Introduction
Ag-Venture Science
Over the years, science has covered the same material in the same away: lecture
then worksheet and repeat. “The problem with this approach is that students may have no
real-life experiences that relate to this information. Children learn best when they can
link new information to something they already know” (Science for all children …,¶8).
This has been the preferred method of general science teachers until 2000 when inquirybased science became a buzzword. For years, agriculture has presented science
information in a way that relates real-world experiences through experiential learning.
The idea of experiential learning is not a new concept but is one that bares a
second look. Experiential learning is “…described as a process by which the experience
of the learner is reflected upon and from this emerges new insight or learning”
(Experiential Learning, ¶9). Several major studies have been completed that talk about
using experiential learning at the elementary level. “…There is a strong hunch that the
early learning, or lack of it, is crucial; and where the early learning as been missed, there
is an equally strong hunch that what was missed early cannot be faked or by-passed”
(Science for all children …,¶1). Visualize young students’ running back and forth
collecting insects and asking questions. “What is this?” “How does this fly?” Students are
so involved in doing science that they do not want to stop, and they just keep asking why.
This is science in its purest form. This is how students start developing scientific
assumptions about the world they live in. An article in Popular Science featuring the
work of Alison Gopnik states “… the very fact that they already know so much [when
they arrive at school] and have intuitive theories about how the world works suggests that
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a good way to teach science is to build on these ideas. Just like a scientist, kids are
capable of altering their theories in light of what they observe as they grow.”(Natural
Genius, 68). By providing experiential learning opportunities at this early stage of
development, misconceptions can change before reaching higher science class levels
reducing confusion and increasing interest in continued science study. When schools
provide students with tools that allow them to experiment and form opinions, students
will be more likely to change as new ideas are presented to challenge misconceptions.
This ability to reason will then reduce frustrations with science and increase interest.
“Incorporating …basic concepts of cognitive science into an elementary science program
can lead to the development of more effective learning experiences” (Science for all
children …,¶6).
In the words of John Dewey, who stated “Experience plus reflection equals
learning”(Greenway, 2002,¶3), this method of informal science is proving to be very
successful for the Science in the Summer program in Philadelphia. “Science in the
Summer is a free science education program that helps elementary school children in the
greater Philadelphia area “grow into science.” (GlasxoSmithKline,¶1). A recent survey
of Philadelphia-area students who took part in the science education program indicates
that the program also helps them with their schoolwork and raises their interest in
science” (GlasxoSmithKline,¶1). Kathryn Witacre, director of the Science in the
Summer program agrees. She has said, “It’s a way to get science that you don’t get in
schools (American Association for the Advancement of Science, ¶5). The American
Association for the Advancement of Science (AAAS), the largest general science
organization, administers the Summer of science program. Students are known to lose
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valuable skills over the summer, which increases necessary review time, each new school
year. Currently, the increased focus placed on standardized tests is causing new topics to
be added at each grade level, which reduces review time available for previous materials.
This program will apply the knowledge learned during the school year outside of the
traditional classroom.
Purpose:
Ag-venture science will combine agriculture and inquiry-based exploration to
create an experiential summer science program. The goal of Ag-venture science is to
help to improve science scores on the fifth grade Michigan Education Assessment
Program (MEAP) examination by increasing third grade students’ interest in science by
using agricultural topics. The focus of this project is to look at the integration of an
experiential learning program before or after the completion of third grade. The Agventure Science program will bring science to incoming and outgoing third graders in an
informal setting that will allow them to explore and learn. Ag-venture science will
provide students with an opportunity to develop logic and reasoning skills in a real world,
hands-on setting. The program will also help with retention of concepts that maybe lost
during the summer months.
Dansville is a small, rural village of 414 people. Dansville is a community of low
ethnic diversity with approximately 98% being Caucasian. The median average income is
$66,993, which is, higher than the state average of $45,839. The school district
encompasses seven townships and accepts schools of choice students from surrounding
communities. The school consists of one building with three distinct sections: one for
elementary grades K-5, middle school grades 6-8, and high school grades 9-12. The
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district enrollment for 2002 was 891 students with roughly one-third occupying each
section of the building. The average teacher to student ratio is 19.3. Second and third
grade teachers will select students for this program.
This will be the first summer
learning program available in the district (Standards and Poor’s,).
The need for this project comes from Dansville’s below state level performance
on its MEAP science score. Dansville received 93.5% on the science MEAP that places it
in the state’s top 94.6 percentile on the Grade 5 Science test. Dansville is well above the
state overall average of 77%. The largest gap comes from the percentage of students
excelling which is at 40.3%, which puts it in the 82.8 Percentile. Although the Dansville
scores are higher than the Ingham Intermediate School District’s (Ingham ISD) average
passing rate of 83.1% and excelling rate of 37.1%. Looking at the Dansville scores the
major problem comes with in the district as scores fall to 78% in 8th grade and down to
54% at 11th grade. Ag-venture science will be a useful tool to create interaction between
all schools. The long-term goal of Ag-venture Science is to develop a strong science
interest in the upcoming classes that seems to be lacking in the current classes going
through the high school. A successful program at Dansville could lead to an expansion of
the program across the Ingham ISD.
Objective:
The objective of this project is to increase the science MEAP scores by three
percent at the 5th grade level. Ag-venture science will serve as a model experiential
curriculum that can be used by other communities. A trend is developing that shows
children are able to process information in a logical manner at a younger age.
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The goal of this project is to improve fourth grade science MEAP score by an
average of 3%. We will need to develop a new curriculum based on agriculture and
natural resources experiential activities. These activities will follow 4-H Cooperative
curriculum system model seen in figure 1 as presented by Woffinden and Packham
(Woffinden& Packham, 2001, 8). This model allows students to develop logic and
reasoning skills in a defined environment. When teachers can provide both a safe learning
environment and science-based experiences, it sparks student interest into science and
science related careers.
Figure 1: Woffinden and Packham
model
1. Experience — do an activity
2. Share — discuss the experience
by describing what happened.
3. Process — discuss the
experience to identify common
themes.
4. Generalize — identify principles
that can be applied in real-life
situations
5. Apply — use the
principles to apply to what was
learned to another situation.
