Oregon 4-H Science Rich Inquiry Activity
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Virginia Bourdeau, Professor
virginia.bourdeau@oregonstate.edu
* To accompany to this PowerPoint presentation
participants should have a copy of the Oregon
4-H Science Rich Handbook: Focus on the 4-H
Entomology Project, which is posted on the
Entomology 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
4-H Entomology 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
*
Note: This cricket has an
ovipositor. It is a female cricket.
Each team will need at least one
male cricket for their
investigations about chirping.
Ovipositor:
Female
Cricket
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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Each team will be provide with:
* 4-6 crickets, at least one in each set should be male.
* 2 clear plastic containers for the cricket’s house.
Each team will have a choice to use the following:
* Sand
* Chicken chow
* Potato slices
* Carrots
* Water
* Sponges
* Thermometers
Oregon 4-H Science Rich Inquiry Activity
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Our team wants to
put all the girls in
one cricket house
and all the boys in
the other house
…ok?
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.
*
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.
Do crickets
need light
to chirp?
Oregon 4-H Science Rich Inquiry Activity
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A team of youth might state their hypothesis about crickets this way, “If
we provide chicken chow to 3 male crickets in a cricket house, then
they will chirp faster and longer than 3 male crickets fed only carrots.”
>Independent variables answer the question, “What do we change?”
The types of food in each cricket house is the independent
variable.
>Dependent variables answer the question, “What do we observe?”
Youth will observe the speed of the chirps and the length of time
the crickets chirp.
>Controlled variables answer the question, “What so we keep the
same?”
The cricket containers must both have the same materials in the
bottom of the container, the same type of liquid dispenser, and be
exposed to the same amount of light and the same temperature.
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 set up 2 cricket houses with 3 male crickets each.
Each house will have a thermometer in it.
Each house will have a sponge in it for water for the crickets.
Each sponge will start out with 5 tablespoons of water in it.
We will put chicken chow in house A and carrots in house B.
The chicken chow and carrots will be replaced when they have been
eaten so the crickets always have food. We will record how much they
eat of each type of food.
 We will keep a data chart for four days.
 We will record how fast and how long each group of crickets chirps.






Oregon 4-H Science Rich Inquiry Activity
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Crickets in House A
Feed Chicken Chow
Crickets in House B
Feed Carrots
Monday
Tuesday
Wednesday
Thursday
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”
7. Team describes their investigation and their results.
8. Team thinks critically and logically to make the
relationship between evidence and explanations and
presents their analysis of findings.
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
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Oregon 4-H Science Rich Inquiry Activity