Environmental Science Merit Badge Guide

The Environmental Science Merit Badge is a unique and engaging educational program for young individuals, particularly those associated with the Scouts. This merit badge program introduces participants to the multidimensional and highly impactful world of environmental science, driving a sense of responsibility towards the environment.

Participants learn the foundational concepts of environmental science, which encompass the study of interactions among physical, chemical, and biological components of the environment. By earning this merit badge, scouts develop a deeper understanding of how human activities affect the natural world and ways we can lessen our environmental footprint.

Through a blend of theoretical learning and practical activities, the Environmental Science Merit Badge provides scouts with the opportunity to observe and investigate various environmental phenomena. These include topics like air pollution, water quality, soil conservation, and the delicate balance of ecosystems.

Environmental Science Merit Badge Requirements

Scientific Method

Imagine that you are watching a line of ants carrying pieces of food from a picnic site to an anthill. If you push the ants aside, they soon line up again. 

You want to know how the ants know where to line up. To try to answer that question, you follow a series of steps known as the scientific method.

Not all hypotheses can be tested by doing an experiment in a laboratory. Some hypotheses are tested by observing events and collecting facts.

You could test which kinds of birdseed a particular type of bird prefers just by observing what birds eat at several feeders.

Also Read: Eagle Required Merit Badges

Define Terms in Environmental Science

The following information is in answering the third requirement of the Environment Science Merit Badge.

Understanding Ecology

Although laws and agencies have been established to help protect and preserve nature, much more needs to be done. Before you can help protect nature, you must understand how it works.

Imagine that you are standing on the bank of a quiet river in Florida. Along the banks of this river, you see a great blue heron, an alligator, a rat snake, and a raccoon. On a rock in the river, a Florida red-bellied turtle basks in the sun.

Looking down into the water, you see the long body of a fish called a gar gliding through slender leaves of eelgrass. Snails feed as they travel among the water plants. Here and there, whirligig beetles dot the water’s surface.

Tiny duckweed plants float near the quiet banks. A bullfrog jumps from the river’s edge and disappears into the water.

All of the living things in and around the river are connected in some way. Bullfrogs eat whirligig beetles. Herons eat bullfrogs, rat snakes, gars, and hatchling red-bellied turtles.

Raccoons eat bullfrogs, insects, worms, and snails. Snails and adult turtles eat aquatic (water) plants. In nature, living things interact in many ways.

1. Living things in the Environment

Snails, red-bellied turtles, and eelgrass are living things. All living things have the ability to reproduce, that is, to make more of the same kind of living thing. Living things also change during their lifetimes.

They grow and develop and have a life span that eventually ends in death. Another important characteristic of living things is that they can usually adjust to their surroundings. They can respond to changes in their environments.

Scientists call living things organisms. Think of all the millions of organisms that inhabit Earth. Organisms can be found in the deepest oceans and on the highest mountains. Some bacteria can even be found high in the Earth’s atmosphere.

The part of Earth that contains and supports living things is known as the biosphere. The biosphere is all parts of Earth where life exists on land, in water, or in the air.

Within the biosphere are many different kinds of environments. Beaches, forests, glaciers, deserts, and rivers are environments.

Every environment on Earth includes both the living things found there and the physical, or nonliving, environment.

in which living things exist. Think about the living things in your own environment. No matter where you live, organisms surround you.

The bacteria on your skin, your pet, the fleas on your pet, the spider in a corner, and the plants growing outside are organisms in your environment.

You have interactions with the bacteria, your pet, its fleas, the spider, and the plants, but these interactions are not the only ones in your environment. There also are nonliving things that influence the organisms in every environment.

2. Nonliving things in the Environment

Let’s go back to that Florida river you imagined before and think of nonliving things. You probably know that the water in the river is nonliving, but what about the wind? The sunlight? Rocks in the river? The soil that supports the plants growing at the river’s edge?

These are all nonliving things that interact with the living organisms in the river environment.

In your environment, the weather affects you and your pets. The soap you use when you shower affects the bacteria on your skin. Sunlight, temperature, rainfall, and minerals in the soil affect the plants outside.

The important interactions between nonliving and living things determine which living things can share an environment with which nonliving things.

Let’s look at four nonliving factors to find out how they affect the living things in an environment.

A. Water

Life on Earth would be impossible without water. The bodies of most organisms are 50 to 95 percent water. Water is necessary for many life processes, including respiration, photosynthesis, and digestion.

Water covers more than 70 percent of Earth’s surface. But about 97 percent of the water on Earth is salt water contained in oceans. That means only about 3 percent is freshwater.

