Girl Scout Brownie

Leadership Essentials800-565-4475 • gswise.org Revised September 2019

ContentsThe Girl Scout Promise and Law ..................................... 2

What We Do, What Girls Do, What is the Girl Scout

Program ....................................................................................3

Take Action Projects vs. Community Service

Projects .....................................................................................4

Take Action Situations .........................................................5

Brownie Badges & Journeys ...............................................6

How We Make It Happen ................................................... 7

Girl/Adult Planning.................................................................8

Volunteer Toolkit ....................................................................9

Putting the Processes in Place ......................................... 10

Girl Scout Troop Government ........................................... 11

Kapers and Sample Kaper Charts .................................. 12

Tips for Working with Girl Scout Brownies .................. 13

When Planning Meetings .................................................. 14

Safety Requirements and Guidelines ............................ 15

Going on Field Trips............................................................. 16

Parent Involvement ............................................................. 17

Simple Indoor Flag Ceremony.......................................... 18

Girl Scout Terms .................................................................. 19

Activities that Teach Diversity ...................................20-21

The Brownie Story .............................................................. 22

The Brownie Smile Song, Pass the Squeeze ............... 23

References ............................................................................ 24

Girl Scout Brownie Insignia Placement ........................ 25

5 Ways Girl Scouts Builds Girl Leaders ........................ 26

DNA of a G.I.R.L. ....................................................................27

Notes ...................................................................................... 28

The Girl Scout PromiseOn 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.

The Girl Scout LawI 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.

Girl Scout Brownies are ready to take on the world, and

Girl Scouts lets them do just that! They want to learn

new things and show off what they know. They want to

explore the world and meet new people. And they want

to do something big that makes them feel great!

They get to do all these things and more in Girl Scouts:

take that first hike in the great outdoors, visit a science

museum, band together as a mighty Brownie team to

sell cookies—and use some of the money to help others.

Life is good when you’re a Brownie!

As a Brownie (Grades 2-3), she might:

• Expand her circle of friends in a troop

• Have fun learning all kinds of new skills as she earns

badges

• Do a project that makes a difference in her

community (and beyond) as part of a Girl Scout

Leadership Journey

• Bond with her friends as she sells cookies

• Explore nature and the outdoors

*Girl Scouts of the USA makes no attempt to define or interpret the word “God” in the Girl Scout Promise. It looks to individual members to establish for themselves the nature of their spiritual beliefs. When making the Girl Scout Promise, individuals may substitute wording appropriate to their own spiritual beliefs for the word “God.” Note: This disclaimer appears in the National Leadership Journey adult guides, but not in the girls’ books. It is included here as a reminder to you, as a volunteer, that it’s your responsibility to be sensitive to the spiritual beliefs of the girls in your group and to make sure that everyone in the group feels comfortable and included in Girl Scouting. Please feel free to share this information with girls’ families.

Get Ready to Go with Girl Scout Brownies

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The Girl Scout Leadership Development model follows a girl-centric approach and organizes girls’ achievements into three broad categories – Girls Discover, Girls Connect, and Girls Take Action.

What We DoGirl Scouts builds girls of courage, confidence, and character, who make the world a better place.The mission is supported by qualified adult volunteers who provide guidance to the growth of girls through diverse actions.

CourageGirls speak out on issues they care about and take

leadership roles in their communities.

ConfidenceGirls discover and

cultivate their strength and are empowered to

make a difference in their own lives and

beyond.

CharacterGirls act with integrity

and compassion, making decisions that

promote the well-being of themselves

and others.

What Girls Do

Discover + Connect + Take Action= Leadership

STEMComputer science,

engineering, robotics, outdoor STEM, and more

OUTDOORSAdventure and skill building,

from the backyard to the backcountry, including

through camping experiences for all ages

LIFE SKILLSCivic engagement, healthy living, global citizenship,

communication skills—to name a few

ENTREPRENEURSHIPThe Girl Scout Cookie

Program—the largest girl-led entrepreneurial program in

the world— teaches goal setting, decision making,

money management, business ethics, and people

skills

What is the Girl Scout Program?No matter what excites your girls, they’ll find engaging and fun activities in the four areas that make up the core of the Girl Scout program:

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Take Action Projects vs. Community Service ProjectsThe difference between a community service project and a Take Action Project is that a Take Action Project is sustainable (i.e. will last long after the project is completed).

For example: Girls decide they want to improve their school by establishing a recycling project. Instead of collecting recyclables for a week at their school, they decide to work with the school to install recycling bins on school grounds. They also educate teachers and students about what they can do to recycle and the benefits it will have on the school and environment. Now recycling has become sustainable.

Service Project Ideas • Draw pictures on the tray liners for Meals-on-Wheels

• Stuff envelopes for local campaigns (American Cancer Society, YMCA, etc.)

• Food drive: collect non-perishable food items, take to a food bank, help sort into boxes

• Sponsor a family—each girl brings in an item or two for a meal or dinner

• Birthday box—assemble items needed for a birthday party, wrap, and take to a women’s shelter

• Carol at a local nursing home

• Spearhead a one-day park/school clean-up

• Organize a flag ceremony at school

• Color quilt squares and sew them together for kids in shelters

• Participate in a community parade

Take Action Project Ideas

Now that you know the difference between a Community Service Project and a Take Action Project, think about how you could create Take Action Projects from the Service Projects.

