- 7) Raise an insect through the complete metamorphosis from its larval
stage to its adult stage (eg, raise a butterfly or moth from a
caterpillar).*NOTE: Some insects are endangered species and are protected by federal or state law. Every species is found only in its own special type of habitat. Be sure to check natural resource authorities in advance to be sure that you will not be collecting any species that is known to be protected or endangered, or in any habitat where collecting is prohibited.
- TBA
Counselor: Cindy Robinson (cindy [at] servispros . com )
AdditionalCost
- None
Materials Needed - None
NOTES: Whether you have
started or completed requirement 3, we may go on a 'hunt' to find some
species, so bring your collection.
- Research five trucking companies located in or traveling through Virginia and be prepared to name them and give a brief description of them.
Counselor: Wayne Kissenberger( )
Additional Cost - None
Materials Needed - None
American Labor
THIS BADGE IS STILL BEING NEGOTIATED. THE COUNSELORS HAVE NOT FULLY COMMITTED TO THIS BADGE YET! Registration is contingent on them being able to provide the class.
Additional Cost - None
Materials Needed - None
Pulp and Paper
- 7. With your parent's and counselor's approval, do ONE of the following:
A. Visit a pulp mill. Describe how the mill converts wood to cellulose fibers.
B. Visit a paper mill and get a sample of the paper made there. Describe the processes used for making this paper. Tell how it will be used.
C. Visit a container plant or box plant. Describe how the plant's products are made.
D. Visit a recycled paper collection or sorting facility. Describe the operations there.
E. Using books, magazines, your local library, the Internet (with your parent's permission), and any other suitable research tool, find out how paper products are developed. Find out what role research and development play in the papermaking industry. Share what you learn with your counselor.
Counselors: Gretchen Spear ( Gretchen_Spear [at] afandpa . org )
Additional Cost
- None
Materials Needed - None
Crime Prevention
- 5. Teach your family or patrol members how to protect themselves from crime at home. at school, in your community, and while traveling.
- 6. Help raise awareness about one school safety issue facing students
by doing ONE of the following:
a. Create a poster for display on a school bulletin board.
b. With permission from school officials, create a page long public service announcement that could be read over the public address system at school or posted on the school's Web site.
c. Make a presentation to a group such as a Cub Scout den that addresses the issue.
Additional Cost
- None
Materials Needed - None
Genealogy MB
- 2 - Do ONE of the following:
- a. Do a time line for yourself or for a relative. Then write a short biography based on that time line.
- b. Keep a journal for 6 weeks. You must write in it at least once a week.
- 3 - With your parent's help, choose a relative or a family acquaintance you can interview in person, by telephone, or by e-mail or letter. Record the information you collect so you do not forget it.
- 4 - Do the following:
- a. Name three types of genealogical resources and explain how these resources can help you chart your family tree.
- b. Obtain at least one genealogical document that supports an event that is or can be recorded on your pedigree chart or family group record. The document could be found at home or at a government office, religious organization, archive, or library.
- c. Tell how you would evaluate the genealogical information you found for requirement 4b.
Counselors: Mr.Trip Wiggins - tripwig [at] cox.net
Additional Cost
- None
Materials Needed - None
This badge cannot be completed in one day unless the scouts complete requirements 5 & 6 prior to the event. A workbook can be downloaded HERE
- 5 - Do ONE of the following:
- a. Construct, erect, and check regularly at least two artificial nest boxes (wood duck, bluebird, squirrel, etc.) and keep written records for one nesting season.
- b. Construct, erect, and check regularly bird feeders and keep written records of the kinds of birds visiting the feeders in the winter.
- c. Design and implement a backyard wildlife habitat improvement project and report the results.
- d. Design and construct a wildlife blind near a game trail, water
hole, salt lick, bird feeder, or birdbath and take good photographs
or make sketches from the blind of any combination of 10 wild birds,
mammals, reptiles, or amphibians.
- 6 - Do ONE of the following:
- a. Observe and record 25 species of wildlife. Your list may include mammals, birds, reptiles, amphibians, and fish. Write down when and where each animal was seen.
- b. List the wildlife species in your state that are classified as endangered, threatened, exotic, game species, furbearers, or migratory game birds.
- c. Start a scrapbook of North American wildlife. Insert markers to divide the book into separate parts for mammals, birds, reptiles, amphibians, and fish. Collect articles on such subjects as life histories, habitat, behavior, and feeding habits on all of the five categories and place them in your notebook accordingly. Articles and pictures may be taken from newspapers or science, nature and outdoor magazines; or from other sources including the Internet (with your parent's permission). Enter at least five articles on mammals, five on birds, five on reptiles, five on amphibians, and five on fish. Put each animal in alphabetical order. Include pictures whenever possible.
Counselors: Mr.Steve Owens - steve . owens [at] dgif . virginia . gov , 540-899-4169 office
Additional Cost - None
Materials Needed - None
Counselors: Antonia Bookbinder, Boy Scout Troop 1572 - ambookbinder [at] verizon.net
Additional Cost
- None
Materials Needed - None
6. Complete ONE of the following options: (This could potentially be accomplished at one of the VT or VSU farms before or after the Badge Day - ask the counselor about it)
- BEEF CATTLE OPTION
- a. Visit a farm or ranch where beef cattle are produced under
any of these systems:
- 1. Feeding market cattle for harvest
- 2. Cow/calf operation, producing cattle for sale to commercial feeders
- 3. Producing purebred cattle for sale as breeding stock to others
- Talk with the operator to learn how the cattle were handled, fed, weighed, and shipped. Describe what you saw and explain what you learned. If you cannot visit a cattle ranch or farm, view a video from a breed association, or research the Internet (with your parent's permission) for information on beef cattle production. Tell about your findings.
