4-H Foods Series Discovering Foods - Pick-a-Topic · PDF file4-H Foods Series . Discovering...
Transcript of 4-H Foods Series Discovering Foods - Pick-a-Topic · PDF file4-H Foods Series . Discovering...
4-H Foods Series
Discovering Foods -
Pick-a-Topic
Welcome 4-H Leaders!
Welcome to “Discovering Foods-Pick-a-Topic”. This guide provides you with
project meeting plans (Skill Builders) that include a skills list, background
information, activity suggestions, and ways to know if your members have learned the skills identified. In short, all the information and tools necessary
to make planning this project a rewarding one for you and your members. .
If members have completed Exploring Foods and are interested in learning
about a Food topic that is not covered in another project in the Food Series
(snacks, pizza, breads), then this is the project for them. This project will
guide members through a project planning process so that members can
make the most out of their learning. This project can be taken as many times
as the member wishes.
The 3D’s of Learning - Each Skill Builder has three sections of learning called
“Dream it!”, “Do it!” and “Dig it!”. Below is a description of each.
Dream it! Plan for Success - this gives members a chance to help plan
their activities. A skills checklist, background information, important words,
and activating questions are included in the Member Manual so they will be
able to think about the topic and activity and decide how they will approach
it. The Leader Guide contains background
information on the topics, as well as suggestions and
time requirements for activities. It also includes
activating, acquiring, and applying questions to get
member’s thinking through each step of the planning
process.
Do it! Hands on learning - this is where members are engaged in the
activity planned / discussed in the Dream it! Section. Here members are doing
the activities and leaders are observing, recording, and providing feedback on
how well they are doing. Allow as much individual practice as required; you
are assessing the progress and understanding of individual members.
Dig it! What did you learn? - this simply means that members and leaders need to ‘dig into their
learning’. For the learning cycle to be completed, both need to reflect on how things went and how well
they did. For members, this involves self-assessment, giving feedback, creating meaning from their
experiences, and thinking about what they would do differently next time. Once this is done they will be
in a good position to apply what they have learned to the next experience.
Do It
Dig Dream
Table of Contents
Introduction 1
Project Summary 2
Skill Builder 1:
Choosing a Topic &
Team
5
Skill Builder 2:
Setting Goals
11
Skill Builder 3:
Developing Your
Project Plan
17
Skill Builder 4:
Keeping Track
24
Skill Builder 5:
Do it!
29
Skill Builder 6:
Evaluate &
Celebrate Your
Success
33
Showcase
Challenge
37
Portfolio Page 39
- Draft 2014 -
What Skills Will The Member Learn?
The sequence of project meetings and specific skill building outcomes
for members in this project are on the chart below. Each section or Skill
Builder (or Builder) in this project has activities that will help your project group
learn to do by doing while learning new skills and having fun!
To complete this project, members must:
Spend a minimum of 12 hours implementing the project plan (and therefore
15-20 hours in the project).
Complete the activities in each Builder OR a similar activity that focuses on the same skills, as
you may plan other activities.
Plan and complete the Showcase Challenge.
Complete the Portfolio Page.
Participate in the club’s Achievement (See the inside back cover for more information).
Members will be able to... Activities Page
Skill
Builder 1
Choosing a Topic & Team
Identify personal interests
Discuss benefits of working with a team
Work with a coach or leader
Identify group decision making approaches
Select your topic
Pick What Topic?
Project Teams
Your Specific Topic
Your Team
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4
4
5
Skill
Builder 2
Setting Goals
Set SMART goals
Test/Evaluate goals
Apply goals to personal situations
Describe the importance of goals
SMART Template
SMART Test
Project Goal Setting
Discuss
7
7
8
9
Skill
Builder 3
Developing Your Project Plan
Work towards goals by completing a project plan
Breakdown tasks into steps
Identify resources and timelines
Submit program plan to MAFRD office
Take part in evaluation
What You Need
Steps to Take
4-H Project Plan
Gathering Feedback
Using Feedback
10
11
12
14
14
Skill
Builder 4
Keeping Track
Keep Records
Monitor progress
Identify options to keep organized
Keeping Track
Progress Chart
Summary
15
16
16
Skill
Builder 5
Do it!
Complete project plans & goals
Discuss being flexible with plans
“Plan B”
Learn To Do By Doing
Picture This
Changes
17
17
18
18
Skill
Builder 6
Evaluate & Celebrate Their Success
Describe the importance of reflection
Celebrate your successes
Looking Back
Evaluating Success
Thoughtful Thanks
19
19
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When you successfully complete your builders, you will showcase what you have learned.
Showcase
/Portfolio
Explain success in using the skills listed above Showcase Challenge
Portfolio Page
21
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Showcase Challenge and My Portfolio Page
At the end of the members’ section are the “Showcase Challenge” and “My
Portfolio Page”. The Showcase Challenge page gets members to think about their
accomplishments and explain or demonstrate how they were successful. There is
information to help them decide how they will best “showcase” their learning to
family and friends.
