PB & J
WORKSHOP
-- Participant Workbook -Proficiency Badges & Journeys
Page 1
Girl Scout Mission, Promise & Law
The Girl Scout mission, promise and law are shared by every member of Girl
Scouting and define the way Girl Scouts agree to act every day toward one
another, other people, and the world.
Girl Scouting builds girls of
courage, confidence and
character, who make the world a
better place.
On my honor, I will try:
To serve God and my country,
To help people at all times,
And to live by the Girl Scout Law.
I will do my best to be
honest and fair,
friendly and helpful,
considerate and caring,
courageous and strong, and
responsible for what I say
and do,
and to
respect myself and others,
respect authority,
use resources wisely,
make the world a better
place,
and be a sister to every Girl
Scout.
Page 2
The Learning Process –
Learning is a PROCESS which takes place in a safe learning environment. Part of keeping a safe environment is the
establishment of “ground rules”. We are Adult Girl Scouts, and as such, we keep our Promise and honor the Law which
says we will treat each other with courtesy and respect. In this workshop it is expected that everyone will engage in the
LEARNING PROCESS.

P – Participation
o


R – Responsibility
o
Be responsible to be back from breaks on time so we can finish on time.
o
Take responsibility for your own learning – if you don’t understand something, don’t hesitate to ask.
O – Open Mind
o


In a learning environment, everyone needs to feel safe. To create safety, let’s agree not to share today’s issues or
discussions outside of this class other than in a positive way. Can we agree on holding confidentiality for each other?
E – Experimentation
o
You can only learn new things if you are willing to try out new things.
o
Would you be willing to try something with me?
o
Cross your arms the usual way. It’s comfortable and you do it without thinking – yes?
o
Now try crossing your arms the other way!
o
It’s only uncomfortable because we aren’t use to it.
S – Sensitivity
o

Learning can only take place if you have an open mind. Be open to new ideas and try them out.
C – Confidentiality
o

We learn through our participation – so everyone needs to participate in a small or large group discussion.
We are here with different levels of skill and experience – let’s be sensitive to each other’s pace as we learn.
S – Sense of Humor
o
Last but not least – let’s remember to keep our sense of humor and have some fun together.
ENGAGE IN THE PROCESS
Page 3
Training Procedures:
This workshop is EXPERIENTIAL. ALL Participants are asked to let go of their biases (for three hours!) and actively engage in
the Learning Process. Methods of delivery will include large and small group activities, a minimum amount of lecture,
hands on exploration of the books, written exercises, as well as open group discussion.
This curriculum is divided into 3 SECTIONS.
1. Section 1: The Process
2. Section 2: The Recipe, The Tools & The Ingredients
3. Section 3: The Delivery
Learning Style Tips:

One of the most effective ways for visual learners to retain information is to engage with the information by
highlighting, underlining, and writing notes. At times, your facilitator will ask you to silently read sections. As
you read, take the time to underline, highlight and mark what you feel are the most important parts of the
material. Visual Learners move information from short term to long term memory by engaging the part of the
brain that controls motor function.

One of the most effective ways for auditory learners to retain information is to speak it. At times, your
facilitator will ask you a series of questions. Auditory learners should take advantage of the opportunity to
discuss what you highlighted on the pages and why. The ability to verbalize key concepts moves the information
over to long term memory.
Course Objectives:
After completing this workshop, the student should be able to…
1) Reflect on how Journeys and Badges work together to help girls gain leadership skills and experience
and express the value and impact to the girls’ lives by offering them a full experience.
2) Use your Leaders’ resources to demonstrate a link between a Journey theme, a Badge, and another
type of program event that all tie together.
3) Propose 3 ways to make Journeys more enjoyable, less like school.
Page 4
Table of Contents:
SECTION 1 – THE PROCESS
Begins on pg. 6

Process Overview: Making a PB & J Sandwich
7–9

Process Overview: Making a GSLE Sandwich
10 – 11 & 15

Variations on a Theme
12 – 14
SECTION 2 – THE RECIPE, THE TOOLS, & THE INGREDIENTS
Begins on pg. 16

Making the Connection between Activities & GSLE
17 – 18

A Deeper Dive into the Leader’s How-To Guide
19 - 20

Breaking Down a Sample Session
21 – 22

The Goal
23

An Overview of Girls Guide to Girl Scouting
24

Skill Building Badge Sets
25

A Deeper Dive into the Girl’s Guide
26 – 27

My Leadership Statement
28

Breaking Down a Badge
29 – 30

Tying in GPS
31

Recap: Summarizing the Nat’l Portfolio
32
SECTION 3 – THE DELIVERY
Begins on pg. 33

Journey Awards through the Years
34

A View of Grade Level Badges
35 - 40

Make Your Own Badge
41

Earning Badges (Honor Code)
42

It’s ALL in the Delivery
43

What Does Girl Led Look & Sound Like?
44

What Does a Leader letting Girls Lead Look & Sound Like?
45

Take Action Project Considerations
46 – 47

Tips for Multi-Level Troops
48
Page 5
SECTION 1:
The
PROCESS
“Everyone has the
talent to some
degree: even
making a peanut
butter and jelly
sandwich, you know
whether it tastes
better to you with
raspberry jam or
grape jelly; on
chewy
pumpernickel or
white toast.”
Key Messages:
 Almost everything is a process. Fully understanding a process gives
one confidence and security in carrying out that process. When the basic
process is owned and mastered, enhancements can begin.
 The Journeys were designed to be customizable, flexible, and
tailored to a group’s interest. They should be supplemented with other
activities like field trips, events, cookie sales, and badges.
 Journeys provide the Discover, Connect, Take Action component of
the GSLE. They are the framework for developing LEADERSHIP.

Badges focus on a single topic and build skills that can be used to
enhance the implementation of the Leadership Journey.

Together they work like PB & J
Anna Shapiro,
Author - 'A Feast of
Words' (1996)
Page 6
The Process: How to Make a PB & J Sandwich
Step 1: Become familiar with the PROCESS. You may refer back at any time. Once familiar, gather your supplies.
Take a moment to
interpret what the
diagram is telling you
Step 2: Select a flavor of Jelly or Jam. Circle the one that you would like to use.
Grape
Peach
Strawberry
Apricot
Blueberry
Blackberry
Black Cherry
Raspberry
Orange Marmalade
Peach - Mango
Apple Butter
Boysenberry
Pineapple
Cranberry
Lemon
Mint
Page 7
Step 3: Do you have a preferred brand of jelly, jam, or preserves? Customize your choice.
Smuckers
Polaner
Generic House Brands like
Great Value
Gourmet Brands like St. Dalfour
Welches
I make my own Jam…
And I can it myself!
Step 4: Circle your preferred style of peanut butter.
CRUNCHY
SMOOTH
Step 5: Select your bread.
White
Wheat
Pumpernickel
Rye
Page 8
Multi-Grain
Sourdough
Step 6: Assemble.
What happens if you
leave a component
out? Or put the jelly
on the outside of the
bread?
QUESTION: What purpose does the plate serve? Write your answers on the plate below.
Page 9
The Process: How to Make Proficiency Badges and
Journeys Work Together:
Step 1: Become familiar with the PROCESS. You may refer back at any time. Once familiar, gather your supplies.

