Environmental Science

Merit Badge Workbook

This workbook can help you, but you still need to read the merit badge pamphlet.
This Workbook can help you organize your thoughts as you prepare to meet with your merit badge counselor
Merit Badge Counselors may not require the use of this or any similar workbooks.
You still must satisfy your counselor that you can demonstrate each skill and have learned the information.
You should use the work space provided for each requirement to keep track of which requirements have been completed,
and to make notes for discussing the item with your counselor, not for providing full and complete answers.
If a requirement says that you must take an action using words such as "discuss", "show",
"tell", "explain", "demonstrate", "identify", etc, that is what you must do.
No one may add or subtract from the official requirements found in Scouts BSA Requirements (Pub.# 33216) and/or on [Link].
The requirements were last issued or revised in 2023 • This workbook was updated in November 2023.

Bradley Dang
Scout’s Name: ___________________________ 980
Unit ____________________________________ Date Started _______________________

Counselor’s Name: _______________________ Phone No.: ______________________________ Email: ____________________________

Please submit errors, omissions, comments or suggestions about this workbook to: Workbooks@[Link]
Comments or suggestions for changes to the requirements for the merit badge should be sent to: [Link]@[Link]

1. Make a timeline of the history of environmental science in America.

1500s Indigenous peoples sustainably manage natural resources through farming, hunting, and controlled burns.
European explorers begin altering ecosystems by introducing non-native species, disease, and deforestation.

1600s Colonists clear large areas of forest for agriculture and settlements.
Beaver hunting for the fur trade nearly leads to the extinction of local populations.
Early signs of resource depletion emerge, but there is little concern for conservation.

1700s Large-scale farming practices lead to soil depletion in colonies.

Influential thinkers like Benjamin Franklin petition for cleaner water in Philadelphia, one of the first
documented environmental efforts.
Expansion westward begins altering new ecosystems.

1800s The Industrial Revolution causes rapid deforestation, air pollution, and water contamination.
Awareness grows about resource depletion: George Perkins Marsh writes Man and Nature (1864), one of the first works to
discuss humans impact on the environment.
Conservation efforts begin:
Creation of Yellowstone National Park (1872), the worlds first national park.
Formation of organizations like the Sierra Club (1892) led by John Muir.
1900s The first Earth Day (1970) raises public awareness.
Key legislation: Clean Air Act (1970), Clean Water Act (1972), and Endangered
Species Act (1973).
Creation of the Environmental Protection Agency (EPA) in 1970.

Workbook © Copyright 2023 - U.S. Scouting Service Project, Inc. - All Rights Reserved
Requirements © Copyright, Boy Scouts of America (Used with permission.)
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Environmental Science Scout's Name: ________________________
Bradley Dang

2000s Increased awareness of global warming leads to international agreements like the
Kyoto Protocol (1997, implemented in the 2000s) and the Paris Agreement (2015).
Growth of renewable energy technologies and green initiatives.

Identify the contribution made by the Boy Scouts of America to environmental science. Include dates, names of people or
organizations, and important events.
Date People/Organizations Event
1910 William Boyce Founded boy scouts and focused on outdoor ethics
1907 Robert Powell eveloped the program that inspired the BSA's focus on nature and conservation.

1908 Grifferd Pinshot advocated for sustainable forestry and influenced early BSA conservation principles.

1908 Ernest Seton emphasized wildlife conservation and understanding nature through scouting.

1962 Rachel Carson sparking the modern environmental movement, which indirectly influenced the BSA

1955 Aldo Leopold inspired conservation leaders with his land ethic philosophy, aligning with BSA values.

1920 Theodore Roosevelt inspired early BSA leaders with his dedication to protecting natural resources and wildlife.

2. Define the following terms: population, community, ecosystem, biosphere, symbiosis, niche, habitat, conservation, threatened
species, endangered species, extinction, pollution prevention, brownfield, ozone, watershed, airshed, nonpoint source, hybrid
vehicle, fuel cell.
A population is a group of individuals of the same species that live in a specific
Population: geographic area and interact with one another. In ecological terms, populations share
resources, reproduce, and may experience changes in size, density, and structure over
time due to environmental factors.

