Extension
It Starts With Us
4-H Youth Development
4-H Youth Development
Cathy Toole, Maryellen Garrison, Levi Berg
4-H Youth Development Programming
Natural Resources 4-H Core Curriculum
Family and Consumer Sciences 4-H Core Curriculum
Communications and Expressive Arts 4-H Core Curriculum
4-H Youth Development is part of Kentucky Cooperative Extension. Extension’s mission is to make a positive difference in the lives of Kentucky citizens through non-formal education for the entire family. Extension agents and volunteers take the results of university research and explain it in such a way that different age groups can learn and apply the information to their own lives. 4-H is a youth organization committed to building outstanding leaders with marketable skills to succeed in today’s global society.4-H empowers youth to reach their full potential, working and learning in partnership with caring adults. According to 2014 population estimates (census.gov)there are 233,463 youth living in households in KY in the recommended 4-H age range. Also, according to the Kentucky Department of Education (2014), the graduation rate for Kentucky students was 88.0 %,which did not meet the state goal. Research also shows us developing a strong sense of personal identity, responsibility, caring, compassion, and tolerance are essential first steps toward being engaged at the community level (National 4-H Council).
People, animals and plants are dependent on our Earth’s natural resources. Everything from the air we breathe, to the water we drink, to the soil we use for food production – these resources are vital to our existence. Therefore, it’s important that we care for and respect these resources. Understanding how our daily choices affect our environment, we can conserve natural resources and protect our environment for present and future generations.
Over the last 25 years, the number of stay at-home parents has decreased. Parents have increasingly relied on schools to teach concepts and skills once taught within the family. With societal changes and cuts in school budgets, many schools have eliminated family and consumer science labs and no longer include or have decreased FCS instruction in the curriculum. In nutrition alone, the lack of basic life skills is evidenced by alarming rises in childhood obesity, poor diets of youth of all ages, and an over reliance on packaged fast food. Life choices are often based more on personal desires rather than factual information. Those who seek information often turn to internet sources which may not be based in research. Decision-making may be based on product marketing claims, family tradition, myths, faulty information, and lack of knowledge. Today’s massive health and economic problems are due in part to the lack of instruction in the home by parents and in school through Family and Consumer Sciences classes. 4-H offers projects in FCS which assist youth in becoming responsible and contributing members of the family and contributing members of Kentucky communities. At the same time, these life skills prepare youth for the families they will establish as adults.
Providing youth with the ability to enhance and develop communication skills is of great importance in Kentucky. The development of communications skills is one of the preeminent skills necessary to grow as an individual, a community member and a leader. Using age appropriate activities selected from the approved Kentucky 4-H Communications & Expressive Arts Curriculum, educators can maximize the ability of youth to develop their writing, reading and personal communication capacities. This in turn creates a solid foundation for positive youth development (Jones, K. R. 2006) Strong writing, reading and presentation skills present youth with the dexterity of being good communicators as well as allowing them to form receptive relationships with peers and adults. When young people are confident and capable in presenting their thoughts and feelings they are more likely to accept roles of responsibility in their communities and enhance their contribution to society. This development of internal and external assets, as researched by the Search Institutes “The 40 Developmental Assets” helps to develop youth into competent,
caring and contributing adults.(Jones, K.R. 2006)
4-H empowers youth to reach their full potential, working and learning in partnership with caring adults. According to 2014 population estimates (census.gov)there are 233, 463 youth living in households in KY in the recommended 4-H age range. Also, according to the Kentucky Department of Education (2014), the graduation rate for Kentucky students was 88.0 %, which did not meet the state goal. Research also shows us developing a strong sense of personal identity, responsibility, caring, compassion, and tolerance are essential first steps toward being engaged at the community level (National 4-H Council).
Youth will use scientific techniques, responsible practices and innovative technologies that will positively sustain the natural resources in the home, community and world. Youth will engage in community projects related to natural resource conservation.
Be responsible and contributing individuals and family members.Gain and maintain employment through life skill development. Contribute to a safe, pleasant and productive home and family.
Youth will utilize the skills gained through education and involvement in Extension programs to serve as leaders in 4-H and other organizations; Youth share the elements of the music, dance, drama and visual arts with their community.