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Scenario 3

An uninsured family in your school has

experienced a devastating house fire. The

school is collecting donations of household

goods to furnish a temporary housing unit

where the family will live while they wait until

Habitat for Humanity to help them build a new

home. Your troop wants to know more about

Habitat for Humanity so asks a representative

to come talk with them about how Habitat for

Humanity helps people. The girls decide they

want to be part of helping to build a home that

will provide safe housing for many years, so

they ask how they can help. The representative

tells them they have to be at least 16 years old

to work on a house but reminds them that the

Habitat for Humanity ReStore generates funds

that help make houses possible and that the

people who work on the houses need lunch

and refreshments as they work. How might

your troop help be part of making a lifetime of

housing available to people in need?

Take Action Situations—An Exercise for VolunteersAssign one situation per small group of volunteers. The activity leader will help guide volunteers to identify:

1. The root of the problem 2. The measurable impact 3. The lasting and/or sustainable impact

Scenario 1

Your troop becomes concerned about

childhood hunger so you take them on a tour

of the local food pantry, only to find that the

shelves are mostly empty. The girls begin

talking about running a food drive to help

re-stock the shelves and the tour guide

mutters something about “if only people would

remember us between food drives”. And your

girls take this as a challenge: how could your

troop help people in their community

remember to make regular donations to the

food pantry?

Scenario 2Your troop went on a field trip to the animal

shelter and loved being with all those adorable

animals. And, of course, the girls begged to

take one of the animals home with them.

When you told them they couldn’t adopt one

of those animals as a troop pet, the shelter’s

tour guide reminded the girls that the troop

could help all the pets in the shelter by

reminding people of the on-going need for

donations of pet toys and pet food. How might

your troop help acquire supplies for the animal

shelter and bringing make their community

aware of the shelter’s ongoing need for food

and toys?

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How We Make It HappenResearch by the Girl Scout Institute has shown us that the best way to promote the fun and friendship of Girl Scouting is to create an environment that is girl-led, where they learn by doing in a cooperative learning environment. When used together, these processes ensure the quality of Girl Scout programming.

The Girl Scout ProcessesGirl-led

• Girls play an active part in figuring out the “what, where, when, how, and why” of their activities

• Girls are more engaged as decision makers in planning and putting their ideas into action

• Girls are more engaged in their learning

• Girls are empowered

• Adults provide age -appropriate facilitation to ensure that planning, organization, set-up and evaluation of all activities are done jointly with girls

• Girls experience leadership and decision-making opportunities

• Girls prepare to become active participants in their local and global communities

Learning by doing• A “hands-on” learning process

• Engages girls in continuous cycles of action and reflection

• Results in deeper understanding of concepts and mastery of practical skills

• Girls actively participate in meaningful activities (e.g. trying new skills, solving real-life problems, or role playing)

• Girls get to explore their own questions, discover answers, gain new skills, and share ideas and observations with others

• Girls connect their experiences to their lives and apply what they have learned in the future

Cooperative learning• All members of a group work

together toward a common goal

• Promotes sharing of knowledge, skills, and learning

• Promotes an atmosphere of respect and cooperation

• Girls work together on goals that can only be accomplished with the help of others

• Working together in all-girl environments encourages girls to feel powerful and emotionally and physically safe

• Girls experience a sense of belonging even in the most diverse groups

• In cooperative learning environments, people learn faster, process information more efficiently, and are better able to retain the information learned

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Girl/Adult PlanningFoster girl/adult planning

• Ask questions, rather than provide answers

• Guide, rather than lead

• Advise, rather than judge

• Help a girl to think through a decision, rather than decide for her

Elements of decision making

• Collect all ideas

• Sort out those that are best liked

• Check for feasibility

Girls can help with

• Snacks

• Crafts

• Ceremonies

• Clean-up

Points to calendar planning

• Leave openings/be flexible

• Limit the number of choices girls can pick from

• Look for opportunities to include families in troop/group activities as helpers and resource people

• Be respectful and inclusive about the various religious and cultural holidays and observances your girls may celebrate

40%

Daisy Brownie JuniorCadette/Senior/

Ambassador

Leader is a “Director” Leader is a “Manager” Leader is a “Teacher” Leader is an “Advisor”

20% 60% 85%-95%

Leaders percentage of thedecision-making responsibility

Girls percentage of thedecision-making responsibility

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With the VTK, you can also:

• Access step-by-step activity guides for each troop meeting—so you’ll know exactly what to say and do

• Easily share troop meeting activities and updates with parents/caregivers for each meeting

• Log girls’ program achievements and milestones

• Add events and your own troop activities

• Find resources tailored just for you

. . . and so much more!

Jump-start your troop year with the VTK!

The Volunteer Toolkit (VTK) contains program and meeting plans for Daisy through Ambassador and multi-level troops! It takes the guesswork out of planning and prepping for your troop meetings and makes communication and staying organized seamless.

To get started, get to know the VTK! The Explore tab lets you either create your own year plan or choose from pre-selected tracks.