Record keeping is an important part of every 4-H project. “My Portfolio Page” is used to keep
track of members’ 4-H experiences. As each member learns skills this is recorded on the portfolio
page. When the Portfolio Page has been completed and confirmed by the leader, then it becomes a
record of the member’s completion of the project and participation in other 4-H activities beyond the
project.
4-H leader assessment of members will occur throughout the project as you observe the
progress and learning of each member. Record what you see and hear. Your feedback should be
positive and specific (not just “well done”). Share feedback with members often so they can act on
your suggestions. How you choose to observe and record is up to you. Remember that members may
improve over the project year and that records should be updated to reflect when they showed their
best learning. You are discussing how well members are meeting the skills checklists that are at the
beginning of each of the project books, in each Builder and on the Portfolio Page.
Projects promote technical, communication, meeting management, and leadership skills, as well as
community involvement and real-world experiences. In addition to the specific skills members are to learn in each builder, these learning goals for members are important: Following instructions -
Working with others - Using supplies safely - Using the key words - Improving with practice -
Respecting timelines.
4-H Project Series Skill Development Levels
Each project topic series contains three levels of skill development: explore, discover, and master.
Explore - each project series has one manual outlining the basics. All members will be expected to
complete the Explore level before moving into the Discover level. It introduces the basic skills and
terms needed by members for other projects in that series.
Discover - each project series has several project options and members are encouraged to take as
many as they would like. At this level, members practice specific techniques and gain related skills.
Master - project options encourage members to specialize. The Leader’s role is to look for
opportunities for their members to have more in depth experiences.
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4-H LEADER TIPS FOR SUCCESS!
Page 2 in each leaders guide summarizes what the member must do to
complete the project.
Depending on time available, group size and member abilities, you may wish to
break the Builders into more than one project meeting.
The internet has lots of interesting websites and educational activities. We do
not endorse any website or any products they may sell. Information/products
will be used at your own discretion.
Safety is a number one priority. Care has been taken to create safe, age appropriate activities
throughout this manual. As leaders, it is important for you to emphasize safety rules and adapt
activities to safely match your members’ abilities. Ensure members have a good understanding of
safe practices when using tools, that they use the right safety equipment when necessary, and
that good supervision is provided. A quality experience needs to be a safe experience.
The multiple intelligences theory teaches us that people learn in at least 8 different ways. All
individuals will be stronger in some ways of “intelligences” and weaker in others. It follows that
the more ways we teach, the more members we will reach. Throughout this project, you will
find a mix of teaching and learning methods. Teaching projects using a broad blend will help
increase the learning potential of all members.
Projects are designed to teach many skills, but the 4-H member is always more important than
the subject matter. Stress cooperation in the activities to develop teamwork and cooperation
skills. These are valuable life skills. Ensure the work is completed in a manner that members feel
good about themselves and their efforts. This can be done by assigning tasks based on member’s
individual abilities. Modelling and expecting supportive behaviour (i.e. no “put-downs”) in the
group also contributes to a positive experience.
There will be opportunity for experimentation and applying skills that members have learned
throughout this project. Experimenting can be frustrating, but learning through trial and error is
an important life skill. Explain to members that it is alright to either go on to the next builder or
do the builder again if they need the practice. Help the members work through their challenges
until they are satisfied with the final results. Creating inventive 4-H members will be very
rewarding.
Celebrating success is an important but sometimes overlooked part of our lives. We encourage you to use the final section to empower the members by celebrating all they have learned in a
fun manner. Anything that you do to add to the spirit of fun and the sense of accomplishment of
each member will likely be remembered as the highlight of their 4-H year.
Have fun and thanks for your belief in young people!
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Skill Builder 1: Choosing a Topic & Team
Skills Checklist
Identify personal interests
Discuss benefits of working with a team
Work with a coach or leader
Identify group decision making approaches
Background for leaders
What kind of project are the members going to do? Members must do some planning to be sure
that their final action matches their basic skills, skills they want to develop, their interests and goals.
Planning starts with figuring out what topic members are interested in and who member will be
working with.
Important words
Help members define the following words and look for members using this vocabulary in their
discussions. A few strategies you can use include;
Ask members to form a mental image of the new word. Get members to use a dictionary and show them the range of information it provides
(definition, antonyms and synonyms).
Have members describe (rather than define) the new word in terms of their experience.
Thinking Ahead
What will you discuss with members? Gather observations and think of examples that will help
support your discussion.
Preparing for Success
Linking back to the Skills Checklist, help members identify how they will know they have been
successful in learning from this builder. Discuss what success in these activities might look like,
sound like, or feel like.
Specific Focused and clearly defined.
Team A number of persons forming one of the sides in a game or contest. A number of
persons associated in some joint action.
Consensus General agreement by all individuals. Everyone suggests and discusses ideas until
everyone in the group has agreed on the decision.
Compromise A settlement of differences by mutual concessions.. Everyone “gives and takes” until
a decision is made that includes parts of everyone's ideas.
Coach A person who instructs, trains or prepares an individual.
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Dream it!