Completing this entire process helps youth gain meaning from
what they learn and do. As the leader, you can help them
understand new experiences and what they have learned.
[http://www.mo4h.missouri.edu/volunteer/LG0783.stm]
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The second step is to develop a quality facility that encourages students to
develop an interest in the sciences. Real world experience with nature will be provided to
students through outdoor facilities. These experiences will help students connect their life
experiences to science. Students tend to remember experiences they have outdoors at a
young age, and these memories influence their future choices.
“Many of us who love the outdoors can trace our interest back to a parent, teacher
or camp counselor who took the time to share their appreciation of nature. It
might have been a canoe trip to a lake, a hike up a mountain, or a moon lit walk to
a special place, but the early introduction to the natural world touched us, igniting
a passion that stayed with us into our adult lives.” (Crowell, 2001,27)
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Table 1 A project timeline with completion dates is included in Table 1.
Actions:
Expected completion dates
Determine need for summer science program
August
2003
Send out parent survey and letter
September
2003
Give out student survey
October
2003
Determine the weaknesses in the Dansville elementary curriculum and
August –
focus on those areas during the students of science program
December
2003
Create the curriculum for Ag-venture program and finish nature trail
Spring
2005
Choose students to participate and develop promotional materials to send
May 2005
out
Send out selection letters to parents
May 2005
Conduct the first Ag-venture program for 20 students and give pretest
June 2005
Resurvey and give post test to all program completers
June 2005
Build new facilities that include barn, and greenhouse.
Fall 2008
Develop a hands-on curriculum using the facilities
Fall 2008
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Literature Review
Experiential Learning
Why is experiential learning the way to go for the Ag-venture Science program? The
American Association for the Advancement of Science (AAAS)(1993) and the National
Research Council (NRC)(1996) endorse science curricula that actively engage students in
science using an inquiry- based approach (Gibson and Chase 2002) The AAAS is the
world’s largest general science organization and a strong supporter of science education
reform. The AAAS administers the Science in the Summer program, which brings
experiential learning to libraries of Philadelphia. Additionally, studies have shown that
students who use inquiry approach have improved attitudes towards both science and
school while other studies show more negative attitudes resulting from traditional
methods (Gibson 1998a 1988b; Jaus 1977; Selim & Shrigley 1983; Shrigley 1990;
Gibson & Chase 2002) Many studies conducted with middle and high school students
found that inquiry-based science activities had positive effects on students’ science
achievement, cognitive development, laboratory skills, science process skills, and
understanding of science knowledge as a whole when compared to students taught using
traditional approach (Chang & Mao 1998; Ertepinar & Geban 1996; Geban, Askar, &
Ozkan 1992; Mattheis & Nakayama 1998; Padilla, Okey, & Garrand 1984; Purser &
Renner 1983; Saunders & Shepardson 1987; Schneider &Renner 1980; Wollman &
Lawson 1978; Gibson & Chase 2002). Hodson (1990) stated inquiry based learning is a
more effective way for students to learn science.
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What is Experiential Learning?
Much of the credit for the experiential learning model comes from David Kolb’s 1971
work Organizational psychology: an experiential approach which includes four stages
with no starting or ending point: Active Experimentation-Concrete Experience-Reflective
Observation- Abstract Conceptualism. Experiential learning as a field of practice is vast.
If we look at the range we see everything from farming to conflict resolution; from
assessment to youth development; from practical skill training to theoretical models; and
from personal growth to workplace training and development. (University of Cape Town
2000) “Experiential learning” can be described as a process by which the experiences of
the learner are reflected upon and from this emerges new insight or learning (University
Cape Town 2000). “Experiential learning relies on the assumption…that we seldom learn
from experience unless we assess the experience, assigning our own meaning in terms of
our own goals, aims, ambitions and expectations.” (Wright 1970 University Cape Town
2000)
The focus of experiential learning
“First, the focus must be on the learner, who should be offered an active experience
rather than a passive one; the aim should be to foster a sense of wonder and an ability to
generate questions.” (Goéry Delacôte) The idea of generating questions is key to making
experiential learning work. By creating questions the student is forced to reflect on their
previous knowledge. One study states that learning takes place when (a) learners regard
what they need to know as relevant to their lives, (b) they feel their teachers are
committed to their success (Stone & Wonser, 1991). Larry Miller The “why” of
experiential learning talks about L.S. Vgotsky and his declaration that learning from
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experience is the process whereby human development occurs, and this development
perspective forms the basis for the applications of experiential learning to education,
work and adult development. Miller also quotes Kolb’s learning cycle “experience is
translated into concepts which in turn are used as guides in the choices of new
experiences”(1976,p.2). Thomas & Anderson, 1991, point out the learning situation
should place the learners in a position of directing and leading their own learning and
problem solving, enhance their capacity to be independent learners, to look to their own
resources for interpretation and for finding out rather than developing a dependency on
an external support. “Many people have suggested the use of field-based (e.g.,
internships, practicums) and class-room based (e.g., role-playing, computer simulations)
experiential learning techniques as a means of to achieve student learning (e.g., Lewis
and Williams 1994 as sited by Hamer) Students who learn to solve problems in external
learning setting, broaden their understanding and ability to adapt to new situations and
ideas.
Student Learning
A large portion of this project is focusing on how students learn best. The current format
of many schools still relies on passive learning. “Despite the prevalence of the lecture
format, research suggests that passive learning techniques are limited in their ability to
facilitate student’s learning because they do not encourage students to process
information actively. The best way for most students to learn is using active methods.”
(Shakarian 1995 as sited by Hamer 2000) “…Active learning techniques encourage
students to become involved with the material they are attempting to learn…”(Lewis and
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Williams1994) “Students are encouraged to engage in higher-order thinking as they
personalize the subject matter…”(Anderson1997; Bonwell and Eison 1991; Shakarian
1995, and Hamer 2000) “Active learning techniques, including experiential techniques
(those that promote learning through the use of guided student experiences)…”(Bonwell
and Eison 1991; Dabbour 1997; Hamer 2000) This is goal of the Ag-venture program to
help provided students develop higher-order thinking skills and the ability to reason.
