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Science of AgricultureQuick Start Guide

Christine Wood SDSU Extension 4-H Science Technology Engineering and Math (STEM) Field Specialist

© 2019, South Dakota Board of Regents

Table of ContentsWhat’s It All About? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Youth and Adult Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Developing Your Science of Agriculture Project Using the Engineering Design Process . . . . .7

The Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

The Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

The Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Available Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Appendix A: Engineering Design Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Appendix B: Science and Engineering Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Appendix C: Pillars of Agricultural Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Appendix D: Judging Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Appendix E: Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Appendix F: Community Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Appendix G: Coach Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Appendix H: Mentor Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Guide adapted from the University of Minnesota’s 4-H Science of Agriculture Guide developed by: Rebecca Harrington, Extension Educator, Center for Youth Development, July 2014 .

Updated September 2019


South Dakota 4-H Science of Agriculture Quick Start Guide

What Is This All About?

South Dakota 4-H’s Science of Agriculture is designed to build science and agriculture literacy through developing awareness, fostering discovery, encouraging knowledge development, and growing science and technical skills .

4-H knows that today’s youth are tomorrow’s agriculture leaders . The 4-H Science of Agriculture asks youth to identify agriculture issues in their communities and work with industry and university professionals to explore the issues and find solutions . These challenges may be related to agronomy, animal husbandry, soil science, rural finance, food science or other issues facing the agriculture industry . Upon completion of their projects, participants will attend a statewide event at South Dakota State University to present their projects and compete for scholarships . At the event youth will connect with university and agribusiness professionals who are eager to meet the next generation of leaders .

IssueAgriculture is South Dakota’s largest industry, encompassing more than 30% of all jobs in the state and creating a $20 .7 billion economic impact annually . This industry is comprised of both production agriculture and value added agriculture . These sectors employ people from a wide range of educational backgrounds . Industries both directly and indirectly related to agriculture have had a large impact on the job growth within the state .

Even though South Dakota is so heavily reliant on science and agriculture, our youth are not always adequately prepared for work in these industries . Despite being a rural state, many South Dakota youth are never exposed directly to agriculture and even fewer have access to agricultural education . This leads to very few youth pursuing careers or higher education in agricultural related fields, especially those related to science .

University ResponseSouth Dakota 4-H has made improving agriculture and science literacy a priority and is working to develop our future workforce . Through the Science of Agriculture, 4-H provides hands-on, experiential, inquiry-based learning opportunities that promote excitement and interest in science and agriculture .

ImpactThrough the 4-H Science of Agriculture, youth will:

• explore agriculture through hands-on science• gain knowledge of agriculture and its importance in our economy and world• experience to cutting-edge science and technology in agriculture that produces abundant, healthy and

economical food• develop 21st Century skills; including critical thinking, problem solving, and teamwork• see themselves as scientists• connect with future careers in agriculture

4-H & Youth

SDSU EX TENSIONUPDATED SEPTEMBER 2019


Timeline

Completing a Science of Agriculture project takes organization and planning . Just as each project is unique in topic and approach, so is the timeline and path to completing it . The below is a suggested timeline for youth:

August – October� Identify youth to be involved in project (team or individual) . Teams may be made up of youth from

different schools, towns, or counties but should be close enough to meet regularly� Identify coach(es)� Enroll coaches and youth in 4-H through 4-H Online (if not already)� Complete participation forms on the website

October – November� Create a regular meeting schedule . Ideally meeting weekly or bi-weekly for four-five months; however,

this is based on project intensity and youth/coach time� Identify a plan to check in with the 4-H Science of Agriculture committee at least bi-monthly� Review Science of Agriculture Guide to formulate project timeline� Begin asking questions in order to identify topic, problem and objectives� Begin researching topic and identify potential resources and constraints� Make a list of potential mentors and begin reaching out to them about your project� Brainstorm possible solutions and select one with assistance of your mentor(s)

December – February� Plan how the solution will be developed/created � Calculate potential expenses for developing solution and participation in the state event� Begin fundraising or applying for grants� Create your solution � Analyze your solution and make improvements

March – April � Develop a 20 minute presentation � Create a poster display� Participate in a mid-year event and check-in with 4-H staff to review project and determine adjustments

needed for state event� Share your project through community engagement� Finalize project for the state event� Complete state event paperwork

May� Participate in the state event at South Dakota State University in Brookings, SD


Youth and Adult Partnership

Youth MembersScience of Agriculture projects may be conducted by individuals or teams of youth in grades six through twelve . Team are comprised of 2-4 youth . Youth do not have to be current 4-H members, but should be enrolled upon participating in the state event to be covered under 4-H accident insurance and receive full membership benefits .

