Created July 6, 2007 The GIRL SCOUTS name, mark and all associated trademarks and logotypes, including the Trefoil Design are owned by GSUSA.

Compilation of Council’s Owns Try-Its Listed by Council

After much searching on the internet I’ve decided to compile all of the Council’s Own Try-It’s I have found into one place. I’m sharing this with other leaders to save them the time it has taken me to locate all of these. This eBook is Try-Its only and does not include any other Girl Scout Level badges or Interest Patches. This e-book should be used as a resource only. Be sure to check with individual councils to make sure patches are still available. I have included all Council’s Own Try-Its that I have found on all Council’s websites listed at http://www.girlscouts.org. With the realignment there may have been some Council’s Own that were listed with the old Council but not on the new Council’s site so I do not have those (I only have the ones listed on the new websites). If you know of a Council’s Own Try-It not listed here please email it to me at magurno@ptd.net and include contact information for the Council. Kelly ~ Girl Scout Leader of Brownie Troop 662 Girl Scouts in The Heart of PA

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Girl Scout Council of Cumberland Valley

Nashville

4522 Granny White Pike

Nashville, TN 37204

(615) 383-0490

(800) 395-5318

Fax (615) 297-6296

Council’s Own Try-It’s

Brownie Ballerina Try-It ……………………………………………… 3 Native American Try-It ……………………………………………….. 4 Rock On Try-It ………………………………………………………… 6

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Brownie Ballerina Try-It

Girls must complete four of the six requirements to earn this try-it. 1. Take a beginning ballet class: learn how to warm up your muscles and do some simple movements. 2. Find out about dancewear: tights, leotards, character skirts, legwarmers, etc. What is the difference between soft-shoes and pointe shoes, and why do dancers need each kind? 3. Learn the five placement positions for your feet. 4. Learn how dancers come to “attention” (bras bas) and how to hold your hands gracefully when doing ballet. 5. Many ballet terms are French. Learn what to do when someone asks you to plié, relevé, tendu, and �ircle. 6. Talk with someone who has taken ballet for a while. What do they enjoy about it? Have them demonstrate some things they have learned. Maybe they can help you earn this try-it!

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Native American Try-It

To earn the Native American Try-It, complete four out of the six requirements.

10 Oral traditions are an important part of the Native American culture. Storytelling was used to teach and explain creation, relationships and close ties with nature. Visit a library to find a story to read or have someone read it to you. 2. Native American crafts reflect a rich tradition of artistry. Basket making, bead craft and pottery played both practical and ceremonial roles. Learn a craft: weave a God’s Eye or make a woven belt using beads. 3. Mark the movement of the sun by using a pole and marking its shadow with a stone. 4. Visit a museum or a cultural center to check out Native American artifacts. 5. Native American picture writing was used to record tribal history. Attached are some Indian picture writing symbols. See if you can read the message or have someone read it to you. 6. Learn a Native American game. Attached are three games for you to choose from. Fun and Games Many early Native American tribes enjoyed playing games. They made their own playing pieces from the things around them. They used sticks, stones, fruit pits, animal bones and other objects to create games and toys. I Stick Around

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To play this game, a person would bend a long, thin, green branch into a circle and tie the ends together to form a hoop. The object of the game is to toss three sticks, each a little shorter than the width of the hoop, into the hoop. The trick is that you must stand four feet away and turn your back to the hoop. Then toss the sticks over your shoulder without looking! If you do not have a hoop, form a piece of rope into a circle. Give yourself one point each time you succeed in getting a stick in the circle. Give yourself an extra point if you get all three sticks on one turn. I Get the Point Some early tribes enjoyed an especially challenging game. They would tie a ball of grass to a sharp, pointed stick. The object was to toss a ball and get it to land on the stick. (Not as easy as it sounds!) A modern version of this game uses a 12-inch stick, a 14-inch piece of string and a paper cup. Make a tiny hole in the bottom of the cup and insert one end of the string. Knot the end inside the cup, so that the string can’t slip out. Tie the other end to the top of the stick. Now, try to swing the cup and catch it on the stick. I Can You Guess? In this game, you will need two small stones. Mark one stone with a red dot using paint, markers or crayon. Sit in a circle with two or more friends. Pass one stone to another player, but keep it hidden the whole time. Ask another person to guess which stone you gave away. If the person guesses correctly, give him or her both stones. That person now takes a turn, and so on. If he/she guesses incorrectly, you go again. The person who guesses correctly the most times wins.

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Rock On Try-It

Girls learn the basic fundamentals of geology through these fun activities. Brownies must complete any four of the requirements to earn this try-it. 1. Visit with a geologist or rock collector and have them tell about their job or hobby. 2. Start a rock collection of your own. Use books or the internet to help you get started. 3. Tennessee has many interesting “rock outcrops” – the part of a rock formation that appears above the Earth’s surface. Visit a rock outcrop in/near your community. 4. Learn the difference between rocks and minerals. Make a list of some rocks and minerals you might use every day. 5. Fossils are evidence of plants or animals preserved in rocks. Try to find a fossil in a rock. 6. Some rocks and minerals are very beautiful. How are rocks treated to use as jewelry and decoration? Learn about gemstones and your birthstone. 7. Make a craft item using rocks.

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References: Helpful websites for geology with kids: • http://www.geocities.com/missneill/ • http://www.npac.syr.edu/textbook/kidsweb/geology.html • http://library.thinkquest.org/J002289/index.html • http://www.rockhoundingar.com/contents.html • http://arthur.k12.il.us/arthurgs/rocklile.htm Cumberland Caverns: www.cumberlandcaverns.com Middle Tennessee Rockhounds: http://www.rockhound.org/ Adventure Science Center: http://www.adventuresci.com/

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Girl Scouts of Rolling Hills Council

All correspondence and inquiries regarding out-of-council patch orders must be via email. Send to patches@girlscouts-rh.org and put “Out of Council Patches” in the subject line. The shop will not accept phone inquiries. Before ordering, please check to see if item is out of stock!

For Out of Council Troops

Out of Council troops are welcome to earn Rolling Hills Council’s Own Recognitions, except those designated “Rolling Hills troops only.”

The Rolling Hills council shop does not normally provide mail order service. However, as a courtesy to our sister councils, we make the exception of filling orders for patches for our council’s own recognition programs. These are the ONLY items we will provide by mail order.

To order Rolling Hills Council’s own Try-Its, Junior Badges or IPAs . . .

Check for Out-of-Stock items - http://www.girlscouts-rh.org/patches-ooc.htm#outofstock#outofstock

Download, print and complete an Out-of-Council badge order form.

http://www.girlscouts-rh.org/docs/badgeorderform.pdf

Mail the completed order form and a check (payable to “GSRHC”) for the cost of the patches together with a self-addressed stamped envelope to: Out-of-Council Badge Order Girl Scouts of Rolling Hills Council 1171 Route 28 North Branch, NJ 08876

All Try-Its, Junior Badges and IPAs are $1.25 each. Recognition patches other than Try-its, Junior Badges and IPAs vary in price – prices are indicated on the order form. Your check should be made out to “GSRHC.” We do not accept credit card payments. Also, all sales are final – no returns and no exchanges.

Be sure the envelope you provide is sturdy. Use the following as a guide to postage and envelope size suitable for your order:

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Up to 6 Legal envelope (4” x 9 ½”) 2 first-class stamps

7-24 6” x 9” envelope 3 first-class stamps

24-150 Prepaid priority mail envelope Purchase at post office(Cost $4.60)

In most cases, orders up to $25 will be processed and mailed within 2 business days of receipt, assuming the items are in stock. Orders over $25 paid by money order will be treated the same way. All orders over $25 paid by check will not be mailed until your check has cleared (approx. 7 days).

Please note that shipping is at your risk, so be sure you provide an appropriate envelope. (A padded one is a good idea.)

Council’s Owns Try-Its

Sweet Shoppe Brownie Try-It ………………………………………. 11 Water Fun Try-It ……………………………………………………… 13 Birds Brownie Try-It ………………………………………………….. 15 Cosmic Adventures Try-It ……………………………………………. 17 Brownie Craft Sampler Try-It ………………………………………… 19 Creepy Crawlers Try-It ……………………………………………….. 21 New Jersey Naturalist Try-It …………………………………………. 23 Powwows & Tipis Brownie Try-It ……………………………………. 25

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Sweet Shoppe Brownie Try-It

Do four activities to complete this Brownie Try-It.

1. Make ice cream in a bag by combining ½ cup of milk (half and half), 1 tablespoon of sugar, and ¼ teaspoon of vanilla extract to a sealed plastic pint-sized freezer bag. Mix around in bag. Then add sealed bag to a larger gallon size freezer bay filled half way with ice and about ¼ cup rock salt. Seal the larger bag and then shake the two bags together for about 4 minutes. Enjoy your ice cream! Search the World Wide Web for other ways to make homemade ice cream.

2. Make chocolate fondue in a crock-pot by melting chocolate chips. Then dip several of your favorite fruits, bread, or pretzels into the chocolate making it a favorite chocolate treat. Caramel may be used as a substitute for chocolate chips.

3. Make a simple yeast dough recipe. Place dough into a bag to knead. Form the kneaded dough into different animal shapes (like a turtle, bear, etc.) Bake and top it off with a sweet topping.

4. Make a batch of your favorite cookies from one of your family’s recipes that represent your heritage. Share with your troop.

5. Make a sugar free recipe of confectionaries and donate to a nursing home, a shelter or food pantry.

6. With your troop, make a simple butter cream icing (search the world wide web for recipes) and then using pastry decorating bags and tips pipe simple designs with at least four different tips. Practice on wax paper and then try to decorate a small cake or cupcake!

7. Use a favorite family recipe to make a cake or pie. Find out what ingredients are needed and then help purchase them.

8. Visit a bakery, bread or bagel shop, or pastry section of a restaurant. Watch while they make different types of sweets for dessert.

9. Make several of your favorite types of chocolate treats (e.g. s’mores, chocolate truffles, fudge, brownies, and chocolate chip cookies) and have

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a chocolate feast!

10. Compile several different recipes from troop members and then make a troop recipe book.

11. Make your favorite candy bar. Start by melting chocolate chips or chocolate melts and spoon into a rectangle mold. Then add ingredients to turn it into your favorite candy bar (e.g. Reese’s pieces, peanut butter, caramel, Rice Krispies, etc.) and then freeze for 7 – 10 minutes to make your candy bar harden.

12. Help to make a special dessert for your family for a holiday or a birthday surprise.

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Water Fun Try-it

Before beginning this Try-it, the leader must refer to Safety Wise to ensure that all safety rules are followed. If swimming, boating or wading are involved, one or more lifeguards must be present. To earn this try-it, complete 4 activities, including the 2 with stars.

*1. Learn the following rules for use at a pool, lake, river, ocean or bay.

• Always have a lifeguard present when going into the water. • Walk around the water to avoid slipping, tripping, or falling. • Swim with a Buddy of the same or similar swimming ability. • Never push another person into the water. • Shower before going into a pool to be sure you are clean. • Only one person is allowed on a diving board at a time. • Never dive into an above ground pool or in shallow areas. • Never swim under a diving board or in diving area. • Never remain in the water when thunder or lightning is present. – Move away

from water, seek low ground and shelter (never under a tree). • Never swim immediately after eating, when overheated, or when tired. • Swim only during daylight hours or in a well lit pool at night (with lifeguard)

*2. Know when and why a life jacket is used.

• Learn how to identify a life jacket that is Coast Guard approved. • Check life jacket before putting it on to be sure it is the correct size for your

weight. • Learn how to put on a life jacket. • Put life jacket on and have an adult check to be sure it is on correctly. • Enter shallow water with a life jacket on and try to float.

3. Learn beginning swimming skills by doing the following:

• Stand in shallow water and blow bubbles with whole face in the water; then try to blow bubbles underwater; turning head to put ear in water alternating with blowing bubbles.

• Practice kicking while holding onto a pool wall, dock, kick board, or swimming

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barbell. If in a lake or pond in shallow water, put hands on bottom and kick feet.

4. Choose two games from the games list. Read the directions and play them in the water. http://www.girlscouts-rh.org/patches/waterfungames.htm

5. Build a sand castle at a beach, or in a sand box. Round Valley Reservoir has a sand beach; there also is a sand area in Duke Island Park in Bridgewater. Follow directions to build a castle or use your own design. You can do this on your own or with friends.

Directions:

Anyone can learn to build a sand castle. All you need is sand, water, and a few tools. These may include a small shovel, a water bucket, an ordinary table knife (can use a plastic knife or putty knife), cookie cutters, and your hands.

Pile loose wet sand into a mound, flattening the top and sides with your hands as a base. The sand should be as wet as cooked oatmeal.

Form several flat pancakes and stack these on top of each other on your base to form a tower. Build your tower as high as you wish and build as many towers on your castle as you like.

Use your knife to slice off triangular pieces to fashion a pointed roof on each tower.

Use a putty knife to carve out windows and doors.

Walls can be made around or joining your castle by fashioning small bricks from the wet sand, stacking them as you wish, then smoothing the sides. Steps can be built in the same way.

6. Learn about fishing, what safety rules to follow, and then go fishing with an adult.

• Find out if you need a license to fish in the area you have chosen. • If going onto a pier or dock or in a boat to fish, wear a life jacket. • Learn what to use for bait. • With the help of an adult put the bait on the hook. • Learn how to safely put the line in the water. • Learn how to safely remove the hook from the fish which you caught. • Release the fish back into the water, or with the help of an adult, clean, cook

and eat the fish.

7. Get in shape by trying water exercising to music. Make sure that your radio or tape player is battery operated and at a safe distance from the water. Do not handle radio or tape player while in the pool. In shallow water try one or more of the following: Hokey Pokey, Chicken Dance or an aerobic exercise.

8. Make a friendship boat by following these directions. (See illustrations – http://www.girlscouts-rh.org/patches/waterfunboat.htm)

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1. Take a rectangular sheet of paper and fold paper in half crosswise. 2. Fold this in half. 3. Open and fold corners. 4. Fold up one side of bottom flap. 5. Turn over, fold up the other side. 6. Fold in corners. 7. Holding the 2 corners, push them together to look like a cap. 8. Fold up bottom point to top. 9. Turn over and fold up other point. 10. Holding 2 corners, push together again. 11. Take 2 points at top, and pull out. 12. Push point of boat in about 4 cm with eraser end of pencil. 13. Melt a few drops of wax into it. Set a birthday candle into the wax. Light

candle. Set afloat.

Sail boat in water (use one of the Friendship Boat Ceremonies – http://www.girlscouts-rh.org/patches/waterfunceremonies.htm)

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Birds Brownie Try-it

To complete this try-it, at least four requirements including the starred requirement must be finished. However if your girls are enjoying the subject, keep going!

*1. Learn to identify at least 15 different kinds of birds that live or visit your area feeders. The American Goldfinch pictured on this try-it is the New Jersey state bird. To learn about other birds common in your immediate area, learn to use a field guide or use an Internet site such as http://www.birdsandblooms.com and key in your zip code for a list with pictures. Use the Bird Notebook page in the Program Box to keep track of your observations. Bird watching is the most popular hobby in the United States.

2. Learn the parts of a bird in order to more easily identify a new bird in a field guide. Diagrams are provided in the program box for standard parts of every bird. Notice that different types of birds have different beaks and feet to adapt to the kinds of food they eat and the type of area where they live. Some birds have developed special vision to help them survive. Some birds have adapted their wings to suit their environment and needs.

3. Learn how to make a bird feeder. Different birds prefer different types of seeds. Goldfinches like thistle seeds and wildflower seeds. Cardinals like sunflower seeds and woodpeckers like peanuts and suet. There are many types of feeders to choose from and instructions can be found in the field guides and in the program box.

4. Learn about the different types of nests and nesting boxes that the birds in your area use. Every bird prefers his or her own special type. There are instructions to make birdhouses in the program box, perhaps you would like to make one and keep track of its inhabitants.

5. Birds need food, shelter and water all year round. Make a birdbath for your backyard birds. It can be a large standing birdbath or a small plant saucer. Make sure to keep it clean and supplied with water even in the winter.

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6. Participate in Operation Feeder Watch run every February over President’s weekend by the Cornell Lab of Ornithology. You and your troop can observe which birds come to a feeder over a period of a few hours and use the internet website (http://www.ebird.org) to report your numbers. You could also choose to participate in the Audubon December Christmas Bird Count, which has been held every year since 1900. You can report your numbers to their website at (http://www.audubon.org) and also view past year’s counts.

7. Make a craft connected with birds such as an origami duck or swan, an Indian Peacock, a Hand & Foot Turkey, construct a nest like a bird would do, make a summer birdhouse out of pony beads or find another one of your choice. Instructions for those above are in the program box manual.

8. Learn what to do if you find a baby bird out of its nest or if a bird accidentally hits your window. Read the articles on these subjects in the program manual.

9. Some birds fly to different areas of the world during the summer and winter months. This is called migration. What birds in your area migrate to a warmer climate for the winter months and return in the summer and which birds in your local area stay all year round and adapt to the change of season? How does their diet change during these months?

10. Birds communicate with each other through their chirps and songs. Go outside and be very still and quiet and learn to identify several birds from their sounds. Scientists have actually studied the songs of the same species of birds in different areas and discovered they can have different accents!

11. Visit a bird sanctuary, a veterinarian who specializes in bird care, the Raptor Trust or the bird section of a zoo and observe birds in these environments. http://www.theraptortrust.org

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Cosmic Adventures Try-it

1. Something flying that we can’t classify is a UFO, an Unidentified Flying Object. You have probably heard of them in movies as alien spacecraft, but really they can be anything airborne that you can’t recognize. Everything initially started out as being a UFO, until scientists gave it a name for example, a comet. Make your own UFO and then have a friend say what this UFO is. Remember it can’t be a name already used to describe something.

2. Everything floats in space so, when eating, astronauts have to be extra careful. Pretend to eat like an astronaut by drinking from closed containers ex: a juice box, and eating food out of a tube.

3. When flying into space every piece of weight counts. Astronauts are only allowed to bring a few small light personal items, for example a flute or CD player. What would you bring on your space trip if you could only bring 10 items? Why?

4. There are many requirements to be an astronaut. One of the most important is to be and stay physically fit. Astronauts typically exercise 1 ½ to 2 hrs every day. They ride a bicycle, walk on a treadmill and exercise the upper body with a spring-pulley system. Try to do some of these exercises for a few minutes, running instead of bicycling, and using a resistance rubber band to stretch your arms.

5. There are many things out in space, ranging from stars, moons, comets, to people, space stations, and satellites. What do you think of when you hear the word “space?” Make a picture cube drawing six different ideas.

6. Space is different because of its lack of gravity. Scientists do experiments in space to see what will happen. One scientist wanted to know what happened to fire. They did an experiment, and the flames formed little balls of fire floating around. Figure out an experiment that you would want to be done in space? What do you think would happen? Tell a friend about your experiment and see what she thinks will happen.

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7. In order to be in space you must get there. Think of how you would get to space, then watch a real space launch. Consider how you will sleep, read a book, and go to the bathroom. Have fun and find out the real answers too.

8. The lack of gravity in space is a unique feeling. Using a partner do Experiment 1 to experience weightlessness. Then using a partner, see how gravity affects water by doing Experiment 2. What made the water go in the same direction every time? How do you think water drops would move in a spacecraft? Why? http://www.girlscouts-rh.org/patches/cosmicexperiment1.htm http://www.girlscouts-rh.org/patches/cosmicexperiment2.htm

9. The spacesuit of an astronaut is special, but it is also big and hard to move around in. See how astronauts feel by putting on a pair of special big and bulky gloves. Then go around and try to do things with your hands, for example turn on a lamp.

10. An astronaut needs to know where they are going. So, they must know about outer space and our solar system. Name the planets in our solar system and draw a picture of your favorite one. Then find a fun fact about your favorite planet.

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Brownie Craft Sampler Try-it

Goal – To introduce Brownie Girl Scouts to different mediums in art.

To complete this try-it, do any 4 requirements. 1. Candle making – Learn to make candles. Dip candles and ice candles are easy starts for girls. This requires adult supervision, but the girls can “dip” lengths of candle wick into pots of melted wax to accumulate wax in layers. To make “Ice” candles, cut a 7 inch length of candlewick, attach to a stick and suspend over a small milk carton. Fill with crushed ice and pour melted wax into carton. Let harden, then unmold. 2. Decoupage – Using wrapping paper, magazines or any pretty pictures, have the girls cut out pieces and glue onto a box (Cigar boxes work well). After everything dries, coat the box with a decoupage glaze or Mod Podge. Let dry. 3. Mosaic tiles – Make tile dishes. Have the girls make designs in the metal bases first, then glue. Next meeting, grout the dishes. Supplies can be purchased through craft catalogs or at craft stores. 4. Copper foil – Using foil molds, rubbing sticks and copper foil, RUB to make the pictures form. Girls can make frames for their pictures from popsicle sticks. Supplies can be purchased through craft catalogs. 5. Tin punch – Tin can lanterns can be made from recycled cans. Any size can will do. Fill them with water to a ¼ inch below the rim. Freeze for about 2 days, then using a hammer or 4” X 4” block of wood and a nail with a large head, punch holes into the can to make a design. Add a small votive candle and it is done! 6. Relief and splatter painting – Using leaves and/or flowers, construction paper, paint and old toothbrushes, first place the leaves onto the construction paper and “splatter”

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paint with the circle brushes around the leaves. Then using the same leaves, dip lightly in paint and press the relief print onto the paper. Have the girls judge the different effects. 7. Weaving – Using a simple cardboard “loom” (a 5” X 6” cardboard with ½” slits cut in short end), have the girls bring a length of yarn up through the first slit and circle the cardboard putting the yarn through each slit. With another piece of yarn “weave” over and under back and forth on front side only. When loom is full cut back strings to become fringe. 8. Homemade paper – This is easy but a bit messy. Old telephone books work well! Make a scrapbook, note card or invitation using the paper the girls have made. 9. Leather – Many kits are available, but you can make your own. Have the girls learn to paint and/or lace a leather purse, bracelet, or barrette. 10. Tie dye – Anything can be dyed in many creative ways. Try to do something other than a T-shirt. 11. Clay beads – Beads can be made from salt dough and painted or from pre-colored Sculpty or Filmo clay and air dried or baked. String onto plastic lanyard or cord. 12. Paper Mache masks – Newspaper strips, balloons, flour & water or white glue are all you need. On blown up balloons have the girls cover half the balloon to form a mask. Several layers will be needed, then it must dry. Cut holes for eyes and nose; add elastic to fit head or a tongue depressor at the bottom front to hold. Use paint or markers to decorate.

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Creepy Crawlers Try-it

To earn this try-it you must complete at least 4 requirements INCLUDING THE TWO STARRED, but don’t stop if the girls are having fun! We recommend you take out some books from your local library to show the girls examples.

*1. What is and what is not an insect? Specifically study the parts of butterflies, ants, bees and dragonflies. Leaders note: All insects have 6 legs, 3 body parts, antennae, hatch from eggs, go through some sort of metamorphosis and at some point in their life cycle have wings.

2. Go on a Bug Safari using the activity on page 47 of the Brownie Leaders’ Guide (rev. 2000). Using the attached chart, take the girls outside and look at your local “bugs” and have the girls complete their own chart. http://www.girlscouts-rh.org/docs/creepychart.pdf

*3. Learn the different stages of metamorphosis for butterflies, ants, bees and dragonflies. (They are not all the same!)

4. Visit a butterfly garden or butterfly collection. Become an expert and be able to identify at least 5 kinds of butterflies and moths. Learn what plants and colors of flowers attract which insects. If your area does not have a butterfly garden already, you could plant one as a service project.

5. Learn about the life cycle of an ant. Learn about ant colonies and the jobs each ant has to do. You could make an ant farm and observe it for some weeks.

6. Learn about the 3 kinds of bees, the parts of a bee’s body and about their life cycle. Find out about honey bees and the many types of honey they make. Taste different kinds of honey.

7. Make an insect hotel using an oatmeal box, coffee can or similar container. Observe the insect for a short while and then carefully release it back to nature.

8. Learn 2 songs and 2 games about insects. Share them with a group of younger girls.

9. Make a “bug” snack. Suggestions are endless like ants on a log, butterfly

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nectar (fruit punch), Jell-O with gummy worms, etc.

10. Make a craft project relating to your “insect theme” and donate them to a pre-school class or nursing home.

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New Jersey Naturalist Try-It

To earn this try-it you must complete at least 4 requirements including the two starred, but don’t stop if the girls are having fun! We recommend you take out some books from your local library to show the girls examples of wildlife in New Jersey.

1. Naturalists study nature and teach others about the environment. Visit a park or nature center and talk to the naturalist. Find out why she chose this job, what her typical day is like and what she had to study in school to be a naturalist.

2. Naturalists, wildlife biologists and zoologists study animals by putting them into categories. Make a list of animals or cut pictures out of magazines. Learn about domestic animals and wildlife. Divide the animals into a group that lives in the wild and a group that depends on people for their food, water and shelter. Divide the wildlife pile again. Separate the animals that live in New Jersey from the non-native animals. Can you divide the piles even more by putting similar animals together?

3. Learn about the tracks and signs of animals that live in New Jersey. What things can you see outside that will tell you an animal was there? Some examples are nests, burrows and tracks. Go for a walk and look for tracks in the mud or the snow and use a field guide to identify them. You can also choose to use track stamps to learn animal tracks.

4. New Jersey has a large variety of habitats such as freshwater swamp, shore, mountains, grasslands, and estuary. Visit two different habitats and compare them. How are they similar and different? What plants and animals live in these habitats?

5. Much of New Jersey’s unique landscape was formed by glaciers. Learn about the Wisconsin Glacier. Look in a state map and locate areas that were formed by this glacier. If possible, visit a one of these areas to see the landscape first hand. Use the following activity to demonstrate how glaciers change the landscape. Fold several towels lengthwise and place them on top of each other. The towel represents the soil and your hands represent the glacier. The different layers of the towel are similar to the layers of sedimentary rocks. Press in the sides so that the towel forms folds. This shows how glaciers slide across land and form mountains.

6. Find out the names of the Native Americans that lived in New Jersey. Learn how they used New Jersey’s plants and animals.

7. When people think about wildlife, they usually think of animals that live on land and forget about sea creatures. Visit the shore and look for signs of animals that live in the ocean. Take a field guide with you and identify sea shells.

8. *Visit a local park or natural area and go on a hike or scavenger hunt. Look at nature up

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close. You may also choose to go on a scavenger hunt in your backyard and discover that plants and animals that also call your yard “home.”

9. *Wildlife have adaptations, or characteristics that help them survive. Learn about the adaptations of five animals that live in New Jersey. For example, the opossum pretends that it is dead when it feels threatened. Play the opossum and coyote game with your troop. Chose one girl to be the coyote. The rest of the girls are opossums. The coyote will turn on music and the opossums will dance. When the coyote turns off the music, the opossums will “play dead” by freezing in place. The coyote will then try to make the opossums move, smile or giggle. The first opossum to move or make a sound will become the new coyote.

10. There are many animals that live in New Jersey that are active during the night. Learn about three nocturnal animals that live in our state including bats. Bats hunt for insects at dusk and during the night using echolocation. Learn how echolocation works. Play the bat and moth game. All the girls will form a circle. Chose one girl to be the bat and one to be the moth. The bat and moth enter the circle. The bat closes her eyes and says “bat.” The moth will respond by saying “moth.” The bat will try to tag the moth inside the circle.

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Powwows & Tipis Brownie Try-it

Requirements: Do six activities.

1. Make a Native American food dish such as cornbread, sweet potato cakes, baked pumpkin, fried hominy or fried squash blossoms. Look in your library for a cookbook containing simple recipes where the girls can help.

2. *Do a Native American sand painting.

3. *Make a Kachina doll.

4. *Make Native American moccasins.

5. Learn a game which Native American children would play.

6. Make a Native American necklace or bracelet and learn why Native Americans wore them. You can use colored beads or macaroni and string.

7. Learn a Native American dance. Books are available in your library that also tell why they did them.

8. Learn some pictographs (signs) that Native Americans used to tell stories. Have the girls tell their own story by using signs on paper.

9. Learn about Native American dwellings. Find out how they were made.

10. Read about a famous Native American. Many books are available in your library.

*Kits to do these requirements can be purchased from S&S Crafts

http://www.ssww.com

Rolling Hills has program boxes (http://www.girlscouts-rh.org/progbox-br.htm) with supplies for requirements 2,3,5,6,7,8,9 & 10.

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Suggested Field Trips in the Vicinity of Rolling Hills:

• Morris Museum, 6 Normandy Heights Rd., Morristown, NJ, (973)538-0454 • http://www.morrismuseum.org • Museum of the American Indian, Heye Foundation, Broadway at 155th St., New York, NY

10032 • Newark Museum, 49 Washington St., Newark, NJ 07109, (908)596-6550 • http://www.newarkmuseum.org • Pocono Indian Museum, Route 209, Bushkill, PA 18324, (570) 588-9339 • Powhatan Lenape Nation, Native American Indian Heritage Museum, Rancocas Indian

Reservation, Rancocas, Rancocas, NJ 08073, (856) 261-4747 • Waterloo Village Restoration, Indian Village and Museum, RD, Stanhope, NJ 07874,

(201)347-0900 • http://www.njskylands.com/hslenape.htm

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Girl Scouts Patriots Trail Council

Our Council’s Own Try-It: Oceanography

Girl Scouts from outside Patriots’ Trail Council may earn Our Council’s Own badges and IPP’s. However, you should check with your own council to see if they will accept them towards official recognitions like the Silver Award or Gold Award. Order by calling 1-866-268-8653 or http://www.girlscoutshop.org

Oceanography: The science that deals with oceans, what makes up the ocean water, the marine biology, and the uses of the ocean’s resources. Why is the ocean blue? The ocean appears blue because it reflects the blue color of the sky. On a grey day, the ocean appears grey.

Massachusetts has a State Sea Shell, the New England Neptune and a State Marine Mammal, the Right Whale. Find out about them.

For Brownie Girl Scouts.

1. As of Spring 2000, there are five oceans on earth. Learn their names and complete the map.

o Arctic Ocean: Borders the North Pole. It is the smallest ocean. o Atlantic Ocean: Borders the Eastern coasts of North and South America and

Western Europe and Africa. o Indian Ocean: Borders eastern Africa, southern Asia, and Western Australia. o Pacific Ocean: Borders western coasts of North and South America, eastern

Asia and northeastern Australia. It is the largest ocean. o Southern Ocean: Borders Antarctica and extends to 60 degrees latitude.

How much of the earth’s surface is covered by water? Estimate the answer by playing catch with an inflatable globe. Record how often the catcher’s left thumb lands on water then divide the answer by the number of times the ball was caught. (Approximately 70% of the Earth’s surface is covered by water and the oceans contain roughly 97% of the Earth’s water.)

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2. Start a sand or sea shell collection. To collect sand, use small containers like clear film canisters or make sand cards. Be sure and record the location and the date. Remember that if you have sand from the same beach on different dates they are not always the same.

Sand Cards. Take a 3X5 or 4X6 index card and fold it in half. Cut a small triangle out of the folded side of the card. Unfold the card and put one piece of clear not invisible tape over the hole. Pour a small amount of sand onto the tape, shake off the excess and cover it with another piece of tape. Label the card with the location and date.

Shell collection. Try and collect shells without chips, holes or missing pieces. Group like shells together and find out the names of the different shells. Shells collected on New England beaches may be different from shells collected from other areas. Try and collect shells from the following groups: clams, mussels, oysters and snails.

Shells you might find in New England include: periwinkles, razor clams, whelk or conch, soft shell clams, quahog shells, jingle shells, Northern Horse mussels, and Eastern oysters.

Native Americans made wampum from shells. What kind of shell was used? Why did they make it? How did they use it?

3. Whales are one of the largest mammals on earth. There are toothed and baleen whales. Find out about the different kinds of whales by doing one of the following:

a. Go on a whale watch to observe the whales and learn about them from the crew. OR

b. Go to an aquarium or museum of natural history to learn about whales. Ask what the different kinds of whales eat.

c. Research whales in books or on the internet.

Do the “Eat Like A Baleen Whale Activity”

Supplies: toothbrushes, tweezers, tea leaves or dried herbs, large pan of water. Baleen whales have “brushes” in their mouths like brooms. They use their baleen to filter sea water and trap the plankton they eat. Sprinkle the “plankton” (herbs) in the water. Now try and see how much you “can eat” by using the tweezers to collect plankton. They try the toothbrushes to collect the floating “plankton”. Which way would a large whale prefer to collect his or her lunch?

OR, make a “Blubber Glove”

Supplies: large can of vegetable shortening and two plastic bags with press seals (not zippers). Place the shortening into one bag. Turn the second bag inside out and put your hand into the bag. Insert it into the first bag and seal the outer and inner bags together sandwiching the shortening between the two bags to create the glove. Spread the shortening so it will insulate your hand when in the glove.

Whales and other marine mammals use blubber to keep warm in the ocean. Place one hand inside a plastic bag and the other inside the glove. Put both hand into ice water. Which hand is warmer?

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4. How do sea creatures communicate? The ocean is actually a noisy place. You may have heard about whale songs or heard dolphins speaking. Do the “Fishy Love or How not to be Lunch” Activity. Supplies: small wooden blocks or film canisters half filled with rice, beans, or other items to make noise, two blindfolds, and two canisters with items that make a distinctive noise like washers or paper clips. (You could also use party noise makers.) Have the girls stand in a circle to represent the ocean. Blindfold one Girl Scout and give the other Girl Scout one of the special noise makers. Have the blindfolded Girl Scout try and find “lunch”, which is the scout with the noise maker. For the next round, give the Girl Scouts in the circle noise makers. Blindfold both Girl Scouts in the circle and give them both special noise makers. The ocean is actually quite noisy. Now have all the scouts use their noise makers while the two “lovers” in the center look for love in all the wrong places before finding each other. Light does not penetrate very far into the ocean, so sound is how the males and females find each other since they often live quite far apart.