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METHODS
Future Research Surveys
Three surveys will be used to gather community input into the validity of a
summer science program at Dansville Schools. The first survey will be given out to all
eighteen elementary teachers at our school-wide professional development training. The
teachers will then receive a telephone contact five days later to determine if they have
completed their survey and a reminder to fill it out if they haven’t. The survey process
will follow Dillman’s Total Design Method for sending out surveys.
The first survey will determine if the elementary staff feels there is a need for a
summer science program in the Dansville district using experiential learning. The survey
asks teachers to identify their current uses of experiential learning and outdoor activities.
The second survey will be given to all third graders in October to determine their interest
and attitudes about science. The second survey will be presented to the students in their
classroom encompassing both general and special needs students. Prior to giving out the
survey, a letter explaining the student survey as well as a third, parent survey will be sent
out. The surveys, providing both parent and child feedback, also show if there is
community interest in such a program at local level. Local administrators and a three
third grade teacher were contacted to determine appropriate student age groups and
populations for the program, providing qualitative baseline data for the project.
The baseline for the quantitative data will be gathered using the Standards and
Poor’s website for school evaluation services. This site gathers and evaluates MEAP
scores for the State of Michigan. The new APY calculations for the No Child Left Behind
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Act, set forth by the Bush administration, will also be use to monitor yearly student
improvement.
Student Selection
The second and third grade teachers will create a list of current second and third
graders. From the list, every tenth student will be selected to participate in the program
until the 20 spots are filled with ten boys and ten girls to remove gender bias. Five
students of each gender will represent each grade level. The selection process will also
include choosing three high school students who will serve as activity directors. These
students will be selected through an interview process by the researcher. The high school
students will provide a connection between the high school and elementary school
therefore reinforcing interest in higher science programs.
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STUDENT CONSENT
Informed Consent Form for University Learning Focus Group, 2002
Thank you for agreeing to participate in this survey addressing experiential learning at
Dansville. By signing this form, you give the research team your permission to share an
essay that ensues from this survey with the agricultural education research community,
via professional journals, conferences and/or conference proceedings. No names of
participants will be attached to any reports. Your comments will greatly benefit future
participants of our learning programs with no inherent risk to you.
Your participation in this survey is completely voluntary. You may refuse to respond
to any question you feel uncomfortable with. The researchers will be the only people
seeing your remarks and your input will be kept confidential. Electronic data will be
stored on a password-protected computer.
Lastly, your privacy will be protected to the maximum extent allowable by law.
Thank you for your cooperation and help with improving our university learning
experiences. If you have any particular questions about this study, please contact:
Dr. Dave Krueger
409 Agriculture Hall
MSU ANRECS
(517) 355-6580 ext. 221.
kruege20@msu.edu
Amanda Johnson
411 W. Ash St.
Mason, MI 48854
(517) 676-2139
amandasjohnson@hotmail.com
If you have questions regarding your role and rights in this evaluation, you may contact:
Ashir Kumar, Chair
University Committee on Research Involving Human Subjects (UCRIHS)
202 Olds Hall
East Lansing, MI 48824-1046
E-MAIL : ucrihs@msu.edu
FAX: (517) 432-4503
I, ______________________________, agree to participate in the 2002 University
Survey conducted by Amanda Johnson.
Signed:_________________________________
Date:__________________________________
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1. What is experiential learning?
2. Do you do any lessons outdoors?
Yes
or
No
3. Please list a few examples.
4. What subjects do the outdoor activities cover? (Circle all that apply)
English
Math
Science
Social Studies
Art
5. If outdoor facilities were available, would you use them?
Yes
or
No
6. How often do you currently take your students outside (other than recess)?
Once a year
year
2-5-times/ year
6-10 times/year
11+ times per
7. What type of facilities would benefit your class?
Nature Trail
Barn
Greenhouse
Garden
8. Would you use an outdoor science curriculum (agriculture and natural resources
concepts) with your class?
Yes
or
No
9. Would you want the curriculum:
Provide for you
or
would you rather find it yourself
10. If you would like the curriculum provided, how would you like to receive the
curriculum?
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Paper
CD-ROM
Internet
11. Would you like training provided with the curriculum?
12. Do you feel experiential learning is important to student development?
13. How could your students benefit from an outdoor experiential learning center?
14. What are the main science topics you cover?
15. What do you feel is your weakest subject area?
16. How could the high school science department help you better prepare to teach
science at the elementary level?
17. Years in teaching
1-5
6-10
11-15 16-20 21+
18. Gender
Male
Female
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Student Survey
Please circle the word that best describes how you feel about science.
1.
I like science.
YES
NO
SOMETIMES
2.
I find science easy.
YES
NO
SOMETIMES
3.
I like to read about science.
YES
NO
SOMETIMES
4.
I like to watch science TV.
YES
NO
SOMETIMES
5.
I like to do science experiments.
YES
NO
SOMETIMES
6.
Science is important to me.
YES
NO
SOMETIMES
7.
Science is important to the world.
YES
NO
SOMETIMES
8.
I like to find answers to science questions.
YES
NO
SOMETIMES
9.
I like to be outside
YES
NO
SOMETIMES
I want to be in a summer science program.
YES
NO
SOMETIMES
10.
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Parent Survey
Please circle the word that best describes your feelings.
1. I like science.
YES
NO
SOMETIMES
2. My child likes science.
YES
NO
SOMETIMES
3. Does your family talk about school at home?
YES
NO
SOMETIMES
4. My child talks about science at home.
YES
NO
SOMETIMES
5. My child is successful in science.
YES
NO
SOMETIMES
6. Science is important to me.
YES
NO
SOMETIMES
7. Science is important to my child.
YES
NO
SOMETIMES
8. Doing science experiments and activities
is the best way to learn science
YES
NO
SOMETIMES
9.
I like to be outside
YES
NO
SOMETIMES
10.
We spend time outside as a family.
YES
NO
SOMETIMES
11.
I would like my child to participate in a
summer science program.
YES
NO
SOMETIMES
What month would be best for a summer
science program?
YES
NO
SOMETIMES
12.
