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Science Everywhere
This module is designed to help you explore how science affects your life each day.
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1.
|
Choose A or B or C and complete ALL the requirements.
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A.
|
Watch an episode or episodes (about one hour total) of a show about anything related to science. Then do the following:
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1.
|
Make a list of at least two questions or ideas from what you watched.
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|
2.
|
Discuss two of the questions or ideas with your counselor.
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|
Some examples include—but
are not limited to—shows found on PBS ("NOVA"), Discovery Channel,
Science Channel, National Geographic Channel, TED Talks (online videos),
and the History Channel. You may choose to watch a live performance or
movie at a planetarium or science museum instead of watching a media
production. You may watch online productions with your counselor's
approval and under your parent's supervision.
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|
B.
|
Read (about one hour total) about anything related to science. Then do the following:
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1.
|
Make a list of at least two questions or ideas from what you read.
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2.
|
Discuss two of the questions or ideas with your counselor.
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|
Books on many topics may be found at your
local library. Examples of magazines include but are not limited to
Odyssey, KIDS DISCOVER, National Geographic Kids, Highlights, and OWL or
owlkids.com .
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C.
|
Do a combination of reading and watching (about one hour total) about anything related to science. Then do the following:
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|
1.
|
Make a list of at least two questions or ideas from what you read and watched.
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2.
|
Discuss two of the questions or ideas with your counselor.
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2.
|
Complete ONE adventure from the following
list. (Choose one that you have not already earned.) Discuss with your
counselor what kind of science, technology, engineering, or math was
used in the adventure.
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Wolf Cub Scouts
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Bear Cub Scouts
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Adventures in Coins
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A Bear Goes Fishing
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Collections and Hobbies
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Bear Picnic
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Digging in the Past
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Critter Care
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Germs Alive!
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Webelos Scouts
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Grow Something
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Camper
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Earth Rocks!
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Maestro!
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3.
|
Act like a scientist! Explore EACH of the following:
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A.
|
With your counselor, choose a question you would like to investigate.
Here are some examples only (you may get other ideas from your adventure activities):
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1.
|
Why do rockets have fins? Is there any connection between the feathers on arrows and fins on rockets?
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2.
|
Why do some cars have spoilers? How do spoilers work?
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3.
|
If there is a creek or stream in your
neighborhood, where does it go? Does your stream flow to the Atlantic or
the Pacific ocean?
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|
|
With your parent's or guardian's permission
and assistance, you may want to use an online mapping application to
follow the streams and rivers to the ocean. Keep track of the names of
the streams, lakes, and rivers connecting your stream to the ocean. Is
it possible for you to find out the name of your watershed?
Paddle-to-the-Sea by Holling C. Holling is a fun book on this topic.
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4.
|
Is the creek or stream in your neighborhood or park polluted?
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You can do a stream sample to find out what
kinds of things are living in the water and under the rocks. Some things
can survive in polluted water; others can live only in clean water. You
can discover if a stream is polluted by finding out what lives there.
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5.
|
What other activity can you think of that involves some kind of scientific questions or investigation?
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B.
|
With your counselor, use the scientific
method/process to investigate your question. Keep records of your
question, the information you found, how you investigated, and what you
found out about your question.
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|
You may do 3B with another Cub Scout if you would like, but you need to do and record your own work.
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C.
|
Discuss your investigation and findings with your counselor.
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4.
|
Visit a place where science is being done,
used, or explained, such as one of the following: zoo, aquarium, water
treatment plant, observatory, science museum, weather station, fish
hatchery, or any other location where science is being done, used, or
explained.
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A.
|
During your visit, talk to someone in charge about science.
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B.
|
Discuss with your counselor the science done, used, or explained at the place you visited.
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5.
|
Discuss with your counselor how science affects your everyday life.
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Down and Dirty
This module is designed to help you explore how earth science affects your life each day.
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1.
|
Choose A or B or C and complete ALL the requirements:
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A.
|
Watch an episode or episodes (about one hour
total) of a show about Earth, the weather, geology, volcanoes, or
oceanography. Then do the following:
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|
|
1.
|
Make a list of at least two questions or ideas from what you watched.
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|
|
|
2.
|
Discuss two of the questions or ideas with your counselor.
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|
|
Some examples include—but are not limited
to—shows found on PBS ("NOVA"), Discovery Channel, Science Channel,
National Geographic Channel, TED Talks (online videos), and the History
Channel. You may choose to watch a live performance or movie at a
planetarium or science museum instead of watching a media production.
