Juniors 10/13/16: Make It Matter & Social Butterfly

It has been 10 months since my last post. GS was completely overwhelming last year, I had a hard time making it through with my sanity intact. The short of it was: too many girls (several new girls had very strong personalities that caused issues), not enough behind the scenes help, and working full-time (I had to figure out how to balance work, three kids, and two GS troops).

This year, my older girls are split between Cadettes and Juniors. One of the Cadette moms became my co-leader, and she is working with the four girls who bridged (and doing an awesome job with them!). Six Juniors came back, and we picked up one more. Seven girls is much easier than 16. I’m still trying to decompress from last year, and put myself back in a positive focus.

Moving on…

Badges the Juniors are going to work on this year:

Making It Matter (Retired)
Social Butterfly
Simple Meals
First Aid
GS Way
Ceramics & Clay (Retired)
Entertainment Technology

making-it-matter-junior-badgeMaking It Matter
This is a retired badge that focuses on several specific aspects of science. I am roughly following the old badge book, but also modifying it to suit our needs. I happen to have a stash of the old badges, but it would be easy to turn this into a “make your own” badge for your troop. I’ve started a Pinterest board for ideas. We focused on polymers last week (made slime and gak). This week, we focused on acids/bases.

  1. Watched two YouTube videos:
    All About that Base (No Acid)
    TedEd Acids and Bases (kind of over their head)
  2. Mouth Rabies (what my daughter named it)
    This is an up close and personal experience of an acid/base chemical reaction. Mix equal parts: citric acid, baking soda, powdered sugar (1/4 teaspoon). Put the ingredients on a small piece of paper or in a very small cup. Make sure the girls have a cup of water as well. Take a sip of water to wet the mouth, dump the powder mixture in. Watch as they foam at the mouth. The mouthfeel is similar to pop rocks.

    1. What’s going on?
      When both the acid and base are powder there is no reaction. There is nothing to force the molecules to interact. This is where saliva comes in. It provides the carrier to make the reaction. Towards the end of the reaction, the mixture should taste salty – a byproduct of an acid/base reaction is salt. The powdered sugar is added simply to cut the sour/bitter taste.
  3. Litmus Tests
    I bought litmus paper so the girls could test various acids/bases. You can also make your own using red cabbage, but I didn’t have the time. The color spectrum runs from red/acid to blue/base. Neutral is yellow or green.

    1. What we did:
      The girls partnered up and were given seven cups with different liquids or solutions. They were given a chart to mark acid/base/neutral. Dip the paper in, see what color it turns, mark the sheet. We compared answers afterward, and all the teams got the right answers.
    2. Acids: lemon juice ; white vinegar
    3. Bases: baking powder solution ; liquid starch ; dish soap
    4. Neutral: tap water ; powdered sugar solution

social-butterflySocial Butterfly
I had wanted to do the retired Manners Badge with the girls when they were Brownies, but never had the opportunity. This time around, we are doing a manners badge.

  1. Step 2: Use Table Manners / Set the table
    1. I broke the girls into teams, gave them a dinner plate, cup, napkin, fork, knife, and spoon. They had to figure out the right way to set everything up. Each team made mistakes, which wasn’t surprising. We made corrections until the settings were right. Then I added in a salad plate and fork.
    2. For the second part of this, I had one girl put together a proper place setting in the center of the table. Then I stacked two full place settings and put them on the ends. The girls competed one-on-one to see who was the fastest at getting their place setting done properly. They had fun trying to beat their best times.

Red Petal – Courageous & Strong


I am in the process of doing this Petal with my Daisies right now. I introduced the Petal with a discussion about what courageous and strong mean, then we read The Terrible Plop and talked what the various characters did and how they behaved (I try to always start a Petal off with a picture book as I do not like the stories in the Girl’s Guide).

The next step in earning the Petal was teaching the girls how to schoolyard jump rope. I did this with my older daughter’s troop and was surprised that none of them had ever done it before. Jump rope, yes…but not the schoolyard style where two people turn the rope while a third person jumps. Running and jumping into a spinning rope is kind of scary if you’ve never done it before.

However, that is not how I started the girls. I demonstrated how to do it, but for round one, the girls just jumped while the rope was slowly swung back and forth. Most of them were not able to get the rhythm down to jump over the rope, even with guidance – make sure to stay on the X on the floor, face one of the moms turning the rope, watch the rope so you know when to jump. Round two was optional. This time the rope was swung in a full circle and the girls had to run and jump into it. (Note: we did this at a second meeting, and more girls were successful in getting a jumping rhythm.)

