Extension
It Starts With Us
Valuing Natural Resources and Establishing Community Environmental Awareness
Environmental Awareness and Sustainability
Comley, Hettmansperger, Hixson
4-H Health Core Curriculum
Sustainable Agriculture
Garrard County is primarily rural with a consistent agricultural tradition as the dominant industry. In addition to expanses of small tracts of farmland, expected bluegrass-area, localized plots of forested area, and streams and rivers throughout the county. With a broad diversity of area within the county and throughout the state, the expectation of youth exposure to outdoor education, traditional farm practices, and knowledge of environmental awareness, but the reality is contrary. A 2014 report by The Outdoor Foundation shows a rise in girl participation in outdoor activities and a decline in boy participation. Another report NEARBY NATURE: A Buffer of Life Stress Among Rural Children discusses the importance of establishing green spaces, and access to nature for rural youth. Urban youth are given a greater amount of attention due to a perceived lack of green space in their community, but the opposite is generally true factoring in opportunity and more modern cite planning.
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.
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 skill and apply them to environmental issues.
Youth will develop an interest in environmental sciences and sustainable practices and technologies
Youth will gain knowledge of the interrelationship and interdependencies with an ecosystem.
Youth will identify the natural resources that are used within their home and community.
Initial Outcome: Youth will gain knowledge of the interrelationship and interdependencies with an ecosystem.
Indicator: Number of youth who have gained an understanding of the ecosystems in nature.
Method: Environmental Day Program, Overnight Environmental Camp, In-School Programming, Club Activities, Day and Project Workshops
Timeline: Year Round
Intermediate Outcome: Youth will use problem solving and logical reasoning skill and apply them to environmental issues.
Indicator: Number of youth who use their skills to conserve natural resources.
Method: Local Natural Resources Club or Environmental Club, In-School Programming, Envirothon
Timeline: Year Round
Long-term Outcome: Youth will engage in community projects related to natural resource conservation.
Indicator: Number of your who have engaged in a community project related to natural resource conservation.
Method: Natural Resources Club and Environmental Science Club, In-School Programming
Timeline: Year Round
Audience: Youth
Project or Activity: Environmental Day Camp
Content or Curriculum: Project WET, Project WILD, Project Learning Tree
Inputs: 4-H Youth Development Agent, Volunteers, Department of Fish and Wildlife Resources, Division of Forestry, KNSPC
Date:
Audience: Youth
Project or Activity: In-School Natural Resources Programming
Content or Curriculum: Project WILD, Project WET, Project Learning Tree, National 4-H Natural Resources Curriculum
Inputs: 4-H Youth Development Agent, Volunteer, Curriculum Guides, handouts
Date: Fall, Winter, Spring
Audience: Youth
Project or Activity: Overnight Environmental Camp
Content or Curriculum: Project WILD, Project WET, Project Learning Tree, National 4-H Natural Resources Curriculum
Inputs: 4-H Agent, 4-H Camping Facility, 4-H Camp Director, Division of Forestry, Department of Fish and Wildlife, Division of Water
Date:
Audience: Youth
Project or Activity: Envirothon
Content or Curriculum: Project WET, National 4-H Curriculum, Insect Resources, Forestry Project 1
Inputs: 4-H Agent, Division of Forestry, Department of Fish and Wildlife, Division of Conservation
Date: Fall and Spring
Audience: Youth
Project or Activity: Project Day Programs (Insect, Leaf Collection, Geology)
Content or Curriculum: Project Learning Tree, Insect Curriculum, Forestry Project 1, National 4-H Natural Resources Curricula Guides
Inputs: 4-H Agent, Volunteers, Extension Office, Local Funding
Date: Spring and Summer
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Author: Jay Hettmansperger
Major Program: Home & Consumer Horticulture
The Garrard County ANR agent has been conducting a fruit tree grafting class every spring for several years. Many of the participants have attended several of the programs. A survey of these repeat participants shows that they have been very successful in grafting and growing the apple trees they received from the program. The survey showed that 85 percent have 6 or more trees surviving in their home orchard. They have used the knowledge gained from the program to care for and harves
Author: Jay Hettmansperger
Major Program: Bees/Beekeeping
Hay fever and allergies affect a large percentage of our population. Natural remedies such as consuming locally grown honey made from local flowers and trees have become very popular. The Garrard County ANR agent has been receiving numerous calls from local clientele about beekeeping. The Agent purchased and set up 2 beehives at the office and held 2 programs on beginning beekeeping the first year. The Agent is learning first hand how difficult it can be maintain bee hives. This past
Author: Eric Comley
Major Program: 4-H Agriculture Core Curriculum AND Natural Resources
The ever-changing landscape of the current pandemic world has forced multiple populations to avoid outdoor spaces. According to research conducted by CivicScience, "There is a predicted 15% rise in the face of the COVID-19 Pandemic." This rise to renew an interest in the outdoors and participating in outdoor activities has met some resistance due to public mandates, the continued fluctuation of illnesses reported, and the importance of public health. Garrard County 4-H, in response to
