requirements by rank-type.xlsx

	A	B	C	D	E
1		Tenderfoot	2nd Class	1st Class	Life

2	CAMPING AND OUTDOOR ETHICS				While a Star Scout, use the Teaching EDGE method to teach another Scout (preferably younger than you) the skills from ONE of the following choices, so that the Scout is prepared to pass those requirements to their Scoutmaster's satisfaction.
3		1a. Present yourself to your leader prepared for an overnight camping trip. Show the personal and camping gear you will use. Show the right way to pack and carry it.			a. Tenderfoot - 4a and 4b (first aid)
4		1b. Spend at least one night on a patrol or troop campout. Sleep in a tent you have helped pitch.	1a. Since joining Scouts BSA, participate in five separate troop/patrol activities, at least three of which must be held outdoors. Of the outdoor activities, at least two must include overnight camping. These activities do not include troop or patrol meetings. On campouts, spend the night in a tent that you pitch or other structure that you help erect, such as a lean-to, snow cave, or tepee.	1a. Since joining Scouts BSA, participate in 10 separate troop/patrol activities, at least six of which must be held outdoors. Of the outdoor activities, at least three must include overnight camping. These activities do not include troop or patrol meetings. On campouts, spend the night in a tent that you pitch or other structure that you help erect, such as a lean-to, snow cave, or tepee.	b. Second Class - 2b, 2c, and 2d (cooking/camping)
5		1c. Explain how you demonstrated the Outdoor Code and Leave No Trace on a campout or outing.	1b. Recite the principles of Leave No Trace from memory. Explain how you follow them on all outings.	1b. Explain the potential impacts of camping, both on the environment and on other outdoor users. Explain why the Outdoor Code and Leave No Trace principles are important for protecting the outdoors.	c. Second Class - 3a and 3d (navigation)
6			1c. On one of these campouts, select a location for your patrol site and recommend it to your patrol leader, senior patrol leader, or troop guide. Explain what factors you should consider when choosing a patrol site and where to pitch a tent.		d. First Class - 3a, 3b, 3c, and 3d (tools)
7	COOKING				e. First Class - 4a and 4b (navigation)
8		2a. On the campout, assist in preparing one of the meals. Tell why it is important for each patrol member to share in meal preparation and cleanup.	2e. On one campout, plan and cook one hot breakfast or lunch, selecting foods from MyPlate or the current USDA nutritional model. Explain the importance of good nutrition. Demonstrate how to transport, store, and prepare the foods you selected.	2a. Help plan a menu for one of the above campouts that includes at least one breakfast, one lunch, and one dinner and that requires cooking at least two of the meals. Tell how the menu includes the foods from MyPlate or the current USDA nutritional model and how it meets nutritional needs for the planned activity or campout.	f. Second Class - 6a and 6b (first aid)
9				2e. On one campout, serve as cook. Supervise your assistant(s) in using a stove or building a cooking fire. Prepare the breakfast, lunch, and dinner planned in First Class requirement 2a. Supervise the cleanup.	g. First Class - 7a and 7b (first aid)
10				2c. Show which pans, utensils, and other gear will be needed to cook and serve these meals.	h. Three requirements from one of the required Eagle merit badges, as approved by your Scoutmaster.
11		2b. While on a campout, demonstrate the appropriate method of safely cleaning items used to prepare, serve, and eat a meal.		2d. Demonstrate the procedures to follow in the safe handling and storage of fresh meats, dairy products, eggs, vegetables, and other perishable food products. Show how to properly dispose of camp garbage, cans, plastic containers, waste water and other rubbish.
12		2c. Explain the importance of eating together as a patrol.
13			2a. Explain when it is appropriate to use a fire for cooking or other purposes and when it would not be appropriate to do so.
14			2d. Explain when it is appropriate to use a lightweight stove and when it is appropriate to use a propane stove. Set up a lightweight stove or propane stove. Unless prohibited by local fire restrictions, light the stove. Describe the safety procedures for using these types of stoves.