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AgVenture Science Curriculum
AgVenture is designed to give 3rd graders an opportunity to learn about the
agriculture industry while strengthening their science skills, by using their five senses to
learn about animals, plant and the environment. Hands-on experience with topics in the
field of agriculture and natural resources will develop real world connections with
science. Students will play games, make crafts, and take nature walks. Our goal is to help
students understand the importance of the world around them. Participants will learn to
look around them to see the wonder of science and of agriculture while learning how it is
apart of everything they do each day.
AgVenture Science is developed to be a three hours long session each day for one
week. If registrations are high, run a morning and afternoon session. The best times are 912 for morning and 1-4pm for the afternoon session. Program numbers should be about
twenty students for a session. This allows all students to receive personal attention and
keeps activity times at about twenty to thirty minutes. Two to four college or high school
students can help manage groups during activities and crafts. Helpers are very important
if the group will travel to different sites each day.
The opening day of the program will require many housekeeping tasks. Be sure to
include parents on the first day so they can understand the importance of talking to their
student each night about what they have done in class as reviewing topics learned will
help to increase remembrance of material. Parents also need to learn the rules and
objectives of the sessions. Be sure to give information like times for pick up and dropoff. This is extremely important. Students should arrive at the site 10 minutes before
class starts and pick-up no later than 15 minutes after the session is finished. Be sure to
have contact information for all parents in case a child is not picked up. Parents will also
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need to fill out health forms to note allergies such as food and outdoor allergens. This
way food snacks can be modified to meet special needs of the students.
Part of the registration form should be to collect student t-shirt sizes. This will
allow t-shirts to be ordered before the program. So if needed they could be handed out on
the first day. Having matching shirts keeps students easily visible if you were to visit a
different site each day or if other student activities occur at the host site. If you choose
not to make camp shirts I would assign a color to each day. I would do red for animal
day, blue for water day, green for plant day, brown or yellow for natural resource day and
gray or purple for the first day.
If the weather cooperates do as many activities outside as possible. Consider
arranging for a live animal presentation on animal day if possible. If traveling each day
choose a zoo or farm for this day. For the plant day and natural resources day take the
students to a site were they can see examples of different plants. If you go to water for the
water day be sure to ask parents, not students, if their child can swim.. Remember the
activities and crafts are just recommendations and the instructor should add in material
that is relevant to their area. The instructor may need to add in more supporting
information if the students do not grasp the concepts presented as written.
The following is a break down of the AgVenture Science program. Each day has a series
of activities, a craft, and a snack that will help students to make valuable connections
between agriculture and science. Remember to keep the atmosphere light and fun.
Encourage students to ask questions and try new things. The goal of this program is to
expand science interest, if the program is not fun and creative it can actual reduce interest
in science. All handouts are located at the end of the curriculum. Each activity has its
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benchmark listed with it based on Michigan curriculum framework. Sample timeline
for daily activities:
Activities should take twenty to thirty minutes each. Crafts will take any where from
thirty to forty minutes. Coloring activities will take about five to ten minutes. Snacks will
take about twenty to thirty minutes. Please modify the time spent on various components
of the schedules provided to meet your group’s needs.
Day 1
9:00 - 9:10 Opening
9:10 - 9:40 Activity 1- My name is
9:40- 10:20 Activity 2 – Is this Agriculture?
10:30- 11:00 Craft 1- Make your name tag with Ag products
11:00- 11:20 Snack
11:20-11:50 Activity 3 – What’s my job?
11:50-12:00 Review and wrap-up
Day 2
9:00 - 9:20 Activity 1 – Seed Planting Story
9:20 - 9:50 Craft 1 – Decorate a flower pot
9:50- 10:20 Activity 2 – Can you measure a seed?
10:30- 11:20 Activity 3 – A walk in the world of plants
11:20- 11:30 Snack
11:40-11:50 Activity 4 – Plant you flower pot
11:50-12:00 Review and wrap-up
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Day 3
9:00 - 9:20 Activity 1 – Who’s my mommy
9:20 - 9:50 Activity 2 – Am I wild?
9:50- 10:20 Activity 3 – What do animals need to survive?
10:30- 11:00 Snack
11:00- 11:30 Craft – Walk with the animals or plaster tracks
11:30-11:50 Activity 4 – What beak can eat the most?
11:50-12:00 Review and wrap-up
Day 4
9:00 - 9:30 Activity 1 – Water on the Earth
9:30 - 9:50 Craft 1 and discussion of oceans and lakes - Color my water world
9:50- 10:20 Activity 2 - Create a water story
10:20- 10:50 Activity 3 – Water cycle song and dance
10:50- 11:10 Craft 2 - Color the water cycle
11:10-11:30 Snack
11:30-11:50 Play water balloon toss game or explore water source
11:50-12 :00 Review and wrap-up
Day 5
9:00 - 9:30 Activity 1 – Can we make a change here?
9:30 - 10:00 Activity 2 – The 3 R’s
10:00- 11:00 Craft 1 – From trash to treasure
11:00 11:30 Craft 2 – Make recycled paper
11:30-12:00 Review, Certificates and snack
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Day 1 - Opening the day:
Welcome to AgVenture Science. I am ___________________ and I will be your tour
guide as we journey through the world of agriculture are you ready? Then let’s get
started. First we need to get to know each other so let’s play a game.
Activity 1: My name is.
Objective:
Student will begin to relate agriculture to their name and the alphabet.
Benchmark: (C) I.1; 2
Directions:
Have students gather in a circle or a square. Start with the teacher and then throw out a
ball or stuffed animal. As each person gets the ball they answer the following line.
My name is Amanda and that starts with the letter A and Apple also starts with A.
Continue with this until every student says their name and repeats the information from
the student before them. So student 2 would say Amanda and Apple start with A and my
name is Dan and dog also starts with d.
Supplies: a stuffed animal or a ball
Activity 2: Is this Agriculture?
Objective:
Student will identify basic agriculture products. Student will use their senses to
determine if a product is Agriculture related or not.
Benchmark: (C) I.1; 2, (R) II.2; 1
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Directions:
This game will test student knowledge of agriculture’s scope and knowledge of Ag
products. This is a pretest of student knowledge.
Before the game start give each student a paper bookmark. Begin by passing an object to
be identified around the group. After all the students have seen the item, have them vote
on the item to see if the product is Ag related or not. Use the cards that say ‘agriculture’
or ‘not agriculture’ included in the handouts. Discuss each product and explain how it is
or is not an agriculture product. Then as students choose the correct answer to ag or not
ag give them a small sticker to add to the bookmark. The student with the most stickers
can pick a bigger prize.