The Girl Scout Leadership Experience is comprised of two distinct components: the journeys, which develop girls’
leadership ability through the three keys; and badges, which build girls’ skills. If volunteers only focus on one of those, they
are not providing girls with the Girl Scout Leadership Experience.

Journeys were designed to be customizable, flexible, and tailored to a group’s interest. Girls and adults can determine
together the format for their journey: how many sessions, what they’d like the journey to be, what field trips, experts, and
“side trips” they would like to add to make the journey as personal, intriguing, and educational as they would like.

Journeys are a way for girls to develop leadership, explore their interests, try new things, meet people, and make their
world better. Girls and adults are encouraged to think of the journey as a guide to Discover, Connect, and Take Action.

Adult guides are an integral part of the journeys. It is recommended that adults read through the guide once to get ideas
about how they and the girls want to approach the journey. Then, adults can go back and look more closely at the Sample
Sessions. The adult guide not only lists Sample Sessions, but trip and team-building ideas, and plenty of tips for getting
creative.

Other activities are available in Girl Scouting for girls to do along with the journey. The sessions do not have to be done
week after week, unless girls design it that way. Camping, badges, council trips, the Cookie Program, etc., can be woven
throughout the year. Please visit the journey maps, http://www.girlscouts.org/program/journeys/maps to get an overview
of how the journeys fit with all the other Girl Scout activities.

There are resources such as It's Your Journey--Customize It! that support implementation of journeys.
Page 10
Step 2: Select a Journey. Plan a get-together with the girls. Make it fun; perhaps a picnic or sleep over? Get
examples of all three journey books for them to look over. (Can you borrow them from the GS library or other
leaders in your SU?) Dedicate the time to prepare and then facilitate a neutral discussion. Offer choices, but let the
girls choose without influence or pressure. Circle one they might like to use.
Step 3: Customize! You are not locked into doing every activity in the Journey or Girls Guide exactly the way it is written. These
are SAMPLES. Journey activities required for the awards are marked with an icon. Definitely do those, but modify them if you need
to. The rest are add-ons if you have time. Even the Journey theme itself is a broad category that can be narrowed down to a focused
topic from within that category from a wide variety of options. See the customization pages in this handout and share & discuss
with your girls. Go with the subject that is most appealing to them.
cus·tom·ize [kuhs-tuh-mahyz]
verb (used with object) -ized, -iz·ing.
to modify or build according to individual or
personal specifications or preference.
To customize your Journey topic see the Discussion
Points and On Topic Related Alternative Activities for
all Journey Series on the following pages…
Page 11
VARIATIONS ON A THEME:
= Science, Technology, Engineering or Math component
Discussion Points & On-Topic Alternative Activities for each Journey Series
Series 1: IT’S YOUR WORLD—CHANGE IT!
Series 2: IT’S YOUR PLANET – LOVE IT!
Series 3: IT’S YOUR STORY – TELL IT!
Flower Garden (K-1)

Honeybees in Action

The basics of planting

Nursery/Wildflower farm

Botanical
Gardens/Arboretum

Worm Farm

Composting

Garden Party
Between Earth & Sky (K-1)

The Science of Plants
o Germination
o Structure
o Growth needs
o Helpful Insects
o What makes a weed a
weed?
o How seeds travel

Reading Basic Maps

Community Gardens

Bird Migration

Art in Nature

Seeds, Nuts, Fruits & Cones

Large Tree Species
Three Cheers for Animals (K-1)

Animal Habitats

Horses

Animal Movement

Animal “disguises”

Origami

Animal Care/Veterinary
Science

Animal Therapy

Seeing Eye Dogs/Service
Animals
Series 1: IT’S YOUR WORLD—CHANGE IT!
Series 2: IT’S YOUR PLANET – LOVE IT!
Series 3: IT’S YOUR STORY – TELL IT!
Brownie Quest (2-3)

Friendship Bracelets

Manners

Playing Fair

Haiku Poetry

Family Trees/ Ancestry

City Mapping
WOW (2-3)

The Science of Water
o Water cycle
o Condensation
o Runoff
o Evaporation
o Precipitation

Water conservation

Kayaking

Arid/wetlands

Animal/Plant adaptations to
environment

Rainbows/Prisms

The body’s need for water

Irrigation systems

Water quality

Submarines

Underwater studies

Marine Life

Coral Reef Studies

Water power

Tide Pools

Oceanography
A World of Girls (2-3)

Typhoons

Hurricanes

Architecture Around the
World

Greetings in different
cultures

World Customs

Ethnic Food

Tea Ceremony

Stories from Around the
World

Music from Around the
World

Art forms Around the
World

Quilts as stories
Series 1: IT’S YOUR WORLD—CHANGE IT!
Series 2: IT’S YOUR PLANET – LOVE IT!
Series 3: IT’S YOUR STORY – TELL IT!
Agent of Change (4-5)

Inspirational Women

Meeting Planning

Slogan writing

Teambuilding

Teamwork defined

Consensus Building

Community Mapping

Food Pantries/ Food Banks
Get Moving (4-5)

Exploring Types of Energy

Energy Consumption

Carbon Footprint

Earth-friendly packaging

Art from Recycled Materials

Butterfly Migration

Stargazing & Astronomy



Energy Eff
aMuse (4-5)

Role Playing/Acting

Doll making

Dancing

Stereotype Awareness

World Theater

Play writing

Costume Design

Designing/creating
Page 12

Creative Writing
VARIATIONS ON A THEME:
= Science, Technology, Engineering or Math component
Discussion Points & On-Topic Alternative Activities for each Journey Series
Series 1: IT’S YOUR WORLD—
CHANGE IT!
Series 2: IT’S YOUR PLANET –
LOVE IT!
Series 3: IT’S YOUR STORY – TELL IT!
Amaze (6-8)

Social Etiquette- First
Impressions

Visit a Peace
Memorial

Speak with someone
who’s been through
war

Visit the holocaust
museum

Engage in a
Penpal/ePal program

Conflict resolution

Anti-bullying
workshops

Visit a Japanese
“Zen” Garden

Texting Etiquette

Netiquette

Meet a diplomat or
someone from a
consulate
Breathe (6-8)
The Science of Sound

What is sound?

How does sound travel?

How is sound
measured?