You may watch online productions with your counselor's approval and
under your parent's supervision.
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|
|
B.
|
Read (about one hour total) about Earth, the weather, geology, volcanoes, or oceanography. Then do the following:
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|
|
1.
|
Make a list of at least two questions or ideas from what you read.
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|
2.
|
Discuss two of the questions or ideas with your counselor.
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|
|
Books on many topics may be found at your
local library. Examples of magazines include but are not limited to
Odyssey, KIDS DISCOVER, National Geographic Kids, Highlights, and OWL or
owlkids.com .
|
|
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C.
|
Do a combination of reading and watching
(about one hour total) about Earth, the weather, geology, volcanoes, or
oceanography. Then do the following:
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|
|
1.
|
Make a list of at least two questions or ideas from what you read and watched.
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|
2.
|
Discuss two of the questions or ideas with your counselor.
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2.
|
Complete ONE adventure from the following
list. (Choose one that you have not already earned.) Discuss with your
counselor what kind of science, technology, engineering, or math was
used in the adventure.
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Wolf Cub Scouts |
Bear Cub Scouts |
Collections and Hobbies |
Critter Care |
Digging in the Past |
Super Science |
Grow Something |
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Webelos Scouts |
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Adventures in Science |
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Earth Rocks! |
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3.
|
Investigate: Choose A or B or C or D and complete ALL the requirements:
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A.
|
Volcanoes erupt
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1.
|
How are volcanoes formed?
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2.
|
What is the difference between lava and magma?
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3.
|
How does a volcano both build and destroy land?
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4.
|
Build or draw a volcano model. If you build a
working model, make sure you follow all safety precautions including
wearing protective glasses for your volcano’s eruption. If you draw a
volcano, be sure to draw a cross section and explain the characteristics
of different types of volcanoes.
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5.
|
Share your model and what you have learned with your counselor.
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B.
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Rock on
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1.
|
What minerals are common in your state? Make a collection of three to five common minerals and explain how they are used.
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2.
|
Are these minerals found in sedimentary, igneous, or metamorphic rocks?
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3.
|
Explain or demonstrate the difference in
formation of the three major types of rocks. Which types of rocks are
common in your area?
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4.
|
Share your collection and what you have learned with your counselor.
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C.
|
Weather changes our world
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1.
|
Make three weather instruments out of
materials around your home. (Examples include a rain gauge, weather
vane, barometer, anemometer, and weather journal.) Use these and another
method that is readily available (i.e., thermometer, eyes, older
person’s joints, etc.) for a total of four methods to monitor and
predict the weather for one week. Keep a log of your findings. Which
instrument provided the most accurate information?
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2.
|
Keep a weather journal for a week. Include
your predictions and the predictions of a local meteorologist. Do your
predictions match those of the local meteorologist? Do your predictions
match the weather that occurred? How can the predictions become more
accurate?
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3.
|
Discuss your work with your counselor.
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D.
|
Animal habitats: Choose TWO of the following
animal habitats and complete the activity and questions. At least one
habitat should be close to your home (within 50 miles). Visit at least
one of the habitats. Once you have completed the activity and questions,
discuss the habitats and the activities with your counselor:
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|
1.
|
Prairie
Draw or model a food web with at least five
consumers and two producers that live in the prairie habitat. What is
the difference between consumers and producers? Predators and prey? What
would happen if one of the animals in the food web disappeared?
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2.
|
Temperate forest
Research the two main categories of trees in the
temperate forest (coniferous and deciduous). Why are their leaves
different? How are their seeds different? Put a twig from a coniferous
tree (cone-bearing tree with needles) in a cup of water and tightly
fasten a clear plastic bag around the needles. Put a twig from a
deciduous tree (leafy tree that loses its leaves in the fall) in a cup
of water and tightly fasten a clear plastic bag around the leaves.
Observe what happens and draw pictures of your observations. Think of an
explanation for what occurred and discuss your explanation with your
counselor.
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3.
|
Aquatic ecosystem
With a parent’s permission and guidance, visit
an aquatic habitat near your home. Examples include a stream, river,
lake, pond, ocean, and wetland (a marsh or swamp). Draw or photograph
the area. What are the most common types of plants growing there? What
animals did you see? Did you see, hear, or smell any evidence of other
animals? (Your evidence might include things like bird calls, splashes
of fish or frogs jumping, tracks, feathers, or bones.) How do aquatic
ecosystems affect your life? How have humans affected the ecosystem?
