by Daniel Hanson on Wednesday, November 17, 2021

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Merit Badge College 2022

February 12, 2022

Register online here

Registration opens December 6, 2021, 9 AM

Sign up early as spaces are limited

Landisville Mennonite Church, 3320 Bowman Road, Landisville

Event registration starts at 8:00am, last session ends at 4:00pm

Merit Badge Session one is 9:00 AM-12:00 PM

Merit Badge Session two is 1:00-4:00 PM

Cost: $10 per scout

Flyer

Merit Badges Include:

Scouts will have the opportunity to work towards 1-5 merit badges at the college.  All merit badges will have prerequisites that need to be completed BEFORE the day of the college.  Even though there is a charge for the college, there is no guarantee that you will complete the merit badge- a partial completion is acceptable, but it is up to the scout to find a counselor to complete the work.  Each scout must complete each requirement as written.  Classes are being led by certified merit badge counselors.

There will be intersession merit badges available.  These merit badges include: Collections, Fingerprinting, Pets, Reading, and Sculpture.  Merit Badge Counselors for these badges will be available in the lobby to sign off on COMPLETED worksheets for these badges.  Bring evidence that you have completed ALL requirements.  Pre-registrations is not required for these badges.

BRING SIGNED BLUE CARDS WITH YOU.

Purchase lunch on Tentaroo when you register!  Order of the Arrow will provide choice of 1 Manwhich or 2 Hotdogs (chips and drink included) for $7.00.  Scouts are welcome to bring a bag lunch.  Refrigerators are available.  If packing, please clearly label your lunch.

Parents are welcome to stay in the seating area in the lobby, but space is limited.

For more information, contact Kim Kautz at 717-689-0593 or at mamabuchter@yahoo.com

2022 Merit Badge Information:

American Heritage

Session size: 15

Morning Session is full, Afternoon Space Still available

Prerequisites:

3.c. Research your family’s history.  Find out how various events and situations in American history affected your family.  If your family immigrated to America, tell the reasons why.  Share what you find with your counselor.

Automotive Maintenance

Both Sessions are full

Session size:  15

Prerequisites:

Bring a copy of the workbook or worksheet.

Bring something to wear outside that can get greasy/oily.

11a:  Determine the value of three different vehicles you are interested in purchasing.  One must be new, and one must be used; the third vehicle can be new or used. For each vehicle, find out the requirements and cost of automobile insurance to include basic liability and options for collision, comprehensive, towing, and rental car. Using the three vehicles you chose and with your merit badge counselor’s assistance, complete the operation/maintenance chart provided in the merit badge pamphlet. Use this information to determine the operating cost per mile for each vehicle and discuss what you learn with your counselor.

Aviation

Both Sessions are full

Session size: 15

Prerequisites:

  1. Do ONE of the following:
    1. Visit an airport. After the visit, report on how the facilities are used, how runways are numbered, and how runways are determined to be “active.”
    2. Visit a federal Aviation Administration facility – a control tower, terminal radar control facility, air route traffic control center, or Flight Standards District Office. (Phone directory listings are under U.S. Government Offices, Transportation Department, Federal Aviation Administration.  Call in advance.)  Report on the operation and your impressions of the facility.
    3. Visit an aviation museum or attend an air show. Report on your impressions of the museum or show.
  2. Find out about three career opportunities in aviation. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.

 Citizenship in the Community

Session is full

Session limit:  30

Prerequisites:

3a: Attend a meeting of your city, town, or county council or school board; OR a municipal; county, or state court session.

3b:  Choose one of the issues discussed at the meeting where a difference of opinions was expressed, and explain to your counselor why you agree with one opinion more than you do another one.

4a:  Choose an issue that is important to the citizens of your community, then do the following:  Find out which branch of local government is responsible for this issue.

4b:  With your counselor’s and a parent’s approval, interview one person from the branch of government you identified in requirement 4a. Ask what is being done about this issue and how young people can help.

4c:  Share what you have learned with your counselor.

7a:  Identify three charitable organizations outside of Scouting that interest you and bring people in your community together to work for the good of your community.

7b:  Pick ONE of the organizations you chose for requirement 7a.  Using a variety of resources (including newspapers, fliers and literature, the Internet, volunteers, and employees of the organization), find out more about this organization.

7c: With your counselor’s and your parent’s approval, contact the organization you chose for requirement 7b and find out what young people can do to help. While working on this merit badge, volunteer at least eight hours of your time for the organization.  After your volunteer experience is over, discuss what you have learned with your counselor.