Hearing disorders

Audiology

Analog versus digital
technology
MEdia (6-8)

All things Multi-media
o Television broadcasting
o Newspaper/Magazine Production
o Telephony Operations
o Internet & Connectivity
o Texting/ Tweeting
o Blogging
o Web-page design
o Publishing
The Science of Wind

Fossil fuel & wind
power

Kite Making/flying

Erosion

Air travel/ navigation
systems

Aerodynamics

Hot Air Balloons
The Science of Air/Oxygen

Air quality/ Pollution
Studies

Environmentally “safe”
products

Dangers of Cigarette
Smoking/Second hand
smoke

Impacts of
deforestation

How plants create
oxygen

Lung Capacity

Breathing related
illness/conditions like
asthma

The effect of altitude on
air

Cooking:
Yeast/Whipping
Chemistry
Atmospheric Studies

Global warming

Ozone
Meteorology

Weather phenomenon
The science of smell/scent

Neurology & scent

Psychology & scent

Aromatherapy
Page 13







Animation
Film/ Movie Production
Media Messaging
The Power of Suggestion
Psychology of Advertising
Body Image
Music & Emotion
VARIATIONS ON A THEME:
= Science, Technology, Engineering or Math component
Discussion Points & On-Topic Alternative Activities for each Journey Series
Series 1: IT’S YOUR WORLD—CHANGE
IT!
Series 2: IT’S YOUR PLANET – LOVE IT!
Series 3: IT’S YOUR STORY – TELL
IT!
Girltopia (9-10)

Artistic expression

Political/Social issues
impacting girls

Women in Leadership

Art Museum Tour

Create an Avatar

Attend a Play

Learn how to debate an issue

Speak to women in
legislature, or other positions
of power

Investigate & debate ethical
dilemmas

Talk with Someone in Talk
Radio
Sow What? (9-10)

Working Farm

Soil studies

Safe/Unsafe effects of fertilizers &
Pesticides

Food Policy & Regulation

Yield studies

Hunger

Nutrition

Food Labels

Growing Regions

Food Production

Food Preservatives

Packaging Design

Food Processing Plants

Meal planning & preparation

Food merchandising

Eating rituals

Ethnic Foods

Organic Growing/Labeling

The many uses of corn

Agricultural biodiversity
Mission: Sisterhood (9-10)

Personality Studies

Definitions of “Beauty”

Setting Personal
Boundaries

Maintaining a Healthy
Lifestyle

The Impact of Gossip

The Portrayal of
Women in Film

“Coming of Age” in
different eras

Mentoring & Being
Mentored
Series 1: IT’S YOUR WORLD—CHANGE
IT!
Series 2: IT’S YOUR PLANET – LOVE IT!
Series 3: IT’S YOUR STORY – TELL
IT!
Your Voice, Your World (11-12)

Famous Women Advocates

Speak to policy makers

Visit advocacy centers

Survey Design/Analytics

Graphic Design

T-shirt/screen printing

Mediation/Conflict Resolution
workshop

Learn how to debate an issue

Project Management
Workshop

Acting Workshop

Cartooning

Photojournalism

Digital Photography

Film Production

Marketing/Advertising

Public Speaking
Justice (11-12)

Green Energy
o Biofuels
o Solar Energy

Environmental Studies

Advocacy Centers

Landfill/Waste Processing Plants
Bliss: Live it, Give it! (11-12)

Relaxation

Reflection

Inspiring Women

Goal Setting &
Attainment

Food Pyramid: Then &
Now

Healthy Dating/
Relationships

Career Exploration

Skill Mastery

Cemetery Stories

Interviewing Skills

Persuasive Speaking







Composting
Recycling
Carbon footprint
“Green” Product Marketing
Environmental dangers
o Lead
o Mercury
o Pesticides
o Household chemicals
Epidemiology
Pasteurization
Page 14
Step 4: Ask the girls to go through their Girls Guides and pick some badges and awards they want to
earn. Hold a vote and give them experience facilitating a democratic process. Select some Proficiency
Badges that tie into the Journey theme & some that are just for fun. Decide whether you want to add faith awards,
community service bars, or the Safety Award. Allow time for earning the badges for cookies and financial literacy. If
your troop is old enough, ask if they want to earn the Bronze, Silver, or Gold award.
Step 5: Use GPS to add in some field trips, workshops, and camp outs that help girls achieve their goals and some that
are just for fun. GPS (GSNETX Program Supplement) is a listing of activities & program providers across Northeast Texas which
have been related to the Journeys. Also take a look at the monthly “Troop Scoop”. Both of these resources can be found under
PROGRAM & EVENTS  GIRL ACTIVITIES on the GSNETX website.
Activities are categorized by:




Program Grade Level
Location of the Council
served
Price Range
Journey Series
You may perform an interactive
search on the website, or
download the entire PDF
document by clicking on the
catalog cover. A very good
resource of activities to do with
girls!
Step 6: Follow the diagram to put your troop year together.
Page 15
Troop Scoop is a monthly
newsletter for the Troop
Leader designed to share ideas
for games, activities, crafts &
trips.
SECTION 2:
The
RECIPE,
the TOOLS
& the
INGREDIENTS
“A jazz musician can
improvise based on his
knowledge of music. He
understands how things
go together. For a chef,
once you have that
basis, that's when
cuisine is truly
exciting.”
Charlie Trotter,
Chef Owner of Charlie
Trotter’s - Chicago
*****
“I feel a recipe is only a
theme, which an
intelligent cook can play
each time with a
variation.”
Key Messages:
 The Leader’s How-To Guide explains the purpose and the goal
of the Journey; it gives instructions for how to facilitate, tips for
working with girls at that grade level.

