1. Virginia Bourdeau, Professor virginia.bourdeau@oregonstate.edu Oregon 4-H Science Rich Inquiry Activity

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 http://oregon.4h.oregonstate.edu/science- rich-learning

3. Oregon 4-H Science Rich Inquiry Activity * 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.

4. Oregon 4-H Science Rich Inquiry Activity * This PowerPoint will help you use the tools listed below in a Science Rich 4-H Inquiry Activity. 1. 4-H Science Abilities 2. 4-H Essential Elements 3. 4-H Experiential Learning Model 4. 4-H Science Inquiry in Action Flowchart

5. Oregon 4-H Science Rich Inquiry Activity * 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

6. Oregon 4-H Science Rich Inquiry Activity * 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?

7. Oregon 4-H Science Rich Inquiry Activity * Are you planning a program that provides opportunities for youth to move through the Experiential Learning Model?

8. Oregon 4-H Science Rich Inquiry Activity * 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.

9. Oregon 4-H Science Rich Inquiry Activity A Control Youth Adult Control Y Closed Inquiry Open Inquiry As youth become more comfortable with inquiry they can take more control over their learning.

10. Oregon 4-H Science Rich Inquiry Activity 1. Ask questions & define problems 2. Develop & use models 3. Plan & carry out investigations 4. Analyze & interpret data 5. Use Math & Computational thinking 6. Construct explanations & design solutions 7. Engage in argument from evidence 8. Obtain, evaluate & communicate information If you are working in schools or with after- school programs you’ll want to be aware of the:

11. Oregon 4-H Science Rich Inquiry Activity 1. Make observations 2. Ask questions that can be answered through a scientific investigation. [S&E #1] 3. Design an investigation to answer a question. [S&E #s 2, 3] 4. Collect, organize, and summarize data from an investigation.[S&E #s 3, 4, 5] 5. Analyze and interpret data from an investigation.[S&E #s 4, 5, 6, 7]

12. Oregon 4-H Science Rich Inquiry Activity

13. 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. Oregon 4-H Science Rich Inquiry Activity 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 Youth are here on the 4-H Experiential Model

15. Oregon 4-H Science Rich Inquiry Activity 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. Ovipositor: Female Cricket

16. Oregon 4-H Science Rich Inquiry Activity * 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. Oregon 4-H Science Rich Inquiry Activity

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

19. Oregon 4-H Science Rich Inquiry Activity 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?

20. Oregon 4-H Science Rich Inquiry Activity Youth can use these Science Abilities: Evaluate Collaborate Problem solve Design solutions Use tools Measure Organize Collect data Communicate

21. Oregon 4-H Science Rich Inquiry Activity Youth can experience these additional key Essential Elements (pages 6-7 of the Handbook): Opportunities for self-determination Opportunities for Mastery Youth are here on the 4-H Experiential Model

22. Oregon 4-H Science Rich Inquiry Activity 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?

23. Oregon 4-H Science Rich Inquiry Activity 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.

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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.

26. Oregon 4-H Science Rich Inquiry Activity Crickets in House A Feed Chicken Chow Crickets in House B Feed Carrots Monday Tuesday Wednesday Thursday

27. Oregon 4-H Science Rich Inquiry Activity Science Abilities which may be used include: Compare Observe Collect Data Draw/Design Summarize/relate Communicate Organize Infer

28. Oregon 4-H Science Rich Inquiry Activity Youth can use these Science Abilities: Evaluate Collaborate Organize Compare Communicate Infer Summarize/Relate Interpret/Analyze Graph

29. Oregon 4-H Science Rich Inquiry Activity 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. Oregon 4-H Science Rich Inquiry Activity 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. Oregon 4-H Science Rich Inquiry Activity 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…

32. Oregon 4-H Science Rich Inquiry Activity 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.

33. Oregon 4-H Science Rich Inquiry Activity Youth can use these Science Abilities: Evaluate Collaborate Organize Compare Communicate Infer Summarize/Relate Interpret/Analyze Graph

34. Oregon 4-H Science Rich Inquiry Activity 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. Oregon 4-H Science Rich Inquiry Activity..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. Youth are moving through the 4-H Experiential Model cycle again from “Apply” to “Experience” the next inquiry.

36. Oregon 4-H Science Rich Inquiry Activity … 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. Youth move through the 4-H Experiential Model cycle again.

37. Oregon 4-H Science Rich Inquiry Activity * 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

38. Oregon 4-H Science Rich Inquiry Activity