What volunteers are saying:

“I like that there are meeting plans and

schedules to follow. I also like being able to

keep track of the badges my girls earn. The ‘my troop’

feature that allows me to email all of the parents at

once is great too—I use that a lot.”

Want to learn more about the Volunteer Toolkit?

Just sign in at gswise.org and click My GS!

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Putting the Processes in Place

Quick QuizIs your group girl-led?1. As a leader, if you gave your ideas for the things

to do in the troop:

a. The girls would put them on the list with all of the other ideas

b. The girls would be paying attention because it’s time for announcements

2. If girls gave their ideas, would you:

a. Explore the ideas with the girls to see how they could work

b. Explain why your idea is more workable

3. If your troop was asked to share something at the campfire at your camp:

a. The girls would do the talkingb. Adults would do the talking

4. If the girls were baking a cake but forgot to watch the time:

a. You would let them over-bake it (they could always eat the middle part!)

b. You would take the cake out of the oven when it’s done

5. If the girls wanted to do something that you don’t know how to do:

a. You would find another adult who could help the girls make it happen

b. You would tell them the troop wouldn’t be able to do it

6. If two girls in your troop were not getting along, would you:

a. Ask them to tell each other how they feel, and ask their opinions about how the issue should be resolved?

b. Talk to both of them to get the complete story and then decide who should receive consequences

7. After an activity, would you:

a. Ask the girls their opinions about their activities and what they might do differently?

b. De-brief the activity with the other adults?

Quiz answersIf you marked mostly A’s, you know that even though it sometimes takes a little more effort and time (and might be a little messier!) to accomplish tasks, it is worth it in the end. You’re helping the girls grow and learn skills by involving them in the process. Your partnership with your girls will result in empowering them to reach their fullest potential.

If you marked mostly B’s, you are working hard to provide a wonderful Girl Scout program for your girls, but probably should try to remember that how they do things is really more important than what they do. They really need a chance to ‘learn by doing’. Try involving them a little bit more–it gets easier as you go!

Making adjustmentsFind ways to make sure girls get a chance to be part of the planning. Make it a practice for everyone to share at least one idea when planning. Find ways to make sure that every voice is heard. Ask girls to pair up to discuss their ideas, which makes it easier for a shy girl to voice her opinion. Use lots of different ways of getting the girls’ ideas.

Concentrate on adding little bits of responsibility at a time. When you do an activity, involve the girls in the planning process a little more each time. Baby steps will get you there!

Help other adults plan with girls, not for girls. Parents and volunteers understand that the girl-adult partnership is a cornerstone of Girl Scouting. If you need to, give the other adults a separate task or topic to discuss, preferably in another room, so the planning is largely girl-centered.

Recognize that delegating, especially to girls, may be an area of personal growth for you! Sometimes, the problem may not be that the girls need more/new skills, but that we adults do! Delegating can be difficult, but when we remember that in Girl Scouting, the process is as (or more!) important than the actual activity, it becomes easier.

Focus on building skills. Remember that planning and decision-making are life skills, and are learned over time. Build a little more each time, and your girls will be on their way!

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Girl Scout Troop GovernmentEvery grade level of Girl Scouting can use some form of troop government, it’s a great format to help girls learn responsibility, independence, and how to become leaders! Troop government is designed to be progressive, building on the skills learned in previous years.

Easing girls into troop governance If girls have never made group decisions on their own, introduce the concept by using the Girl Scout Brownie Ring. Have girls discuss only one topic at a time.

The leader might lead the first few discussions, but after that it should be left up to the girls.

Girl Scout Brownie RingThe Girl Scout Brownie Ring is very similar to the Girl Scout Daisy Circle but expands to the abilities of these now somewhat “older” girls. Girls can now begin to lead discussions and “brainstorm” ideas. A Ring “Leader” may be designated to lead discussions, but make sure that all girls are given this leadership opportunity.

When someone wishes to speak, a special “Talking Signal” is used in the Girl Scout Brownie Ring. This is indicated by the girl placing the two fingers of her right hand on the floor (or table, if you are seated at a table instead of on the floor). The Girl Scout Brownie Ring is a good way to make all of the major decisions in your troop from how to spend cookie profits to which badge to work on next.

Brownie Ring time:

AnnouncementsSharing timeDecision-makingKeep it short, simple, and fun!

The Brownie Ring song:

Round and round and round about, Take the hand of a Brownie Scout, Here we are in the Brownie Ring, Ready for ‘most anything!

Ring Leader

Girl Girl

GirlGirl

Girl

Patrol Leader

Asst.Patrol Leader

Girl

Girl

Patrol LeaderAsst.Patrol Leader

GirlGirl

Patrol SystemThe Patrol System is the most versatile of the systems of government. The troop is divided into smaller units called patrols. The ideal patrol size is about 5-8 girls. Each Patrol elects a Patrol Leader responsible for running their patrol meetings. An Assistant Patrol Leader is also a good idea in the event that the Patrol Leader cannot make a meeting. All troop business can be handled in these patrols. Attendance and dues can be recorded by the patrols. For any given outing, chores may be divided up with each patrol responsible for its own task.

In order for the troop to run smoothly and as a group, Patrol Leaders should come together periodically (at least once a month) to discuss troop issues and make group decisions. This is called the “Court of Honor”. Each patrol gives their input to the Patrol Leader who presents their viewpoint at the Court of Honor. Also included in the Court of Honor are any other troop officers such as Secretary and Treasurer. The Patrol System can be very successful, but only if the girls are given skills with which to succeed.