The Journey is in the ADULT GUIDE, not the Girls’ books.
 The Sample Sessions are just that – samples. The samples
contain activities with instructions, lists of materials needed, and
questions to ask to help guide the discussion. You are given more
than you need and do not have to do them all. You are also free to
substitute.
 Activities in the Journey are designed to help a girl discover
who she is and what she cares about. This is the first step toward
EMPOWERMENT.
 The Girls’ Guide to Girl Scouting Handbook honors
tradition and explains where badges and insignia go on the sash
or vest. The Badges offer opportunities to sharpen specific skills.
 Badges have 5 steps (Petals have 3). Girls have 3 options
for completing a step.
 GPS (GSNETX Programming Supplement) offers field
trips, events, and activities outside of the meeting place.
Madame Benoi,
Culinary Author, Speaker,
Canadian Commentator and
Journalist
Page 16
Making the Connection between Activities & GSLE
Page 17
Fist to Five Activity - Junior - Agent of Change Journey
Circle appropriate Girl Scout Grade Level : Daisy (K‐1)
Brownie (2‐3)
Junior (4‐5)
Cadette (6‐8)
Senior (9‐10)
Ambassador (11‐12)
Activity / Event / Award
(describe)
Leaders’ How To Guide Session 2 pg. 58
Consensus Building Activity:
1) Girls come to an
understanding of the meaning
of consensus – meaning that
the group discusses an issue,
addresses concerns, and agree
to work together as a team.
This is a step above “majority
rules” voting.
2) Discuss what kinds of teams
need to reach a consensus.
Have them pick one.
Girl Scout
Processes
(Circle appropriate
processes)
• Girl Led
The 3 Leadership
Keys ‐ Outcomes
(Circle all appropriate outcomes)
Discover:
1. Girls develop a strong
sense of self
• Learning by Doing
2. Girls develop positive
values
• Cooperative
Learning
3. Girls gain practical life
skills
4. Girls seek challenges in
the world
5. Girls develop critical
thinking
Connect:
1. Girls develop healthy
relationships
3) Review the Fist to Five hand
positions & ensure girls
understand the meaning of the
positions.
2. Girls promote
cooperation and team
building
4) Invite girls to discuss a
question or issue they want to
settle as a team – perhaps a trip
or project they want to realize.
4. Girls advance diversity in
a multicultural world
5) Use the hand position
technique to talk about the
issue.
6) If anyone holds up fewer than
3 fingers, the person is given the
opportunity to state their
objections and the team
addresses their concerns.
7) Continue the process until a
consensus is achieved with
everyone holding up at least 3
fingers beforor the team
determines to move on to
another issue.
3. Girls can resolve conflicts
5. Girls feel connected to
their communities,
locally and globally
Take Action:
1. Girls can identify
community needs
2. Girls are resourceful
problem solvers
3. Girls advocate for
themselves and others,
locally and globally
4. Girls educate and inspire
others to act
5. Girls feel empowered to
make a difference in the
world
Page 18
Ways to Extend this
Activity
(Field Trips, Research,
Badges, Community Service,
etc)
Life Skills for Success
Workshop – pg. 22 in GPS
Internet search on topics
of Team Building and
Consensus Building
techniques.
Tie it to the INSIDE
GOVERNMENT Badge.
When doing step 2 &
visiting a branch of
government or
interviewing an elected
official… ask questions
about how they build
consensus.
A Deeper Dive into the Journey Adult How-To Guide
Small Group Search & Find: (1) Using the Leader‘s How-To Guide, turn to the page numbers given to you. (2) Describe
what you find and scribe a few notes about how this information is useful to you.
Turn to pages:
8&9
What do you see? How is this useful to you?
An overview of what this Journey book is about. It describes the kinds of activities girls
will explore.
This will help me see the big picture before I get into the details.
Why Self – Esteem Matters!
10 & 11
This section links the abilities and needs of girls at this grade level to the reason behind
the activities in the journey and shows me how doing them will contribute to the growth
of the girl.
12 & 13
14 & 15
16 & 17
18 & 19
Page 19
Turn to pages:
What do you see? How is this useful to you?
20 & 21
22 & 23
24 & 25
26 & 27
Journey Awards
Please return to page 12 in your Leaders’ How-To Guide and summarize the Leadership Awards. (Most have 3, Brownies have 4)
Name of the
Award:
What it means for the girls…
How they earn it…
Page 20
When they
receive it:
Show & Tell: Breaking Down a Sample Session
1. Turn to Sample Session 2 in your Leaders’ How-To Guide.




2. Follow the instructions from the facilitator.
3. Fill in the blanks below.
TASK:
Daisy – pg. 36
Brownie – pg. 36
Junior – pg. 34
Cadette – pg. 40
ANSWERS:
What is the goal of this meeting session?
How many Toward The Award icons does this
sample session contain?
Name items from the materials list that you will
need to accomplish one of the Toward the
Award Activities:
Locate any screenshots of the Girls’ book in the
margins on the How To Guide pages that link up
with pages or activities in the girl’s book. Do
you have any?
YES
NO
Homework TASK:

At home, select one of the Toward the Award activities from a Sample Session in your Leaders’
Guide.

Make the link to how this activity uses the 3 Keys & the 3 Processes to move girls toward the
Outcomes. Fill out the worksheet on the next page in the same manner as the ”Fist to Five” example.

What’s in it for you? This is about speaking the language. These are the things you’ve always done
as leaders, but once you can talk about it in terms of Leadership Development and how what you do
makes a positive impact on the girls…you have become empowered. You can talk to parents…you
can talk to anyone!
Page 21
Pick an Activity from one of your Journeys and make the connections:
Circle appropriate Girl Scout Grade Level : Daisy (K‐1)
Activity / Event / Award
(describe)
Brownie (2‐3)
Girl Scout
Processes
(Circle appropriate
processes)
• Girl Led
• Learning by Doing
• Cooperative
Learning
Junior (4‐5)
The 3 Leadership
Keys ‐ Outcomes
(Circle all appropriate
outcomes)
Discover:
1. Girls develop a strong
sense of self
2. Girls develop positive
values
3. Girls gain practical life
skills
4. Girls seek challenges in
the world
5. Girls develop critical
thinking
Connect:
1. Girls develop healthy
relationships
2. Girls promote
cooperation and team
building
3. Girls can resolve
conflicts
4. Girls advance diversity
in a multicultural world
5. Girls feel connected to
their communities,
locally and globally
Take Action:
1. Girls can identify
community needs
2. Girls are resourceful
problem solvers
3. Girls advocate for
themselves and others,
locally and globally
4. Girls educate and
inspire others to act
5. Girls feel empowered to
make a difference in the
world
Page 22
Cadette (6‐8)
Senior (9‐10)
Ambassador (11‐12)
Ways to Extend this
Activity
(Field Trips, Research, Badges,
Community Service, etc)
The Goal: One Question
Ask yourself this question:
Have I achieved the goal?
 If yes, move on.
 If no, try again.
Something to Ponder:
If you were traveling from Dallas to Sacramento… would it matter any more or less if you took Highway 40
West (the high road, 1 day & 4 hours) or Highway 10 West (the low road, 1 day & 5 hours) as long as you
arrived at your goal which is the destination? Is one route on the Journey any more valid than another one
as long as you reach the goal? What factors might influence you to take one road over another?
Page 23
An Overview of the Girls Guide to Girl Scouting

The Girl's Guide includes your handbook and your badge book. Leaders and girls use the same book. Every girl
should have her own book because it is a record of what they did in Girl Scouts. It's also the 100th Anniversary
edition – so that makes it a collectible!

