Family and Community
Girl Scout Sign, Promise and Law
Discovering Family Star (page 49 of Brownie Quest book)
• Girls pick out which part of the Girl Scout Law they feel is the most important to them and then fill in the on their Discovery Family stars.
• Have girls cut out the star.
• Give the girls the Discovering Me Star they completed last week and glue the Discovering Family Star on the back of first star.
Circles of Caring (pages 66-67 of Leader Guide and page 60 of Brownie Quest book)
• Hand out to each girl a Me Circle. Show the girls the Me Circle and ask, “Why is ME in the center? What did we do last week that represents each of you?” (created Discover Stars, representing our talents and values)
• Point to the second circle and ask, “Which people are the most important to you?” On your circle, write in FAMILY.
• Ask the girls to write in the name of a family member who is important to her. Say, “Congratulations! You each used your leadership skills to connect with your families in an important way!”
• Point to the third circle and ask, “When we get together here, we belong to what? (The Girl Scout Brownie Circle or Sisterhood! That includes our circle here and the big circle of Girl Scouts all around the world)”
• Both you and girls write Girl Scouts in that circle.
• Point to the fourth circle and ask, “Who else do we care about?” You may need to prompt with things like friends and teachers at school, relatives, neighbors, people at church, firefighters or police.
• You write “people in our community” and ask girls to write who they thought about.
• Point to the firth circle and ask, “And outside our communities, what do we have? The whole wide world!”
• Both you and girls write WORLD in the last cicle.
Story: The Case of the Broken Sidewalk (page 64 of Brownie Quest book)
Read “The Case of the Broken Sidewalk”
Miss Jeanne’s preschool class loved to visit the park near their school. One day, as they left the park, Lucy tripped on a rough spot in the sidewalk and fell. She scraped both her knees.
Miss Jeanne cleaned and bandaged Lucy’s knees, and all the class gathered around her.
“The sidewalk’s all broken,” Peter said. “That’s why Lucy fell. We’ve got to fix this sidewalk so kids don’t get hurt!”
Lucy felt a little better. “Once I watched a sidewalk getting made. There was a cement truck, and workers were using tools to make the sidewalk smooth,” she said.
Miss Jeanne said, “Taking care of the sidewalks is the job of city workers, like the people you saw, Lucy.” Then she asked the children, “How do you think we could get their help with this sidewalk?”
“We could show them the broken sidewalk,” said Peter.
“Lucy, you better show them your hurt knees,” said Sarah.
“I know! Let’s write them a letter!” said Megan.
Miss Jeanne wrote down all of the children’s ideas. When they got back to class, she asked them to vote on what they wanted to do. Together they decided to write a letter to the mayor.
In the letter, they would tell her about the problem with the sidewalk.
One day, the class got a letter back. The mayor’s letter thanked the children for being concerned about the sidewalk. The mayor also wrote that she would take note of their suggestions for fixing it. Miss Jeanne’s students were so happy and proud.
• Who did these kids worry about?
• Why did the kids decide to write a letter?
• What happened after they wrote the letter?
• If you wanted to fix something in your community, what would it be?
• What would you write in your letter?
Game – Mailong Sera
This game from Papua New Guinea reminds the girls that they are connected to the world.
PAPUA NEW GUINEA—Mailong Sera
Ages: all Activity: group cooperation, pattern
Supplies: marble Place: gym; out-of-doors
Players: 12-20 Appeal: competition; skill
A player is chosen to be “It”. The other players stand or sit in a circle around “It”, very close to one another. “It” closes her eyes, and one of the players takes a shell in one of her hands.
All of the players close their hands into loose fists, fingers down, and move their fists together until they touch, then apart so that they touch their neighbors’ fists.
“It” opens her eyes and the players in the circle move their hands back and forth in a rhythmic pattern or to a song as they pass the seashell from hand to hand without “It” seeing who has the shell.
Players who do not have the shell pretend to be fumbling with it. When” It” thinks she knows who has the shell, she calls the name of that player. If she is right, that player must take her place. If not, the passing begins again.
To keep the game interesting, limit It to three guesses before it is someone else takes her place at the center of the circle.
- Completed stars from Week 2
- Do It By Hand
- Circles of Caring Sheet
- Construction paper