Activating Strategies
Activate members’ prior knowledge about 4-H projects by asking the following
questions:
What projects have you completed in the past?
What projects have you seen others complete that looked interesting?
Pick What Topic?
Background for Leaders
Brainstorming gets members thinking. Even if the members have a project idea in mind, it may still
be beneficial to brainstorm future ideas. The best results of projects are when members come up
with ideas of there own.
Age Considerations: All Ages
Time Required: 10 minutes
Equipment / Supplies
Member Manuals
Writing utensil
Instructions
1. Members will brainstorm some potential specialization ideas that they might like to take. In the
Member Manual they have an oval to write down some ideas. Some suggestions to get members
thinking are surrounding the oval, they include: ethnic cooking, advanced baking techniques,
pastry, wild game, sausage making, outdoor cooking, Manitoba Foods, pioneer cooking,.
2. After members have brainstormed some potential project ideas, have them answer the following
question found in their Member Manual: What topic are you interested in for your project?
3. Check to see if this is a topic covered in any of the other Foods Series project manuals, or
another project series (for example a project on nutrition or weight loss could be done in the
Body Works Series).
Additional Resources/Handouts
“Projects for the Pickings” is a print handout available from any MAFRD GO Office/Centre that
is a complete listing of Manitoba 4-H projects.
“Catalogue of Supplies:” is a booklet available from any MAFRD GO Office/Centre that is a
complete listing of Manitoba 4-H projects and resources that can be borrowed.
Project Teams
Background for Leaders
Projects can be completed individually with a 4-H leader or with a group of 4-H members.
Age Considerations: All Ages
Time Required: 15 minutes
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Equipment / Supplies
Member Manual
Writing Utensil
Instructions
What benefits are there to working on a project alone? What benefits are there to
working on a project with a group? Have members brainstorm and answer these
questions in the Member Manual.
Suggested Variations/Extensions
If there are a group of 4-H members have them do a task alone and then as a group to compare.
Many fun teamwork activities can be found in 4-H Fun Pack or the Quality Equation 4-H Club pack.
Additional Resources/Handouts
4-H Fun Pack or the Quality Equation 4-H Club Pack, which are available from any MAFRD GO
Office/Centre.
Do it!
Your Specific Topic
Background for Leaders
Consider the members’ topic area. Get specific. Many
topics are very interesting with many different ways to
approach them. In order to have a successful project year
members may need to think about what they want to
learn, how much time they have, how much time it will
take to learn, and what skills, equipment, and resources
will be needed.
Age Considerations: All Ages
Time Required: 15 minutes
Equipment / Supplies
Member Manual
Writing Utensil
Instructions
Have members narrow down their topic using the boxes provided.
Use this “Baking” example to help members narrow their topic.
Example General Topic: Baking
Learn advance baking techniques
Learn how to make a
meringue
Example Specific Project Topic:
Make three different recipes using the
meringue techniques I learned.
With a group:
Help from others is available
You can bounce ideas off others
Get more done quickly
Fun/Socializing
Alone:
Work on your own schedule
Less conflict with others
You are in charge
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Your Team
Background for Leaders
As a 4-H leader, you are an important part of the members work team.
Depending on the members age, topic area and skills, a 4-H leader may teach
members specific project skills, help develop project plans or be a coach (there
to help members on request or if members run into difficulties).
If members choose to do their project as a group or team, they will need to decide how they will
be making decisions. Members might choose:
Consensus – Everyone suggests and discusses ideas until everyone in the group has agreed on
the decision.
Compromise – Everyone “gives and takes” until a decision is made that includes parts of
everyone's ideas. Majority Rules – Whatever the majority decides, everyone must agree to. The problem with
this is that there are winners and losers with this style of decision making.
Flexibility – Perhaps there are some project decisions that don’t need every member to do the
exact same thing. There usually are areas of the project that are fine for individual members to
personalize and do it their way.
Age Considerations: All Ages
Time Required: 15 minutes
Equipment / Supplies
Member Manual
Writing Utensil
Instructions
1. Members will identify their project team. They will choose to do their Time to Specialize project
by themselves (as an individual) or with a group. If they are doing the project with a group,
members will identify who their group is. 2. Members will discuss with you how they see you helping them with the project. They should ask
how you are willing to help? (e.g. teach project skills, develop project plan, be a coach.) This is a
good discussion to have so that everyone know what role they should be playing.
3. Have members answer the following questions in the Member Manual; Who is your 4-H Leader?
& How have they agreed to help you?
Dig it!
Have members think about this builder and the activities they did. Review the skills checklist on
page 3. What skills have been developed? Do the members need more practice?
Discuss with the members if there are other people you and your members may approach that
have specific skills, equipment or knowledge? Are there any interesting tours you could take?
What’s Next
In the next builder, members will identify, test and set SMART project goals.
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Skill Builder 2: Setting Goals
Skills Checklist
Set SMART goals
Test/Evaluate goals
Apply goals to personal situations
Describe the importance of goals
Background for leaders
What kind of project goals do the members have? Goals are destinations members want to reach,
targets for members to aim for, and things members want to achieve or have to do.