Your girls can customize their Girl's Guide. The "My Girl Scouts" section includes scrapbook pages, friends'
autograph pages, coloring pages for Daisies, and stickers for Daisies, Brownies and Juniors. It includes a badge
foldout chart to show girls what fun lies ahead as they continue in Girl Scouting.
What's inside each Girl's Guide?
1) A Handbook Section
2) A Badges Section, which includes:
Legacy Badges:
o Artist
o The Girl Scout Way
o Citizen
o Cook
o First Aid
o Athlete
o Naturalist
Other Badges/Awards:
o Financial Literacy Badges, 1 per year
o Cookie Business Badges, 1 per year
o Make Your Own Badge
o My Promise, My Faith Pin
o Journey Summit Pin
AND for older girls, Information on the following:
o
o
o
o
Program Aide (PA)
Counselor In Training (CIT)
Volunteer in Training (formerly known as LIT)
Bronze, Silver & Gold requirements
3) A My Girl Scouts Section to scrapbook and customize
Page 24
Additional Skill Building Badge Sets
Looking for MORE Ways to Build Skills? Additional badge skill-building sets for Brownies through Seniors contain 15 topics for each
level. They offer great examples of ways to incorporate the skills while on a Journey, but can also be used on their own! $4/per set
of 5 badge booklets.
Girl Scout Daisy:
This Program Level does not have additional badge skill sets
Girl Scout Brownie:
- It's your Story - Tell it! (World of Girls): Letterboxer, Pets, Making Games,
Inventor, Making Friends
- It's your Planet - Love it! (Wonders of Water): Potter, Household Elf, Senses,
Hiker, My Great Day
- It's your World - Change it! (Quest): Computer Expert, My Best Self, Dancer,
Home Scientist, My Family Story
Girl Scout Junior:
- It's your Story - Tell it! (Amuse): Geocacher, Animal Habitats, Playing the Past, Product Designer, Social Butterfly
- It's your Planet - Love it! (Get Moving): Jeweler, Gardener, Detective, Camper, Independence
- It's your World - Change it! (Agent of Change): Digital Photographer, Staying Fit, Musician, Entertainment Technology, Scribe
Girl Scout Cadette:
- It's your Story - Tell it! (Media): Animal Helpers, Netiquette, Night Owl, Field Day,
Entrepreneur
- It's your Planet - Love it! (Breathe): Trailblazing, Babysitter, Woodworker, Book
Artist, Special Agent
- It's your World - Change it! (Amaze): Public Speaker, Eating for Beauty, Digital Movie
Maker, Screenwriter, Science of Happiness
Girl Scout Senior:
- It's your Story - Tell it! (Sisterhood): Traveler, Voice of Animals, Game Visionary,
Social Innovator, Business Etiquette
- It's your Planet - Love it! (Sow What?): Textile Artist, Room Makeover, Truth Seeker,
Adventurer, Car Care
- It's your World - Change it! (Girltopia): Website Designer, Women's Health, Troupe Performer, Science of Style, Novelist
Girl Scout Ambassador: This Program Level does not have additional badge skill sets.
Please Note: With creativity, ANY badge can be linked to ANY Journey. Likewise, a Skill
Builder Badge set that is directly linked to a specific Journey can be done by ANYONE too!
Page 25
HOMEWORK: A Deeper Dive into the Girl’s Guide Handbook
Search & Find: (1) Turn to the Handbook section, open the pages and start at the Promise & Law. Every program grade
level consistently offers information on the below topics. (2) Flip though the pages one by one until you find the topic.
Make note of the page numbers and scribe a few notes about how AND when this information is useful to you.
Topic:
Page #’s:
What do you see? How & when is this useful to you?
Adventure
Map
GS
History
Special
Days for
GS
Uniforms
& Insignia
Journey
Award
Details
Proficiency
Badges
For Daisies this
will be Petals &
Leaves
Page 26
Topic:
Page #’s:
What do you see? How & when is this useful to you?
GS Honor
Code
Mentoring &
Special
Opportunity
Awards
Bridging
Bronze,
Silver &
Gold
Awards
Applies to Juniors 
Ambassadors only
Group Discussion Topics:
Select ONE of the topics from the list below. Revisit those pages in the Girls’ Guide and gather your thoughts into a
“Leadership Statement”.
 The Journey Map: As a leader, why is it important to allow girls to interject their imaginations into the theme
and include the side trips? What is the impact to girls?
 GS History: As a leader, why is it important to include Daisy Gordon Low’s story as part of our GS Culture? What
is the impact to girls?
 The Honor Code: As a leader, why is it important to emphasize the Honor Code as it relates to earning Awards &
Badges? Why is it important to girls?
 Special Opportunity Awards: As a leader, why is it important to allow girls to decide which of these additional
Awards they are interested in pursuing? (Example: Safety Award, Cookie Pin, My Promise/ My Faith, Community
Service Bars, etc.) Select one as an example and describe the impact to girls of earning it.
Page 27
My Leadership Statement:
Our topic:
I believe:
The impact to girls is:
Page 28
Hands in Books: Breaking Down a Badge
Instructions:
1. Clear a space down the middle of your table. You need room to work.
2. Turn to the Badges Section in the Girls Guide. This worksheet has 10 tasks which will be completed in a small
group setting.
3. Select one person to handle taking apart the GGGS as we work through the tasks below.
4. Each section is timed to ensure that all important points are touched on. Please use time wisely. You may
appoint a time keeper as well to help the group stay on task.
*** Note to Small Groups: It is important to keep the process moving to finish on time and achieve the objectives while
balancing the need for group discussion. Can agree to keep the discussion on point and pull other members back if the
group begins to go down a bunny trail?
Task # /
Time
TASK:
Task One
1
2 min
Task
Two
2
1 min
Task
Three
Facilitator: Pull the Awards Log & Progression Chart out of the book and look at the front and back sides
together with your group. Discuss how this chart will be helpful for the girls.
Group Facilitator: In the Badges Section of the GGGS, turn to pages 2 & 3 and find & notice “Choosing A
Badge” … turn these pages for now until you get to the Badge Booklets. We will use this later to step the
group through the different parts of a badge.
2 min
Facilitator: Take all of the Badge Booklets from the binder and line them up down the middle of the table
starting with Legacy Badges, Cookie Business & Financial literacy Badges. Allow each person in the group
to pick up one of the LEGACY or FINANCIAL LITERACY Badges of their choosing.
(Leave the Cookie Badges & Make Your Own Badge booklets alone for now.)
Task
Four
Facilitator: Once everyone has a badge in their hands, ask the leaders to look at the front cover and notice
the following:
 The picture of the Badge at the top.
3
4
2 min

The name of the Badge

Find the 5 Steps to earn the Badge

Find & read the purpose of the Badge.
Task Five Facilitator: Ask everyone to open the Badge Booklet and look through the pages inside. Point out:
 With the exception of Daisies, every Badge has 5 Steps.
5
3 min

Every Step has 3 Options to complete that step.

Daisies earn Petals which have 3 steps.
Page 29
Task Six
6
2 min

The benefit of having options to complete a step means that the leader can select a method that
works best for the Troop.

It also means that girls working on Badge steps at home can select the one that works best for
them.