Supplies:Ag products- clothes, food, flowers, animals, paper, plastic, pillow, lumber, and
a chair. Not Ag related use things like metal screws, synthetic material like nylon and
plastic. Small stickers and a bookmark to attach them t; small prizes for the winner like
key chains or small toys. Cards for voting are located in the handout section.
Craft 1: Make your nametag using Ag products.
Objective:
Student will create their nametag from agriculture products. Student will explore several
different agriculture products and use them to create a nametag.
Benchmark: (R) II.1;2
Directions:
In the center of a piece of cardstock write each child’s name in large letters. Punch a hole
in each top corner and attach the yarn. See sample nametag in handouts.
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Give each student their card and the supplies minus the glue. This way they can practice
before they make their final project. When the student is happy with their design give
them glue and let them finish their tag. Tags will need to dry for at least an hour.
The goal of this activity is to teach students about alternative uses for agriculture
products. After the nametags are done would be a good time to talk about where the
different products come from. Have each student show their nametag and tell what
products they choose to use. This could be done after snack to allow for nametag drying
time.
Supplies:
Cardstock cut into 5.5” X 8” pieces, samples of Ag products (dry seeds, corn husk, cotton
leaves, etc.), yarn, glue or glue stick, rubber cement (is really good for attaching
bulky/weird shaped items) and a hole-punch. Sample located in handouts.
Snack:
The snack should be composed of as many different Ag products as possible, like milk,
cheese, crackers, or small sandwiches. Ask students where each item comes from. Talk
about how many people it takes to make some of the items.
Activity 3: What’s my job?
Objective:
Students will recognize agriculture related careers.
Directions:
25
Show the group the pictures of people at work. Ask the group to identify the job. Again
give out small stickers for right answers but be sure to call on as many different kids as
possible. Then ask if the job is agriculture or not using the cards from activity one. All
students who choose the correct card will get a sticker. Have students draw pictures of the
career they would like to have if time permits.
Possible jobs: Veterinarian, florist, farmer, clothing designer, gardener, and zookeeper.
Supplies:
Picture of people at work located in hand outs, paper and crayons. Use agriculture or not
agriculture card from “Did agriculture make this?”
Wrap up the day by reviewing all the activities.
Give out prizes for having the most stickers. Students should take their bookmarks and
pictures home but leave their nametags. Talk about what will happen tomorrow. Explain
what color shirt they will wear if you are using the colored shirt system. Release session
and make sure all students have been picked up. Evaluate the success of the day, consider
the amount of time each activity took and adjust the number of activities for the next day.
26
Day 2 – Plant a seed day
Give out nametags to take roll.
Today is the day for green, plants that is. Are you ready to meet a seed and see how it
becomes a plant? Let’s start with a story.
Activity 1: Read a story about planting a seed.
Objective:
Student will be introduced to the topic of plant growth through observation.
Directions:
Read a story about planting a seed. Examples include: How a seed grows by Helen
Jordan 1992, The Tiny Seed by Eric Carle 1997 or A Seed Grows b y Pamela Hickman
1997. Discuss the story by having kids retell the story using the pictures in the book.
Then ask the following questions:
1. Has anyone ever planted a seed?
2. What do seeds look like?
3. Are they all the same size and color?
Craft 1: Decorate a flowerpot.
Objective:
Student will create a hands-on project to increase communication at home about seeds
and plants.
Benchmarks: (R) II.1;2 , (LO) III.2;3
27
Directions:
Make sure to clean the pots and dry them the day before, this will help the adhesive stick
better. Write names on the bottom of the pot before starting the project. One-way to help
student’s design their pot is to have them draw a picture on paper first then start the pot.
Allow the student to create their own masterpiece by placing the pot on a piece of paper
to protect the table. Give them the adhesive and a craft stick and any materials: stones,
beads, and gems that can be attached to the pot with the adhesive. Demonstrate how to
stick items to the pot by spreading adhesive on a small spot with the craft stick then press
the item into the adhesive. When finished set the pots in a warm place to dry. So they
can be used later for the pot a plant activity.
Supplies:
Clay pots (any size will work, but try for a size that will fit completely into a gallon size
plastic bag), ceramic tile adhesive, craft sticks, beads, shells, rocks, pictures of flowers or
silk flowers paper and crayons.
Activity 2: Can you measure a seed?
Objective:
Student will be introduced to measurements used in science. Student will explore
problem-solving skills to find answers to questions. Student will learn to measure seeds
using standard tools.
Benchmarks: (C) I.1;1, (LO) III.2;2
Directions:
28
Divide the group into sets of five to six students. Then give the group several different
seeds to measure. Remember to first go over how to measure with a ruler. (Using metric
will make it easier.) Make sure each group has several rulers and sheets of paper so
everyone in the group can participate. Not all seeds will be measurable because of shape
but let them try to see if they can figure out a way to get a measurement for all the seeds.
After a few minutes have passed ask for ideas on how to measure different seeds. If no
one suggests it then tell the students to try and trace the seeds on the paper and then
measure the outline.
Supplies:
Several different types and sizes of seeds, rulers, pencils, string and paper.
Activity 3: A walk in the world of plants
Objective: Student will make observations as they do daily activities. Student will learn
about seeds and the plant life cycle from hands-on interaction.
Benchmarks: (C) I.1;1,3,4 , (LO) III.2;2
Directions:
Take a walk through several areas were plant seeds could be found. Have the groups
search for seeds as they walk. When someone finds seeds stop and look at the plant try to
figure out how the seeds move away from the plant. While on the walk have some
students drag an old blanket or stuffed animal behind him or her. At the end of the walk
examine the object to see if you have collect any visitors. (Make sure not to tell the
students why they are dragging the object because they may stop and look at it and the
seeds may fall off before the group has a chance to see. Talk about way seeds would want
29
to stick to other objects. If time permits examine some of the seeds under a microscope or
with a magnifying glass to see how they stick and what they look like. Use some Velcro
to explain how some plants have little hooks that stick into other items.