Youth become more comfortable sharing their thoughts with others.
Youth will develop into competent, capable, contributing adults as important developmental assets are met through their participation in 4-H Communications & Expressive Arts Programs.
Youth will use scientific decision making techniques to make decisions on a daily basis.
Youth will express themselves to others in group settings and on an individual bases.
Youth have a positive bond with a caring adult who believe in their success.
Youth apply the skills learned in 4-H in other activities at home, school
and in the community.
Youth set and achieve goals through a 4-H program.
Youth will make decisions in their daily lives that positively impact natural resources.
Youth will adopt practices to conserve and protect the environment in their
home and community.
Youth will use problem solving and logical reasoning skills and apply them
to environmental issues.
Utilize and practice life skills in projects and life situations.
Project a positive image and self-confidence.
Practice responsible consumer and financial decision-making.
Practice healthy eating choices.
Make choices that lead to responsible and beneficial results.
Adopt habits and skills that contribute toward employ-ability in the future.
Youth will construct a speech that has a clear introduction, body and closing;
Youth will make a presentation before their family, a group of their peers (such as at a 4-H club meeting),a school or county qualifying event;
Youth will demonstrate an increased level of confidence when presenting in front of groups;Use their communication skills to assume a leadership role in 4-H or other organizations.
Youth apply elements of music,dance,drama and visual arts in creating and performing.
Youth will contribute to self, family, community and to the institutions of our society.
Youth will have reduced risky behavior now and in the future.
4-H alumni will be successful in a global society.
4-H youth will successfully enter the workplace and/or institution of higher learning.
Youth will develop an interest in environmental science and sustainable practices and technologies.
Youth will gain knowledge of the interrelationship and inter-dependencies with an ecosystem.
Youth will identify the natural resources that are used within their home and community.
Gain knowledge and develop skills in Family & Consumer Sciences projects and programs.
Understand the decision-making process.
Gain skills in setting a goal and developing a plan of action.
Learn to read and follow instructions.
As a result of this program,youth will know how to: Research a presentation topic prior to developing a speech or demonstration; Write an outline, including an introduction, body and conclusion for their speech or demonstration; Create a formal presentation, speech or outline using the
written outline; Be prepared to present before their family, a group of their peers (such as at a 4-H club meeting) and a school or county qualifying event; Youth can identify key elements of music, dance, drama and visual arts.
Initial Outcome: 4-H aged youth will sign up for clubs that interest them.
Indicator: Attendance at 4-H club meetings of their interest.
Method: Sign In sheets and observation
Timeline: Attendance at the majority of the meetings
Intermediate Outcome: 4-H aged youth will develop new skills through their involvement project club or special interest activity.
Indicator:Attendance and participation of 4-H members
Method:Observe and question leaders and adults as to how involved project members are in individual clubs and after school activities
Timeline:Throughout the program year
Long-term Outcome: application of skills learned through 4-H project clubs.
Indicator: completion of project work, attendance of out of county clinics and camps, participation in competitions and the success of the individuals. An increase number of items at the county and state fair.
Method: Face to face conversations with 4-Her, parent and leaders.
Timeline: Throughout the program year.
Initial Outcome: Youth will have increased knowledge of leaf and bark identification of trees
Indicator: Attendance and participation at the Day Camp.
Method: Observation and survey
Timeline: June 2017
Intermediate Outcomes: Youth will increase their knowledge of forestry and the benefits of having different types of trees in wooded areas.
Indicator: Attendance and participation at the second day of the camp
Method: Observation and survey
Timeline: June 2017
Long-Term Outcomes: Youth will be able to recognize a variety of trees in a forest setting and understand the importance of forestry.
Indicators: Attendance, Interaction with group
Method: Observation of leader and survey
Timeline: June 2017
Initial Outcome: Youth will understand what macro-invertebrates are how they affect the wellness of a stream. They will understand watersheds.
Indicators: Attendance at day camp, Interaction with group
Method: Walking a stream and gathering macro-invertebrates to identify.