- a. Visit a farm or ranch where beef cattle are produced under
any of these systems:
- b. Sketch a plan of a feedlot to include its forage and grain storage facilities, and loading chute for 30 or more fattening steers; or sketch a corral plan with cutting and loading chutes for handling 50 or more beef cows and their calves at one time.
- c. Make a sketch showing the principal wholesale and retail cuts of beef. Tell about the U.S. Department of Agriculture (USDA) dual grading system of beef. Tell the basis of each grade in each system.
- d. Define the following terms: bull, steer, bullock, cow, heifer, freemartin, heiferette, calf.
- DAIRYING OPTION
- a. Tell how a cow or a goat converts forage and grain into milk Explain the differences in feeds typically used for dairy cows versus those fed to beef cows.
- b. Make a chart showing the components in cow's milk or goat's milk. Chart the amount of each component.
- c. Explain the requirements for producing grade A milk. Tell how and why milk is pasteurized.
- d. Tell about the kinds of equipment used for milking and the sanitation standards that must be met on dairy farms.
- e. Define the following terms: bull, cow, steer, heifer, springer; buck, doe, kid.
- f. Visit a dairy farm or a milk processing plant. Describe what
you saw and explain what you learned. If you cannot visit a dairy
farm or processing plant, view a video from a breed or dairy association,
or research the Internet (with your parent's permission) for information
on dairying. Tell about your findings.
- HORSE OPTION
- a. Make a sketch of a useful saddle horse barn and exercise yard.
- b. Tell about the history of the horse and the benefits it has brought to people. Using the four breeds of horses you chose in requirement 1, discuss the different special uses of each breed.
- c. Define the following terms: mare, stallion, gelding, foal, colt, filly; mustang, quarter horse, draft horse, pacer, trotter; pinto, calico, palomino, roan, overo, tobiano.
- d. Visit a horse farm. Describe what you saw and explain what you learned. If you cannot visit a horse farm, view a video from a breed association, or research the Internet (with your parent's permission) for information on horses. Tell about your findings.
- e. Outline the proper feeding of a horse doing light work. Explain
why the amount and kind of feed will change according to the kind
of horse and the work it does. Describe what colic is, what can
cause it, and its symptoms.
- SHEEP OPTION
- a. Make a sketch of a live lamb. Show the location of the various wholesale and retail cuts.
- b. Discuss how wools are sorted and graded.
- c. Do ONE of the following:
- 1. Raise a lamb from weaning to market weight. Keep records of feed intake, weight gains, medication, vaccination, and mortality. Present your records for review by your counselor.
- 2. Visit a farm or ranch where sheep are raised. Describe what you saw and explain what you learned. If you cannot visit a sheep farm or ranch, view a video from a breed association, or research the Internet (with your parent's permission) for information on sheep. Tell about your findings.
- d. Describe some differences between the production of purebred and commercial lambs. Then select two breeds that would be appropriate for the production of crossbred market lambs in your region. Identify which breed the ram should be.
- e. Define the following terms: wether, ewe, ram, lamb.
- HOG OPTION
- a. Make a sketch showing the principal wholesale and retail cuts of pork. Tell about the recommended USDA grades of pork. Tell the basis for each grade.
- b. Outline in writing the proper feeding programs used from the breeding of a gilt or sow through the weaning of the litter. Discuss the feeding programs for the growth and finishing periods.
- c. Do ONE of the following:
- 1. Raise a feeder pig from weaning to market weight. Keep records of feed intake, weight gains, medication, vaccination, and mortality. Present your records for review by your counselor.
- 2. Visit a farm where hogs are produced, or visit a packing plant handling hogs. Describe what you saw and explain what you learned. If you cannot visit a hog production unit or packing plant, view a video from a packer or processor, or research the Internet (with your parent's permission) for information on hogs. Tell about your findings.
- d. Define the following terms: gilt, sow, barrow, boar.
- AVIAN OPTION
- a. Make a sketch of a layer house or broiler house showing nests, roosts, feeders, waterers, and means of ventilation. Explain how insulation, ventilation, temperature controls, automatic lights, and other environmental controls are used to protect birds from heat, cold, and bad weather.
- b. Explain why overcrowding is dangerous for poultry flocks.
- c. Tell about the grading of eggs. Tell how broilers (fryers) are graded. Describe the classes of chicken meat.
- d. Do ONE of the following:
- 1. Manage an egg-producing flock for five months. Keep records of feed purchased, eggs sold, medication, vaccination, and mortality. Present your records for review by your counselor.
- 2. Raise 20 chicks from hatching. Keep records of feed intake, weight gains, medication, vaccination, and mortality. Present your records for review by your counselor.
- 3. Visit a commercial avian production facility. Describe what you saw and explain what you learned. If you cannot visit a commercial facility, view a video from a poultry association, or research the Internet (with your parent's permission) for information on poultry production. Tell about your findings.
- e. Define the following terms: hen, rooster, chick, capon; tom, poult.
Counselors: John E. Howe, Extension Agent, ANR & UC, jhowe [at] vt.edu, 540-507-7571
Additional Cost
- None
Materials Needed - None
TBA
Additional Cost
- None
Materials Needed - None