(Look for signs of humans such as trash and bridges or walkways.) How do
you think humans have affected the ecosystem in ways you cannot see?
(Think about fertilizer and pesticides washing off your lawn and flowing
into a stream. How would this affect creatures that live in the water?)
What can you do to improve the quality of the ecosystem?
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4.
|
Temperate or subtropical rain forest
Describe the three main levels of the rain
forest (canopy, understory, and forest floor). Make a drawing or model
showing examples of animals and plants that live at each level. Choose
an animal or plant from each level and explain how it is adapted to its
particular place in the rain forest.
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5.
|
Desert
Choose a desert animal or plant. Make a model of
it, draw it, or describe it. Explain how it is particularly well
adapted to survive in a place where there is very little water. How
would the desert be different if this plant or animal were not there?
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6.
|
Polar ice
Research an animal that can be found in the
polar ice habitat. Draw or make a model of the animal and name three
characteristics that make it well adapted for life in the very cold and
snowy environment.
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7.
|
Tide pools
Explain how a tide pool is formed and describe
several animals that are found in tide pools. Make a model or draw a
diagram of a tide pool at a high intertidal zone and a low intertidal
zone. Include animals found in tide pools and explain how they adapt to
their constantly changing environment.
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|
4.
|
Visit. Choose A or B and complete ALL the requirements.
|
|
|
A.
|
Visit a place where earth science is being
done, used, explained, or investigated, such as one of the following:
cave, quarry or mine, geology museum or the gem or geology section of a
museum, gem and mineral show, university geology department, TV or radio
station meteorology department, weather station, volcano or volcano
research station, or any other location where earth science is being
done, used, explained, or investigated.
|
|
|
|
1.
|
During your visit, talk to someone in charge
about how people at the site use or investigate a particular area of
science. How could this investigation make the world better?
|
|
|
|
2.
|
Discuss with your counselor the science being done, used, explained, or investigated at the place you visited.
|
|
|
B.
|
Explore a career associated with earth
science. Find out what subjects you would need to study as you get
older. What kind of education would you need in the future to help
explore Earth? What types of people other than geologists explore Earth?
Discuss with your counselor what is needed to have a career in earth
science.
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|
|
Nova WILD!
This module is designed to help you learn about wildlife and the natural world around you.
|
1.
|
Choose A or B or C and complete ALL the requirements:
|
|
|
A.
|
Watch an episode or episodes (about one hour
total) of a show about wildlife, endangered species, invasive species,
food chains, biodiversity, ecosystems, or wildlife habitats. Then do the
following:
|
|
|
|
1.
|
Make a list of at least two questions or ideas from what you watched.
|
|
|
|
2.
|
Discuss two of the questions or ideas with your counselor.
|
|
|
|
Some examples include—but are not limited
to—shows found on PBS ("NOVA"), Discovery Channel, Science Channel,
National Geographic Channel, TED Talks (online videos), and the History
Channel. You may choose to watch a live performance or movie at a
planetarium or science museum instead of watching a media production.
You may watch online productions with your counselor's approval and
under your parent's supervision.
|
|
|
B.
|
Read (about one hour total) about wildlife,
endangered species, invasive species, food chains, biodiversity,
ecosystems, or wildlife habitats. Then do the following:
|
|
|
|
1.
|
Make a list of at least two questions or ideas from what you read.
|
|
|
|
2.
|
Discuss two of the questions or ideas with your counselor.
|
|
|
|
Books on many topics may be found at your
local library. Examples of magazines include but are not limited to
Odyssey, KIDS DISCOVER, National Geographic Kids, Highlights, and OWL or
owlkids.com .
|
|
|
C.
|
Do a combination of reading and watching
(about one hour total) about wildlife, endangered species, invasive
species, food chains, biodiversity, ecosystems, or wildlife habitats.