5. Observe waves in motion. What causes waves? The winds cause waves on the surface of the ocean and on lakes. The wind transfers some of its energy to the water through friction between the air molecules and water molecules. Stronger winds (like storm surges) cause larger waves. You can make your own miniature waves by blowing across the surface of a pan of water. Waves of water do not move horizontally, they only move up and down (a wave does not represent a flow of water). You can observe a demonstration of this by watching a floating buoy bob up and down with a wave. It does not move horizontally with the wave. OR: suspend corks at different levels in an aquarium or large plastic container. Use your hand to make waves at the surface and observe which ones are moved by waves and which stay still. See what happens if you make larger waves. Tsunamis (sometimes called tidal waves) are different from surface waves. Find out what causes tsunamis.

6. What causes the tides? Tides are periodic rises and falls of large bodies of water. Tides are causes by the gravitational interaction between the earth and the moon. This gravitational attraction of the moon causes the ocean to bulge out in the direction of the moon. Another bulge occurs on the opposite side since the earth is also being pulled toward the moon and away from the water on the far side. Since the earth is rotating while this is happening, two tides occur each day. Learn how to read a tide chart for a beach near you. When is high tide? When will the tide be at its lowest? How much do the times change each day? Will the high tide be earlier or later tomorrow? You can also research spring and neap tides.

7. Explore the Shore: Visit the ocean shore! Look closely along the shoreline for debris such as shells, pebbles, plants, bottles, beach glass (pieces of glass that have been polished smooth by the sea), and decaying matter. Where did these things come from? How did they get there and what is likely to happen to them? Horseshoe Crabs are often found along the North Atlantic shore. Don’t hurt them, they may still be alive and will return to the ocean with the next tide. They are one of the oldest living animals on earth and are called living fossils because their appearance has not changed in 360 million years.

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Try to find both living and not living things along the shore or in tidal pools. You’ll need a pencil. When you find an item, check it off. Do your best not to harm, move, or take any of these things. Animals or plants may depend upon them. Small non-living items may be kept as mementos of your shore visit. ____ sea glass ____ drift wood ____ buoy ____ lighthouse ____ tern ____ sea gull ____ sand piper ____ sand fleas ____ “green heads” ____ barnacles ____ crabs ____ minnows ____ starfish or sea star ____ jelly fish ____ surf clam ____ razor clam ____ mussel shell ____ oyster shell ____ sand dollar ____ periwinkle shells ____ cockle shell (slipper or boat shell) ____ jingle shell ____ algae (sea weed) ____ “mermaid’s purse” (skate egg case)

Some Resources and Web Sites

EnchantedLearning.com Information, coloring books and connect-the-dots pages.

http://www.enchantedlearning.com/Home.html

Sea Education Association http://www.sea.edu

Ripley’s http://www.ripleysaquariumofthesmokies.com (Site of Mr. Potato Fish)

NOAA http://www.nccos.noaa.gov/education

Seaworld & Busch Gardens have educational materials, including a collection of books for grades K-3 and 4-8.

The Marine Mammal Center - http://www.marinemammalcenter.org/learning/education/groupprogram/group_programs.asp

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Woods Hole on Cape Cod has an aquarium, and is home to the Woods Hole Oceanographic Institute (WHOI) which has an exhibit center with information about deep sea explorations and short videos about the sea.

The National Sea Shore on Cape Cod has a visitor’s center with exhibits; self guided tours and videos about the sea and geologic history of Cape Cod.

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Girl Scouts of Beaver and Lawrence Counties, Inc.

443 Third Street Beaver, PA 15009

Fax # - 724-774-8557 E-mail – shoppe@gsblc.org

How do I order your council’s own badges?

If you would like to order badges, please click below for the order form.

http://www.girlscouts-wpa.org/bcgsc/pdf/council_own_order_form.pdf

Please note: Because of the volume of calls concerning our badges, we do not return long distance, or out of state phone calls. We prefer that you mail, fax, or email your order. For your own safety, please do not send credit card information through email over the internet.

*****

Council’s Own Try-It’s Archery Brownie Try-It ………………………………………………………….. 33 Camp Elliott Try-It ……………………………………………………….………. 34 Gymnastics Brownie Try-It ……………………………………………………… 35 Wild Flower Brownie Try-It ……………………………………………………… 36

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Archery Brownie Try-It

Complete 4 requirements. Review Safety-Wise pages 95-96 before beginning this Try-It.

1. Demonstrate how to judge good bows and arrows and know the names of their parts.

2. What does “weight” mean as applied to bows?

3. Show how to care for a bow when in use and when not in use.

4. Demonstrate the correct way of pulling an arrow from the target and picking it up from the ground.

5. Demonstrate the correct stance used for shooting.

6. Know the safety zone.

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Camp Elliott Try-It

Brownie Girl Scouts must complete 4 requirements

1. Learn the history of the camp. Learn how the Council received the property and the meaning of the names of the buildings and the tent units. (History information is available at the Beaver Headquarters)

2. Take a hike around the camp and include a visit to the Elliott Lodge, Woods Edge Lodge, Bayberry and Morningside Tent Sites, the barn, the chimney and the creek.

3. Have a camp scavenger hunt. See how many different items you can locate.

· 2 flagpoles · a plaque honoring someone living · a barn · the pool and gazebo · a fire ring · a wildflower · a chimney · a dogwood tree · an out house · a tent

4. Make a poster or pamphlet about the camp. Put in information about the camp that you have learned or draw a map of the camp showing the different sites.

5. Attend Summer Day Camp, Council Wide Camporee, Resident Camp, or visit Camp Elliott with your troop.

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Gymnastics

BROWNIE GIRL SCOUT TRY-IT: Complete 4 activities

1. Learn the basic safety rules of gymnastics.

a. Be sure to discuss the importance of mats, standard equipment, and spotters. b. Talk about the importance of working with a trained gymnast or instructor when trying something new. c. Learn what the proper clothing and footwear are for a

gymnast. Consider the dangers of long hair and jewelry when tumbling.

2. Learn about the four gymnastic events used in competition and try a basic move in at least two different areas with the help of a gymnast or coach.

a. Floor Exercise b. Vault c. Balance Beam d. Uneven Bars

3. A gymnast must take care of her body. Discuss the following:

a. Warm up and cool down before and after strenuous exercise. b. What kind of exercises would help you get into shape? c. What should she eat and drink? d. How much rest is important?

4. Make up a short routine, dance or game using music or rhythmic moves. You may create your movements by yourself or with a group.

5. Visit a gymnastic center or school or attend a class, workshop, or gymnastic event. Talk to a gymnastics coach or teacher about why they think gymnastics is a good sport for girls. Talk to girls your age about why they are involved in a class or a gym team.

6. Observe, in person or on television, a gymnastic event. Think about what performance you enjoyed most and why. How did watching the event make you feel? What new things did you learn about gymnastics?

The cost is $2.00 per patch plus shipping and handling. To order send an e-mail requesting ordering information to shoppe@gsblc.org.

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Wild Flower Finder Brownie Try It

Try these fun activities to learn more about wild plants and flowers. To earn this Try-It, complete four activities. (Including the two with stars)

1. Wild Flowers Are All Around You* With your troop or family member, go on several walks to see wild plants growing in their native homes. Identify 10 wild plants. Do not pick or dig them.

2. Learn to Observe* Choose 1 wild flower that is in bloom to observe. Look at it carefully and fill out the wild flower worksheet.

• Where is this plant growing? (woods, field. Swamp, etc.) • How tall is the plant? • What do the leaves look like? (shape, size, color, smooth, jagged, etc.) • What color and shape are the petals? • What color is the center of the flower? • What does the blossom smell like? • Use a field guide to identify your wild flower.

3. Blowing in the Wind Find several different kinds of seeds and notice how some are prepared to travel. Some seeds have umbrellas, sails, or spines. Examples of these are the Milkweed, Dandelion, and Thistle. The Burdock seeds like to steal rides on our shoelaces, socks and clothing.

4. Beware of These! Be able to identify the following plants, if they grow in your part of the country: Poison Ivy, Poison Oak, Poison Sumac, and Stinging Nettle. What should you do if you come in contact with one of these plants?

5. Be Creative Sketch or photograph some wild plants. Also learn the standard rule of conservation, "Take nothing but pictures, and leave nothing but footprints."

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6. Field Trip Time Visit a local greenhouse or nursery and try to find relatives of wild plants. Ask a sales representative to direct you to the perennial plant section.

Perennials are plants that bloom year after year. They may last for a few years or for generations. You are sure to find a few family members there.

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Thousand Islands Girl Scout Council

253 State St. Watertown, NY 13601

315-782-1890 or 1-800-491-1890 Fax: 315-782-4455

*****

Council’s Own Try-It’s My Neighborhood Brownie Try-It ……………………………………………… 39 It’s Natural Brownie Try-It ……………………………………………………… 41

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MY NEIGHBORHOOD For Brownie Girl Scouts

Many different people, places and things make up your neighborhood. You may live in the city, on a farm, on a reservation, or in a military community. Let’s get to know your neighborhood by trying four of the following six activities.

1. Community Bingo. Using the BINGO card found later in this Try-It, take a neighborhood hike, marking off as many neighborhood landmarks as you can. See if you win!

2. What’s Happening. Make a scrapbook or montage (see p. 78). Include your own drawings of things you see in your neighborhood: photos, newspaper clippings, troop news, family news or community happenings.

3. Community Service. When people help people in a neighborhood, everyone is a winner! Read pp. 77-80 and then you can help by doing a small service project such as one of the following: • Have a Pick-Up-Litter Day at your school or park. • Collect toys or used clothing with your troop, family or friends. Donate the items to a charitable organization. • Collect canned goods for a food pantry. • Collect newspapers or cans for recycling. • Or, try your own ideas!

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4. SafetyWise. Learn about the people in your neighborhood whose job it is to keep you safe. Visit or invite a policewoman, firefighter, doctor, school nurse or other person to your troop and find out: • What they do. • What equipment they use. • How to reach them by telephone. AND Make an emergency phone chart for your family to use at home. Use the chart on p. 98 to help you. OR Make a troop first aid kit and include all the items found on pp. 107-108.

5. Moving In. Do you have new neighbors at home or new students in your class at school? Do something to make them feel welcome.

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It’s Natural For Brownie Girl Scouts

The outdoor world is full of things to do. Visit this world of adventure by completing four of the following six activities. Ready, Set, Go!

1. Add No Preservatives: Where does food come from before you buy it at the grocery store? Fruits and vegetables may be grown on farms in your community or may come from far away. Do one of the following activities: a.) Visit a farm or orchard and go vegetable or fruit picking. Use your produce in a recipe of your choice and sample the finished product! b.) Visit the produce selection of your local supermarket and learn about how fruits and vegetables go from the farm to your table. Sample fruits, and vegetables that are new to you – for example, kiwi fruit, fresh coconut or endive.

2. All Creatures Great and Small: Respect for ourselves and others is important and that includes the animals who share our world. Take some time to watch and listen to the animal world around us. Use the recipe found on the last page of this Try-It and build a winter tree for birds. Place the winter tree outside in a quiet place and watch who visits. Have someone who knows about birds help you learn the names of your winter tree visitors.

3. Bloom and Grow: Trees and flowers do more than make our world a pretty place. They are an important part of the food chain. They also keep the air clean. a.) Find out about our state flower and tree. Draw a picture of each and share it with your troop or family. b.) Plant daffodil, crocus or tulip bulbs in the fall or marigolds, zinnias and pansies for spring planting and brighten up your meeting place, community center, school or church. As you plan your garden, learn: The difference between an annual and a perennial Why are bulbs planted in the fall The care and feeding of the garden of your choice.

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4. Hot on the Trail: Hiking is a wonderful form of exercise as well as a good way to enjoy nature’s beauty. Be part of the planned hike’ a Volksmarch, a troop or family hike. Before you go: a.) Talk about the right clothes and shoes to wear. b.) Plan hiking menus. c.) Talk about the buddy system and how to stay safe while on the trail. d.) Make a list of outdoor dos and don’ts and remember Girl Scouts leave a place cleaner than they found it.

5. “This land is your Land”: The earth takes care of us. It provides us with air, food and water – what we need to stay healthy. So we need to make sure that the earth stays healthy too. Find a place in your community that needs to be cleaned. Help plan a troop clean-up day. Ask parents and other adults to help you. Once the area is clean, be sure to leave trash barrels and signs telling others who use this area to help keep it clean. Remember, service is an on-going project!

6. The Great Outdoors: Celebrate the beauty of the world by spending a day in the outdoors with your troop friends and your family. Choose one of the following: a.) Help to plan a family picnic. Make sure there are games for everyone and help your leader or your parents plan a menu. Be ready to sing Girl Scout songs you have learned this year and teach them to your family. b.) Plan a day on the water and choose one of the following activities Take a boat tour of the Thousand Islands and draw pictures of what you saw and make a troop montage Plan a day at the beach and try one of the following; swimming, sandcastle building or exploring.

A Winter Tree for Birds:

Decorate a tree for birds in the winter. The following items provide food for various birds. In your bird feeding program, provide all kinds of food – a mixture of meat scraps, seeds and fruit will attract an assortment of birds as well as provide a staple nutritional diet. Always supply a fresh source of water near your feeders. One word of caution, once birds feed on your handouts during the winter, they depend on you as their food source, so if you stop feeding or feed irregularly, it could make the birds sick. So keep your bird feeder full of treats for your winter friends. 1. Cranberries Pine Grosbeaks 2. Popcorn Crows, Blue Jays, Grackles, Chickadees 3. Peanuts in shell Woodpeckers, Blue Jays, Titmouse, Nuthatch 4. Coconut shell Coconut meat is not a good bird food, but is a Good feeder, fill with nuts, suet, seeds, etc. 5. Raw or dried apple Robin, Hermit Thrush, Cedar Waxing, Starling, Yellow breasted Chat, Oriole

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6. Animal Fats Use lard, suet or grease. An excellent suet and meat scrap holder is a fruit or onion bag. Fill with scraps, etc, and hang from a tree. It will attract a variety of birds. 7. Bakery products Hang stale cookies, bread, rolls, toast or crackers in a fruit or onion bag from a tree. 8. Black walnuts Woodpeckers, Chickadees, Titmouse, Nuthatch 9. Blueberries Young birds and Thrushes 10. Melon Seeds (watermelon, pumpkin or cantaloupe) Morning Dove, Blue Jay, Chickadee, Titmouse Nuthatch, Starling, House Sparrow, Cardinal Rosebreasted Grosbeak, Purple Finch, Towee 11. Cherries Robin, Thrush, Tanger 12. Apricots House Finch 13. Yellow Cornmeal (add to suet) Red Crossbills 14. Donuts (hang from a tree) Blue Jay, Blue Birds, Ruby-Crowned Kinglet Yellow-rumped Warbler, Yellowbreasted Chat, Northern Oriole, House Finch 15. Broken Eggshell All birds – this is and excellent source of calcium.

Recipe Buy three or four pounds of beef fat from the market. Place it in a heavy pot and barely cover with water. Simmer several hours until soft. Beat mixture with a wooden spoon. Add a cup of peanut butter, two cups of bird seed and mist until ingredients are slightly warm. Press mixture into all crevices of a large pinecone and hang from a tree or form a slightly flattened ball and place in a pie plate.

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Girl Scouts of Central Maryland

4806 Seton Drive Baltimore, Maryland 21215

tel: 410-358-9711 / 800-492-2521 fax: 410-358-9918

*****

Council’s Own Try-It’s Maryland, My Maryland ………………………………………………………………… 45 Forestree ………………………………………………………………………………… 46

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Girl Scouts - Columbia River Council

9620 SW Barbur Blvd., Portland, OR 97219 Office: (503) 977-6800 (800) 338-5248 Main Fax: (503) 977-6801 Store: (503) 977-6802 (800) 905-5605 Store Fax: (503) 977-6803

What is a Council's Own Try-It, Badge or Interest Project? These are earned recognitions that are unique to our area. They reflect our own community! Learn more about Lewis & Clark and the Corps of Discovery, Mt. St. Helen's, The Rose Festival, The Oregon Zoo, Engineering, Oceanography and Cosmetology.

Girl Scouts-Columbia River Council welcomes girls from outside our area to earn our Council Awards.

Try-its, Badges, and IPAs are $1.25 each and are available through our store. Shipping and handling is $1.00 for purchases $10.00 and under, 10% of cost for purchases $10.00 to $100.00, and $10.00 for any purchase greater than $100.00.

Checks are payable to Girl Scouts, or you can call or send a Visa/Master Card number with your order to PO Box 2427, Lake Oswego, OR 97035. Our store phone is (503)

977-6802 or 1-800-905-5605.

*****

Council’s Own Try-It’s

Fun with Makeup GS Brownie Try-It ……………………………………….………… 48

Lewis & Clark and the Corps of Discovery …………………..…………….………… 50

Mt. St. Helens Brownie Girl Scout Try-It …………………………………….……….. 56

Oceanography Brownie Girl Scout Try-It …………………………………………….. 59

Rose Festival Brownie Girl Scout Try-It ………………………………………………. 62

Society of Women Engineers Brownie Girl Scout Try-It …………………………….. 63

Zoological Brownie Girl Scout Try-It ………………………………………………….. 65

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Our Own Council's

Fun with Makeup Brownie Girl Scout Try-It

Cosmetology is the science of makeup. It includes keeping your body clean, cleaning your face, working with hair care and nail care products and makeup…things that can help you feel good about yourself and can help you develop positive self-esteem. Having good self-esteem helps girls to build courage, confidence and character. This Try-It will teach you about cosmetology and how to work with cosmetics and hygiene products. Get parent permission for activities using makeup, and adult supervision would be great!

To earn this Try-It, complete FOUR of the following activities:

1. * Skit: Look up the following words to learn what they mean. With your friends, troop or family, make up a skit using the words.

Hygiene Makeup Toothpaste

Acne Soap Manicure

2. Crossword Puzzle: Make a crossword puzzle using words that correspond to hygiene, makeup, nail care and hair care. Use two or more of the words above and make up 8 more on your own and use them in your puzzle. Ask a friend or family member solve your crossword puzzle

3. Makeup: With your friends, troop or family, use washable makeup and practice putting it on one another. What did you learn about how to put on makeup?

4. Collage: Choose or draw pictures relating to personal hygiene and makeup and put them together to make a bigger picture or collage.

5. Learn: Find some interesting facts about personal hygiene and makeup and careers using cosmetics. Share these with your group.

6. Hair Care: With your friends, troop or family, experiment with different hair styles. Be sure to learn about how to care for your hair and why it’s important to clean your hairbrush.

7. Make It: Look up the ingredients for lip-gloss or another cosmetic such as a facial mask or soap. With an adult’s help, make your own cosmetic product.

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8. Personal Care: Dentists say you should brush your teeth for 2-4 minutes to make sure you get every tooth clean. Pick a song that is 2-4 minutes long and brush your teeth to it for 3 days.

* This is a required activity.

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Our Own Council's

Lewis & Clark and the Corps of Discovery

Resources -

http://www.girlscoutscrc.org/Resources/Councils_Own/lewis_and_clark_resources.htm

The Commemorative Observation of the bicentennial (200 years) of the Lewis & Clark and Corps of Discovery epic journey (1803 to 1805) kicked off on January 18, 2003 at Monticello, Virginia, the estate of President Thomas Jefferson. President Jefferson sent Lewis and Clark to explore the newly acquired Louisiana Purchase and look for the most direct route to the Pacific Ocean. He directed them to keep journals describing the plants and animals they discovered, to map the way and to contact the Indian tribes along the way working out peaceful trade relations. It took discipline, team work and a variety of talents to make this a successful journey..

Much of the exploring you can do about the Lewis and Clark trail can be done on the internet. There are dozens of Lewis and Clark sites and growing, some better than others. Be a safe and responsible web user, always ask for adult supervision when exploring the web.

To earn this Try-It, complete FOUR of the following activities:

1. Where did they explore? Find a map of the Louisiana Purchase in a history book or on the web. Find a map of the Lewis and Clark trail. Put a map of today's United States next to them. What modern states are inside the Louisiana Purchase? What modern states would you travel thru if your family followed along with Lewis and Clark?

2. We all love our pets. Capt. Lewis brought along Seaman, his large black Newfoundland dog. Seaman served not only as companion, but like all the members of the corps he had many important jobs, hunter, watch dog, early warning system. He even saved the entire camp once. To learn more about Seaman or the Newfoundland breed of dog explore http://www.lewisandclarktrail.com/seaman or http://www.montanaphotos.com/corps_of_discover/seaman and try one or

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more of these activities:

• Read about one of Seaman’s adventures below and then find the underlined words in the puzzle.

Seaman Saves the Camp

After a long hard day of pulling the boats up the Missouri River Lewis and Clark and their party set up camp on the shore of the river. A large herd of buffalo was grazing on the opposite shore, but the river was wide and the people felt safe. After eating supper everybody went to sleep in their tents or around the campfire. In the darkness of the night the guard did not see the big bull buffalo swimming across the river. When it got to the shore the buffalo jumped over one of the boats and ran right towards the men sleeping around the campfire. Luckily it missed all the men who were now awakened. Now the bull was headed right towards Lewis’s tent where he was sleeping. The men tried to scare the bull, but it paid no attention to them. Just as it was about to trample the tent Seaman, Lewis’s dog, ran after the buffalo barking ferociously. He scared the buffalo away saving Lewis and the other men.

B A S W I M M I N G H C T

U M B L E W I S R O R A R

F C A M P F I S E C A M A

F L R T E N T E S D L P M

O A K B U F F A L O C F P

L N I G H T D M T G U I L

A K N O I B O A T S O R E

C O G R A Z I N G E B E I

• Experience the journey through Seaman’s eyes. Read, or have someone read to you, one of the following:

Lewis & Clark & Me, A Dog’s Tale by Laurie Myers, Henry Holt & Company 2002 (this is a good book because it has each of Seaman’s adventures separated into tales and links to the Lewis and Clark journal entries)

The Saga of Seaman, the Story of the Dog Who Went with Lewis and Clark, Everett C. Albers, Northernlights ND Press, 2002 (this presents Seaman’s adventures in poems and links to the journals, it is yet another way to read about him.)

Seaman-The Dog Who Explored the West with Lewis and Clark by Gail Langer Karwosk, PeachTree Publishing (this is a story of the whole journey “through”

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Seaman’s eyes, better for older readers or listeners 2-3rd grade)

The Captain’s Dog: My Journey with the Lewis and Clark Tribe by Roland Smith, Gulliver Books (also a story of the whole journey through Seaman’s eyes, just told in a little different manner. Good listening for all)

The Dog who Helped Explore America by R.W. Gustafson (this one is good for the young reader (grade 1)

• Learn more about the breed of Newfoundland dogs. What special thing do they do? What is so special about their hair and paws that make them perfect to do their job? Draw a picture of a Newfoundland dog or what you think Seaman looked like. How tall was he? How much did he weigh? How many of the Brownies in your troop would it take to weigh as much as Seaman?

3. Journals were very important. All that we know about the expedition and the discoveries made came from daily journals kept by Lewis and Clark and their Sergeants. They wrote down what they did and saw, what they discovered, wrote about the weather and land and especially about the new plants and animals they discovered. In fact President Jefferson felt that these observations were so important that he directed them to make duplicates of their journals and to store them separately in special oiled cloth to preserve them and keep them safe from accidental loss.

• Try keeping a journal of what you did and saw each day for a week, talk especially about the weather, how you feel, any new things you see as you observe the world around closer than before.

• Take a walk with your family or troop in a part of your town you have not visited before, or in the country or forest. Write down what you see. Draw pictures of new plants or animals or types of homes or buildings you see. Describe the terrain you are hiking in (flat, hilly, mostly trees, mostly grass etc.) what sort of animals did you see? Are there streams running thru it? Are they big or small? Are they running fast or just sort of sitting there (like a lake or pond?) What color is the water? What is the weather like? How does this new environment make you feel? Happy? Scared? Safe? Adventuresome?

4. Diversity and Communication. To be successful, the Corps needed men with many talents and the ability to talk and work among themselves as well as talk with the new peoples they were to meet. A man needed to be able to do his main job and step in to help another if need be. Some of the men knew English, French, Omaha, Hidatsa, Mandan or Plains Indian sign language.

• When the Captains were in council with the Indian Chiefs often the speeches and questions had to be translated multiple times. For example, when the Corps finally got to the plains and needed horses from the Shoshone, Sacajawea would translate from Shoshone to Hidatsa for Charbonneau, who

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would translate to French for one of the Corps soldiers, who translated to English for the Captains. See how difficult it is to pass on a message even when you speak the same language by playing the telephone game:

1. With the help of an adult, make up two fairly long or complicated sentences or questions and write them down or memorize them.

2. Break into two teams. The first person in each team whispers their sentence or question to the second person. The second person must try to remember it exactly (without writing it down) and tell it to the third and so on until it has gone all the way down to the last person.

3. The last person then repeats the line. See how close they are to having it exactly right! Just imagine how hard it must have been when the Corps members not only had to remember what was said, but try and translate it into a different language! The translators had to really listen closely.

You can learn some of the signs used to speak to the Shoshone!

http://www.girlscoutscrc.org/Resources/Councils_Own/TryIt/speaking_in_sign.htm

OR Try This: (Check out “A Winter Count” )

http://www.girlscoutscrc.org/Resources/Councils_Own/TryIt/winter_count.htm

• The Yankton Sioux communicated important events of the year from a child’s birth to the death of a great chief, from the first green grass to the winter snows. These were recorded on “Winter Counts”, histories painted on tanned buffalo hides. Symbols of events showed highlights of the past year.

Make a “winter count” of your own; tell the story of your year in symbols.

1. You will need some paints or crayons, some brown craft paper or a brown paper bag.

2. With the help of an adult, cut the paper or bag roughly into the shape of a buffalo hide.

3. Draw or paint your “winter count” using 12 pictures. Each representing an event that happened during one month of your year. Important events on some winter counts were meteor showers shown by a small star with a long tail or the capture of horses using lots of hoof prints. Did you move during the year? You could draw a symbol for a moving van Or go camping with your troop? Or go to Girl Scout resident summer camp for the first time? You could draw a cabin or tent.. Or make a new friend? You could draw two people shaking hands. Or maybe you saw a lightning storm for the first time.

4. Share the story with your troop.

OR

• Many tribes told their stories with paintings or carvings on rocks. These drawings are called pictographs and the carvings petroglyphs. There are some very good examples in the Columbia River Gorge. Learn about pictographs and petroglyphs in the Pacific Northwest. Invent some symbols for your self and draw a story or life event in figures, share your story or

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event with others.

o You will need some flat, rounded stones with a surface big enough to draw on and some marking pens. (River rock is very good for this sort of work)

o Remember, be a responsible citizen and don’t draw on rock walls or fences.

o If you would like a bigger canvas get some washable street chalk, get permission from an adult and make your drawings in your driveway, or if it is safe to do so and you have adult supervision, in your cul-de-sac. But remember to wash it away when you are done.

o Or you can put paper up on a wall or fence and use crayon NOT felt pen, because felt pen bleeds thru the paper into the wall or fence.

5. Compass and Map: Lewis and Clark created their maps using a technique called dead reconing. They used their compass to note direction of travel and estimated the distance by taking readings of stars that night.

1. Learn what the cardinal points of a compass are.

2. Draw a compass rose.

3. Then play the game “Captain Clark Says: A Game Using Directions”

• This can be played indoors or for maximum effect, find an open place like school play yard or an open field in a park or a meadow.

• As a troop determine where the cardinal points are in your “playing field” and pick a land mark for each cardinal point (a fence post, or maybe that yellow house, or that tree snag or if inside the blackboard or the wall clock etc.). Hint, to give the girls a feel for the relative directions pick a landmark, have them face it and “name” it North. Have the girls face “north” with their arms outstretched. Explain that whenever they face north their left hands will always point west, their right hands will point east and their backs will be to the south.

• Memorize or write down these points.

• Pick a captain. Have the captain say for example, “Captain Clark says take four steps West.”

• If the girls remember the landmarks, they should be heading in the correct direction.

• Have the girls take turns being Captain Clark.

• Choose new landmarks once in a while.

• Once they have the feel for the game a variance might be to have each figure out a path using a number of instructions.

o Have the girls stand in circle and pass their written instructions to the

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left three times.

o Have all the girls sit down.

o Allow four girls at a time to stand and go to the starting point and read each step of their direction sheet to find their destination.

o Repeat this until all the girls have had a chance to follow their instructions.

• There are a lot of ways to use this game, think of some for yourself and have fun discovering navigation via landmarks.

6. Make some trading beads: Trade items and gifts for the many tribes which were meet along the waywere very important to the expedition. Especially prized were the colorful trading beads.

Create your own trading beads from paper mache.

• Make them about the size of a softball

• On each one draw or paint a scene from the journey.

• Trade them amongst yourselves or invite other Brownie troops in your area to make beads as well and take them to a Neighborhood Lewis and Clark day or your Neighborhood campout and trade them.

• You could also put scenes or symbols from your “Winters Count” story or your petroglyphs if you did those activities.

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Our Own Council's

Mt. St. Helens Brownie Girl Scout Try-It

Mt. St. Helens is the only active volcano in the continental United States. This striking landmark of the Pacific Northwest was changed forever in 1980 when the mountain exploded violently. Learn more about this interesting mountain and its history by doing this Try-It.

To earn this Try-It, complete FOUR of the following activities:

The Legend of Loowit

The Native Americans of the Pacific Northwest had a number of names for the mountain we call St. Helens. Write a short story using one Native American legend about Mt. St. Helens and illustrate your story. Read this story to your Girl Scout troop.

Volcano Words

Draw a picture or write a short explanation of any ten of these volcano words. Create a matching game with your words to play with members of your Girl Scout troop.

Lava Fumarole Ash Caldera Shield volcano Fault "Ring of Fire" Dormant volcano Crater

Lava tube Eruption Tsunami Extinct volcano Cinder cone Seismograph Geyser Fissure

Magma Vent Pumice Stratovolcano Earthquake Vulcanologist Active volcano

What's Inside a Volcano?

Draw a series of pictures to show how a volcano erupts and label each part. Create a color poster of your findings.

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Other Famous Volcanoes

Choose one of the volcanoes listed below and discover what makes it famous. What kind of volcano is (was) it? Where is it located? What happened when it erupted?

Mazama

Krakotoa

Surtsey

Etna

Mauna Loa

Loihi

Lassen

Pinatubo

Paricutin

Vesuvius

How Does a Volcano Work?

Build a working model of a volcano with your Girl Scout troop or family, using the method described below. Share your volcano model with another Girl Scout troop, your class at school, or at a science fair.

Volcano Model

Use a large rigid board as a base for your volcano. You may build the model out of papier-mâché, clay, salt dough or other formable material. When building your model, be sure to add a small, wide-mouthed jar into the top of the cone. This will act as the magma chamber for your volcano. It is suggested that you erupt your volcano outside, or in a large, well-ventilated room.

In addition to the volcano model you will need:

• 1 quart jar or measuring cup

• 4 tablespoons baking soda

• ¼ cup vinegar

• ¼ cup dishwashing liquid

• red food coloring

• ½ cup water

Mix all the ingredients except the baking soda in the jar. This will be enough solution for a few eruptions. Place the baking soda in the small jar in the top of the volcano model. Pour some of the mixture into the small jar. If there is no eruption right away, stir the contents with a stick. When you want to make a new eruption, place fresh baking soda in the small jar and add more solution. When the baking soda and the vinegar mix together they form a bubbly gas called carbon dioxide. The bubbles mix with the soap to form "lava." Real volcanoes work in almost the same way. When hot magma mixes with gas inside the core of the earth, it rushes to the surface in the form of hot lava.

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Let's Go!

Take a field trip to one of these local sites to see how volcanoes have changed the earth's surface.

• Ape Caves, Washington

• Mt. St. Helens Interpretive Center, Washington

• Coldwater Ridge Interpretive Center, Washington

• Johnston Ridge Interpretive Center, Washington

• Weyerhaeuser Forestry Learning Center, Washington

• Sediment Retention Dam on the North Fork Toutle River, Washington

• Lava fields, eastern Oregon

• Crater Lake and Wizard Island, Oregon

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Our Own Council's

Oceanography Brownie Girl Scout Try-It

Oceanography: The science that deals with oceans, the physics and chemistry of ocean water, marine biology and the uses of the ocean's resources.

To earn this Try-It, complete FOUR of the following activities:

1. Oceanography includes the study of plant and animal life in the oceans, the study of ocean currents and many other things. Make a display or discuss the different things that oceanographers study.

2. Explore and experiment with the way water carries things like sand grains, and what happens to them when they are left behind. Shake up a jar of water with some sand, gravel, silt, small shells, and/or clay. Observe which things settle first and how the layers of sediment form. Discuss with others why this happens.

3. Visit the Oregon Coast. Look closely along the shoreline for debris such as shells, pebbles, plants, bottles, beach glass (pieces of glass that have been polished smooth by the sea), and decaying matter. Where did these things come from? How did they get there and what is likely to happen to them? What are flotsam and jetsam? Investigate how pollution is affecting a bay or the ocean. What are the long and short-term effects of this pollution?

4. Prepare a display, talk or activity that talks about at least two hazards that exist on the Oregon Coast. Describe what you would do to avoid and/or react to these hazards. Examples of natural hazards that pose a threat on the Oregon Coast include sneaker waves, earthquakes, tsunamis and coastal landslides.

5. Make a list of some of the endangered species that live in or depend heavily upon the ocean. Research at least one of these species and include a drawing or picture, a description, why it is endangered, and what, if anything, is being done to protect the species and its habitat.

6. Do one of the following: a) Visit the Oregon State University Hatfield Marine Science Visitor Center, located in Newport, Oregon. Make a list of at least four new things that you

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learned as a result of your visit. b) Visit the Oregon Coast Aquarium in Newport. Discover at least three things about ocean creatures that you did not know before. Share what you learn with others. c) Visit a tide pool. Find out what creatures and plants inhabit it. Use a poster, model, storyboard or play to show what you have learned.

7. Make a list of careers that relate to oceanography or arrange to meet a professional in the field of oceanography. Meet with this person at his or her place of employment, or have the person come to a troop meeting.

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Our Own Council's

Rose Festival Brownie Girl Scout Try-It

To earn this Try-It, complete FOUR of the following activities:

1. Construct your own model of a Rose Parade Float out of a shoebox. You may use real flowers, tissue paper or construction paper to look like real flowers

2. See the Rose Parade live or watch it on TV. Compare the differences in the floats and how each float fits into the theme of the parade.

3. Tour ships from around the world anchored at Waterfront Park during Fleet Week. Learn about different navy ships and what it takes to keep them afloat! Talk to your Girl Scout troop about what you learned.

