Table of Contents
UNIT
ACTIVITY
Earth Science
Cooking with the Sun
Animals
Plants
Conservation
More Information
PAGE
9
Star Maker
10
Exploring Nature
11
Food Chain
13
Earthworm Observations
14
Understanding Animals
15
Plants and People
17
Adapt or Perish
18
Garden Gifts
19
Homemade Recycled Paper
21
Be a Water Saver
22
Earth’s Caretakers
23
26
Earth Science
Earth Science: Cooking with the Sun
Materials:
1.
2.
3.
4.
Number and variety of the materials is contingent on the number and desires
of the girls.
A large mixing bowl
A roll of aluminum foil
Marshmallows
Long, pointed stick or long fork
Directions:
1. Line the inside of the mixing bowl with aluminum foil. The foil should cover the inside
of the bowl with the shiny side facing up. You have made a solar cooker!
2. Put your solar cooker in a bright, sunny place outside.
3. Now look for the hottest spot in your cooker. With adult supervision, place your hand
over the bowl until you feel heat. This is where you should cook your marshmallows.
4. Put a marshmallow at the end of your long, pointed stick or fork. Happy toasting!
Note:
You can use the sun’s energy to cook your food. By doing this, you are saving
wood or fuel. In some places in the United States and around the world, there
is very little dead wood left on the forest floor. Alternative fuel and energy
sources help save the planet by using renewable resources.
Accommodations:
For girls wanting a little more guidance, leaders may wish to substitute the solar cooker with
a vehicle on a hot summer day. Place cookie dough on a cookie sheet and leave the tray on
the dashboard of a car, be sure that the windows are closed. Cookies are ready to eat when
they are golden brown.
For girls that would like more of a challenge, girls may wish to build their own solar oven and
attempt cooking a pizza or other delicious foods! Leaders support girls’ understanding of
renewable resources by encouraging girls to investigate other types of alternative fuel and
energy sources.
Earth Science: Star Maker
Materials:
Number and variety of the materials is contingent on the number and desires
of the girls.
1. A cylinder-shaped oatmeal container
2. A flashlight
3. A large safety pin
Directions:
1. Pick your favorite constellation or create a pattern of stars to make your own indoor
star show.
2. Draw your constellation on the bottom of the cylinder-shaped container on the
outside.
3. Make dots to mark where the stars are on the drawing of the constellation.
4. With adult supervision, use the safety pin to punch holes in the container where you
made the dots.
5. At night or in a darkened room, place the flashlight inside the container and shine it
on a blank wall or on the ceiling.
6. Share your constellation with others!
Note:
Groups of stars are called constellations and many constellations have
stories. Tell your friends and family about your constellation and put on a star
show with friends who have made their own constellations. This is the perfect
opportunity to tell your own story to add to centuries of story-telling.
Accommodations:
For girls wanting a little more guidance, leaders may supplement their knowledge with
educational resources from the local library. Girls may be given a preprinted constellation
to complete their star maker.
For girls that would like more of a challenge, girls may go stargazing with an adult who
knows the planets and the stars or have an adult help them read a star map. Girls should
discover the Big Dipper, the Little Dipper, and other groups of stars or constellations. This is
a great opportunity to introduce the North Star, girls can discover more about the planet’s
rotation and revolution!
Earth Science: Exploring Nature
Materials:
Number and variety of the materials is contingent on the number and desires
of the girls.
1. A checklist
2. A pencil
Directions:
1. Leaders and girls will create a scavenger hunt together.
2. Girls will try to find both living and nonliving things in nature.
3. Leaders and girls should create a scavenger hunt checklist.
EXAMPLE:
Nonliving Things
Living Things
 dew drops
 green leaf
 rock
 insects
 water
 flower
 sunlight
 moss
 clouds
 worm
Note:
Signs of Living
Things
 ant hill
 bird nest
 spider web
 footprint
Do your best not to harm, move, or take away any of the living and non-living
things that you find. Animals and plants depend on their habitat and these
things may be a part of their shelter, food or water source. An ecosystem is
very fragile because a living thing depends on nature to stay the same.
Accommodations:
For girls wanting a little more guidance, leaders may formulate the scavenger hunt checklist
prior to the activity. Girls may feel more comfortable working together in pairs or groups.