Then do the following:
|
|
|
|
1.
|
Make a list of at least two questions or ideas from what you read and watched.
|
|
|
|
2.
|
Discuss two of the questions or ideas with your counselor.
|
|
2.
|
Complete ONE adventure from the following
list. (Choose one that you have not already earned.) Discuss with your
counselor what kind of science, technology, engineering, or math was
used in the adventure.
|
|
|
Wolf Cub Scouts |
Bear Cub Scouts |
Digging in the Past |
A Bear Goes Fishing |
Grow Something |
Critter Care |
Spirit of the Water |
|
|
Webelos Scouts |
|
Into the Wild |
|
Into the Woods |
|
|
3.
|
Explore.
|
|
|
A.
|
What is wildlife? Wildlife refers to animals that are not normally domesticated (raised by humans).
|
|
|
B.
|
Explain the relationships among producer,
prey, predator, and food chain. (You may draw and label a food chain to
help you answer this question.)
|
|
|
C.
|
Draw (or find) pictures of your favorite
native plant, native reptile or fish, native bird, and native mammal
that live in an ecosystem near you. Why do you like these? How do they
fit into the ecosystem?
|
|
|
D.
|
Discuss what you have learned with your counselor.
|
|
4.
|
Act like a naturalist. Choose TWO from A or B or C or D or E or F, and complete ALL the requirements for those options.
|
|
|
A.
|
Investigate the endangered species in your state.
|
|
|
|
1.
|
Make a list, drawing, or photo collection of three to five animals and plants that are endangered.
|
|
|
|
2.
|
Design a display (a poster, PowerPoint
presentation, or other type of display) to show at least 10 of the
threatened, endangered, or extinct species in your state. (You may use
your drawings or photo collection in your display.)
|
|
|
|
3.
|
Discuss with your counselor the differences
between threatened, endangered, and extinct species. Discuss how
threatened animals or plants could become endangered or extinct. How
might the loss of these animals or plants affect the ecosystem and food
chain? What can be done to preserve these species?
|
|
|
B.
|
Investigate invasive species.
|
|
|
|
1.
|
Make a list, drawing, or photo collection of
at least five mammals, plants, fish, birds, insects, or any other
organisms that are invasive in your state or region of the country.
|
|
|
|
2.
|
Design a presentation (a poster, PowerPoint
presentation, or other display) including at least one of the invasive
species from your list. Explain where they came from, how they got to
your area, what damage they are causing, and what is being done to get
rid of them. Share your presentation with your counselor and your family
or your den.
|
|
|
|
3.
|
Discuss with your counselor what an invasive
species is, how invasive animals or plants cause problems for native
species, and how these invasive species could affect an ecosystem and
food chain.
|
|
|
C.
|
Visit an ecosystem near where you live.
|
|
|
|
1.
|
Investigate the types of animals and plants that live in that ecosystem.
|
|
|
|
2.
|
Draw a food web of the animals and plants
that live in this ecosystem. Mark the herbivores, omnivores, and
carnivores. Include at least one decomposer or scavenger.
|
|
|
|
3.
|
Discuss with your counselor (using your food
web drawing) how the animals or plants in the food web fit into a food
chain. Which animals are predators and which can be prey? How does each
plant and animal obtain its energy? Describe the energy source for all
the plants and animals.
|
|
|
D.
|
Investigate one wild mammal, bird, fish, or reptile that lives near you.
|
|
|
|
1.
|
Create a diorama representing the habitat of
this creature. Include representations of everything it needs to
survive; its home, nest, or den; and possible threats. You may use a
variety of different materials within your diorama (usually constructed
in a shoebox or similar container).
|
|
|
|
2.
|
Explain to your counselor what your animal must have in its habitat in order to survive.
|
|
|
E.
|
Investigate your wild neighbors.
|
|
|
|
1.
|
Make a bird feeder and set it up in a place
where you may observe visitors. The feeder could be complex or as simple
as a pinecone covered with peanut butter and rolled in birdseed and
then tied with a string to an appropriate location, like a tree branch.
|
|
|
|
2.
|
Fill the feeder with birdseed. (Make sure that your feeder does not remain empty once you have started feeding birds.)
|
|
|
|
3.
|
Provide a source of water.
|
|
|
|
4.
|
Watch and record the visitors to your feeder
for two or three weeks. (It may take a while for visitors to discover
your food source.)
|
|
|
|
5.
|
Identify your visitors using a field guide,
and keep a list of what visits your feeder. (Visitors are not always
birds! Sometimes deer, rabbits, chipmunks, squirrels, and raccoons visit
bird feeders—or the area under the feeder! The kinds of nonbird
visitors will depend on where you live. You may want to investigate how
to collect the tracks of any nighttime visitors.)
|
|
|
|
6.
|
Discuss with your counselor what you learned about your wild neighbors.
|
|
|
F.
|
Earn the Cub Scout Outdoor Ethics Awareness
Award OR the Cub Scout World Conservation Award (if you have not already
earned them for another Nova award).
|
|
5.
|
Visit a place where you can observe wildlife.