With a bit of practice, girls will be ready to function more independently. This is a good time to introduce the Patrol System to discuss more than one topic at a time.

Try introducing girls to both forms of government and then let them choose which type they like the best.

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BROWNIES SEPT. 10 SEPT. 25 OCT. 9 OCT. 23

JaimeCatrina

(Team Star)

Opening,song, or

game

Serve thesnack

Pass outsupplies

Closingceremony

ChristalAmy

(Team Moon)

Closingceremony

Opening,song, or

game

Serve theSnack

Pass outsupplies

AnnaJessica

(Team Sun)

Pass outsupplies

Closingceremony

Opening,song, or

game

Serve thesnack

AmandaSamantha

(Team Rainbow)

Serve thesnack

Pass outsupplies

Closingceremony

Opening,song, or

game

KAPERS

MartaSnack

AmberSupplies

TashaSpecial helper

JodiOpening

ceremony

KellyClosing

ceremony

DorothyClean-upchecker

Kapers and Sample Kaper ChartsUsing kaper charts is a great way to organize Girl Scout activities. It is a visible reminder of the tasks that need to be done, usually at meetings or while camping. Depending on the number of girls in the troop/group, kapers on the chart may be done individually or in small groups. The names and jobs are recorded and the tasks are rotated.

Simple kaper chart for one meeting

Kaper chart for several meetings including teams of girls

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Tips for Working with Girl Scout BrowniesCreate a Positive Environment

• Set limits

• Encourage respect

• Give positive, polite directions

• Involve girls in establishing rules

• Focus on talents and skills—not problems

• Set a good example

• Don’t expect every girl to do every project

• Allow each girl to learn by experience

• Help each girl develop positive feelings about herself

• Let the girls solve problems, ask for help, and experience leadership

• Encourage group projects

• Involve and communicate with the families

• Rejoice in all achievements, large and small

Most of all,

learn with the girls,

laugh with them, and

have fun!

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1. Be prepared: Set up materials before the meeting, make sure all adults involved know their roles at the meeting.

2. Pre-meeting activity: Puzzles, drawing, books, or a game everyone knows. This allows girls to learn to work independently and gives leaders a chance to greet each girl and family members.

3. Connect with each girl: Take the time to greet each girl and find out how she is feeling. If the girls are full of energy, you may want to save that quiet activity for another time.

4. Five and one minute warnings: Transitioning can be difficult for girls of this age group. Time warnings help.

5. Establish routines: Lets girls know what to expect during the meeting, this gives them ownership of their meeting. Use Kaper Charts, let them know where things are kept, off limit areas, etc.

6. Opening ceremony: Simple flag ceremonies, group cheers, singing favorite songs, reciting the Girl Scout Promise and parts of the Law, etc. Use kapers to involve girls in planning the ceremony.

7. Sharing time: Encourage girls to talk about their interests, feelings, and daily experiences.

8. Involve the girls in planning: At first, the girls may need to choose from a few options, and later will be able to become more active in the planning process.

9. Snack time: Girls can take turns bringing the snack and passing them out. This should be an enjoyable and informal time when the girls can relax and enjoy being together.

10. Clean up: Clean up is a troop responsibility and a good opportunity for all girls to learn to be responsible. All of the girls should help with clean up. One or two girls can be assigned to check kapers off of the Kaper Chart when they are complete.

11. Closing ceremony: Friendship circle and squeeze, say goodbye in other languages, group hug, sing a song, etc. Use kapers to involve the girls in planning.

12. Goodbye: Make sure to learn what adult is responsible for picking up each girl.

Troop snacksMost troops ask parents to provide snacks on a rotating schedule to make sure a treat is available at all meetings. However, some troops find it easier to use dues money and purchase snacks themselves. Either way, be clear with parents about snack expectations.

Make sure to find out:• If there are any food allergies• What snack foods the girls like

A good way to handle the snack situation that’s hard for parents to forget: send home a bucket and attach the note below.

Your daughter has brought home the Brownie Troop Snack Bucket. Please send it back with your daughter to our next meeting with enough healthy snacks for girls.

Girls in our troop are allergic to:

When Planning Meetings...

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Check out Safety Activity Checkpointsbefore running an activitySafety Activity Checkpoints contain the safety rules that govern all aspects of Girl Scout activities and programs. Scan through these and refer to them often. Best practice is to review the checkpoints while

planning Girl Scout activities and outings. Get the girls in the habit of looking up the safety procedures.

Permission slipsA permission slip is required any time the troop/group is not at its normal meeting place and/or time. A permission slip is also needed any time the troop focuses on a sensitive or controversial issue. Permission slips can be completed online at gswise.org, just typeParent Guardian Permission Form in the search bar.

Tagalongs We recommend that tagalongs or children other than troop members not be a part of the official troop meeting. The Girl Scout Brownie troop meeting’s focus is on the girls registered with the troop. If tagalongs will be part of a meeting or outing, remember to get Plan 2 Insurance to cover all non-members.