15				2b. Using the menu planned in First Class requirement 2a, make a list showing a budget and the food amounts needed to feed three or more youth. Secure the ingredients.
16	TOOLS-KNOTS
17		3a. Demonstrate a practical use of the square knot.	2f. Demonstrate tying the sheet bend knot. Describe a situation in which you would use this knot.	3a. Discuss when you should and should not use lashings.
18		3b. Demonstrate a practical use of two half-hitches.	2g. Demonstrate tying the bowline knot. Describe a situation in which you would use this knot.	3b. Demonstrate tying the timber hitch and clove hitch.
19		3c. Demonstrate a practical use of the taut line hitch.		3c. Demonstrate tying the square, shear, and diagonal lashings by joining two or more poles or staves together.
20				3d. Use lashings to make a useful camp gadget or structure.
21	TOOLS
22		3d. Demonstrate proper care, sharpening, and use of the knife, saw, and ax. Describe when each should be used.	2b. Use a pocketknife, and a saw or axe if needed, to prepare tinder, kindling, and fuel wood for a cooking fire.
23			2c. Using a minimum-impact method, and at an approved outdoor location and time, use the tinder, kindling, and fuel wood from Second Class requirement 2b to demonstrate how to build a fire. Unless prohibited by local fire restrictions, light the fire. After allowing the flames to burn safely for at least two minutes, safely extinguish the flames with minimal impact to the fire site. Properly dispose of the ashes and any charred remains.
24	NAVIGATION
25			3a. Demonstrate how a compass works and how to orient a map. Use a map to point out and tell the meaning of five map symbols.
26			3b. Using a compass and map together, take a five-mile hike (or 10 miles by bike) approved by your adult leader and your parent or guardian.2	4a. Using a map and compass, complete an orienteering course that covers at least one mile and requires measuring the height and/or width of designated items (tree, tower, canyon, ditch, etc.)
27			3c. Describe some hazards or injuries that you might encounter on your hike and what you can do to help prevent them.2
28			3d. Demonstrate how to find directions during the day and at night without using a compass or an electronic device.
29				4b. Demonstrate how to use a handheld GPS unit, GPS app on a smartphone or other electronic navigation system Demonstrate how to use a handheld GPS unit, GPS app on a smartphone, or other electronic navigation system while on a campout or hike. Use GPS to find your current location, a destination of your choice, and the route you will take to get there. Follow that route to arrive at your destination.. Use a GPS to find your current location, a destination of your choice, and the route you will take to get there. Follow that route to arrive at your destination.
30	FIRST AID AND EMERGENCY PREPAREDNESS
31		4a. Show first aid for the following: Simple cuts and scrapes, blisters, burns, bites/stings, snakebites, nose bleed, Frostbite, sunburn, choking	6a. Demonstrate first aid for the following: Object in eye, animal bite, puncture wound, serious burns, heat exhaustion, shock, heatstoke, dehydration, hypothermia and hyperventilation	7a. Demonstrate bandages for a sprained ankle and for injuries on the head, the upper arm, and the collarbone.
32			6b. Show what to do for "hurry" cases of stopped breathing, stroke, severe bleeding, and ingested poisoning.	7c. Tell the five most common signals of a heart attack. Explain the steps (procedures) in cardiopulmonary resuscitation (CPR).
33				7b. By yourself and with a partner, show how to: Transport a person from a smoke-filled room, Transport for at least 25 yards a person with a sprained ankle.
34		4c. Tell what you can do on a campout or other outdoor activity to prevent or reduce the occurrence of injuries or exposure listed in Tenderfoot requirements 4a and 4b.	6c. Tell what you can do while on a campout or hike to prevent or reduce the occurrence of the injuries listed in Second Class requirements 6a and 6b.
35		4d. Assemble a personal first-aid kit to carry with you on future campouts and hikes. Tell how each item in the kit would be used.