Examples include parks (national, state, and local), zoos, wetlands,
nature preserves, and national forests.
|
|
|
A.
|
During or after your visit, talk to someone about:
|
|
|
|
1.
|
The native species, invasive species, and
endangered or threatened species that live there. If you visit a zoo,
talk to someone about the ecosystems for different zoo animals and
whether any of the zoo animals are invasive in different areas of the
world. (For example, pythons are often found in zoos, but they are an
invasive species in Florida.)
|
|
|
|
2.
|
The subjects studied in school that enable
him or her to work with wildlife. Examples of experts to talk to include
forest ranger, wildlife biologist, botanist, park ranger, naturalist,
game warden, zookeeper, docent, or another adult whose career involves
wildlife.
|
|
|
B.
|
Discuss with your counselor what you learned during your visit.
|
|
6.
|
Discuss with your counselor:
|
|
|
A.
|
Why wildlife is important
|
|
|
B.
|
Why biodiversity is important
|
|
|
C.
|
The problems with invasive species and habitat destruction
|
|
|
Out of This World
This module is designed to help you discover the wonders of space exploration.
|
1.
|
Choose A or B or C and complete ALL the requirements.
|
|
|
A.
|
Watch an episode or episodes (about one hour
total) of a show about the planets, space, space exploration, NASA, or
astronomy. Then do the following:
|
|
|
|
1.
|
Make a list of at least two questions or ideas from what you watched.
|
|
|
|
2.
|
Discuss two of the questions or ideas with your counselor.
|
|
|
|
Some examples include—but are not limited
to—shows found on PBS (“NOVA”), Discovery Channel, Science Channel,
National Geographic Channel, TED Talks (online videos), and the History
Channel. You may choose to watch a live performance or movie at a
planetarium or science museum instead of watching a media production.
You may, with your parent’s permission, visit a website for young
scientists or astronomers and investigate the learning activities (Young Astronomer , Kids Astronomy , Young Stargazers , and NASA StarChild .)
|
|
|
B.
|
Read (about one hour total) about the planets, space, space exploration, NASA, or astronomy. Then do the following:
|
|
|
|
1.
|
Make a list of at least two questions or ideas from what you read.
|
|
|
|
2.
|
Discuss two of the questions or ideas with your counselor.
|
|
|
|
Books on many topics may be found at your
local library. Examples of magazines include—but are not limited
to—Odyssey, KIDS DISCOVER, National Geographic Kids, Highlights, and OWL
or owlkids.com .
|
|
|
C.
|
Do a combination of reading and watching
(about one hour total) about the planets, space, space exploration,
NASA, or astronomy. Then do the following:
|
|
|
|
1.
|
Make a list of at least two questions or ideas from what you read and watched.
|
|
|
|
2.
|
Discuss two of the questions or ideas with your counselor.
|
|
2.
|
Complete ONE adventure from the following
list. (Choose one that you have not already earned.) Discuss with your
counselor what kind of science, technology, engineering, or math was
used in the adventure.
|
|
|
Wolf Cub Scouts |
Bear Cub Scouts |
Air of the Wolf |
A Bear Picnic Basket |
Collections and Hobbies |
Robotics |
Germs Alive! |
Super Science |
Motor Away |
|
|
Webelos Scouts |
|
Adventures in Science |
|
Engineering |
|
Game Design |
|
|
3.
|
Choose TWO from A or B or C or D or E or F and complete ALL the requirements for the options you choose.
|
|
|
A.
|
Have a star party with your den, pack, or family. (Make sure you wear proper clothing for the nighttime temperature.)
|
|
|
|
1.
|
Choose a clear night to investigate the stars. A fun time to watch stars is during a meteor shower. You may check http://earthsky.org/astronomy-essentials with your parent’s or guardian’s permission to find good times to watch meteors.
|
|
|
|
2.
|
Find five different constellations and draw
them. With your parent’s or guardian’s permission, you may use a free
smartphone application such as Google Sky Map for Android phones or
Night Sky for iPhones to help identify stars and constellations.
|
|
|
|
3.
|
Share your drawings with your counselor. Discuss whether you would always be able to see those constellations in the same place.
|
|
|
B.
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Explain how “revolution,” or “orbit,”
compares with “rotation” when talking about planets and the solar
system. Show these by walking and spinning around your counselor. Do the
following:
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1.