8:  Develop a public presentation (such as a video, slide show, speech, digital presentation, or photo exhibit) about important and unique aspects of your community. Include information about the history, cultures, and ethnic groups of your community; its best features and popular places where people gather; and the challenges it faces.  Stage your presentation in front of your merit badge counselor or a group, such as your patrol or a class at school.  (You may choose to either present at the Merit Badge College, or bring a note from your Scoutmaster that you completed the requirement).

Citizenship in the Nation

Both Sessions are full

Session size: 12

Prerequisites:

Be prepared to discuss everything listed.  Worksheets are helpful but not required.

  1. Be prepared to discuss – Explain what citizenship in the nation means and what it takes to be a good citizen of this country.  Discuss the rights, duties, and obligations of a responsible and active American citizen.
  2. Do TWO of the following and be prepared to discuss:
    1. Visit a place that is listed as a National Historic Landmark or that is on the National Register of Historic Places.  Tell your counselor what you learned about the landmark or site and what you found interesting about it.
    2. Tour your state capitol building or the U.S. Capitol.  Tell your counselor what you learned about the capitol, its function, and the history.
    3. Tour a federal facility.  Explain to your counselor what you saw there and what you learned about its function in the local community and how it serves this nation.
    4. Choose a national monument that interest you.  Using books, brochures, the Internet (with your parent’s permission), and other resources, find out more about the monument.  Tell your counselor what you learned, and explain why the monument is important to this country’s citizens.
  3. Be prepared to discuss – Watch the national evening news five days in a row or read the front page of a major daily newspaper five days in a row.  Discuss the national issues you learned about with your counselor.  Chose one of the issues and explain how it affects you and your family.
  4. Be prepared to discuss – Discuss each of the following documents wit your counselor.  Tell your counselor how you feel life in the United States might be different without each one.
    1. Declaration of Independence
    2. Preamble the the Constitution
    3. The Constitution
    4. Bill of Rights
    5. Amendments to the Constitution
  5. Be prepared to discuss – List the six functions of government as noted in the preamble to the Constitution.  Discuss with your counselor how these functions affect your family and local community.
  6. Have chosen a speech of historical importance with parental approval and be prepared to discuss – With your counselor’s approval, choose a speech of national historical importance.  Find out about the author, and tell your counselor about the person who gave the speech.  Explain the importance of the speech at the time it was given, and tell how it applies to American citizens today.  Choose a sentence or two from the speech that has significant meaning to you, and tell your counselor why.
  1. Know 3 branches of Federal Government and be prepared to discuss checks and balances – Name the three branches of our federal government and explain to your counselor their functions.  Explain how citizens are involved in each branch.  For each branch of government, explain the importance of the system of checks and balances.
  1. Know both Federal Senators and your Federal Representative to Congress. Write a letter about a National Issue and you may email it to them. The letter should be in correct letter format. You need not to have received an answer. You will need to bring a copy of the letter.

Citizenship in Society

We will no longer be offering Citizenship in Society Merit Badge at the Merit Badge College.

Citizenship in the World

Session is Full

Session size: 30

Prerequisites:

Complete the prerequisites on a worksheet, available at MeritBadge.org and bring along with you.

3.Do the following: a. Pick a current world event. In relation to this current event, discuss with your counselor how a country’s national interest and its relationship with other countries might affect areas such as its security, its economy, its values, and the health of its citizens. b. Select a foreign country and discuss with your counselor how its geography, natural resources, and climate influence its economy and its global partnerships with other countries.

4.Do TWO of the following: a. Explain international law and how it differs from national law. Explain the role of international law and how international law can be used as a tool for conflict resolution. b. Using resources such as major daily newspapers, the Internet (with your parent’s permission), and news magazines, observe a current issue that involves international trade, foreign exchange, balance of payments, tariffs, and free trade. Explain what you have learned. Include in your discussion an explanation of why countries must cooperate in order for world trade and global competition to thrive. c. Select TWO of the following organizations and describe their role in the world. 1. The United Nations and UNICEF 2. The World Court 3. Interpol 4. World Organization of the Scout Movement 5. The World Health Organization 6. Amnesty International 7. The International Committee of the Red Cross 8. CARE (Cooperative for American Relief Everywhere) 9. European Union

7.Do TWO of the following and share with your counselor what you have learned: a. Visit the Web site (With your parent/guardian’s permission) of the U.S. State Department. Learn more about an issue you find interesting that is discussed on this Web site. b. Visit the Web site (With your parent/guardian’s permission) of an international news organization or foreign government, OR examine a foreign newspaper available at your local library, bookstore, or newsstand. Find a news story about a human right realized in the United States that is not recognized in another country. c. Visit with a student or Scout from another country and discuss the typical values, holidays, ethnic foods, and traditions practiced or enjoyed there. d. Attend a world Scout jamboree. e. Participate in or attend an international event in your area, such as an ethnic festival, concert, or play.