Volunteer OpportunitiesThere are a number of important volunteer roles in the Science of Agriculture: Coach, Mentor, and Parent . Each of these roles plays an important part in guiding youth in learning new skills and concepts as they work to solve the challenge .

CoachThe role of a coach is to inspire the youth and help them get excited about the Science of Agriculture . Coaches give youth guidance and provide structure, encouragement, and most of all, a fun experience . Coaches meet regularly with the youth and guide them in developing goals and a timeline . The coach serves as the facilitator to help the youth complete work and improve the way youth members work together . Coaches guide the process while youth control the content .

Youth members must make all decisions and do all the work. This includes deciding on the issue, researching, choosing an innovative solution, and presenting .

Does this mean coaches should stand idly by while youth struggle? Absolutely not! Instead of telling them how to solve a problem, try asking questions like:

• What would happen if…?• And then…?• How will that affect…?

A full coach role description can be found in Appendix G .

MentorA mentor is any person who works with the youth in his or her area of expertise for at least one meeting, but the most effective mentor relationship is one that continues over time . Mentors help expose the youth to potential careers in addition to helping them learn the skills necessary to complete the Science of Agriculture . The most important quality for a mentor is someone who enjoys working with young people and wants them to learn .


When recruiting Mentors, consider their ability to work with Science of Agriculture age group . Mentors need to be role models and commit to the values of 4-H youth development . Talk to them about:

• Adapting their knowledge to an appropriate level for the youth members

• The project goals, the timeline, and structure of the meetings

• Guiding youth to find the answers to their own questions

• The importance of acknowledging all team members, getting everyone to contribute and participate, providing positive feedback, and encouraging responses

Potential sources for mentors might include:• Companies in your community• Commodity or agricultural-oriented organizations• Parents and relatives of your team members

A full mentor role description can be found in Appendix H .

Parents and GuardiansParents and guardians may assist the youth by serving as a Coach or Mentor if they have the skills, time and interest . They may also support the youth by planning fundraisers, providing meeting space, making travel arrangements or providing refreshments .


Developing Your Science of Agriculture Project Using the Engineering Design Process

Youth will use the Engineering Design process (Appendix A) as they walk through the Eight Science and Engineering Practices (Appendix B) as the framework to prepare for the Science of Agriculture . The process is as follows:

1. Ask - Asking questions is the basis of scientific inquiry and leads to explanations of how the natural and designed world work . It is through asking questions that we learn more about the world around us and are able to resolve problems . Youth will explore their lives and communities by asking questions in order to:

Identify Topic – One of the first steps of the project is to define an area of interest and topic . The topic will shape the direction in which the project will grow . To guide youth through this process, refer to the Pillars of Agriculture Literacy (Appendix C) from the American Farm Bureau Foundation for Agriculture . The pillars are the foundation for the 4-H Science of Agriculture program and connect agriculture to a number of crucial topics in society . The pillars are broken down into six categories:

• The Relationship Between Agriculture and the Environment• The Relationship Between Agriculture and Food, Fiber and Energy• The Relationship Between Agriculture and Animals• The Relationship Between Agriculture and Lifestyle• The Relationship Between Agriculture and Technology• The Relationship Between Agriculture and the Economy

Consider doing one of the following activities to explore agriculture issues that could be addressed . • Conduct a survey of public officials and citizens (youth and adults)• Visit with local agricultural business people . Ask the owner/manager and employees what they see

as needs in their business .• Read local newspapers . Circle the agricultural issues . What stories feel disturbing or unsettling?

What articles create feelings of sadness or shame? Select and cut out articles that address needs and issues that could be investigated .