Timeline: June 2017
Intermediate Outcome: Youth will be able to discuss what makes a stream healthy with others. Youth will be able to discuss where the water from Henry County flows through the different watersheds and where they empty.
Indicators: Discussion with leader
Method: Observation of leader and survey
Timeline: June 2017
Long-Term Outcomes: Youth will understand that the health of the county water supply depends on good stewardship and will work to promote good stewardship themselves as well as share this knowledge with others.
Indicators: Group discussion
Method: Observation of leader and follow up survey
Timeline: June 2017
Initial Outcome: Youth involved in family and consumer projects will learn basic food preparation as well as nutrition, sewing skills, needlework skills, and how to start a business of their own.
Indicators: Involvement in after-school clubs and completion of projects.
Method: Through hands on learning and observation
Timeline: October - August 2018
Intermediate Outcomes: Youth will increase their skill levels by building on previous skills in consumer education projects.
Indicators: The complexity of their project work and the ability to complete the project or assignment.
Method: Face to face conversations with 4-Her, parent and leaders.Through hands on learning and observation.
Timeline: October - August 2018
Long-term Outcome: application of improved food preparation, food safety and healthy eating behaviors, creating a business, and creating garments from needlework skills. Turning handwork into a business.
Indicator: completion of project work, attendance of out of county clinics and camps, participation in competitions and the success of the individuals. An increase number of items at the county and state fair.
Method: Face to face conversations with 4-Her, parent and leaders.
Timeline: October - August 2018
Initial Outcome: Youth will have the opportunity to enhance communication skills through club meetings. They will be able to create and appreciate different types of art through club meetings and creating their own works of art.
Indicator: Participation in the county communications event, variety show, and art club.
Method: Assisted by leader and observation, projects entered into the fair.
Timeline: October - August 2018
Intermediate Outcome: Youth will have the opportunity to participate in the speech, demonstration and variety show. Youth will be challenged to create art work in many different mediums.
Indicator: Leader led activities, observation, and quality of presentations and art entered into the fair.
Method: Observed through participation and mentoring
Timeline: February - July 2018
Long-term Outcome:Youth will have an understanding and great knowledge of how to prepare, and present speeches and demonstrations at the county, district, and state level. They will have the opportunity to perform in the variety show at the county and district levels. They will be able to use their art form as a business.
Indicator: Youths ability to work independently and offer support to younger members.
Method: Observation and quality of work.
Timeline: October - August 2017
LEARNING OPPORTUNITIES:
Learning Opportunities (repeat as needed):
Audience: 4Hers
Project or Activity: 4-H Means Business Club
Content or curriculum: Approved UK, guest speakers, Henry County Arts and Crafts Guild
Inputs: Guest speakers, Arts and Crafts Guild members, leaders, Farmers Markets
Timeline: Year long
Audience: 4Hers
Project or Activity: Beginning and Advanced Cooking Clubs
Content or curriculum: Approved UK
Inputs: volunteers, facilities
Date: October- May 2018 monthly
Audience: 4Hers
Project or Activity: Sewing club
Content or Curriculum: UK Approved
Inputs: Master Clothing Volunteer, facilities, sewing machines
Date: Jan-June 2018 meets 2 times a week
Audience; 4Hers
Project or Activity: Knitting Club
Content: Approved UK
Inputs: volunteers, facilities
Date: Feb-Mar 2018 weekly
Audience; 4Hers
Project or Activity: Crochet Class
Content or curriculum: Approved UK
Inputs: volunteers, facilities
Date: Feb-Mar 2018 weekly
Audience: 4-Hers
Project or Activity: Make It and Take It Sewing Club
Content or curriculum: Approved UK
Inputs: Master Clothing Volunteers, facilities, materials, sewing machines
Date: Meets Quarterly on Saturday's thoughout the year 2018
Audience: 4Hers
Project or Activity: Art Club
Content or curriculum: Approved UK
Inputs: volunteers, facilities, materials for projects
Date: October - May 2018 monthly