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Choose three planets to investigate (you may
include the dwarf planet Pluto). Compare these planets to Earth. Find
out how long the planet takes to go around the sun (the planet’s year)
and how long the planet takes to spin on its axis (the planet’s day).
Include at least TWO of these: distance from the sun, diameter,
atmosphere, temperature, number of moons.
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2.
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Discuss what you have learned with your counselor.
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C.
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Using materials you have on hand (plastic
building blocks, food containers, recycled materials, etc.), design a
model Mars rover that would be useful to explore the rocky planet’s
surface. Share your model with your counselor and explain the following:
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1.
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The data the rover would collect
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2.
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How the rover would work
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3.
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How the rover would transmit data
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4.
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Why rovers are needed for space exploration
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D.
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Design on paper an inhabited base located on
Mars or the moon. Consider the following: the energy source, how the
base will be constructed, the life-support system, food, entertainment,
the purpose and function, and other things you think would be important.
Then do the following:
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1.
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Draw or build a model of your base using recycled materials.
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2.
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Discuss with your counselor what people would need to survive on Mars or the moon.
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E.
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Become an asteroid mapper. Obtain your
parent’s or guardian’s permission and map an asteroid as part of the Jet
Propulsion Laboratory and the California Institute of Technology’s Dawn
project: http://dawn.jpl.nasa.gov/DawnCommunity/asteroid_mappers.asp .
Then discuss with your counselor your mapping activities, why mapping
asteroids is important, and what you learned about space and asteroids.
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F.
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Eclipses
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1.
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Investigate and make models or diagrams of
solar and lunar eclipses. (Example: You may wish to use balls of
different sizes and a flashlight to represent the sun.)
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2.
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Using your model or diagram, discuss eclipses
with your counselor, and explain the difference between a solar eclipse
and a lunar eclipse.
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4.
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Visit or explore. Choose A or B and complete ALL the requirements.
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A.
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Visit a place where space science is being
done, used, explained, or investigated, such as one of the following:
observatory, planetarium, air and space museum, star lab, astronomy
club, NASA, or any other location where space science is being done,
used, explained, or investigated.
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1.
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During your visit, talk to someone in charge
about how people at the location use or investigate space science. Find
out how this investigation could make the world a better place.
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2.
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Discuss with your counselor the science being done, used, explained, or investigated at the place you visited.
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B.
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Explore a career associated with space
exploration. Find out what subjects you would need to study as you get
older. Find out whether you must be an astronaut to explore space, and
what other opportunities exist for people interested in space
exploration.
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5.
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Tell your counselor what you have learned about space exploration while working on this award.
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Tech Talk
This module is designed to help you explore how technology affects your life each day.
- Choose A or B or C and complete ALL the requirements.
- Watch an episode or episodes (about one hour total) of a show about anything related to technology. Then do the following:
- Make a list of at least two questions or ideas from what you watched.
- Discuss two of the questions or ideas with your counselor.
Some examples include—but are not limited
to—shows found on PBS ("NOVA"), Discovery Channel, Science Channel,
National Geographic Channel, TED Talks (online videos), and the History
Channel. You may choose to watch a live performance or movie at a
planetarium or science museum instead of watching a media production.
You may watch online productions with your counselor's approval and
under your parent's supervision.
- Read (about one hour total) about anything related to technology. Then do the following:
- Make a list of at least two questions or ideas from what you read.
- Discuss two of the questions or ideas with your counselor.
Books on many topics may be found at your
local library. Examples of magazines include but are not limited to
Odyssey, KIDS DISCOVER, National Geographic Kids, Highlights, and OWL or
owlkids.com .
- Do a combination of reading and watching (about one hour total) about anything related to technology. Then do the following:
- Make a list of at least two questions or ideas from what you read and watched.
- Discuss two of the questions or ideas with your counselor.
- Complete ONE adventure from the following list.
(Choose one that you have not already earned.) Discuss with your
counselor what kind of science, technology, engineering, or math was
used in the adventure.
Wolf Cub Scouts
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Webelos Scouts
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Finding Your Way
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Build It
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Motor Away
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Fix It
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Bear Cub Scouts
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Movie Making
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Make It Move
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A World of Sound
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- Explore EACH of the following:
- Look up a definition of the word technology and discuss the meaning with your counselor.
- Find out how technology is used in EACH of the following fields:
- Communication
- Business
- Construction
- Sports
- Entertainment
- Discuss your findings with your counselor.