For additional ideas, check out the Potential Topic and Mentors sheet located on the SDSU Extension website .

Identify Problem and Objectives – Once the topic area has been chosen, youth need to utilize questioning to further define their problem and select the issue they would like to explore . Additionally, they will need to determine what their final goals for the project are . Some questions to ask yourself with determining your objectives include:

• What is the issue and why is it an issue?• Are there ways the issue is currently being addressed?• How can we address the issue?• Who is impacted by the issue?

Identify Constraints and Resources – Understanding the resources and constraints that exist is an important part of resolving issues . Be sure to explore the issue and identify all the constraints that may cause challenges as a solution is develop . Constraints may include funding, time, or physical resources among


others . Also, look for resources that are easily accessible such as: your coach, community professionals, SDSU Extension staff, and SDSU faculty among others .

Research – Understanding the issue is extremely important when developing a solution to it . This understanding comes from talking to people who are impacted by the issue as well as experts in the field . Research utilizing the library and internet are also important to gain an understanding of how the issue is currently being addressed and what technology and resources may be available .

2. Imagine - Imagination and creativity play an important role in the engineering design process . They allow youth to generate ideas and possible solutions . As potential ideas are developed make a list of them (even those that might seem far-fetched) .

When first developing your list of potential solutions:

• Focus on quantity: Capture as many ideas as possible — even if they seem silly

• Withhold criticism: Refrain from criticizing ideas as they occur during the brainstorming process

• Encourage wild ideas: Wild ideas usually lead to the most innovative designs

• Record all ideas: Don’t worry about sentence structure, spelling, or grammar just make sure to capture all the ideas

• Combine and improve ideas: Try to build upon the ideas in your list

3. Plan - This is often the hardest step, but it is crucial that youth have a plan for moving forward so that they can achieve their goals and complete their project . After a list of potential topics and solutions has been developed, youth will need to narrow down the list and select the one that they feel they can best address . This should be a topic that the youth have an interest in as well as one that they has been weighed against both the resources and constraints identified .

Once youth have narrowed down their list of issues and potential solutions, it is important to develop a SMART plan . These plans should be:

• Specific – The plan should be clear so that youth can easily identify how they will achieve their goals and complete their project .

• Measureable – The plan should have measurable steps so that youth know what they have achieved and can clearly see progress .

• Achievable – The plan should include items that are achievable . This may mean doing an additional analysis of resources and constraints .

• Result based – As information is collected through the process, the plan may need to be adjusted and youth may need to redirect the plan .

• Time bound – The plan should fall within the time constraints allotted for youth to complete their project – specifically for the Science of Agriculture state event .

4. Create – Engineering is as much about creativity it is about science and technology . Youth have the opportunity to develop their solution and bring it to fruition . Once they have a plan in place, youth will work with experts to refine their plan and develop the solution they have envisioned . Depending on the chosen issue as well as the time frame the youth have to work in, these solutions may include anything from public education pieces to prototypes of engineered solutions .


5. Test – Evaluation of the solution is the next critical step in the design process . Does the solution work? Does it solve the issue at hand? What can be improved? This testing may require the use of the scientific method to test the solution . Data collected should then be analyzed and utilized to support the decision to keep the solution, improve it, or go back to the drawing board .

6. Improve – How can the solution be improved? Are there small portions that just need a little adjustment, or is it best to go back to the planning stages? Utilize data from the analysis to answer these questions .

7. Share – Throughout the process, communicating about the project will be an important process . Youth will share the project with their coaches and the experts serving as their mentors, but they may also be sharing it with their communities to gather feedback vital to developing their solution .

Sharing their project allows youth to advocate for agriculture and bring awareness to issues that face their communities . It also allows them to gather feedback from others about the topic and solution .

As part of the project, youth should be engaging their community in discussions about their issue and solution . This can include social media posts, newspaper articles, or public presentations . Youth will also be asked to create a poster and a 20 minute presentation for the state event . These forms of presenting their information can utilize a variety of mediums (tables, pictures, etc .) .


The Event

Youth have the opportunity to showcase their final project during a State 4-H Science of Agriculture event on the South Dakota State University campus . While participation in the state event is not required, it does provide the youth with several great opportunities .