Supplies: Rope or string, several different types of stuffed animals made of different
materials. Optional: magnifying lenses or microscope.
Snack:
Benchmark: (LO)III.2,5
Try to make today’s snack all plant based products (vegetables, fruits, soy, etc.).
This would be a good time to review plant parts. Lettuce for leaves, carrots for roots,
celery for stems and broccoli or cauliflower for flowers.
Activity 4: Plant your pot.
Objective:
Students will plant a seed and water it.
Directions:
Take the pots decorated in the morning and fill them with potting soil about ¾ inch from
the top. Then have the students choose a few seeds from the morning to plant and add
some soil to finish filling the pot and water. Ziploc bags work as nice little green houses
while the plants develop and are a good way for the students to get their project home
with out a huge mess. Remind students that until the plant starts growing above the
surface that they should not add water if they leave it in their plastic bag.
30
Remember to talk about how a plant grows and that it will need water, sunlight and
nutrients to survive.
Supplies:
Decorated pots, seeds, soil, gallon Ziploc bags, and watering can with water.
Review the day and remind students what color they will wear the next day (i.e.: red
shirts for animal day). Send home the plant in the Ziploc bag. Remember to collect
nametags.
31
Day 3 - The Wild World of Animals.
Pass out nametags to take roll.
Activity 1: Who’s My Mommy?
Objective:
Students will be able to determine adult and baby animals from visual observation.
Benchmark: (C)I.1;2 , (LO) III.2;2
Directions:
Give each student a picture of an animal; their job is to find their mom or baby depending
on what picture they receive. They may not speak but can make their animal sound if
they know what it is. As each pair is matched up have them find their home picture
(forest, water, and farm). Students who find their correct home get a small piece of
candy.
Talk about why the babies may not always look like the adult animal like frogs and fish.
Supplies:
Enough pictures of baby animals and their mothers so each student gets a picture (If you
have an odd number of students add a picture of an egg. At the end you can talk about all
the animals that lay eggs.); sample pictures in hand outs.
Activity 2: Am I wild?
Objective:
Students will learn the difference between a domestic animal and a wild animal.
Benchmark: (C)I.1;2
Directions:
32
Divide the room or field in two. Explain that wild animals live in one part and domestic
live in the other. The students will then run to whichever side they think the animal they
have lives on and sit down. If students have trouble telling the difference between wild
and domestic animals explain the term domestic (you should provide a brief definition) to
them then ask if anyone wants to trade sides. Then ask each student to tell why his or her
animal is domestic or wild. Once everyone chooses a side then tell the correct answer.
(This is a good time to have little rewards like stickers or small candy.)
Supplies:
Pictures of wild and domestic animals you will need one picture for each student.
(Samples in hand out)
Activity 3: What do animals need to survive?
Objective:
Student will explain the four basic things needed for survival: air, food, water, space.
Benchmark: (LE)III.4;3
Directions:
Tell the group this box has everything an animal needs to survive. Explain “I want you to
look at and inside this box and see what an animal needs to survive, but don’t tell any one
what you saw.” When the group has examined the box then have volunteers describe
what they saw and have them explain what the items represent. (Most will come up with
food and water; some may come up with space or shelter from the box). You may have
to explain that the box also contain something else that they could not see but an animal
33
must have it to survive take a few guesses then give the correct answer if it is not given
(The answer you are looking for is air.
Supplies:
A box with a lid, a piece of food and a bottle of water.
Snack:
Try to use animal products like milk, meat, and cheese. This could also be a great time to
make homemade butter or homemade ice cream.
Talk about what animal the snacks come from.
Craft: Walk with the animals
Objective:
Student will understand that all animals leave prints.
Benchmark: (R)II.2;1
Directions:
Show the students the tracks and have them guess what the track is. When they get it
right they may stamp their paper with the track. That way they can take the sheet out with
them on a nature walk. After the stamps have dried the sheets can be laminated or
covered with contact paper.
Supplies:
Plastic animal tracks set, track rub plates and stamp pads, or paint and brushes, and sheets
of paper or contact paper.
34
Alternate craft: Create a Plaster of Paris track casts in a petri dish
Objective:
Student will create a 3-d track to see how a track is made in the wild.
Benchmark: (R)II.2;1
Directions:
Mix the plaster of paris to a thick paste consistence. Fill the petri dish and smooth with a
Popsicle stick then press the track into the wet plaster. Slowly lift the track out from one
end. If the track print is bad just re smooth the plaster and try again. The tracks will need
to dry over night. Make sure to remove the rubber track before it dries.
Supplies: plaster of paris, petri dishes, rubber tracks
Activity 4: What beak can eat the most?
Objective:
Student will explore how populations change over time to fit into their environment
through modeling.
Benchmark: (LE) III.4;2
Directions:
Start by numbering off students based on the number of different utensils to be used.
Spread out the objects or beans on a flat clean surface. Explain to the students that they
have been turned into a flock of birds and they live on a very small island in the ocean.
(Point out the food that has been laid out.) Give each student a stomach (small cup, or
bag) and a beak (one of the utensils). Explain they may only put food into their stomach
that has been collected with their beak; no hands may touch the food item. If a hand
35
touches the food it must be recollected to count. Arrange the students around the food in
a circle with their backs to the food. Tell them the signal you will use for starting and
stopping food collection. Start is harvest time and stop is harvest over. Remind them that
only food in the cup counts. Usually thirty seconds is enough time for them to collect
food as they get faster, shorten the time as needed. Then each student will count how
many pieces they collected in their stomach. This will be recorded on a group sheet that
shows how many of each utensil was given out for each round. Then by adding up the
total pieces collected by each utensil, determine which utensil did the best and the worst
for the harvest. At the end of the round the person with the lowest total food number will
trade his or her utensil for the utensil with the highest food total for that round.
(Remember to only change one utensil per round). Repeat the activity five to ten times.
Then compare the changes from the beginning to the end. Make sure to start with an even
number of utensils, if you have an odd number, set a student out until the second round
and then have them become the utensil with the highest total. You can also add and
subtract certain types of foods to show over feeding by one type of utensil.
Supplies:
10 of each of the following (straws, cloths pins, forks, chopsticks, knives and spoons), an
assortment of beans or other small objects of varying shapes and sizes, 20 cups or
baggies.
