Webelo Bobcat Adventure

Webelos Required Adventure | Inclusive Den Leader Guide

Adventure Overview

The Bobcat Adventure is the first required adventure on the trail to the Webelos badge of rank. It introduces Scouts to the foundational elements of Scouting — the Scout Oath, Scout Law, Cub Scout sign, salute, and handshake — and builds den community through getting-to-know-you activities and creating a den Code of Conduct. Once Bobcat is completed, Scouts can work on the remaining adventures in any order.

Official Requirements:

1. Get to know members of your den.
2. Recite the Scout Oath and the Scout Law with your den and den leader. Describe 3 points of the Scout Oath.
3. Learn about the Scout Law.
4. Learn about the denner position and responsibilities.
5. With your den, create a den Code of Conduct.
6. Demonstrate the Cub Scout sign, Cub Scout salute, and Cub Scout handshake. Show how each is used.
7. At home, with your parent or legal guardian, do the activities in the booklet “How to Protect Your Children from Child Abuse: A Parent’s Guide.”

Source: Scouting America — Webelos Bobcat Adventure

Inclusion at a Glance

Downloadable Resources

All resources are free to print, copy, and distribute.

Detailed Adaptation Guide

For each requirement below, we identify potential barriers by disability type and offer specific modification strategies. The goal is always the same: honor the spirit of the requirement while making it accessible to every Scout in your den.

Requirement 1: Get to know members of your den.

What this typically looks like: Name games, icebreaker activities, den doodles, partner interviews, or team-building games like the Hula Hoop Pass.

Potential Barriers

• Autism spectrum: Social interaction anxiety, difficulty with unstructured social situations, sensory overload in group settings, challenges with eye contact or reciprocal conversation
• ADHD: Difficulty waiting for turns in group games, impulsivity during introductions, distraction during others’ turns
• Physical/mobility: Some group games require physical movement or standing in circles
• Sensory processing: Noise levels during group games, physical proximity to others, unexpected touch during team activities
• Vision impairments: Visual name games, reading name tags, navigating the physical space
• Hearing impairments: Following rapid group conversation, hearing names in noisy settings
• Intellectual/developmental: Understanding game rules, formulating responses to open-ended questions
• Learning disabilities: Reading/writing activities during introductions

Modification Ideas

• Structured over unstructured. Instead of open-ended “tell us about yourself,” use a simple template: “My name is ___, my favorite [food/animal/game] is ___.” Provide the template visually on a card.
• Partner before group. Start with pairs sharing with each other before whole-group introductions. This reduces anxiety and gives rehearsal time.
• Multiple response modes. Let Scouts share by talking, drawing, writing, pointing to picture cards, or showing an object they brought. Never require a specific mode.
• Seated options. Adapt circle games so Scouts can participate while seated. For movement games, assign a “headquarters” role that participates from a fixed position.
• Peer buddy. Pair a socially confident Scout with one who needs support. The buddy models participation and provides gentle prompting.
• Social story preview. Send the “My Bobcat Adventure” social story home before the meeting so Scouts know what to expect.
• Sensory planning. Keep group size manageable. If noise becomes overwhelming, use a visual “volume meter” or offer noise-reducing headphones.

Requirement 2: Recite the Scout Oath and Scout Law. Describe 3 points of the Scout Oath.

What this typically looks like: Den leader introduces the Oath and Law, Scouts practice reciting them together, then discuss the three points of the Oath (duty to God and country, duty to others, duty to self).

Potential Barriers

• Autism spectrum: Memorization of lengthy text, understanding abstract concepts, preference for concrete/literal language
• ADHD: Sustained attention during verbal instruction, restlessness during seated practice
• Physical/mobility: Minimal barriers — this is primarily verbal
• Sensory processing: Group recitation volume may be overwhelming
• Vision impairments: Cannot read from a poster or reference card without adaptation
• Hearing impairments: Difficulty participating in group recitation, following verbal explanations
• Intellectual/developmental: Memorizing multi-sentence text, understanding abstract moral concepts
• Learning disabilities: Reading from printed text, processing verbal explanations

