Boy Scouts of America

Sustainability Merit Badge

Eagle Scout insignia Eagle Required

Sustainability
Merit Badge

Boy Scouts of America Merit Badge Hub

Boy Scouts of America
Merit Badge Hub

Sustainability

Requirement Updates 2024

This Merit Badge’s Requirements have recently been updated in 2024 Scouts BSA Requirements (33216). Please read more about “Requirements” on the Merit Badge Hub homepage.

Sustainability Merit Badge Overview

Learn to reduce waste and teach sustainable practices to others so you can help conserve Earth’s resources with the Sustainability Merit Badge. Scouts will develop and implement a plan to reduce their water usage, household food waste, and learn about the sustainability of different energy sources, including fossil fuels, solar, wind, nuclear, hydropower, and geothermal.
Sustainability_merit-badge-overview

Sustainability Merit Badge Requirements

The requirements will be fed dynamically using the scout book integration 142
1. Describe the meaning of sustainability in your own words. Explain the importance of sustainability to society and how you can contribute to fulfilling the needs of current generations without compromising the needs of future generations.
2. Water. Do ONE of the following and discuss with your counselor:
  • (a) Evaluate your household water usage. If available, review water bills from the past year and evaluate the seasonal changes in water use. Identify three ways to help reduce water consumption.
  • (b) Explain why water is necessary in our lives. Create a diagram to show how your household gets its clean water from a natural source and what happens with the water after you use it. Tell two ways to preserve your community's access to clean water in the future.
  • (c) Different areas of the world are affected by either too much (flooding) or too little (drought) water. Explore whether either or both affect where you live. Identify three water conservation or flood mitigation practices (successful or unsuccessful) that have been tried where you live or in an area of the world that interests you.
3. Food. Do ONE of the following and discuss with your counselor:
  • (a) Explore the sustainability of different types of plant-based, animal-based and aquaculture food. Identify where four different foods (such as milk, eggs, tuna fish, avocados, or ketchup) come from and how they are processed and transported from the source to you.
  • (b) Identify four factors that limit the availability of food in different regions of the world. Discuss how each factor influences the sustainability of worldwide food supplies. Share three ways individuals, families, or your community can create their own food sources.
  • (c) Develop a plan to reduce your household food waste in a sustainable manner. Establish a baseline and then track and record your results for two weeks.
4. Community. Do ONE of the following and discuss with your counselor:
  • (a) Create a sketch depicting how you would design a sustainable community and be prepared to explain how the housing, work locations, shops, schools, and transportation systems affect energy, pollution, natural resources, and the economy of the community.
  • (b) Identify one unsustainable practice in your community and develop a written plan to fix it.
  • (c) Identify five sustainability factors in housing and rate your own home's sustainability against these factors.
5. Energy. Do ONE of the following and discuss with your counselor:
  • (a) Learn about the sustainability of different energy sources, including coal, gas, geothermal, hydro power, nuclear, petroleum, solar, and wind. Identify three common energy sources in the United States and describe how the production and consumption of each of these energy sources affects sustainability.
  • (b) List eight ways your family consumes energy, such as gas appliances, electricity, heating systems or cooling systems, and transportation. For one home- and one transportation-related energy use, list three ways to help reduce consumption, reduce your carbon footprint, and be a better steward of this resource.
  • (c) List five ways you and your family could reduce energy consumption in your home, such as adjusting your thermostat, window shades, opening windows, reducing hot-water temperature, and minimizing water consumption. Identify the benefits and risks of each idea and implement if possible.
6. Stuff. Do ONE of the following and discuss with your counselor:
  • (a) Create a list of 15 items of your personal "stuff." Classify each item as an essential need (such as soap) or a desirable want (such as a video game). Identify any excess "stuff" you no longer need, working with your family, if possible. Donate, re purpose, or recycle those items you can.
  • (b) List five ways having too much "stuff" affects you, your family, your community, AND the world. For each of the five ways, consider the following aspects: the financial impact, time spent, maintenance, health, storage, and waste generation. Identify practices that can be used to avoid accumulating too much "stuff."
  • (c) Research the impact waste has on the environment (land, water, air). Find out what the trash vortex is and how it was formed. Explain the number system for plastic recyclables and which plastics are more commonly recycled. Identify the average lifespan of one electronic device in your household, and whether it can be recycled in whole or part.
7. Do TWO of the following and discuss with your counselor:
  • (a) The United Nations lists 17 Sustainable Development Goals. These include Zero Hunger, Clean Water and Sanitation, Affordable and Clean Energy, Sustainable Cities and Community, Responsible Consumption and Production, Climate Action, Life Below Water, and Life on Land. Pick one of these eight and summarize the goal and its current and future impact on you, your family, community, and the world.
  • (b) Identify how the planetary life-support systems (soil, climate, freshwater, atmospheric, nutrient, oceanic, ecosystems, and species) support life on Earth and interact with one another. Share what happens to the planet's sustainability when these systems are disrupted by natural events or human activity.
  • (c) Identify how product life cycles (the cycle of design, sourcing, production, use, and disposal or reuse) influence current and future sustainability. Chose one common product to demonstrate how the full product life cycle would apply.
  • (d) Learn how the world's population affects the sustainability of Earth. Discuss three human activities that may contribute to putting Earth at risk, now and in the future.
  • (e) Explain the term species (plant or animal) decline. Share the human activities that contribute to species decline, what can be done to help reverse the decline, and its impact on a sustainable environment.
  • (f) Find a world map that shows the pattern of temperature change for a period of at least 100 years. Identify three factors that scientists believe affect the global weather and temperature. Discuss how climate change impacts sustainability of food, water, or other resources.
8. Do the following:
  • (a) On a camp out or other outdoor Scouting activity that you attend, make notes on the sustainability practices you and your fellow Scouts practice. Observe transportation, forestry, soil conservation, water resources, habitat, buildings, campsites, and sanitation. Share what you observed and learned with your counselor.
  • (b) Discuss with your counselor how living by the Scout Oath, Scout Law, and Outdoor Code in your daily life helps promote sustainability.
  • (c) Identify 5 behavioral changes that you and your family can make to improve the sustainability of your household. Share and discuss each with your counselor.
9. Learn about career opportunities in the sustainability field. Pick one and find out the education, training, and experience required. Discuss what you have learned with your counselor and explain why this career might interest you.