Review the day and remind students that Thursday is a blue shirt day. Collect
nametags and send home track sheets.
36
Day 4 – Wacky Water Fun
Pass out nametags to take roll.
This day is designed for a location with no water. If you have a water source then modify
activities to the outdoors. Use Project WILD Aquatic and Project WET to find actual
water activities.
Today is all about the water that covers our planet we will explore where water is found
and the types of water available to humans for use.
Activity 1- Water on the earth
Objective:
Student will differentiate land from water on a map or globe. Student will become
familiar with the three states of water- liquid, solid, and gas.
Benchmark: (PCM)IV.2;1 , (EG) V.1;1 , (EH)V.2;1
Directions:
This game involves students tossing an inflated earth ball around in a circle. As the
student catches the ball, have them count how many fingers touch water. Give them that
many W’s to put on their shirt. Count the number of fingers that touch land and give them
L’s to wear. When everyone has caught the ball and has their letters have the students
count to see if they have more W’s or L’s. Divide the group by the higher number of W’s
and L’s that each student has. The W’s should have more people. - Ask the students why
there are more W’s than L’s? Try to get as many answers as possible before you explain
37
that the earth is 70+% covered by water. This would be a good time to talk about the
different forms water comes in ice, liquid- fresh or salt, and vapor.
Supplies:
Inflatable world ball or globe, labels or sticker with W’s and L’s on them
Craft 1: Color my water world
Objective:
Students will learn to recognize the major bodies of water on a world map.
Benchmark: (R)II.2;1
Directions:
Show students a map of the globe and explain that maps are colored green for land and
blue for water. Then ask the students to identify the United States and the Great Lakes by
pointing to them on their map. Finish by having students color the globe using green for
land and blue for water.
Talk about how all the land is surrounded by water. Talk about the oceans and the Great
Lakes.
Supplies:
Blue and green crayons and maps of the globe found in handouts.
Activity 2: Create a water story
Objective:
Students will be able to explain the water cycle.
Benchmark: (R)II.2;1 , (EH)V.2;2
38
Directions:
Sit the group in a circle and start telling the story of a little drop of water who wants to
travel the world. Have the students give you ideas where the drop should go on its travels.
You will need to work the ideas into the water cycle. Explain how the drop could travel
and then end up back in the same place. You could use a large sheet of paper to draw
pictures of (Project WET has an imaginary water field trip if you need help getting
started. You could even tell that story then have the students make up their own stories
and draw pictures.
Supplies:
Paper and crayons
Activity 3- Water cycle song and dance
Objective: Students will be able to explain the steps of the water cycle.
Benchmark: (EH)V.2;2
Directions:
This is a great activity to get kids up and moving as well as teaching them correct
terminology for the water cycle. Water Cycle Song (to the tune of Clementine)
EVAPORATION,
CONDENSATION,
PRECIPITATION on my head
ACCUMULATION,
WATER CYCLE,
And we start all over again
(Push both palms up, palms parallel to floor)
(Push with arms straight out to the side)
(Pretend to "rain" on head)
(Make arms sweep back and forth in front)
(Arms rotate in circle in front)
(Turn around in place in a circle)
This should be repeated several times as a group then ask for brave volunteers to do it for
the group the next day.
39
Supplies a picture or poster of the Water cycle to explain the words to the song.
Craft 2: Color the water cycle
Objective:
Student will be able to identify 4 parts of the water cycle.
Benchmark: (EH)V.2;2
Directions:
Have students color the cycle and explain it to each other so they can then go home and
teach their families.
Supplies:
Crayons and water cycle picture with the words already on it found in handouts
Snack:
Use watery-fruits like watermelon and make Kool-aid to discuss how all foods have
water in them even dehydrated fruits. Talks about how even students are made up of
water as well.
Review the day and talk about the next day. Remind students Friday is a brown or
purple shirt day. Collect nametags.
40
Day 5 - Conservation Station:
Pass out nametags for roll.
Welcome to the conservation station. Today we will learn to save the planet one person at
a time. Are you ready for the challenge? Let’s get started. Conservation means what?
(Take volunteer answers). Then explain that to conserve is to for the future. Preservation
is ‘saving (not using) things for the future’. Conservation is using what we have
WISELY.
Activity 1- Can we make a change here?
Objective:
Students will learn what it means to conserve. Students will learn to identify ways they
can conserve.
Benchmark: (R)II.1;4 , (LE)III.4;3
Directions:
In this activity break students into small groups and give them a picture with some people
not conserving things and have them explain ways to save or better use things. After each
group has talked about their picture give them a new picture to look at. Have students list
or discuss one way they conserve at home (ie. recycling) and one way they can improve
their conservation efforts (ie: not letting the water run when they brush their teeth.)
Supplies:
Photos of people doing everyday activities that are wasteful.
Activity 2- The 3 R’s
Objective:
41
Teach students the three R’s that are reduce, reuse, and recycle.
Benchmark: (R)II.1;4 , (EG) V.1;6
Directions:
This game will teach students to reduce, reuse, and recycle. The order is important to
teach to minimize confusion later. Teach students the 3 R’s: reduce, reuse, and recycle.
Explain how we do each these things before they start to sort. Then show a pile of trash
to the group. Explain that they have been hired to clean up a park but they can’t throw
any thing away. Next have them sort the items into three piles items that could be
reduced, reused, or recycled. (For safety you can have the students wear plastic gloves).
When they are done ask if any item fits into all three R’s. If they answer yes ask which
one and how it fits.
Supplies:
Several clean items of trash (coffee can, soup can, paper, cereal box and bag, candy
wrappers pop bottles) three table signs for sorting the trash found in handouts.
Craft 1- From Trash to Treasure
Objective:
Student will create a mobile to remind them of the three R’s.
Benchmark: (EG) V.1;6
Directions:
Create a trash mobile that teaches about the 3 R’s. Use the string to attach items to the
hanger and the paper to make labels for the item that say reduce, reuse, and recycle.
42
Every student should have at least 3 items. One way to get trash for the mobiles is to take
a short walk and pick up a small area. This will also teach students to clean up the areas
they visit. Be sure to cover safety before up pick up anything.