Modification Ideas

• Visual reference cards. Create laminated cards with the Oath and Law in large print with picture cues for key concepts. The Scout can hold and read from the card — this is completely valid participation.
• Gesture-paired learning. Associate a hand motion or body movement with each line of the Oath and each point of the Law. Kinesthetic learners retain this far better than verbal repetition alone.
• Song or chant versions. Set the Oath and Law to a rhythm or familiar tune. Musical memory is often stronger than rote verbal memory.
• Simplified descriptions. For “describe 3 points of the Oath,” accept simple, concrete answers. A Scout who says “help other people” for duty to others has demonstrated understanding. Full paragraphs are not required.
• Break it up. Don’t try to learn the entire Oath and all 12 points of the Law in one meeting. Spread across 2-3 meetings, focusing on a few points each time.
• Large print and braille. For vision impairments, provide large-print cards or braille versions. Audio recordings for home practice.
• Visual poster with ASL. For hearing-impaired Scouts, teach the Oath/Law with accompanying American Sign Language signs.
• Acceptance of approximation. Under the “done their best” standard, a Scout who recites the Oath with visual support and can point to pictures showing 3 points has completed this requirement.

Requirement 3: Learn about the Scout Law.

What this typically looks like: Discussion of all 12 points of the Scout Law (Trustworthy, Loyal, Helpful, Friendly, Courteous, Kind, Obedient, Cheerful, Thrifty, Brave, Clean, Reverent) with examples and activities.

Potential Barriers

Twelve abstract character concepts are a lot for any 9-year-old, and significantly more challenging for Scouts with cognitive, language, or attention differences. The discussion-heavy format challenges Scouts who need movement or visual learning. Abstract moral reasoning (what does “reverent” mean?) is developmentally advanced.

Modification Ideas

• One word, one picture, one example. Create a card for each Law point with the word, a simple picture, and one concrete example from Scout life (e.g., “KIND — helping a new Scout feel welcome”).
• Act it out. Charades or skits demonstrating each Law point. This transforms abstract concepts into concrete, physical activities.
• Matching game. Create cards with Law words and scenario cards. Scouts match them. This works as a small-group or partner activity.
• Break across meetings. Cover 4 points per meeting rather than all 12 at once.
• Movement integration. Scout Law relay: set up stations, each with a Law point to learn. Scouts rotate through stations, combining movement with learning.
• Personal connection. Instead of abstract discussion, ask “when is a time you were [kind/brave/helpful]?” Accept brief or nonverbal responses.

Requirement 4: Learn about the denner position and responsibilities.

What this typically looks like: Den leader explains the denner role, describes responsibilities (leads flag ceremony, takes attendance, helps set up), and discusses rotation.

Potential Barriers

This is a brief explanation-based requirement — primary barriers are attention and comprehension. Abstract leadership concepts may be challenging for some Scouts.

Modification Ideas

• Visual job chart. Create a chart with pictures showing each denner duty (hold the flag, pass out materials, lead the den yell). Post it permanently in the meeting space.
• Denner toolkit. Assemble a physical kit with items for each duty. Let Scouts handle the items while you explain (flag, attendance clipboard, supply box).
• Practice it. Have each Scout try one denner task during the meeting rather than just hearing about it.
• Buddy denner. Allow Scouts who may struggle with the full denner role to serve as a buddy denner, responsible for one or two specific tasks with support.

Requirement 5: With your den, create a den Code of Conduct.

What this typically looks like: Group discussion about den rules, collaborative creation of a written code of conduct, Scouts sign or agree to the code.

Potential Barriers

• Autism spectrum: Group brainstorming is unstructured and unpredictable; abstract behavioral rules
• ADHD: Waiting to contribute during group discussion; sustained attention for rule-making
• Hearing impairments: Following fast-moving group discussion
• Intellectual/developmental: Formulating rules in abstract language
• Learning disabilities: Writing-based activities
• All Scouts: Younger or less verbal Scouts may be dominated by more assertive peers

Modification Ideas

• Picture-based voting. Pre-create 8-10 picture cards showing common den rules (listen when someone talks, keep hands to yourself, be kind, take turns, clean up, try your best, have fun). Let Scouts vote with thumbs up/down or by placing a sticker on the rules they want.
• Multiple contribution modes. Scouts can suggest rules by speaking, drawing, writing, whispering to a buddy, or pointing to a prepared card.
• Small groups first. Break into pairs or triads to brainstorm 1-2 rules each, then share with the whole den. This gives every Scout a voice.
• Visual template. Pre-create the Code of Conduct poster with spaces for rules. Write or attach picture cards as the den agrees on each rule.
• Signature alternatives. Instead of requiring a written signature, Scouts can stamp a thumbprint, place a sticker, or make their mark.

Requirement 6: Demonstrate the Cub Scout sign, salute, and handshake.

What this typically looks like: Den leader demonstrates each gesture, explains when it’s used, Scouts practice.

