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Focus on the 4-H Entomology Project

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

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Focus on the 4-H Entomology Project

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  1. Oregon 4-H Science Rich Inquiry Activity Focus on the 4-H Entomology 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 Entomology Project, which is posted on the Entomology 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 17 of the Oregon 4-H Science Rich Handbook: Focus on the 4-H Entomology 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 Entomology Inquiry Activity

  13. The lesson is on page 9 of the Science Rich Entomology Handbook. The Science Inquiry Model is on page 17. 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. Note: This cricket has an ovipositor. It is a female cricket. Each team will need at least one male cricket for their investigations about chirping. 1. Determine what learners know or have observed about cricket habitat and behavior. Ovipositor: Female Cricket

  16. 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.

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

  18. Each team will be provide with: 4-6 crickets, at least one in each set should be male. 2 clear plastic containers for the cricket’s house. Each team will have a choice to use the following: Sand Chicken chow Potato slices Carrots Water Sponges Thermometers Introduce the materials you are providing

  19. 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 put all the girls in one cricket house and all the boys in the other house …ok? 3. Team asks a question which can be explored through scientific investigation?

  20. 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

  21. 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

  22. 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 crickets need light to chirp? 4. Team designs a simple scientific investigation.

  23. A team of youth might state their hypothesis about crickets this way, “If we provide chicken chow to 3 male crickets in a cricket house, then they will chirp faster and longer than 3 male crickets fed only carrots.” • >Independent variables answer the question, “What do we change?” • The types of food in each cricket house is the independent variable. • >Dependent variables answer the question, “What do we observe?” • Youth will observe the speed of the chirps and the length of time the crickets chirp. • >Controlled variables answer the question, “What so we keep the same?” • The cricket containers must both have the same materials in the bottom of the container, the same type of liquid dispenser, and be exposed to the same amount of light and the same temperature. Experimental Design

  24. Let’s follow a sample investigation

  25. Here’s the plan! • We will set up 2 cricket houses with 3 male crickets each. • Each house will have a thermometer in it. • Each house will have a sponge in it for water for the crickets. • Each sponge will start out with 5 tablespoons of water in it. • We will put chicken chow in house A and carrots in house B. • The chicken chow and carrots will be replaced when they have been eaten so the crickets always have food. We will record how much they eat of each type of food. • We will keep a data chart for four days. • We will record how fast and how long each group of crickets chirps. Our investigation:

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

  27. Science Abilities which may be used include: Compare Observe Collect Data Draw/Design Summarize/relate Communicate Organize Infer 6. Team collects data.

  28. 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

  29. 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”

  30. 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.

  31. 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.

  32. 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.

  33. 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

  34. 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”

  35. 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.

  36. 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.

  37. 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

  38. Thank you for helping youth learn about Entomology!

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