Goals are most effective when they are SMART goals. SMART goals are:
S – Is the goal Specific? A specific goal has a much greater chance of being accomplished
than a general goal. Does it tell who, what, where, when, why and how? Goals should be
straightforward and emphasize what you want to happen. Specifics help us to focus our
efforts and clearly define what we are going to do.
M – Is it Measurable? Can members tell when they have achieved it? Establish concrete
criteria for measuring progress. When individuals measure progress, they stay on track, reach their
target dates, and experience the exhilaration of achievement that spurs them on to continued effort
required to reach their goal. To determine if a goal is measurable, ask questions such as......How
much? How many? How will I know when it is accomplished? Choose a goal with measurable
progress, so members can see the change occur.
A – Is it Attainable? Is the goal within reach given the current situation? Members can
attain most any goal they set when they plan their steps wisely and establish a time frame that
allows them to carry out those steps. When members identify goals that are most important to
them, they begin to figure out ways to make them come true. Members will develop that attitudes,
abilities, skills, and financial capacity to reach them.
R – Is it Realistic? - To be realistic, a goal must represent something that members are
willing and able to complete. A goal is probably realistic if they truly believe that it can be
accomplished. Additional ways to know if a goal is realistic is to determine if members have
accomplished anything similar in the past or ask what conditions would have to exist to accomplish
this goal.
T – Is it Timely? - A goal should be grounded within a time frame. When does the member
want to complete their goal by? Setting a timeframe sets an individuals mind in motion to begin
working on the goal. If they don't set a time, the commitment is too vague. Work tends not to
happen because they feel they can start at any time. Without a time limit, there's no urgency to
start taking action now. Putting an end point on the goal gives a clear target to work towards.
EXAMPLE: A general goal would be, "Get in shape." But a SMART goal would say, "I will Join a health
club and workout 3 times a week for three months with the help of a personal trainer to prepare for the
Manitoba Marathon at the 4-H Gym starting Monday "
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Important words
Help members define the following words and look for members using this
vocabulary in their discussions. To increase the members understanding, ask
members to form a mental image or draw a picture of the new word.
Thinking Ahead
What will you discuss with members? Gather observations and think of examples that will help
support your discussion.
Preparing for Success
Linking back to the Skills Checklist, help members identify how they will know they have been
successful in learning from this builder. Discuss what success in these activities might look like,
sound like, or feel like.
Dream it!
SMART Template
Background for Leaders
Setting and achieving goals is important. People set goals for themselves in a variety of situations.
Using a template while creating goals can help you to remember to include all the necessary
information to create a SMART goal.
[Who] will [action] [what/how] [by what criteria] [where] [by what date]
Age Considerations: All Ages
Time Required: 20 minutes
Equipment / Supplies
Member Manual
Writing Utensil
Goals The result toward which effort is directed aimed.
Specific Focused and clearly defined.
Measurable Capable of being measured. Observable amounts or comparisons to identify
change.
Attainable Capable of being attained. Something within reach or that can be accomplished.
Realistic Based on what is real or practical.
Timely Grounded within a time frame. Occurring at and within a suitable time.
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Instructions
Members will practice using the SMART template by discussing and creating
personal goals for:
• Doing well in school • Playing a favorite sport
• Making money • Planning a 4-H event
• Any other goal relevant to their lives
The SMART Test
Background for Leaders
SMART goals are Specific, Measurable, Attainable, Realistic and Timely. The SMART test make sure
that goals are each of these 5 things.
Age Considerations: All Ages
Time Required: 10 minutes
Equipment / Supplies
Member Manual
Writing Utensil
Instructions
Members will take the following goal and evaluate how SMART they think it is by checking off
whether or not it is Specific, Measurable, Attainable, Realistic and Timely.
Goal: I will learn how to reduce my energy consumption by reading about energy reducing techniques and
talking to a Manitoba Hydro representative, then try the techniques and watch my home’s hydro meter to
see my energy consumption go down by achievement.
Suggested Variations / Extensions
Use the SMART test to test some of the goals created in the SMART Template activity.
Do it! Project Goal Setting
Background for Leaders
Writing down project goals will help members plan their progress and will help members measure
their success. Members might have one goal or many goals that they would like to accomplish this
year. Many projects will have only one goal. Sometimes, breaking large projects/goals into smaller
parts/goals can be useful so that members do not get overwhelmed.
Age Considerations: All Ages
Time Required: 20 minutes
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Equipment / Supplies
Member Manual
Writing Utensil
Instructions
Have members set their project goals. They can use the following three steps:
1. Step 1. Set the goals. (HINT: Encourage members to use a pencil, in case
they need to change their goals slightly after they SMART test them.)
2. Step 2. Do the SMART test on each goal.
3. Step 3. Did the SMART test show that they need to revise the goal(s)? If it
did, revise the goal(s) to pass the SMART test.
Dig it!