- Visit a place where technology is being designed,
used, or explained, such as one of the following: an amusement park, a
police or fire station, a radio or television station, a newspaper
office, a factory or store, or any other location where technology is
being designed, used, or explained.
- During your visit, talk to someone in charge about the following:
- The technologies used where you are visiting
- Why the organization is using these technologies
- Discuss with your counselor the technology that is designed, used, or explained at the place you visited.
- Discuss with your counselor how technology affects your everyday life.
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Swing!
This module is designed to help you explore how engineering and simple machines called levers affect your life each day.
- Choose A or B or C and complete ALL the requirements.
- Watch an episode or episodes (about one hour
total) of a show about anything related to motion or machines. Then do
the following:
- Make a list of at least two questions or ideas from what you watched.
- Discuss two of the questions or ideas with your counselor.
Some examples include—but are not limited
to—shows found on PBS ("NOVA"), Discovery Channel, Science Channel,
National Geographic Channel, TED Talks (online videos), and the History
Channel. You may choose to watch a live performance or movie at a
planetarium or science museum instead of watching a media production.
You may watch online productions with your counselor's approval and
under your parent's supervision.
- Read (about one hour total) about anything related to motion or machines. Then do the following:
- Make a list of at least two questions or ideas from what you read.
- Discuss two of the questions or ideas with your counselor.
Books on many topics may be found at your local
library. Examples of magazines include but are not limited to Odyssey,
KIDS DISCOVER, National Geographic Kids, Highlights, and OWL or owlkids.com .
- Do a combination of reading and watching (about
one hour total) about anything related to motion or machines. Then do
the following:
- Make a list of at least two questions or ideas from what you read and watched.
- Discuss two of the questions or ideas with your counselor.
- Complete ONE adventure from the following list.
(Choose one that you have not already earned.) Discuss with your
counselor what kind of science, technology, engineering, or math was
used in the adventure.
Wolf Cub Scouts
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Webelos Scouts
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Motor Away
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Adventures in Science
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Paws of Skill
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Engineer
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Bear Cub Scouts
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Sportsman
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Baloo the Builder
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A Bear Goes Fishing
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- Explore EACH of the following.
- Levers
- Make a list or drawing of the three types of levers. (A lever is one kind of simple machine.)
- Show:
- How each lever works
- How the lever in your design will move something
- The class of each lever
- Why we use levers
- On your own, design, including a drawing, sketch, or model, ONE of the following:
- A playground fixture that uses a lever
- A game or sport that uses a lever
- An invention that uses a lever
Be sure to show how the lever in your design will move something.
- Discuss your findings with your counselor.
- Do the following:
- Visit a place that uses levers, such as a
playground, carpentry shop, construction site, restaurant kitchen, or
any other location that uses levers.
- Discuss with your counselor the equipment or tools that use levers in the place you visited.
Visitations to places like carpentry shops,
construction sites, restaurant kitchens, etc., will require advance
planning by the counselor. The counselor should call ahead to make
arrangements, and make plans to have appropriate supervision of all
Scouts.
The site will very likely have rules and instructions
that must be followed. The counselor should help ensure that all the
participants are aware of and follow those rules. This may include
safety procedures and other instructions.
- Discuss with your counselor how engineering and simple machines affect your everyday life.
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1-2-3 Go!
This module is designed to help you explore how math affects your life each day.
Math and physics are used in almost every kind of
invention, including cars, airplanes, and telescopes. Math also includes
cryptography, the use of secret codes.
- Choose A or B or C and complete ALL the requirements.
- Watch an episode or episodes (about one hour total) of a show that involves math or physics. Then do the following:
- Make a list of at least two questions or ideas from what you watched.
- Discuss two of the questions or ideas with your counselor.
Some examples include—but are not limited
to—shows found on PBS ("NOVA"), Discovery Channel, Science Channel,
National Geographic Channel, TED Talks (online videos), and the History
Channel. You may choose to watch a live performance or movie at a
planetarium or science museum instead of watching a media production.
You may watch online productions with your counselor's approval and
under your parent's supervision.
- Read (about one hour total) about anything that involves math or physics. Then do the following:
- Make a list of at least two questions or ideas from what you read.
- Discuss two of the questions or ideas with your counselor.
Books on many topics may be found at your local
library. Examples of magazines include but are not limited to Odyssey,
KIDS DISCOVER, National Geographic Kids, Highlights, and OWL or owlkids.com .
