Summary

We worked on the traveler activity pin during 5 days of day camp.  Below is the information for day 2.

Supplies

• US Atlases (you could use state maps too).  We had a very nice set donated to us from State Farm Insurance.
• Compasses

Requirements covered and activities for each requirement

Map and Compass Beltloop: 2. Explain how a compass works.

Map and Compass Beltloop: 2. In the field, show how to take a compass bearing and how to follow it.

• Have a compass for all of the scouts. Have them point north.  Discuss true north and magnetic north.
• Send them to various nearby points (they still need to be able to hear you) and ask them to walk some number of steps in different compass directions.  Ensure they are all going the same way.

Traveler 9. Look at a map legend on a road map of your area.  Learn what the symbols mean.  Show your den members what you have learned.

Traveler 10. On a road map of your area, find a place of interest, and draw two different routes between it and your home.  Use the map legend to determine which route is shorter in miles.

• Map Study: Divide boys into small groups.  Give each group a different state map (or have them go to different states in the Atlas).  Ask them to complete the following questions in the next 15 minutes.
  1. What is the state capital?
  2. Name a town with population over 100,000 people.
  3. Name a state park.
  4. What is the name of the third town beginning with “”H””?
  5. What states are around the border of your map?
  6. What is the mileage scale used on your map?
  7. Name two towns, which have detailed city maps shown.
  8. Name a town, park, or site of interest in area C-4.
  9. Are there any towns that start with the letters “”X’ or Z?””
  10. List one interesting fact you found on your map.
  11. When time is up, post a United States map on the wall.  Ask the groups to come forward and point to their state.  Let them tell the answers to a few of the questions depending how much time you have. (boyscouttrail.com)
• Note we implemented this by studying Oklahoma first and then moving on to other states. This provided some familiarity with the maps because they needed practice.  When we picked states for each group, I gave them a region and had them pick a state in that region.  I ensured each group had a unique state by only assigning one region to each group.  This seemed to work well.

Analysis (Start/Stop/Continue)

• One they got into understanding the maps, this works really well.  I had the adults suggest interesting places to find in each group as well, which involved the adults and helped the kids.
• Start: This needs an adult with each group as the boys still needed help navigating the maps.
• Stop: Nothing (this worked well)
• Continue: I would do this session again as it is, with the start suggestion added.