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

Click here on each slide for narration.
Including Science Inquiry
in 4-H Education Programs
Developed by:
Virginia Bourdeau,
State 4-H Specialist
Oregon 4-H publications used in
schools and non-formal settings
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[email protected]
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Oregon Dept. of Ed.
Science Benchmarks
National Science
Content Standards
 K-4
 5-8
Content Objectives
Process Objectives
Content Standards for
Science as Inquiry- Grades 5-8
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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.
Science Inquiry
Why?
Why?
Why?
Why?
Why?
Why?
Why?
Why?
Why?
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
Fun with Science
Molecules of water (H2O)
and carbon dioxide
(CO2) can be made
from Dots and
toothpicks.
Where is the Carbon?
4-H members can investigate the
carbon cycle as they eat an apple.
Where does the carbon in
carbohydrates come from?
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
Process Objectives
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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.
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.
The Virtual 4-H Science Lab:
Water source:
 Pond water
Water plant:
 Algae
Additional optional equipment:
 Thermometers
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pH Paper
Select one pollutant:
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Salt
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Vinegar
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Lemon Juice
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Baking Soda
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Soil
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Food color
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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.
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 _____.
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.
Science Inquiry
A
Adult
Control
Control
Youth
Y
Closed
Inquiry
Open
Inquiry
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?
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Science Rich Handbooks
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A tool to help
volunteers and
agents include more
opportunities for
science and inquiry
in traditional 4-H
projects.
Oregon 4-H Inquiry Videos
web Address: ttp://oregon.4h.oregonstate.edu/scienceengineering-and-technology
Science Inquiry Videos
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Introduction to Science
Inquiry
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Rocket Stomper
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Bee Buzzers
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Parachutes
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Egg Crusher
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Worm Behavior
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Animal Color Preference
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Farm Animal Health
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Fabric Dyeing
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Milk Magic
4-H Science Ready Checklist
Questions?