Troop leadership Because the female role model is essential to fulfilling the purpose of Girl Scouting, at least one member of the leadership team needs to be an adult female. All registered Girl Scouts, including adults, are covered under the Girl Scout insurance policy. A trained adult female needs to be present at all troop events.

Adult/Girl ratiosFor Girl Scout Brownies the recommended ratio of adults to girls are:

• For meetings:⬩ Two adults to every 20 Girl Scout Brownies⬩ Plus one adult for each additional 8 Girl Scout

Brownies• For events, trips, and group camping:

⬩ Two adults to every 12 Girl Scout Brownies⬩ Plus one adult for each additional 6 Girl Scout

Brownies

Safety Requirements and Guidelines

No matter how well we plan, emergencies can happen. That is why it is required that two co-leaders attend every Girl Scout meeting. If you or a girl is injured at a meeting or on a trip, you do not want to take all the girls with you to the hospital or leave them alone.

Safety Activity Checkpoints provides additional guidelines for the girl/adult ratio.

Meeting places and safetyThe safety of our girls is of paramount importance to Girl Scouts of Wisconsin Southeast. It is imperative that we maintain a reputation as a safety-conscious organization that challenges girls to take risks in a safe environment. Troop interaction is critical to our girls’ social and organizational development.

Troop meetings should be held in facilities that are designed to meet the unique needs associated with public use and should be ADA-compliant to ensure the troop meeting is accessible for all girls. Examples of commonly used meeting locations are schools, government buildings, places of worship, libraries, YMCA locations, and office space.

Children and Youth ProtectionMandated Reporter Online Training

This one-hour session covers the responsibilities and

procedures for reporting suspected child abuse and

neglect. GSWISE also recommends that volunteers

complete the Darkness to Light supplemental training

as an additional measure, but it is not required.

Darkness to Light teaches adults how to recognize,

prevent, and react responsibly to child sexual abuse.

Visit gswise.org• Volunteer• Learning and Support• Wisconsin Mandated Reporter Online Training• Complete the online training• Download and save your certificate of completion• Email your certificate to

customercare@gswise.org» Subject line: 497 Mandated Reporter

Training• Contact Customer Care at 800-565-4475 if you

have any questions

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Going on Field TripsField trips are an interesting and important part of Girl Scouting. The following guidelines should be helpful in planning field trips. A signed permission slip assures leaders that parents and Girl Scouts understand and agree with the trip arrangements. It also allows the leaders to have emergency action privileges.

Hold a pre-trip discussionMake sure that co-leaders, Girl Scouts and chaperones are included and discuss:

• Where are we going? • Why are we going? • What questions do we want answered? • What books or audio-visuals could help us prepare

for our trip? • Should we take notes? Take pictures? • What safety and behavior rules are there? • How will our chaperones help us? • What should we wear?• Do we need to arrange for meals?

Contact the venue to gather important information.• Available dates and times; reserve date• Fees• Safety concerns• What visitors can expect to see• Where restrooms are located• Behavior expectations• Size of group• Ages of girls

Hand out and gather permission slips and fees.Include dates, drop-off and pick-up times, venue address, and fees.

Recruit chaperonesQualifications: knowledge and enthusiasm!

• Tell them what you expect of them. • Remind them that they need to be registered

adults and to complete a background check at gswise.org.

• Find out how many chaperones you will need. Determine the number by Girl Scout standards as listed in Safety Activity Checkpoints.

Transportation Pre-plan the route, cost, maps, parking, and passenger-safety precautions. Transportation policy

• Drivers must be of the appropriate age (21)• Drivers must have a valid driver’s license• Vehicles must have liability insurance• A seat belt must be provided for every girl. Use

booster seats if provided by parents.

Planning the trip

Child passenger safetyWisconsin State Law states that children 4 through 7 who both weigh at least 40 pounds but less than 80 pounds and who are less than 57 inches tall are required to be in a booster seat (as of 6/1/2006).

A booster seat is a child safety seat designed for children who have outgrown toddler seats and are not tall enough for safety belts. A booster seat raises a child up so the safety belt fits properly.

It’s surprising, but being buckled up with a safety belt is not the safest way for many children to ride in a vehicle. Safety belts are designed for adults, and children under 4 feet 9 inches tall should ride with a booster seat. Children prematurely moved to seat belts are four times more likely to suffer serious head injuries during a collision than children in child safety or booster seats.

Riding safe as children growEnsure car safety by following the four-step process below. As children grow, how they sit in your car, truck, or SUV should change. All children age 12 and under should ride in the back seat.

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Parent Involvement

Note: Any volunteer holding one of the Helping Hands positions listed above is required to register as an adult Girl

Scout member and to complete a background check.

Helping Hands: Volunteer Opportunities for Parents

Treasurer Keeps record of the troop’s finances

Chaperone Assists with troop outings

Regular Meeting Helper Lends a helping hand to girls and co-leaders as needed during troop meetings

Regular Meeting Planner Helps plan troop meetings and/or prep for meetings

Troop Cookie Captain Organizes the Cookie Program

Fall Troop Product Manager Organizes the Fall Product Program activities

Presenter Presents a certain topic to the troop at an assigned meeting

Troop Newsletter Editor Writes the troop newsletter

Driver Transports girls to and from troop outings

Camp Coordinator Plans camping trips for the troop

Service Project Coordinator Organizes service projects for the troop to participate in

Emergency ContactHelps contact parents and guardians in case of an emergency

(*this person does not participate in the outing)

Phone Tree Coordinator Organizes communication between co-leaders and parents in the event of a cancellation

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Simple Indoor Flag CeremonyFlag ceremonies are a great way to open or close an activity, troop meeting, ceremony, or special event. With a little practice, this simple ceremony can be a meaningful way to mark any occassion.