Discuss
Background for Leaders
Members will discuss and share goals that they have from other areas in their lives. Discussing non-
4-H goals is important as it will hopefully get members to start setting goals for themselves in all
areas of their lives. Members will discuss how goals may change over time and how this is ok.
Age Considerations: All Ages
Time Required: 20 minutes
Equipment / Supplies
Member Manual
Instructions
Discuss the following questions from the Member Manual with the members:
Do you have goals in the rest of your life? Do you have life long goals? School goals? Education
goals? Relationship goals? Sports goals?
Do goals change over time? Is that ok?
Suggested Variations / Extensions
Some people have many lifelong goals or many specific things that they would like to do in their
lifetime. Have members create a Bucket List (a list of things they would like to do before they die)
to have members start to think about the future.
What’s Next?
In the next builder, members will develop a project plan. Before the next builder, members should
think about time frames and resources they might need.
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Skill Builder 3: Develop Your Project Plan
Skills Checklist
Work towards goals by completing a project plan Breakdown tasks into steps
Identify resources and timelines
Submit program plan to MAFRD office
Take part in evaluation
Background for leaders
Members have now set goal(s) for their 4-H project. A project plan is needed to organize the steps
needed to complete these goals. This plan will include steps to take, equipment needed, people to
help along the way, and a timeline to follow.
Important words
Help members define the following words and look for members using this vocabulary in their
discussions. One strategy to help members learn new vocabulary is to have them paraphrase the
definitions. Have members use their own words to increase connection making.
Thinking Ahead
What will you discuss with members? Gather observations and think of examples that will help
support your discussion.
Preparing for Success
Linking back to the Skills Checklist, help members identify how they will know they have been
successful in learning from this builder. Discuss what success in these activities might look like,
sound like, or feel like.
Dream it!
What You Need
Background for Leaders
The members’ goal(s) have clearly set their targets. Members will need help to achieve their goal(s).
Members must figure out what they need to do to reach these goal(s).
Age Considerations: All Ages
Time Required: 15 minutes
Equipment / Supplies
Member Manual
Writing Utensil
Teammates A member of the same team working together in association in some joint action.
Feedback Evaluative information derived from a reaction or response to a particular action.
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Instructions
On the diagram in the Member Manual, have members fill in the information
about:
1. What equipment will be needed?
2. What assistance from people will be needed?
Who will be their coaches/leaders/experts?
Who will be their teammates?
Steps to Take
Background for Leaders
For members to achieve their goals; you, members, and their teammates must agree to a plan that
involves learning or strengthening specific skills and putting them into action. With specific steps
scheduled, members will be sure that they will work steadily towards their goals.
A project’s steps to start to recycle and limit energy use at home may look like this:
Age Considerations: All Ages
Time Required: 30 minutes
Equipment / Supplies
Member Manual
Writing Utensil
Instructions
Members will create steps to be done for their project goals. Members will outline what and when
things will be done in order to reach their goals. They will fill out the chart in the Member Manual
to organize the information. NOTE: The date can be a deadline or the exact date they plan to do the activity on.
Steps to be Done Date(s)
Read book on recycling and reducing energy use in homes Nov. 1
Tour a local recycling depot Dec. 1
Purchase a recycling box and supplies to energy proof your
home
Dec. 5
Set-up energy reducing products around the home (e.g.
switching light bulbs etc)
Dec. 10
Keep track of how much recycled product is not going in the
garbage.
Dec. 31, Jan. 31, Feb 28, Mar. 31 etc
Examine energy consumption meters for you home. Dec. 31, Jan. 31, Feb 28, Mar. 31 etc
Showcase your project findings Achievement date
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Do it!
4-H Project Plan
Background for Leaders
Members have gathered information about the steps they will need to take to
complete there goals, what equipment they will need, the people they will need to
help them and when they will do things. It is time for members to create a Project
Plan which involves putting all of this information together!
Age Considerations: All Ages
Time Required: 20 minutes
Equipment / Supplies
Member Manual
Writing Utensil
Instructions
Have members gather the information from this builder and the previous builder to put together a
complete project plan. The members can fill out the chart in the Member Manual as it is shown
below.
Gathering Feedback
Background for Leaders
Discussing their plan with other members , their parents/guardians and you as a leader is an
important step in the Discovering Foods - Pick-a-Topic project. Encourage the members to talk to
people in their community who have expertise in their topic including MAFRD staff. This gives the
members an opportunity to get feedback from others that can help them revise or change their
project goals, time line and activities.
Age Considerations: All Ages
Time Required: 30 minutes & & response time from MAFRD staff or another community expert
Equipment / Supplies
Member Manual
Writing Utensil
Steps to be done Equipment Needed People to Help Date
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Instructions
1. Members will share their project plans with their group members and leader.
2. Members will consider the suggestions.
3. Have members identify if they received any suggestions in their Member
Manual. Did they get any suggestions about…
• Resources to consider? • Plans for improvement?
• People to contact? • Additional project ideas?
Dig it!
Using Feedback
Background for Leaders
It is important to be able to receive feedback. Having someone look at the member’s plans can be
helpful, as they may have a new perspective. Also, everyone has different past experience which can
give insight to new situations.