Leaders should focus on girls developing healthy relationships through cooperation and
team building.
For girls that would like more of a challenge, girls may create individual lists and pick a list
at random to complete their hunt! Girls may enjoy taking pictures of what they find in order
to share their discoveries with each other. Turning their photos into a nature scrapbook is a
wonderful way for girls to preserve memories.
Animals
Animals: Food Chain
Materials:
1.
2.
3.
4.
Number and variety of the materials is contingent on the number and desires
of the girls.
White paper or construction paper
Crayons or markers
Pencils
Tape
Directions:
1. Cut strips of paper at least 2 inches wide along the long edge of the paper.
2. Draw a picture of a plant on one of your strips of paper.
EXAMPLE: carrot
3. Loop the ends of the strip of paper together and add tape to make a closed circle.
You now have the first link in your food chain.
4. Draw a picture of an animal that eats your plant.
EXAMPLE: rabbit
5. Put one end of the strip through the first link and tape the ends to make another
closed circle. Now your food chain has 2 links.
6. Draw a picture of something that eats the animal that is eating your plant.
EXAMPLE: wolf
7. Put one end of the strip through the second link and tape the ends to make another
closed circle. This is your third link.
Note:
Plants make food for all living things and use the sun’s energy to grow. When
animals eat plants, they get energy. You also get energy from eating food.
Your food may be plants or animals.
Accommodations:
For girls wanting a little more guidance, leaders may provide girl with magazines and
pictures to tape onto pre-made chains. Leaders may supplement the girls’ knowledge of the
food chain by using age-appropriate educational resources including charts and diagrams.
For girls that would like more of a challenge, girls should see if their chains may link
together or form a complete circle!
Animals: Earthworm Observations
Materials:
1.
2.
3.
4.
5.
Number and variety of the materials is contingent on the number and desires
of the girls.
Earthworms (from your backyard or a pet supply store)
Paper towels
Water
Magnifying glass
Flashlight
Directions:
1. Wet the paper towel. Put an earthworm on the paper towel and observe how it moves.
2. Can you tell which end has the head?
3. Lightly touch the earthworm’s back and belly.
4. Do you feel a difference? Can you see a difference with the magnifying glass?
5. Shine the flashlight on the head end and the tail end of the earthworm.
6. What happens? Do you think that earthworms can see light?
Note:
Earthworms breathe through their moist skin. If they dry up, they’ll die, so
keep the worm and paper towel moist! After you finish, make sure you put
the earthworm where it will have soil to dig in. A park, backyard, or garden is a
great place for earthworms.
Accommodations:
For girls wanting a little more guidance, leaders may wish to hold the earthworm and have
the girls observe. Leaders should continually ask leading questions for deeper
understanding.
For girls that would like more of a challenge, girls may wish to build their own worm farm to
watch worms in action! More information may be found in your local library.
Animals: Understanding Animals
Materials:
No materials are necessary. Feel free to have girls plan the trip to the nature
center, state park, or wildlife preserve! Number and variety of the materials is
contingent on the number and desires of the girls.
Directions:
1. With an adult, visit a nature center, state park, or wildlife preserve.
2. Find out how to enjoy wildlife in a safe way.
3. Why is it best to watch wildlife from a distance?
4. What are the differences between pets like dogs and cats, and wild animals like
squirrels and raccoons?
5. Should you feed wild animals? Why or why not?
6. What do you do if you find a baby bird that’s fallen out of a nest or an animal that is
hurt?
Note:
Wild animals may be startled very easily; girls and leaders should respect the
wildlife with safety precautions. Observe animals from a distance using
binoculars or a camera; do not use the flash when taking pictures. If you are
in the outdoors, keep a distance from obvious animal paths, water sources,
and other signs of living things including footprints and droppings.
Accommodations:
For girls wanting a little more guidance, girls may observe animals in books, documentaries,
and other age-appropriate media. Leaders may ask for a guest speaker to bring in trained
animals to visit the troop/group.
For girls that would like more of a challenge, girls should know that animals are divided into
groups by the types of bodies they have. Girls should identify different species that match
specific body descriptions including animals with fur, animals with no legs, and animals
with wings but no feathers. If possible, girls should discover their knowledge by observing
animals in their natural habitats.