Most of the freshwater is not available to living things, because it is frozen in the ice caps or glaciers.

In fact, only a tiny fraction of Earth’s water is freshwater that is available to organisms. This freshwater is in rivers, ponds, lakes, streams,
underground water supplies (aquifers), or in water vapor.

B. Soil

Soil is formed by the physical and chemical breakdown of rocks and by the actions of living things. The breakdown of rock into soil releases minerals that organisms need for their life processes.

These minerals return to the soil when organisms die and decay. Decayed material that once was living is called organic matter. The more organic matter in the soil, the more fertile it is.

Soil determines the type of plant life that can grow in certain environments. Therefore, the soil has an effect on the other organisms that can live there, too.

Among the factors that determine which organisms can live in a particular soil, the environment is the mineral and organic matter content, air content, and soil texture.

C. Sunlight

Nearly all living things depend upon the sun for energy, either directly or indirectly. Plants, algae, and some other organisms “trap” sunlight and capture its energy in the
process of photosynthesis.

Plants use this energy to power their life processes, or they store it. When a snail eats a plant, for example, the snail uses the stored energy in the plant to carry out life processes such as breathing and moving.

When a raccoon eats the snail, the energy is passed along. Green plants, algae, and other photosynthetic organisms must live where there is sunlight.

In aquatic environments, photosynthetic organisms can live only in the top layer of the water, where sunlight can reach the organisms.

D. Temperature

In general, the temperature of an environment depends on the amount of sunlight it gets. Air is heated more at the equator than at the poles.

This is why tropical areas near the equator are hot, the polar regions are cold, and the regions in between have moderate temperatures.

Temperatures also are affected by Earth’s rotation, by winds and ocean currents created by that rotation, by the tilt of Earth on its axis (see the illustration), and by elevation.

As you hike up a mountain, the air temperature drops. That is why it is possible to have a snowball fight on top of Mount Baldy at Philmont Scout Ranch in New Mexico in July!

3. interactions among living things

Think again of the organisms living in a Florida river. There are several different species of turtles living there. A species is a group of organisms that has characteristics in common and can breed to produce offspring.

For example, red-bellied turtles can mate with other red-bellied turtles to produce baby red-bellied turtles. In the river, there are at least three species of turtles red-bellied turtles, cooters, and common snapping turtles.

All the individual red-bellied turtles living in the river make up a population of red-bellied turtles. All the cooters make up a population of cooters, and all the snapping turtles make up a population of snapping turtles.

You can see that the river environment contains many different populations of organisms.

Populations of organisms, of course, do not live alone in the environment. Most interact with other populations in a given area. The red-bellied turtles interact with the eelgrass
(by eating it).

The eelgrass provides hiding places for young fish and tadpoles. The great blue herons eat the bullfrogs. Populations are constantly changing in size, density, and age as they respond to changes in their environment.

If the herons eat all of the adult bullfrogs in the river, for example, the population of bullfrogs will include only tadpoles and eggs.

The Answer for Requirement Number 1

The history of environmental science in America is intricately woven with various key events, influential people, and organizations. Here’s a brief timeline showcasing the evolution of environmental science in the country, along with the contributions made by the Boy Scouts of America.

This comprehensive table highlights the timeline of environmental science in the United States along with the significant contributions of the Boy Scouts of America.

The Answer for Requirement Number 2

Also Read: Oceanography Merit Badge

The Answer for Requirement Number 3 Ecology

Task A1: Conduct an experiment to find out how living things respond to changes in their environments

For this task, you could conduct a simple experiment using plants, illustrating how they respond to varying light conditions.

Materials needed:

1. Two identical potted plants
2. One cardboard box

Procedure:

1. Place both plants in a sunny location for a few days to allow them to acclimate to the conditions.
2. After a few days, move one plant (Plant B) into the cardboard box, which you’ll keep in the same location but will block light. Keep the other plant (Plant A) in its original sunny spot.
3. Over the course of a week, observe and record changes in both plants. Note changes in leaf color, stem direction, and overall health.

This experiment illustrates how living organisms (in this case, plants) respond to changes in their environment (light availability). Discuss your findings with your counselor.

Task A2: Conduct an experiment illustrating the greenhouse effect

To demonstrate the greenhouse effect, you’ll need two clear plastic containers, two thermometers, and a lamp that emits heat.

Procedure:

1. Place the thermometers in the two containers and cover them.
2. Position the lamp so it shines on both containers and turn it on.
3. Over several hours, record the temperature in both containers at regular intervals.
4. One container simulates the Earth’s atmosphere without greenhouse gases, while the other simulates the Earth’s atmosphere with greenhouse gases.