Supplies:
Trash, glue, paper, string, and hangers, words from handouts
Craft 2- Make recycled paper
Objective:
Student will create a new product from old products to learn about reusing items.
Benchmark: (EG) V.1;6
Directions:
Begin by having students tearing up old newspaper and scraps of colored paper into oneinch pieces. Fill a blender half full of newspaper pieces then add about 2/3 the way full
with water. Blend into pulp depending on the fineness you like, at the last minute add the
colored paper to color the pulp. (Use one color at a time) Then using cookie cutters on a
sponge or a piece of screen add the pulp to the cookie cutter until full. (Seeds could be
added to the pulp before it is pressed to make grow cards). Press down on the pulp to
squeeze the water out. Transfer the cutter with pulp to a new sponge and press again. Be
sure to wring out the first sponge, as you will use it again. Repeat this process until the
paper is flat, and then remove the cutter. Press the paper between to sheets of dry paper
towel and leave it to dry.
Supplies:
Newspaper, scraps of construction paper, blender, water, sponges, and cookie cutters.
43
To finish off the week, reviews all the topics you have covered ask students questions and
give out little prizes for correct answers.
Questions: Show some ag not ag products ask the students to identify them. Show some
wild and domestic pictures and ask them to identify them.
This would be a good time to survey the kids about what they liked and disliked during
the week.
Finally, give each student a certificate for completing the program.
SnackMake everyone an ice cream cones or hot dogs for snack.
Make sure to send home their nametags.
44
Supply list for AgVenture Science Program
Day 1
Enough Agriculture/ Not Agriculture cards for each student. I would laminate them to
make them stronger.
Bookmarks for stickers
Stickers and prizes for games.
Did ag make this?: cloth, food, flowers, animals, paper, plastic, pillow, lumber, chair, and
several other items that are not Ag related use things like metal screws, synthetic material
like nylon and plastic
Ag nametags: Cardstock cut into 5.5” X 8” pieces, samples of Ag products (dry seeds,
corn husk, cotton leaves, saw dust, leather and etc.), yarn, glue or glue stick and a holepunch.
Snack: milk, cheese, crackers, fruits, vegetables, and meat
What’s my job? : Cards with job pictures 5x7 or 8x10 will work best. These could also be
laminated. Also reuse ag / not ag cards. Paper and crayons
Day 2
Seed Story: The Tiny Seed by Eric Carle ISBN: 0689842449 Publisher Aladdin
A Seed Grows: by Pamela Hickman ISBN: 1550742000 Publisher Kids Can Press
How a Seed Grows: by Helene Jordan ISBN: 0664451070 Publisher Harper Trophy
Decorate a pot: clay pots any size will work (but try for a size that will fit completely
into a gallon size plastic bag), ceramic tile adhesive, craft sticks, beads, shells, rocks,
Permanent marker, pictures of flowers or silk flowers paper and crayons.
45
Measure a seed: Several different types and sizes of seeds (squash, flower seeds, beans),
rulers, pencils, string and paper.
Walk with plants: Several stuffed animals or pieces of cloth tied to string that is about 4
feet long. Velcro samples. Magnifying glasses and or a microscope.
Plant your pot: Decorated pots, soil, gallon Ziploc bags, and watering can with water.
Day 3
Who’s my mommy: 4x6 or 5x7 size laminated pictures of moms and baby animals one for
each student. A large picture of a forest, farm and a lake Candy
Am I Wild? 4x6 or 5x7 laminated pictures of wild and domestic animals
candy or stickers
What do animals need to survive: a box, a piece of food and a bottle of water.
Snack: milk, meat, eggs, and cheese
Craft: Animal track stamps or rub plates, ink or paint paper, contact paper or a laminator
Adaptation: straws, cloths pins, forks, chopsticks, knives and spoons (be surer to have
extras of each item). Also you will need an assortment of beans and other small objects of
varying shapes and sizes (paper clips, foam pieces, and pasta). Also each student will
need a stomach (cup or baggy).
Day 4
Water on Earth: inflatable globe, stickers with the letter w and l on them
Color my world: blue and green crayons, maps of the globe
Create a water story: paper, crayons, and pencils
46
Water cycle song: copies of words and poster of the water cycle
Day 5
The 3 R’s: Several clean items of trash (coffee can, soup can, paper, cereal box and bag,
candy wrappers pop bottles) Three table signs for sorting the trash.
Can we conserve: enough laminated 8x10 photos for two for each group.
From Trash to Treasure: trash, glue, paper, string, and hangers
Make recycled paper: old newspaper, scrapes of construction paper, blender, water,
sponges, and cookie cutters.
Certificates: enough for one for each student
47
Shopping List:
Plaster of paris
Beads
Petri dishes
Silk flowers
Craft sticks
Small toys
Glue
Magnifying glasses
Paper
Inflatable globe
Crayons
Cookie cutters
Dry bean mix
Sponges
Small clay pots
Blender
Tile adhesive
Hangers plastic or metal
Rocks
Velcro
Potting soil
Leather
Seeds
Ziploc bags- gallons and sandwich sizes
String
Dixie and drinking cups
Scissors
Paper clips
Hole-punch
Pasta
Stickers
Candy
Bookmarks
Spoons
Pencils
Straws
Rulers
Knives
Shells
Chopsticks
Cloths pins
Forks
48
HANDOUTS
Activity one and two: Did Agriculture make this? And What’s my job?
NOT
Agriculture
Agriculture
Craft 1: Make your nametag using Ag products
X
X
AMANDA
49
Activity 2: What’s My Job? Sample Pictures for flash cards. Enlarge to 5x7 or 8x10 and
Laminate
50
51
52
Day 3 Activity 1: Who’s my mommy? Enlarge to 4x6 or 5x7 and laminate
53
54
Forest, Farm, Lake
55
DAY 3 Activity 2: Am I wild? Example pictures. Enlarge to 4x6or 5x7 and Laminate.
Use domestic pictures from Who’s my mommy?
56
NOT
Wild
Wild
Map for color my world activity:
57
Water cycle: www.kidzone.ws/water/bwatercycle1.gif
58
Water cycle Poster:
The 3 R’s game
REUSE
RECYCLE
REDUCE
59
60
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