Get the Sustainability Merit Badge Pamphlet

While earning this badge, Scouts learn about climate change, species extinction, resource extraction, green chemistry, recycling, and zero-waste manufacturing!

Discover more about "Sustainability"

JUST AFTER JON HARMON GRADUATED from high school, the Eagle Scout from Portola Valley, Calif., started acting a little strange around the house. “He was chasing us around turning the water off when we were washing our hands. He would turn off the computers at night,” says his father, Scott, also an Eagle Scout. “I was getting a little frustrated.” Sustainability Merit Badge That frustration led to several conversations, which led the elder Harmon to think about what it means to live sustainably. It also prompted him to propose a merit badge in sustainability. “I realized that … [other Scouting families] could learn about how important it is to live sustainably, too.” Five years later, the Sustainability merit badge debuted at this summer’s national jamboree and joined the list of Eagle-required merit badges as an alternative to Environmental Science. The new badge begins and ends with a family meeting in which family members discuss what they can do to live more sustainably. In between, the Scout undertakes projects, often alongside his family, to understand the big picture regarding topics such as water, food, energy, and transportation, as well as waste reduction, species decline, world population, and climate change. To learn more about the badge, we talked with four Scouters who served on the Sustainability Merit Badge Task Force: Scott Berger of Scotch Plains, N.J., chairman of the Sustainability Leadership Team overseeing the merit badge’s development and chairman of the Merit Badge Maintenance Task Force; Scott Harmon of Portola Valley, chairman of the content team; Steve Bowen of El Centro, Calif., a member of the National Advancement Committee; and David Disney of Kansas City, Mo., a member of the National Executive Board. What is sustainability in the simplest terms? “Sustainability is more of a new way of thinking as opposed to the science in the Environmental Science merit badge,” Berger says. “The idea is not just to conserve but to truly be stewards of our environment, our energy sources, and more—to think in terms not just of having enough for our lifetime but enough for future generations.” Those challenges can seem overwhelming. Is that why the requirements focus so much on Scout-size projects? “It’s a hard concept for a Scout to feel that he himself, as a single person, can have an impact on the world, but he certainly can have an impact within his own family,” Berger says. “We’re hoping to bring [sustainability] down to a level where a Scout can feel he can make a difference, where his actions matter.” How does the new badge compare with Environmental Science? “Environmental Science is more about studying the scientific end, whereas Sustainability is trying to teach a way to think—to live more responsibly and sustainably,” Berger says. “It’s a state of mind as opposed to the science.” Drawing similarities between the two is kind of like comparing macroeconomics vs. microeconomics, Harmon says. “Sustainability is macro, looking outward at the whole global problem. Environmental Science is micro, looking at the science and chemistry of what’s going on.” Should interested Scouts pursue both badges, counting the second as an elective for Eagle? “I would encourage them to earn both,” Berger says. Bowen agrees, pointing out that earning Environmental Science could be good preparation for Sustainability. “You’ve got to understand the environment a bit before you can start figuring out how we can do a better job,” he says. Can a Scout earn this badge if he lives in an urban area? Yes, says Berger. “There are a lot of things we’ve done to make this badge viable for any Scout, regardless of where he’s living,” he says. “Sustainability is certainly not just for suburban Scouts; it’s for everybody.” Who can counsel this badge? Bowen suggests science teachers as potential counselors, although he points out that the badge is about more than just science. “Trees are very important to it, but so is not filling up our landfills,” he says. Disney suggests seeking out people who are doing the sorts of projects the badge requires. “Who’s helping with glass recycling? Who’s helping with the community garden? Who’s helping with other things and might have a passion for a component of this? They would be ideal counselors,” he says. Another source would be people who have responsibility for sustainability efforts at work. “Most companies have an energy team, or a green team, or an efficiency team,” Harmon says. “There’s a huge grassroots movement going on—in big companies in particular—that was not there five years ago.” Of course, all merit badge counselors must register with the BSA and be approved by the council advancement committee before beginning work. What impact could this badge have beyond the Scouts who earn it and their families? “I would hope that our awareness of our footprint on this earth will be recognized at an earlier age and will start the conversation about how we protect the earth,” Disney says. “Many young people are concerned about that and don’t know how to approach it. This gives them a path.” Harmon adds, “We really want to empower the Scouting movement to make a difference, to make a visible difference in the world outside Scouting.”