4. Attend the Jazz Band Classic during the Rose Festival. Then listen to recordings of other types of music and discuss with your troop what kinds you like best and why.

5. Participate in the Girl Scouts' Junior Rose Festival Parade unit. See the GREAT Guide for details or contact the Girl Scout Office at 503-620-4567.

http://www.girlscoutscrc.org/Resources/GG/great_guide.htm

6. Visit the Rose Garden at Washington Park or another Rose Garden in the area. Learn about five different kinds of roses. Learn their names and make a list of what makes each rose unique.

7. Go to http://www.rosefestival.org and find out what the Rose Festival theme is for this year. Draw a picture, create a skit, or write a story based on the Rose Festival theme.

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Our Own Council's

Society of Women Engineers Brownie Girl Scout Try-It

What is an engineer? An engineer is someone who uses scientific knowledge to solve problems. There are many types of engineers: Civil Engineers, Electrical Engineers, Environmental Engineers, and Mechanical Engineers are just a few. The different types of Engineers do different things; here is a list of some of the things engineers do:

• Civil Engineers: design bridges, roads, water systems

• Electrical Engineers: design electrical power systems, parts of computers

• Environmental Engineers: solve water and air pollution problems

• Mechanical Engineers: design cars or other moving machines

• Electrical Engineers: design electrical power systems, parts of computers

To earn this Try-It, complete FOUR of the following activities:

1. Machines make work easier. The items listed below are examples of simple machines. Combinations of these simple machines are used together to make more complicated machines. Look up three of these simple machines in the encyclopedia. Find examples of three of the six simple machines listed. Look in your home, school, car or even toy chest. Document where you found them with a photo, drawing or list.

Pulley / Inclined / Plane / Wheel / Lever / Screw / Wedge

3. Can you support the weight of a book at least one foot above the table atop of a flimsy piece of paper? You can if you reshape that piece of paper by folding, rolling or bending it. Engineers know that a material’s strength varies with its shape and structure. For example a piece of paper tears easier than a piece of cardboard because paper is thinner than cardboard and cardboard is made up of several layers of paper. Some shapes and structures can support more weight than others.

Your challenge is to build a structure at least 1' (one foot) high which can support a book. You will need 30 Sheets of 8 1/2" X 11" Paper, a roll of masking tape and a book. You can build your structure anyway you like, but your structure must be portable! (This means you may not fasten or connect it to a table or other fixed structure.) Can your structure support a heavier book or more than one book?

4. Sometimes engineers have limited resources to work with. Build a car using only the following material: scissors, 3 non bendable plastic straws, 4 Lifesavers, 1 piece of paper, 2 paper clips, and tape. The catch is you can only make it move by blowing on it. How far does your car move when you blow on it once? How

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many puffs does it take to move 6 feet? Engineers redesign things to make them better. Can you redesign parts of your car to make it go 6 feet in less puffs than before? [Leaders: download an illustrated PDF of this activity at http://pbskids.org/zoom/pdf/puffmobile.pdf]

5. Engineers often use triangles when they design buildings. That’s because triangles are stable shapes. That means they don’t bend, twist, or collapse easily when you push on them. Make a geodesic dome using gumdrops and toothpicks. [Leaders: download an illustrated PDF of this activity at http://pbskids.org/zoom/pdf/gumdropdome.pdf]

Build It

1. Connect five toothpicks in a ring using gumdrops as connectors. This is the base.

2. Use two toothpicks and one gumdrop to make a triangle on one side of the base.

3. Instruct them to repeat this all the way around the base until they have five triangles.

4. Tell them to connect the gumdrops with the toothpicks at the tops of the triangles. Ask how many triangles they have.

5. Have students push one toothpick into each of the top gumdrops.

6. Tell them to use one last gumdrop to connect the five toothpicks at the top.

Try building bigger domes using marshmallows and bamboo skewers. Discuss how a full size dome could be constructed for homes or shelters.

5. Have you ever wondered how something works? Work with an adult and take something apart and put it back together again. Share what you learned with your Girl Scout troop. Some suggestions are: flashlight, egg timer, clock (not electrical), pen, or a backpacking water filter or think of something on your own.

6. Engineers design things to make our lives easier. Think of something you use a lot or would like to use. Can you think of how to make it better or invent something new that you would like to have made? Write or draw a picture of what it would look like. Often engineers start by brainstorming about what is important for the things that they are making. For example a coffee cup must hold a hot drink, keep it warm, and be small enough to hold in your hands. List what is important in your design. Share your design with your Girl Scout troop.

7. Today many engineering jobs are held by women. Interview a woman engineer. Find out what she does in her day-to-day work. What made her decide to become an engineer? What kind of education is required?

8. How can you make a weak material like newspaper strong enough to stand up? One way is to change its shape, like rolling into a tube, crumpling it, or pleating it with folds. Build the tallest tower you can using 2 sheets of newspaper. You can bend, tear, crumple or roll the newspaper. Try to make the tower taller and taller. Keep redesigning it until you can’t go any higher. Measure the height of your tower. It must stand for at least 30 seconds without falling over. Try using different types of paper or adding tape to see if it makes a difference in your

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results. [Leaders: download an illustrated PDF of this activity at http://pbskids.org/zoom/pdf/papertower.pdf]

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Our Own Council's

Zoological Brownie Girl Scout Try-It

To earn this Try-It, complete FOUR of the following activities:

1. Visit the Oregon Zoo, pick your favorite animal and find out more about that animal from the display at the zoo or books. Create a skit or play to perform for other members of your Girl Scout troop.

2. Learn what a carnivore, herbivore, and omnivore are and how they are different. See how many animals of each kind you can find at the zoo and create a list. Create a poster or other visual presentation of your findings.

3. Observe two or more different animals at the Oregon Zoo. Watch their movements and imitate them. Put these movements together to form a dance. Teach other girls in your Girl Scout troop your dance!

4. Name an animal for each letter of the alphabet. Make up a song using your list of animals.

5. Create your own zoo exhibit using a shoebox. Pick a favorite animal; learn about its habitat and what it needs to survive. Then create an imaginary habitat using the box and a variety of materials. Write up a one-page summary of interesting facts about your animal to share with other members of your Girl Scout troop.

6. Attend a Zoo Almost Overnight; see the Great Guide for more information. After the event, discuss with a group of younger girls what you have learned and how much fun you had!

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Girl Scout Council of The Nation’s Capital Council Office Telephone: 202-237-1670 or 1-800-523-7898 Fax: 202-274-2161 Fax: 202-274-2161

Once requirements are completed, patches can be ordered from our Girl Scout Shop http://www.gscnc.org/shop and are usually listed on the Blue Order Form.

*****

Council’s Own Try-It’s

Capital Currency IP/Badge/Try-It ……………………………………………………. 67

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Our Council's Own Capital Currency IP/Badge/Try-It

The Girl Scout Council of the Nation's Capital has developed a new financial education program to help girls become Balanced Budgeters, Savvy Savers, Intelligent Investors, Clever Credit-Holders, and more! "Capital Currency" is funded by a generous grant from Capital One.

Reviews of Capital Currency "Alyssa and Heather loved the event today. It was a lesson in life that no parent could

teach. When the girls were telling me what they learned I was moved to tears."

"I thought this program was GREAT!! It is difficult to entertain teen girls sometimes and even more difficult when you are trying to teach them valuable lessons. Kudos to this program for successfully accomplishing both."

"After picking my daughter up, she immediately began sharing information about her wonderful experience. The info she gained was so enlightening and something she can use for the rest of her life. Although we have had conversations about credit cards, money, etc., the truth of the matter really sunk in for her today."

Find out What all the Buzz is About! There are a Number of Different Ways to Get Involved:

1. Borrow a GSCNC Program Kit to complete the Interest Project, Badge or Try-It. 2. Attend a workshop (teens only) 3. Visit the Supercenter of Life! (teens only)

1. Interest Project/Badge/Try-It in a box!

Ideal for the busy troop leader, these Capital Currency kits contain everything you'll need to complete our Council's Own Capital Currency IP, Badge or Try-It. Age-appropriate and filled with financial fun, these kits can be borrowed by mailing in your

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Kit Request Form.

http://www.gscnc.org/pdf/program/capitlacurrencykitequestform.pdf

Check out the requirements for the Capital Currency IP.

http://www.gscnc.org/pdf/program/capitalcurrencyiplayout.pdf Check out the summary of requirements for the Capital Currency Badge.

http://www.gscnc.org/pdf/program/Junior_Badge_Summary_of_Requirements.pdf

Check out the summary of requirements for the Capital Currency Try-It.

http://www.gscnc.org/pdf/program/Brownie_Try-It_Summary_of_Requirements.pdf

***Girls can also earn Capital Currency II IP by completing 12 additional Discover, Connect and Take Action options.

***These provide only highlights of the requirements. The Try-It, Badge and IP are designed to be used with a GSCNC program kit. Complete requirements are found in the kit.

Download Take-Home Resources for the Teen Capital Currency IP

http://www.gscnc.org/program/capitalcurrencyresources.php

2. Workshops (teens only)

Consult with the experts! Attend a day of fun, interactive workshops presented by qualified financial experts. Teens will complete many requirements for the Capital Currency Interest Project throughout the day's activities.

Stay tuned for upcoming Workshop dates!

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*Individual girls can register for workshops by returning the following three forms (Parental Permission Slip) (Health History) (Workshop Registration Info),

http://www.gscnc.org/pdf/leader/b221.pdf

http://www.gscnc.org/pdf/leader/a130.pdf

http://www.gscnc.org/pdf/program/capitalcurrencyworkshopregistrationinfo.pdf

and a $2 reservation fee to:

Carolyn Smith Program Specialist Girl Scout Council of the Nation's Capital 4301 Connecticut Avenue, NW Washington, DC 20008

3. The Supercenter of Life (teens only)

Girls will experience being an adult for the day… and everything that comes with it! Girls shop ‘til they drop and do all sorts of fun activities as they navigate the financial world of life.

Stay tuned for upcoming Supercenter of Life program dates!

Questions?

Contact Carolyn Smith, Program Specialist, at 202-237-1670 or 800-523-7898 ext. 238 or csmith@gscnc.org.

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Girl Scouts of Black Hawk Council

Black Hawk Council's Own badges and patches are available for Girl Scouts from other councils to earn. There is no need to ask permission to use our patch programs. Just download the information and contact our shop to purchase the badge or patch.

Contact Renae at renaer@girlscoutsofblackhawk.org to purchase patches or badges.

*****

Council’s Own Try-It’s

Brownie Chemistry Try-It …………………………………………………………….. 71 Fossil Safari Try It …………………………………………………………………….. 77 Fun In The Forest Brownie Girl Scouts Try-It ……………………………………… 81 Let’s Get Diggin’ Try It ………………………………………………………………… 84 Our Feathered Friends Try-It ………………………………………………………… 88 Prairie Magic Try-It ……………………………………………………………………. 96

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Brownie Chemistry Try-It *Girls must complete 4 of the 5 sections to earn the Try-It. Try-It’s are available for purchase in the Black Hawk Council Trefoil Shop. 1) Acid/Base interactions What is the difference between an acid and a base? What does the term pH mean? How can we test the acidity of a solution? What is an indicator? pH is a scale that scientists use to decide if things are acids or bases. Acids are solutions that measure a low number on the pH scale. Anything with a pH below 7 is an acid. Bases are solutions whose pH is above 7. The lower the number, the stronger the acid. The higher the number, the stronger the base. Acidic substances are usually sour (though never taste a substance to test this). Some common acids include citric acid found in orange juice or ascorbic acid found in soda pop. Your stomach also contains acid that helps you digest the food that you eat. Bases are usually bitter (again never taste a substance to test this). They are commonly slippery to the touch and are found commonly as detergents and household cleaners. At home experiment: Obtain some litmus or pH paper from a local hobby shop. Test the strength of different solutions around your house by placing the pH paper into the liquid then observing the color of pH paper after removing it from the liquid. The pH paper will come with a chart to help you match the color of your paper to a number scale telling if it is a strong or weak acid or base. Good things to test include anything in the refrigerator: orange juice, pickle juice, milk, water, soda etc. With parental supervision you may want to try some of the cleaners they use for the kitchen or bathroom, maybe even dish soap! (Optional) Advanced experiment: Create your own indicator An indicator is a solution that turns a certain color when an acid or base is added to it. It is what is on the pH paper that makes it turn colors when you dip it in an acid or base. Red cabbage can be used as an indicator for acids with pH’s between 4 and 6. You can prepare the cabbage juice one of two ways… 1) Chop half a red cabbage and place it in a container for boiling. Add water to just cover the cabbage. Boil for 15 minutes then remove the cooked cabbage and discard it. Add the other half of the uncooked cabbage to the juice in the pan and boil it for an additional 15 minutes. Remove the cabbage and discard. Pour juice into desired container. 2) Cut up ¼ head of red cabbage and put it into a blender or food processor. Just cover with water and blend the cabbage into a slurry (1-3 minutes). Pour the slurry

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through a strainer collecting the juice in a container. You can split up the cabbage juice into different cups and add different solutions (juices, soda, etc) and watch the cabbage juice change color. Around pH four the cabbage juice will be a pink color. At pH five it will be a dark purple. At pH 6 it will change to blue color. From pH 7 and up it will be a green color. 2) Density What is density? How does it affect us? What is something that has a low density, high density? Everything around us has density: air, solids, and liquids. Density is the amount an object weighs for the amount of space an object takes up. The amount something weighs is called mass. The amount of space it takes up is called volume. Just because something weighs more than another doesn’t make it more dense -we have to take into account the amount of space it takes up (its volume). How much of it is there? For instance, take a box. If we have nothing inside but air and we weigh it, it will be less than if we fill it with water and then weigh it because water is denser than air. (Water weighs more than air even though they take up the same amount of space.) A balloon would work the same way. Fill it with air. Take another balloon and fill it with water so both balloons are the same size. Which is more dense? (The water balloon because is takes up the same amount of space but it heavier.) At home experiment: Dancing Raisins For this experiment you will need fresh raisins (it won’t work if they’re stale) and cold, clear soda pop or seltzer water. Fill a tall clear glass with the soda. Add a few raisins. What happens? Do you know why? Bubbles of carbon dioxide gas attach to the surface of the raisins. The volume (amount of space the raisin takes up) of the raisin and the gas is greater than the raisins were without the gas; however, the mass (amount of weight) stays about the same because the gas bubbles are very very light. So the raisins and gas now take up more space even though they weigh the same. This change is just enough to make the raisin less dense than the water they are in so they float up to the surface. Many of the bubbles “pop” at the surface, reducing the volume (space the raisin takes up). This makes the raisin more dense than the water, and the raisin sinks again. The process repeats until all the carbon dioxide bubbles stop. (The soda goes flat). (Optional) Advanced Experiment: Which egg is which? You will need 8 raw, very fresh eggs and 6 raw old eggs (at least a month, but the older the better). You will also need 7 glasses of water. In glass one put one tablespoon of salt, two in the second, three in the third, and so on until you have six tablespoons in glass six. Save one glass (glass 0) and put no salt in it. There are two

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parts to this experiment. 1) Hard boil one of the fresh raw eggs for 10 minutes. Allow it to cool in tap water. Spin the hard-boiled egg on the table and then spin the raw egg. Can you see a difference? 2) Determine which of the remaining eggs are denser by putting them in the different glasses. Can you tell the fresh eggs from the old eggs? The difference in spin between the two eggs in the first part is caused by differences in density. The hardboiled egg is solid inside therefore moving with the spin more easily. The fresh egg has a liquid center which resists spinning. The second part of this experiment relies upon the difference in the density between fresh and stale eggs. As eggs age the mass (weight) of the liquid inside decreases because moisture evaporates through the shell. This reduces the total mass (weight) of the egg but its volume (space it takes up) remains the same because the size of the shell stays the same. So an egg becomes less dense as it ages. When fresh and stale eggs are tested in salt solution of different densities, the fresher, more dense eggs float in the solutions with more salt. The older eggs float in the less concentrated (less dense) salt solutions. 3) CO2 Interactions Where is carbon dioxide found in the atmosphere? What do we breathe? What is carbon dioxide like? Carbon dioxide is a gas in the air we breathe. When people breathe, we breathe out carbon dioxide. Plants use carbon dioxide (they “breathe” it in through their leaves) and give us oxygen that we breathe in. Carbon dioxide is denser than air. It gives us the bubbles in our soda. Because it’s found in a lot of places and does many interesting things, it is good to learn more about it. Take home experiment: Pop top canisters For this experiment you will need some Alka Seltzer tablets and a black and grey film canister. Safety glasses should be worn and care should be taken not to point the canister at any person or at anything breakable. Place about ¼ - ½ of an Alka Seltzer tablet in the film canister with a tablespoon of water and cap it tightly. Place it on the ground and stand back. What do you think will happen? Why? The Alka-Seltzer contains a special chemical called sodium bicarbonate. When the Alka-Seltzer tablet mixes with water, a chemical reaction takes place. The reaction makes Carbon dioxide which you can see as bubbles in the water. Because we cap the container, the carbon dioxide takes up more space (volume) in the film canister than the Alka-Seltzer and water did. Eventually so much carbon dioxide is made that it doesn’t fit in the film canister,

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and the top pops off. The tablets are an antacid. An antacid is a strong base that helps take away acid from your stomach. This makes you feel better when you have an upset stomach. (try a pH test on the Alka-Seltzer-water mixture left in the film canister.) 4) Polymers What are polymers? Where are they found? A polymer is a long chain of the same kind of parts that can be hooked together. The parts of a polymer are so tiny you cannot see them. They are called monomers. Plastics are a great example of a common polymer. Polymers also make up a lot of the parts in our bodies. Take home experiment: Gluep/slime For this experiment you will need laundry borax (sodium tetraborate decahydrate), white glue (Elmer’s works well), and food coloring is optional. Mix one tablespoon of borax in one cup of water and stir to dissolve the entire solid. Mix two tablespoons of glue with two tablespoons of water and mix well. This step can be made easier if you can do this in a jar, or some type of container that you can cover and shake to mix instead of stirring. Take the two tablespoons of glue/water mixture and add 1-2 drops of food coloring if desired. Stir in two teaspoons of borax solution. Continue stirring until a mass of “gluep” forms on the stirring utensil. It may be easier to stir with a popsicle stick or plastic spoon so you can discard it when finished. Gluep is a polymer gel. Gluep is made from something called polyvinyl acetate which forms big long chains of tiny monomers. The gluep polymers are very long. They get in each other’s way like long jump ropes getting all tangled up. This is what causes the glue and water mixture to be very thick. The borax and water solution is what ties the different polymer chains together. We give it the name of crosslinker. When we add the crosslinker, the gluep is even more thick and sticky than the starting glue and water solution. (Optional) Advanced Experiment: What is a Polymer Polymers are very important molecules in our lives. So it is important to know how they work. You will need 24 paper strips cut thin and long and a glue stick for this experiment. Make two long chains of ten links each. Place the two chains next to each other (parallel). Can you move the chains easily? Do they get in each other’s way? A little? A lot? Each link is a monomer. The chain is a polymer. Now make two short chains of two links each and attach them (perpendicular) to the parallel chains. (See below) These short chains are the crosslinkers. Is it more or less difficult to move the chain now? Do they move in the same way as they did before?? _ _ _ _ _ _ _ _ _ _ polymer chain

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I I Crosslinkers I I _ _ _ _ _ _ _ _ _ _ polymer chain The crosslinkers make movement more difficult. This is similar to adding borax to the glue solution. The chain here gets more inflexible as the gluep got thicker. 5) Light What is light? What are different ways that light is produced? We think of light as something we can see. Light comes in many different forms such as rainbows. Some light comes in forms people can not see. Light travels very very fast (about 186,281 miles or 300,000 kilometers per second). Light comes from many different things like fire or things that glow in the dark. (chemiluminescence, bioluminescence, etc.) Take Home Experiment: Sky Blue-Sunset Red For this experiment you will need a dark room, a flashlight, a white piece of paper, a clear glass jar filled half way with water, milk, and an eyedropper. Turn off the lights in the room. Place the white paper behind the jar. Shine the flashlight through the jar so that the light hits the paper behind it. What color does the light beam appear as it passes through the water? Stir 2-3 drops of milk in the jar and observe the beam of light as it passes through the mixture. Has it changed color? Add more milk by the drop. Stir and try the light after each drop. Does the color of the beam continue to change? When does it stop? Why does this happen? When we pass light through the jar and liquid, some of the light bounces off the water or milk. When there are no drops of milk added, more light can pass through the solution. As more milk is added, more light bounces off and less light actually passes through the water and milk solution. Different colors of light have different wavelengths. Blue has a short wavelength; yellow has a medium wavelength and red is the longest. The shorter the wavelength, the more it bounces off the water. So, blue light will bounce more than yellow light. Red light will bounce the least. White light (as in the flashlight) contains all colors. Just like sunlight contains all colors of the rainbow. As more milk is added, the color of the light seen on the white paper behind the container becomes redder. This is because the shorter wavelength blue light is bounced off the water more than the longer wavelengths of yellow and red light. Eventually so much milk is added so that no light passes through the mixture, and no light reaches the paper. The sky is blue for the same reason. Very small pieces of

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dust and other things in the air, are like the “milk” of our experiment. Generally, a clear sky appears blue because the blue light is scattered more than light of other colors. (Although violet light is scattered even more than blue light, our eyes are more sensitive to blue than violet, so the sky appears blue.) At sunset and sunrise, the light from the sun reaches our eyes only after traveling through a thicker layer of the atmosphere. Since blue is scattered more, the light reaching the eye is richer in red, causing red sunrises and sunsets. Girl Scouts of Black Hawk Council Chemistry Try-It For Brownie Girl Scouts Created by U.W. Madison’s Alpha Chi Sigma

Chemistry Fraternity

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Fossil Safari Try It For Brownie Girl Scouts Created by Kimberly Anderson Cave of the Mounds, National Natural Landmark *To order this Try-It, contact the Trefoil Shop at renaer@girlscoutsofblackhawk.org or call 800- 236-2710 ext. 1173 or 608-237-1173. You can discover a lot about the natural history of the earth just by looking at special rocks we call fossils! The study of the forms of life existing in prehistoric or geologic times, as seen in the fossils of plants, animals, and other organisms, is called paleontology. Do you ever wonder what the earth was like long ago? Much of the earth was covered by a shallow sea filled with plants and animals. The remains of these sea creatures are preserved in rocks called fossils. There is so much to uncover about the amazing earth of long ago – filled with fascinating life stories of the creatures who lived there. Let’s go on a Fossil Safari! To earn this try-it, you must complete 4 of the 6 suggested activities below. 1. Practicing Paleontology The body structure, trace impressions, or even waste materials of creatures and plants that lived in ancient times tell stories about how these animal and plants lived, and sometimes even how they died. Paleontologists look closely at fossils to learn about earth’s geologic past. In order to find fossils to study, these scientists dig deep into the earth, collect a sample of rough, and clean off possible specimens for their collection. ACTIVITY: • Collect and identify at least 8 fossil specimens. Be especially careful not to remove rocks or fossils from protected areas or from areas that may become damaged. If you find a fossil that you like, but that cannot be removed, you can make a picture of it. First, draw its shape, note its color, and record other characteristics that will help you identify it. Are there examples of creatures in your collection that look similar to those that exist today? What unique characteristics does each fossil have (color, shape, size, etc.)? Where did you find your fossil

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and what can that tell you about it? 2. Tell-A-Type Fossils come in a variety of sizes and shapes. There can be fossils of plants, animals, or even algae. Fossils are classified by type and each fossil type is determined by the kind of impression left behind by the remains. Animal parts are actual fragments of the animal that have become petrified, or turned to stone. A mold fossil is a hollowed out space in rock that is in the exact shape of the creature after the remains dissolved away. A cast fossil is a solid form of the plant or animal that is created when a mold fills in with minerals. Finally, a trace fossil is a sign of animal activity, such as footprints, burrows, or waste (that’s right, fossilized POOP!). ACTIVITY: • Study and determine the types of fossils in your collection using the information above. 3. Travel through Time Scientists can determine that a sea once covered an area by the types of fossils that they find within the sedimentary bedrock. In Wisconsin, the bedrock is primarily limestone, formed by sediments that compact and cement together over geologic time, that is, time before human history began. A geologic time scale is a tool that scientists use to plot the development and formation of the earth, including the existence of plants, and animals. The geologic time scale is divided into three eras – Paleozoic (Old Life), Mesozoic (Middle Life), and Cenozoic (New Life). Periods and epochs are also categories on the geologic time scale. ACTIVITY: • Look at and discuss the geologic time scale. Decide where the creatures that created the fossils in your collection might have existed. Think about what a day in their life might have been like – what they eat, where they sleep, etc. Could you live that way? Why or why not? 4. Forming Fossil Replicas Mold and cast fossils form when minerals (pure substances) inside rocks and water trade places with animal remains trapped within a rock. A mold fossil is concave, curved inward like the inner surface of

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a sphere. A cast fossil is convex, with a surface that bulges outward, like the outside of a sphere. Shells, leaves and other objects from nature can help you make a fossil replica (copy) while learning more about fossil formation. ACTIVITY: • Gather some natural objects to make a copy of – sea shells work really well. Mix a batch of plaster of paris and pour enough to cover the bottom 2 inches of a small container. Spray each shell with a small amount of cooking spray and press into the plaster of paris, being careful not to bury the shell. When the plaster dries, the shell can be removed and a mold fossil replica can be observed. Using the mold fossil replica you have created, you can also make an edible gelatin cast fossil replica. Mix together 1 box of flavored gelatin, 1 box unflavored gelatin, and 1 cup of very hot water until gelatin is dissolved. Spray a coating of cooking spray onto the mold fossil replica and pour gelatin mixture into the mold. Let harden; refrigeration makes a harder fossil. Remove and observe a cast fossil replica. Which replica is concave? Convex? How are they the same and how are they different? Which is most like the original organism, the mold or the cast? 5. See what you can Sea The whole world’s collection of fossils and where they are found within rock formations is referred to as the fossil record. The most common fossils are not dinosaur bones, but are in fact sea creatures that once lived in the shallow seas that covered much of North America. In Wisconsin, most sea creature fossils are dated to be from the seas present during the Devonian, Silurian, Ordovician, or Cambrian Periods of geologic time – beginning more than 500 million years ago! ACTIVITY: Use reference materials such as encyclopedias, library books, and the internet to discover all you can about one of the above geologic time periods. Individually, or as a group, create a poster/mural of one of the ancient seas above. Did you find that some examples of the creatures that left behind some of the

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fossils in your own collection? What do you think caused some of the organisms to die out? 6. Go on a Fossil Safari Looking for fossils can be hard work. They can be very small or very large. Fossils can be the same color as the surrounding rock it is found in. They are often only seen with a certain direction of light shining on them. Physical features of an area of rock can sometimes “hide” a fossil, making it hard to observe. Exploring caves is a great way to search for and discover fossils. A cave is an underground hole made by nature that is large enough for a person to fit into. Fossils that are found in a cave can help speleologists (cave scientists) determine the age of the rock in a cave, and sometimes the age of the cave itself! ACTIVITY: • Go on a Fossil Safari by visiting a cave or other fossil site and observing the fossils found inside. How are the fossils displayed for visitors? What would happen if a visitor tried to

remove a fossil to take home as a souvenir?

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Fun In The Forest Brownie Girl Scouts Try-It Requirements Forests are fascinating places that exist not just in Wisconsin, but all around the world. Forests are home to many plants and animals. They are also an important resource for humans. These activities will help you learn about the many interesting things that live and grow in the forest. Do at least four of the following activities. An * indicates a mandatory activity. 1. Tree Encounter Most people think of trees when they think about forests. Trees are one of the most important, and because of their large size, most noticeable plants in the forest. Learn what the different parts of a tree are and what they do. You might also want to get to know some individual trees. What makes each tree unique? What differences are there between different species of trees? 2. What’s in the Forest? * More than just trees make their home in the forest, and there’s no better way to investigate what else lives in the forest than checking it out first hand. Visit a forest. Hike through the forest and make a list of all the things you experience. Use your senses to discover the texture of different types of tree bark, the smell of different patches of forest floor and so on. 3. Forest Ecosystems An ecosystem is made up of living and non-living things. After completing Activity 2, determine which of the things you saw in the forest were living, dead, or never alive at all. Think about the relationships between them. To complete this requirement, you could play a game draw or paint a mural of the forest you visited. 4. Leaf Investigation Leaves are a very important part of the tree, as they collect energy of the sun’s rays and turn it into food for the tree. Examine leaves from at least 4 different kinds of trees. Have an adult help you identify what type of trees the leaves come from. Look at how the colors and shapes of the

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leaves are different. Discuss the meanings of the terms, broadleaved, needle-leaved, deciduous, and evergreen. Once you are finished investigating, you might want to make a collage of your leaves in the following way: a) Arrange the leaves on a sheet of wax paper. c) Add crayon shavings or glitter to the arrangement. b) Place a second sheet of wax paper on the top of the collage, and then have an adult cover the collage with a sheet of newspaper and use a hot iron to melt the two sheets of wax paper together (note: you must leave clear space along the edges of the wax paper and between the leaves in order for the pieces of wax paper to melt together). 5. Plant a Tree Trees can be an important resource in a community. Most people find trees and the birds and animals that make their homes in them interesting to look at. Trees can also clean the air, removing pollution from cars and factories. Choose an area of you community where you can plant and care for at least 3 trees. Choose a tree that is native to your area, and learn what things it needs to stay healthy, such as the amount of sun and water it needs, and what type of soil it likes to grow in. Some trees species live to be hundreds of years old, so you can visit your trees throughout your lifetime to see how they are doing. 6. Products of the Forests Humans have found many ways to make the trees that grow in forests into products that we use every day. What types of products from the forest do you use? You might be surprised how many things actually come from forests. Do one of the following to learn more about forest products. a) Do a scavenger hunt to see how many forest products are used in your house. b) Learn about a single forest product by investigating how it is made or processed, what type of forest plant or animal it comes from, and who uses it. 7. Forest Animals Many animals make their home in the forest, from tiny insects to big black bears. Learn about some of the animals that live in Wisconsin’s forests. Find out about the things these animals need to live such as food and shelter. Learn about what animals do during different times of the year to

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survive, and how they make use of plants living in the forest. The Brownie Girl Scout Fun in the Forest Try-It was generated as part of the Partnership In Nature Education with Girl Scouts Project (P.I.N.E.S.), a joint initiative between the Aldo Leopold Nature Center and the Girl Scouts of Black Hawk Council. Text written by Jenny Carney. Produced under a 2002-2003 grant from the Wisconsin Environmental Education Board.

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Let’s Get Diggin’ Try It For Brownie Girl Scouts Created by Kimberly Anderson Cave of the Mounds National Natural Landmark *To order this Try-It, contact the Trefoil Shop at renaer@girlscoutsofblackhawk.org or call 800- 236-2710 ext. 1173 or 608-237-1173. There is no better natural laboratory than the ground beneath our feet – you can examine and learn about science just by looking deep into the earth! The study of the earth recorded in rocks is called geology. Rocks that have undergone natural changes caused by wind and water sometimes form distinctive features, both above and below ground. There is so much to discover about the amazing world underground – filled with incredible formations, rocks, and natural processes. Let’s get diggin’! To earn this try-it, you must complete 4 of the 6 suggested activities below. Cave of the Mounds in Blue Mounds, WI is a great place to earn this badge. Contact them at (608) 437-3038 to set up a program! 1. Be a Rock Sleuth! Pure substances that make up rocks are called minerals. Two or more minerals put together make a rock. Minerals that we give value to for their beauty, rarity, and toughness are called gems. Geologists look closely at rocks they have collected. They record their observations in order to better understand how rocks are made, and what they are made of. ACTIVITY: · Collect, observe and identify at least 8 rocks, minerals, or gems. Be especially careful not to remove rocks from protected areas or from areas that may become damaged. If you find a rock that you like, but that cannot be removed, you can make a picture of it. First, draw its shape,

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note its color, and record other characteristics that will help you identify it. Are there examples of rocks, minerals AND gems in your collection? What unique characteristics does each rock have (color, shape, toughness, shine, etc.)? Where did you find your rock and what can that tell you about it? 2. Consider a Category Rocks exist in all shapes and sizes and they often contain many bits and pieces of minerals. The way that rocks form is one way we can learn about which minerals may be inside. Rocks formed by the process of the heating and cooling of liquid magma (lava that is still underground) are called igneous. Most igneous rocks are made by an active volcano from the present or the past. Metamorphic rocks form from older rocks that combine and change structure after being pulled and squished due to extreme heat and pressure. Metamorphic rocks often have wavy lines of color. Rocks that are formed by layers of broken and dissolved leftovers of older rock and sediments are called sedimentary. A sedimentary rock that contains impressions of forms of life from the past is a fossil. ACTIVITY: · Categorize the rocks in your rock collection as igneous, metamorphic, or sedimentary. 3. Materials in Motion: Erosion The physical removal of rock and soil by the movement of air, wind and water is called erosion. Particles that are eroded are picked up by the air, wind or water and are transported to another place. Erosion can create interesting natural features and formations for us to enjoy, such as the hollowing of an underground cavern. Erosion can also be harmful to resources we need and rely on, such as soils for farming. ACTIVITY: · Look for and identify signs of erosion in your community. Decide if the examples of erosion you found were made by air, wind, water, or some other factor such as human activity. Think about what is good or bad about the examples of erosion that you found.