Community: A group of people living together coooperating.

Ecosystem: An ecosystem is a community of living things

Biosphere: The biosphere is the part of Earth where life exists, including land, water,
and the atmosphere. Its the global sum of all ecosystems.

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Environmental Science Scout's Name: ____ ____ ________ _____

Symbiosis is a close relationship between two different species that live together, often
Symbiosis: for a long period of time. It can be beneficial, neutral, or harmful to one or both species
involved.

A niche refers to the role or function of an organism within an ecosystem, including how it
Niche: gets its food, where it lives, and how it interacts with other organisms. Its essentially
the "job" or "position" of a species in its environment.

A habitat is the natural environment where an organism lives. It provides the necessary
Habitat: conditions for survival, such as food, shelter, and mates for reproduction.

Conservation is the protection and preservation of natural resources, wildlife, and

Conservation: ecosystems to prevent their depletion or destruction. It aims to maintain biodiversity and
ensure that resources are available for future generations.

A threatened species is a species that is at risk of becoming endangered in the near

Threatened species: future. This risk can be caused by factors like habitat loss, overhunting, climate change,
or pollution.

An endangered species is a species that is at serious risk of extinction due to factors like
Endangered species: habitat destruction, poaching, or climate change. Immediate action is often needed to
prevent them from disappearing completely.

Extinction is the complete disappearance of a species from the Earth. This happens when
Extinction the last individual of the species dies, and no members are left to reproduce.

Pollution prevention refers to efforts and practices aimed at reducing or eliminating the
Pollution prevention: creation of pollutants before they are produced. This can include reducing waste, using
cleaner technologies, and conserving resources to prevent harm to the environment.

A brownfield is a previously developed land that is no longer in use and may be

Brownfield: contaminated or polluted. It often requires cleanup before it can be redeveloped or
repurposed for new use, such as housing or businesses.

Ozone is a gas made up of three oxygen molecules (O). It is found in two layers of the
Ozone: atmosphere: the stratosphere, where it forms the ozone layer that protects Earth from
harmful ultraviolet (UV) radiation, and the troposphere, where it can be a harmful air
pollutant

A watershed is an area of land where all the water that falls as rain or snow drains into a
Watershed: common body of water, such as a river, lake, or ocean. It includes all the streams, rivers,
and tributaries that flow into the main water source.

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Environmental Science Bradley Dang
Scout's Name: ________________________

Airshed: An airshed is a geographic area where the air is shared by all the people,
plants, and animals within it. It is defined by natural boundaries, such as
mountains or valleys, and is used to manage and monitor air quality within
that area
A nonpoint source is a type of pollution that comes from multiple, scattered sources
Nonpoint source: rather than a single, identifiable point. It often occurs when rain or snowmelt washes
pollutants, like chemicals or sediments, from various areas (such as roads, farms, or
urban areas) into water bodies.

Hybrid vehicle: A hybrid vehicle is a vehicle that uses two or more types of power,
typically a combination of a gasoline engine and an electric motor. This
helps improve fuel efficiency and reduce emissions compared to
traditional vehicles powered solely by gasoline.
Fuel cell: A fuel cell is a device that generates electricity through a chemical
reaction, typically using hydrogen and oxygen, with water as the only
byproduct. It is a clean energy source that can be used to power vehicles,
buildings, or other applications, offering an alternative to fossil fuels.
3. Do ONE activity in SEVEN of the following EIGHT categories (using the activities in this pamphlet as the bases for planning
and carrying out your projects):
 a. Ecology
 1. Conduct and experiment to find out how living things respond to changes in their environments. Discuss your
observations with your counselor.
 2. Conduct an experiment illustrating the greenhouse effect. Keep a journal of your data and observations. Discuss
your conclusions with your counselor.
 3. Discuss what is an ecosystem. Tell how it is maintained in nature and how it survives.
An ecosystem is a community of living organisms, such as plants, animals, and
microorganisms, interacting with their physical environment (soil, water, air, etc.) in a
specific area. It is maintained in nature through the flow of energy (mainly from the
sun) and nutrient cycling, where organisms depend on each other for food, shelter,
and other resources. Producers (like plants) create energy through photosynthesis,
herbivores consume plants, carnivores eat herbivores, and decomposers break down
dead organisms, returning nutrients to the soil. Ecosystems survive through these
balanced interactions, maintaining stability unless disturbed by external factors like
pollution or climate change.