Communications

Session is Full

Session size:  15 

Prerequisites:

3: Write a five-minute speech. Give it at a meeting of a group. (Bring prepared notes to the college to give a 5-minute speech on a topic of your choosing to the class.  Be as close to the 5-minute mark as much as possible). Be prepared to give speech at the class.

4:   Interview someone you know fairly well, like, or respect because of his or her position, talent, career or life experiences. Listen actively to learn as much as you can about the person. Then prepare and deliver to your counselor an introduction of the person as though this person were to be a guest speaker, and include reasons why the audience would want to hear this person speak. Show how you would call to invite this person to speak.  (Bring notes to the college to give the introduction).

5:  Attend a public meeting (city council, school board, debate) approved by your counselor where several points of view are given on a single issue. Practice active listening skills and take careful notes of each point of view. Prepare an objective report that includes all points of view that were expressed, and share this with your counselor.  (Bring a note from a parent, scout leader, or public meeting official showing that you attended the meeting.  Prepare your report on the worksheet.)

7a, b or c (choose one and bring a copy of what you did):

  1. Write to the editor of a magazine or your local newspaper to express your opinion or share information on any subject you choose. Send your message by fax, email or regular mail.
  2. Create a web page or blog of special interest to you (for instance, your troop or crew, a hobby, or a sport).. Include at least three articles or entries and one photograph or illustration, and one link to some other Web page or blog that would be helpful to someone who visits the Web page or blog you have created. It is not necessary to post your Web page or blog to the Internet, but if you decide to do so, you must first share it with your parents and counselor and get their permission.
  3. Use desktop publishing to produce a newsletter, brochure, flier or other printed material for your scout troop, class at school, or other group. Include at least one article and one photograph or illustration.

8. Plan a troop or crew court of honor, campfire program, or interfaith worship service. Have the patrol leaders’ council approve it, then write the script and prepare the program. Serve as a master of ceremonies.  Bring the script with SPL’s signature of completion. 

Disabilities Awareness

Space Still Available for both Sessions

Session limit:  10

Prerequisites:

2:  Visit an agency that works with people with physical, mental, emotional, or educational disabilities.  Collect and read information about the agency’s activities.  Learn about opportunities its members have for training, employment, and education.  Discuss what you have learned with your counselor.  Come prepared to give a brief presentation on the above.

4a, c or d (pick one):  Visit ONE of the following locations and take notes about the accessibility to people with disabilities.  In your notes, give examples of five things that could be done to improve upon the site and five things about the site that make it friendly to people with disabilities.  Discuss your observations with your counselor.  a- Your school; c- Your Scout camping site; d- a public exhibit or attraction (such as a theater, museum, or park).

5a, b OR c:  Explain what advocacy is.  Do ONE of the following advocacy activities.

a:  Present a counselor-approved disabilities awareness program to a Cub Scout pack or other group.  During your presentation, explain and use person-first language.  If you choose this one, bring a letter from the Cubmaster or group representative stating you completed this.  Bring your notes to the college.

b:  Find out about disability awareness education programs in your school or school system, or contact a disability advocacy agency.  Volunteer with a program or agency for eight hours.  If you choose this one, bring a letter from the agency verifying the 8 hours.

c:  Using resources such as disability advocacy agencies, government agencies, the internet (with your parent’s permission), and news magazines, learn about myths and misconceptions that influence the general public’s understanding of people with disabilities.  List 10 myths and misconceptions about people with disabilities and learn the facts about each myth.  Share your list with your counselor, then use it to make a presentation to a Cub Scout pack or other group.  If you choose this one, make a poster listing the 10 myths/misconceptions and the facts related to each one.  Be prepared to present your poster.

7. Name five professions that provide services to people with disabilities. Pick one that interests you and find out the education, training, and experience required for this profession.  Discuss what you learn with your counselor, and tell why this profession interests you.  Be prepared to discuss this in class.

Environmental Science

Both Sessions are full

Session limit:  15

Prerequisites:

Be prepared with videos, research, reports, and/or photos of your work.  This will be presented to the class during the college.