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4. Elevation Station Looking at a variety of maps and photos from great distances can teach us a lot about the land we live and play on. A map that shows the physical features of a landscape, such as landforms, river valleys, and oceans is called a topographic map. Satellite pictures, taken from space high above the earth’s atmosphere, can also tell us a lot about the physical features of an area. ACTIVITY: · Look at maps, photos, or satellite images of the earth, North America and Wisconsin. Notice the different landforms and physical features you can identify from these sources of information. What are some specific things you notice about each area you observe? 5. What About Weather? We need the soil from the earth to make food – in fact, soil is what makes the earth a good place for human life. How did the soil underneath our feet first form? The active processes that change the physical and chemical nature of rocks is called weathering. Weathering, in a sense, is responsible for the initial formation of all of the earth’s soil. Mechanical weathering occurs when rocks break apart into smaller pieces and slowly crumble. If water gets into cracks and spaces in rocks and then freezes, it expands, and makes the crack in the rock wider. Chemical weathering occurs when water mixes with gases from the earth’s atmosphere and eats away rock. When it rains, water mixes with carbon dioxide to form a weak acid that dissolves limestone, sometimes forming underground caverns. ACTIVITY: · Take a walk and identify signs of weathering. How has nature helped cause changes in the things you see? Try to decide if what you notice is mechanical weathering or chemical weathering. 6. Go see a cave Visiting a cave is a great way to see rocks and minerals in action! A cave is an opening in the earth made by nature that is large enough for a person to fit into. Caves are formed from many processes that you may have already learned about, like erosion, weathering, and rock & mineral formation. The beautiful formations found inside most caves are called speleothems. Speleothems come in many

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shapes and sizes and are sometimes given nicknames for what they look like on the surface. Ribbon stalactites are often called “bacon strip” or “cave bacon,” while conical stalactites are often called “icicles.” Many people can see, or imagine they see, shapes in the cave formations. ACTIVITY: · Be a spelunker and tour a cave in your area to appreciate the thrill and wonder of the natural world – underground! What are the rules of behavior in the cave you visited? How long does it take for one inch of growth on a stalactite? What mineral are speleothems mostly made of? What are the different types of speleothems in caves?

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Our Feathered Friends Try-It Do 4 activities to complete this Brownie Girl Scout Try-It Beaks and Feet and Feathers, Oh My! Birds have distinct features that make them different from other animals. Look at pictures of birds and of other animals. Make a list of things birds have in common that make them different from other animals. How might these special features help birds survive? Can You Tell Them Apart? Birds come in many colors, shapes, and sizes. Many birds have colors and markings on their bodies that help identify them. The shape of their body, tail, wings, and beaks can also help you tell them apart. Look at pictures of birds in books, on the Internet, or go bird watching. Look for parts of their bodies such as rings around their eyes, stripes on their wings, colors on their breasts, tails that are very long, very short, or stand up that help you identify them. How many different birds can you recognize using these special features? Bird Calls Bird calls are another great way to identify birds. One kind of bird might make many different calls. However, more often, each species has one call that it makes frequently which is different from other birds. Using a bird call cd, tape, or other means, listen to bird calls. Which ones seem similar to other birds? Which ones are easy to recognize? How many different bird calls can you learn to recognize? I Spy Birds can be very difficult to see. They often move quickly, are small, and are afraid of people. Binoculars can be very helpful for observing birds. Follow the steps below to help you practice using binoculars. Then, use binoculars to go bird watching. 1) Put the binoculars around your neck and adjust the eye width to match your own. 2) Take them away from your face. 3) Locate the object you want to view.* 4) While looking at the object, bring the binoculars up to your eyes. 5) Adjust the focus until the object in the binoculars is clear. * The idea is to look at the object and bring the binoculars up to view the object, not to put the binoculars up to your face and then search for an object.

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Bird Habitats All living things need food, water, shelter, and space to survive. A habitat is the space an animal lives where it gets its food, water, and shelter. Birds live in many different kinds of habitats. Some live in the desert. Some live in the rainforest. Birds live in wetlands, fields, prairies, and even in the arctic. Pick a specific kind of bird. Find out what it needs to survive; what kind of shelter it makes, what it eats, and how it gets water. Make a picture of your bird in its habitat. Include its food, water, and shelter. Help Our Feathered Friends Think about how a bird’s habitat could change. What could happen in nature that would make it hard for a bird to live. What might humans do to the bird’s habitat that makes it difficult to survive. Many birds are losing their habitat. They are having a hard time finding food, water, or shelter suitable for them to live. Do a service project to help improve bird habitat. You might put up a bird house, bird bath, or bird feeder. Or, help improve natural bird habitat by planting trees or shrubs to give birds shelter. Or, plant flowers that might provide seeds or berries for birds to eat. Girl Scouts of Black Hawk Council’s Our Feathered Friends Try-It Booklet Information and activities to help Brownie Girl Scout troops complete the Our Feathered Friends Try-It The following information and activities are designed to give troop leaders and other adults the information they need to help girls complete the requirements for Black Hawk Council’s Brownie Girl Scout Our Feathered Friends Try-It. Each section corresponds to the Try-It requirement. Beaks and Feet and Feathers, Oh My! Birds have distinct features that make them different from other animals. Look at pictures of birds and of other animals. Make a list of things birds have in common that make them different from other animals. How might these special features help birds survive? You may want to have a general discussion on “what makes a bird a bird” before passing out the pictures of birds and other animals. You can present it in a fun way such as suggesting the girls pretend an alien from another world has come to visit Earth. The girls want to describe the

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different kinds of animals that live here. How would they describe a bird? Common things on the list will be beaks, wings, and feathers. Other things to consider include that birds are warm blooded, lay eggs, have scales on their legs, and walk on two limbs instead of four or more. After passing around pictures of birds and other animals, you may want to prompt them to look at specific bird features they mentioned to see HOW they are different from the other creatures in the photos. Then, get them to try to see new differences that haven’t been discussed yet. Talk about how these special features help them survive. Here are a few examples: • Flying helps them escape predators and move to areas with more food and better shelter (migration). • Feathers give warmth while making the bird EXTREMELY light. Goose down is used in coats and sleeping bags to give lots of warmth because it traps air in between the feathers, yet is very light. • Standing upright on two legs can make it easier to spot predators, reach food, carry items in your mouth, etc. • Being warm blooded allows birds to regulate their body temperature in cold environments so they can survive without having to hibernate. Can You Tell Them Apart? Birds come in many colors, shapes, and sizes. Many birds have colors and markings on their bodies that help identify them. The shape of their body, tail, wings, and beaks can also help you tell them apart. Look at pictures of birds in books, on the Internet, or go bird watching. Look for parts of their bodies such as rings around their eyes, stripes on their wings, colors on their breasts, tails that are very long, very short, or stand up that help you identify them. How many different birds can you recognize using these special features? Here are several different activities to help girls identify birds. Body shape and size Body shape and size can be very important in identifying birds both in flight and perching. Look at the attached bird silhouette poster. Compare the size and shape of their body, tail, wings, feet, and beaks. Look for special shapes like crests on heads, long tails, pointed or round wings, or the number of toes on their feet to help identify them. Try to guess the identity of some of

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the birds in the poster. Find at least 3 birds in the poster that have unique features and learn their name and how you will remember what they look like. Coloration and body markings In the following activities, look for these colors and markings: • Bright colors on their bodies especially on their breast, head, tail or rump • Eye rings - does the bird have a light or dark circle around its eye? • Eye colors – most birds have dark eyes, but some have colored eyes such as red or yellow. • Wing bars – light or dark stripes on their Wings • Any other distinctive markings you notice Pass out pictures of birds that live in your area. Have the girls look for the identifiable markings noted above. Show pictures of similar female birds and do the same. Use Audubon stuffed bird toys (available in Black Hawk Council’s “Birding Trunk”) to match them to the pictures of the birds they’ve been looking at based on the distinctive colorations and markings. Now identify the stuffed birds using field guides or the Internet or someone in the group who knows what they are. Try to have the girls learn the names of some of the birds and their markings. Introduce the “Using Binoculars” section and allow the girls to practice before doing this activity. Hang pictures of birds on trees and plants in the woods so you can see them all from one location – about 10-30 meters away. Have the girls look at the bird photos through binoculars. Have them identify the birds using a field guide or the stuffed toys. Be sure to emphasize the special features they should be looking for. Bird Calls Bird calls are another great way to identify birds. One kind of bird might make many different calls. However, more often, each species has one call that it makes frequently which is different from other birds. Using a bird call cd, tape, or other means, listen to bird calls. Which ones seem similar to other birds? Which ones are easy to recognize? How many different bird calls can you learn to recognize? Here’s a few options: Stuffed toy bird activity Split the girls into groups of 2-4. Give each group two or three stuffed birds. Be sure the girls know the names of the birds you give them. Have the girls listen to the calls of the birds and try to learn them. Then collect all the birds and have everyone sit in a circle. One by one introduce the stuffed bird and play its call. Have the girls talk about the different sounds each

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makes and try to imitate the call. Once you’ve gone over all the birds and reviewed them, blindfold the girls and have them identify each bird by sound. You can make it a game by choosing teams and keeping points for correct ID. Another variation would be to give each girl her own stuffed bird and give her a few minutes to learn its sound. Then blindfold all the girls and play the bird calls one by one. When the girls hear the call from their bird, they identify it. At the end, each girl should have her original bird back. You can do similar ideas with bird whistles or a bird call cd. Blindfolding the girls helps them concentrate on the sound. Having them attempt to make the sound or vocalize (using words) what they think the call sounds like is one of the best ways to help them memorize the call. I Spy Birds can be very difficult to see. They often move quickly, are small, and are afraid of people. Binoculars can be very helpful for observing birds. Follow the steps below to help you practice using binoculars. Then, use binoculars to go bird watching. 1) Put the binoculars around your neck and adjust the eye width to match your own. 2) Take them away from your face. 3) Locate the object you want to view.* 4) While looking at the object, bring the binoculars up to your eyes. 5) Adjust the focus until the object in the binoculars is clear. * The idea is to look at the object and bring the binoculars up to view the object, not to put the binoculars up to your face and then search for an object. With Brownie Girl Scouts in particular, you’ll need to reemphasize the concept of spotting the object first, then bringing the binoculars up to their eyes to see it instead of searching an area with binoculars already up to their face. It just seems unnatural to do it the correct way, but it is virtually impossible to spot smaller objects such as birds without sighting them first. After you explain the proper use of binoculars to the girls, have them practice using one of the following activities. Split the girls into two groups and give binoculars to one group and pieces of paper with large letters of the alphabet to the other. Have the girls stand in two rows about 15 – 20 yards apart

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so each girl with some letters stands 15 yards away from a girl with binoculars. If it is too easy to see the letters from this distance, have the girls stand further apart. Each girl should hold up a letter and the girl using binoculars should identify the letter by looking through her binoculars. To practice adjusting the focus, have the person holding the letters get closer or move further away or use pictures of letters of different sizes. Do the activity listed under “Can You Tell Them Apart- Coloration and body markings where the girls look for bird pictures using their binoculars. For a fun birding hike, take the stuffed bird toys or pictures of birds and hide them in trees and on the ground in the woods along a hiking path. Take the girls bird watching, but don’t tell them about the birds you’ve hidden. The girls will be surprised by the stuffed toys and will still get to work on their bird identification and practice with the binoculars if they don’t see any live birds on their hike. Bird Habitats All living things need food, water, shelter, and space to survive. A habitat is the space an animal lives where it gets its food, water, and shelter. Birds live in many different kinds of habitats. Some live in the desert. Some live in the rainforest. Birds live in wetlands, fields, prairies, and even in the arctic. Pick a specific kind of bird. Find out what it needs to survive; what kind of shelter it makes, what it eats, and how it gets water. Make a picture of your bird in its habitat. Include its food, water, and shelter. You can do this activity as individuals where each girl chooses her own bird and looks it up on the Internet or you can have all the girls learn about same bird by reading a story about a specific kind of bird to the entire group and then letting them each make their own picture. Another ideas is to brainstorm with the girls about birds they already know. Have them list several different kinds of birds that live in different places. Pick 5 or 6 of the birds they list and discuss where each one lives, what kind of shelter they live in (nest, whole in tree, cliff, mud house), and what they eat. Most birds don’t have to worry about drinking water. They get

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enough moisture through the food they eat. Water usually isn’t a factor but it’s good to discuss it. Help Our Feathered Friends Think about how a bird’s habitat could change. What could happen in nature that would make it hard for a bird to live. What might humans do to the bird’s habitat that makes it difficult to survive. Many birds are losing their habitat. They are having a hard time finding food, water, or shelter suitable for them to live. Do a service project to help improve bird habitat. You might put up a bird house, bird bath, or bird feeder. Or, help improve natural bird habitat by planting trees or shrubs to give birds shelter. Or, plant flowers that might provide seeds or berries for birds to eat. There are several options and many organizations in your local community who would love to have girls do a service project. Here’s some project ideas followed by a list of organizations you can contact in Black Hawk Council who would love to have your girls help with a service project. • Donate bird seed. Black Hawk Council would greatly appreciate your seed donation to keep our feeders at Brandenburg, Echo Valley, or Stetler. Simply drop off at the Girl Scout Center or any of our properties. Many nursing homes and parks also need birdseed to keep their feeders full. • Make suet feeders or peanut butter pinecone feeders and hang them at one of Black Hawk’s properties or a nursing home or park or other outdoor facility. A suet recipe is attached at the end of this booklet. • Make bird houses or bird feeders, particularly bluebird boxes, to put up at a park. Black Hawk Council has enough nest boxes right now, but many other organizations would love to have your bird houses. • Create brush piles in the woods to provide woodland birds with natural shelter and safe hiding from predators. Black Hawk Council encourages this at our properties and many parks would also be amenable. • Plant a wildflower garden or some kind of fruiting tree or shrub. Many nursing homes would love to have girls work on creating an area to attract birds. Many other organizations would be happy to work with your troop on this kind of project as well. For other project ideas or for a place to do your project contact: Girl Scouts of Black Hawk Council Contact Juli Speck at 800-237-2710 ext 1162 or 608-237-1162 or julis@girlscoutsofblackhawk.org Dane County Parks has locations all over Dane County. Contact Rhea Stangle-Maier at 608-224-3601 or stangel-maier@co.dane.wi.us. Governor Nelson State Park is located in Waunakee. Contact the Park Superintendent at 608-831-3005.

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City of Middleton Parks Department loves to work with troops! Contact Penni Klein, Public Lands Manager, at 608-827-1044. The Nature Conservancy has land all over our council, especially in the Baraboo area. Contact Katie King for areas close to you at 608-251-8140. The Ice Age Trail has locations in several parts of Black Hawk Council. Contact Don Ferber at 608-222-9376 for specific locations. The UW-Madison Arboretum is located in Madison. Call 608-263-7888 for more information. The International Crane Foundation in Baraboo also has project options. Call 608.356.9462, extension 142 or email jgarland@savingcranes.org. Suet Feeders One batch will fill five 8oz cups 1 cup lard (Crisco works okay) 1 cup crunchy peanut butter 2 cups birdseed or Quaker oats 2 cups cornmeal 1 cup flour ½ cup sugar Melt lard and peanut butter together Mix dry ingredients and add melted peanut butter/lard mixture and stir. You can also add things like dried fruits such as cranberries and cherries or unsalted nuts Explain the process to the girls then split them into groups of 5 or 6. Give each group their own large bowl to mix their own batch of suet. Melt the lard and peanut butter together on a low setting so as not to burn the peanut butter. Each small group will need a recipe and can mix the dry ingredients in their large bowl. When they are done, come around and add the melted lard/peanut butter mixture. (Don’t heat it too much and have all the girls stand back so it doesn’t burn anyone.) Have the girls stir it all together then give each girl a paper cup. Have the adults help poke a tiny hole in the bottom with a pencil or scissors then put a string through the hole and tie a big not so the string stays in the cup like a candle wick. Have each girl spoon the suet mixture into the cup and pack it tightly around the wick. Fill the cup and have the girls put their name on it. (They can also squish the suet mixture around the string, forming a ball rather than using the cups.) Put the suet in the freezer overnight. The next day they can peel off the paper cup and tie the suet to a tree branch for the birds. **Don’t let the girls carry the feeders by the strings or they will probably pull out of the cups. Once they have been frozen, they can be hung by the strings but not before.

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Prairie Magic Try-It Do 4 activities to complete the Brownie Girl Scout Try-It What makes a prairie special Prairies are different from forests. What makes a prairie different? What kinds of plants live in a prairie? What kinds of plants Do Not live in prairies? A Peek at a Prairie Visit a prairie. Look at the prairie. A single prairie can have more than 100 different kinds of flowers and grasses! Take a closer look at the prairie plants. Count how many different kinds you can find. Prairie “Critters” What kinds of animals might live in a prairie? Where would insects live? Where would birds, mammals and reptiles live? What would they eat? Draw lines to match each group of animals to its prairie home and food source. Insects nests on the ground, eat flowers, leaves and hidden in the grasses small animals Birds dig holes in the ground eat insects or leaves Reptiles & lay down in grass eat leaves or drink nectar Small mammals from flowers Mammals Under leaves or flowers eat seeds from prairie plants Draw or cut pictures of prairie animals out of magazines and make a collage. Prairie Restaurant Plants use the sun’s energy to grow. Some animals eat the plants. Some animals eat other animals. A “prairie restaurant” food chain shows how energy is passed from plants to animals. Create a “prairie restaurant” using plants and animals that live in the prairie. Draw a food chain or play a food chain game from the “Prairie Magic Try- It Booklet.” Help a Prairie Grow Help the prairie plants and critters by collecting or planting prairie seeds. Call Your Girl Scout Council to see what your Girl Scout Troop can do. City, county, or state parks can use your help too. Contact Black Hawk Council’s Environmental Educator at 800-236-2710 or 276-8500 ext. 3029 for more information. Prairie “Pictures” Create an art or craft project about a prairie. Draw or paint a picture of a prairie. Or use prairie plants to create a design. Prairie grasses can be braided into a bracelet or necklace. Or weave a basket or wall hanging using the plants. **Be sure to get permission from the prairie owner before picking any plants. Helping Prairie Wildlife Help the animals that live in the prairie. Build or put up an animal shelter such as a butterfly box, bluebird box or other bird house. Plant plants to help attract certain

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animals. You might even try growing the plants yourself. Talk to Black Hawk Council’s Environmental Educator for more ideas. Girl Scouts of Black Hawk Council Prairie Magic Try-It Booklet Information and activities to help Brownie Girl Scout troops earn their Prairie Magic Try-It The following information and activities are designed to give troop leaders and other adults the information they need to help the girls complete the requirements for Black Hawk Council’s Brownie Girl Scout Prairie Magic Try-It. Each section corresponds to the Try-It requirement. To visit a prairie or help with seed collecting and other service projects, contact the following organizations or call your local DNR for locations near you! Girl Scouts of Black Hawk Council has prairies at Camp Stetler in Richland Center and Echo Valley Farm near Mt. Horeb. Contact Juli Speck at 800-236- 2710 or 608-276-8500 ext. 3029. Dane County Parks has prairie locations all over Dane County. Contact Wayne Pauly at 608-2243603 U.S. Fish and Wildlife has prairies in Iowa County. Contact Kurt Waterstradt at 608-221-1206 ext. 16 or kurt_waterstradt@fws.gov Governor Nelson State Park is located in Waunakee. Contact the Park Superintendent at 608-831-3005. City of Middleton Parks Department has many prairies. Contact Penni Klein, Public Lands Manager at 608-827-1044. The Nature Conservancy has land all over our council, especially in the Baraboo area. Contact Katie King for the prairie closest to you. 608-251-8140. The Ice Age Trail has prairie locations in several parts of Black Hawk Council. Contact Don Ferber at 608-222-9376 for specific locations. The UW-Madison Arboretum is located in Madison. Call 608-263-7888 for more information or to set up a visit. What Makes a Prairie Special Prairies are different from forests. What makes a prairie different? What kinds of plants live in a prairie? What kinds of plants Do Not live in prairies? The easiest way to complete this is to visit a forest and a prairie ecosystem. Preferably, find a prairie that is on the edge of a forest so the girls can see both at one time. This is actually quite common in southern Wisconsin so it shouldn’t be hard to find. See the prairie contacts listed above to help locate a prairie your troop can visit. If they do not have the opportunity to visit a prairie, have them look at pictures of prairies and forests. Guide them through discussions about the following information rather than experiencing it. If they can see forest from the edge of the prairie, go directly to the prairie. If they can’t, visit the forest first. Ask the girls what kind of plants they see. (Trees, shrubs, small plants and maybe flowers on the floor.) Ask about temperature and sunlight. Is it warm or cold? Is it bright or dark? What else do they notice? At the prairie, have the girls stand at its edge and look at it. Ask them what they see. It won’t matter what season you visit the prairie. In spring and summer they’ll see flowers and grasses. In winter and fall they’ll see dead flowers and grasses. The

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obvious difference is there are no trees. Prairies are made up of flowers and grasses. Some might be taller than they are but there should be no woody plants with trunks or “hard stems”. Everything should be grass-like with fairly flexible stems. That is what makes it a prairie! Have them walk into the prairie. (If the prairie owners allow this. At Black Hawk Council’s properties, they can walk anywhere in the prairie they want. If there is an actual trail through the prairie, please use it. If there is not, have the girls all spread out a little so they do not wear out a path. The grasses they may trample will grow back easier that way.) Once in the prairie, ask them what else makes it different from the forest. Focus on temperature – the prairie is more open so it may be hotter than the forest because there is little shade or it may be colder than the forest if there is a lot of wind. The key is that forests are more sheltered and prairies are more exposed. To help them understand this, Ask them which they would want to be in on a really hot day. (Forest will keep them cool and shaded. Prairie will be hot.) Which would they like to be in on a cool fall day with no wind? (Prairie will be warmer because of the sunlight – even on a cloudy day.) What about on a windy winter day? (Forest will be sheltered more from the wind unless the prairie grasses are much taller than the girls. Then the prairie may be warmer for them.) Neither one is better than the other. They are just different. Those differences are what the girls should discover. A Peek at a Prairie Visit a prairie. Look at the prairie. A single prairie can have more than 100 different kinds of flowers and grasses! Take a closer look at the prairie plants. Count how many different kinds you can find. This works best in late spring through early winter. In late winter and early spring most of the seeds from flower heads are gone and much of the grasses have broken off into short stubble so it is hard to see the diversity. The rest of the year it is easy! Stand at the prairie’s edge. Ask the girls how many different kinds of plants they see. (they will probably not notice many varieties at first glance.) Have the girls walk through the prairie to take a closer look. If the prairie owners allow picking of the prairie stems, (all of the ones listed on the first page will most likely allow it) have the girls each pick 3-5 different kinds of plants – just the top part is necessary. Have them stand in a circle and compare each of the flowers and grasses they have gathered. Count how many different ones the entire group found. Stress that this is just a sampling of what is actually in the prairie. Tell them that prairies have more kinds (species) of flowers and grasses than they would find in most forests or deserts or marshes. Ask them why it is good to have so many different kinds of plants. (many different kinds of animals might live there – each might eat a different kind of seed from the flowers and grasses. If something happens to the soil that stops a certain kind of plant from growing, many more will still grow. Things like pollution might cause this to happen.) If picking plants is not allowed, have the girls stand in a circle in the prairie. Turn and face out. Look at the prairie plants in front of them. Count how many different ones they find in that small area. Now trade places with a girl next to them. Do they see any plants they saw in their first spot? Do they see any new ones? Then tell them about prairie diversity and ask why it is good. (See last 2 sentences from above

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paragraph.) Prairie “Critters” What kinds of animals might live in a prairie? Where would insects live? Where would birds, mammals and reptiles live? What would they eat? Draw lines to match each group of animals to its prairie home and food source. Draw or cut pictures of prairie animals out of magazines and make a collage. Insects nests on the ground, eat flowers, leaves and hidden in the grasses small animals Birds dig holes in the ground eat insects or leaves Reptiles & lay down in grass eat leaves or drink nectar Small mammals from flowers Mammals On the underside leaves eat seeds from prairie or flowers plants, insects and nectar Some of the animals living in prairies include: crickets many birds including: snakes foxes grasshoppers meadow larks moles butterflies finches voles moths pheasants mice lady bugs sandpipers shrews beetles plovers ground squirrels caterpillars blackbirds gophers spiders prairie chickens badgers bees bluebirds *prairie dogs – not found in Wisconsin Some of the animals that do not necessarily live (make their home) in prairies but spend much of their time in prairies especially to feed include: foxes rabbits coyotes red tailed hawk skunks kestrels weasels great horned owl deer burrowing owl What they eat is greatly varied. Prairie Restaurant Plants use the sun’s energy to grow. Some animals eat the plants. Some animals eat other animals. A “prairie restaurant” food chain shows how energy is passed from plants to animals. Create a “prairie restaurant” using plants and animals that live in the prairie. Draw a food chain or play a food chain game from the “Prairie Magic Try- It Booklet.” If the girls are going to create food chains, have them make them as long as possible. Have them start with the sun because that is where plants get their energy. Thing like water and soil do not need to be included since food chains depict energy transfer. Here are a few examples: Sun – cone flower – finch – fox sun – sunflower – mouse – snake – hawk sun – prairie grass – caterpillar – bird – weasel – badger Here are some food chain games they can play Web of Life Create name tags for each girl. Either cut pictures of prairie plants and animals out

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of magazines and hang them on strings for the girls to wear around their necks or write the names of plants and animals on cards for the girls to wear around their necks. Make sure you include a variety of plants and animals as well as some decomposer (creatures that turn dead material back into soil) such as earth worms, various beetles and insect larvae, bacteria and fungi. You can include the sun too. Have the girls sit in a circle wearing their nametags. Take a large ball of string and give one end of it to the girl who is wearing the sun name tag. Ask who in the group needs the sun. All the plants should raise their hands. (Animals don’t need sun to survive – just plants.) Unroll the string until it stretches across the circle from the sun to one of the girls wearing a plant. The “the plant hold up her finger. Wrap the string around her finger. Ask if anyone in the group would eat that plant. Pick someone and continue unwrapping the string until it reaches that person. Wrap it around her finger and continue on with who eats her. When you reach the end of a chain, talk about how some plants and animals such as earth worms, some insects and their larvae, bacteria and fungi are decomposers, turning dead things back into soil. Find a decomposer to eat the last animal in the chain “when it dies”. Connect her to the string “web” and start with a new plant because it will grow from the soil the decomposer created. Continue winding the string through new food chains until each girl is connected at least once with several being connected more than once. Eventually the girls will see that they have created a large web instead of just a chain. Now ask the girls what would happen if you removed one person from the web. (The entire thing would fall apart.) Try it. Pick someone to let go. Tell everyone who is connected to her to let go. Now tell everyone who is connected to someone to let go. (At this point everyone should drop the web.) Ask the girls why everything – even bacteria or a small insect – is important to a prairie ecosystem. (Because they are all connected. If one disappears, it eventually affects everything.) Food Chain Tag For this game you will need 4 different sets of nametags, enough for one for each player. Using a 4-part prairie food chain, make nametags with a ratio of about 6:4:2:1 starting at the bottom of the chain. For example, if you have 13 girls, have 6 prairie seeds, 4 mice, 2 snakes, and one hawk. Pass out the food chain tag name tags. Go to an open area safe for running. Explain to the girls that each thing must try to tag what it eats without being tagged by what eats it. (Seeds won’t tag anyone and no one will tag the hawks.) If they are tagged, they must kneel on one knee until they count to 30. Then they may start again. Have them try to remember how many times they were eaten during the game. Play for a few minutes. See if it is possible for everyone to be dead at once. Ask the girls “What would happen to all the hawks if everything else was dead?” (They would starve to death and die) What plants/animals got killed the most in the game? Is that what they expected? (There is no right answer.) Birds, Bugs, and Badgers This is also a food chain tag only it’s a little more complicated. Dived the girls into 3 equal groups and assign each group birds, bugs or badger and their corresponding sign. Bugs must hold up two fingers on one hand above their head to represent antennae. Birds must hold out their index finger in front of their face to represent a beak. Badgers hold their 5 fingers out in front of them in a curved position to look

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like claws. Badgers tag birds, birds tag bugs, and bugs tag badgers (decomposing bugs eat dead badgers, returning them to soil.) When a girl is tagged, she becomes the same thing that tags her. This is not that hard. After a girl tags someone else, she makes sure they become her sign. The hard part is remembering who they should tag once they become something new. The easiest way is to have them think about tagging the thing they were before they just got tagged. Stop the game after a few minutes and separate the groups. See which group is bigger now. Do this periodically. Talk about what happens when their becomes o whole bunch of something. (Their food might become scarce if there are too many of them and they starve to death.) Food Chain Concentration Create a deck of Food Chain Concentration cards. Using 3x5 note cards, create about 35-50 cards with names or pictures of prairie plants and animals, the sun, or decomposers on one side. Make as many different as possible. When you run out of ideas, just use the same ones over again. To play the game, spread all the cards out with picture/writing side down. If you have more than 5 or 6 players, make teams. Each player or team takes turns turning 2 cards face up. If the 2 cards can be linked next to each other in a food chain (one eats/uses the other), the player keeps the 2 cards. If not, they are turned back over in the same spot. Everyone takes turns trying to match cards until no more matches can be made. The player/team with the most cards in the end wins. Prairie Dominoes Create a deck of 3x5 note cards with names or pictures of prairie plants and animals on them. Make about 50-60 cards. Make 3 or 4 “sun” cards and 3 or 4 decomposer cards. If you have more than 4 or 5 players, make teams. Deal out about 8 cards per person/team and put the rest in a pile. Whomever has a sun card closest to the dealers left goes first, laying the sun in the center. The person to her left goes next. If she has a plant, she lays in touching any one of the 4 sides of the sun card. If she cannot play, she draws a card from the pile and the next person goes. If the next player has a plant, she puts it on one of the 3 remaining openings on the sun or attaches an animal that eats plants to one of the plant sides. This continues until one person plays all her cards. Sun cards can be played to start new chains and plant cards can be played on decomposer cards. If no one has won by the time all the cards in the pile have been picked, each person just passes when they cannot play. Cards picked off the pile cannot be played until the next round. Help a Prairie Grow Help the prairie plants and critters by collecting or planting prairie seeds. Call Your Girl Scout Council to see what your Girl Scout Troop can do. City, county, or state parks can use your help too. Contact Black Hawk Council’s Environmental Educator at 800-236-2710 or 276-8500 ext. 3029 for more information. **For places to participate in seed collecting and planting, see the list of organizations on the first page of this booklet. Prairie “Pictures” Create an art or craft project about a prairie. Draw or paint a picture of a prairie. Or use prairie plants to create a design. Prairie grasses can be braided into a bracelet or necklace. Or weave a basket or wall hanging using the plants. **Be sure to get permission from the prairie owner before picking any plants.

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Let the girls be creative but try to judge around how much material is needed for the project so the girls understand not to be wasteful. Prairie plants grow back each year but the part that is above ground only lives through the summer. It may be better to use the plants after they die to make a project than while they are still growing. Encourage them to pick plants where there are several of the same kind in an area and leave some of each kind still growing. Helping Prairie Wildlife Help the animals that live in the prairie. Build or put up an animal shelter such as a butterfly box, bluebird box or other bird house. Plant plants to help attract certain animals. You might even try growing the plants yourself. Talk to Black Hawk Council’s Environmental Educator for more ideas. Contact one of the organizations on the list on the first page of this booklet or the owner of a prairie for ideas on how to helps.

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Girl Scouts of the San Antonio Area

Attn: Resource Center

10443 Gulfdale

San Antonio, Texas 78216 The GSSAA Council's Own Patches may also be earned by girls outside of the San Antonio Council. To order a copy of a patch program, send a list of the program(s) desired, include $3 for the first patch program plus $1 for each program thereafter, and your mailing address to above address.

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Council’s Own Try- It’s

Brownie Girl Scout Aide Try-It …………………………………………………..……… 104

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BROWNIE GIRL SCOUT AIDE TRY-IT

Do four of the six activities to complete the Brownie Girl Scout Aide Try-It. 1. Attend a Daisy Girl Scout troop meeting and learn what they do at their meeting. Teach the girls the Girl Scout sign, handshake and quiet sign if they do not already know them. Tell them about the Girl Scout birthday. 2. Make and share a snack with a Daisy Girl Scout troop. Show them some of your Try-Its and explain some of the activities you did to complete them. Teach them a game from the "Play" Try-It. Teach The Brownie Smile Song and Make New Friends or other Girl Scout songs younger girls would like. 3. Help a Daisy Girl Scout troop learn about the Girl Scout Promise and Law. Demonstrate a simple flag ceremony and practice it with them. 4. Help Daisy Girl Scouts learn about bridging. Share your bridging experience. Help the Daisies make something for their ceremony such as a centerpiece, name tags, decorations, or invitations. 5. Invite a Daisy Girl Scout troop to your Brownie Girl Scout troop meeting or a special program activity you have planned. 6. Participate in a Daisy Girl Scout bridging ceremony. For information such as price, availability, etc. or to order patches, contact the San Antonio Council Girl Scout Shop at (210) 349-2404 or (800) 580-7247, extension 244. Six weeks advance notice required for orders of 100 or more patches.

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Girl Scouts of Tres Condados Santa Barbara Service Center

Toll-free: 800.822.2427 805.880.4217

Fax: 805.965.5441

1616 Anacapa Street Santa Barbara, CA 93101

P.O. Box 30187

Santa Barbara, CA 93130-0187

Anyone can purchase Girl Scouts of Tres Condados Council's Own badges and patches from the GSTC council shop. You'll find age level specific badges and patches on our

shop order forms. http://www.gstc.org/orderForms.php

*****

Council’s Own Try-It’s

Beaches and Tidepools Try-It ………………………………………..………………. 106

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Beaches and Tidepools Try-It Purpose: To help girls learn about the seashore and have fun doing it. For everyone: How to Dress and What to Bring. Talk with your troop or parent about what to wear to the ocean and beach. (e.g., on your head, your feet, our exposed skin; in hot or cold weather. Learn the basic rule: NEVER TURN YOUR BACK ON THE OCEAN! Can you tell why? Brownies: Complete 4 of the 6 activities listed. 1. The OCEAN

• Watch the ocean and see if you can tell if the tide is coming in or going out. Do you know how many low and high tides there are each 24 hour day? Ask your leader or parent what a tide table is and how it can help make your visit to the beach most interesting. − What color is the ocean water? Is it a different color in the distance farther

out? − Observe where the waves break and form surf – close in or far out? − People are always saying when they come near the seacoast, “Smell the

ocean!” What does the ocean smell like to you? − Listen to the surf and any bird calls and the sound of the wind, describe

what you hear. − What do you see in the ocean? birds? marine mammals? people

swimming, surfing? wind-surfing? boats? big ships way out? seaweed rafts?

2. The BEACH and SAND

• Feel the difference between wet and dry sand. • Play in the sand: make a sand castle or a sand fort at the water’s edge to try

to keep the waves back for a while. • Make a seashell plaster cast paper weight on the wet sand to take home.

Have someone help you mix plaster and make a cardboard “collar” for your paper weight. Directions are in the attached Leader’s Guide.

3. The BEACH and SHELLS

• Find several shells of different colors. How many shells or shell pieces can you find with some pink or reddish, lavender or purple tints?