Environmental Science - Merit Badge Workbook Page 4 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

 b. Air Pollution
 1. Perform an experiment to test for particulates that contribute to air pollution. Discuss your findings with your
counselor.
 2. Record the trips taken, mileage, and fuel consumption of a family car for seven days, and calculate how many miles
per gallon the car gets. Determine whether any trips could have been combined ("chained") rather than taken out
and back. Using the idea of trip chaining, determine how many miles and gallons of gas could have been saved in
those seven days.
 3. Explain what is acid rain. In your explanation, tell how it affects plants and the environment and the steps society
can take to help reduce its effects.
Acid rain is precipitation with high acidity, caused by pollutants like sulfur dioxide and
nitrogen oxides from burning fossil fuels. It harms plants by damaging leaves and
soil, and disrupts aquatic ecosystems by lowering the pH of water. To reduce its
effects, society can reduce emissions through cleaner energy, use pollution-control
technologies, and enforce stricter air quality regulations.

 c. Water Pollution
 1. Conduct an experiment to show how living things react to thermal pollution. Discuss your observations with your
counselor.
 2. Conduct an experiment to identify the methods that could be used to mediate (reduce) the effects of an oil spill on
waterfowl. Discuss your results with your counselor.
 3. Describe the impact of a waterborne pollutant on an aquatic community. Write a 100-word report on how that
pollutant affected aquatic life, what the effect was, and whether the effect is linked to biomagnification.
Mercury is a toxic waterborne pollutant that enters aquatic ecosystems primarily
through industrial waste and mining runoff. Once in water, mercury can accumulate
in the bodies of aquatic organisms, especially fish. This pollutant can cause
neurological damage in fish, impairing their ability to swim, hunt, and reproduce. As
mercury moves up the food chain, it accumulates in higher concentrations in
predators like birds and humans through a process known as biomagnification. The
long-term effect is a decline in aquatic biodiversity and a threat to human health, as
mercury poisoning can cause severe health issues in those who consume
contaminated fish.

Environmental Science - Merit Badge Workbook Page 5 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

 d. Land Pollution
 1. Conduct an experiment to illustrate soil erosion by water. Take photographs or make a drawing of the soil before
and after your experiment, and make a poster showing your results. Present your poster to your patrol or troop. (Per
National, “troop” means “unit”.)
 2. Perform an experiment to determine the effect of an oil spill on land. Discuss your conclusions with your counselor.
 3. Photograph an area affected by erosion. Share your photographs with your counselor and discuss why the area has
eroded and what might be done to help alleviate the erosion.
I visited a local area affected by erosion, where the soil was washed away, exposing
rocks and plant roots. The erosion was caused by heavy rain and a lack of plants to
hold the soil in place.

 e. Endangered Species
 1. Do research on one endangered species found in your state. Find out what its natural habitat is, why it is
endangered, what is being done to preserve it, and how many individual organisms are left in the wild. Prepare a
100-word report about the organism, including a drawing. Present your report to your patrol or troop.
 2. Do research on one species that was endangered, or threatened, but which has now recovered. Find out how the
organism recovered, and what its new status is. Write a 100-word report on the species and discuss it with your
counselor.
 3. With your parent or guardian's and counselor's approval, work with a natural resource professional to identify two
projects that have been approved to improve the habitat for a threatened or endangered species in your area. Visit
the site of one of these projects and report on what you saw.
I researched two projects aimed at helping the Eastern Bluebird, a threatened
species. One project focused on restoring native grasses at a local park by removing
invasive plants, while the other involved adding bluebird houses to a nearby nature
reserve. After visiting the park, I saw that the grasses were growing well, and I
spotted bluebirds using the new nesting boxes, showing that these efforts were
helping improve their habitat.

