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 Marine Science Project, which is posted on the Marine Science 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 19 of the Oregon 4-H Science Rich Handbook: Focus on the 4-H Marine Science 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

16. Provide some background to assist learners. Radiant Energy

17. 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.

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19. Provide a variety of materials such as: * Thermometers * Clear plastic cups and Styrofoam cups * Fresh water * Salt water. Recipe for “Ocean” water: 2 teaspoons table salt / 1 cup water or use 1.5 teaspoons of a salt water aquarium product/ cup water. * Supply of construction paper in both light and dark colors * Supply of plastic wrap and aluminum foil * Tape

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21. 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 see if water absorbs radiant energy when it is left out at night…ok?

22. 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

23. 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

24. 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. Does water get warm in the sun?

25. Oregon 4-H Science Rich Inquiry Activity A team of youth might state their hypothesis this way, “We will start with 2 glasses of water, A and B. Each will contain 1 cup of water at room temperature. If we stir 2 teaspoons of salt into glass B, and place both glasses in the sun then the water in glass B will evaporate more quickly than the water in glass A.” >Independent variables answer the question, “What do we change?” The type of water, fresh or salt, is the independent variable. >Dependent variables answer the question, “What do we observe?” The speed of evaporation of the water in glass A and B. >Controlled variables answer the question, “What so we keep the same?” The type of glasses, the volume of the water in both glasses, the starting temperature of the water, the exposure of the glasses to the sun, the same black paper coverings and the length of time of the exposure to the sun will be the same.

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27. Here’s the plan! We will use 2 plastic cups each holding 8 ounces of water at room temperature. We will use 2 thermometer to be sure the temperature of the water in both cups is the same when we begin on day 1. We will cover both cups with black paper. We will add 1.5 teaspoons of a “salt water aquarium product” to cup B. We will put both cups outside in a sunny location from 10:00 AM to 4:00 PM for 2 days. We will check the temperature of the water in both cups every 2 hours for 2 days. We will measure the volume of water in both cups at 4:00PM each day. We will keep a data chart.

28. Oregon 4-H Science Rich Inquiry Activity Glass A Day 1 Glass A Day 2 Glass B Day 1 Glass B Day 2 10:00 Temp 12:00 Temp 2:00 Temp 4:00 Temp & Volume

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31. The dependent variable is what is observed to have changed.

32. 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

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 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. 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.

36. 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…

37. 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.

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

39. 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”

40. 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.

41. 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.

42. 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.

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