- Do a combination of reading and watching (about
one hour total) about anything that involves math or physics. Then do
the following:
- Make a list of at least two questions or ideas from what you read and watched.
- Discuss two of the questions or ideas with your counselor.
- Complete ONE adventure from the following list.
(Choose one that you have not already earned.) Discuss with your
counselor what kind of science, technology, engineering, or math was
used in the adventure.
Wolf Cub Scouts
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Code of the Wolf
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Bear Cub Scouts
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Robotics
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Webelos Scouts
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Game Design
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- Explore TWO options from A or B or C and complete
ALL the requirements for those options. Keep your work to share with
your counselor. The necessary information to make your calculations can
be found in a book or on the Internet. (See the Helpful Links box for
ideas.) You may work with your counselor on these calculations.
- Choose TWO of the following places and calculate how much you would weigh there.
- On the sun or the moon
- On Jupiter or Pluto
- On a planet that you choose
- Choose ONE of the following and calculate its height:
- A tree
- Your house
- A building of your choice
- Calculate the volume of air in your bedroom.
Make sure your measurements have the same units—all feet or all
inches—and show your work.
Volume = Length × Width × Height
- Secret Codes
- Look up, then discuss with your counselor each of the following:
- Cryptography
- At least three ways secret codes or ciphers are made
- How secret codes and ciphers relate to mathematics
- Design a secret code or cipher. Then do the following:
- Write a message in your code or cipher.
- Share your code or cipher with your counselor.
- Discuss with your counselor how math affects your everyday life.
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Cub Scout Supernova Award
To earn the Cub Scout Supernova award, you must be a Bear
or Wolf Cub Scout who is active with a den. With your parent's and unit
leader's help, you must select a council-approved mentor who is a
registered Scouter. You may NOT choose your parent or your unit leader
(unless the mentor is working with more than one youth).
A Note to the Counselor
The Cub Scout Supernova award recognizes superior
achievement by a Cub Scout in the fields of science, technology,
engineering, and mathematics (STEM).
All experiments or projects should be conducted using the
highest level of safety protocol and always under the supervision of a
qualified, responsible adult.
Tigers are not eligible to earn the Cub Scout Supernova award.
Although it is not a requirement, it is recommended that you
earn at least two of the four Nova awards for Cub Scouts before earning
the Dr. Luis W. Alvarez Supernova Award.
Dr. Luis W. Alvarez Supernova Award
For Cub Scouts
This Supernova award can be earned by Cub Scouts like you who want to soar in science.
Requirements
- Complete both of the adventures appropriate for your rank.
Wolf Cub Scouts
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Bear Cub Scouts
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Air of the Wolf
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Make It Move
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Code of the Wolf
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Super Science
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- Complete the following adventure appropriate for your rank.
Wolf Cub Scouts
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Bear Cub Scouts
|
Call of the Wild
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Forensics OR Marble Madness
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- Find interesting facts about Dr. Luis W. Alvarez
using resources in your school or local library or on the Internet (with
your parent's or guardian's permission and guidance). Then discuss what
you learn with your mentor, including answers to the following
questions: What very important award did Dr. Alvarez earn? What was his
famous theory about dinosaurs?
- Find out about three other famous scientists,
technology innovators, engineers, or mathematicians approved by your
mentor. Discuss what you learned with your mentor.
- Speak with your teacher(s) at school (or your
parents if you are home-schooled) OR one of your Cub Scout leaders about
your interest in earning the Cub Scout Supernova award. Ask them why
they think math and science are important in your education. Discuss
what you learn with your mentor.
- Participate in a science project or experiment in
your classroom or school OR do a special science project approved by
your teacher. Discuss this activity with your mentor.
- Do ONE of the following:
- Visit with someone who works in a STEM-related career. Discuss what you learned with your mentor.
- Learn about a career that depends on knowledge
about science, technology, engineering, or mathematics. Discuss what you
learned with your mentor.
- Learn about the scientific method (or scientific
process). Discuss this with your mentor, and include a simple
demonstration to show what you learned.
- Participate in a Nova- or other STEM-related
activity in your Cub Scout den or pack meeting that is conducted by a
Boy Scout or Venturer who is working on his or her Supernova award. If
this is not possible, participate in another Nova- or STEM-related
activity in your den or pack meeting.
- Submit an application for the Cub Scout Supernova award to the district STEM or advancement committee for approval.
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