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Focus on the 4-H Forestry Project

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

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Focus on the 4-H Forestry Project

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  1. Oregon 4-H Science Rich Inquiry Activity Focus on the 4-H Forestry 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 Forestry Project, which is posted on the Forestry 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 Forestry 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 StandardsScientific & Engineering [S&E] Practices

  12. A Science Rich 4-H Forestry Inquiry Activity

  13. The lesson is on page 9 of the Science Rich Forestry Handbook. The 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. 1. Determine what learners know or have observed about where plants grow in a forest.

  16. Provide some background: What do learners know about life in the three different forest layers, defined by the height of growth of the plants? These layers are the canopy (the tallest), the understory (middle-height trees and bushes), and the forest floor (ground level). In addition to plants there are animals and insects in the forest habitat. Do animals live in different parts of the forest for different reasons?

  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. This is intended to be field investigation. Take a field trip to a park or forest where youth can safely investigate the plants and animals. Provide a variety of materials such as: GPS to indicate study location on a map Thermometers Hand lens Plant, insect and animal identification books Collection materials such as insect nets, jars or a plant press Tape measures Yard sticks 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 climb a huge tree to look for bird nests…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. Where in the forest is the duff deepest? 4. Team designs a simple scientific investigation.

  24. A team of youth might state their hypothesis about the forest this way, “If we look for insects in the sunny part of the forest where it is warm then we will find more insects here than in the shady part of the forest, which is cooler than the sunny part.” • Independent variable answer the question “What is changed?” • In this case, the youth do not actually change anything. They will look for insects in two different “miro-climates,” the sun and the shade, and compare the populations. • Dependent variables answer the question “What do we observe?” • The insect populations. • Controlled variables answer the question “What do we keep the same?” • The type of the forest selected to study. Experimental Design

  25. Let’s follow a sample investigation

  26. Here’s the plan! • We will select an area of the forest with similar vegetation which has both sunny and shady micro-habitats. • We will use thermometers to check the average temperature in each micro-habitat when we are collecting insects. • We will observe and collect insects in each area on four different Saturdays for an hour. • We will create a data sheet. • We will compare the type and number of insects found in each micro-habitat. Our investigation:

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

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

  29. 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

  30. 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”

  31. 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.

  32. 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.

  33. 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.

  34. 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

  35. 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”

  36. 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.

  37. 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.

  38. 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

  39. Thank you for helping youth learn about Forestry!

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