Environmental Science - Merit Badge Workbook Page 6 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

 [Link] Prevention, Resource Recovery, and Conservation

 1. Look around your home and determine 10 ways your family can help reduce pollution. Practice at least two of these
methods for seven days and discuss with your counselor what you have learned.
 2. Determine 10 ways to conserve resources or use resources more efficiently in your home, at school, or at camp.
Practice at least two of these methods for five days and discuss with your counselor what you have learned.
 3. Perform an experiment on packaging materials to find out which ones are biodegradable. Discuss your conclusions
with your counselor.
To test which packaging materials are biodegradable, gather samples of various
materials, such as paper, biodegradable plastics, edible packaging, and plant-based
foam. For non-biodegradable materials, include traditional plastics, styrofoam, metal,
aluminum foil, and glass. Monitor how these materials decompose over several
weeks. You'll notice that biodegradable materials like paper and plant-based plastics
break down faster, reducing waste, while non-biodegradable ones, like plastic and
styrofoam, remain intact and cause pollution.

 g. Pollination
 1. Using photographs or illustrations, point out the differences between a drone and a worker bee. Discuss the stages
of bee development (eggs, larvae, pupae). Explain the pollination process, and what propolis is and how it is used
by honey bees. Tell how bees make honey and beeswax, and how both are harvested. Explain the part played in
the life of the hive by the queen, the drones, and the workers.
Drones are male bees that don't have stingers and only mate with the queen. Worker
bees are females that perform various tasks such as collecting nectar and defending
the hive. The queen bee lays eggs and regulates hive activities through pheromones,
while worker bees gather nectar and produce honey, and drones are primarily for
reproduction.

Environmental Science - Merit Badge Workbook Page 7 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

 2. Present to your counselor a one-page report on how and why honey bees are used in pollinating food crops. In your
report, discuss the problems faced by the bee population today, and the impact to humanity if there were no
pollinators. Share your report with your troop or patrol, your class at school, or another group approved by your
counselor.
Before you choose requirement 3g(3), you will need to first find out whether you are allergic to bee
stings. Visit an allergist or your family physician to find out. If you are allergic to bee stings, you should
choose another option within requirement 3. In completing requirement 3g(3), your counselor can help
you find an established beekeeper to meet with you and your buddy. Ask whether you can help hive a
swarm or divide a colony of honey bees. Before your visit, be sure your buddy is not allergic to bee
stings. For help with locating a beekeeper in your state, visit [Link] and click on "
Resources," then select "Find Help" and "Find a Local Beekeeper."
 3. Hive a swarm OR divide at least one colony of honey bees. Explain how a hive is constructed
Worker bees build a hive by secreting wax from their glands and molding it into
hexagonal cells. These cells form layers used for storing honey, pollen, and raising
young bees. The hive is continuously expanded and maintained by the bees to meet
the needs of the colony.

 h. Invasive Species
 1. Learn to identify the major invasive plant species in your community or camp and explain to your counselor what can
be done to either eradicate or control their spread.
In California, major invasive plant species include Arundo donax (Giant Reed), Ailanthus
altissima (Tree of Heaven), and Centaurea diffusa (Diffuse Knapweed). To control their spread,
several methods can be used. Manual removal, such as hand-pulling or digging, is effective for
small infestations, but requires consistent effort to prevent regrowth. Herbicides can help
manage larger infestations if used according to guidelines to minimize environmental impact.
Mechanical control methods, like mowing or cutting, reduce spread but need regular
maintenance to prevent regrowth. Biological control involves introducing natural predators or
diseases specific to the invasive species, helping to control their population without harming
native plants. Monitoring areas for new invasions and responding quickly can help protect the
local ecosystem.

