Extension
It Starts With Us
Advancing the knowledge and appreciation of youth in Agriculture and Pure and Natural Sciences
Advancing the knowledge and appreciation of youth in Agriculture and Pure and Natural Sciences (4-H)
Christy A. Martin, Sherri A. Coffey
Agriculture 4-H Core Curriculum
Health 4-H Core Curriculum
Natural Resources 4-H Core Curriculum
Science, Engineering and Technology 4-H Core Curriculum
People, animals, and plants depend on our Earth’s natural resources. The air, soil, and water are vital to our existence. Therefore it is important that we care for and respect these resources. Learning how to conserve resources can protect our environment for current and future generations.
If youth learn good agricultural practices, they can increase productivity on their family farm. Learning about agriculture can also impact their decision of a career in agriculture in the future.
Youth will learn scientific research techniques, responsible practices, and innovative technologies that positively address science, engineering, and technology (SET) issues. 4-H youth development programs can expand its impact and extend its reach in SET by providing opportunities for hands-on scientific learning and discovery.
Youth will utilize the scientific method to solve problems in their daily life.
Youth will pursue a career in science, engineering, or technology subject-matter.
Youth will utilize the scientific method in decision-making.
Youth use responsible practices that will positively sustain natural resources to conserve and protect the environment in their home and community.
Youth will engage in community projects related to natural resource conservation.
Youth will engage in entrepreneurial agriculture practices.
Youth will gain and maintain employment resulting from life skills learned through 4-H agriculture and natural resource programming.
Youth will be advocates for agriculture and healthy, sustainable food systems
Youth will use and apply skills gained from 4-H science, engineering, and technology.
Youth will share new skills in science, engineering, and technology with others.
Youth will practice scientific methods learned in 4-H SET learning opportunities.
Youth will make decisions in their daily life that positively impact natural resources.
Youth will adopt practices to conserve and protect the environment in their home and/or community.
Youth will use problem-solving and logical reasoning skills and apply them to environmental issues.
Youth will practice and apply skills and knowledge in the production of food and fiber in the areas of plant sciences, horticulture, and animal sciences.
Youth will adopt and practice skills that contribute to employability.
Youth can explain the role of agriculture in daily life to others.
Youth can influence the purchase of locally-grown products.
Youth can practice entrepreneurship skills related to agriculture and food systems.
Youth pursue a career in agricultural or natural resources.
Youth will increase interest and engagement in science, engineering, and technology.
Youth will learn new skills in science, engineering, and technology.
Youth will be introduced to careers in science, engineering, and technology.
Youth will develop an interest in environmental sciences and sustainable practices/technologies.
Youth will gain knowledge of the interrelationship and interdependence an ecosystem.
Youth will identify the natural resources that are used in their home and community.
Youth will gain knowledge and skills in the production of food and fiber in the areas of plant sciences, horticulture, and animal sciences.
Youth will gain understanding of healthy, sustainable food systems.
Youth will learn agricultural life skills, including decision-making, communications, record-keeping, leadership, and service.
Youth explore career opportunities in agricultural or natural resources.
Outcome: Youth learn and/or implement energy conservation practices.
Indicator: 30% of youth conserve energy through recycling
Method: post-program evaluation; opportunity to recycle through 4-H
Timeline: at conclusion of program
Outcome: Youth learn electricity concept and construct circuits
Indicator: 1/3 of youth can complete a circuit with minimal help after instruction
Method: observation during activity
Timeline: spring 2019
Outcome: Youth implement ATV safety measures.
Indicator: 50% of youth with ATVs wear helmets and safety attire
Method: post-program survey
Timeline: at conclusion of program
Outcome: Youth learn and implement bicycle safety practices.
Indicator: 50% of youth practice bicycle and road safety
Method: post-program evaluation
Timeline: at conclusion of program
Outcome: Youth acquire knowledge in selection and care of animals.
Indicator: 30% of youth can care for their animals with minimal adult help
Method: observation; conversations with youth, families, and leaders
Timeline: throughout program year
Outcome: Youth learn about entrepreneurship and career opportunities in agriculture
Indicator: Youth express an interest in agriculture careers.
Method: conversations with youth, volunteers, and families
Timeline: throughout program year
Outcome: Youth appreciate wildlife conservation practices and principles of good sportsmanship.
Indicator: 25% of youth develop and appreciation for wildlife and best management practices
Method: conversations with youth and families
Timeline: throughout program
Outcome: Youth learn and/or adopt recycling or other environmental stewardship or conservation practices.
Indicator: 25% of youth reduce wasteful practices
Method: post-program survey
Timeline: at conclusion of program
Outcome: Youth learn basic plant science and/or grow some of their own food
Indicator: 1/3 of youth learn to grow and care for a plant
Method: post-program evaluation; conversations with youth and volunteers
Timeline: throughout program
Audience: Youth ages 9-18
Project or Activity: Energy conservation
Content or Curriculum: NEED resources
Inputs: curricula; county recycling center
Date: Spring 2019
Project or Activity: Electricity education
Content or Curriculum: NEED, 4-H electricity project books, circuit kits
Inputs: Snap Circuits; youth; volunteers
Date: Spring 2019
Project or Activity: ATV safety
Content or Curriculum: 4-H national resources
Inputs: videos, fact sheets, leader and parent cooperation
Date: winter 2019
Project or Activity: Bicycle safety
Content or Curriculum: 4-H project books
Inputs: videos, fact sheets, leader and parent cooperation
Date: winter 2019
Project or Activity: 4-H Horse Education Program
Content or Curriculum: 4-H horse toolkit
Inputs: volunteer leaders, curriculum, meeting locations
Date: throughout year
Project or Activity: 4-H Livestock Education Program
Content or Curriculum: 4-H livestock toolkit
Inputs: volunteer leaders, curriculum, meeting locations
Date: September - June
Project or Activity: Wildlife education
Content or Curriculum: KY AWAKE
Inputs: curriculum
Date: October - May
Project or Activity: Ornithology education
Content or Curriculum: KY AWAKE
Inputs: curriculum
Date: October - May
Project or Activity: Ecosystems
Content or Curriculum: 4-H core curricula
Inputs: curriculum, volunteer leaders, videos
Date: Fall
Project or Activity: Gardening and Botany basics
Content or Curriculum: Youth Master Gardener Program
Inputs: curriculum, volunteer leaders
Date: September 2018-March 2019
Project or Activity: Environmental stewardship and conservation practices
Content or Curriculum: 4-H core curricula
Inputs: curricula and demonstration materials
Date: Winter
Author: Laura Rogers
Major Program: KSU Small Farm Program
“Most citizens today are three generations removed from the farm — they don’t know where their food comes from, and they don’t understand the importance of agriculture. . .” Stated John Campbell, director of Mississippi’s Bureau of Plant Industry at a national meeting of state departments of agriculture.Basic beekeeping classes on “How Honeybee Sees - Not like you or me!” and “Honey-How is made and the different types of honey” presente