Materials Needed: American flag, Girl Scout flag(s), flag stands

Participants:Caller, flag bearers, color guard (one guard for each flag)

Possible Formations:

• The troop/group forms a horseshoe.

• In a meeting or at a special event participants may stay at their seats.

• All girls/participants stand at attention

The Pledge of AllegianceI pledge allegiance to the flag of the

United States of America. And to the

republic for which it stands, one nation,

under God, indivisible, with liberty and

justice for all.

The Girl Scout PromiseOn 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.

The Girl Scout LawI 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.

Caller Color Guard

Opening Flag Ceremony

“Girl Scouts, attention.” [Hold flag poles vertically in front of you with flags on top.]

“Color Guard, attention.” [Raise flag poles from off of the ground and tip forward]

“Color Guard, advance.” [Entrance Order: American Flag GSUSA flag, then WAGGGS flag]

“Color Guard, post the colors.” [American Flag in middle, GSUSA and WAGGGS to either side]

“Color Guard, salute the flag.” [Place right hand over heart for about 3 seconds]

“We will now all recite the Pledge of Allegiance”

[Color Guard remains silent]

“Girl Scouts, state the Promise and Law”

[Color Guard remains silent]

“Color Guard, dismissed.” [Flag bearer exit order: American, GSUSA, then WAGGGS]

“Please be seated.”

Closing Flag Ceremony

“Girl Scouts, attention.” [Everyone quiets down]

“Color Guard, attention.” [Stand ready]

“Color Guard, advance.” [Move towards flags- stop just short of them]

“Color Guard, salute the flag.” [Place right hand over heart for about 3 seconds]

“Color Guard, retire the colors.” [Flag bearers move forward and take flags out of stands

“Color Guard, dismissed.” [Exit order: American flag bearer, then GSUSA, then WAGGGS]

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Bridging The process of moving from one age level of Girl Scouting to another.

Buddy System A safety system where two girls stay together and watch out for each other. IDEA: Use at meetings when girls leave to use the restroom.

Court of Awards A ceremony to present earned awards at any level.

Founder’s DayOctober 31, the birthday of Juliette Gordon Low.

Fly-UpThe ceremony in which a Girl Scout Brownie becomes a Girl Scout Junior

Friendship CircleEveryone stands in a circle holding hands, with their right hand crossed over their left hand. Then you pass the friendship squeeze.

Friendship Squeeze While in the friendship circle, one person starts the squeeze and then it is passed around the circle. When you feel your hand squeezed, you do the same to the person next to you, one at a time. Everyone is silent as the friendship squeeze is passed. It stands for friendship with Girl Scouts everywhere.

Girl Scout Birthday March 12, 1912, the date of the first Girl Scout meeting in the USA.

Girl Scout HandshakeShake hands with your left hand with the Girl Scout Sign on your right hand. You shake with your left hand because it is closest to your heart.

Girl Scout SignHold your right hand at shoulder level with three middle fingers raised. The three fingers stand for the three parts of the Girl Scout Promise. We do this sign when we say the Girl Scout Promise or give a Girl Scout handshake.

Girl Scout Quiet SignA raised hand with five fingers up to remind others of the fifth part of the Girl Scout Law, “responsible for what I say and do.” Each person who sees this sign stops talking and raises her hand also. Wait until everyone’s quiet with their hand raised.

Girl Scouts’ OwnInspirational ceremony with a theme planned by and for Girl Scouts. GSUSA Girl Scouts of the USA.

InvestitureA special ceremony to welcome a girl into Girl Scouts where she receives her age level pin and officially makes her Promise for the first time.

Juliette “Daisy” Gordon LowFounder of Girl Scouting in the U.S.A.

Kaper ChartA rotating job chart showing all jobs and who is responsible for each.

MY GSGirl Scout registration and communication system.

RededicationCeremony where Girl Scouts reaffirm their belief in the Promise & Law.

Safety-WiseGSUSA publication that details safety practices that should be followed.

Sit UponA cushion to sit on outside generally made by Girl Scouts.

World Thinking DayFebruary 22, the birthday of Lord Baden-Powell (founder of Boy Scouts). Designed as a day to think about scouts and guides worldwide.

Talking Sign: If someone wishes to speak, they tap their two fingers on the floor in front of them.

Talking Stick: A great way to manage discussions. No one may speak unless they are holding the talking stick.

TrefoilThe international symbol of Girl Scouting. All Girl Scout Membership pins are outlined in the shape of a trefoil.

Volunteer Toolkit (VTK)The Volunteer Toolkit is an online troop planning tool.

WAGGGSWorld Association of Girl Guides and Girl Scouts, the worldwide organization to which Girl Scouts belong. All Girl Scouts are members of WAGGGS. World Thinking Day is a good time to learn about WAGGGS. Being a ‘sister to every Girl Scout’ is a good way to explain this concept.