Many of the Steps offer information on More to Explore or extra Tips
Facilitator: Ask the Leaders at your table to trade Badge Booklets with someone else so that they can get a
closer look at another badge. Give them a moment to look through it. Ask the Leaders at your table to look
at Step 2 in the Badge Booklet they are holding. Give them a moment and ask this 2-part question:
1) Of the three options, which are their girls most likely to choose?
2) What skill would the girls gain from doing the activity in that option? How might it benefit them?
Have the members of the table share their answers with each other.
Task
Seven
7
3 min
Facilitator: Ask the Leaders at your table to flip the Badge Booklet they are holding to the back side and
have each one read out loud to the group the short paragraph about adding the Badge to the Journeys.
When they are done, ask: “Thinking about what you just heard… what is the benefit of having a
discussion with the girls about how the skill they just learned can be applied to other things?”
Have the Leaders share their answer with the wider group.
Task
Eight
8
3 min
Task 9
9
3 min
Facilitator: Ask the group to set aside the Legacy and Financial Literacy Badges. Pick up and share the
Cookie Badges where all members of the group can gather and see. Ask:
 How do these Badges differ?
 Pick out one or two skills learned by earning these badges and discuss at your table how the girls
will benefit from them.
Facilitator: Using the Progression Chart, ask the group to take put all of the Badges back into the Girls
Guide Notebook in the order in which they occur, i.e. Legacy to Cookie to Financial Literacy.
Hold the Make Your Own Badge booklet out of the notebook for a moment. As a group, look through the
steps and then put the booklet back into the notebook.
Coming Spring 2012! Note: Girls must work independently, not as a troop, on Make Your Own Badges
which can be earned once per year. Focus on the existing badges first to become familiar with the process
and note the information about the Make Your Own Badge later in the Workbook.
Facilitator: Ask the participants to look again at the Progression Chart while you tie the theme of a
Journey, to a field trip, to a badge… Here is one example…
Task 10
10
2 min

Earlier on the Variations on a Theme pages we saw that the Agent of Change Journey could be
about Meeting Planning.

Professional Meeting Planners often join a professional association, much in the way that lawyers
and CPA’s do. These association members take courses and exams in order to get letters after
their name.

The Headquarters for Meeting Planners International happens to be in Dallas on the Dallas North
Tollway. They frequently give tours to students. This would be considered a field trip related to
the Journey theme.

Let’s look at the Badge Progression Chart… looking at the Junior column … which badges do you
see that potentially could be linked to meetings and events?
Page 30
Homework: An Overview of the GSNETX Program Supplement
The programs in this guide provide an opportunity for girls to experience Girl Scouting beyond
the troop meeting. By developing collaborations with local community resources, the council can
provide programs that often are not available solely at the troop or Service Unit level. In many of
the sessions offered, girls can come together from all areas of the council to enjoy the fun,
friendship, and power of girls together. GPS will be published twice each year, Fall and Spring, and
gives details of the many program opportunities and events offered. Each event identifies the
appropriate age level and the topical area (Legacy Badge, Journey, or Special Interest Badge) that
is supported by the activities offered. Keep in mind that in most instances, the girls will not earn
the Girl Scout badge by simply attending the event; additional work may be required.
Website Location:
GSNETX  Program &
Events  Girl Activities
Community program partners handle their own registration. Enabling these organizations to selfregister allows GSNETX to develop new Girl Scout programs and bring more programs to girls
throughout each of the 32 counties. You can help with this by reading all details about a program
before registering. Unfortunately, if you call the Girl Scout office we will not be able to provide
you with the necessary information for such programs. If the listing instructs you to register
directly with the community organization, please do not send in a Girl Scout Program Event
Registration Form to GSNETX. Simply follow the registration instructions listed in the program
write-up, and contact the person designated in the entry.
INSTRUCTIONS: Find 2 Activities that could be linked to the Journey theme and a badge you examined today.
Activity Description:
Why did you choose it?
Journey Theme Link:
Badge Link:
Consider This: To finance your side trips, will you ask your parents for support, will the girls finance their activities through cookie
sales and other fundraising activity, or will it be a combination of both? Imagine how much more effective the girls will become with
marketing and budgeting when they have earned their Financial Literacy badges!
Page 31
RECAP: Summarizing the National Program Portfolio
The Journeys offer girls all the leadership benefits that we’ve promised them and the badges offer them the chance to
build specific skills. When a girl goes on a journey, she gets to explore leadership from all different angles.

How does a leader identify a problem that needs to be solved?

How does she dig deeper to find the root causes of that issue?

How does she research solutions that go beyond the surface level of the problem?

And how does she team with others on all of the above, multiplying efforts to make the world a better place?
That’s what the journeys are all about! The journeys, as you know, aim at all three keys to leadership: Discover, Connect
and Take Action.
Badges help girls develop specific skills in everything from photography to inventing to camping to geocaching – the list
goes on and on! When girls build skills, they become more confident and develop a stronger sense of self, part of our
Discover key. (And of course, a girl can use the skills she builds as she goes on her journey!) Journeys offer a wide, 360
degree view of leadership. Badges offer a focus on one topic. Journeys are core to the Girl Scout Leadership Experience.
Badges enrich and complement the experience. Together, they work like PB & J.
Page 32
SECTION 3:
The
DELIVERY
“Always remember:
If you’re alone in
the kitchen and you
drop the lamb…
…you can always
just pick it up.
Who’s going to
know?”
Julia Child,
Culinary Author, TV
Personality
Key Messages:
 The National Portfolio includes Journeys AND Badges. They work
together. One done without the other makes the GSLE incomplete. Use
them both the way they were meant to be used.
 Work from the Leader’s How-To Guide. Keep the Girls’ Books at
home or in a bin to prevent a meeting from feeling like schoolwork.
 The Girls’ Book is a supplement they can enjoy whenever they like
to draw inspiration from and add their personal inspirations to it. Girls
usually read it from cover to cover when they get it. This makes your work
as a leader easier because the seeds are planted and you don’t have to work
so hard to explain concepts. It’s called priming the pump.
 Girls have the opportunity to earn 9 Leadership Awards and 28
Badges per program grade level, not including special opportunity awards or
Higher Awards like Bronze, Silver & Gold.
 Girls responding to GSUSA research said that a maximum of 10
Badges or awards per year is enough for them.