 2. Do research on two invasive plant or animal species in your community or camp. Find out where the species
originated, how they were transported to the United States, their life history, how they are spread, and the
recommended means to eradicate or control their spread. Report your research orally or in writing to your counselor.
Oriental Fruit Fly
Native to South Asia, including Sri Lanka and Taiwan. Transportation to the U.S.: Likely arrived in the
mid-1940s via infested fruits and vegetables brought by travelers or shipped produce. Life History: The
female lays eggs inside fruit, and the larvae tunnel through the flesh, making it unfit for consumption.
Adults are strong fliers and can travel up to 30 miles in search of food and egg-laying sites1. Spread:
Spread through the movement of infested fruits and vegetables. Control Measures: Quarantine zones,
disposal of infested produce, and the use of male attractant traps with organic pesticides
Golden Mussel
Native to China and Southeast Asia. Transportation to the U.S.: Likely arrived in California via
ballast water from international ships. Life History: Forms dense mats on water surfaces,
harming native species, reducing water quality, and blocking water intakes. Spread: Spread
through waterways and can infiltrate freshwater systems. Control Measures: Cleaning, draining,
and drying watercraft and equipment, and reporting suspected sightings to authorities

 3. Take part in a project of at least one hour to eradicate or control the spread of an invasive plant species in your
community or camp.

Environmental Science - Merit Badge Workbook Page 8 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

4. Choose two outdoor study areas that are very different from one another (e.g., hilltop vs. bottom of a hill; field vs. forest;
swamp vs. dry land). For BOTH study areas, do ONE of the following:
a. Mark off a plot of 4 square yards in each study area, and count the number of species found there. Estimate how much
space is occupied by each plant species and the type and number of non-plant species you find.
Study Plot Location 1: ________________________________
Hilltop Number of Species: _____________________________
8
Plant Species Space each occupies
Oak tree 50%
Grass 30%
Wildflowers 20%

Non-Plant Species Number found

Insects 23 ants 5 beetltes, 2 butterflies
birds 3 sparrows, 1 hawk

Study Plot Location 2: ________________________________

Dryland Number of Species: _____________________________
5
Plant Species Space each occupies
Cacti 40%
Shrubs 35%
Desert grasses 25%

Non-Plant Species Number found

Insects 6 ants, 3 beetles
Reptiles 1 snake, 2 lizarss

Environmental Science - Merit Badge Workbook Page 9 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

Report to your counselor orally or in writing the biodiversity and population density of these study areas.
The hilltop and dryland study areas each have a total of 5 species. The hilltop features oak
trees, grasses, wildflowers, insects, and birds, with low population density. The dryland
includes cacti, shrubs, desert grasses, insects, and reptiles, also with a few individuals of
each species. Both areas demonstrate moderate biodiversity, with species adapted to their
specific environments.

Environmental Science - Merit Badge Workbook Page 10 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

b. Make at least three visits to each of the two study areas (for a total of six visits), staying for at least 20 minutes each
time, to observe the living and nonliving parts of the ecosystem. Space each visit far enough apart that there are readily
apparent differences in the observations. Keep a journal that includes the differences you observe
Study Area 1:
Visit 1 Date: _________________________
April 14, Time Started: ________________
10:00 Time Ended _____________________
10:20

Observations of living parts:

Observed 2 oak trees, grasses, wildflowers, ants, beetles, butterflies, sparrows, and a
hawk.

Observations of nonliving parts:

Noted rocky soil, scattered rocks, and a gentle breeze.

Differences noted:
N/A

Environmental Science - Merit Badge Workbook Page 11 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

Visit 2 Date: _________________________

May 1 2024 Time Started: ________________
10:00 Time Ended _____________________
10:20

Observations of living parts:

More wildflower blooms, new robin species observed.

Observations of nonliving parts:

Soil more moist, slight increase in vegetation density.