World Association PinThe trefoil pin is worn by members of WAGGGS.

Girl Scout Terms

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Diversity gameLet girls know that they are going to play a game that teaches them about how everyone is different from one another in some ways, but there are lots of ways that we are all the same.

Have girls stand in a circle. Choose a caller. (This is a good opportunity to have girls lead! An adult should stand close to help with reading.) Girls and a co-leader stand in a circle while the caller reads the points below in a clear, loud voice. Players find someone who matches the description and link elbows. Then the caller reads the next point and the activity continues. Players should try to find a new partner each time. (Tell girls if they can’t find a partner then they can be partners with the co-leader.)

Find someone who...• has the same color eyes as you.

• has different colored eyes than you.

• has ears.

• has the same color hair as you.

• has different colored hair than you.

• has elbows.

• is taller than you.

• is shorter than you.

• is a Girl Scout.

Ask them if it was more fun to play with girls that were the same as them, or different from them. Did it even matter? We all had something in common with each other and something different, but we still had fun together.

Activities that Teach DiversityDiversity is defined by the dictionary as (1) the condition of being different and (2) an instance or a point of difference. Here are a few activities that point out how we are all different, yet alike.

Hold a diversity discussion during snack time

• Arrange to bring one flavor of ice cream and several different toppings as the treat for the day.

• Tell girls they can have a scoop of ice cream and add their favorite toppings and then sit down, but they can’t eat it until a leader tells them they can.

• Once all girls have fixed their ice cream treat, ask each girl to say why she chose the toppings that she did.

• Let each girl share.

• Tell girls they can enjoy the ice cream treat!• While they eat, talk about how we all have

similarities (like the flavor of ice cream) and differences (like the toppings). Ask them if they think it would have been better to have just one topping choice instead of a bunch of choices.

NOTE: If girls can’t have milk, consider doing the activity with apples or bananas.

Diversity activityHave girls partner up and ask girls to sit or stand facing each other. Ask girls to think of three ways in which they are like their partners and three ways in which they are different from their partners. Ask the partners to share their similarities and differences with each other and with the group. Ask girls what they think the world would be like if everyone were exactly the same.

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Try it one-handedMaterials: Long strips of cloth

Try this activity to help girls discover how a child with limited use of a hand or an arm can encounter difficulties performing even the most common school activities.

• Tie a long strip of cloth gently around each of the girls’ bodies in such a way that one of their arms is held snug to their sides.

• Have the girls continue with typical activities such as writing, reading books, opening a backpack, and eating lunch.

• You may want to try this activity with only half of your girls so that the other half can act as helpers.

• When all the girls have experienced this activity, ask them to share their feelings and observations.

Sack walk

Materials: Caution cones or small cardboard boxes, burlap bags or old pillowcases

Try this activity to help girls discover how some children, though not in wheelchairs, still have difficulty walking. They may have muscle or bone troubles that make moving a trying task.

• Create a simple obstacle course using the cones or boxes to indicate a pathway.

• To walk around the course, each girl must stand inside a burlap sack or an old pillowcase and use her hands to hold up the edges of the bag or case.

• (Note: The object is not to hop around the course, but rather to walk.)

• When all the girls have experienced this activity, ask them to share their feelings and observations.

Activities that Teach Diversity (continued)

Disability Simulations Help girls develop empathy and understanding for others by doing one of these simulations.

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Once there were two little girls who lived in England

with their Granny and their father. The girls played

all day while Granny and father had to work very

hard. One day, Granny told the girls about the

Brownies who used to do lots of things to help

around the house. “They are gone now,” she said,

“But we were always so much happier when they

helped.” The girls wanted to know where the

Brownies had gone and how to get them to come

back. Granny said, “Only the wise old Owl knows.”

That night, when everyone else was asleep, one of

the girls ran out of the house into the magic forest.

There she found the wise old Owl. “Please,” said the

girl, “Where can I find the Brownies to come and

live with us?” The owl said, “I know where two live—

right in your house.” She was very surprised! “Tell

me how to find them,” she begged. He told her to go

the pond in the magic forest, turn herself around 3

times and say “twist me and turn me and show me

the elf—I looked in the water and saw my self!”.

“Then,” Owl said, “Finish the rhyme and you will see

the Brownie in the magic pond.”

The girl went to the pond in the magic forest and

did as she had been told. Then she went back to the

wise old owl and said, “Something must be wrong--

I did all you told me to do and I only saw myself!

And I’m not a Brownie!”. “Are you sure?” said Owl,

“To be a Brownie you must be ready to help those

around you, make friends whenever you can, and

above all, try everyday to discover something new.”

“I’d like to be a Brownie ,” she said. “Then go home

and try,” Owl said kindly. He touched her hand with

his feathers and suddenly she was home.

Quietly she woke up her sister, told her all that had

happened and together they tip-toed into the front

room and began to clean the house. In the morning,

when Granny and father saw it, they wanted to

know what had happened, who did it! The girls

danced around and sang, “It’s the Brownies!” And

from that day on, theirs was a very happy house in

the forest.