• Try to find a shell with an iridescent or “pearly” inner lining.

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• Find several shells of different shapes. Try to find a shell with 2 pieces hinged together.

• Look for small rocks on the beach. Are they smooth and rounded or rough-edged? Do any rocks have little holes in them?

4. The BEACH and SEAWEED

• See how many of the 3 colors of seaweed you can find – (brown, green. and red). − What does the seaweed smell like? − Describe how the seaweed feels to you.

• Look underneath a clump of seaweed (or a big “kelp anchor”) and see what you can find.

• Look for our famous great Brown Kelp, probably the largest and longest

seaweed on the beach. If you find a long enough strand, try using it as a jump rope between two Brownies. It’s also fun to “pop” the air floats (“bladders”) of the great brown kelp by stepping on them. The dried kelp bobs can be “popped” with your fingers.

5. TIDEPOOLS

• Learn where to find tide pools. • Know tide pool etiquette since you are visiting the home of many little plants

and animals. 1. Walk carefully. 2. Don’t try to pull or pry animals off, or prod and poke. 3. Turn rocks over carefully and return rocks to original positions. 4. Don’t take anything living away – most tide pool life in California is

protected by law.

• Look in the tide pool – do you see anything moving around? − Do you see animals attached to the rocks either in the tide pool or on the

rocks higher up waiting for the tide to come in and cover them again? − See if you can find any seaweed growing in the tide pools or on the rocks

waiting to be covered by the incoming tide. What color(s)? − Learn more about tide pool animals from books or museum exhibits if you

can. − Can you find a sea star (“starfish”)? a sea anemone that looks like a

flower when open? a hermit crab moving around in a snail shell? You might like to read Pagoo by Holling, a book about a hermit crab.

6. KEEPING the BEACH & OCEAN CLEAN: How you can help

• Trash and pollution can hurt our beaches and ocean tide pools. Read about “Pollution” on page 144 in the Brownie Girl Scout Handbook.

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• Helping to pick up trash left by others is a wonderful service project when spending time at the beach. Don’t litter, and be a good example to other people. (Brownies should not pick up sharp metal or broken glass pieces.)

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Leader’s Guide

1. The OCEAN • There are 2 high and 2 low tides every 24 hours. When planning a visit to the

tide pools, pick as low a tide as possible, 1 ½ hours before extreme low and 1 hour afterwards offer a lot to see – but don’t turn your back on the ocean!

• Tides are listed as being below zero feet are called “minus’ tides and are

printed in red in little tide table books. In Southern California and Central California the best daytime tides occur during the winter months (Dec., Jan., Feb., and March). Good discussion of tides in Philip R. Brown’s excellent book for children: :Exploring Tide Pools, Santa Barbara Museum of Natural History, EZ Nature Books, San Luis Obispo, 1994.

2. The BEACH & SAND Directions for making a plaster and seashell paper weight: You will need:

½ lb. plaster of Paris in a bag to keep it dry. Strip of cardboard, 1 ½ ” wide by 16” long (for a collar), with a paper clip. 2 fairly large tin cans, one for water, one for mixing plaster 2 juice cans (6oz.), one for measuring water, one for measuring plaster Stick for stirring plaster while mixing

1. Dig small, shallow hole in hard, wet sand. 2. Surround hole with strip of cardboard clipped to form a circle. Push

cardboard collar halfway down in sand. 3. Place small shell bits close together within the shallow hole with the

side you wish to be on top when you finish plaster-casting placed face down in the hole. Press shells gently into sand, leaving the exposed side free of sand so plaster will be able to adhere.

4. Mix plaster at the beach as follows: • Collect sea water from tide pools or ocean – salt speeds hardening. • Pour half a juice can of sea water into large mixing can. • Pour one juice can of plaster of Paris slowly into water, stirring with

stick until mixture is thick and smooth as pancake batter (ratio is about 2 plaster to 1 water).

• Be ready to add more water and/or more plaster to get “pancake batter” consistency in mixture. Work quickly before plaster hardens in can.

• Pour mixed plaster slowly over shell pieces inside cardboard collar from one end to the other. If you do it slowly enough, it will remove air bubbles; but do not do it too slowly because plaster begins to harden very quickly.

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• In about 15 min, plaster should be hard enough to pick up the cast and test.

• You can scratch name and date on back of cast if you wish. • Wait until cast seems fairly well hardened before removing

cardboard collar support. Wait awhile before washing away the sand to be sure the shells are set hard in the plaster.

3. BEACH & SHELLS

• For pictures of shells and other hard-shelled beach wash see Philip Brown’s Exploring Tide Pools book and some common shell pictures which are in the training materials.

• Sharp eyes will find many colorful touches on shells and shell bits, pieces of crab and lobster, sea urchin “tests” (i.e., shells), barnacles, etc.

• Water-washed rocks are smooth. Most of the little holes in rocks are made by piddock boring clams in shale (mud-rock)

4. BEACH & SEAWEED

• Seaweed clumps and kelp anchors (“hold-fasts”) are hiding places for many tiny animals. Who knows what you might find?

5. TIDEPOOLS

• In pools, you may see a crab scuttling – sometimes a sea star – most snail shells moving around will have a hermit crab inside.

• More can often be found on rocks higher up out of water where animals are waiting for the tide to come in and cover them again.

• “Touch Tank” at the museum Sea Center on Stearns Wharf has animals brought up by divers from under the wharf. You can touch and see animals up close.

The Sea Center also has an excellent exhibit of trash picked up by children on beaches – it also lists the different kinds and amounts collected. Some other activities which can be fun to do at home or in a troop meeting are included in Philip Brown’s Exploring Tide Pools book: p, 31 – Hermit Crab Maze p, 40 – Going Bananas with Echinoderms p, 43 – What’s Inside a Mermaid’s Purse

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Some good museum resources: Santa Barbara Museum of Natural History (Tel. 805-682-4711) 2559 Puesta del Sol Road, Santa Barbara, CA 93105 Sear Center (of S.B. Museum of Natural History) (Tel. 805-962-0885) Stearns Wharf, Santa Barbara, CA 93101 Morro Bay State Park Museum of Natural History (Tel. 805-772-2694) Morro Bay State Park, Morro Bay, CA 93442 Cabrillo Marine Museum (Tel. 213-548-7592) 3720 Stephen White Drive, San Pedro, CA 90731

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Girl Scout Council of Rockland County

211 Red Hill Road New City, New York 10956 (914) 638 - 0438

*****

Bowling Try-it For Brownie Girl Scouts

Requirements: Complete 4 of the 6 activities below.

1. Take a tour of a bowling alley. Learn how bowling lanes operate. 2. Learn the correct way to handle a bowling ball: To pick it up, to hold it, proper hand position and release, and the pendulum swing. 3. Learn the basic safety and etiquette rules for bowling. Try to demonstrate them or explain them to others. 4. Learn about strikes and spares and how to keep score. Try to score one frame of a bowling game. 5. Learn some warm-up exercises necessary for bowling. Try to demonstrate them. 6. Visit a Pro Shop and see what equipment and services are available. Learn how to select and care for bowling equipment.

Developed by: Joanne Moodhe for the Girl Scout Council of Rockland County (6/97)

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Suffolk County GS Council

442 Moreland Road Commack, NY 11725 Phone: (516) 543-6622

Brownie Statue of Liberty Try it

With a torch in one hand and a law book in the other, the Statue of Liberty is a symbol of freedom and equality - a symbol of America. One of the reasons the Statue was given by the people of France to the people of the United States was to honor America for abolishing slavery. The Statue of Liberty is a symbol of opportunity for all people, even those who did not come as immigrants. Complete four of the six following activities.

1) WHERE IS IT LOCATED? On a map of New York harbor, find the Statue of Liberty and Liberty Island. A short distance to the north is another small island called Ellis Island, through which millions of people from all over the world passed. Find Ellis Island.

2) WHAT DOES IT STAND FOR? "Give me your tired, your poor, your huddled masses yearning to breathe free", is the most famous phrase from the Emma Lazarus poem inscribed on the base of the Statue of Liberty. How do these words make you feel? Write a short poem or story about your feelings.

3) TAKE A TRIP. With your troop or family, visit Liberty Island and the Statue of Liberty.

4) STATISTICS OF THE STATUE:

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Height 305 feet 1 inch Height of torch 21 feet Length of hand 16 feet 5 inches Length of index finger 8 feet Width of eye 2 feet 6 inches Length of nose 4 feet 6 inches Width of mouth 3 feet Look at a picture of the Statue of Liberty. Draw one of your own.

5) WHAT DOES THE STATUE OF LIBERTY LOOK LIKE? The Statue of Liberty is made of copper. Can you name two other things also made of copper? Why is the Statue green instead of shiny brownish? This change in color is due to exposure to the air and salt water. Take a penny and drop it in a glass of salt water. Let it stand for at least a week. What happened to the penny? This is the same thing that happened to the Statue of Liberty during the last 100 plus years.

6) FREEDOM: For over 100 years the Statue of Liberty has held high a torch showing the world the way to freedom. What does freedom mean to you? Using magazines, newspapers or your own drawings, make a collage that expresses FREEDOM.

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Girl Scouts of Virginia Skyline Council

3663 Peters Creek Road NW • Roanoke, Virginia 24019-2809

540.777.5100 • 800.542.5905

*****

Approval Form for Our Own Council for girls outside Virginia Skyline

http://www.gsvsc.org/ooc_approve.htm

American Frontier Try It http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_AmericanFrontier.pdf

Birds Try It

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_Birds.pdf

Bugs Try It

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_Bugs.pdf

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Butterfly Fun

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_Bugs.pdf

Cheerleading Try It

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_Cheerleading.pdf

Computer Ease Try It

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_ComputerEase.pdf

Confectionarily Yours Try It

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_ConfectionarilyYours.pdf

Disaster Preparedness

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_DisasterPrep.pdf

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Drop Everything and Read

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_DropEverythingRead.pdf

Fishing Try It

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_Fishing.pdf

Friends of Horses Try It

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_FriendsOfHorses.pdf

The Great Olympics

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_GreatOlympics.pdf

Indian Lore

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_IndianLore.pdf

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Landscaping

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_Landscaping.pdf

Mythology

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_Mythology.pdf

News Reporting

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_NewsReporting.pdf

On Ice

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_OnIce.pdf

On Stage

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_OnStage.pdf

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Our State

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_OurState.pdf

Outdoor Skills

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_OutdoorSkills.pdf

Patriotism Try It

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_Patriotism.pdf

Pet Love

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_PetLove.pdf

Photo Fun

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_PhotoFun.pdf

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Science Wizardry

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_ScienceWizardry.pdf

Scrapbooking

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_Scrapbooking.pdf

Sewing

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_Sewing.pdf

Sign Language

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_SignLanguage.pdf

Skiing

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_Skiing.pdf

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Special Grandparents

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_SpecialGrandparents.pdf

Take a Hike

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_TakeAHike.pdf

That’s Entertainment

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_ThatsEntertainment.pdf

Water Safety and Fun

http://www.gsvsc.org/pdf/ourowncouncil/OOC_TryIt_WaterFunSafety.pdf

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PINES OF CAROLINA GIRL SCOUT COUNCIL PO Box 52294 Raleigh, NC 27612

919-782-3021 or 1-800-284-4475

*****

Council’s Own Try-It’s

Council’s Own Try-It’s Order Form …….……………………………………. 123

Birds of the Carolinas Try-It ………………………………………………….. 124

Honoring Our Armed Forces Try-It

http://www.pinesofcarolina.org/fileadmin/user_upload/PG525H.pdf

(Brownie) The Brownie Girl Scout version of the Salute to Our Armed Forces Badge, girls get the opportunity to learn the history behind holidays that honor our military, visit USO offices and gain a better understanding of what it’s like to be a member of the military.

Scrap booking Try-It

http://www.pinesofcarolina.org/fileadmin/user_upload/PG525I.pdf

(Brownie) Brownie Girl Scouts can earn this Our Own Council’s Try-It by learning scrap booking terms, locating local scrapbook resources, and working on their own scrapbook. This popular topic allows girls to meet other scrapbook enthusiasts and stresses the importance of sharing the past and photos for future generations.

Every Vote Counts Try-It

http://www.pinesofcarolina.org/fileadmin/user_upload/PG525J.pdf

(Brownie) Take this opportunity to learn about your district in the North Carolina House and Senate. While they’re at it, girls can find out about elections and women’s right to vote. Hold a mock election within your Troop.

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Pines of Carolina Girl Scout Council Our Own Council’s Try-It Order Form

Please Note: Our Own Council’s Try-It may only be purchased by Troop or Group Leaders. For Troops or Groups outside of Pines of Carolina Girl Scout Council, a Council staff member must certify this request. Leader’s Name: _________________________________________ Troop/Group # ________ Mailing Address: _____________________________________________________________ City: ________________________________ State: _______________ Zip: ______________ Day Telephone Number: (___) _________________________ # of Try-Its Name of Brownie Girl Scout Try-It Earned ( .95 Cents per Try-It) ______ Birds of the Carolinas Try-It I certify that the number of girls listed above have successfully completed the requirements for these Try-Its. __________________________________ ____________________ Leader’s Name Date I certify that the above person is registered as the Leader of the Troop or Group indicated above. __________________________________ __________________________________ Staff Signature Council Name

Payment _____ Number of Brownie Girl Scout Try-Its x .95 = $ ____________ Tax (.0675) (no sales tax if shipping outside North Carolina) = $ ____________ Shipping & Handling Charges = $ ____________ (see table below) Total Enclosed $ ____________ Send Check or Money Order to Pines of Carolina Girl Scout Council Shop, P. O. Box 52294, Raleigh, NC 27612 or call the shop at 919-782-3021 or 800-284-4475 if paying by Visa or Master Card.

Shipping & Handling Charges Purchase Amount Shipping Charge Purchase Amount Shipping Charge Up to $19.00 $ 5.05 $60 to $74.99 $ 10.25 $19 to $29.99 $ 6.40 $75 to $99.99 $ 12.15 $30 to $44.99 $ 8.00 $100 to $149.99 $ 13.25 $45 to $59.99 $ 9.15 Over $150 $ 14.30

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Birds of the Carolinas Our Own Council’s Try-It Pines of Carolina Girl Scout Council thanks Jenny Palmer of Girl Scout Troop #1763 for the creation of this Try-It.

Before completing four of the following, including the two * requirements, read the attached page Birding Ethics.

1. *What Makes a Bird a Bird? Birds have some pretty unique features. Name at least three things that make a bird. Label the main parts of a bird. (See Leader’s Resource Guide.)

2. *Birds of the Carolinas N.C. is home to a large variety of birds including the following: Northern Cardinal* Eastern Bluebird Blue Jay Northern Flicker Downy Woodpecker Red Tailed Hawk Northern Mockingbird Canada Goose Osprey American Goldfinch House Finch Grey Catbird Eastern Towhee Mourning Doves Carolina Chickadee Ruby Throated Hummingbird American Robin Herring Gull Great Horned Owl White-breasted Nuthatch Tufted Titmouse Barn Owl Brown Thrasher

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Red-bellied Woodpecker Carolina Wren Baltimore Oriole Great Egret Choose eight of the above birds (including the one *). Using field guides or the internet, learn more about each bird including their habitat, bird family to which they belong, diet, size, or other interesting facts. Why is the Northern Cardinal special to North Carolina?

3. Go See the Birds Go on a guided bird hike with a park ranger, Audubon Society member or other person knowledgeable about birds. See how many different kinds of birds you can find. Take along a notebook so you can write or draw what you see.

4. Communication Learn about how birds communicate. Choose five of the birds from requirement two and find out what their call sounds like. What is the easy pneumonic to help you remember their call? (See Leader’s Resource Guide.) With your troop, practice communicating like the birds you choose. Can you identify each other by your calls?

5. Be a Friend to the Birds Help your local birds by making and installing either a bird house, bird feeder, or bird bath.

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6. Celebrate Birds

Attend a special day dedicated to the birds or host your own event. See the Leaders Resource Guide for several area contacts. Examples of area events include: Songbird Celebration at Blue Jay Point County Park, International Migratory Day at Falls Lake State Park and Wake Audubon Society events including the annual bird count.

7. You Eat Like a Bird! Be creative and make a bird-themed snack for your troop/family. 8. Birdie See Birdie Do!

Now that you’ve learned about North Carolina’s birds, be creative and make a bird related craft or game.

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BIRDING ETHICS Leave nests alone and don’t get too close – you could cause the parent to abandon the nest or lead predators to the eggs or young. Show respect for landowners and private and public lands. Respect the rights of others observing nature. Leave “injured” and “orphaned” birds alone. The parent if often nearby and will return to care for the young. Understand and obey regulations on harvest of game birds. In nature, you are the guest. Be quiet and orderly. Move slowly. Don’t “chase” birds. Observe birds from a distance using your binoculars to bring them close. Leave no litter. Some litter, especially fishing line, plastic soda rings, bubblegum, and cigarette butts, can be harmful to birds. If you are feeding birds, maintain fresh and adequate food supplies for them. Don’t feed birds your food – they are healthiest when they eat natural foods. Don’t bring predators along. Your dogs and cats belong at home.

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Girl Scouts of Palm Glades Council, Inc.

1224 West Indiantown Road Jupiter, Florida 33458

Hours: 8:30 to 4:30 Mon. - Fri. 561-427-0177 866-727-GIRL

FAX 561-427-0187

Council Shop 561-427-0197 Hours: Tues. 11:30 to 5:30 Wed. Thurs. Fri. 10:00 to 5:30

Sat 8:00 to 2:00 Closed Sun. and Mon.

Council Website http://www.gspgc.org

Girl Scouts of the USA website http://www.girlscouts.org

Questions about programs and projects: Judy at jhoward@gspgc.org or 427-0181

***** Try-It Projects In addition to the projects in each age-level resource book, there are a number of additional Patch, Badge, and Try-It Projects available for Girl Scouts to work on. Below, you will find an alphabetical list of projects available. For some, the requirements are available on this site or on Girl Scouts of the USA's site. For others, requirements can be requested from the council. You can download an overview of projects available: http://www.gspgc.org/Forms/PDF%20Forms/Council%20Patch%20and%20Badge%20Projects.pdf Butterflies (Brownie and Junior) Butterflies was developed by Port St Lucie Junior Troop 331, to help reestablish butterfly populations devastated during the hurricanes of 2004. http://www.gspgc.org/Publications/PatchProjects/Butterflies.htm

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Sarah Wells Girl Scout Council 162 Bloomingburg Rd. Middletown, NY 10940

Phone: (845)361-2898 or

(845)794-0264 Fax: (845)361-2915

Email: info@sarahwellsgirlscouts.org

*****

Council’s Own Try-Its

Sarah Wells Try-It …………………………………………………………….. 130

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Brownie Level - Sarah Wells Try-It

In 1994, fifteen Junior and Cadette Girl Scouts from Goshen troops #139, 142 and 156 of the Sarah Wells Girl Scout Council realized how important and

special Sarah Wells was to their county, council and hometown. These girls decided to honor her and her interesting life by dedicating a Girl Scout Try-It showing many important details of her life and facts about her courageous journey to an uncharted area as a very young girl. To earn this particular Try-It, the Girl Scout must be registered in the Sarah Wells Girl Scout Council and must finish the try-it’s requirement criteria as detailed below. Being the “Sarah” try-it is Our Council’s Own, it can be worn on the front of your sash and vest. Requirements: Choose and complete 4 of the objectives below including the * objectives.

1. *Learn about Sarah Wells’ life and why she is an important part of this area’s history. Be sure to visit the archives room at the Goshen Library.

2. Learn about Sarah’s journey to Goshen: where did she come from, how did she travel, what did she take with her, how old was she and what was the purpose of her journey.

3. Learn and do a colonial craft Sarah might have done such as candle making, quilting or wool spinning or visit Museum Village where many colonial crafts are demonstrated. OR Prepare a baked item similar to something Sarah might have made, such as an apple pie.

4. Learn and sing “The Sarah Wells Song” or prepare a skit depicting her life. 5. Visit Hillhold Museum or the Bull’s Stonehouse. 6. Start a “Sarah Wells Scrapbook” to carry on to your Junior and Cadette years.

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A Touch of Nursing Try It Have you ever thought of becoming a nurse? Try these activities to learn more about a career in nursing. 1. A Nurse Think about nurses you have seen or read about in books. Describe what being a nurse means to you. Draw a picture of a nurse. 2. Let’s Pretend Pretend you are in a hospital. Members of the troop will play the roles of a nurse, patient, and two family members in the patient’s room. Act out what would be happening if the patient was in the hospital with a: • Broken leg • Stomach ache • Asthma • Bicycle accident 3. What Would You Do? Act out the following situations that could happen to you at home, in school or at a friend’s house. What would you do? Who would you call? When do you call 911 on the telephone? • Your friend fell off her bike and can’t get up. • You get stung by a bee. • You sneeze without a having a tissue. • Your friend starts to cough and is having trouble breathing. • Your mother cuts her finger with a sharp knife and is bleeding. • While playing with your friend, he tells you that he is dizzy. • Come up with one of your own situations. 4. Washing Works It is very important for nurses to properly wash their hands. This helps prevent the spread of germs to you and other people. Germs cannot be seen, and nurses do not want to spread germs to patients. We always wash our hands before eating, handling food, setting the table, and after going to the bathroom, sneezing or coughing. Here is an easy way to remember how long to wash your hands each time. Learn the hand-washing song, or sing the alphabet if

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you can’t memorize the song. Wash your hands for as long as it takes to sing the song. Washing Nursing Hands Throughout the Day (sung to the tune of “Twinkle Twinkle Little Star”) Washing nursing hands we say Will prevent the germs this way So take your soap and scrub away Those tiny little germs away. Nurses want their patients to say Thank you for keeping those germs far away. Rinse hands with warm water in the sink. Lather your hands all over (including between your fingers and under your nails) with soap. Rinse your hands off and dry hands with a paper towel, drying hands top to bottom. Use a paper towel to turn off water at the sink to avoid picking up more germs from the sink. 5. Body Parts Each part of your body has a function that is very important for your body to work. Nurses need to know the names and function of all the many parts of the body. Describe the function of each of the body parts listed here: • Brain • Eyes • Nose • Hands • Heart • Stomach • Kidneys • Feet Each person is unique. You have characteristics that make you special. It may be your hair, eyes, laugh, voice, birthmark, scar or personality. Some people may have a part of their body that is different or changing due to growth, illness, heredity, or even an accident. Remember how you would like to be treated and treat others the same.

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6.Nursing Word Search Find these familiar words in Nursing Word Search. NURSE PATIENT PROFESSIONAL ASSESS HELPING PULSE CARING HEART KIND STETHOSCOPE UNIFORM BLOOD PRESSURE

Z UR I S L A S H S S E S S A V BL MT I H E L P I N G Q U P ROF E S S I O N AL P H N U NP Q T V S R MS N O G G I L CR J H H I P A T I E N T F S GC E O L T D L K DN I K O E L AT S U E WE C OF S V R V RT I C G V H S X B C R D M T Z B L O O D P R E S S U R E O L C J P I F Y U B I E N E A D AYWE Z J A N C A R I N G 7. Service Project With your troop, collect and donate items to local hospitals, nursing homes or doctors’ offices. Magazines, coloring books, crayons, toys, used videos and DVDs, playing cards or board games are all needed. Sponsored by St. Luke’s Cornwall Hospital, New York State Nurses Association and the

Sarah Wells Girl Scout Council.

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Girl Scouts Black Diamond Council

210 Hale Street Charleston, WV 25301

304.345.7722 or 800.756.7616 http://www.bdgsc.org/program_resources/councilsown/default.aspx

*****

Council’s Own Try Its

Underground Railroad Try It ……………………………..………………………… 135 Coal Try It ……………………………………………………………………………. 136 Native American Lore Try It ………………………………………………………… 137 Marvelous Mystery Try It ……………………………………………………….…… 139 Aquaculture Try It ……………………………………………………………….…… 140 Incredible Insects Try It ……………………………………………………………… 145 Weather Wise Try It ……….…………………………………………………………. 147

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Underground Railroad Try-It Requirements

Girls will learn about our rich history while exploring the Underground Railroad. Many areas of Black Diamond Council were important stops along the Underground Railroad. Girls will develop an understanding of

“the drinking gourd” and discover who was involved in the “Society of Friends”. By learning about a part of our history, girls will become more responsible citizens and respect and celebrate differences in others.

For Brownie Girl Scouts, complete 6 activities, including the starred activities.

1. *Learn about the Underground Railroad. What is it? When did it begin? Why was it created?

2. Find a map of the Underground Railroad and learn about the routes taken by the slaves.

3. Define the following words: Freedom Seeker, Conductor, Fugitive, Stationmaster, Station, Runaways or Escapees, Slave or Enslaved, Slaveholders, and Soul Catchers.

4. Find out about a minimum of 6 "Faces of Freedom" in addition to Moses. 5. *Who is Moses? Why was the person named Moses? Why was Moses so

important to the slaves? What other things happened to Moses before they became Moses?

6. Find out how the slaves from the South found their way to freedom in the North since they had never left the plantations before.

7. Learn about 2 of the songs of the slaves and their hidden meanings. 8. What other events took place at this same time in history? 9. What is the Emancipation Proclamation? 10. Find out about some sites that served as Underground Railroad sites. Are their

any in your community? Visit http://henryburke101.tripod.com/mypersonalsite for some listings in Washington Co. Ohio. Are any of these sites listed as National Historic Landmarks?

11. What is the Fugitive Slave Act of 1850 and what did it mean for the slaves? 12. Learn about the National Underground Railroad Center in Cincinnati, Ohio. You

can plan a visit or you can do a virtual tour at http://www.undergroundrailroad.org 13. Define Abolitionist and find 3 people who helped with the Underground Railroad. 14. What is the Mason-Dixon Line and what did it mean to the slaves? 15. What did the slave children do during the day?

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Coal Try-It Requirements

Coal is a major industry in most of the council jurisdiction. Obtaining knowledge of the coal industry helps girls make responsible decisions when they become voting citizens in the future. Girls will learn about the different types of coal and its uses, the different types of mining, and the impact of

coal mining on the environment. Girls will also explore the different types of careers available in the coal industry.

To earn the Coal Award, Brownie Girl Scouts must complete 6 activities, including the starred activities.

1. *Learn about the four different types of coal. Where are they found in the area and in the world.

2. *Identify five products used in and around your home made from coal or coal products. Find pictures of at least five additional products.

3. *Learn about the different types of mining. Where do you find these methods used? What kind of equipment is used in each type? Learn about the advantages and disadvantages of each method.

4. Learn ten new terms related to coal mining. 5. Visit a mining site or a coal loading facility and find out its function. OR view a

film(s) about coal mining. Note: If you do both parts of this requirement, you may count it as two requirements.

6. Invite someone knowledgeable about the coal industry to a troop meeting. 7. *Discuss the impact of coal mining on the environment and what steps are

taken to insure the land will be usable in the future. 8. Learn about the United Mine Workers union and its role in the past and on the

present mining industry. 9. List five careers which are commonly found in the mining industry and

education or experience you feel these careers require. 10. Learn what kinds of safety equipment are worn when working at an

underground coal mine or a surface coal mine.

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Native American Lore Try-It Requirements

Girls will learn about traditions and customs of Native Americans. Girls will learn about Native American tribes from their area, explore evidence of Native Americans, such as mounds and arrowheads, and learn about Native American dwellings. Girls will play traditional Native American

games that child once played and create their own Native American toys. It is a wonderful opportunity for girls to learn and celebrate the rich history and tradition of Native Americans.

To earn the Native American Lore Award, Brownie Girl Scouts must complete 5 activities.

1. Find the name of a Native American tribe that once lived near your home; find the name of one of their chiefs and some of their customs.

2. Find some visible evidence that Indians once lived near your home, such as mounds, arrowheads, and other artifacts or which local towns and rivers have Indian names.

3. Have someone tell one of the old Indian legends (example: How the bear lost his tail) and explain the significance of such legends to the Native American people.

4. Discuss the types of dwellings that Native Americans lived in and construct a model of one of these dwellings.

5. Discuss the types of games played by Native American children. Blackfoot Indian girl’s versions of tag: Seven or eight girls form a line, each girl puts her hands on the waist of the girl in front of her. The leader tries to swing the line so that she can turn and tag the girl at the end of the line. The girl at the end must keep her place in line but she may duck and twist to avoid being tagged. If the leader succeeds in tagging her, the girl at the end becomes the leader and the girl in front of her becomes the last in line. Nootka Indian Children’s Guessing Game: Divide into two groups. One group covers their heads with a blanket, the other group passes a small stone from one to the other behind their backs. Their opponents remove the blanket and try to guess which girl is holding the stone. If they are right, they take the next turn passing the stone. If not, they put the blanket back over their heads and the game continues. Corn Cob Doll: Fold corn husks over a corn cob. Tie a string across the top to mark the head and around the waist. Use cornsilk as hair with a strip of yarn as a headband. Paint a face on the doll.

6. Discuss Native American song and dance. Make some instruments (rattles, drums, etc.) and perform an authentic Native American chant and dance. Explain the significance and importance of these songs and dances.

7. Discuss the food of the Native Americans in your area. How was it gathered? Prepare some of this food and sample it. Quick Jerky: Rub Morton’s (smoked flavor) Sugar Sure into precut 6” strips (1/2” wide and /4”

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thick) of beef or venison. Stick a toothpick through the end of each strip of beef. Suspend from top of oven rack. Place a cookie sheet on lower rack to catch drippings. Set oven at 140 degrees and leave the oven door ajar to let moisture escape. Heat until meat is dark and no moisture remains in the middle of the strips. After removing from the oven , brush with steak sauce and store in a plastic bag. Succotash: Mix a can of corn and a can of lima beans in a two quart saucepan. Season with salt and pepper. Heat thoroughly over medium heat. Add butter or margarine if desired. Note: Always have an adult assist when using the stove or oven.

8. Learn about Indian crafts such as basket weaving, and their use in daily life. Try one of these crafts.

9. Make a piece of clothing worn by a Native American (example: vests, moccasins, etc.) and discuss what Indians from various tribes wore.

10. Discuss Native American symbols. How are these used to make a language? Show some symbols represent your tribe and make up additional ones of your own.

11. Use these symbols to create your own totem pole. Use the bottom half of a paper egg carton to draw the totem pole on. (Three sections across and five sections down. Fasten together to form a T-shape.)

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Marvelous Mystery Try-It Requirements

Girls will learn about deduction, problem solving, and detective skills through chemistry magic, a trail mystery, decoding secret messages, or mystery prints, pictures and games. Girls will have fun with brain teasers, science experiments, mystery games, crafts and more.

To earn the Marvelous Mystery Award, Brownie Girl Scouts must complete 4 activities.

1. Science Mystery: Solve a science mystery. Try “Science in Action” or “ Science Wonders” on pages 126 - 133 of the Try-Its for Brownie Girl Scouts, or try your own science mystery. What happens when you hold a book up to a mirror? Why does it happen?

2. Trail Mystery: Plan a special outdoor activity. Learn some outdoor skills that will help you explore out beyond your neighborhood.

3. Mystery Message: Do you know what Morse Code is and how it is used? Read a coded message. Make up your own code, you and a friend may exchange coded messages.

4. Mystery Prints: Learn how to fingerprint. With help from an adult, fingerprint yourself. Many communities have programs to fingerprint children, does yours? Look at your fingerprint and compare your print to someone else’s.

5. What Am I?: Play the game “Twenty Questions.” What kinds of questions did you ask? A detective needs to ask the right questions to solve a mystery.

6. Mystery Pictures: Make rubbings of at least three things. Have others try to guess what objects you used.

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Aquaculture Try-It

As part of this one-of-kind Council's Own, girls will explore the many different varities of aquatic life native to our area. Girls will learn about the habitats, food sources, and endangered species of many different aqautic animals. Girls will also explore the many exciting careers

available to them in the field of aquatic sciences.

The Aquaculture Award was created through a partnership between The White Sulpher Springs National Fish Hatchery (WSSNFH), The Sunderland Fisheries Resource Office (SFRO), United States Fish & Wildlife Services (USFWS) and Girl Scouts of Black Diamond Council (GSBDC) by Julie Boyles and Catherine Gatenby, WSSNFH, USFWS, Jan Rowan, SFHRO, USFWS, and Kim Beach-Shaffer, GSBDC.

To earn the Aquaculture Award, Brownie Girl Scouts need to complete at least 4 activities.

1. Fishy Business: Find out what it takes to raise fish at home. Research different aquaria styles and sizes, types of fish, (i.e. salt versus fresh, different species of fresh or salt, fish food, etc.). Try your hand at setting up and maintaining an aquarium of your own for at least 3 months. Record in a journal of the changes you may see. Include what, how often, and how much you feed your fish. Also record the maintenance of your aquarium.

2. Backyard Fishing: Research and collect information on backyard fishponds. Work with an adult and design and build a fishpond for your backyard. What is the difference between an ornamental fishpond and a fishing pond? Find out what kind of fish can live outside in a pond. Learn how to keep the fishpond clean and healthy. Record in a journal any changes you may see. Include feedings (what, how often, how much) and the maintenance of your pond for three months.

3. Fishing for Fun: Find out how and what it takes to catch fish. Try your hand at fishing. Practice Catch and Release or harvest and cook the catch. Try fishing with at least three different types of bait. Identify your catch. Before you go fishing, find out the answers to these questions: What equipment (i.e. rods, lures, bait, etc.) is needed? Where is the best place to fish where you live? Do you need a license to fish? Are there human health advisories for eating the fish you catch? Are there any skills needed to catch fish? What is a Put and Take Fishery? What is a Catch and Release Fishery? (Hint: Ask your local game warden with your natural resources agency.)

4. Swim with the Fishes: Learn to use a mask and snorkel with adult supervision. Put your new skills to use at a stream, lake, or other natural body of water. Take inventory of the number, size and types of fish you observe. How are the fish behaving? How do they respond to your presence? What other aquatic creatures do you observe in the water? Record your findings in a journal and share them with your troop or family and friends.

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5. Visit a Fish Hatchery: Find out what it takes to raise fish in a hatchery. Learn the life cycle of fish in a hatchery and find out what they eat. Where do the fish come from and where do they go? How do you keep fish healthy in a hatchery? Why are fish produced in a fish hatchery?