Plants
Plants: Plants and People
Materials:
No materials are necessary. Feel free to have girls create a native vegetation
and wildlife poster! Number and variety of the materials is contingent on the
number and desires of the girls.
Directions:
1. Learn to identify five different plants that are native to your area.
2. Find out if American Indians or early pioneers used these plants for food, medicine,
or something else such as bedding or fuel.
3. Do not pick or eat any plants that you are studying without the supervision or
permission of an adult.
Note:
“Native Americans,” in turn, are all the descendants, past and present, of the
first people to inhabit North America, Central America, South America and the
Caribbean Islands. Texas Native Americans shelled and ground acorns into
meal for soup and bread. They also gathered the prickly pear from cacti to be
eaten fresh or squeezed for juice.
Accommodations:
For girls wanting a little more guidance, leaders may wish to utilize age-appropriate
educational resources to introduce this activity to the girls. Girls may visit a museum about
Texan cultures to further their understanding and connect with experts in the field of
anthropology.
For girls that would like more of a challenge, girls may ask their family for traditional natural
remedies or recipes that have been passed down through their familial generations. Girls
may wish to work with a parent/guardian or family member to create this natural remedy or
recipe to share with the troop/group. Leaders should be aware of all food allergies and
sensitivities.
Plants: Adapt or Perish
Materials:
No materials are necessary. Feel free to have girls draft a chart showing how a
plant has adapted to its environment! Number and variety of the materials is
contingent on the number and desires of the girls.
Directions:
1. Plants adapt to their environments in many different ways.
2. Look for examples of ways that plants have developed or adapted in order to survive
in their habitats.
3. You might consider environments with little water or lots of water, those that are very
hot or very cold, or even those environments that have been changed by humans.
Note:
Annual plants in the desert survive periods of extreme drought (lack of water)
because their seeds germinate (grow) only after heavy rain, grow rapidly, and
live their whole life-cycle in just a few days. Cacti store water to survive
droughts. Many plants in the rainforest have leaves with pointed tips and
waxy surfaces to allow water to run off, this avoids the growth of bacteria and
fungi.
Accommodations:
For girls wanting a little more guidance, girls may wish to focus on one extreme environment
such as the rainforest or desert. Leaders may ask girls leading questions about specific
plants such as the coconut tree or water lily.
For girls that would like more of a challenge, girls may wish to choose their favorite plant
and research how that plant has adapted to its environment for survival. Girls may compare
2 species of their favorite plant and consider the differences between these species.
Plants: Garden Gifts
Materials:
Number and variety of the materials is contingent on the number and desires
of the girls.
1. A variety of plant parts such as the following:
a. Seeds, such as avocado, orange, or sunflower seeds
b. Roots, such as a sweet potato or ginger root
c. Leaves, such as jade leaves or African violet leaves
d. Stems, such as daffodil bulbs or crocus corms
Directions:
1. Gardeners use different plant parts to propagate (make more) plants.
2. Choose at least one of the plant parts listed above.
3. Research how to take care of your plant part(s).
4. Grow your own greenery from your plant part(s).
Note:
Some plants make more plants through vegetative propagation. This is
important because seeds are not always able to grow. Sometimes plant parts
fall near the parent plant. The new plants will receive food, water, and
protection from the parent plant. You may notice a large grouping of one type
of plant; this is caused by vegetative propagation.
Accommodations:
For girls wanting a little more guidance, the leader may wish to help girls plant the stem
from an ivy plant. Leaders should be attentive to cutting just below the terminal node. The
stem should be planted into soil deep enough to support itself. Girls should water the ivy
stem every 3 to 5 days.
For girls that would like more of a challenge, girls may use a ruler to measure the height of
the plant as it grows. When the plant is over 3 inches tall, girls may wish to move the plant
to a pot with more soil. When the plant is over 6 inches tall, girls should try planting their
sprouted plant part outside!
Conservation
Conservation: Homemade Recycled Paper
Materials:
Number and variety of the materials is contingent on the number and desires of the girls.
1. A large mixing bowl
2. An eggbeater
3. A cup
4. A big spoon
5. An old newspaper
6. Water
7. A screen about 3 inches square or bigger
8. A flat pan a little larger than the screen
9. Starch
Directions:
1. Tear a half-page of newspaper into very small pieces. Put the paper in a large mixing bowl full of
water.