The rest of this Petal will be earned by playing with slime (equal parts Elmer’s school glue to liquid starch –  white vinegar will get the slime out of everything from hair to clothes to carpet), and a visit from a K-9 Officer who will give a demonstration and talk to the girls about being courageous and strong (the same officer did this with my older daughter’s troop as well).

**I tied this Petal in with the 3 Cheers for Animals Journey when I did it with my older daughter’s troop several years ago.**

The Terrible Plop by Ursula Dubosarsky
Little Yellow Leaf by Carin Berger
Sheila Rae the Brave by Kevin Henkes
Not All Princesses Dress in Pink by Jane Yolen
Peep: A Little Book About Taking a Leap by Maria van Lieshout

There are many other books out there that would work for C&S. If you want to focus on strong women, take a look at the book selection on A Mighty Girl (here is a link to their top 100 picture books).

*Learn to jump rope (schoolyard style)
*Relay races
*Superheroes (look at the activity plan from GS River Valleys)
*Do a show-and-tell focused on courageous and strong women
*Create a skit and perform it for their families
*Play with slime (or maybe do a variation on the Halloween touch boxes with peeled grapes and cold spaghetti noodles)

Field Trips/Meeting Visitors
Dance studio
Martial arts studio
Indoor rock climbing
K-9 Officer demonstration
Police / Firefighters / EMT / Military

Agent of Change Journey – Power of Team


We did two activities for the Power of Team (PT). The main activity was from Follow the Leader, the second activity was the “Fist to Five” activity from the the leader’s book (page 68).

Puppy Trial (from Follow the Leader)
The basic idea for the trial was for the girls to work as teams to defend their side of the trial – was the puppy guilty for stealing food from the restaurant’s dumpster? Or was the puppy innocent because he was stealing food to feed his orphaned siblings?

One of my moms is an attorney, so she was in charge of this activity. She divided the girls into two teams – one arguing the puppy was guilty, the other arguing the puppy was innocent. The girls spent 10-15 minutes coming up with arguments to support their side. One girl was chosen to the the speaker for each team, and they presented their sides.

puppy trial

We never came to a consensus about the puppy’s guilt, but we did have a very good conversation about the puppy’s actions and how they translate to situations the girls might be involved in.

Fist to Five
Fist to five is a way for the girls to come to a consensus using a zero to five scale (zero being a definite no, five being a definite yes). When an issue or question is brought up, they hold up their hand using their fingers to show how they feel about it. Anyone holding up two or less fingers is given the opportunity to share why they don’t like the idea.

The book says that the issue can only be passed or affirmed if all girls hold up three or more fingers. This might work for smaller troops, but with 15 girls, there is a very good chance that at least one girl will hold up two or less fingers. I realized this when we were using fist to five to choose how the girls wanted to complete the GS Ways badge. On every. single. option. there was always one or three girls who didn’t like it. We couldn’t make a concrete decision on anything. It was frustrating for all involved.


Yellow Petal – Friendly & Helpful

yellow petal

I’ve found the Yellow Petal an easy Petal for the girls to earn, and a way to incorporate the GS “do a good turn” into this level given there is no right side up for the Daisy Pin.

As with pretty much every other Petal, I do not use the flower story included in the Girl Guide. I generally find those stories stilted and ham-fisted. Instead, I read a picture book. A quick internet search will pull up many more books than the ones I’ve listed below, but these are ones I’ve read and enjoyed.

After reading a picture book, the girls make their “friendly & helpful daisies” to take home and give away to the person they did “a good turn” for. At the following one or two meetings, the girls share what they did to help another.

With both troops, the girls earned their Yellow Petal before we did our Investiture Ceremony.

Princess Hyacinth by Florence Parry Heide
The Way Back Home by Oliver Jeffers
Help!: A Story of Friendship by Holly Keller
Otis and the Tornado by Loren LongThe Mouse and the Lion (I like this version)

Both crafts are different versions of the same thing. Each girl gets three “friendly & helpful daisies” to give to someone after the girl has helped them.  The yellow centers are printed on card stock and punched with a 2″ circle punch.





Agent of Change Journey – Power of One


Two sites were instrumental in my being able to plan this part of the Journey. Both have great ideas and kept me from having to fumble through the leader and girl guides to figure out a way to make it interesting for my girls:

Girl Scout Leader 101
Girl Scouts River Valleys (GSRV)

I broke Power of One (PO) into five activities. The first four focused on PO, and the fifth was a transition into the Power of Team (PT). We were able to complete 4/5 of the activities at our camp out. The final one (herstories), was done at a meeting.

