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Girl Scout processes and leadership outcomes play out in a variety

of ways during team gatherings, but often they are so seamless

you might not notice them. For example, in Session 5 (page 79),

the Brownies plan their SAVE project. The call-outs below show how the

Girl Scout processes make this activity a learning and growing experience

for girls—and up the fun, too! Throughout WOW!, you’ll see processes and

outcomes play out again and again. Before you know it, you’ll be using these

valuable aspects of Girl Scouting in whatever Brownies do—from earning

a Try-It to planning a trip.

Seeing Processes and Outcomes Play Out in a WOW! Activity

Preparing to SAVE Now the girls will likely need time to create materials or presentations for

their team SAVE effort. They might be designing signs to hang in a school

about not running water longer than needed, practicing how to ask people to

use refillable water bottles, or making a presentation to ask everyone in their

neighborhood to check for leaks.

When volunteers assist girls with their SAVE projects by helping them organize their efforts, that’s Girl Led at the Brownie grade level. Girls at this age are able to take the lead on decision-making, but they might need help carrying out their plans.

When girls seek out community members to get more information on a topic of their choice, or to partner with them on a Take Action project such as their SAVE effort, they are moving toward the Connect outcome of Girls feel connected to their communities, locally and globally.

This section is an excellent example of the Connect outcome Girls promote cooperation and team-building. As Brownies work together on their SAVE projects, they start to fine-tune their cooperation and team-building skills. All of this is achieved through the Cooperative Learning process, as girls work together on the common goal of their SAVE project.

This is an example of the Girl Led process. The girls are taking the lead on deciding what their presentations will be and what their signs will look like for the SAVE effort. That they are making their own signs is also an example of Learning by Doing.

Practicing is an example of Learning by Doing. This activity is also an example of the Take Action outcome Girls educate and inspire others to act—when the girls practice various ways to get their message across to people in their neighborhood to SAVE water by checking for leaks.

•Assist the girls as they get organized to work on whatever might be

needed for the team’s SAVE efforts—signs, booklets, a skit, etc.

•Or invite the girls to talk with a special visitor whose work or volunteer

effort is related to the Brownie Team’s SAVE project. For example,

perhaps someone from the local water utility.

As the Brownies plan their effort, guide them to promote good teamwork by:

•Encouraging them to take turns

•Making sure each girl has a role

•Praising girls when you observe great cooperation

24 From WOW! Wonders of Water (Brownie), page 24

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Girl Scout processes and leadership outcomes play out in a variety

of ways during team gatherings, but often they are so seamless

you might not notice them. For example, in Session 5 (page 79),

the Brownies plan their SAVE project. The call-outs below show how the

Girl Scout processes make this activity a learning and growing experience

for girls—and up the fun, too! Throughout WOW!, you’ll see processes and

outcomes play out again and again. Before you know it, you’ll be using these

valuable aspects of Girl Scouting in whatever Brownies do—from earning

a Try-It to planning a trip.

Seeing Processes and Outcomes Play Out in a WOW! Activity

Preparing to SAVE Now the girls will likely need time to create materials or presentations for

their team SAVE effort. They might be designing signs to hang in a school

about not running water longer than needed, practicing how to ask people to

use refillable water bottles, or making a presentation to ask everyone in their

neighborhood to check for leaks.

When volunteers assist girls with their SAVE projects by helping them organize their efforts, that’s Girl Led at the Brownie grade level. Girls at this age are able to take the lead on decision-making, but they might need help carrying out their plans.

When girls seek out community members to get more information on a topic of their choice, or to partner with them on a Take Action project such as their SAVE effort, they are moving toward the Connect outcome of Girls feel connected to their communities, locally and globally.

This section is an excellent example of the Connect outcome Girls promote cooperation and team-building. As Brownies work together on their SAVE projects, they start to fine-tune their cooperation and team-building skills. All of this is achieved through the Cooperative Learning process, as girls work together on the common goal of their SAVE project.

This is an example of the Girl Led process. The girls are taking the lead on deciding what their presentations will be and what their signs will look like for the SAVE effort. That they are making their own signs is also an example of Learning by Doing.

Practicing is an example of Learning by Doing. This activity is also an example of the Take Action outcome Girls educate and inspire others to act—when the girls practice various ways to get their message across to people in their neighborhood to SAVE water by checking for leaks.

•Assist the girls as they get organized to work on whatever might be

needed for the team’s SAVE efforts—signs, booklets, a skit, etc.

•Or invite the girls to talk with a special visitor whose work or volunteer

effort is related to the Brownie Team’s SAVE project. For example,

perhaps someone from the local water utility.

As the Brownies plan their effort, guide them to promote good teamwork by:

•Encouraging them to take turns

•Making sure each girl has a role

•Praising girls when you observe great cooperation

24 From WOW! Wonders of Water (Brownie), page 25