6. Visit a zoo or an aquarium: Find out what fish are raised in a zoo. Learn about the life cycle of fish in a zoo and what they eat. Where do the fish come from and where do they go? How do you keep fish healthy in a zoo? Why are fish produced in a zoo?

7. Fish for Dinner?: Visit your local grocery store seafood section or a local fish market. Notice the different sizes and shapes of the fish and shellfish. Compare the prices of fish. In your journal, note which fish/shellfish are more expensive and why? Ask the salesperson where the fish/shellfish came from; were they raised in a hatchery, were they caught in the wild by fisherman or were they imported from a different country. With your troop or family, purchase two types of fish/shellfish and with adult supervision prepare and cook your purchases. Compare their tastes.

8. Imported Fish: Find out what fish/shellfish are being imported or exported to or from our country. Choose one country and discover what types of aquaculture programs they have. Share this information with your troop. Does an imported fish cost more than a locally caught or hatchery-reared fish or shellfish?

9. Where Does the Rain Go?: Find out how the rain that falls on your house gets to the ocean. Where does the water in your yard or street go when it rains? Where does the water in the storm drains go? Where does the water in streams go? Look at a map and find out how the water from the stream gets to a river. Find out what other streams flow into the river. Every stream that flows into the river is part of your watershed. What is happening on the land near the stream? Is the land forested, wooded, farmland, suburban or urban? Are there roads nearby and are they paved? What could be polluting the stream (i.e. oil from roads, manure or chemicals from farms, chemicals from factories)? Are there trees, grass, or bushes near the stream that can catch or filter out some of the pollution? Now that you have discovered your watershed, build a three dimensional map of your watershed. Include sources of pollution and places where trees, bushes, or grass slow down or stop the pollution from running into the stream. Share your model with your troop or class at school.

10. Explore Aquatic Habitats: While visiting a stream or lake, measure the water quality. What are the water and air temperatures? What color is the water? Is it clear or cloudy? What does the water smell like? Measure the oxygen, pH, and ammonia levels using a kit or ask an aquatic biologist for help. What does the aquatic habitat look like? What is a habitat? What is on the stream/lake bottom (i.e. stones, flat, rocks, sand, etc.) What is above the stream/lake? Are leaves falling into the stream/lake? What is on the banks and land next to the stream/lake? This is called a riparian zone with respect to streams. How wide is the riparian zone? You can measure the riparian zone by walking or counting the number of paces from the shore and going perpendicular to the flow of water across the land. Are there any dams in the stream? If so, do the

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dams have fish passageways? What is a fish passage way? Measure the flow of your stream. Ask an aquatic biologist to help you measure the flow rate or look up the flow rate for your stream on the internet at the U.S. Geological Survey web site. You can also measure the flow of the stream by throwing a twig in the water and measure the amount of time it takes a twig to float 1 meter or 3 feet. For example, flow rate is often measured in feet (meters) per second or feet per minute. Do you think the stream or lake has a good habitat for animals? Is there food and plenty of places to hide? Is the water clean?

11. Discover Aquatic Endangered Species: Become an expert on the biology and ecology of an endangered or threatened animal that lives in fresh water habitats. Look online at the U.S. Fish and Wildlife Service web site at www.fws.gov to learn about the species that you have chosen or ask someone at a natural resources office to help you learn about the species. Ask the following questions: Is the animal you chose a fish, insect, freshwater mussel, or something else? Why is the animal or species that you chose considered endangered? What is being done to help that animal? Is it being raised in a hatchery? Are the streams or rivers that it calls home being cleaned up or improved?

12. Discover Pearly the Mussel!: Visit a library or use the internet to find out about freshwater mussels. Answer the following questions: What type of animals are freshwater mussels? How many species of freshwater mussels are there in North America? How do freshwater mussels help water quality? What eats freshwater mussels? Why are there so many freshwater mussels that are considered endangered or threatened species in the U.S.? Are there any near you? What is being done to help freshwater mussels? What is the life cycle of freshwater mussels? Draw a picture or poster describing it. Go to a stream that has freshwater mussels. Look for shells along the shore of the stream or river. If the stream is shallow enough, look for live mussels. How do they look when you find them? Are they buried in the stream bottom or sitting on top? Are they moving?

13. Let’s Go Fishing: In partnership with a state, local, or federal agency, volunteer at a local fish hatchery to host a fishing event for children or people with special needs in your community. Or you could also help stock the fish from the hatchery, conduct tours for the public, help plan a special event for the public, help collect data, or help feed and care for fish. Or design new educational materials such as a new poster, or interpretive signs for the hatchery grounds and buildings.

14. Conduct a Survey of Aquatic Life: Contact the Izaak Walton League to get information about the SAVE OUR STREAMS program or work with an aquatic biologist to get ID keys (guide books describing how to identify animals, plants, etc.) for aquatic insects and other animals that you might find in your stream. Find out about equipment needed to conduct a stream survey. Collect and inventory the creatures in your stream. Based on what you observe, determine if the stream is polluted? Is the type of stream life you found unexpected—altered by land use, dams, etc.? What threats exist to aquatic life in your

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stream? With help from a state or federal natural resources office, organize or participate in a stream clean-up in your community.

15. Help Aquatic Endangered Animals: Contact a natural resource office to find out what you can do to help aquatic animals. For example, help plant trees along a stream bank or help put up signs informing the public about a threatened or endangered species. Make sure to have permission from the land owner. Help spread the word about why aquatic animals are threatened or endangered. Explain what can be done to help. Make a poster and hang it in your local library or community center. Or give a presentation to your troop, school or other community group about aquatic endangered species. Or you could set up a booth with pictures, posters, and other information in the library to tell others about aquatic endangered species.

16. Spread the Word About Pollution: Get permission from your town to stencil storm drain covers with fish to remind people where waste water is going and what impact it has on aquatic animals. Increase community awareness and stewardship for the waterways by asking the community to help with the project. Ask a natural resource office if they have a stencil, or create your own.

17. Fish Hatchery, Aquarium or Zoo: Find out what types of professionals are needed at a fish hatchery, zoo, or aquarium and why? Check with your local, state and federal agencies to find the answer.

18. Education Needed: What type of education is needed to be a professional in aquatic sciences? Interview or invite professionals from the fisheries or an aquatic biologist to speak to your troop. Ask them what the most important issues and challenges are to aquatic animals. What are their responsibilities at work? Find out what they studied in school to become a fisheries or aquatic biologist. Learn about the kinds of jobs that are available working with fish, conservation of aquatic animals or improving water quality. What is the different between local, state, and federal natural resource agencies? Other than natural resource agencies, what organizations employ people to do this type of work?

19. Fish Farm: Find out what it takes to raise fish to sell. Visit a fish farm where the owner sells fish/shellfish and find out where the fish are sold. What species are raised on the fish farm? Why does the fish farmer raise this species? What would it take for you to start a fish farm? Look at how much land is needed, the tools necessary and how much it would cost. How would you dig the ponds or build the raceways. What type of fish could you raise?

20. Pearl Culture: Find out about pearl culture. Go to the library or search the internet for answers to the following questions: What animals make pearls? What causes these animals to make pearls? What part of the world do most pearls come from? Do the animals that make pearls live in saltwater or freshwater? How are pearls cultured? Visit a jewelry shop and ask questions about the pearls you see. Are the pearls cultured or natural? Which colors are more valuable? Find out about jobs available in culturing pearls and in the pearl trade and jewelry industry.

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21. Underwater Diving: Discover underwater diving by finding out what SCUBA diving is and how it is done. What jobs are available for scuba divers? What gear is needed to scuba dive? Take a class to learn how to scuba dive.

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Incredible Insects Try-It Requirements

Girls will learn about insects in fun ways, such as through games, artwork, skits, and snacks. Girls will learn about the body parts of insects, how to safely capture insects, study them and release them back to their environment, and learn to distinguish harmful from harmless insects.

Girls will make their own bug glasses and antennae.

To earn the Incredible Insects Award, Brownie Girl Scouts must complete 4 activities.

1. All insects have three body parts. They can never have two hundred. Show you understand this by playing the game "Ants on the Loose." To play "Ants on the Loose", choose a player to be IT. Divide the rest of the girls into teams of three. Each player is a body part of an "ant" who must join together with two other body parts (by holding on to other teammates at the waist) to make a whole insect. The player who is IT is minus two body parts and must chase the ants by attempting to attach herself to one of them. Start by telling the ants to move around. Remind the groups that they must stay attached as they move. Any ant that becomes unattached is a dead ant and must sit down. Then tell IT to begin her chase and try to hook onto the last person making up one of the ants. When she is successful, the first person on the tagged ant (the head) must unhook and become IT. Play continues with the new IT attempting to hook onto another ant and all dead ants rejoining the game. More to do: Discover another game or use your imagination to make up one that will help you and others learn about insects.

2. Learn how to distinguish harmful from harmless insects. List reasons people like and dislike insects. What are some of the ways to control insects without using chemicals? All living creatures need four things to survive: food, water, shelter, and air. Pick an insect, learn all about it. Draw what you have learned. Draw your designs on heavy cardboard, cut it out, and color both sides. Punch a hole in the top of each piece. String them and hang from a twig. Then, find out how insects use camouflage to protect themselves from predators. One way is to take a walking stick walk. Each girl uses eight colored pipe cleaners for each walking stick and makes four or five walking stick insect figures. The leaders hide all the walking sticks insects in plain view along a path. After hiding the walking stick insects, the girls follow the path looking for the insects, counting silently as they walk, but not pointing them out. They then turn and walk back collecting the insects and counting them. Discuss why some were harder to find (green on green, brown on brown). More to do: Learn rules to safely capture insects then study them in their habitat, record findingsrelease insects back into their environment safely.

3. Make a special snack that was inspired by your insect friends. It could look like an insect - Beetle Salad, Ants on a Log, etc. or it could come from an insect like this recipe: Honey Balls: 1/3 cup honey, 1/2 cup peanut butter, 1/2 cup powdered milk, 1 envelope unflavored gelatin (optional) Sunflower seeds,

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raisins, or anything else you want to add, granola or wheat germ. Mix the first five ingredients together. Roll into balls. Roll balls in granola or wheat germ. Enjoy! OR find different types of honey and have a honey tasting party.

4. Create a piece of artwork that is inspired by insects. It can be a drawing, a poem, a collage, or a sculpture.

5. Take part in a skit, play, song, or dance about insects. You may want to use costumes or make bug glasses and antenna to use in your performance. Bug glasses: Use three pipe cleaners and two cups from an egg carton. Use one pipe cleaner as a nose connection piece and the others as ear pieces. Cut eye holes. Antennae: Scrunch a long piece of foil, form into a circle to fit around your head like a head band. Scrunch two more pieces of foil with knobs on the ends for the antennae and wrap around the head band.

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Weather Wise Try-It Requirement

During this special Council’s Own designed especially for Brownie Girl Scouts, girls will learn about the various aspects of weather such as weather instruments, safety, flags and other symbols. Girls will have fun exploring the myths and legends associated with weather and making their own

homemade weather instruments.

To earn the Weather Wise Award, Brownie Girl Scouts must complete 4 activities.

1. Learn about "homemade" weather instruments and make at least one weather instrument. Use a weather watch calendar for a period of at least three days.

2. Learn a weather myth or legend and share it with a friend. 3. Know the rules of safe conduct during a thunderstorm out of doors and indoors. 4. Learn about and make the five weather flags. Fly a weather flag each day at

camp or at troop meetings. 5. Participate in a weather scavenger hunt with your friends and/or take a wind

walk. 6. Learn ten of the weather symbols used by the National Weather Service.

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Girl Scouts Susitna Council 3911 Turnagain Blvd. East Anchorage, AK 99517

Phone: 907-248-2250 / 800-478-7448

Fax: 907-243-4819

Email: susitna@gsscak.org

*****

Alaska Native Culture Try-Its and Badges http://www.girlscouts.ak.org/site/c.hsJSK0PDJpH/b.2241901/k.62C5/Council_Patch_Programs.htm These 5 Try-Its and 5 badges were developed in collaboration with the Alaska Native Heritage Center to help Girl Scouts learn about the Alaska Native Cultural Groupings:

• Aleut/Alutiiq Culture Badge and Try-It

• Athabascan Culture Badge and Try-It

• Inupiaq/Siberian Yup'ik Culture Badge and Try-It

• Tlingit/Haida/Tsimshian Culture Badge and Try-It

• Yup'ik/Cup'ik Culture Badge and Try-It

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Girl Scouts of Montachusett Council, Inc. 81 Gold Star Boulevard

Worcester, MA 01606-2813 Phone: 508.853.1070 Fax: 508.852.7674

Email: info@mgsc.org

Our Council's Own Girl Recognitions

In addition to insignia offered by Girl Scouts of the USA, Girl Scouts of Montachusett

Council, Inc. has developed Our Council’s Own insignia. These are created to reflect a

special quality or resource in our community, or highlight a topic not covered by existing

insignia. Below is an overview of Our Council’s Own insignia. These recognitions range

in price from $0.95 to $1.75 and are only available in the Girl Scout Store at the Council

Service Center. For more information about purchasing Our Council's Own insignia,

contact Allison at store@mgsc.org.

http://www.mgsc.org/Default.aspx?tabid=89

*****

Council’s Own Try Its

Bicycling Try It …………………………………………………………………………….. 150 Bowling Try It ……………………………………………………………………………… 152 For the Birds Try It …………………………………………………………….………….. 153 Saleswoman Try It ………………………………………………………………………… 156

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Bicycling Try It Purpose: This Try-It was created to promote bicycle safety and physical fitness. Girls must complete four of the following six requirements to earn the Bicycling Try-It. 1. Rules of the Road Following the rules, laws and etiquette on the roads are important to safe bicycle riding. Learn and practice the rules of the road for each of the following situations: a. Which side of the road do you travel on when riding a bicycle? b. What do you do at an intersection? c. What do you do at a traffic light or stop sign? d. What is the proper procedure when on a sidewalk or crosswalk? 2. Hand Signals Learn and practice the hand signals for making RIGHT / LEFT turns and stopping 3. A Safe Bicycle Learn what a safe bicycle should have, such as hand brakes and/or coaster brakes, handle grips, reflectors/lights, chain guard, pedals, horn/bell, etc. Learn how to tell if a bicycle is the right size for you. 4. Helmets Learn why it is important to wear a helmet and find out how to be sure it is the right fit for you. What other personal safety equipment can be used while bicycling? 5. What to bring Find out what items you may want to take with you when bicycling like a water bottle, tire pump, air gauge, first aid kit, lock or a tire patch kit. 6. Adventure Out! Plan and go for a ride on your nearest bicycle path, local park or somewhere away from traffic. Do not forget to wear a helmet and enclosed comfortable shoes! Resources: Bicycle specialty shops (not department store) Local Bike Clubs (bike shops can help with this) Mass Highway Dept and http://www.mass.gov for information on Massachusetts bicycle laws. Local Police Department: Some municipalities have bike ordinances of which you should be aware.

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Books: Street Smarts by John Allen Effective Cycling by John Forester Websites: Http://www.massbike.org http://www.massgeneral.org/children/adolescenthealth/articles/aa_bicycle_safety.aspx http://kenkifer.com/bikepages/index.htm http://www.cpsc.gov/cpscpub/pubs/341.pdf http://www.mcgruffspo.com/productpages/bikesafety.cfm Developed by: Brownie Troop # 733, Hardwick, MA

Paula St.Pierre, Leader

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Bowling Try It http://www.mgsc.org/Portals/0/Bowling_try_it.pdf Requirements: Complete 4 of the 6 activities below.

1. Learn the correct way to handle the ball; pick it up, hold it, proper hand position and release, pendulum swing.

2. Learn the basic etiquette and safety rules for bowling. 3. Learn about strikes and spares and how to keep score. 4. Bowl a full game. 5. Visit a pro-shop and see what equipment and services are available. 6. Interview someone whose job is related to bowling.

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For the Birds Try It http://www.mgsc.org/Portals/0/For_the_birds_try_it.pdf Purpose: This badge was created to help girls explore the world of backyard birds. Girls must complete four of the following six requirements to earn the For the Birds Try-It. 1. Fun Bird Facts Study a bird identification book and learn about the following 11 birds that are commonly found in the Northeast. Break into groups and learn about two of the birds in each group. What are their habitats, diets, and migratory patterns? Are they nocturnal? After studying the birds, each group shares what they’ve learned with the troop. Black-capped Chickadee Red-breasted Nuthatch Downy Woodpecker Bald Eagle Ruby-throated Hummingbird Northern Cardinal Tufted Titmouse Eastern Bluebird Red-tailed Hawk Carolina Wren Baltimore Oriole Read a book about birds. Ask your local librarian for an age-appropriate book. 2. Bird Songs Listen to bird calls on a tape or CD and learn to identify five different bird songs. Look for tapes at your local library or download bird songs from the following website: http://www.birds.cornell.edu/programs/AllAboutBirds/BirdGuide 3. Birds in Their Habitat Schedule a field trip to a local bird sanctuary, a recreational park, or a state forest. While on your field trip, look for and identify birds that you’ve studied. Take notes about what you see and share what you discover. Make a sketch of one of the birds. 4. Assist Scientists Assist scientists by counting birds in your yards or a local park. The Great Backyard Bird Count is a

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joint project of the Audubon Society and the Cornell Lab of Ornithology. By counting birds, your troop will provide scientists with vital information that assists them in tracking winter bird populations and understanding birds and their habitats. Explain why it’s necessary to study bird populations and why birds are useful indicators of the quality of the environment. For more information, visit: http://www.birdsource.org/gbbc 5. Be a Bird Home Builder Create a new home for birds by making or purchasing a bird house. Set up the bird house in your yard, in a local park, or in a field near your school. Describe what birds you hope to attract and why. For free bird house plans, visit: www.craftybirds.com 6. Feed the Birds Get to know the birds in your area by feeding them. Make one of the following bird feeders with your troop: · Pinecone Bird Feeder Ingredients: pinecones or bagels peanut butter birdseed Spread peanut butter on pinecones or bagels and roll them in birdseed. Tie a piece of ribbon, yarn, or string to the top of each pinecone or bagel and hang them on tree branches. · Suet Feeder Ingredients: 1 cup lard 1 cup peanut butter 1 cup flour 2 cups quick oats 2 cups yellow cornmeal Melt the lard and peanut butter together in a six quart pot over low heat. Take off heat and add remaining ingredients. Sunflower hearts, raisins, peanuts bits, or chopped dried fruit may also be added. Pour mixture into containers and cool in the refrigerator or freezer. Remove suet cakes from containers and hang outdoors for the birds. Onion bags or small cans with a string in the center may be used for containers. If cans are used, place a string through the middle of the can as you fill it. Place the can in the freezer until the suet hardens. Open the bottom of the can with a can opener and remove the frozen suet by pushing the contents out of the can. Hang the feeder outdoors. · String Feeder Ingredients: fresh cranberries popcorn orange slices Cheerios String the ingredients onto a piece of yarn or string. Hang the string outdoors on a tree. · Box Feeder

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Ingredients: small box or milk carton string birdseed popcorn orange slices Cheerios Cut a hole in the box and put the birdseed and other ingredients in it. Hang the feeder outdoors. _ _______________________________________________________ _ Developed by: Brownie Troop # 465 Northborough, Massachusetts Kendra Garvey Owen and Leslie O’Brien, Leaders_

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Girl Scouts of Montachusett Council, Inc. Saleswoman Try It http://www.mgsc.org/Portals/0/Saleswoman_try_it.pdf

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Girl Scouts Wagon Wheel Council Attn: Council Shop Manager 3535 Parkmoor Village Dr. Colorado Springs, CO 80917

To order this patch, please send $1.75 + $.13 tax + $.37 postage to the address above

or call (719) 597-8603 ext. 72 to place a credit card order.

Dinosaurs Brownie Girl Scout Try-It

Complete four activities to earn this Brownie GS Try-It. Activity #1 is required.

1. Visit your local Dinosaur or Natural History museum and learn about life in ancient times.

2. Colorado Springs is packed full of all types of natural wonders. 3. Explore the geology or archeology of our region and see what fascinating items

you discover. 4. Paleontology is a young field of science. The word means "The Study of Ancient

Life." Be able to answer the following: • What is a fossil? • What does the word "Dinosaur" mean? • What is a paleontologist? • Where can you find dinosaur bones?

5. Fossils are very delicate and expensive. Most museums have casts of dinosaur bones on display. Learn how fossils are preserved and make your own fossil.

6. The "Age of Dinosaurs" was made up of three different periods: The Triassic, The Jurassic and The Cretaceous. Our world, including Colorado, was a very different place in earlier times. Learn about our area during the Cretaceous period and what type of life flourished here.

7. Dinosaurs are usually named after a trait, the area they were found or the person who discovered them. The name is converted into Greek or Latin, which has been used to describe animals since ancient times. Find out the meaning of the following dinosaur names, in English, and then create your own dinosaur name. • Tyrannosaurus-rex • Triceratops •Albertosaurus

8. Dinosaurs are a favorite movie villain. Watch a dinosaur movie and discuss it. Did the movie have more fiction than fact about dinosaurs?

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Girl Scouts of Central Indiana http://www.girlscoutsindiana.org/brownietryits.html

Anyone can purchase the Girl Scout Council of Central Indiana Council's Own badges and patch programs from our council store, the Showcase, except for those programs that are noted as programs for Girl Scout Council of Central Indiana Council troops only.

Council’s Own Try It’s

Archaeology Try-It ………………………………………………………………………. 159 Fishing Try It ……………………………………………………………………………… 161 Horses Try It ……………………………………………………………………………… 162 Nursing Try It ….………………………………………………………………………….. 163 Renaissance Times Try-It ……………………………………………………………….. 164 Special Language Try-It …………………………………………………………………. 166 Earth Saver Try-It …………………………………………………………………………. 167 Brownie Climb It Try-It ……………………………………………………………………. 169

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Archaeology Try-It Developed by Girl Scouts of Hoosier Capital Council Troop #1160, Indianapolis, IN Cathy Carson, Leader Ever wonder what Archaeology is all about and what archaeologists do? To earn the Archaeology Try-It, complete four of the six following activities. 1. Discuss what Archaeology is. It is the study of past human cultures through the artifacts they have left behind. Also discuss some of the common myths and misconceptions of Archaeology. For example, Archaeologists DO NOT dig up dinosaur bones (those are Paleontologists) and they are not treasure hunters like Indiana Jones and Lara Croft. 2. Complete the Archaeology Word Search and learn the meanings and definitions of the terms. For example, what is an excavation, a unit, a trowel? 3. Visit an archaeological dig site (called an excavation) or a park with an Archaeology theme. Lean why the site is important or significant to the Archaeology of the area. Many states have an Archaeology month or week in which the public can participate in activities. For example, Indiana celebrates Archaeology Month every September and has two State Parks (Angel Mounds in Evansville and Mounds State Park in Anderson) that are archaeologically related. Hamilton County in Indiana has two parks related to Archaeology: River Road Park and the Strawtown “Koteewi” Park, which has an archaeological interpretive center. Or, visit your State Museum and study the archaeology exhibits on display. 4. Make a craft with an Archaeology theme. For example, many craft stores have plastic “arrowheads” that you can make a necklace with. Or, you can make a miniature screen to sift dirt with out of Popsicle sticks and window screen and make a miniature excavation site (you can make a bucket for dirt from a plastic film canister with a pipe cleaner for a handle.) Or, make an Egyptian sarcophagus out of a shoebox and wrap a yarn doll in First Aid gauze for your mummy. Use your imagination! 5. Pretend that it is 5,000 years in the future and archaeologists are digging up what we left behind. Discuss what kinds of things that they might find – and what they won’t find – buried in the soil. For example, do you think your favorite stuffed animal will still be around or will it have disintegrated? What about your favorite book? Your favorite necklace? Your plastic Barbie doll?

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6. Learn about the different prehistoric time periods for your area, for example, Paleo-Indian, Archaic, Woodland and Mississippian, and how do they differ from modern Indian tribes, for example, Miami, Delaware, etc. The Indiana State Archaeologist’s office has a coloring book available that provides this information, and it’s fun to color too! You may contact the Indiana State Archaeologist’s office at the Indiana Department of Natural Resources, Division of Historic Preservation and Archaeology at (317) 232-1646 and ask about their Archaeology Month handouts for kids, available free of charge! Archeology Work Search TROWEL SOIL PROTECT PAST SCREENS NOTES SCIENCE DIG CLUE

M A I W H D O S

P O B K X T M H

T C E T O R P N

B Q L P Q O A F

C Z A U N W I Q

W S C R E E N S

T E C D N L Z O

I T N I R B F I

E O S G E U M L

R N A O Q N H Z

X U H I G E C O

P L E B M S R E

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Brownie Fishing Try-It Choose 4 activities to complete this Try-It. 1. Learn about our local fishing regulations. Find out why they are important. 2. Learn about the different kinds of equipment used for fishing (the different rods, reels and bait). 3. Learn how to assemble the fishing equipment, string the line, and properly tie on a hook. 4. Learn how to cast a line safely. Practice casting (using only a weight – no hook) toward a target at least 25 feet away. 5. Find out about a fish that lives in your state. Be able to identify its different parts (fins, tail, eyes, mouth, scales, etc.). 6. Try to catch a fish. What are some safety rules you should know before going fishing? 7. Invite an experienced fisher-person to visit your troop. Or Visit a local fish hatchery and learn what they do.

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Horses Try-It To earn this Try-It you must complete any four of the six activities listed. The Horses Try-It does not require you to visit a stable or ride a horse. 1. Look at an English saddle/bridle and a Western saddle/bridle or a picture or drawing of them. How are they different? Try to identify the following pieces: bit, stirrup leather, cheekpiece, reins, seat, and pommel. 2. Look at a horse or a picture or drawing of a horse. Try to identify the following body parts: hoof, muzzle, nostril, flank, and crest. 3. Learn the basics of taking care of a horse. Find out what horses eat and drink, how they sleep, what type of shelter they need, and how much exercise they need. 4. Learn about grooming a horse. Learn about the tools used and how to groom. 5. Learn about different kinds and colors of horses. What kinds of breeds are there? 6. Read a story about a horse or horses. Make a poster or book cover illustrating what happens in the story.

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Nursing Try-It With help from Michigan Nurses Association website (http://www.minurses.org) and Nurse Leader magazine. Four activities are required to earn this Try-It. 1. Learn about the founder of nursing. Florence Nightingale. 2. Find out what nurses do and why they like what they do. 3. Nurses specialize in caring for people. Demonstrate a caring behavior at home or school for a week. Report what you did to your troop. 4. Use some of the equipment that nurses use, such as a stethoscope, blood pressure cuff, thermometer or an ace bandage. 5. Make a list of the places where nurses can work 6. Visit a place where nurses work, such as a hospital, clinic or surgery center to learn what a nurse does for his/her patients.

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Renaissance Times Try-It “Renaissance” is a French name for “Rebirth” or “New Beginning”. This was a time when Math and Science took off in a new direction of understanding. A new style of art became famous at this time as well. Learn what it was like to live in the times of “Robin Hood” and “Romeo and Juliette”. To earn this Try-It you must complete four of the following activities. 1. Why was the Renaissance times called the Rebirth times? 2. Check out a book from your library on the Renaissance times. This could be a story about the period, an artist, or inventor from that time. What was the name of the book? What is one thing that you learned from the book? 3. Watch a movie, attend a play or attend a faire that represents this era. How was the way the language spoken different from the way you speak today? 4. The clothing worn told a lot about the people in those times. What type of clothing did people wear during this time? Could you tell who was from a royal family by the way they dressed? 5. Did the people play sports during this time? If so, what type of sports did they play? 6. What did people do for fun? 7. A popular game played by children was “Ring A Round the Rosie”. This game was played to represent a terrible thing that was happening during this time. What happened during this time that killed half of the population in Europe? What caused this illness? Have you ever played this game for fun? 8. What type of food did the people eat at this time? Did poor people eat different food from the rich? 9. Who is Robin Hood? What did he do?

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Resources for Renaissance Times Try-It Web Sites: http://www.rscds-twincities.org/costumes.html http://www.rameset.com/heraldry.htm http://www.historyforkids.org/learn/medieval/index.htm http://www.learner.org/exhibits/renaissance/middleages.html http://www.realarmorofgod.com/renaissance-era.html http://www.bellaonline.com/Site/renaissance http://www.renfaire.com http://www.fishersrenfaire.com Faires and Event in the state of Indiana: Metea Renaissance Faire, 8401 Union Chapel Rd., Fort Wayne, IN 46845 5 miles east of I-69 on State Route 1 North of Fort Wayne, IN. Theme: A village festival in late Medieval and early Renaissance time, 1350-1550 Food and beverages may be brought in; no alcohol No same day re-admission The Fishers Renfaire, Heritage Park, Fishers, IN 46038 Located on Northeast side of Indianapolis, Take I-69 to 116th street exit and go west. Or take I-465 to the Allisonville Road exit and go North. Follow the signs for Remote Parking. Theme: 16th Century England Books: Cantebury Tales, Geoffrey Chaucer The Merry Adventures of Robin Hood Cathedral or Castle, David Macaulay Movies: Robin Hood- Men in Tights Romeo and Juliette – Shakespeare Much Ado About Nothing – Shakespeare A Midsummer Night’s Dream – Shakespeare As You Like It – Shakespeare Hamlet – Shakespeare Clubs: Check local high schools and colleges to get volunteer speakers from Shakespearian club.

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Special Language Try-It Do 4 activities including the one starred to complete this Try-It. 1. *Learn the Signed Alphabet. 2. Learn to spell your name and the name of a friend. Say hello and introduce yourself. 3. Learn about interpreters. How do they help deaf and hearing-impaired people? Invite one to a meeting if possible. 4. Learn how deaf people know that the phone is ringing and that someone is at their door ringing the doorbell. Brainstorm different ways that life would be different for them at home than it is for you at home. 5. Find out what Closed Caption Television is. Watch a TV show or movie with closed captions and no sound and discuss how is was different from how you normally watch TV. What did you have to pay attention to? 6. Memorize at least 10 Girl Scout related signs, ex. camp, badge, cookie, etc.

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Earth Saver Try-It

Our earth is slowly disappearing from us, and it is our job to become aware of what is happening to the environment. We must learn to seek out the problems that are destroying our planet and find solutions to help restore its beauty. 1. Make the Community Aware - When you watch the local news, read articles in the local paper, or are on outings in the community, take notice of businesses and companies that are creating pollution or environmental problems in your community. When you find a problem, try to come up with a solution that would better the environment. As a troop write a letter to that company or business to explain the problem and the solution(s) you have come up with. Remember this is your community, too and sometimes it only takes a suggestion to make things happen. 2. For the Birds! - Birds are wonderful creatures that help to reduce die insect problem that many of have. To attract our feathered friends, make a bird feeder for the birds. Dip a piece of bread in a beaten egg and then sprinkle birdseed onto the bread. Put a small hole near the top of the bread and put a string through it so it can be hung. Let the bread sit out overnight in the air to dry. Place the bread in a tree or bush, then watch the birds enjoy their treat. 3. Bag It - Our communities are getting better about having recycling programs to recycle paper and plastic bags—still it uses valuable energy. Why not make a cloth bag to use instead of paper or plastic bags. You'll need some canvas material (two pieces that measure 12" x 22"), some thread and a needle (or with your parent's help you could use a sewing machine). Cut the two pieces to look like Figure A. Sew up the side seams, the bottom and the top of each handle using the dotted lines as your guide. Turn inside out and you have a nifty bag with handles to use for groceries, books, any-thing, and at the same time you've saved a tree! http://www.girlscoutsindiana.org/programs/councilowninsigniapdf/earthsavertryit.pdf

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4. Save Electricity - Creating electricity takes many of our earth's resources. There are many ways that we can save our electricity and energy in our homes. By turning off lights, dusting light bulbs occasionally, using compact fluorescent light bulbs instead of regular ones, or just using nature's lamp, the sun, are just a few ways we can help. See how much of the day you can go without turning on a light. (Use nature's lamp, the sun, instead). Make a chart for a week showing how long you went with natural light at home, and try it at school. Compare your chart with your troop and see how much electricity you saved. 5. Reuse It! - Making something useful from a container that would have been thrown away after its original use is another way that we can help save our environment. Take an empty photo canister, and with a hole-punch, punch a hole in the middle or the lid of the photo canister. Take a piece of yarn or string and stick the two ends of a string in the lid of the canister and tie a knot on the inside, so it will fit as a necklace. Place the two parts back together and you can use your new necklace to hold change for a field trip or as a small hiking first aid kit. 6. Pollution Detective - Sometimes we think that just because we cannot see pollution, then it doesn't exist. Try this simple experiment to see just how much pollution there is, just in our own backyard. Take 2-3x5 inch index cards and spread a thin layer of petroleum jelly across one side of each card. Fasten a piece of string to each card and hang the first card outside in a tree or on a fence (some area that will receive a good air flow) and that will not be disturbed for a week. Tape the second card to a window or flat surface near your house or school, this should also not be disturbed for the week. After the week is up, check the two cards and see how much visible pollution has collected on them. Was there more pollution on the first card than the second? Why do you think so? Record your findings and compare notes with the others in your troop. Discuss what could be done to eliminate the visual pollution that was found.

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Brownie Climb It Try-It 1. Safety – learn about what it necessary to be safe while rock climbing or wall climbing. 2. Equipment – make a list of the equipment used to climb a wall or free climb on rock (bouldering). 3. Locations – find at least 2 places in your area where you can go to free climb on rocks (bouldering) or climb a wall. 4. First Aid – learn about basic first aid used for bumps, bruises or sprains. 5. Talk with someone in the business of teaching people to climb – contact one of the places you discovered in #3 and invite them to your meeting or go to them to learn first hand what climbing involves. 6. Go Climb Somewhere – using one of the places you discovered in #3 go on a field trip and climb a rock or a wall. Be sure to pack a snack and some water to take with you.

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Girl Scouts of Nassau County Inc.

110 Ring Road West Garden City, NY 11530

Council Phone:(516) 741-2550 Council Fax: (516) 741-2207

http://www.gsnc.org webemail@gsnc.org

Here are some patch programs and proficiency awards developed through Girl Scouts of Nassau County. They cover a wide range of topics and offer unique learning experiences for the girls in your troop/group. Some of the information can be downloaded below. The other Patch Program booklets are available from your local Association Resource Liaison or the Resource Room at Girl Scouts of Nassau County. Please contact Diane Seekamp, Resource Assistant, at 741-2550, ext. 244, Seekampd@gsnc.org for more information.