  1. Do ONE activity from seven of the following categories (using the activities in this {the merit badge}pamphlet as the basis for planning and projects):
    1. Ecology
      1. Conduct an experiment to find out how living things respond to changes in their environments. Discuss your observations with your counselor.
      2. Conduct an experiment illustrating the greenhouse effect. Keep a journal of your data and observations. Discuss your conclusions with your counselor.
      3. Discuss what is an ecosystem. Tell how it is maintained in nature and how it survives.
    2. Air Pollution
      1. Perform an experiment to test for particulates that contribute to air pollution. Discuss your findings with your counselor.
      2. Record the trips taken, mileage, and fuel consumption of a family car for seven days, and calculate how many miles per gallon the car gets. Determine whether any trips could have been combined (“chained”) rather than taken out and back. Using the idea of trip chaining, determine how many miles and gallons of gas could have been saved in those seven days.
      3. Explain what is acid rain. In your explanation, tell how it affects plants and the environment and the steps society can take to help reduce its effects.
    3. Water Pollution
      1. Conduct an experiment to show how living things react to thermal pollution. Discuss your observations with your counselor.
      2. Conduct an experiment to identify the methods that could be used to mediate (reduce) the effects of an oil spill on waterfowl. Discuss your results with your counselor.
      3. Describe the impact of a waterborne pollutant on an aquatic community. Write a 100-word report on how that pollutant affected aquatic life, what the effect was, and whether the effect is linked to biomagnification.
    4. Land Pollution
      1. Conduct an experiment to illustrate soil erosion by water. Take photographs or make a drawing of the soil before and after your experiment, and make a poster showing your results. Present your poster to your counselor.
      2. Perform an experiment to determine the effect of an oil spill on land. Discuss your conclusions with your counselor.
      3. Photograph an area affected by erosion. Share your photographs with your counselor and discuss why the area has eroded and what might be done to help alleviate the erosion.
    5. Endangered Species
      1. Do research on one endangered species found in your state. Find out what its natural habitat is, why it is endangered, what is being done to preserve it, and how many individual organisms are left in the wild. Prepare a 100-word report about the organism, including a drawing. Present your report to your patrol or troop.
      2. Do research on one species that was endangered or threatened but which has now recovered. Find out how the organism recovered, and what its new status is. Write a 100-word report on the species and discuss it with your counselor.
      3. With your parent’s and counselor’s approval, work with a natural resource professional to identify two projects that have been approved to improve the habitat for a threatened or endangered species in your area. Visit the site of one of these projects and report on what you saw.
    6. Pollution Prevention, Resource Recovery, and Conservation
      1. Look around your home and determine 10 ways your family can help reduce pollution. Practice at least two of these methods for seven days and discuss with your counselor what you have learned.
      2. Determine 10 ways to conserve resources or use resources more efficiently in your home, at school, or at camp. Practice at least two of these methods for seven days and discuss with your counselor what you have learned.
      3. Perform an experiment on packaging materials to find out which ones are biodegradable. Discuss your conclusion with your counselor.
    7. Pollination
      1. Using photographs or illustrations, point out the differences between a drone and a worker bee. Discuss the stages of bee development (eggs, larvae, pupae). Explain the pollination process, and what propolis is and how it is used by honey bees. Tell how bees make honey and beeswax, and how both are harvested. Explain the part played in the life of the hive by the queen, the drones, and the workers.
      2. Present to your counselor a one-page report on how and why honey bees are used in pollinating food crops. In your report, discuss the problems faced by the bee population today, and the impact to humanity if there were no pollinators. Share your report with your troop or patrol, your class at school, or another group approved by you
      3. Hive a swarm OR divide at least one colony of honey bees. Explain how a hive is constructed.
        • Before you choose requirement 3g(3), you will need to first find out whether you are allergic to bee stings. Visit an allergist or your family physician to find out. If you are allergic to bee stings, you should choose another option within requirement 3. In completing requirement 3g(3), your counselor can help you find an established beekeeper to meet with you and your buddy. Ask whether you can help hive a swarm or divide a colony of honey bees. Before your visit, be sure your buddy is not allergic to bee stings. For help with locating a beekeeper in your state, visit www.beeculture.com and click on “Resources,” then select “Find Help” and “Find a Local Beekeeper.”
    8. Invasive Species
      1. Learn to identify the major invasive plant species in your community or camp and explain to your counselor what can be done to either eradicate or control their spread.
      2. Do research on two invasive plant or animal species in your community or camp. Find out where the species originated, how they were transported to the United States, their life history, how they are spread, and the recommended means to eradicate or control their spread. Report your research orally or in writing to your counselor.
      3. Take part in a project of at least one hour to eradicate or control the spread of an invasive plant species in your community or camp.