36				7d. Tell what utility services exist in your home or meeting place. Describe potential hazards associated with these utilities, and tell how to respond in emergency situations.
37			6d. Explain what to do in case of accidents that require emergency response in the home and the backcountry. Explain what constitutes an emergency and what information you will need to provide to a responder.	7e. Develop an emergency action plan for your home that includes what to do in case of fire, storm, power outage, and water outage.
38			6e. Tell how you should respond if you come upon the scene of a vehicular accident.
39				7f. Explain how to obtain potable water in an emergency.
40	NATURE
41		4b. Describe common poisonous or hazardous plants, identify any that grow in your local area or campsite location. Tell how to treat for exposure to them.	4. Identify or show evidence of at least ten kinds of wild animals (such as birds, mammals, reptiles, fish, mollusks) found in your local area or camping location. You may show evidence by tracks, signs, or photographs you have taken.	5a. Identify or show evidence of at least 10 kinds of native plants found in your local area or campsite location. You may show evidence by identifying fallen leaves or fallen fruit that you find in the field, or as part of a collection you have made, or by photographs you have taken.
42				5b. Identify two ways to obtain a weather forecast for an upcoming activity. Explain why weather forecasts are important when planning for an event.
43				5c. Describe at least three natural indicators of impending hazardous weather, the potential dangerous events that might result from such weather conditions, and the appropriate actions to take.
44				5d. Describe extreme weather conditions you might encounter in the outdoors in your local geographic area. Discuss how you would determine ahead of time the potential risk of these types of weather dangers, alternative planning considerations to avoid such risks, and how you would prepare for and respond to those weather conditions.
45	HIKING
46		5a. Explain the importance of the buddy system as it relates to your personal safety on outings and where you live. Use the buddy system while on a troop or patrol outing.
47		5b. Explain what to do if you become lost on a hike or campout.
48		5c. Explain the rules of safe and responsible hiking, both on the highway and cross-country, during the day and at night.
49	AQUATICS
50			5a. Tell what precautions must be taken for a safe swim.	6b. Tell what precautions must be taken for a safe trip afloat.
51			5b. Demonstrate your ability to pass the BSA beginner test. Jump feetfirst into water over your head in depth, level off and swim 25 feet on the surface, stop, turn sharply, resume swimming, then return to your starting place.3	6a. Successfully complete the BSA swimmer test.4&5
52			5c. Demonstrate water rescue methods by reaching with your arm or leg, by reaching with a suitable object, and by throwing lines and objects.3	6e. With a helper and a practice victim, show a line rescue both as tender and rescuer. (The practice victim should be approximately 30 feet from shore in deep water.)56
53			5d. Explain why swimming rescues should not be attempted when a reaching or throwing rescue is possible. Explain why and how a rescue swimmer should avoid contact with the victim.
54				6c. Identify the basic parts of a canoe, kayak, or other boat. Identify the parts of a paddle or an oar.
55				6d. Describe proper body positioning in a watercraft, depending on the type and size of the vessel. Explain the importance of proper body position in the boat.
56	FITNESS			FITNESS
57		6a. Record your best in the following tests: Pushups, Situps, Sit and reach, 1 mile	7a. After competing Tenderfoot requirement 6c, be physically active at least 30 minutes a day for five days a week for four weeks. Keep track of your activities.	8a. After completing Second Class requirement 7a, be physically active at least 30 minutes every day for five days a week for four weeks. Keep track of your activities.
58		6b. Develop and describe a plan for improvement in each of the activities listed in Tenderfoot requirement 6a. Keep track of your activity for at least 30 days.	7b. Share your challenges and successes in completing Second Class requirement 7a. Set a goal for continuing to include physical activity as part of your daily life and develop a plan for doing so.	8b. Share your challenges and successes in completing First Class requirement 8a. Set a goal for continuing to include physical activity as part of your daily life.