Discuss the differences in temperature you observe between the two containers, and how this experiment represents the greenhouse effect, with your counselor.

Task A3: Discuss what is an ecosystem

An ecosystem refers to a complex network of organisms, including plants, animals, and microorganisms, interacting with each other and their non-living environment (weather, earth, sun, soil, climate, and atmosphere). Ecosystems can be as large as a forest or as small as a puddle.

Ecosystems are maintained in nature through a balance of energy flows and nutrient cycles. Energy flows from the sun to plants (which are producers) and then to animals (consumers). Nutrients are cycled through various parts of the ecosystem.

An ecosystem survives through a balance between producers, consumers, and decomposers, and the natural recycling of nutrients back into the environment. Any disruption in this balance (for example, from pollution or human activities) can impact the health of the ecosystem.

Discuss these concepts and how they relate to specific examples of ecosystems with your counselor.

The Answer for Requirement Number 4

For this task, you’ll be conducting an ecological survey of two different outdoor areas. Let’s use the example of a forest and a field. Here are the steps:

1. Choose and mark your plots: In each area, mark a plot of 4 square yards. You can do this using string and stakes.
2. Identify and count species: In each plot, count the number of different species you find. This includes both plant and non-plant species. You may want to bring field guides to help identify different species. Record all species found in each plot.
3. Estimate space occupancy: For each plant species, estimate how much space it occupies within the plot. You can do this by visually assessing what percentage of the plot is taken up by each plant species.
4. Count non-plant species: For each non-plant species (e.g., insects, birds observed, mammal tracks), estimate the number you find in each plot.
5. Report findings: Report your findings on the biodiversity (the number of different species) and population density (the number of individuals per species) in each plot. Discuss or write about any differences you noticed between the two plots and any possible reasons for these differences.

For example, a very simplified data table might look something like this:

Keep in mind that these are just example numbers, and actual counts will vary based on the specific characteristics of your study areas. Remember to be respectful of all plants and animals during your survey, and avoid disturbing or harming any wildlife.

Also Read: Sustainability Merit Badge

The Answer for Requirement Number 5

An Environmental Impact Statement (EIS) is a document prepared to describe the effects of proposed activities on the environment. Here are some of the key items that would need to be included in an EIS for a construction project such as building a house or adding a new building to your Scout camp:

1. Description of the Proposed Action: This should include the purpose and need for the project, its location, and a detailed description of the work to be performed.
2. Alternatives to the Proposed Action: A range of reasonable alternatives that could achieve the same goal but may have different environmental impacts.
3. Affected Environment: A description of the environment that will be affected by the proposed action. This could include information on the existing land use, soil, water quality, air quality, noise levels, and living organisms in the area.
4. Environmental Consequences: An analysis of the environmental impacts of the proposed action and the alternatives. This would include both short-term and long-term effects, direct and indirect impacts, and any cumulative impacts when combined with other past, present, and reasonably foreseeable future actions.
5. Mitigation Measures: Strategies to avoid, minimize, or compensate for adverse environmental impacts. This could involve changing the design or operation of the project or providing compensation such as habitat restoration in another location.
6. Consultation and Coordination: A record of the agencies, organizations, and individuals who were consulted during the preparation of the EIS.
7. List of Preparers: Names and qualifications of the people who were primarily responsible for preparing the EIS.
8. Appendices: Additional information that supports the analysis may be included in appendices. This can include technical data, survey results, or more detailed descriptions of the methodology used in the study.

The EIS must be based on high-quality information and accurate scientific analysis. It should be written in plain language so that decision-makers and the public can understand the environmental considerations involved in the decision-making process.

The Answer for Requirement Number 6

Here are three career opportunities in environmental science:

1. Environmental Scientist: These professionals monitor the environment, identify problems, and find solutions to help protect Earth’s resources.
2. Conservation Scientists: They manage, improve, and protect natural resources. They work with landowners and governments to use and improve the land while safeguarding the environment.
3. Environmental Engineer: They use the principles of engineering, soil science, biology, and chemistry to develop solutions to environmental problems.

Let’s look more closely at the career of an Environmental Scientist:

The profession of an Environmental Scientist might be interesting if you enjoy working outdoors, have a passion for nature conservation, and are interested in scientific research. This career involves problem-solving, critical thinking, and communication skills.

You would also have the satisfaction of knowing that your work directly contributes to the protection and improvement of the environment. Discuss this information with your counselor, detailing why this profession might interest you.

Frequently Asked Questions (FAQ)