2. Including Science Inquiry in 4-H Education Programs Developed by: Virginia Bourdeau, State 4-H Specialist Click here on each slide for narration.

3. Oregon 4-H publications used in schools and non-formal settings  Oregon Dept. of Ed. Science Benchmarks  National Science Content Standards K-4 5-8  Content Objectives  Process Objectives puborders@oregonstate.edu

4. Content Standards for Science as Inquiry- Grades 5-8  Identify questions that can be answered through scientific investigations.  Design and conduct a scientific investigation.  Use appropriate tools and techniques to gather, analyze, and interpret data.  Think critically and logically to make the relationships between evidence and explanations.  Communicate scientific procedures and explanations.

5. Science Inquiry Science Inquiry Why?

6. No one has all the answers! Science is “a continual struggle to understand more fully and more accurately how the world really works.” The Great Ocean Conveyor, Wally Broecker

7. Fun with Science Molecules of water (H2O) and carbon dioxide (CO2) can be made from Dots and toothpicks. 4-H members can investigate the carbon cycle as they eat an apple. Where does the carbon in carbohydrates come from?

8. Kitchen Science When yeast is activated it produces the gas carbon dioxide. Members can discover this as they watch the red cabbage water change color when carbon dioxide is bubbled into it. How does yeast make dough rise? Yeast and warm water Red cabbage water

9. Process Objectives  Make observations  Ask questions that can be answered through a scientific investigation.  Design an investigation to answer a question.  Collect, organize, and summarize data from an investigation.  Analyze and interpret data from an investigation.

11. What can we learn at the Pond? You are a 4-H member. Today you will use the 4-H Inquiry in Action model to design an investigation into the effects of a pollutant of your choice on the algae found in your farm pond.

12. The Virtual 4-H Science Lab: Water source:  Pond water Water plant:  Algae Additional optional equipment:  Thermometers  pH Paper Select one pollutant:  Salt  Vinegar  Lemon Juice  Baking Soda  Soil  Food color  Fertilizer If I add _(choose a pollutant)_ to the algae in the pond water, then the algae will be changed in this way _____________after three days.

13. My inquiry question If I add _(choose a pollutant)_ to the algae in the pond water, then the algae will be changed in this way _________________after this number of days _____.

14. Coaching for Multiple Questions IF our team adds 1 Tablespoon of salt to the algae and pond water in the jar THEN the algae will be damaged and may die in three days.

16. Science Inquiry A Control Youth Adult Control Y Closed Inquiry Open Inquiry

17. Where else can we try inquiry?  Discuss with a partner… Which of our 4-H club activities would we be able to teach in a different way by leading youth to use some of the inquiry process skills?

18. Science Rich Handbooks  A tool to help volunteers and agents include more opportunities for science and inquiry in traditional 4-H projects.

19. Oregon 4-H Inquiry Videos web Address: ttp://oregon.4h.oregonstate.edu/science- engineering-and-technology Science Inquiry Videos  Introduction to Science Inquiry Introduction to Science Inquiry  Rocket Stomper Rocket Stomper  Bee Buzzers Bee Buzzers  Parachutes Parachutes  Egg Crusher Egg Crusher  Worm Behavior Worm Behavior  Animal Color Preference Animal Color Preference  Farm Animal Health Farm Animal Health  Fabric Dyeing Fabric Dyeing  Milk Magic Milk Magic

20. 4-H Science Ready Checklist

21. Questions?