2. Let the paper soak for one hour.
3. Beat the paper with an eggbeater for ten minutes. The paper should be soft and mushy. It is now
called pulp.
4. Mix 2 tablespoons of starch in 1 cup of water and add this to the pulp. Stir well because the starch
makes the paper pulp strong.
5. Pour the pulp into the flat pan.
6. Slide the screen under the pulp. Carefully move the pan back and forth to form an even layer of
pulp on top of the screen.
7. With two hands, lift the screen straight up (horizontally) out of the water. Place it on one half of the
remaining newspaper.
8. Fold the other half of the newspaper over the screen and press down very hard. This will squeeze
some of the water out of the pulp.
9. Carefully peel back the newspaper to uncover the pulp. Let the pulp dry overnight.
10. When the paper is dry, carefully peel it from the screen.
Note:
In 1700, paper was made in Europe by hand, one sheet at a time. Thanks to Nicholas
Robert of France, the first paper making machines were made in 1798. Today, we have
thin, flat, symmetrical sheets of paper made from wood pulp. Paper has been around for
almost 2,000 years. A fun way to recycle is by making your own homemade paper!
Accommodations:
For girls wanting a little more guidance, leaders may ask girls to break up into teams with assigned tasks to
complete making a sheet of homemade paper. Girls may also find videos or instructions with pictures
helpful to completing the task.
For girls that would like more of a challenge, girls may try making paper out of other things, such as paper
bags and gift wrap. Girls may add lint from a clothes dryer, pieces of thread, tissue paper, or leaves for a
special look. Girls may use this special paper to make note cards, books, collages, and many other unique
gifts from nature!
Conservation: Be a Water Saver
Materials:
No materials are necessary. Feel free to have girls draft their own water
conservation pledge! Number and variety of the materials is contingent on
the number and desires of the girls.
Directions:
1. Make it a habit to conserve water. Practice 2 of the following for 2 weeks:
a. Don’t run the water when you are brushing your teeth. Start with half a cup of
water (you can add more if you need to).
b. Take a short shower, no more than 5 minutes.
c. Don’t let the water run when washing the dishes. Instead, close the drain and
fill the sink with water.
d. Only fill up the tub halfway when taking a bath.
Note:
Less than 2% of earth’s water supply is fresh water and only 1% of the earth’s
water is available for drinking. The human body is about 75% water. The
average American uses between 140 and 170 gallons of water a day. Think
about how much water you use to stay hydrated and healthy and compare it to
how much water you may be wasting.
Accommodations:
For girls wanting a little more guidance, leaders may wish to ask girls to try 1 water saving
activity for 1 week. Girls will feel encourage to engage in a conservation habit with a chart
commending their progress.
For girls that would like more of a challenge, girls may think of one more way to save water
and practice that conservation habit for 2 weeks. Girls may log their progress and reflect on
their powers to change the world with simple, everyday water saving habits. Earn the Girl
Scout Bronze Award by starting a water-saving campaign in the community!
Conservation: Earth’s Caretakers
Materials:
Number and variety of the materials is contingent on the number and desires
of the girls.
Directions:
1. Girls will choose a special outdoor place in their community to adopt.
2. It should be a place where there are always people around.
3. Girls must have adult supervision and must have permission to work in the area they
choose.
4. Identify an environmental issue and community need.
5. Plan a service project to address this issue.
6. Bring work gloves and the right tools for the job. Ask your parents/guardians or
leaders what materials are necessary for your project.
Note:
The earth is your home. Living things like people, plants, and animals make
their home on our planet. Think about how you can make your home a better
place. Girls should feel empowered to make a difference in their community.
This is a great opportunity to earn the Girl Scout Bronze Award!
Accommodations:
For girls wanting a little more guidance, girls may wish to help the street trees on their block
by loosening the soil in each tree pit (the square where the tree is planted). This will allow
more water and air to get to the roots. Do this a few times during the spring, summer, or fall.
For girls that would like more of a challenge, girls may wish to plant a xeriscape garden or
flowers in their neighborhood. The spring is a great time to grow flowers in your
neighborhood for everyone to enjoy. Plant them around street trees, at a school, or at a
nursing home. Go back to water them and pull out any weeds every few weeks. Consider
turning your service idea into a Girl Scout Bronze Award project!