Age Considerations: All Ages
Time Required: 15 minutes
Equipment / Supplies
Member Manual
Writing Utensil
Instructions
Have members discuss their feedback received and make any changes to their plan if needed.
Members should record in their Member Manual if they changed/edited their plan, took suggestions,
made an additional goal, or looked at suggested resources.
What’s Next?
Once members completed their revisions if necessary, they can move on to the next builder. In the
next builder, members will discuss the importance of keeping records during a project.
Leader’s Notes
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Skill Builder 4: Keeping Track
Skills Checklist
Keep Records Monitor progress
Identify options to keep organized
Background for leaders
In 4-H projects, keeping track of their progress helps members to:
See what was learned. This helps members to understand and gain more from their experiences.
This also may help develop a feeling of accomplishment.
Keep a record of equipment and people they worked with (in case members want to use them
again or thank them). Know how many hours they spent on their project.
Know what their project costs.
Provides a descriptive project summary that can be used to evaluate the project.
Gives members a clear picture of how successfully they have accomplished their goals.
Important words
Help members define the following words and listen for them using these words in their
discussions. To increase the members’ understanding try providing a synonym members know or
provide examples. The more personalized the examples the better.
Thinking Ahead
What will you discuss with members? Gather observations and think of examples that will help
support your discussion.
Preparing for Success
Linking back to the Skills Checklist, help members identify how they will know they have been
successful in learning from this builder. Discuss what success in these activities might look like,
sound like, or feel like.
Journal A journal is a record of occurrences, experiences or observations. This is
usually written in daily or after each experience.
Documentation Manuals, listings, diagrams, and other written or graphical materials that describe
events, which can be used as evidence of occurrences.
Record Keeping The process of gathering, preserving and storing information..
Progress Advancement or movement towards a goal.
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Dream it!
Keeping Track
Background for Leaders
Members can increase the amount of knowledge they can gain from this project by:
- Keeping a learning journal. A learning journal is like a diary that is written in after
each experience that is had in a member’s project. Record challenges and successes.
How did they deal with them, how did they feel, what did they do, how would they
handle it differently the next time, what did they learn. It’s great to review at the end of
the project and see what progress was made. - Keeping a calendar that logs member’s time and expenses in their project. People usually
underestimate the amount of time and money that they have contributed. Remind members to
include gas money.
- Preparing a photo journal. Pictures are worth a thousand words. Encourage members to
record project experiences through photos.
- Developing a portfolio of their experience. Save any letters, reports, photos, comments,
awards, name badges, etc. of their experience. Display them to show what skills they have
accomplished.
- Starting a resource library. Research and collect information that help you reach your goals
for this project – for example background information on the topic you are studying or new
skills you learned.
Age Considerations: All Ages
Time Required: 15 minutes
Equipment / Supplies
Member manual
Writing Utensil
Instructions
1. Discuss with members the various types of record keeping options.
2. Have members discuss and answer the following question in their Member Manual: Can you
describe a situation in your life where you have seen why it is important to “keep track”? (Hint:
Keeping track is important at many sporting events. How does this occur? Who does this?)
Suggested Variations / Extensions
Members may benefit from a field trip to a store with a stationary supply section. Here members will be able to gather ideas from pre-made products and look at various record keeping options
available.
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Do it!
Progress Chart
Background for Leaders
Creating a progress chart is an easy way to create a record keeping tool that will
hold all the information members feel will be important. If members take a
minute to fill out their progress chart each time they work on their project it
will making record keeping easier and more accurate then trying to do and
remember it all at the end.
Age Considerations: All Ages
Time Required: A few minutes every time members complete something during their project
Equipment / Supplies
Member Manual
Writing Utensil
Instructions
Have members complete the following progress chart that is located in the Member Manual. The
first line has been filled out as an example.
Dig it!
Summary
Background for Leaders
Often individuals put more time, energy and resources into a project then they realize. Taking a
look at what was put into the project once it is over can help with planning for future project.
Age Considerations: All Ages
Time Required: 10 minutes
Progress Chart
Date Step(s) Done Equipment and People Cost Hours
Spent
Oct..17 Found and reviewed information on how
to sponge paint
Paint store pamphlet, video “A Sponge and a
Wall” from library, bought a home
decorating book “The Art of Sponge
Painting”
Book cost
$20.00
3
Total:
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Equipment / Supplies
Member Manual
Writing Utensil
Instructions
After members have completed their project, look back at the record keeping and
have members answer the following questions in the Member Manual.
Number of hours spent on my project _______ hours. Is this time surprising? ___Yes ___No
Number of dollars spent on my project $__________. Is this cost surprising? ___Yes ___No
NOTE: This information may be useful while members are completing their Portfolio Page.
What’s Next?
In the next builder, members will work to complete their project goals. Don’t forget to have
members come back and keep track.
Leader’s Notes
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Skill Builder 5: Do It!