Potential Barriers

• Physical/mobility: Limited hand/arm function, grip strength, motor planning
• Autism spectrum: Motor imitation difficulties, tactile sensitivity (handshake)
• Sensory processing: Touch aversion for handshake, proprioceptive challenges
• Vision impairments: Cannot see the demonstration
• Intellectual/developmental: Multi-step motor sequences, remembering when each is used

Modification Ideas

• Video modeling. Show a short video of each gesture, then practice. Pause and replay as needed. Videos can go home for practice.
• One at a time. Teach one gesture per meeting rather than all three at once.
• Hand-over-hand (with permission). For Scouts who struggle with motor imitation, gently guide their hands into position — always ask permission first, and respect a “no.”
• Adapted versions. If the standard handshake is uncomfortable due to tactile sensitivity, offer alternatives: fist bump, elbow tap, wave, or air handshake. The point is greeting, not the specific physical contact.
• Peer demonstration. Pair Scouts to practice together. Peer modeling is often more effective than adult demonstration.
• “When do we use it?” Create a simple matching activity: picture of a scenario (flag ceremony, meeting someone, quieting the den) matched to the gesture. Accept pointing or verbal matching.

Requirement 7: Complete the “How to Protect Your Children” booklet at home.

What this typically looks like: Parents/guardians receive the booklet and work through it with their Scout at home.

Potential Barriers

• Reading comprehension — the booklet is written for parents but includes activities for children
• Abstract safety concepts (personal boundaries, types of abuse)
• The conversation may be uncomfortable or confusing for some Scouts
• Non-English-speaking families may need translated materials

Modification Ideas

• Simplified discussion guide. Provide a one-page supplement for families with simplified talking points and concrete examples appropriate for the Scout’s comprehension level.
• Read aloud. Encourage parents to read the booklet aloud rather than having the Scout read independently. Discussion is the goal, not reading.
• Visual safety cards. Provide picture-based safety scenario cards that parents can use as discussion starters: “safe touch vs. unsafe touch,” “trusted adults I can talk to,” “what to do if I feel unsafe.”
• Multiple sessions. Families can spread this across several conversations rather than completing it all at once.
• Translated materials. The parent guide is available in Spanish from BSA. If other languages are needed, work with your council.
• Sensitive approach. For Scouts who have experienced trauma, this topic requires extra care. Encourage families to adapt the conversation to what their child can handle, and let them know they can reach out to the den leader with concerns.

Leader Tips: Running an Inclusive Bobcat Meeting

Before the Meeting

• Send the Social Story home at least 2-3 days beforehand
• Send the Family Guide home with information about what to expect
• Review your roster and any “Know Your Scout” forms you’ve received
• Prepare your visual schedule and post it at the front of the meeting space
• Check the space: accessible entry, clear pathways, minimal visual/auditory clutter
• Set up a quiet corner with sensory tools (headphones, fidgets, a few books)
• Prepare visual Oath/Law cards, picture-based voting cards for Code of Conduct
• Brief any parent helpers on the plan, including accommodation strategies

During the Meeting

• Point to the visual schedule as you move through activities
• Give 2-minute warnings before transitions (“In 2 minutes, we’ll switch to our next activity”)
• Alternate seated and active segments — never go more than 10-12 minutes without movement
• Watch for signs of overwhelm: covering ears, withdrawal, agitation, fidgeting increase. Offer a break proactively rather than waiting for a meltdown
• Use names when giving instructions (“Alex, please show us the Scout sign”)
• Model the communication board by pointing to it as you speak
• Celebrate effort and participation, not just correct answers
• Keep the Oath/Law practice playful — games and movement, not drill

After the Meeting

• Note which Scouts struggled and with what — this informs your ISAP conversations
• Follow up with families whose Scouts had difficulty — frame it positively
• Adjust your plan for the next meeting based on what you learned
• Refill the sensory kit and update the visual schedule as needed

De-escalation Reminders

The Bobcat Adventure’s biggest escalation risks come from social anxiety during get-to-know-you activities, frustration with memorization, and sensory overload during group recitation or cheering.

Related Resources

• BSA Inclusion Toolbox — Module L: Autism
• BSA Inclusion Toolbox — Module K: ADHD
• Guide to Advancement, Section 10: Members with Special Needs
• Autism Empowerment — Autism and Scouting Leadership Kit
• Scouting America — Bobcat Webelos Adventure Page

This page is part of Scouter Essentials, a free resource for den leaders working with Scouts who have disabilities and special needs. Content is designed to complement — not replace — official Scouting America guidance. Always refer to the BSA Guide to Advancement for official policy.