4.Choose two outdoor study areas that are very different from one another (e.g., hilltop vs. bottom of a hill; field vs. forest; swamp vs. dry land). For BOTH study areas, do ONE of the following:

Mark off a plot of 4 square yards in each study area, and count the number of species found there. Estimate how much space is occupied by each plant species and the type and number of nonplant species you find. Report to your counselor orally or in writing the biodiversity and population density of these study areas.

    1. Make at least three visits to each of the two study areas (for a total of six visits), staying for at least 20 minutes each time, to observe the living and nonliving parts of the ecosystem. Space each visit far enough apart that there are readily apparent differences in the observations. Keep a journal that includes the differences you observe. Discuss your observations with your counselor.

5.Using the construction project provided or a plan you create on your own, identify the items that would need to be included in an environmental impact statement for the project planned.

Family Life

Both Sessions are full

Session limit:  15

Prerequisites:

3.Prepare a list of your regular home duties or chores (at least five) and do them for 90 days. Keep a record of how often you do each of them. Discuss with your counselor the effect your chores had on your family.

4.With the approval of your parents or guardians and your merit badge counselor, decide on and carry out a project that you would do around the home that would benefit your family. Submit a report to your merit badge counselor outlining how the project benefited your family.

5.Plan and carry out a project that involves the participation of your family. After completing the project, discuss the following with your merit badge counselor: a. The objective or goal of the project b. How individual members of your family participated c. The results of the project

6.Do the following:

  1. Discuss with your merit badge counselor how to plan and carry out a family meeting.
  2. After this discussion, plan and carry out a family meeting to include the following subjects:
  3. Avoiding substance abuse, including tobacco, alcohol, and drugs, all of which negatively affect your health and well-being
  4. Understanding the growing-up process and how the body changes, and making responsible decisions dealing with sex*
  5. How your chores in requirement 3 contributed to your role in the family
  6. Personal and family finances
  7. A crisis situation within your family
  8. The effect of technology on your family 7. Good etiquette and manners Discussion of each of these subjects will very likely carry over to more than one family meeting.

Genealogy

Space Still Available for both Sessions

Session Limit:  15

Prerequisites:

Bring along the items needed and proof of completion of the prerequisites.

2.Do ONE of the following:

  1. Do a time line for yourself or for a relative. Then write a short biography based on that time line.
  2. Keep a journal for 6 weeks. You must write in it at least once a week.

3. With your parent’s help, choose a relative or a family acquaintance you can interview in person, by telephone, or by e-mail or letter. Record the information you collect so you do not forget it. **If you have someone who would be willing to come into the college at the beginning of your session to interview, we can demonstrate proper interview for this.  They will be able to leave after the interview is over.

4.b. Obtain at least one genealogical document that supports an event that is or can be recorded on your pedigree chart or family group record.  The document could be found at home or at a government office, religious organization, archive, or library.

5. Contact ONE of the following individuals or institutions. Ask what genealogical services, records, or activities this individual or institution provides, and report the results:

  1. A genealogical or lineage society
  2. A professional genealogist (someone who gets paid for doing genealogical research)
  3. A surname organization, such as your family’s organization
  4. A genealogical education facility or institution.
  5. A genealogical record repository of any time (courthouse, genealogical library, state or national archive, state library, etc.)

6. Begin your family tree by listing yourself and include at least two additional generations. You may complete this requirement by using the chart provided in the Genealogy merit badge pamphlet or the genealogy software program of your choice.

7. Bring along items to complete or complete a family group record form, listing yourself and your brothers and sisters as the children. On another family group record form, show one of your parents and his or her brothers and sisters as the children. This requirement may be completed using the chart provided or the genealogy software program of your choice.