59		6c. Show improvement (of any degree) in each activity listed in Tenderfoot requirement 6a after practicing for 30 days: Pushups, Situps, Sit and reach, 1 mile	7c. Participate in a school, community, or troop program on the dangers of using drugs, alcohol, and tobacco, and other practices that could be harmful to your health. Discuss your participation in the program with your family, and explain the dangers of substance addictions. Report to your Scoutmaster or other adult leader in your troop about which parts of the Scout Oath and Law relate to what you learned.
60	CITIZENSHIP			CITIZENSHIP
61		7a. Demonstrate how to display, raise, lower, and fold the U.S. flag.	8. Participate in a flag ceremony for your school, religious institution, chartered organization, community, or Scouting activity.
62			8b. Explain what respect is due the flag of the United States.
63		7b. Participate in a total of one hour of service in one or more service projects approved by your Scoutmaster. Explain how your service to others relates to the Scout slogan and Scout motto.	8e. Participate in two hours of service through one or more service projects approved by your Scoutmaster. Tell how your service to others relates to the Scout Oath.	9d. Participate in three hours of service through one or more service projects approved by your Scoutmaster. The project(s) must not be the same service project(s) used for Tenderfoot requirement 7b and Second Class requirement 8e. Explain how your service to others relates to the Scout Law.
64			8c. With your parents or guardian, decide on an amount of money that you would like to earn, based on the cost of a specific item you would like to purchase. Develop a written plan to earn the amount agreed upon and follow that plan; it is acceptable to make changes to your plan along the way. Discuss any changes made to your original plan and whether you met your goal.
65			8d. At a minimum of three locations, compare the cost of the item for which you are saving to determine the best place to purchase it. After completing Second Class requirement 8c, decide if you will use the amount that you earned as originally intended, save all or part of it, or use it for another purpose.
66				9a. Visit and discuss with a selected individual approved by your leader (for example, an elected official, judge, attorney, civil servant, principal, or teacher) the constitutional rights and obligations of a U.S. citizen.
67				9b. Investigate an environmental issue affecting your community. Share what you learned about that issue with your patrol or troop. Tell what, if anything, could be done by you or your community to address the concern.
68				9c. On a Scouting or family outing, take note of the trash and garbage you produce. Before your next similar outing, decide how you can reduce, recycle, or repurpose what you take on that outing, and then put those plans into action. Compare your results.
69	LEADERSHIP
70		8. Describe the steps in Scouting's Teaching EDGE method. Use the Teaching EDGE method to teach another person how to tie the square knot.
71			9a. Explain the three R's of personal safety and protection.
72			9b. Describe bullying; tell what the appropriate response is to someone who is bullying you or another person.
73				10. Tell someone who is eligible to join Scouts BSA, or an inactive Scout, about your Scouting activities. Invite this person to an outing, activity, service project or meeting. Provide information on how to join, or encourage the inactive Scout to become active. Share your efforts with your Scoutmaster or other adult leader.
74	SCOUT SPIRIT			SCOUT SPIRIT
75		9. Demonstrate Scout spirit by living the Scout Oath and Scout Law. Tell how you have done your duty to God and how you have lived four different points of the Scout Law in your everyday life.	10. Demonstrate scout spirit by living the Scout Oath and Scout Law. Tell how you have done your duty to God and how you have lived four different points of the Scout Law (not to include those used for Tenderfoot requirement 9) in your everyday life.	11. Demonstrate scout spirit by living the Scout Oath and Scout Law. Tell how you have done your duty to God and how you have lived four different points of the Scout Law (different from those points used for previous ranks) in your everyday life.
76		10. While working toward Tenderfoot rank, and after completing Scout rank requirement 7, participate in a Scoutmaster conference.	11. While working toward the Second Class rank, and after completing Tenderfoot requirement 10, participate in a Scoutmaster conference.	12. While working toward the First Class rank, and after completing Second Class requirement 11, participate in a Scoutmaster conference.
77		11. Successfully complete your board of review for the Tenderfoot rank.	12. Successfully complete your board of review for the Second Class rank.	13. Successfully complete your board of review for the First Class rank.
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