  1. Rope Ceremony
  2. Power (strengths and skills)
  3. Self-Collage
  4. Herstories
  5. Leaders/Trust Me!

Rope Ceremony
We tied an equal number of knots in the rope for participating girls and leaders. Everyone chose a knot and held it. We went around two times, first sharing our talents, and then sharing our weakness (as related to the GS Law). The girls were given an index card to write their talent on one side, and their weakness on the other. We pinned their responses to their knots. One parent wrote down everyone’s answers in case any of the girls needed help remembering what she said. At the end of the ceremony, I explained to the girls that as individuals we all have strengths and weaknesses. When we become a team, we bring both of those with us. Our strengths help our team succeed, and our team helps us strengthen our weaknesses. Even a weakness can be an asset.

Power (strengths and skills)
The girls used page 11 of the girl journey guide as a basis for this section. There were question prompts to help get them started: What do you think about your powers and strengths? Why are they important? How do your powers or strengths reflect the values of the GS Law? Which value of the GS aw means the most to you? We talked about power and what the girls thought it was.

Each girl traced her hand, then decorated the inside of the hand with words and pictures that make them who they are. Their focus ended up being talents and likes more than “powers”. Once everyone was finished, the girls briefly shared the highlights of their hands. Most of them talked to me afterwards, giving me a much more in-depth account of what they chose and why.


I ran this section as homework. I emailed parents a template (based on page 50 of the leader’s guide) for the girls to follow in order to write up a brief statement about a woman they admired. The woman could be alive or a historical figure. Over several meetings, the girls shared their herstories.

Here is the example I made for the girls:

This is a story of Juliette Gordon Low.

Not too many people know about her because she lived one hundred years ago.

Her ability to start a scouting organization for girls interests me because it was an opportunity for girls to gain skills and learn new things that were not traditionally seen as things girls should do.

Here are a few facts about her life: She was started Girl Scouts in 1912. She got the funds to start it by selling a pearl necklace her husband bought her. She was born on Halloween. Two of her hobbies were woodworking and metalworking.

Leaders/Trust Me!
This section is a transitional activity from the Power of One to the Power of Team. We talked about what makes someone a good or bad leader. We also talked about what makes someone a good or bad follower, something I think is often overlooked.  After talking about leaders/followers, the girls broke down into teams in order to build obstacle courses. Each team went through another team’s course when they were finished. Teamwork was imperative because the person going through it was blindfolded.


Juniors Camping Weekend

We spent a weekend in October at an area Girl Scout lodge. Unlike previous years where we stayed only one night, this year, we stayed both Friday and Saturday nights. I wanted the girls to earn the first award associated with Agent of Change, and with doing both archery and first aid, there was no way we could have done all of that in one evening/morning.

first aidFirst Aid Badge
One of the girls’ fathers is a firefighter, and he stayed with us to be both our first aider and to work with the girls on the First Aid Badge. They completed two of the steps (Steps 1 and 2). First they did Step 2 by talking to the firefighter about his job. He went over what he did and opened it up for the girls questions. For Step 1, he talked about Call, Check, and Care, having a discussion with the girls about what each one means. Then I broke the girls down into their teams to make either a poster or create/perform a skit. Two teams chose skits, and one team made a poster.


AoCAgent of Change
After much research online, I came up with a rough outline of how I want to handle the AoC Journey. My goal for this weekend was to complete the first badge, the Power of One (PO). The girls were able to complete four of the five tasks I set up for PO. We’ll do the final one at a future meeting. Once we’ve done that, I’ll get a post up detailing what we did. In the meantime, I pulled a lot of my ideas and activity organization from Girl Scout Leader 101.

Rope Ceremony – this is in the Journey guide, but I liked how GSL101 modified it to include looking not only at the girls’ talents, but also their weaknesses. The girls, as well as every adult present, shared which line of the GS Law they felt they needed to improve upon. The two most common answers were Respect Authority and Use Resources Wisely, but Courageous and Strong (to stand up for oneself) and X also made appearances. It was enlightening to see how some of the girls answered this. Their talents were diverse, ranging from cooking to fishing to playing a musical instrument. At the end of the ceremony, I explained to the girls that as individuals we all have strengths and weaknesses. When we become a team, we bring both of those with us. Our strengths help our team succeed, and our team helps us strengthen our weaknesses. Even a weakness can be an asset.


What is Power? – The girls used page 11 of the girl journey guide as a basis for this section. We talked about power and what the girls thought it was.

Self-Collage – Last year one of my moms lead an activity where the girls had their bodies traced onto butcher paper. They then spent the better part of an hour decorating the bodies with illustrations, words, and magazine clippings that represented who they were and what they liked. I didn’t want to repeat that activity (with 15 girls it would have been very time consuming), so instead the girls traced their hands and drew/illustrated “power words” that represented who they are.