The Brownie StoryEnjoy this fun activity while bringing a story from Girl Scouting’s history to life. Explain that a story will be read to them and that they have to listen very carefully so they can match the words to the sounds or motions. Teach the girls the words, sounds, and motions. Read the story and have fun. (If a girl wants to read, remind them to read slowly.)

Word Sound MotionGirls Giggle Hands in front of mouthGranny Oh my! Both hands slap kneesBrownies Be Prepared! Stand and make GS signHouse Come in Hand motion to come inOwl Whoo-whoo Bend arms and flap handsForest Moan Wave arms like branches

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The Brownie Smile SongI have something in my pocket,

that belongs across my face.

I keep it very close to me,

in a most convenient place.

I’m sure you couldn’t guess it,

if you guessed a long, long while.

So, I’ll take it out,

and put it on,

it’s a great big Brownie Smile!

Alternative versionI’ve got something in my pocket

That I found behind a log

My leader said to put it back

But I want to keep this frog

It’s cool and green and slimy

And it wiggles in my hand

I’ve also got a wooly worm

And a pocket full of sand.

Pass the Squeeze(Tune: Farmer in the Dell)

The squeeze is going around,

the squeeze is going around.

I’ll try to do a good turn each day.

The squeeze is going around.

Actions• Each girl makes a serious face.

• All the girls hold hands and one person starts the squeeze by gently squeezing the hand of the person on her right, who passes it to the next girl.

• As each girl receives the squeeze, she makes a great big Brownie smile.

Some troops sing the song and when the song ends, the last person to get the squeeze has to come back next week and tell about a Good Turn that she did. Some groups send a Brownie doll or other stuffed toy home with that Girl Scout Brownie.

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Publications from GSUSAGirl Scout Junior Journey books

• Brownie Quest• WOW! Wonders of Water• A World of Girls

The Girl’s Guide to Girl ScoutingGirl Scout TraditionsSafety Activity Checkpoints, online at gswise.org.

Let’s Celebrate! A four-part booklet including basic parts of a ceremony and sample ceremonies.

Volunteer EssentialsGet just about everything you need as a Girl Scout volunteer, including basic facts and forms, as well as tips on planning outdoor activities, managing troop finances, promoting safety, arranging trips, selling cookies, and more.

ConnectionsThis publication created by Girl Scouts of Wisconsin Southeast is your guide to planning events, activities, and renting program properties.

Information Online• National website: girlscouts.org

• Local council website: gswise.org

• Volunteer information at gswise.org

o Ways to Volunteero Volunteer Toolkito Volunteer Recognition and Awardso Learning and Support

Note: The resources mentioned in this training, plus additional tools, can be found at gswise.org by clicking on the Resources section and entering keywords in the search bar.

Service Unit MeetingsThroughout the school year, troop leaders meet with other volunteers in their service units. To find when your local service unit meets, go to gswise.org.

Service CentersGirl Scouts of Wisconsin Southeast operates three service centers that house Girl Scout libraries and retail shops to assist volunteers in the delivery of Girl Scout programming to girls and adults.

The Service Centers are your year-round source for Girl Scout uniforms, pins, badges, and books.

Each Service Center is filled with books and Take Out Boxes that may be loaned to troop leaders.

Reservations are necessary for Take Out Boxes due to a limited number of items. Please contact your local Service Center for availability. Visit any of our three convenient locations or place an order by mail, fax, phone, or online at gswise.org.

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STRONG SENSE OF SELFGirls have confidence in themselves and their abilities, and form positive identities.

POSITIVE VALUESGirls act ethically, honestly, and responsibly, and show concern for others.

CHALLENGE SEEKINGGirls take appropriate risks, try things even if they might fail, and learn from mistakes.

HEALTHY RELATIONSHIPSGirls develop and maintain healthy relationships by communicating their feelings directly and resolving conflicts constructively.

COMMUNITY PROBLEM SOLVINGGirls desire to contribute to the world in purposeful and meaningful ways, learn how to identify problems in the community, and create “action plans” to solve them.

5 Ways Girl Scouts Builds Girl LeadersGirl Scouts’ mission is to build girls of courage, confidence, and character, who make the world a better place. Since 1912, girls have explored new fields of knowledge, learned valuable skills, and developed strong core values through Girl Scouts. Today Girl Scouts is, as it always has been, the organization best positioned to help girls develop important leadership skills they need to become successful adults.

At Girl Scouts, guided by supportive adults and peers, girls develop their leadership potential through age-appropriate activities that enable them to discover their values, skills, and the world around them; connectwith others in a multicultural environment; and take action to make a difference in their world. These activities are designed to be girl led, cooperative, and hands-on—processes that create high-quality experiences conducive to learning.

When girls participate in Girl Scouts, they benefit in 5 important ways:

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DNA of a G. .R.L.She’s a go-getter, innovator, risk-taker, leader!

HELLOMy name isLeader

Sets goals andsticks to them

Works hard tobring positive

change tothe world

Seeks new adventures and experiences

Speaks up forherself and others

Takes pride inher abilities

and successes

Builds teamspirit and bringspeople together

Takes actionon issues dearto her heart

with compassionand clearcommunication

Falls down andgets back up

Runs forleadership

positions

Sees newsolutions to

old problemsListens toopinions andfeelings differentfrom her own

Has an imagination that knows no limits

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Notes

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