LaRue County CES

Title:

4-H Agriculture

MAP:

Enhancing Life Skills and Fostering Youth & Family Development

Agents Involved:

Misty Wilmoth

MAJOR PROGRAM 1:

Agriculture

Situation:

Kentucky Agricultural Facts:

Kentucky has much to offer in the way of agriculture. Of Kentucky’s total acreage (25.4 million acres), over 50% (12.9 million acres) is farmland (NASS, 2019). Kentucky farms produce a variety of agricultural products. The top five agricultural commodities (based on sales) in the Commonwealth include broilers, all other animals and products, soybeans, corn, and cattle and calves (USDA ERS, 2020). Kentucky agricultural sales in 2018 were reported at $5.9 billion (USDA ERS, 2020). Of the 75,966 farms in Kentucky, over 90% are individually or family owned. The average age of a Kentucky producer is 56.2 years old, with over 55% of producers 55 years old or older (NASS, 2019).

Situation:

Wendell Berry (1990), Kentucky novelist, poet, environmentalist, and farmer, stated that “…eating is an agricultural act” (p.1). Unfortunately, for many, there is a disconnect between the food we eat and where that food comes from. Today’s society lacks understanding regarding agricultural production and processing (Spielmaker and Leising, 2013). The Kentucky 4-H Youth Development Program strives to increase agricultural literacy among youth in Kentucky. The Agricultural Education in Secondary Schools Committee established by the National Research Council (1988) described an agriculturally literate person as one who’s “…understanding of the food and fiber system would include its history and its current economic, social, and environmental significance to all” (p. 8). The National Agriculture Literacy Logic Model defines an agriculturally literate person as one “…who understands and can communicate the source and value of agriculture as it affects our quality of life” (Spielmaker et al., 2014, p. 2). One of the key initiatives in Kentucky 4-H is to increase a young person’s awareness of the impact agriculture has on his/her daily life. 

Long-Term Outcomes:

• Youth will be agriculturally literate.
• Youth will make informed decisions regarding agricultural products and services. 
• Youth will be advocates for agriculture and sustainable fiber and food production.

Intermediate Outcomes:

• Youth will explain the role of agriculture in daily life.
• Youth will utilize and practice life-skills in 4-H agricultural projects and clubs, and life situations. 

Initial Outcomes:

• Youth will gain knowledge and skills in the production of food and fiber in the areas of animal and food science, and plant and soil science. 
• Youth will gain an understanding of sustainable agricultural systems. 
• Youth will develop valuable life-skills, including decision-making, critical thinking, communications, record-keeping, wise use of resources, and leadership.

Evaluation:

• Outcome to be Evaluated
  • Youth plan and implement an agriculture project (e.g., livestock project, horse project, etc.).
• Indicator of Success for Outcome
  • Youth complete an agricultural project.
• Method of Evaluation
  • 4-H Common Measures Experience Survey
  • Program Indicators
    • Number of youth who demonstrated a skill that was learned or improved by participating in 4-H agriculture programming (PRACTICE)       
    • Number of youth who gained an understanding of the role of agriculture in the production of food, fiber, and wood products (KOSA)  
    • Number of youth who indicated “yes or usually” to the Common Measures Experience Survey Question #6 “Is 4-H A place where you get to figure out things for yourself?” (SEEC)
    • Number of youth who indicated “yes or usually” to the Common Measures Experience Survey Question #13 “Is 4-H a place where you have a chance to be a leader?” (SEEC)

Learning Opportunities:

Learning Opportunities/Programs

• 4-H Livestock Program
  • Curriculum: Acres of Adventures 1 and 2; Kentucky Farm 2 School; Project Food, Land, and People; Livestock Volunteer Certification Resource Kit; Beef Resource Handbook; Beef Project and Record Book; Beef, Sheep, Swine Selection Evaluation; Dairy Cow Project and Record Book; Dairy Heifer Project and Record Book; Dairy Resource Handbook; 4-H Dairy Cattle 1, 2, 3, and Helper’s Guide; Dairy Judging Resources; Goat Project and Record Book; Goat Resource Book; Sheep Resource Handbook; Market Lamb Project and Record Book; Sheep Breeding Project and Record Book; Swine Resource Handbook; Market Hog Project and Record Book; Swine Breeding Project and Record Book
  • Training: Livestock Volunteer Certification Training; Agent In-services 
• 4-H Horse Program
  • Curriculum: 4-H Project Horse Record Book; Horse Achievement Levels 1, 2, 3, and 4; Horse Safety Guidelines; Horse Smarts: Equine Reference and Youth Activity Guide; Horse Volunteer Certification Resource Kit
  • Training: Horse Volunteer Certification Training; Agent In-services 
• 4-H Poultry Program
  • Curriculum: Egg Preparation Demonstration; Kentucky 4-H Chicken and Turkey Barbeque Project; Kentucky 4-H Poultry: Barbeque Contests; National Avian Bowl Manual; ChickQuest: A Classroom Journey through the Life Cycle; ChickQuest Logbook; Hatching with my “Peeps” Embryology Countdown Calendar; Poultry Project and Record Book 
  • Training: Agent In-services
• 4-H Country Ham Program
  • Curriculum: How to Make a Country Ham Publication; How to Cure a Country Ham Video
  • Training: Agent In-services
• 4-H Horticulture Program
  • Curriculum: Junior Master Gardener Curricula; 4-H Gardening Levels A, B, C, D, and Helper’s Guide
  • Training: Agent In-services
• 4-H Rabbit Program
  • Curriculum: 4-H Rabbit 1, 2, 3, and Helper’s Guide; Rabbit Learning Lab Kit
  • Training: Agent In-services
• 4-H Dog Program
  • Curriculum: 4-H Dog 1, 2, 3, and Helper’s Guide; Dog Project and Record Book; Dog Resource Handbook; Dog Learning Lab Kit 
  • Training: Dog Volunteer Certification Training; Agent In-services 

References:

Berry, Wendell. (1990). The Pleasures of Eating: In what are people for?. Center for Ecoliteracy. North Point Press.

National Research Council. (1988). Understanding Agriculture: New Directions for Education. National Research Council. https://doi.org/10.17226/766 

Spielmaker, D. M., and Leising, J. G. (2013). National agricultural literacy outcomes. Utah State University, School of Applied Sciences and Technology. http://agclassroom.org/teacher/matrix

Spielmaker, D. M., Pastor, M., and Stewardson, D. M. (2014). A logic model for agricultural literacy programming. Proceedings of the 41st annual meeting of the American Association for Agricultural Education, Snowbird, UT. https://www.agclassroom.org/get/doc/logicmodel_handout.pdf

USDA Economic Research Service (USDA ERS). (2020). Kentucky Data Fact Sheet. USDA ERS. https://data.ers.usda.gov/reports.aspx?StateFIPS=21&StateName=Kentucky&ID=17854#P61c7c85317364f0a88d64410cc9ccda2_3_527iT18R0x0

USDA National Agricultural Statistics Service (NASS). (2019). 2017 Census of Agriculture – Kentucky State and County Data. USDA NASS. https://www.nass.usda.gov/Publications/AgCensus/2017/Full_Report/Volume_1,_Chapter_1_State_Level/Kentucky/kyv1.pdf

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