Skills Checklist
Complete project plans & goals Discuss being flexible with plans
Background for leaders
You and your members have set yourselves up to succeed by carefully planning. Now it is time to
actually complete the steps outlined in the 4-H Project Plan.
Important words
Help members define the following words and look for members using this vocabulary in their
discussions. To increase the members understanding get members to use a dictionary and show
them the range of information it provides. Also, have members describe (rather than define) the
new word in terms of their experiences.
Thinking Ahead
What will you discuss with members? Gather observations and think of examples that will help
support your discussion.
Preparing for Success
Linking back to the Skills Checklist, help members identify how they will know they have been
successful in learning from this builder. Discuss what success in these activities might look like,
sound like, or feel like.
Dream it!
“Plan B”
Background for Leaders
As members work through there project they may need to be reminded that a plan is just a guide
for accomplishing goal(s). Members may make changes to their original plan as they learn new
information, gain new resources or equipment and as events progress.
Age Considerations: All Ages
Time Required: 20 minutes
Equipment / Supplies
Member Manuals
Writing Utensil
Alternative A possible or remaining course of action that can be chosen.
“Plan B” An alternate scheme or method of acting, doing, proceeding, making, etc developed in
advance incase original planning efforts are thwarted.
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Instructions
Discuss alternative project options with the members. Different options could
include different timelines, resources, or changes to the final outcome of the
project.
Can members come up with reasons why they might want to change their plans?
E.g. new resources, new or different equipment, new methods discovered,
conflicts with timeline dates etc.
Can members come up with a “Plan B” if something were unable to happen?
Have members had any experiences with using a “Plan B”? A 4-H example
would be using the rain date for Highway clean-up.
Do it!
Learn To Do By Doing
Background for Leaders
Consider what role you will play as the members complete their 4-H project plan. What did you
and the member talk about as your role in the first builder. Some leaders may have a mentorship
role, while others may be teach the skills the members are learning etc.
Age Considerations: All Ages
Time Required: 12 hours in addition to completing the project plan
Equipment / Supplies
Depends upon individual project goals
Resource manual
Additional resource material: depending on the topic selected, you and the members may find
that additional resources may be required for some of the topics.
Instructions
Have members spend a minimum of 12 hours on their project in plus the time to complete their 4-
H Project Plan.
Picture This
Background for Leaders
Photo’s are a great record keeping tool. While members are completing their pick-a-topic have
them take lots of pictures so they can be used as a record keeping tool.
Age Considerations: All Ages
Time Required: 15 minutes
Equipment / Supplies
Member Manual and writing utensil
Photos and Glue/Tape/Photo Corners
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Leader’s Notes
Instructions
Have members insert a picture in their Member Manual and fill in captions underneath
the picture.
Suggested Variations / Extensions
Member’s could create a photo album or scrapbook based upon their project
experience. This could showcase many of the exciting activities completed.
Dig it!
Changes
Background for Leaders
Being adaptable to new situations is important. Discuss if the members had to adapt their plans.
Age Considerations: All Ages
Time Required: 20 minutes
Equipment / Supplies
Member Manual
Writing Utensil
Instructions
Have members answer the questions from the Member Manual. Did they make changes to their
project plan?
What’s Next?
In the final builder, members will evaluate their completed project and celebrate their success.
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Skill Builder 6: Evaluate & Celebrate Your
Success!
Skills Checklist
Describe the importance of reflection
Celebrate your successes
Background for leaders
Evaluation is an important step in any project. By reflecting on past experiences we can learn and
change how we do things in the future to improve our actions. An important part of looking back
and reflecting is celebrating your successes. Members should be proud of the work they have
accomplished and be given a chance to celebrate. Discussing, sharing and celebrating experiences
can help members reflect and make changes for the future and show off new skills!
Important words
Help members define the following words and look for members using this vocabulary in their
discussions. Ask for sentences that "show you know." When members construct novel sentences
they confirm their understanding of a new word. Have members use as many terms per sentence to
show that connections can be useful. Members can also create impromptu speeches using these
terms.
Thinking Ahead
What will you discuss with members? Gather observations and think of examples that will help
support your discussion.
Preparing for Success
Linking back to the Skills Checklist, help members identify how they will know they have been
successful in learning from this builder. Discuss what success in these activities might look like,
sound like, or feel like.
Dream it!
Activating Strategies
Looking Back
Background for Leaders
Members will reflect on their experiences with the project. By having members share there
experiences with others, members may hear different perspectives on situations and be able to
understand situations more clearly.
Celebrate To observe or commemorate an event with ceremonies or festivities. To praise
widely and make known publicly.
Success The favorable or prosperous completion of an action or activity.
Reflect To think, ponder or meditate.
Evaluation An act or instance of evaluating or appraising.
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Age Considerations: All Ages
Time Required: 20 minutes
Equipment / Supplies
Member Manuals
Various project items to reflect upon
Instructions
Have members look over their completed progress chart and Member Manuals to reflect on their
experiences. Have members discuss this with their project group. Members should be encouraged
to discuss and reflect on their project experiences with their project group, leaders, friends and
family.
