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Focus on the 4-H Horticulture Project

Oregon 4-H Science Rich Inquiry Activity. Focus on the 4-H Horticulture Project. Virginia Bourdeau, Professor virginia.bourdeau@oregonstate.edu.

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Focus on the 4-H Horticulture Project

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  1. Oregon 4-H Science Rich Inquiry Activity Focus on the 4-H Horticulture Project Virginia Bourdeau, Professor virginia.bourdeau@oregonstate.edu

  2. To accompany to this PowerPoint presentation participants should have a copy of the Oregon 4-H Science Rich Handbook: Focus on the 4-H Horticulture Project, which is posted on the Horticulture link off the Science Rich Learning Page at http://oregon.4h.oregonstate.edu/science-rich-learning Welcome to 4-H Science

  3. The Science Rich handbook series was developed to help Oregon 4-H youth development professionals and volunteers become familiar with the national 4-H science framework and how to think intentionally about 4-H Science programming. It will help improve the understanding and delivery of science within appropriate 4-H projects. Welcome to 4-H Science

  4. This PowerPoint will help you use the tools listed below in a Science Rich 4-H Inquiry Activity. • 4-H Science Abilities • 4-H Essential Elements • 4-H Experiential Learning Model • 4-H Science Inquiry in Action Flowchart Welcome to 4-H Science

  5. Are you planning a program that provides youth opportunities to improve their Science Abilities? • Predict, Hypothesize, Evaluate, State a Problem, Research Problem, Test, Problem Solve Design Solutions, Measure, Collect Data, Draw/Design, Build/Construct, Use Tools, Observe, Communicate, Organize, Infer, Question, Plan Investigation, Summarize/Relate, Invent/Implement Solutions, Interpret/Analyze/Reason, Categorize/Order/Classify, Model/Graph/Use Numbers, Troubleshoot, Redesign, Optimize, Collaborate, Compare The 4-H Science Checklist: 4-H Science Abilities

  6. Are you planning a program that provides opportunities for youth to experience and improve in the Essential Elements of Positive Youth Development? • Do youth get a chance at mastery – addressing and overcoming life challenges in your programs? • Do youth cultivate independence and have an opportunity to see oneself as an active participant in the future? • Do youth develop a sense of belonging within a positive group? • Do youth learn to share a spirit of generosity toward others? The 4-H Science Checklist: Essential Elements

  7. Are you planning a program that provides opportunities for youth to move through the Experiential Learning Model? The 4-H Science Checklist: Experiential Learning Model

  8. The 4-H Science Inquiry model is on page 18 of the Oregon 4-H Science Rich Handbook: Focus on the 4-H Horticulture Project. • Like life skills in traditional 4-H projects, the process of using inquiry skills supports content learning. Oregon’s 4-H Science Inquiry in Action Flowchart shows the relationship between the 4-H Experiential Learning Model (noted on the column to the right of the model) and the steps applied in science inquiry. The 4-H Science Inquiry Model

  9. As youth become more comfortable with inquiry they can take more control over their learning. Closed Inquiry Inquiry May be Closed or Open Open Inquiry

  10. Ask questions & define problems Develop & use models Plan & carry out investigations Analyze & interpret data Use Math & Computational thinking Construct explanations & design solutions Engage in argument from evidence Obtain, evaluate & communicate information If you are working in schools or with after-school programs you’ll want to be aware of the: Science and Engineering Practices

  11. Make observations • Ask questions that can be answered through a scientific investigation. [S&E #1] • Design an investigation to answer a question. [S&E #s 2, 3] • Collect, organize, and summarize data from an investigation.[S&E #s 3, 4, 5] • Analyze and interpret data from an investigation.[S&E #s 4, 5, 6, 7] A comparison of the 4-H Science Inquiry Skills and the Next Generation Science Standards Scientific & Engineering [S&E] Practices

  12. A Science Rich 4-H Horticulture Inquiry Activity

  13. The lesson is on page 9 of the Science Rich Horticulture Handbook. The Inquiry Model is on page 18. In boxes 1-3 of the inquiry model youth will use the Science Abilities from the 4-H Science Checklist such as: Question Predict Hypothesize Evaluate Collaborate Communicate

  14. Youth are here on the 4-H Experiential Model In boxes 1-3 of the inquiry model…. Youth can experience these key Essential Elements (pages 6-7 of the Handbook): A caring adult A safe environment An inclusive environment Engagement in learning

  15. 1. Determine what learners know or have observed about seeds.

  16. Provide some background: Corn Seed Been Seed Cotyledons provide food for growth until the plant can make food with its own leaves.Corn is in the grass family; it has only one cotyledon. The beans have two cotyledons.

  17. Questioning the learners helps the leader adjust the lesson to meet their level of knowledge.Do they need to do some more basic study or internet research before proceeding with the lesson you wish to teach? 2. What do learners want to know? What questions do learners have? As learners ask questions be sure to point out to them which ones they can answer themselves through a science investigation.

  18. Youth need to know which materials they can use to complete the tasks in boxes 3 & 4.

  19. Provide a variety of materials such as: Corn, bean and other seed types Paper towels Containers of water Petri dishes Peat pots, paper cups, recycled single serving yogurt cups Water proof trays or similar to place under the plant experiments Soil, sand, small gravel Fertilizer Small fan to simulate wind Thermometers Measuring instruments for the above liquid and dry materials Scales Hand lens Introduce the materials you are providing

  20. Provide time for the teams to discuss and decide on a question they want to ask. Stop at this point and ask one person from each team to share the team’s question. This allows the leader to (1) redirect a team who has asked a question that can NOT be answered with the materials or time at hand and (2) make sure each team has asked a different question. Our team wants to change the bean seed into a corn seed…ok? 3. Team asks a question which can be explored through scientific investigation?