A Leader’s attitude influences everything.
 When girls have input to the what, when & where of their troop
activities they become invested and naturally take the lead.
 Moving from Community Service, which meets a one-time need, to
Taking Action is a step toward helping girls exercise problem solving skills
and discovering they are not powerless.
Page 33
A View of Journey Awards through the Years
Page 34
A View of Daisy Petals & Leaves = 14 Skills
Page 35
A View of Brownie Badges = 26 Skills
Page 36
A View of Junior Badges = 26 Skills
Page 37
A View of Cadette Badges = 26 Skills
Page 38
A View of Senior Badges = 26 Skills
Page 39
A View of Ambassador Badges = 11 Skills
Page 40
Make Your Own
Badges
Q. Will Make Your Own
badges require council
approval?
A. No. To create and
complete a Make Your
Own badge, girls will
work with volunteers
or advisors. The last
step to completion
requires a discussion
between the girl and
an adult and will
require an adult’s
signature.
Q. Once a girl creates her
Make Your Own badge, can
other girls earn it?
A. When a girl earns
her Make Your Own
badge, she gains skills not only in the topic she has chosen but from the process of creating the badge.
Therefore, girls can only earn the Make Your Own badges they create. If Make Your Own badges were available
to all girls they would lose their value as “make your own” as well as the intrinsic skills that come from creating,
developing, and completing a project.
Q. What will be the process for Make Your Own?
A. To create the physical Make Your Own badge (in addition to developing the idea and the requirements),
Brownies through Ambassadors will log onto (with adult supervision) a Make Your Own badge site. There, girls
will choose a design icon from a gallery of pre-approved images. When they are finished designing, girls will
submit their badges to the licensed vendor on the site who will produce and ship.
Q. How many Make Your Own badges per level can a girl earn?
A. Girls can earn one per year.
Q. Will all Make Your Own badges look the same?
A. Make Your Own badges for Brownies through Ambassadors will have the appropriate grade-level shape. The
border will match the grade-level color.
Page 41
1 - Earning Badges - Group Discussion
Consider this famous quote from Juliette Low nearly a century ago….
A Badge is a symbol that you have done the thing it
stands for often enough, thoroughly enough, and well
enough to BE PREPARED to give service in it.
Juliette G. Low
Fast forward 100 years later, GSUSA still maintains that we should…
Educate; don’t decorate!
Question: What is the potential impact to the girls of diluting the badge requirements to rush through as
many as possible? How can you balance the desire of the girls and parents to add as many patches as possible
to the vest or sash with ensuring that the girl has a lasting impact from truly accomplishing and mastering the
skill?
Page 42
2 - Journeys: It’s ALL in the Delivery
Knowing that one of the most common criticisms of the
Journeys is that they are too much like school work, we
have developed this list of tips & tricks to help make the
Journey Experience more fun:
1) In a metaphorical sense… it’s the experience getting there - not reaching the
destination - which makes a trip enjoyable. True? So mix it up; take field trips, go
camping, and attend Service Unit and Council events. Find a way to link the activity
in some way to the Leadership Journey.
2) Would you agree that the mood of the driver in the car can make or break a trip? We all agree that building self
esteem, character, and leadership skills in girls is important; it’s why we’re here – right? So find where your fear
about Journeys lie, if you have any, and let them go. Take what works, adapt it to the girl’ interests, and protect
yourself from other people’s negativity if you come across any of it. Think about it. Attitudes are contagious –
good and bad - and can influence the experience of the girls. If you love it – they’ll love it! Choose the example
you want them to follow.
3) The Journey is in the Adult Guide – not the Girls’ Book. The Girls’ book is supplemental. Have them read it at
home or keep the Girls’ books in a tub or bin and bring them out only when you need them. Share the stories out
loud, and then put the Girl’s books back in the tub. Having them out the whole time can drive the experience to
feeling like school. Stop that! Get the material from the book, but do it outside of the book when you can.
4) Remember, this is Girl Scouts and it is Girl Led. What do the girls WANT to do? Let them be creative and
step outside the book so long as it applies to the topic. Most importantly, make it hands on as much as possible.
Very young Girl Scouts may need to select between choices. Mid-level Girl Scouts may need guidance on how to
express themselves in a group setting, listening to others, and experience with the brainstorming and democratic
process. With older Girl Scouts, give them the Leaders’ Guide. Let them outline the process and fill in the rest with
your supervision. When the activity reflects the girls’ interests, they will naturally take the lead.
5) Start with the Journey Series theme, but allow the girls to decide which topics within that theme they want to
explore. As an example, a Senior Troop doing the “Sow What?” Journey included cooking, field trips,
competitions, gardening, crafts, and watching Food Inc. on Net-Flix during their troop year. The most important
part was that the girls chose what they did and did not want to do. Use the “Variations on a Theme” pages to
help with the brain-storming.
6) Younger girls learn best through play. Play the learning games followed by reflective discussion questions as
often as possible and keep it active.
7) Make asking questions and searching for answers part of the troop culture. If you adopt this ritual, perhaps
close each meeting with a question for the girls to go away and think about and search for answers. Open the
next meeting with sharing time for the girls to disclose what they have found or figured out.
Page 43
3 - What Does Girl Led Look and Sound Like?
Girl Scouting is a learning experience. You know it’s happening when:
1. Girls are allowed to make mistakes (non life-threatening.)
2. Everyone has a chance to voice her opinion.
3. Brainstorming is an accepted way of generating ideas.
4. Girls and adults are talking with each other.
5. Girls are participating in self-government.
6. Girls and adults say “our” project.
7. The leader asks the girls what is going to happen.
8. Girls are making their own plans and adults are encouraging them.
9. There is evidence of compromise.
10. Girls are actively directing an event.
11. Discussions are among girls, more than between adults and girls.
12. Adults are close enough to answer questions when needed…and far enough away not to interfere.
13. Girls are planning complete events.
14. Girls encourage their friends to join the troop/group.
15. Girls actively participate in evaluation.
16. Older girls’ events have greater attendance because they have been planned by girls.
17. Girls take responsibility for getting consultants, drivers, and permission forms, and checking for safety issues.
18. The leader comes back “less tired” and more relaxed than her girls.
19. The girls take the adults along “to drive the car and sign the checks.”
20. A girl says, “I can do that – I can do anything.”
21. An adult does not speak for the girls when the group is asked to report.
22. Girls and adults trust and respect one another.
23. Strengths are utilized; weaknesses are given an opportunity to strengthen.
24. Everyone’s schedules are taken into consideration.
25. Meetings run smoothly and in a timely fashion with everyone participating.
26. Both sides live up to agreements and project commitments.
27. Responsibilities are rotated equally or agreed upon democratically.
28. Girls have equal voice in decision making.
29. Adults can let go of their own ideas, traditions, histories, and stereotypes.
30. Girls return the following year.
Girl–led simply means that girls are playing an active part in figuring out the “what, where, when, how and why" of
their activities. Leaders can use this process to strengthen girls' empowerment and decision-making skills. Adults
provide age –appropriate facilitation, ensuring that planning, organization, set-up, and evaluation of all activities are
done jointly with girls.
Page 44
4 - What Does a Leader Letting Girls Lead Look and Sound Like?
10 ways to tell if you’re a leader who encourages a Girl-Led troop:
1. You know that every girl’s opinion counts and you actively encourage them to speak up and share
their ideas.
2. You show respect for what girls say and value their opinions regardless of their age.
3. You actively encourage girls to follow the Girl Scout Law, which includes the statement: “Be a sister
to every Girl Scout.”
4. The girls suggest how they want to spend their time in Girl Scouting and where they want to take
trips and your response is something along the lines of: “How can we make that happen?” or “How can
I help?”
5. Girls are not afraid to disagree with your suggestions, but they are also open to your ideas.
6. Your first reaction to an outrageous suggestion, such as a year off from school to cruise around the
world is not “That's impossible!” but rather “Why are you interested in doing that?” as an attempt to
figure out what’s behind the statement. Probing the suggestion could lead to another idea that might
be a little more realistic.
7. If you’re not comfortable with an activity suggested by girls —maybe you’d rather not go snowtubing —you help them find an adult who can make their ideas a reality— as long as those ideas are
okay, according to Safety-Wise.
8. You share your ideas with the girls in your group, but you don’t expect or need them to jump up and
down with great excitement each time they hear one of them.
9. Girls know they can come to you for help whenever they decide they need it.
10. You are always ready to offer support and encouragement.
SOMETHING TO PONDER:
If you were to think about your current troop experience and sincerely rate yourself on
a scale of 1 to 10 on how often each of the above scenarios occurs … where would your
overall score be?
Never
1
Rarely
2
3
Sometimes
4
5
Usually
6
7
Always
8
9
10
The higher your overall score, the easier it should be for you to integrate Journeys and
Badges.
Page 45
5 - Take Action Project Considerations
Service has always been a vital part of Girl Scouting, and Juliette Low made service a cornerstone of the Girl Scout
movement she founded. The difference between a Service Project and a Take Action Project is a distinction between a
gift of service that answers a one time, short term need, and an approach that looks deeper to the root cause and
attempts to have a more lasting effect.
Take Action Projects offer Girl Scouts a unique opportunity to help address needs in their community while they learn
that they are not powerless. As girls progress, they take on more involved projects and take a greater leadership role in
all areas of project planning, implementation and evaluation. Take Action Projects can be done whether a troop is
working in a Journey, or not. Through Take Action, girls:

