline cleanup.
      2. "Volunteer to work at a swimming meet, regatta, or sailing event."
      3. Assist in or lead a water aerobics class.
      4. Help promote a water safety program.
      5. Attend a hearing or do a project concerned with the use or preservation of waterfront property.
      6. Create a water game for young swimmers.
    • D. Career Exploration (1)
      1. Visit or shadow an aquatics director.
      2. Volunteer or work as a lifeguard for several Girl Scout events.
      3. Interview 2 professionals that provide or design equipment for hydrotherapy.
      4. Interview a professional in a career that combines science and a love of water.
      5. Observe and learn from a YMCA or Red Cross baby or toddler swim class.