  21. In boxes 4 & 5 of the inquiry model…. Youth can use these Science Abilities: Evaluate Collaborate Problem solve Design solutions Use tools Measure Organize Collect data Communicate

  22. Youth are here on the 4-H Experiential Model In boxes 4 & 5 of the inquiry model…. Youth can experience these additional key Essential Elements (pages 6-7 of the Handbook): Opportunities for self-determination Opportunities for Mastery

  23. Before learners design experiments in Step 4, lead a discussion to check for understanding of experimental design. In an experiment, the dependent variable is the event studied and the expected to change when the independent variable is changed. The controlled variables are the things that are not changed. Do seeds need water to grow? 4. Team designs a simple scientific investigation.

  24. A team of youth might state their hypothesis about seeds this way, “If we place bean seeds on two different paper towels and add water to one paper towel, then the bean seeds on the moist paper towel will sprout.” • >Independent variables answer the question, “What do we change?” • One set up of beans has water on the towel, one does not. Water is the independent variable. • >Dependent variables answer the question, “What do we observe?” • Youth will observe the beans which will or will not sprout. • >Controlled variables answer the question, “What so we keep the same?” • The type of paper towel, type of bean, and temperature of the room should be the same for both the trials. Experimental Design

  25. Let’s follow a sample investigation

  26. Here’s the plan! • 4 bean seeds will be placed on each plate. • 1 thermometer will be on each plate to be sure the temperature is the same for both sets of beans. • 3 tablespoons of water will be put on the beans and paper towel on plate B. • Beans on both A and B will be covered by folding the paper towels. • The paper towel packets will be place in plastic bags. • We will look at the beans in the morning and afternoon every day for 4 days. • We will keep a data chart and draw pictures of any changes to any beans. Our investigation:

  27. 5. Team selects appropriate equipment to collect data and designs a data sheet if needed.

  28. 4 beans are on each plate: A and B. 3 tablespoons of water is added to plate B The independent variable is the water on the towel on plate B

  29. Controlled variables in this investigation include the same type of plate, paper towel and the same temperature for plates A and B.

  30. Beans on both A and B will be covered by folding the paper towels over them.The paper towel packets will be place in plastic bags.We will look at the beans in the morning and afternoon every day for 4 days.

  31. Science Abilities which may be used include: Compare Observe Collect Data Draw/Design Summarize/relate Communicate Organize Infer 6. Team collects data. Skipping forward to day 4:

  32. The dependent variable is what is observed to have changed. Plate A beans have not grown. Plate B beans are larger than the beans on plate B now that they have absorbed water. They are growing roots.

  33. In boxes 7- 8 of the inquiry model…. Youth can use these Science Abilities: Evaluate Collaborate Organize Compare Communicate Infer Summarize/Relate Interpret/Analyze Graph

  34. In boxes 7 -8 of the inquiry model…. Youth can experience these additional key Essential Elements (pages 6-7 of the Handbook): Opportunities for self-determination Opportunities for Mastery Youth are moving through the 4-H Experiential Model from “Process” to “Generalize”

  35. 7. Team describes their investigation and their results. 8. Team thinks critically and logically to make the relationship between evidence and explanations and presents their analysis of findings. Learners should also compare the differences between the plate B beans. Good observations should lead to more questions. Why aren’t all the bean’s roots exactly the same?

  36. Organizing and presenting information about an investigation is an important skill for scientists. If you facilitate the discussion at box 3 to be sure each team has asked a different question youth will learn from each of the other team’s results. Our group’s inquiry was to look at… In box 8, don’t overlook asking youth to present an analysis of their findings.

  37. Several of the Science Abilities have to do with how youth communicate their results. In addition, youth can create a Science Investigation Display for fair. See the Science Communication slide at the end of this presentation for more information on this option. We created this graph to show our data. In box 8, don’t overlook asking youth to present an analysis of their findings.

  38. In boxes 9- 10 of the inquiry model…. Youth can use these Science Abilities: Evaluate Collaborate Organize Compare Communicate Infer Summarize/Relate Interpret/Analyze Graph

  39. In boxes 9-10 of the inquiry model…. Youth can experience these key Essential Elements: Opportunities for self-determination Opportunities for Mastery See Oneself in the Future Youth are moving through the 4-H Experiential Model from “Generalize” to “Apply”

  40. Youth are moving through the 4-H Experiential Model cycle again from “Apply” to “Experience” the next inquiry. In box 10 of the inquiry model…. ..youth must answer the question, “Are all learners satisfied with the analysis of finding?” 11A is Yes. Youth move on the next inquiry. 11B is no and youth move to box 12.

  41. Youth move through the 4-H Experiential Model cycle again. In box 12 of the inquiry model…. … Team re-designs their question or asks a new question which can be explored through scientific investigation. Then they move on to Box 4 to continue the new inquiry.

  42. Youth can display what they have learned in a Science Investigation Display at county fair. • This exhibit is open to all 4-H members regardless of project enrollment. It is found under Science in the fair book. • A presentation, like this one, with more information and useful tips on creating a Science Investigation Display is on the Science Rich Learning Page at http://oregon.4h.oregonstate.edu/science-rich-learning. Science Communication

  43. Thank you for helping youth learn about Horticulture!

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