Some additional questions to get members talking/brainstorming/discussing include:
Do you have a favorite memory from your project?
Do you have a memory from your project that you dislike?
Did you learn any new skills during your project?
What can you learn from reflecting on your experiences? Have you remembered
anything that may be useful in the future?
Do it!
Evaluating Success
Background for Leaders
Evaluation is an important step to learning and to be able celebrate your successes. Members need
to know what they were successful at, to be able to celebrate it!
Age Considerations: All Ages
Time Required: 30 minutes
Equipment / Supplies
Member Manuals
Writing Utensils
Instructions
Now that members have shared some information about there experiences, they should being to
look at what they have done to evaluate how successful they were during the project and at
meeting their project goals. There are 6 questions in the Member Manual to answer:
1. Did you achieve your goals? If you were unable to meet some goals, what goals were you unable
to meet and why?
2. Did your project plan change? If yes, how did it change?
3. What changes would you make if you were doing this project again?
4. What was the most successful part of your project?
5. What was the most challenging part of your project?
6. What did you learn by doing your project?
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Leader’s Notes
Dig it!
Thoughtful Thanks!
Background for Leaders
Discussing, sharing and celebrating experiences and successes is important! This
can help members:
Encourage others to join the fun.
Encourage others to take on an exciting Pick-a-Project.
Reflect and make changes for the future.
Show off new skills.
Age Considerations: All Ages
Time Required: 30 minutes
Equipment / Supplies
Thank you cards
Pens/markers
Short stories or photos of members completing their project to add a personal touch
Instructions
Sending a thank you card to those who helped members (e.g. 4-H leaders, 4-H Ambassadors, staff,
parents, friends, sponsors etc.), can be a great way to show appreciation and to let others now of
the members success.
Let members be creative with the thanks that they send. Should they wish to use 4-H Thank you
cards, they are available from any Manitoba Agriculture Food and Rural Development GO Office/
Centre.
What’s next?
The showcase challenge is next. It is time to show what members have learned throughout their
project.
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Showcase Challenge
Have members use their Member Manual to help them in organizing what they have learned. The
form of the showcase can vary according to the wishes of the members and leaders, and the
member’s ability. Information could be presented in many forms, some of which are: posters,
pamphlets, written reports, speeches, computer presentations, displays, etc. Suggestions are listed
on the Showcase Challenge page at the back of the Member Manual. The best results are almost
always obtained when members are allowed to present their information in the style of their choice.
Further Ideas:
Create a project proposal to MAFRD to create a 4-H manual for you project idea.
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Portfolio Page
Once members have completed all the builders they will have a lot of information recorded in their
manuals. These are products of their learning. As a final exercise in the project, members and
leaders will pull together all this learning in completing the Portfolio Page in the Member Manual.
There is a skills chart that lists the skills members are expected to complete by the end of the
project. Members and leaders must indicate how they know the member was successful at a
particular skill. Leaders will find evidence if they think about what they have observed members
doing, what discussions they have had with members, and what the members have produced. If
leaders think that members need to go back and improve on any skill, this chart helps them clarify
what needs to be done.
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4-H Achievement
4-H Achievement is… a 4-H club celebration when
members have completed their projects. Achievements
are planned by the club to give recognition to members
and leaders for their accomplishments in their 4-H
projects and club activities.
A 4-H Achievement can take many different formats: from choosing a theme, to
member project displays, to members using their new skills for the event
(entertainment, food, decorating, photographer, etc.), to members presenting their
project to the whole group, the options are endless and open to the creativity of
the members and leaders in each club!
Clubs may also plan their Achievement to promote 4-H to the community or to recognize
sponsors and others who have helped the club.
Members and leaders - be sure to check your project books for the project completion
requirements, so you will be ready for your club’s Achievement celebration!
For more information about 4-H and the many
4-H opportunities available please visit
http://www.gov.mb.ca/agriculture/4-h/
If you have any questions, comments or suggestions
for this or other 4-H projects contact:
Manitoba 4-H Projects
Manitoba Agriculture Food and Rural Development
1129 Queens Avenue
Brandon, MB R7A 1L9
Email: [email protected]
Phone: 204-726-6613
Fax: 204-726-6260
This manual is for educational use only and is not intended as professional advice.
4-H Motto
“Learn To Do by Doing”
4-H Pledge
I pledge,
My HEAD to clearer thinking,
My HEART to greater loyalty,
My HANDS to larger service,
My HEALTH to better living,
For my club, my community, and my country.
What is 4-H?
4-H is an international youth organization involving more than 7
million members in 80 countries around the world.
In Canada, 4-H began in 1913 in Roland, Manitoba as a community-
based organization dedicated to growth and development of rural
youth. Today’s 4-H program reaches both farm and non-farm youth
across Canada. The motto of “Learn to Do by Doing” is embodied in
the program, as 4-H focuses on skill development as well as personal
development of life skills such as communications, leadership and
citizenship.
Manitoba 4-H project material is developed by
Manitoba Agriculture, Food and Rural Development (MAFRD)