Audience: 4Hers
Project or Activity: Photography Club
Content or Curriculum: UK Approved
Inputs: volunteers, facilities, cameras,mat board
Date: October - May 2018 monthly
Audience: 4-Hers
Project or Activity: Communications Event and Variety Show
Content or Curriculum: UK Approved
Inputs: volunteers, facilities, awards
Date: March/April/July 2018
Audience; 4Hers
Project or Activity; Woodworking
Content or Curriculum: Approved UK
Inputs; volunteers, facilities, wood kits
Date: Sept. 2017
Audience; 4-Hers
Project or Activity: Dog Club
Contents or Curriculum: Approved UK
Inputs: volunteer, facilities, obedience course materials
Date: October – August 2018 twice monthly
Audience; 4-Hers
Project or Activity: Shooting Sports
Contents or Curriculum: Approved UK
Inputs: certified volunteers, facilities
Date: October – August 2018
Audience: Ages 5-8
Project or Activity: Cloverbuds Club
Contents or Curriculum: Approved UK
Inputs: teen led with adult supervision, facilities, materials
Date: October - May 2018
Audience: 4-Hers
Project or Activity: Small Engine Club
Content or Curriculum: Approved UK
Inputs: led by adult, materials
Date: March 2018 weekly
Audience: 4-Hers
Project or Activity: Pintrest Club
Content or Curriculum: Items found on Pintrest in relation to 4-Hers interest within UK Approved guidelines
Inputs: volunteer led, facilities, materials
Date: October - May 2018 monthly
Audience: 4-Hers
Project or Activity: Natural Resource Club
Content or Curriculum: Approved UK
Inputs: trained leader, facilities, materials
Date: October - May 2018 monthly
Audience: 4-Hers
Project or Activity: Horse Club
Content or Curriculum: UK Approved
Inputs: certified volunteer, facilities, materials
Date: October - May 2018 monthly
Audience: 4-Hers
Project or Activity: Drama Club
Content or Curriculum: UK Approved
Inputs: volunteer leaders, facilities, materials
Date: June 2018 week long day camp
Audience: 4-Hers
Project or Activity: Natural Resource Day Camp
Content or Curriculum: Project Wet and Wild
Inputs: leader assistance, field trips, materials, facilities
Date: June 2018 2 day day- camp
Audience: 4-Hers
Project or Activity: Electricity Day Camp
Content or Curriculum: UK Approved
Inputs: Snap Circuits, materials for making a circuit
Date: June 2018
Author: Cathy Toole
Major Program: Agriculture 4-H Core Curriculum
Henry County has a rich agriculture history; it is the largest single source of income and provides the greatest number of employees in the county. Currently our county receives over $30,000,000.00 a year in agriculture revenues. The average size of a Henry County farm is 148 acres. It has come to the attention of the Henry County Cooperative Extension Service that the elementary aged youth are not aware of the importance agriculture plays in the history or the economy of Henry
Author: Cathy Toole
Major Program: Family and Consumer Sciences 4-H Core Curriculum
Abraham H. Maslow introduced the concept of a hierarchy of needs back in 1943. The hierarchy suggests that people are motivated to fulfill their basic physiological needs, before proceeding through rising levels of need – safety and security, love/belonging, self-esteem, to self- actualization. 4-H Home Environment projects nurture the fulfillment of these needs with the home. The Henry County Cooperative Extension Service helps fulfill these needs through 4-H Project Clu
Author: Cathy Toole
Major Program: Natural Resources 4-H Core Curriculum
Children today have fewer opportunities to connect with the natural environment. The book entitled The Last Child in the Woods, written by Richard Louv outlines the ‘nature-deficit disorder’ in America. There are many benefits that have been well documented in recent scientific research studies. The studies have shown that by spending time in nature youth develop intellectually, emotionally, socially, spiritually and physically. The Henry County Cooperative Extension Service has prov
Author: Cathy Toole
Major Program: 4-H Youth Development Programming
The 4-H Cloverbud program is designed to be noncompetitive, educational, activity-based, cooperative learning centered, safe, developmentally age appropriate, and success-oriented. By allowing children between the ages of 5-8 to participate in a positive learning experiences it helps them to build life skills at a younger age. The Henry County Cooperative Extension Service is now offering an afterschool Cloverbud Club.Two high school seniors approached the local agent in allowing them