***** Oceanography Try-It ………………………………………………………………… 171 NY State of Mind …………………………………………………………………….. 173

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Girl Scouts of Nassau County Oceanography Try-It

This Try-It was modeled on a similar Try-It offered by Oregon’s Columbia River Council. The content has been modified for our local ecosystem. Brownie Girl Scouts have an opportunity to do some simple and fun activities that will give them a greater understanding of, and appreciation for, the Atlantic Ocean and its plant and animal life.

http://www.gsnc.org/sharedassets/program/OceanTry-It.pdf

Submitted by Annetta Vitale Modeled after the Columbia River Council Oceanography Try-it Oceanography is the science that studies the oceans. It includes the study of the geology or sea floor, biology or living things, chemistry, and physics or motion, of the ocean. Ocean water covers over 70% of our planet. Water is crucial for our survival and even controls our weather. Learn more about this interesting field by doing this Try-it. To earn this Try-It, complete FOUR of the following eight activities: 1. Identify and label a map showing the oceans of the world. 2. Make a poster or discuss the different things that oceanographers study. 3. Explore ocean circulation with an experiment using water of different densities. Observe how these mix and describe what you see. (Littlefield reference) 4. Discuss different local marine habitats; identify animals or plant life you would most likely see there. 5. Define endangered species. Identify at least one local example that is dependent on the marine environment. Discuss ways we could make a difference. 6. Discuss how the ocean affects our weather. Talk about Global Warming and Climate Change. 7. Access and explore the website http://www.womenoceanographers.org Discuss the different jobs these women have.

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8. Do one of the following: a) Visit the beach. Make a poster or write in a field book about at least 1 animal and 1 plant found there. Make diagrams with labels and share your findings with the troop. - OR - b) Visit the Theodore Roosevelt Nature Center at Jones Beach http://nysparks.state.ny.us/parks/info.asp?parkID=84 and answer the following: 1) Name 4 marine habitats 2) For each habitat, name an animal or plant that can be found there. 3) Define Endangered Species 4) What did you like most about the Center and why? - OR - c) Visit The Flax Pond Marine Lab http://alpha1.msrc.sunysb.edu/flaxpond. Make a list of at least 4 new things you learned from your visit. Share with your troop. - OR - d) Visit the Coney Island Aquarium http://www.nyaquarium.com Identify 3 different examples of marine life and describe 2 things about the environment they inhabit. RECOMMENDED REFERENCES Heilegman, Deborah, The Mysterious Ocean Highway, Raintree Steck-Vaughn Publishers, 2000. (p.30 – 31 shows Amy Bower a woman oceanographer at work) Lambert, David. The Kingfisher Young People's Book of Oceans, Kingfisher, 1997. Littlefield, Cindy A. Awesome Ocean Science, Williamson Publishing Company, 2003. (this reference has directions for many experiments that can be used) Pike, Katy and Maureen O'Keefe, Oceans, Chelsea Clubhouse, 2003. (particularly good for the younger girls) Oceanography, vol.18, No.1, March 2005 Women in Oceanography Scholastic Atlas of Oceans, Scholastic Inc. 2004.

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NY State of Mind Try It

New York - the Big Apple - is our home. It is a great State with diverse geographic features, industry and people. Many important historical events took place in New York State . Now Brownie and Junior Girl Scouts can have fun learning about New York State and earn an award written by a Girl Scouts of Nassau County volunteer.

New York-the Big Apple-is our home. It is a great State with diverse geographic features, industry and people. It is one of the most important in the United States. It is important for girls to know about their home. Complete four activities to earn this Brownie Try-It, including activity number 1. 1. Maps are fun. On a globe or world map, find the United States. Look for New York. Be able to identify it on the map. Look to see what states surround New York and be able to name them. Looking at the map of New York, try to find all of the following: The state capital The county, city or town where you live The Atlantic Ocean, the Hudson River, the Finger Lakes, St. Lawrence River, Lake Erie, Niagara Falls, Lake Champlain Long Island Sound, Erie Canal Adirondack Mountains Catskill Mountains New York City, Buffalo, Albany, Syracuse Draw your own map of New York—you can copy the outline of the state. Draw in all of the places above. 2. Find a book about New York or go to your local Chamber of Commerce or Visitors Bureau for information about New York. Find out all of the following about our state: The State bird The State tree The State flower The State nickname The State motto The State flag The State song Be able to tell what they are. Draw or cut out pictures of each.

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Share what you have learned with your troop. 3. There are many historical places in New York. Visit one of them with your troop or family or school. Share what you learned with your troop or family. 4. Find out five interesting facts about New York and share them with your troop or another troop. 5. Recognize the New York State flag and what it symbolizes. Are there special colors or symbols in your flag? What do they represent? What year was New York admitted into the Union?

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Girl Scouts of Northeast Georgia

Interactive Neighborhood for Kids, I.N.K. Brownie Try-It

INK strives, through the exhibits, to create a unique environment in which children of all ages, abilities, and experience can feel free to imagine, create, and explore beyond their dreams. INK provides a professional work environment that is challenging, rewarding, creative, and respectful of ideas and individuals. The museum is based on a small town neighborhood design. It has displays dedicated to a: Bank: where a child a pretend to work at a bank, be a customer, complete a bank transaction, count money Grocery Store: where a child can pretend to shop for groceries, practice counting patterns, matching, learning food groups, be a cashier, bag groceries, organize the grocery store Dentist Office: where a child can pretend to be a patient, nurse, doctor, mother, office person, take temperatures, read x-rays Post Office: where a child can pretend to work in a post office, stamp letters, mail letters, packages Train Station: where a child can pretend to be a conductor, passenger, ring the bell, play with the train display Diner: where a child can pretend to be a customer, waitress, cook, cashier, create different cuisine, plan a party, go retro to the 50’s with a poodle skirt

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Library: where a child can pretend to be the librarian, pick out a book to read, arrange books by letter Aviation: where a child can pretend to be a pilot, co-pilot, fly a plane, be a steward or stewardess, pretend to be on vacation Music Station: where a child can pretend to be a musician, radio host, guest on a radio show.

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Brownie Program Sheet

To earn the Girl Scout INK Try-It, each Brownie must complete a program sheet. She must

complete the one required activity and 4 out of 10 elective items.

NAME: ___________________________________________________________

TROOP NUMBER:__________________________________________________

Required Activity Contact INK and determine what need

exists at the current time for items that

can be donated. Take that donation to

INK.

Elective Activities Requirement

Bank Be able to count change back to a customer

Grocery Make a grocery list and “purchase” 5 items

Library Read a book and write or draw your

thoughts in the guestbook of the library

Doctor’s office Identify 5 things that a doctor uses in her

job and what they are used for

Post Office Send a letter to a person in your troop

telling them what you like about INK

Train Station Identify 5 things on a train

Diner While seated at the diner table, display

good table manners

Dentist’s Office Demonstrate good teeth brushing skills

Community Center Complete one of the craft projects

Music Station Perform a talk show on the radio

Aviation Pretend your plane is flying over Georgia

and name/identify 5 landmarks you would

see

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Girl Scouts of San Gorgonio Council http://www.gssgc.org/Program/PatchPrograms.html

***** Let’s Be Horse Friendly ……………………………………………………….. 179 Leave No Trace ………………………………………………………………… 180

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“LET’S BE HORSE FRIENDLY” A TRY-IT FOR BROWNIE GIRL SCOUTS Do four activities to complete this Brownie Try-It. 1. Visit a horse stable, a horse show or a farm and see how horses are groomed and cared for. Help to some of these chores such as cleaning saddles and bridles. Also, help to clean a stall area. 2. Name 10 principle body parts of the horse. Use a library book to help you. Make a poster using this information 3. Make a booklet about horses. Show the different tools used to groom a horse. You may draw pictures of these tools or use a magazine to find pictures. Make sure to name these tools and then tell how they are used to groom a horse. Name at least two parts of a saddle and bridle. Draw pictures and label them. 4. Make a collage of horses by cutting pictures from a magazine. 5. Invite someone to talk to your troop about horses. It can be someone who has knowledge about the history of horses or it might be someone who owns a horse or horses. 6. Learn about three different breeds of horses. How are they different? What is alike about them? How are they used today? How were they used long ago? Developed by: Girl Scouts of San Gorgonio Council We especially thank the Girl Scouts of Virginia Skyline Council and their Friends of Horses Try-It for giving us the idea to create our own version. CB/hc 01/05

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Girl Scouts of San Gorgonio Council Leave No Trace Council’s Own Brownie Try-It

• You must complete one activity from each or the seven categories to earn this Try-It.

• Online site for research for this Try-It is: http://www.lnt.org Section One: Plan Ahead and Prepare

1) Participate in a “Fashion Show” with your troop to learn what dressing in layers means.

2) Discuss the 10 essentials. Create a day pack your troop can take on outings. 3) Discuss with your troop the importance of correct and current information

when planning a trip. a) road conditions b) weather c) any problems at your destination site d) availability of food, water, gasoline, shopping, Etc…at destination

site

4) Prepare the food, water or snacks you will be taking on a day hike. How can you prepare things at home to decrease the amount of trash you will have and to decrease the weight of your day pack?

Section Two: Travel and Camp on Durable Surfaces

1) What needs to be done to make your campsite look like no one has been there? Discuss what needs to be done and practice what needs to be done with your troop when you are finished camping.

2) What is a durable surface? Discuss the benefits of camping on snow, sand,

gravel, grass, or dirt. Is one better than the other? Are they all durable surfaces? Have your mom or your leader help you go online to http://www.lnt.org to research, and discuss what you learn with your troop.

3) Create a game and share it with your troop about how to choose the best

place to camp.

4) Learn how to identify where ground animals like gophers, snakes, ground hogs, spiders, etc. live. Would you place your tent on a hole if you suspect some kind of animal lives there? How would you feel if someone put their tent over your front door?

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Section Three: Dispose of Waste Properly

1) Learn about Reducing, Reusing and Recycling. Share at least 2 examples of how you can practice this while camping.

2) Learn what it means to “Pack It In and Pack It Out”

3) Learn how to go to the bathroom in nature when there are no bathrooms

available. Have your mom or your leader help you go online to http://www.lnt.org to research how to do this and share it with your troop.

4) Practice digging a cathole. Make a game of it and see who can dig 6 inches

the fastest. Section Four: Leave What You Find

1) Find out what a “Cultural Artifact” is and why they are important. 2) Go on a hike, a campout or into your own backyard and discover the nature that lives there. Make a journal and record drawings and thoughts about the things you see and feel.

3) Discuss with your troop why it is important to “leave what you find” in nature so that everyone else to find and enjoy the same things you did.

4) Draw a picture of something you think is beautiful in nature. How would you feel if someone came along and drew scribbles on your beautiful picture?

How would this change the message you tried to get across with your picture? Share your picture with others and explain to them why you chose to draw this particular picture, post it for others to see.

Section Five: Minimize Use and Impact of Fire

1) Make edible fire and discuss the importance of learning and using fire safely. 2) Have your mom or your leader help you go online and find out about a

mound fire at http://www.lnt.org Practice building a fake mound fire. 3) What happens when a fire gets out of control? What should you do if this happens to you.

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4) Visit a sporting goods store or have your mom or leader go online to learn other ways of cooking outdoors and share this with your troop. Section Six: Respect Wildlife

1) Discuss with your troop what types of animals you might see on a camping trip. Draw a picture of at least four different animals you might see.

2) Learn about “quiet observation and journaling” when you are watching

animals in nature. Create your own nature journal and document daytime and nighttime observations. What different things did you observe during the day as compared to the nighttime? 3) Create a skit with your troop and perform it for your parents or another

Girl Scouts to teach them how to respect wildlife. 4) Learn about the habitats of at least four different animals you might see in nature and share this information with others. Section Seven: Be Considerate of Other Visitors

1) Get your mom or leader to help you go online to http://www.lnt.org to learn the proper rules of sharing trails and walkway with others. Share this with your troop.

2) Learn about the consequences to nature when bringing your family pet on

campouts.

3) What does “quiet time” mean and why is it so important to others when you share campsites close to other visitors.

4) Create an art project or a skit about being considerate of others. This could

mean being considerate of other campers or being considerate of the nature you might come in contact with when visiting a campsite.

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Girl Scouts of Santa Clara County 1310 S. Bascom Avenue, San Jose, CA 95128-4502

Telephone: 408-287-4170 or 650-968-8396 Store: 408-287-4170 x212 or 650-968-8396 x212

Main Fax: 408-287-8025

http://www.girlscoutsofscc.org

*****

Council’s Own Try Its

Play Ball Try It …………………………………………………………………….. 184

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Play Ball Try-It Many thanks to Leslie Hartzheim and Nik Zanotto for developing the Play Ball Try-It (2/2007) Requirements: Must complete at least 4 of the following activities including the one starred. * Learn the basic safety rules of baseball and/or softball. Learn the importance of properly fitted helmets and gloves; use of face guards; and establishing a safety zone when swinging a bat. Talk about the importance of working with a Coach when learning to play baseball and/or softball. Learn the correct way to handle a bat: to carry it, to hold it using proper hand positioning, and to swing it. Also learn the correct way to throw a baseball to avoid injury. Talk about where your eyes should be looking while on the baseball field. (i.e., eyes on the ball) Talk about the importance of PAYING ATTENTION when playing baseball and/or softball. Also talk about why you never turn your back on the action. Talk about good versus bad sportsmanship. Baseball and softball players take care of their bodies. Discuss the following: Learn a few warm up and cool down exercises you should do before and after practices and games. What other kind of exercises would help you get into shape? What should you eat and drink? How much rest is important?

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Explain the following terms to someone: strike, ball, strikeout, bases loaded, home run and grand slam. Learn the basic rules of baseball and/or softball. Explain two rules to someone else. Learn basic scoring for a baseball or softball game. Work with someone to score a game. Learn the names of positions that make-up a baseball and/or softball team. Try playing at least two different positions in a game or practice. Which is your favorite position? Being part of team is fun! Knowing how a team works is important! Define the following: Teamwork Team Effort Team Player With your Troop/Group and your Leader (plus other qualified adults), play a baseball and/or softball game. Observe in person, or on television, a baseball and/or softball game. Draw a picture of what you enjoyed most while watching the game. Resources: http://mlb.mlb.com/mlb/official_info/official_rules/objectives_1.jsp link to baseball official rules http://www.mlb.com/mlb/official_info/baseball_basics/keeping_score.jsp link to how to score a baseball game

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Troop Leader______________________________ Troop#__________ Date_______________ Phone Number__________________________ Number of girls participating in program_______ Thank you for participating in this exciting patch program. Part of the process of evaluation is to determine if we met the program goals, as well as your needs as a troop leader. By completing the following evaluation, you will assist us in improving the program for future participants. Discuss the following questions with your troop and record their responses. Completed form must be presented to the Girl Scout office in order to purchase your patches. 1. Which activities did your troop do to complete this patch? (You may list by section and number) ______________________________________________________________________________________ 2. List 3 or more things that your troop learned by participating in this patch program: _____________________________________________________________________________________ 3. Which activities was your troop’s most favorite? Why? _____________________________________________________________________________________ 4. Which activity was your troop’s least favorite? Why? ____________________________________________________________________________________ 5. If you could add to any of the activities, what would you add? _____________________________________________________________________________________ 6. If you could change any activities you wanted, what would you change? _____________________________________________________________________________________ Would you recommend this patch program to other troop leaders? _____Yes _____No Any additional comments: __________________________________________________________________________________________________

Play Ball Try-I

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Fox Valley Council 200 New Bond St.

Sugar Grove, IL 60554 630-897-1565

http://www.fvgsc.org

*****

Council’s Own Try Its

Best Bones Try It ……………………………………………………………………….. 188 Illinois Try-it ……………………………………………………………………………… 191

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Best Bones Try-It Activities If you are interested in a Leader packet of Best Bones, please send us your name, address, and troop age-level, along with $2.00 and a packet will be mailed to your troop.

Introduction We take many things for granted in life. Many things we do not even think about. For instance, have you ever thought about your bones? Bones are the framework your body is built on. Strong bones will help you to look and feel your best. Osteoporosis (porous bones) is a gradual loss of bones mass, which causes the bones to become brittle and susceptible to fracture. You can prevent osteoporosis from happening to you when you get older by building stronger bones NOW. Purpose: To educate girls and adult about osteoporosis. Activities: Complete four activities, including three with a single asterisk (*). Notes: This project should be done as a troop / group project. To obtain your Best Bones Try-It, you must complete a Best Bones Questionnaire before starting the project. The troop / group must also complete an evaluation at the end of the project. A Leader Packet is available at the Fox Valley Girl Scout Council Service Center 200 New Bond Street Aurora IL The Leaders' Guide to the Best Bones Try-It is a comprehensive reference that can be used as a background for adults working with troops / groups completing Best Bones Requirements. Activity 1: All About Bones Bones give your body shape, protect parts inside you, help you walk, run, and jump, and move in many ways. a) Cut out and put together a paper skeleton using fasteners (Appendix). How many bones can you name? Using a word bank, write the names of the bones on the backside of your skeleton (Answer key in Appendix). b) The bones of your skeleton fit together at joints. There are more than 200 joints in your body. Without joints, your skeleton could not move. Shoulders, elbows, and ankles are joints. How many joints can you think of? Place "X's" on the paper skeleton where joints are found. Activity 2 * : Learning About Calcium and Bones (Osteoporosis) Calcium is what makes your bones hard. In fact, some kinds of rocks are made of calcium. Calcium is what makes seashells hard, too. When someone loses the calcium in their bones, they are said to have a disease called Osteoporosis. Osteoporosis is a

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fancy word for saying "Bones full of holes." When someone doesn't get enough calcium, their bones become full of holes. Try this easy experiment to see what bones would be like if they had no calcium in them. What you will need: 1. Two small chicken bones (they are a lot like your own bones!) 2. Two jars with lids 3. One cup of vinegar 4. Tap water What to do: 1. Put on chicken bone in each jar. 2. Cover one bone with vinegar and the other with tap water. 3. Put the lids on the jars. What to look for: After about two days, remove the bones. Try to bend the tip of each. Which one bends? Check the bones again after another two to three days. Try to bend them in the middle. Which one got softer? Try cutting them with scissors. What happened and why: Calcium - hard as it is - dissolves in an acid like vinegar. The soft, rubbery bone in the vinegar jar has lost its calcium, showing what your bones, would be like without this essential nutrient. You need calcium not only to grow strong bones, but also to keep them strong. Calcium enters and leaves your bones every day. That is why we continue to need to get calcium form our foods even after we have stopped growing. Activity 3: Family Health History Ask your parent or guardian about whom in your family has or has had problems with their bones? If someone in your family has or has had a problem with their bones, what is it called? What does or what did that person do to take care of their problem? See Appendix for listing of common musculoskeletal disorders. Activity 4 * : Calcium in Your Food Food like milk, yogurt, ice cream, cheese, and calcium-fortified orange juice contains calcium. Calcium is important for healthy bones. Children between ages four to eight years old need 3-4 foods/drinks (800 milligrams) a day that contain calcium. How many times each day do you have one of the foods listed above? Plan and bring a snack to share with your troop/group using at least one of the foods listed above. See Appendix for more specific information about daily requirements and servings sizes. Activity 5 * : Exercise and Your Bones Certain exercises are good for your bones. Activities like walking, running, and jumping make your bones strong. Biking and swimming are great activities for making a strong heart, but because your feet to do not strike the ground, these activities do not strengthen bones. What activities do you do that include waling, running, or jumping? (For example: soccer, dancing, jumping rope, tennis, or gymnastics.) How often do you do one or more of these activities? Try a new activity that includes walking, running, or jumping at home or at your troop/group meeting. Talk with your troop/group about other

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activities you could try to strengthen your bones. Activity 6: Chart Your Future A helpful way to remember to do things to keep your bones healthy is to use a chart. Record how many times you eat foods with calcium (For example: milk, yogurt, ice cream, cheese, or calcium-fortified orange juice) each day for one week. Also, record how many times you do a walking, running, or jumping activity each day for one week. See your troop/group leader for a blank chart. My signature Leader's signature Date patch completed

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Illinois Try-it for Brownie Girl Scouts The girls may try 4 of following activities for the Illinois Try-it: 1. Recognize the state flag and what it symbolizes. 2. Visit a State Park or national monument in Illinois. 3. Do a project concerning Illinois Prairie life, such as making a corn husk doll or a prairie craft. 4. Learn about water conservation and why it is so important in Illinois 5. Learn the names of at least four Native American tribes that lived in Illinois. 6. Take a hike in Illinois and make a list of things you feel make Illinois special. When ordering Patches Call 630.897.1565 FAX 630.466.7018 E-mail fvgsc@fvgsc.org Fox Valley Girl Scout Council of Illinois, Inc. 200 New Bond Street Aurora, IL 60506-9171

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Girl Scout Council of Orange County General line: (714) 979-7900 Toll-free line: (800) 979-9444

FAX: (714) 850-1299 girlscouts@gscoc.org

http://www.gscoc.org/index1.html

*****

Marine Life Try It ……………………………………………………………….. 193 Understanding the Native American Try It …………………………………... 196 Quake Safe Try It ………………………………………………………………. 198 Yes I Can! Try It ………………………………………………………………… 203 Talking with Your Hands Try It ………………………………………….…….. 205

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Marine Life Try-It INTRODUCTION This Try-It was designed to help girls learn about the ocean and the seashore. By trying activities from four of the six areas, this Try-It will help girls explore and recognize the characteristics of the coast and its variety of living organisms. Tide Pool Visit a tide pool with your troop. Walk among the rocks being sure you don't step on any living thing carefully look into the water. 1. Look at the animals. How do they move around? See if you can find animals that swim, crawl and are attached to the rocks. Do these animals move slow or fast? 2. See if you can find any animals that are eating. What are they eating? How do these animals catch their food and eat it? 3. Can you find any plants in the water? What do they look like? 4. Carefully touch an animal that you have observed. What did it feel like? 5. Learn more about the fish and other animals that live in the ocean through books or by visiting an aquarium. Remember, Do not to remove anything from the tidepools, leave the area exactly as you found it. By the Water 1. Stand on the beach and look at the water. Watch the waves for a while. Are all the waves the same size? 2. Stand in the water and feel the waves against your legs. Is the water warm or cold? Is the ocean water salty or fresh?

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3. Can you find any animals by looking into the water or by digging in the sand? If you find something, do you know what it is? What is it doing? Along the Sand 1. Walk along the beach and feel the sand between your toes. Feel the difference between the dry sand and the wet sand. Play in the sand for a while. Try building a sand castle. 2. Look at the different shapes and colors of the shells you find along the beach. If you find any seaweed examine it closely. What does it look like, how does it feel? What other things do you find on the sand? Other Animals 1. Watch all the birds at the beach. How many different kinds of birds do you see? How do they look different from each other? What are these birds doing? 2. There are many animals that live on and around the beach. What animals can you see that do not live in the water? Using Your Senses 1. You can use your senses to experience the beauty of the beach. By closing your eyes use your other senses to enjoy the beach. Listen carefully to the waves and the birds. Feel the wind against your face and the warm sand under your feet. What else can you hear, feel and smell? 2. After you get home, use your memory and try to draw a picture of some of the things you saw on your trip to the beach.

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Keeping the Beach Clean 1. Pollution can hurt many things at the beach and in the ocean. Read the section called "Pollution" on page 144 in the Brownie Girl Scout Handbook. 2. The trash that gets left on the beach and thrown in the water hurts all the animals that live in this area. Be sure you don't leave any of your own trash behind when you go home.

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Understanding the Native American Try-It Do at least four (4) activities, including the two (2) starred requirements. *1. Choose a California tribe of Native Americans. Know their history. Describe their homes, dress, food and ceremonies. Tell where their descendants live today. *2. Describe briefly the Native American tribes or nations who lived in four different parts of North America: Northwest, Pacific Coast, Southwest, Basin, Lakes, Plateau, Plains, Prairie, Southeast, Northeast, Arctic or Subarctic. 3. Tell which states have names of Native American origin. Give the meanings of at least three such state names. 4. Find out about the life and contribution of a Native American heroine or hero. 5. Make a Native American food or prepare several and taste them all. 6. Read at least three Native American legends. Choose one and tell it to a group of Daisy Girl Scouts or other friends by way of a skit, poster, etc. 7. Learn to play a Native American game. 8. Do a service project to benefit the Native Americans. Cahuilla Indians The first known people of the San Jacinto Mountains were the Mountain Cahuilla Indians. There were three main divisions of Cahuilla: Desert, Western, and Mountain. They developed their villages around springs or beside streams. Villages consisted of family dwellings called Kish (they were sometimes constructed from slabs of incense cedar bark as well as circular brush shelters); the ceremonial house; the sweat house where men and women took sweat baths; and

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the basket granaries where they stored acorns and seeds. Besides the permanent villages, the Cahuilla had many temporary camping spots, places where they seasonally gathered seed and acorns and plants. Scattered throughout the area of Camp Scherman are several of these temporary camping sites. The Girl Scouts and Cahuilla Indians have something in common...we both have camped there.

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Quake Safe Try-It PURPOSE To learn about earthquakes and to practice the safety measures needed to protect yourself and your family if an earthquake should occur. Do at least two (2) of the following: 1. Learn something about what makes the ground shake in an earthquake and why it is that we cannot feel most earthquakes. 2. Draw a picture that tells something about earthquakes. Share it with your troop. 3. Look at pictures of the 1906 San Francisco earthquake damage. Try to think of how daily life and technology has changed since then. 4. Take a hike along an "earthquake trail" or visit a place where you can see evidence of earth movement. 5. Invite someone to come to your troop meeting to talk about earthquakes. Do at least two (2) of the following: 1. Check your bedroom or other rooms for objects that might fall and cause injury in an earthquake. 2. Develop the habit of keeping a pair of shoes by your bed at night and be ready to explain why this is a good habit. 3. With your family, set aside a place to store water, first aid supplies, a flashlight and a battery operated radio. 4. Know where to find drinking water at your house if the water pipes are broken. Know how to purify water. 5. Pretend you are shopping for food that could be stored at home for emergencies. What would you buy? Why?

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Do one (1) of the following: 1. Learn simple basic first aid. (pp. 58-62 Brownie Girl Scout Handbook) 2. Invite a nurse or older Girl Scout to come to your meeting and teach you some first aid techniques. 3. Earn the Safety Try-It in the Brownie Girl Scout Handbook Do at least one (1) of the following: 1. Hold an earthquake drill. Discuss what to do during a strong quake at home, at school, at troop meetings, in a car, in a mall, and in the outof- doors. 2. Explain what "aftershocks" are. 3. Talk to your family about what you should do if you are not all together when a strong quake occurs. Do one (1) of the following: 1. Name three things that would be dangerous to do after a strong earthquake has occurred. 2. Think of one good turn you could do for a neighbor after an earthquake. 3. Learn what you are to do at school during and after an earthquake. Earthquake Vocabulary AFTERSHOCKS Smaller earthquakes following the hardest shake. EARTHQUAKE The earth vibrations causes by passing seismic waves that come from the release of energy when sudden movement along a fault occurs. EPICENTER The point on the earth's surface directly above the place where the rock first breaks or slips in a earthquake.

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FAULT A weak zone or break in the earth's crust where rocks have fractured and moved. FORESHOCKS Smaller earthquakes preceding the strongest shake. LIQUEFACTION The mixing of soil, sand and water to form a "jello-like" substance into which structures may settle during an earthquake. MAGNITUDE A measure of earthquake size based on the size of the waves recorded on seismographs. PLATES Large, rigid segments of the earth's crust and part of the mantle below, broken into 12 major and many minor sections that "float" on a plastic, flowing mantle layer. RICHTER SCALE The scale that measures earthquake magnitude or size. Each larger number on the scale represents an increase in 30 times the amount of earthquake energy released. SEISMOGRAPH An instrument which detects and records earth motions produced by passing seismic waves. TSUNAMI A long ocean wave usually caused by sea floor movements in an earthquake. Suggested Disaster Supplies 1. Don’t PANIC! Take deep breaths and count slowly. Big earthquakes can last 2-3 minutes. 2. Indoor Tips: As soon as you feel an earth quake start, shelter yourself by getting under a sturdy table, chair, or desk. (Don’t get under a bed - it can collapse on you.) If this is not possible, move to a doorway or corner away from the outside of the building. “Duck and cover!” If you are in a crowded place, do not rush for exits. Try to cover your self (with blankets if you are in bed; with clothes from the rack if you are in a store) to keep broken glass away from your face. Be prepared for fire alarms and sprinkler systems to go off. In fact, there will be all kinds of

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noises as furnishings crash about. Just stay put, count slowly, breathe deeply. 3. Outside Tips: Stay away from buildings, as bricks, glass, and metal might come down. “Duck and cover!” Get under a bus bench if possible. Protect your head with a daypack, purse, jacket or anything else that might act as a shield. Stay clear of power poles and other swaying objects. Don’t curl up next to a car - it can bunce about and crush you. Home Emergency Supplies Survival: • stored food and water • first aid kit and book • critical medication and glasses • portable radio and batteries • fire extinguisher • flashlight by each bed • shoes under each bed • sleeping bags and tent/tarp • candles and matches Safety: • helmet • heavy shoes and gloves Sanitation: • large plastic trash bags and cans • small bucket and plastic bags for use as a portable toilet • pre-moistened towelettes • feminine and infant supplies • toilet paper • newspapers for garbage, waste, warmth, splints Cooking: • BBQ, charcoal, firestarters, or camp stove • matches • pots, pans • paper plates and towels • plastic utensils and bags Tools: • axe • shovel • broom • crescent wrench for turning off valves • screwdriver • pliers

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• hammer and nails • sheets of plastic and plywood to cover broken windows • wire and cutters • rope • plastic tape • pen and paper Car Mini-Survival Kit • bottled water • non-perishable food and opener • first aid kit • critical medication • blanket • flares • fire extinguisher • flashlight, batteries, and bulb • tools i.e. jack, tow rope • plastic bags • books and Games

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Yes, I Can! Try It A disability awareness Try-It program for Brownie Girl Scouts INTRODUCTION This Try-It program is intended to give the girls a greater awareness of people who have disabilities, an understanding of the conditions which bring about these disabilities, and the experience of giving community service in this area. Yes, I Can! was developed to start Brownie Girl Scouts on the right pathway to discover "new understanding and awareness" of special needs, as well as the positive contribution to society a person with a disability can make. This program highlights a variety of disabilities and organizations that serve persons with disabilities in your Yes, I Can! community. It is the hope of the Girl Scout Council of Orange County that your troop's involvement in the program will encourage your girls to continue their involvement with persons with disabilities. Do four (4) of the following activities. The starred * activities must be completed. 1.* What does the term "disability" mean? Learn the characteristics of at least five major disabilities. Using your list of definitions select 5 different disabilities the troop has an interest in learning more about. Learn what is the cause? Can anything be done to prevent or reduce the disability? Utilize, book, films, videos, internet, and any other resources you can think of. 2.* Which organizations provide services to a person with disabilities in your community? Find at least 2 organizations. What services do they provide? Who do they serve?

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3. With a friend "try on" a disability. Maintain your role for the entire troop meeting. At the end of the meeting discuss your reactions to one another. 4. Create posters or dramatic skits about disabilities and safety (accident prevention). Share your poster or skits with your troop. Topics may include: saving your eyesight automobile safety preventing hearing loss dental hygiene preventing broken bones heart disease bicycle safety proper nutrition 5. Observe your home, school and community and make note of the physical barriers as they relate to people in wheelchairs, with crutches, or visually impaired. Discuss how these barriers can be adapted to meet everyone's needs. 6. Interview people in the community who have a disability and learn about their careers and recreational activities. Invite someone to your troop meeting.

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Talking With Your Hands Try-It INTRODUCTION You and your friends have different abilities. An ability is something you can do. Maybe you can run faster than your friend, but she can read faster than you do. Everybody you meet has some things she does well and some things she doesn’t do well. Some of your friends may have a disability. Maybe you have a disability. A disability is something that may make it harder for a person to do some things. Try four of the following activities Manual Alphabet The manual alphabet is used to spell out words in sign language when the sign is not known or there is not a sign for the word. 1. Learn the manual alphabet. 2. Learn to fingerspell your name. 3. Learn to spell a word using fingerspelling. Using Your Hands Sign language is a type of communication people use if they are hearing impaired or unable to speak. 1. Learn three different words in sign language. 2. Make a sentence using the words you have learned. People With Hearing Impairments Many people in our communities have hearing impairments. They are able to work, have families and participate in many activities. Juliette Low was hearing impaired. 1. Find out more about Juliette Low and how she became hearing impaired. 2. Name someone in your community with a hearing impairment and explain how they communicate. 3. Visit your local school or library and find a book or a story about someone who uses sign language or is hearing impaired and have your leader read it to you.

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People With Hearing Impairments are able to "Sing" Songs Invite someone from your Girl Scout council or community to teach you a song in sign language. TDD People with hearing impairments are able to communicate with other people by using a TDD. Find out what TDD stands for. Find out how to call a TDD phone number. CC What does CC on a television program mean? Make a list of five T.V. shows that are closed captioned.

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Girl Scouts - Sybaquay Council 12N124 Coombs Road

Elgin, IL 60124 Phone: 847-741-5521 Fax: 847-741-5667

GSC E-mail: info@gs-sybaquay.org Shop E-mail: shop@gs-sybaquay.org Web site: http://www.gs-sybaquay.org

*****

Stitch in Time Try It ……………………………………………………………. 208 Trails of Mystery ……………………………………………………………….. 209 Maple Syrup Try It …………………………………………..…….…………… 211 Trail Blazer Try It ………………………………………………………………. 213

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STITCH IN TIME

Purpose: To help girls learn about cultural (dance, crafts, dress, music, etc.) differences

spanning the four decades of Girl Scouting's history and dream about what Girl

Scouting will be like in the future.

Brownie Girl Scouts: Complete four of the requirements, including the two starred.

Try-Its are available for purchase at the Council Shop.

1. Create a time capsule with five or six items to represent the current year.

2. Present, to another unit, what Girl Scouts may be like in 20 years (i.e. badges,

uniforms, service/community projects, activities) either by drawing pictures or

performing a skit.