Differences noted:
Increase in wildflowers, new bird species, moister soil.

Environmental Science - Merit Badge Workbook Page 12 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

Visit 3 Date: _________________________

May 15, 2024 Time Started: ________________
10:00 AM Time Ended _____________________
10:20 AM

Observations of living parts:

Decreased insect activity due to rain, more earthworms visible.

Observations of nonliving parts:

Very wet soil, small puddles formed.

Differences noted:
Reduced insect activity, presence of earthworms, wetter soil.

Environmental Science - Merit Badge Workbook Page 13 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

Study Area 2:
Visit 1 Date: _________________________
August 25, 2024 Time Started: ________________
2:00 Time Ended _____________________
2:20

Observations of living parts:

3 cacti, shrubs, desert grasses, ants, beetles, lizard, and a snake.

Observations of nonliving parts:

Dry sandy soil, scattered pebbles, intense sunlight.

Differences noted:
Inital bases

Environmental Science - Merit Badge Workbook Page 14 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

Visit 2 Date: _________________________

September 10, 2024 Time Started: ________________
11:34 Time Ended _____________________
11;54

Observations of living parts:

New desert beetle species, increase in lizard activity.

Observations of nonliving parts:

Soil looser and drier.

Differences noted:
New insect species, more lizard activity, drier soil.

Environmental Science - Merit Badge Workbook Page 15 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

Visit 3 Date: _________________________

September 25, 2024 Time Started: ________________
2:00 pm Time Ended _____________________
2:20 PM

Observations of living parts:

Decreased insect activity due to wind, more reptile activity.

Observations of nonliving parts:

Small sand dunes forming, more dust in the air.

Differences noted:
Reduced insect activity, increased reptile movement, formation of sand dunes.

Environmental Science - Merit Badge Workbook Page 16 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

Discuss your observations with your counselor.

In the hilltop study area, there were 5 species with noticeable changes in wildflowers, new
bird sightings, and soil moisture over three visits. In the dryland area, also with 5 species,
there were variations in insect and reptile activity and soil conditions, like the formation of
small sand dunes. Both areas show moderate biodiversity and dynamic ecosystems.

5. Identify the items that would need to be included in an environmental impact statement for a construction project such as
building a house, adding a new building to your Scout camp, or one you create on your own that is approved by your
counselor.
An Environmental Impact Statement for a construction project should include a detailed
project description, site characteristics, and potential environmental impacts on soil, water,
air, wildlife, and vegetation. It should also examine project alternatives that could have less
environmental impact, and outline mitigation measures to minimize or offset negative
effects. The statement should assess the cumulative impact of the project when combined
with other past, present, and foreseeable future projects. Additionally, it should summarize
public involvement and comments, and provide information on relevant laws, regulations,
and required permits.

Environmental Science - Merit Badge Workbook Page 17 of 18

Environmental Science Scout's Name: ________________________
Bradley Dang

6. Find out about three career opportunities in environmental science.

1. Environmental Scientist
2. Environmental Engineer
3. Conservation Biologist
Pick one and explain how to prepare for such a career. Enviromental scientist
Discuss with your counselor what education and training are required, and explain why this profession might interest you.
Education
Typically requires a bachelors degree in environmental science or a related field. Many
positions, especially in research or academia, might require a masters degree or Ph.D.

Training
On-the-job training usually involves learning specific methodologies for field and
laboratory work, as well as the use of specialized equipment and software. Additional
training might include internships or fellowships to gain practical experience.

Why this profession might interest you.

I'm passionate about understanding and solving environmental issues, enjoy fieldwork and
laboratory research, and want to make a positive impact on the planet by analyzing and
mitigating pollution and environmental hazards.

When working on merit badges, Scouts and Scouters should be aware of some vital information in the current edition of
the Guide to Advancement (BSA publication 33088). Important excerpts from that publication can be downloaded from
[Link]
You can download a complete copy of the Guide to Advancement from [Link]

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