Learn to identify a problem that needs to be solved

Experience the process of digging deeper to find the root causes of that issue

Research solutions that go beyond the surface level of the problem

Team with others on all of the above, multiplying efforts to make the world a better place
How to choose a good Take Action project
Adult troop leaders can guide the girls in determining:

Girls' interests and skills

Community needs or wants

If outside help or resources are needed

How much time the project will take

Safety considerations
Criteria for a good Take Action project
As a troop leader, ask yourself these questions:

Is it age appropriate?

Is it within the skill level of the girls?

Does it follow Safety-Wise standards?

Does it provide opportunities for girls to Discover, Connect and Take Action?

Does it allow the girls to see the results of their efforts?
How to determine if a project works for your troop
1) Identify a problem – Have the girls identify issues or needs of the community, problems observed or
experienced first-hand or learned about from media or bulletins in places of worship. Ask girls to select one in
which they have a genuine interest and narrow it to a scope and size they can handle.
2) Look at possible solutions – What can girls do to help? What other community groups might be able to
participate? What resources or skills do the girls have that might make a difference? How much time are they
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willing to spend? Identify a target population and the number of girls available to serve. Evaluate practical
aspects like transportation, safety, equipment, budgets, etc.
3) Make a commitment – Community service should be ongoing, not isolated. One time projects are not as
effective as continued opportunities to serve. So find a way to make it last. Even after your part in the project is
done. Also, all projects need not be large or time consuming but rather provide a series of experiences that help
girls become responsible citizens.
4) Reflect on the impact of service – Giving service can change the way we look at our own lives. Service can
influence career plans and promote new attitudes. Beyond evaluation, reflection allows girls to consider what
the experience has meant personally.
Safe and sound Take Action projects
Refer to Safety-Wise Activity Checkpoints for health and safety guidelines for all Girl Scout activities. The Safety-Wise
Activity Checkpoints are found online. There is a link on the GSNETX website under Member & Volunteer Resources 
Publications. Additional considerations for Girl Scout Take Action projects:

Cannot raise funds for another organization.

Cannot endorse commercial projects or services unless you have received written permission from GSUSA and it
must be consistent with Girl Scout principles and activities.

Cannot work on or support a political campaign as a Girl Scout.
Group Discussion Topic:

When you read the Take Action Project information, how do you feel? What’s underneath that feeling?

What benefit do you see to girls from engaging in this type of approach to Service? Repeating the process year
after year while giving them more responsibility?

Have you already done, or do you intend to do a Take Action project with your troop?

What are some of the obstacles/challenges a leader might have which prevent her from realizing a Take Action
Project with her troop? Why do you think it’s this way?

What could be done that would address what’s at the root of this situation?
For more in-depth information about stretching a community service
project into a Take Action project, consider taking Course 203: Inspiring
Action. See the “Search for a Course” pages on the GSNETX website under
Member & Volunteer Resources  Adult Education.
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6 - Tips & Advice for Multi-Level Troops
Multi-Level Troops take more effort than single grade level troops… but just like any other circumstance where
multiple age levels are concerned … with coordination, planning, and lots of help it can be done. The key is to set
up a structure that everyone understands and communicate expectations clearly.
Multi-Level Troop Leaders/Co-leaders and Advisors have shared the following tips and advice:

Select one Troop Manager to provide the singular vision for troop direction, ensuring a consistent and
standardized approach is applied and maintained through all program grade levels/sections.

If possible, have one adult (or more) that works specifically with each program grade level in the troop who
reports to the troop manager.

Open all meetings together, break out into grade level patrols, and close together in a large Friendship
circle.

Alternatively, you could have one combined meeting a month, and then separated grade level meetings the
next time.

If the activities for a badge or a journey overlap grade levels, such as interviewing a person about a
particular job, etc. do it together. This will take planning and communication between your girls and the
leadership team.

Can all grade levels do the same Journey Series at once? For example all grade levels working in “It’s Your
Planet – Love It” or “It’s Your Story – Tell It” at the same time to provide consistency in theme. Likewise, is
there any reason that you could not sync up your Badges as well? For example, all grade levels working on
“Girl Scout Ways” or “First Aid” at the same time. Likewise, why couldn’t Juniors work on “Simple Meals”
while Cadettes work on “New Cuisines”?

Be sure the girls are involved in the planning, but take care to make sure they don’t mix up their grade level
requirements. Often when they get into a large group they don’t remember that they have read different
books and will plan a project together using both Journey topics at once.

Be sure that the older girls do a mature level of work because sometimes they can try to get by on a Brownie
load.

Ensure that older Girl Scouts, such as Cadettes, Seniors, and Ambassadors have time and space to be
with their own grade level. They may want and need safe and confidential space in which they can share
concerns and sensitive issues that may not be appropriate in settings with younger girls.

Support older Girl Scouts in selecting and participating in activities/council programs that are just for them.

Allow Girl Scout Ambassadors to have ownership of projects/activities they develop and implement with
younger girls.

Ensure that the role of Program Aide is just one small part of their activity in the multi-level troop.

And most of all ensure that Girl Scout Ambassadors are provided the guidance and support needed to work
on their own achievements and leadership experience journey.
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