For the remaining requirement choices, look at the four decades since the

birth of GSUSA and:

3. Learn the popular dance of two of the decades.

4. Make a craft from two of the decades.

5. Via sketches, pictures or actual clothing, present to another troop the clothing

styles of one decade prior to 1970. Include "street" clothing and changes to

the Girl Scout uniform.

6. Find out what type of community service projects were performed by Girl

Scouts two decades ago.

7. Make a poster of one major fad or new event for four decades.

Listen to popular music of two decades. Discuss within your troop the difference in

communication and media from those decades to today. (i.e. TV, Color TV, VCRs)

(Developed by Quapaw Service Unit and used with their permission.)

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TRAILS OF MYSTERY

Purpose: To help girls explore the "mysteries" of the animal world and the human world.

Brownie Girl Scouts: Complete four requirements, two from each section.

Trails of Mystery Try-Its and badges are available for purchase at the Council Shop.

Section 1: Mysteries in the Animal Kingdom

1. Dig a hole in the ground and identify three living things in the animal kingdom. How

do they help us?

2. Examine a pond water sample (from a pond with living plants in or around it) under a

microscope. Are there tiny living creatures? Identify two creatures. Are they in a larvae

or another stage of development? What may eat them?

3. Learn the elements of a habitat. Play a game that helps understand what happens if

the balance is upset.

4. Learn to identify five sets of animal tracks that you may find in Illinois. Discuss why

they may look different. Where, and on what type of surface, might be a good to find

them?

5. Learn how three different animals protect themselves in unique or mysterious ways

(i.e. porcupines, skunks, rattlesnakes, kildeer). Why is their unique type of protection

good for the animal?

6. Set up or participate in an animal "crime scene." Provide clues (tracks, feathers, claw

marks, etc.) so that others may guess what the criminal animal did (i.e. a raccoon

raiding a pantry, a cat eating a bird).

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Section 2: Mysteries in the Human Kingdom

1. Find out what the seven ancient wonders of the world are. Discuss with your

troop/group how they may have been made.

2. Create or use a "Trail of Mystery" in the out-of-doors. Set up or use a trail in which

someone can discover clues to solve a mystery of your choice/their choosing.

3. Write a short mystery story. Share it with others and see if they can solve your

mystery.

4. Learn about three different instruments or tools that may be useful in solving a

mystery (i.e. a notebook to record clues, a magnifying lens, a tape recorder to toss

around ideas).

5. Invent your own tool or instrument which may help solve a mystery.

6. Participate in two Wonders of Science experiments (i.e. Invisible Ink, How the Eye

Sees Color). Would you have been able to guess the result?

(This patch program was developed by Quapaw Service Unit and is used with their

permission.)

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Maple Syrup Try-It

Complete four of the eight requirements including the one starred.

1. Discovery of Maple Syrup*

Native Americans have several different legends about the discovery of the ‘water’

found in trees. Read or listen to a legend.

2. Collecting the Sap

Early Pioneers improved upon the collection and reduction process. Learn about the

way that early European pioneers processed the sap. Taste sugar maple sap, if

possible.

3. Knowing the Source

Learn how to identify a sugar maple tree. Learn how big a tree should be before it is

tapped. Learn about the sugar maple trees and how the weather affects when the sap

will flow.

4. Maple Syrup Process

How many gallons of sap will it take to make one gallon of pure maple syrup? Listen to

a talk or demonstration on the past and present methods for making maple syrup or

sugar.

5. Enjoying the Labor

Taste pure maple syrup. Set up a taste test with pure maple syrup and two other maple

syrup brands. How are they different and how are they the same?

6. Planting for the Future

Plant a sugar maple tree for future generations to enjoy.

7. Read about Maple Syrup

Read several books to someone younger than you along the theme of pancakes or

maple syrup. Some examples are: The Run Away Pancake by Joan Tate, Pancakes for

Breakfast by Tomie DePaola, and Pancakes, Pancakes! by Eric Carle.

OR

Make up a game using the idea of pancakes and/or maple syrup.

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8. Cooking with Maple Syrup

Host a pancake breakfast for your families.

OR

Put together a recipe book with favorite recipes using maple syrup. Ask family members

for contributions. Publish the completed book for all the troop members.

For more information on tapping sugar maples, maple syrup or local maple sugar

festivals:

• Go to your local library

• Contact your county extension agent

• Check cookbooks for recipes using maple syrup

• Contact your local forest preserve for programs on Maple Sugaring

• McHenry County Conservation District Festival of the Sugar Maples in mid March at

Coral Woods Conservation Area, contact 815-338-6223 for details

• Kane County Forest Preserve District Maple Sugaring Program in early March, contact

847- 741-8350 extension 10 for details

• Lake County Forest Preserve District Maple Syrup Program in early/mid March at

Ryerson Woods, contact 847-968-3321 for details

This Try-It was developed by Ann Murray, Co-Leader Brownie Girl Scout Troop 1128

with assistance from McHenry County Conservation District.

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Trail Blazer Try-It

PURPOSE:

To familiarize girls to correct hiking gear and skills by exploring cool trails, courses and

games. Girls must participate in at least one hike or trail course.

Complete four of the following requirements.

1. Finding Your Directions

Learn how to use an orienteering compass. Practice these compass skills:

• Learn the basic points of the compass and how to hold it level. What happens if you

don’t hold it level? Would that

be important?

• Start by facing north. Try turning left or right. Which way are you facing now? Try it

again. Try playing Simon Says with your friends and calling compass directions.

2. Mind Your Map

Explore a map of a park, road, or topographic map by trying an activity below.

• On a local map, find your house and a route to your school or park. Can you find

symbols for buildings, roads and bridges? What other symbols can you find?

• Try this trick for topographic maps. Take a fist-sized rock that’s pyramid shaped and

dunk it in water partially, each time marking the water line, until completely submerged.

This can show the girls how the rings on a topographic map mirror the rings on the three

dimensional landscape.

3. Keep In Step

For orienteering and some letterbox courses, you need to count your steps to get an

accurate measurement for following maps and directions. For this activity you will need

masking tape (or other marker) and a measuring tape.

Use measuring tape to mark 200 feet. Place tape down at starting mark and finishing

mark. Walk from start to finish twice, counting your steps on your right leg only each

time. Now have a leader or adult help find your average steps

taken and divide 400 feet by the number of steps you counted. This is how far you walk

taking a left and right step.

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4. Hiking Manners

Many animals and insects depend on fragile plants. Learn about Leave No Trace

practices through the internet or local park rangers. (See below for Leave No Trace

practices.)

5. Hurt Hiker

Have a professional nurse or a certified first-aider show you what to do for the following:

• Bee sting

• Twisted ankle

• Blister

• Sprained/injured arm

How important is it to always hike with a buddy?

6. Treasure Course

Research and participate in one of the courses below. (Many local groups including Girl

Scouts 11-17 may offer a

course for you to try, or, with the help of an adult, check www.geocaching.com for

courses near you.

• String course

• Letterbox course

• Orienteering course

• Geocaching course

7. Making Trails Beautiful

Take a hike at a local park. Can you think of a way to improve the current trail? Talk to

the caretaker. You may be able to put in a letterbox course, clean the trail, or harvest

seeds for the next year.

8. Walk and Wear

Draw a picture of what you would wear on a hike. Discuss which outfits are appropriate.

Try different seasons. What else could you bring on a hike?

This Try-It was developed by Dakota Service Unit’s Day Camp Committee.

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Girl Scouts of Pine Valley Council, Inc. 350 Airport Road • P.O. Box 1569

Griffin, GA 30224

770.227.2524 • 800.327.4475 • Fax 770.228.2272

http://www.girlscoutsofpinevalley.com/site/Portals/0/1001L_Indian_Lore_Try_It.pdf

Our Own Council Try-it “Native Americans” (Program-in a-Box) “Indian Lore” (Name of Try-it in CSC) Try these activities to learn about Native Americans, their customs and skills. Do at least FOUR of these activities to receive the Try-it. 1. Learn three Native American games and do them with your troop. 2. Do a Native American craft such as weaving, beading, or pottery or you can make a facemask or head dress. 3. Learn about the buffalo and why it was so important to the Western Native Americans. 4. Make a teepee and draw Native American designs and symbols on it. 5. Find out about the Native Americans that lived in your area. Have a Native American come to your troop meeting and tell about his/her beliefs and customs or visit a museum of Native American history.

6. Learn three Native American legends or learn a Native American dance.

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Girl Scouts of DuPage County Council

2400 Ogden Ave., Suite 400 Lisle, IL 60532-3933

T 630 544 5900 F 630 544 5999 Toll Free 888 544 5901

http://www.girlscoutsofdupage.org

Dinosaur Try It

http://www.girlscoutspw.org/docs/program/dinotryit.pdf

Did you know? A woman found the first bones recognized as dinosaur bones. In 1822, Mary Ann Mantell found some strange bones near her home in England. Her husband, a doctor, studied them and figured out they belonged to a group of animals like none he had ever seen. In 1842, a friend of his wrote a story about the animals in a science magazine and named them dinosaurs. Today there are as many women as men studying dinosaurs and they are discovering exciting and new things about dinosaurs all the time.

What is a dinosaur? There are four things to check out to see if an animal is really a dinosaur: 1. Dinosaurs lived during a time period called the Mesozoic that lasted from about 270 million years ago to about 66 million years ago. If you found the bones in rocks that were older or younger than this, then they can’t be dinosaur bones. 2. There are no dinosaurs alive today. Dinosaurs walked on legs. They do not have wings or flippers or fins. That means that all those Pteradactyls and swimming reptiles you see in the dinosaur books aren’t dinosaurs at all. 3. A dinosaur’s legs are straight underneath it — like a hippo, not splayed out to the side like a crocodile. Crawl around on the floor like a baby. Now put your hands and legs out to the side and try crawling around. Which way can you go faster? 4. Dinosaurs have special skeletons. For instance, dinosaurs had ankle bones but no knee caps. Find your own ankle bones and knee caps. Dinosaur skulls were also very different they have more holes in them than many other animals. If all of these things don’t check out, then your animal is a “dino-not.” Look through some dinosaur books and see how many “dino-nots” you can find. Have your troop bring in plastic or stuffed animals and see if you can figure out which are dinosaurs and which are “dino-nots” and why.

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Make A Fossil We know dinosaurs existed because we find their fossils. Fossils are parts or traces of plants or animals that have been turned into rock. Parts of plants or animals bodies that have been fossilized are called body fossils. These include fossil seashells, leaves, pollen and fossil dinosaur teeth, bones, skin and eggs. Trace fossils include tracks, burrows, nests, poop (very valuable for figuring out what a dinosaur ate) and footprints. You can discover how dinosaur bones turned into fossils by making your own “fossil bone.” You will need: • a sponge (untreated cellulose or flattened dry sponges work best) • salt • a pan like a pie pan • a little sand Bones have lots of tiny holes in them just like a sponge. Wash a chicken leg bone and look at it to see this. After the dinosaur died, the soft parts would gradually rot away. The bones might be buried in the sand in a river. Minerals dissolved in water under the ground would fill in all the holes. After a long time, every single bit of bone would be replaced by a little mineral crystal. To make your own fossil dinosaur bone: Cut a bone shape from the sponge. • Put it in your pan and sprinkle a little sand over it. Your dinosaur bone has been buried. • Mix 1 cup hot water and 1/2 cup salt. Stir to dissolve as much salt as you can. This is the ground water with minerals dissolved in it. • Pour the salt water over the sand and bone. • Put it in a warm sunny place for a few days. • When the water dries up, look at your bone. It will be hard and crunchy where salt has filled in the holes. You have turned your sponge bone into a fossil!

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How Big Were Dinosaurs? The smallest dinosaur was about the size of a chicken. His name was Compsognathus. The biggest found so far is called Seismosaurus, which means “earthquake lizard,” because the ground must have shaken like an earthquake when he walked by. A complete Seismosaurus skeleton hasn’t been found. Scientists estimate he was about 100 feet long. To find out how long Seismosaurus and other dinosaurs were turn your troop into a dinosaur like this: • Cut out a dinosaur head, front legs, back legs and tail from poster board. • Using a rope, measure off the lengths of different dinosaurs. Could a Seismosaurus fit in your meeting place? How about a T.rex? Could you carry a Compsognathus in your backpack?

What Did Dinosaurs Eat? You can tell from their teeth. People have three kinds of teeth. Sit in front of a partner and look at her teeth. In the back are broad flattish teeth to chew with. Some dinosaurs had lots of these, like cows and horses do today. Cows and horses eat plants, so we figure that dinosaurs with teeth like them also ate plants. These include Triceratops. In front of your chewing teeth are sharp, pointy teeth. These are used for ripping off big pieces of meat. Dogs, tigers and alligators have lots of these. These animals eat meat so we figure that dinosaurs with lots of long, sharp, pointy teeth ate meat too. These include T. rex and Velociraptor. A T. rex tooth was about the size and shape of a banana. In front of your mouth are teeth for biting things. You use these teeth when you take a bite of an apple. Beavers, mice and cows have these kind of teeth and they eat plants. Dinosaurs with teeth like them ate plants too. These include Brachiosaurus and many other long-necked dinosaurs.

Dinosaur Gizzards Some plant-eating dinosaurs didn’t chew their food very well. So how did they grind up all the plants they swallowed? The same way birds do, with rocks. The dinosaurs and birds swallowed rocks that probably got caught in a little pouch in their throat called a gizzard. To find out what happened to their food, do this: • Put several small rocks into a ziplock bag. This is your dinosaur’s gizzard. • Now feed your dinosaur. Put leaves, seeds, pine needles and other plants into your gizzard. • Now the gizzard muscles go to work. Smush the bag around in your hands for a minute or two.

Dino Footprints Tell A Story Paleontologists learn a lot about how dinosaurs lived by looking at their tracks. Every track tells a story, how many dinosaurs were there, how fast were they going, how long were their toenails? Lots of tracks together tells us some dinosaurs lived in herds. Little tracks in the middle surrounded by big ones means dinosaurs walked with their babies

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in the middle of the herd and adults on the edges. Elephants do this today to protect their young. Tracks of a meat eater on top of tracks of a plant eater means – lunchtime! Make your own dinosaur tracks story: • Using the patterns provided make footprint stamps from sponges, potatoes or fun foam glued to wooden blocks. • Using inkpads or paint, stamp out some dinosaur tracks. • Write the story your tracks tell.

Dinosaur Tracks and Size Make life-size dinosaur tracks from newspaper or cardboard using the patterns found throughout these pages. Place the tracks around the room the indicated distance apart to show how big a dinosaur’s footstep was. Stand on one footprint and walk to the next. How many Brownie Girl Scout steps does it take to make one sauropod step? Can your whole troop fit on one sauropod track? This footprint of the littlest dinosaurs (like Compsognathus) is about 1-1/4 inches long. You should think “bird footprint” when you see this one.

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What does your dinosaur food look like now? Did everything get chewed up? Make this print of a T.rex type dinosaur about 2-feet long and 1- foot wide at the heel, and 1- 1/2 feet wide at the toes. Place them 10- to 15-feet apart.

3

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Make this footprint of a sauropod (long-necked dinosaur) 4-feet long by 4-feet wide. Place them 20- to 30- feet apart.

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Sahuaro Girl Scout Council 4300 E. Broadway Blvd. Tucson, Arizona 85711

520-327-2288; 1-800-331-6782 (within Arizona) Fax: 520-795-3318

http://www.sahuarogsc.org/badgework/index.htm

*****

Council’s Own Try It’s

Elephant Brownie Try It ……………………………………………………… 223 Arizona Try It for Brownies ………………………………………………….. 224 Brownie Beanie Basics …………………………………………………….... 225 Nurse Try It for Brownies ……………………………………………………. 227

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ELEPHANT BROWNIE TRY-IT Created by Brownie Troop 558 Requirements: 1. Find out about the elephants: Where they live, what they eat, how long they live, and who is in charge of the herd. Name the physical differences between Asian & African elephants. 2. Elephant walk: Bend forward. Extend your arms and place one hand over the other to form a trunk. Make sure that your fingers are pointing toward the ground. Move slowly with legs stiff and straight and your trunk swinging from side to side. 3 Make an elephant paper mask and clay model. 4. Do something for the elephants: Contact your local zoo and find out if your troop can do something to help the elephants. 5. Create the perfect habitat for an elephant: Where would it be? What would the habitat contain? Where would the elephant gets its food and water? Will there be things for the elephant to do? 6. Visit a zoo: What does the elephants’ habitat look like? Is there enough room for the elephants? Do they have enough water to play in and drink? Do they have enough food? Do they have toys to play with? What are the elephants doing?

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ARIZONA TRY-IT FOR BROWNIES Out state’s flag, heritage, parks, national monuments, cacti, and out-of-doors are unique to Arizona. Taking care of our state is important to all of us. What better way to learn and remember the great State of Arizona. The patch can be earned by Brownies who complete the following requirements: 1. Recognize the State flag and what it symbolizes. 2. Visit a sate park or national monument. Draw what you saw. 3. Do a project concerning Native Americans, such as make Indian fry bread or learn a Native American dance or song. 4. Learn about and recognize five (5) of Arizona’s cacti and in what part of Arizona you would find them (high or low desert). 5. Learn about water conservation and why it is so important in Arizona. 6. Take a hike in Arizona and make a list of things you feel make Arizona special. *Something Extra: Do a service project that would help save Arizona’s environment.

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Brownie Beanie Basics Girls need to complete at least four of the requirements. Number 1 is required. 1. Brownie Story Learn about how Brownie Girl Scouts got their name. Read both the traditional and new versions of the Brownie Story. Which version of the story do you like best? Complete a craft activity, make up a skit or incorporate parts of the story into a ceremony so that you can share it with others. 2. Brownie Girl Scout Uniform Look through the Girl Scout catalog or look at the Girl Scout Shop on-line at www.girlscouts.org with an adult to see the different uniform options that Brownie Girl Scouts are entitled to wear. Which pieces do you like best? How do you want to display your insignia and awards – on a sash or on a vest? Research how the uniform has changed over the years. If you could design a new uniform piece, what would it look like? Draw a picture of it and share it with the girls in your troop. 3. Brownie Girl Scout Traditions Have an older girl or adult who was a Brownie Girl Scout come to your meeting and share with you what it was like when she was a Brownie. Tell her about what it is like to be a Brownie Girl Scout now. Think of some questions to ask her, like: • What is still the same? • What has changed since she was a Brownie? • Who was her leader? • What awards did she earn as a Brownie Girl Scout? Ask her to teach you a song or game that she enjoyed playing with her troop. Teach her a song or game that your troop enjoys.

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4. Girl Scout Special Days Girl Scouts celebrate special days throughout the year. Learn about one of these special days so that you can plan and participate in the celebration. Some of these special days include: Juliette Gordon Low’s Birthday (October 31), Thinking Day (February 22), Girl Scout Birthday (March 12), and Leader Appreciation Day (April 22). Girl Scout Week starts the Sunday before Girl Scout Birthday (Girl Scout Sunday) and ends the Saturday following Girl Scout Birthday (Girl Scout Sabbath). 5. Ceremonies Brownie Girl Scouts celebrate some special ceremonies just for Brownie-aged girls, like Brownie Girl Scout Investiture Pond Ceremony or Flying Up. Find out about one of these ceremonies. Plan a ceremony incorporating some of these traditional elements into it to honor the traditions of Girl Scouting. Or learn some traditional songs and sing these at one of your troop’s ceremonies. 6. Kapers and Service If you’ve read the Brownie Story, you know that Brownie Girl Scouts are “helpful little people.” Discuss kapers in your troop’s Brownie Ring and find out how you can help in your troop meetings and activities. Brownies are not only helpful at home and in their troop, they look for ways to be helpful in their community. With your troop, identify a service project that you could do with your Brownie troop to help out. Once you’ve agreed on an idea, checked Safety-Wise, and have permission (if needed) – go ahead, do it and have fun!

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Nurse Try It 1. Learn about the founder of nursing, Florence Nightingale. 2. Talk to three nurses and fi nd out what they do and why they like being a nurse. Share what you learned with your troop. 3. Participate in a health education class at school or in your community. Share what you learned with your troop. 4. Nurses specialize in caring for people who need help. Demonstrate a caring behavior at home or at school for a week. Tell your troop what you did. 5. Use a stethoscope to listen to your heart and a partner’s lungs. Describe what you hear. 6. Make a list of all the places that you think a nurse can work. Where have you seen nurses working?

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Sahuaro Girl Scout Council 4300 E. Broadway Blvd. Tucson, Arizona 85711

520-327-2288; 1-800-331-6782 (within Arizona) Fax: 520-795-3318

When completed, please submit this form with payment (check or money order payable to SGSC) for patch(es) to: Attn: Program Dept., Sahuaro Girl Scout Council, 4300 E. Broadway Blvd., Tucson, AZ, 85711. Troop# ____________ Quantity ________________ x $1.00 each = $ _____________ Leader’s Name ________________________________________________________________________ Address ______________________________________________________________________________ City/State/Zip __________________________________________________________________________

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Girl Scouts of Western Rivers Council – Oregon http://www.wrgirlscouts.org/badges.htm

Our Own Council Badges

These badges may be earned by members of other councils. Just click below to view program in Microsoft Word:

A World of Understanding

http://www.wrgirlscouts.org/Badges/A%20World%20Of%20Understanding%20Council%20Badge.doc

Fun in the Forest Try It

http://www.wrgirlscouts.org/Badges/Forestry%20Brownie%20Try-it.doc

Fun in the Forest – Leader Materials

http://www.wrgirlscouts.org/Badges/Forestry%20Brownie%20Tryit%20Leader%20Supplementary%20Materials.doc

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Girl Scouts of Metro Detroit http://www.gsofmd.org

Michigan Try It

MICHIGAN Water, it’s the reason European explorers and fur traders arrived in Michigan long before they got to many other parts of the Midwest. With shoreline on four of the five Great Lakes it’s also the reason it attracts travelers today. Michigan also has vast forests, farmland, large cities, and small towns. The state is a paradise of recreation in both the summer and winter months. Michigan is a great place to live or a great place to visit!

Complete 4 activities to earn your Michigan Try-It.

1. Michigan State Symbols Every state has symbols to represent them. Learn about Michigan’s symbols. Search on the web, write to your representative, or research about them at your local library. Try to find at least two in your local surroundings. Can you find any in your backyard? At your local park? While you’re on a fieldtrip or vacation? 1. State bird 2. State flower 3. State tree 4. State fish 5. State reptile 6. State stone 7. State wildflower 8. State gem 9. State game mammal 10. State soil 11. State song 12. State fossil 2. Michigan State Flag Search the web to find information and a picture of the flag to print and color. Try to color your flag as true as you can. 3. Michigan Industry The three largest income-producing industries in Michigan are manufacturing, tourism, and

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agriculture. Make a list of 10 products grown or made in Michigan. Try a few new to you. 4. Michigan Legends and Stories The legend of Paul Bunyan grew out of the logging area in Michigan. The legend of the Sleeping Bear Dunes was told before the lumber industry began. Find a book on one of these or find another on your own and read it with your family or troop. 5. Origin of the name Michigan Every name has a history, how was ours derived? The state also has several nicknames, find out what they are. Which do you like? Share your findings with your parents, friends, and troop. 6. Michigan Great Lakes Did you know that Michigan is the only state bordered by four of the five Great Lakes? Learn about them…you can use the acronym H. O. M. E. S. to help you remember their names. 7. Michiganian or Michigander? Which do you like better? Why? Draw a picture or write a story, poem, or song about Michigan. 8. Fast Facts Find out five interesting facts about the State of Michigan. Share them with your family and troop. This Try-It was developed by GSMD Troop #830 as their Silver Award project in 2007

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Girl Scouts of Peninsula Waters, Inc. 131 W Washington St, Suite C

Marquette, MI 49855 phone: 906.225.8020 1.800.562.9787 fax: 906.225.8027

http://www.gspw.org

Brownie U.P. Heritage Try-It Price: $1.25 plus 6% tax (Complete four (4) of the following six (6) sets of activities.) EARLY SETTLERS- Mining and lumbering were important in the early days of the Upper Peninsula. 1. Who were the first settlers in your community and why did they settle there? 2. Where was the first mine in the U.P. and what type of ore was mined there? 3. Find out about a famous person who worked in the lumber industry in the U.P. Where did this person come from? Where did he/she live? What was he/she famous for? INDIAN TRIBES- In the early days, Indians roamed the Great Lakes area. Many still live here today. 1. Find out how many Indian reservations there are in the U.P. and where they are. 2. Learn a Native American craft. WATER EVERYWHERE- The Upper Peninsula is located in the region of the Great Lakes. Water has always been important in moving from one place to another. 1. Find out how many Great Lakes border the U.P. Name them. 2. How many important bridges are there in the U.P. Name them. Find out where they are on the map. 3. Find out about the Soo Locks. Why were they built? Where are they and why are they needed? FOOD- One food that is popular in the U.P. is the pasty. 1. What is a pasty and what are they made of? How do you make one? 2. Learn where it originated and why. 3. Have a pasty party. LANDMARKS- Landmarks are places where there is something interesting or something important happened. 1. Find out about at least 3 natural landmarks in the U.P. 2. Visit one of them. HAVING FUN- Everyone likes to have fun in his/her spare time. Activities change in different parts of the country. 1. Find out what people do for fun in the U.P. 2. Participate in one fun activity with your troop.

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Girl Scout Council of Colonial Coast http://www.gsccc.org

Any Girl Scout, from any council is permitted to complete the Girl Scout Council of Colonial Coast patches. If you have questions, please contact the Community Program Manager, Theresa Perry at (757) 547-4405 ext 241 or by email - theresap@gsccc.org Council’s Own Explore Saltwater Try It http://www.gsccc.org/Documents/OurOwnCouncil'sSaltwaterTry-it.pdf

Girl Scouts Sooner Council http://www.soonergs.org

Councils Own Dine (The People) Try It http://www.soonergs.org/GS%20Images/PDF/Patches/Dine%20Try-It%20Patch.pdf

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Morris Area Girl Scout Council 1579 Sussex Turnpike Randolph, NJ 07869

Phone: (973) 927- 7722 E-mail: webmaster@magsc.org

http://www.magsc.org

Morris Area Girl Scout Council offers several of its own badges and Try-Its! for Brownie and Junior Girl Scouts. Out-of-council troops are also welcome to earn Morris Area Girl Scout Council's own recognitions.

*****

Council’s Own Try Its

Brownie Girl Scout Try-It - Pony Fun

In this fun Try-It, girls will learn how to:

• be a safe rider • identify parts of a pony • feed and groom a pony, and • participate in an equestrian event

Brownie Girl Scout Gardening Try-It

Girls will learn why New Jersey is called the Garden State and try a variety of activities, like, growing flowers from seeds, decorating flowerpots, planting a tree or gathering acorns, or making "dirt" for dessert.

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To order Morris Area Girl Scout Council's own Try-its, Junior Girl Scout badges or patches, send a check payable to MAGSC for the cost of the patches together with a self-addressed stamped envelope to:

Out-of-Council Badge Order Morris Area Girl Scout Council

1579 Sussex Turnpike Randolph, NJ 07869

These are the only items we will provide by mail order to out-of-council troops.

All Try-its, Junior badges and IPAs are $1.75 each. Other recognition patches vary in price. Checks should be made out to MAGSC. We do not accept credit card payments. Also, all sales are final - no returns and no exchanges.

Be sure the envelope you provide is sturdy. Use the following as a guide to postage and envelope size suitable for your order:

Up to 6, legal envelope (4" x 9 1/2"), 2 first-class stamps 7-24, 6" x 9" envelope, 3 first-class stamps 24-150 Prepaid priority mail envelope Purchase at post office (Cost $3.85)

Please include you e-mail address and phone number in case we need to reach you regarding the order.

Your order will be processed and mailed within 2 days of receipt, assuming the items are in stock. Please note that shipping is at your risk, so be sure you provide an appropriate envelope.

All correspondence and inquiries reqarding out-of-council patch orders must be via e-mail. Send to gsshop@magsc.org and put "Out-of-Council Patches" in the subject line.

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Girl Scouts of Heritage Trails Council Mansfield Service Center

(Administrative Offices & Council Shop) 35 N Park Street

Mansfield, OH 44902 Phone: 419-522-0391 Toll Free: 800-433-1290

Fax: 419-522-0032 Email: info@girlscoutsht.org

Website: http://www.girlscoutsht.org

*****

Councils Own Try Its

Horse and Pony Try It http://www.girlscoutsht.org/assets/pdf/horse_and_pony_try_it.pdf

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Girl Scouts Totem Council PO Box 900961 Seattle, WA 98109

Phone: (206) 633-5600 (800) 767-6845

Email: totemgsa@girlscoutstotem.org

Website:

http://www.girlscoutstotem.org

Fun With Flight Try It http://www.girlscoutstotem.org/Program/patches_funFlight.htm

Soccer Try It

http://www.girlscoutstotem.org/Program/SoccerTryIt.htm

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Girl Scouts of the Golden Plains Council 360 Lexington Road

Wichita , Kansas 67218 Local: (316) 684-6531 | Toll Free: (888) 472-3683

http://www.gsgoldenplains.org

Frontier Fun Try-It The 1870-80’s were an important time for Kansas and the cities and towns of South Central Kansas. Immigrants were moving west to start farms; cowboys herded cattle and the women brought civilizations to the plains. You have six activities to choose from. When you have finished four activities, you have done enough to complete it.

HEADING WEST

Many times girls moving west with their family only had one or two dresses to wear. Find out what girls wore in the 1870’s then visit a cloth store and pick out your favorite color and style of cloth that would have been appropriate - seersucker, gingham, 100% cotton calico or a poly/cotton blend. Which cloth would be better to wear on a hot Kansas day? It was hard to decide what to take and what to leave behind when moving west. Find out what you would need to pack in your wagon if your family was going “out west”. MORE TO TRY: Talk with the education director at a local historical museum for more information about traveling by wagon or check out the “Oregon Trail” computer DC to learn more about moving west.

CHILDREN AT WORK

Girls had many chores (jobs) to do to help the family. Try one or more of the following chores: Make butter: Have the troop buy some heavy cream. Fill a pint size mason jar about one-third full of the cream. Screw the lid firmly in place. Each girl in the troop will take turns shaking the jar. When each girl takes the jar to shake, carefully remove the lid to allow the gas to escape, then screw the lid down again and resume shaking until the cream has turned solid. Carefully pour the liquid off the solid butter, then add a half jar of very cold water. Screw the lid back one and shake the jar five times, pour off the wash water and wash again until the rinse water is clear. Place the lumps of butter into a bowl and work out the last of the water. Finally, get out a butter knife and spread the butter onto a piece of bread and EAT!

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Sweep or mop an uncarpeted floor: Use a broom (not a modern vacuum) to sweep your kitchen floor or porch at least three times in one week or help an older person to mop the kitchen floor. When sweeping, don’t forget to use a dust pan to pick up the debris and place it into the trash can. Wash dishes: Use cold water from the tap to heat the water in a teakettle. Fill the sink half full of water and one squirt of dish soap. Then add the hot water. WARNING: have an adult pour the heated water into the sink or washbasin for you. Wash, rinse and air dry the dishes at least three times in one week using this method.

CHILDREN AT PLAY

It was not all work and no play. Children of the 1870’s enjoyed many games. Try one of the following: Pick Up Sticks: To begin the game, the first player drops the sticks in a pile. The first player then begins to “pick up” the sticks one at a time without disturbing any other sticks. When one of the surrounding sticks is disturbed, the play passes to the next player, and so on until the play returns to the stating player. Cup And Ball: This game uses a small stick with a cup on the end and a string with a ball tied to the stick. The object was to swing the ball so that it would land in the cup. You can find cup and ball sticks at the store or you can make your own. To make your own, you will need a plastic or paper cup, pencil, tape, string and a ping-pong ball. Punch a small hole into the bottom of the cup and stick the pencil part way into the hold. Use the tape to hold the cup to the pencil. Next, cup a piece of string 12 – 14” long. Tape one end of the string to the ping-pong ball. Tie the other end to the pencil immediately below the cup. Blind Man’s Bluff: A blindfolded player stands within the moving circle of players. When she claps her hands three times, the circle must stop. She then points to one member of the circle The player pointed to must come into the middle of the circle to be chased until caught. When caught, the blindfolded player feels the player’s face and tries to guess who she is. If the blindfolded player fails to recognize the other player, she must try again. If successful, the player caught becomes the new blindfolded player; if not, then the game is repeated.

WORKING WITH YOUR HANDS

Needlework was very important for even the youngest girls to learn. Learn how to thread a needle and knot the end. Then learn how to sew on a button. Take a large cotton handkerchief or piece of cloth and sew a button onto it to practice. Decorate e shirt or the cuffs on a pair of your socks with buttons.

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MAKING MUSIC

Music parties were a special time in the old west. There were not many musical instruments so people often made their own. It could be as simple as hitting a metal pot with a spoon, blowing across the mouth of an empty bottle or jug, hitting two spoons together, or twanging a mouth harp. Learn the songs Home on the Range and Skip to My Lou then try making some musical instruments. Play the instruments when your group sings these two songs. Musical Instrument Suggestions: Bottle Harp: You’ll need: an empty bottle with a small mouth

1. Blow across the mouth of the bottle to create a sound; keep to the beat of the music.

2. Try putting water in the bottle at different levels to create different sounds. Spoons: You’ll need: two spoons the same size

1. In one hand, hold the two spoons so that the bowls are touching one another. You can tape the handles together to help you hold them steady.

2. Sit in a chair and hold the spoons in one hand with the other hand upped above the spoons.

3. Lightly hit your leg with the spoons then on the upswing, hit the palm of your hand. Try to get a rhythm.

Tambourine: You’ll need: aluminum pie plate, wire or string, bottle caps, hammer and nail

1. Have an adult punch holes around the rim of the pie plate with the hammer and nail.

2. Punch holes in the bottle caps. 3. Loop the wire or string through the bottle caps and attach them to the pie plates:

knot the string. 4. Tap it on your leg or on the palm of your hand.

Bottle Chimes: You’ll need: 8 glass bottles the same size, water and a fork

1. Put a different amount of water into each bottle. 2. Use the fork to lightly strike the bottles. Each one will make a different sound. 3. You can change the amount of water in each bottle to play the notes of the scale.

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VISIT THE PAST

Visit Old Cowtown Museum, or a local historical museum that hosts special children’s programs, or an 1870-80’s special historical event with your family or troop. Check your local paper or the state tourism office for announcements about upcoming historical events.