Oregon 4-H Science Rich Inquiry Activity
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Virginia Bourdeau, Professor
virginia.bourdeau@oregonstate.edu
* 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/sciencerich-learning
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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.
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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
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Oregon 4-H Science Rich Inquiry Activity
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* 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
Oregon 4-H Science Rich Inquiry Activity
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* 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?
Oregon 4-H Science Rich Inquiry Activity
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* Are you planning a program that provides
opportunities for youth to move through the
Experiential Learning Model?
Oregon 4-H Science Rich Inquiry Activity
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* The 4-H Science Inquiry model is on page 17 of the
Oregon 4-H Science Rich Handbook: Focus on the 4H 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.
Oregon 4-H Science Rich Inquiry Activity
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As youth
become
more
comfortable
with inquiry
they can
take more
control over
their
learning.
A
Adult
Control
Control
Youth
Y
Oregon 4-H Science Rich Inquiry Activity
Closed
Inquiry
Open
Inquiry
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If you are working in
schools or with afterschool programs you’ll
want to be aware of the:
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
Oregon 4-H Science Rich Inquiry Activity
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1.
2.
Make observations
3.
4.
Design an investigation to answer a question. [S&E #s 2, 3]
5.
Analyze and interpret data from an investigation.[S&E #s 4, 5,
6, 7]
Ask questions that can be answered through a scientific
investigation. [S&E #1]
Collect, organize, and summarize data from an
investigation.[S&E #s 3, 4, 5]
Oregon 4-H Science Rich Inquiry Activity
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Oregon 4-H Science Rich Inquiry Activity
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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
Oregon 4-H Science Rich Inquiry Activity
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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
Oregon 4-H Science Rich Inquiry Activity
Youth are here on
the 4-H Experiential
Model
Density is an important concept in understanding Earth
Science processes.
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Oregon 4-H Science Rich Inquiry Activity
Provide some
background:
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Oregon 4-H Science Rich Inquiry Activity
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Oregon 4-H Science Rich Inquiry Activity
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Oregon 4-H Science Rich Inquiry Activity
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Oregon 4-H Science Rich Inquiry Activity
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Obtain two item, such as
the rock and the piece of
wood shown. Weigh the
items or place them on a
balance as shown.
Oregon 4-H Science Rich Inquiry Activity
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The balance
shows both
items have
the same
mass.
Oregon 4-H Science Rich Inquiry Activity
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Ask learners
to predict if
one or both
items will
float or sink
in water.
Oregon 4-H Science Rich Inquiry Activity
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Lead a
discussion to
check for
understanding
about the
density
relationship
between the
rock and the
piece of wood.
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.
Oregon 4-H Science Rich Inquiry Activity
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Oregon 4-H Science Rich Inquiry Activity
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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
Oregon 4-H Science Rich Inquiry Activity
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Our team wants to
break the raw egg
to drop it in
water…ok?
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.
Oregon 4-H Science Rich Inquiry Activity
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Youth can use these
Science Abilities:
Evaluate
Collaborate
Problem solve
Design solutions
Use tools
Measure
Organize
Collect data
Communicate
Oregon 4-H Science Rich Inquiry Activity
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Youth can experience
these additional key
Essential Elements
(pages 6-7 of the
Handbook):
 Opportunities for
self-determination
 Opportunities for
Mastery
Oregon 4-H Science Rich Inquiry Activity
Youth are here on
the 4-H Experiential
Model
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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?
Oregon 4-H Science Rich Inquiry Activity
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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.
Oregon 4-H Science Rich Inquiry Activity
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Oregon 4-H Science Rich Inquiry Activity
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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.
Oregon 4-H Science Rich Inquiry Activity
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Oregon 4-H Science Rich Inquiry Activity
Glass A
Glass B
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Oregon 4-H Science Rich Inquiry Activity
Glass A
Glass B
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Oregon 4-H Science Rich Inquiry Activity
Glass A
Glass B
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Oregon 4-H Science Rich Inquiry Activity
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Oregon 4-H Science Rich Inquiry Activity
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Science Abilities which may be
used include:
Compare
Observe
Collect Data
Draw/Design
Summarize/relate
Communicate
Organize
Infer
Oregon 4-H Science Rich Inquiry Activity
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Youth can use these
Science Abilities:
Evaluate
Collaborate
Organize
Compare
Communicate
Infer
Summarize/Relate
Interpret/Analyze
Graph
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
Oregon 4-H Science Rich Inquiry Activity
Youth are moving through
the 4-H Experiential
Model from “Process” to
“Generalize”
Glass A
Glass B
Oregon 4-H Science Rich Inquiry Activity
Our group’s
inquiry was
to look at…
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.
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Oregon 4-H Science Rich Inquiry Activity
We created
this graph to
show our
data.
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.
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Oregon 4-H Science Rich Inquiry Activity
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Youth can use these
Science Abilities:
Evaluate
Collaborate
Organize
Compare
Communicate
Infer
Summarize/Relate
Interpret/Analyze
Graph
Oregon 4-H Science Rich Inquiry Activity
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Youth can experience
these key Essential
Elements:
 Opportunities for
self-determination
 Opportunities for
Mastery
 See Oneself in the
Future
Oregon 4-H Science Rich Inquiry Activity
Youth are moving through
the 4-H Experiential
Model from “Generalize”
to “Apply”
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..youth must answer
the question, “Are all
learners satisfied with
the analysis of finding?”
Youth are moving through
the 4-H Experiential
Model cycle again from
“Apply” to “Experience”
the next inquiry.
11A is Yes. Youth move
on the next inquiry.
11B is no and youth
move to box 12.
Oregon 4-H Science Rich Inquiry Activity
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… 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.
Oregon 4-H Science Rich Inquiry Activity
Youth move through the
4-H Experiential Model
cycle again.
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* 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-richlearning.
Oregon 4-H Science Rich Inquiry Activity
Thank you for helping youth
learn about Earth Science!
Oregon 4-H Science Rich Inquiry Activity