Scholarship

Space Still Available for both Sessions

Session limit:  15

Prerequisites:

  1. Do ONE of the following:
    1. Show that your school grades have been an average of B or higher (80 percent or higher) for one term or semester.
    2. Show that for one term or semester you have improved your school grades over the previous period.
  2. Do TWO of the following:
    1. Make a list of educational places located where you live (other than schools). Visit one, and report on how you used the place for self-education.
    2. With your counselor’s and your parent’s approval, interview two professionals (other than teachers or other professionals at your school) with established careers. Find out where they were educated, what training they received, and how their education and training have helped prepare them for the career they have chosen. Find out how they continue to educate themselves. Discuss what you find out with your counselor.
    3. Using a daily planner, show your counselor how you keep track of assignments and activities, and discuss how you manage your time.
    4. Discuss the advantages and disadvantages of the different methods of research available to you for school assignments, such as the library, books and periodicals, and the Internet.
  3. Get a note from the principal* of your school (or another school official named by the principal) that states that during the past year your behavior, leadership, and service have been satisfactory.
  4. Do ONE of the following:
    1. Show that you have taken part in an extracurricular school activity, and discuss with your counselor the benefits of participation and what you learned about the importance of teamwork.
    2. Discuss your participation in a school project during the past semester where you were a part of a team. Tell about the positive contributions you made to the team and the project.
  5. Do ONE of the following:
    1. Write a report of 250 to 300 words about how the education you receive in school will be of value to you in the future and how you will continue to educate yourself in the future.
    2. Write a report of 250 to 300 words about two careers that interest you and how specific classes and good scholarship in general will help you achieve your career goals.

* If you are home-schooled or your school environment does not include a principal, you may obtain a note from a counterpart such as your parent.

Search and Rescue

Space Still Available

Session Size: 18

Prerequisites:

Bring workbook or worksheets.

Bring clothing to be outside during the afternoon.

1b completed in workbook/worksheet:  Discuss first aid and prevention for the types of injuries or illnesses that could occur while participating in SAR activities, including: snakebites, dehydrations, shock, environmental emergencies such as hypothermia or heatstroke, blisters, and ankle and knee sprains.

*** We need some extra volunteers for the afternoon portion of this class.  If your parent or leader is planning to hang out in the church, and would like to spend some time outside as a volunteer, please contact Kim Kautz at mamabuchter@yahoo.com and give her the volunteer’s name/contact info.

Truck Transportation

Space Still Available for both Sessions

Session Size: 20

Prerequisites:

4. Visit a truck terminal and complete items 4a through 4e. After your visit, share what you have learned with your counselor.

  1. Find out what kind of maintenance program the company follows to help keep its fleet, drivers, and the roadway safe.
  2. Find out how dispatchers maintain communication with drivers on the road.
  3. Talk with a professional truck driver about safety. Learn about the trick driver’s rules of the road for safe driving.  List five safe-driving rules every professional truck driver must follow.
  4. Review the driver’s log and find out what kind of information the log contains.
  5. Learn about important federal regulations that help ensure public safety.

10. Learn about opportunities in the field of truck transportation. Choose one career in which you are interested and discuss wit your counselor the major responsibilities of that position and the qualifications, education, and training such a position requires.

Weather

Space Still Available for both Sessions

Session Size: 20

Prerequisites:

Print out and bring along with you, the worksheet for this badge.

6. Draw a Diagram of the water cycle and label its major processes. Explain the water cycle to your counselor.

9. Do ONE of the following:

  1. Make one of the following instruments: wind vane, anemometer, rain gauge, hygrometer. Keep a daily weather log for one week using information from this instrument as well as from other sources such as local radio and television stations, NOAA Weather Radio All Hazards, and Internet sources (with your parent’s permission).  Record the following information at the same time every day: wind direction and speed, temperature, precipitation, and types of clouds.  Be sure to make a note of any morning dew or frost.  In the log, also list the weather forecasts from radio or television at the same time each day and show how the weather really turned out.
  2. Visit a National Weather Service office or talk with a local radio or television weathercaster, private meteorologist, local agricultural extension service officer, or university meteorology instructor. Find out what type of weather is most dangerous or damaging to your community.  Determine how severe weather and flood warnings reach the homes in your community.

11. Find out about a weather-related career opportunity that interests you. Discuss with and explain to your counselor what training and education are required for such a position, and the responsibilities required of such a position.

Intercession Badges:

Collections, Fingerprinting, Pets, Reading, and Sculpture.  Everything is required to be finished before the college.  Bring along pictures or items needed to show proof of completion and a filled out workbook.  For sculpture, bring a photo or brochure from the museum.  Fingerprinting, bring along your print card and lifted prints.

BRING A SIGNED BLUE CARD FOR EACH MERIT BADGE YOU ARE WORKING ON

Lunch will be available to purchase. Meal tickets can be purchased in advance when registering for the Merit Badge College online.

Parents are welcome to stay in the seating area in the lobby, but space is limited.

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