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

2. * To accompany this PowerPoint presentation participants should have a copy of the Oregon 4-H Science Rich Handbook: Focus on the 4-H Earth Science Project, which is posted on the Earth 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 17 of the Oregon 4-H Science Rich Handbook: Focus on the 4- H Earth 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 Density is an important concept in understanding Earth Science processes.

16. Oregon 4-H Science Rich Inquiry Activity Provide some background:

17. Oregon 4-H Science Rich Inquiry Activity

20. Obtain two item, such as the rock and the piece of wood shown. Weigh the items or place them on a balance as shown.

21. Oregon 4-H Science Rich Inquiry Activity The balance shows both items have the same mass.

22. Oregon 4-H Science Rich Inquiry Activity Ask learners to predict if one or both items will float or sink in water.

23. Oregon 4-H Science Rich Inquiry Activity Lead a discussion to check for understanding about the density relationship between the rock and the piece of wood.

24. 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.

25. Oregon 4-H Science Rich Inquiry Activity

26. Provide a variety of materials such as: * scales * containers of water at room temperature * raw eggs * hard boiled eggs * thick skinned oranges – these float with the skin on, like a life jacket, and sink if peeled * salt * spoons

27. 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 break the raw egg to drop it in water…ok?

28. 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

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 here on the 4-H Experiential Model

30. 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 salt affect the density of water?

31. Oregon 4-H Science Rich Inquiry Activity A team of youth might state their hypothesis as “If we place one raw egg each into two glasses of water and add salt to one glass then the egg in the salt water will float as the density of the water rises.” >Independent variables answer the question, “What do we change?” The amount of salt in the water is the independent variable. >Dependent variables answer the question, “What do we observe?” The change in the relationship between the density of the egg and the water. >Controlled variables answer the question, “What so we keep the same?” The volume and temperature of the water in the two glasses should be the same.

32. Oregon 4-H Science Rich Inquiry Activity

33. Here’s the plan! We will use 2 glasses of water. The water in both glasses will have the same temperature and volumn. 1 egg will be placed in each glass of water. 3 tablespoons of salt will be added to glass B.

34. Oregon 4-H Science Rich Inquiry Activity

35. Glass AGlass B

36. Oregon 4-H Science Rich Inquiry Activity Glass AGlass B

37. Oregon 4-H Science Rich Inquiry Activity Glass AGlass B

38. Oregon 4-H Science Rich Inquiry Activity

39. Science Abilities which may be used include: Compare Observe Collect Data Draw/Design Summarize/relate Communicate Organize Infer

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

41. 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”

42. Oregon 4-H Science Rich Inquiry Activity Glass AGlass B

43. 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…

44. 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.

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

46. 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”

47. 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.

48. 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.

49. 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.

50. Oregon 4-H Science Rich Inquiry Activity Thank you for helping youth learn about Earth Science!