Leaders / Trust Me! – This section is a transitional activity from the Power of One to the Power of Team. We talked about what makes someone a good or bad leader. We also talked about what makes someone a good or bad follower, something I think is often overlooked.  After talking about leaders/followers, the girls broke down into their teams in order to build an obstacle course. The kickers being the person going through it would be blindfolded, and they would not get to go through their own course.

They had 10 minutes to design and set it up before two team members would narrate/demonstrate what to do. Each team had to make some kind of modification to their course to compensate for the the fact that blindfolds were mandatory – as in, you probably shouldn’t have the person spin around ten times, step over a bench, and then hula hoop.

When it was time for the girls to run each course, their teammates were there to give them directions in order to make it through unscathed. The other girls were supposed to cheer her on (this worked to varying degrees of success). Overall it was a hit. The girls enjoyed it, and it helped reinforce team work and coming to a consensus.

075 ED

The highlight of the weekend was archery. Two Council instructors came and taught the girls safety and the basics of archery. Because there were only three targets, I divided the girls into pairs. I pulled their names out of a hat because I wanted to use this as an extension of AoC – you can’t always choose who your teammates are, but you still have to work together. The girls who weren’t on the archery range played gaga ball or hula-hooped. All but a two of the girls were excited (the two who stayed up way too late on Friday night). They grumbled about being outside (it was on the chilly side), but between myself and one of the instructors (who is a GS goddess), they participated. One girl was visibly happy by the end, the other still grumbly, but it was the kind of grumbly used to cover up the fact that she actually had fun.

026 ed

Camp Kapers
This was the first time I’ve formalized camp kapers. We’ve done them before in the sense that the girls teamed up and took turns cooking and cleaning, but never as named teams and a chart to show everyone what they were doing. The girls divided into 3 teams of 5 girls each. One parent was assigned to each team as a kind of overseer. The girls chose team names: Camp Rock, Blue 15, and Glowstone Ocean. They rotated through Cook, Hostess, and Clean Up for meals, and each team took a turn cleaning the bathrooms (Saturday morning, Saturday night, and Sunday morning).

Friday Dinner: cookie sheet pizza / baked apples
Saturday Breakfast: pancakes / sausage / fruit
Saturday Lunch: sandwiches / chips / carrots / grapes
Saturday Dinner: crescent roll dogs / salad / fruit / s’mores
Sunday Breakfast: ziplock omelets / toast / fruit


Juniors 11/5/15 – Detective

This meeting went much better than the previous one.  We did not start with the flag ceremony because AL and I wanted to make sure we had enough time for the girls to complete their pig pen scavenger hunt.

During Opening Circle, I addressed the girls’ behavior and we talked about what we can do as a troop to make this less of an issue. The girls used the  fist to five method to vote/share their feelings about the ideas. They all agreed that we should come up with some basic troop rules (we’ll start discussing what those rules will be at our next meeting). They also agreed that the consequences I came up with were fair: 1) is a warning, 2) sit out the remainder of whatever activity we’re working on, and 3) call your parents. My AL said she would be the enforcer so I can focus on the meeting. I also asked the girls if they liked the idea of a sticker chart and prize basket. At our next meeting they’ll give me ideas of how they will earn stickers (showing up on time, wearing your uniform, etc…).

To reinforce this, we did a Girl Scout Promise game. I got the rough idea from my step-mom, who does something similar when she does workshops at elementary schools. The girls were broken down into teams of 4 and given a copy of the GS Promise. They had to create actions to demonstrate each line of the GS Promise and act them out in front of the troop. I tried not to give them any ideas or pointers, wanting to see what they would come up with. All of the skits/actions were great, and the girls had fun. I will have to make sure to incorporate more opportunities for making skits.

detectiveThe rest of our meeting was taken up by the Detective Badge, Steps 2 and 5 (though it might be stretching it for Step 5). My AL put together a clue hunt written in pig pen code. Clues would take them to different parts of the church, and at each location, they would find the clue to the next location. Wrapped inside the clue paper, was a line of the GS Law. We broke the girls down into four teams – dark pink, light pink, dark purple, and light purple (clues were color coded). Each team had to find five clues, or half of the GS Law. Once everyone was finished, the purples paired up and the pinks paired up to make a complete GS Law. The read off the GS Law (one team taking turns reading it, and reading the last line together, the other team chose one girl to read it). Both teams put the lines in order the first time. I was very proud given it hasn’t been something we’ve focused on yet this school year.

pig pen