The Sustainability merit badge is a sprawling project to take on, covering everything from energy and food waste to climate change and housing. To learn how counselors can make sense of the badge, Scouting talked with Spencer Cox from Florence, Ky. Now a graduate student at Xavier University, Cox holds a degree in sustainability and has taught the badge both in person and online. Here are his top tips. Pick Your Passions Many of the badge requirements offer options. For example, requirement 4 asks Scouts to explore two of six topics. Cox recommends steering Scouts toward topics you have expertise and interest in — and not feeling like you have to give every topic equal time. In his case, that means diving deeper into housing. “For me, making the energy section a little bit shorter and not talking about food waste as much is absolutely worth it,” he says. Teach Scouts to Learn Speaking of housing, Cox hears a familiar response when he asks Scouts to study a metropolitan housing report. “Most of the Scouts who read it are like, ‘I literally have no clue what that means. None of those words make sense to me,’” he says. By spending time explaining how to interpret a government document, he’s teaching them a skill they can apply far beyond the merit badge. (Tax forms, anyone?) Photo by Michael Roytek Acknowledge Uncertainty Cox chooses to talk about world population in requirement 6 because he actually disagrees with the prevailing wisdom. (He believes the Earth has a logistics problem more than a population problem.) “I explain that people in science, people in politics, people in every walk of life disagree, even though when you’re in grade school and high school it seems like there’s only one truth,” he says. Agree to Disagree Cox is happy when Scouts in his classes disagree with him (and each other) in class. He’ll often say something like this: “You can disagree with me, and that’s fine, but I’m going to talk to you about why I said what I said. And I did get a degree in this. With some confidence I feel I’m correct, but I am happy to discuss with you.” Recently, two brothers challenged an assertion Cox had made about housing. Not long after the class, he got a message from them. “They were like, ‘I don’t really know what I believe right now, but I do appreciate you coming back and actually talking to us,’” he recalls. That sort of sustainable development can point everyone toward a better future.

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Bray Barnes

Director, Global Security Innovative
Strategies

Bray Barnes is a recipient of the Distinguished Eagle Scout Award, Silver
Beaver, Silver Antelope, Silver Buffalo, and Learning for Life Distinguished
Service Award. He received the Messengers of Peace Hero award from
the royal family of the Kingdom of Saudi Arabia, and he’s a life member of
the 101st Airborne Association and Vietnam Veterans Association. Barnes
serves as a senior fellow for the Global Federation of Competitiveness
Councils, a nonpartisan network of corporate CEOs, university presidents, and
national laboratory directors. He has also served as a senior executive for the
U.S. Department of Homeland Security, leading the first-responder program
and has two U.S. presidential appointments

David Alexander

Managing Member Calje

David Alexander is a Baden-Powell Fellow, Summit Bechtel Reserve philanthropist, and recipient of the Silver Buffalo and Distinguished Eagle Scout Award. He is the founder of Caljet, one of the largest independent motor fuels terminals in the U.S. He has served the Arizona Petroleum Marketers Association, Teen Lifeline, and American Heart Association. A triathlete who has completed hundreds of races, Alexander has also mentored the women’s triathlon team at Arizona State University.

Glenn Adams

President, CEO & Managing Director
Stonetex Oil Corp.

Glenn Adams is a recipient of the Silver Beaver, Silver Antelope, Silver Buffalo, and Distinguished Eagle Scout Award. He is the former president of the National Eagle Scout Association and established the Glenn A. and Melinda W. Adams National Eagle Scout Service Project of the Year Award. He has more than 40 years of experience in the oil, gas, and energy fields, including serving as a president, owner, and CEO. Adams has also received multiple service awards from the Texas Alliance of Energy Producers.