Youth who participate in the state event:• Interact with other Science of Agriculture youth from across

South Dakota• Present a 20-minute presentation to a judge panel made up

of industry professionals• Participate in a poster session• Attend a career and university fair where they can speak

with professionals about potential education tracks as well as careers related to agriculture

• Visit a variety of South Dakota State University research laboratories

• Compete for scholarships

The Presentation

Youth need to develop a presentation/demonstration that shares the complete project from start to finish . This is their opportunity to share their issue, the solution, and their accomplishments . The presentation should include how the science and engineering process was utilized, what type of research they did, who they utilized as mentors, and how they developed their solution . If the solution was analyzed, that analysis should be included as well .

Teams will be assigned a 30-minute time slot for the State Event:• 20 minutes for presentation/demonstration where all members of team actively participate . • 10 minutes for interaction and questions with the judge(s) . • Teams may use visuals that enhance the presentation . These may include poster, objects, models,

costumes, slideshows, handouts, PowerPoint presentations and more as long as they are considered safe and not considered dangerous . (If you require clarification or are not sure if your required material is appropriate please contact the Science of Agriculture committee .)

• Special audio or visual materials need to be identified and shared with the Science of Agriculture committee prior to the destination event (LCD screen, laptop, projector, etc .) .

Other Requirements• Live animals are not permitted .• All presentations should promote or identify 4-H in some way, such as on posters, flags, tablecloth, or

mentioned in oral presentation .• Please note that, while youth may receive assistance from other 4-H youth, parents and other adults as

they prepare their project; they are not allowed to help in any way during the presentation/demonstration . Points will be deducted from the overall score if there is adult participation in presentation .


Sample Presentation OutlineIntroduction (2-3 minutes)

• Attention Grabber• Personal Introduction• Brief Project Outline

Body (15 minutes)• Point A• Point B• Point C

Summary/Conclusion (2-3 minutes)• Summarize the Main Points• Provide Sources of Information• Ask for Questions

IntroductionThe introduction grabs the attention of an audience and sets the tone for the presentation . Include why the topic was chosen and how it impacts the community . Within the introduction, include youth name(s), age(s), county(ies), and how long youth have been in 4-H . A few ideas for capturing the audience’s attention of your audience include:

• Ask a question• Share a fact or startling statistic• Quote someone• Share a personal story• Show your completed solution

BodyThe body of your presentation is where details of the project are shared . Be sure to arrange the topics in a manner that allows the audience to easily follow the process . Include any supporting information that the audience may need to understand the issue as well as the process utilized to develop a solution . Include visuals where possible . This may be charts to display the research conducted or pictures of the solution development .

Summary/ConclusionSummarize the project and emphasize important ideas that the audience should learn about your issue and solution . If possible tie the summary back to the introduction . When completed, ask the audience for questions . The audience question time is NOT included in the 20 minutes .

Be certain to refer back to the judging rubric to ensure all necessary details have been included .

For additional guidance on presenting and visual development please reference the South Dakota 4-H Public Presentation Guidelines .


The Poster

In addition to giving an oral presentation, youth are asked to create a poster or display their information in a poster format . Posters and displays require information to be presented in a limited amount of space . This requires youth determine an effective yet efficient manner in which to display the information .

One of the first steps when designing a display is determining what content is needed to convey the story . It is important that the audience is able to determine the ‘What?’, ‘Why?’, ‘How?’ of the project as well as identify the conclusion made . In order to effectively do this, displays should contain at minimum:

• Title: The project title should be brief yet thought provoking to engage the audience in further exploring the displays message .

• Abstract: The abstract provides a complete summary of the project and entices readers into reading all the content presented .

• Objective: The objective statement describes the purpose of the project and why it is important . It may also include anticipated outcomes . Some projects and programs may refer to this section as ‘Question and Hypothesis’ .

• Materials & Methods: This section provides information of how the study was conducted and any procedures and materials that would be needed to replicate the study .

• Results & Data: This section provides all the important analysis and data results . Graphs and charts play a critical role in telling the story, but be certain that they can be easily read and understood .

• Conclusions: This final section of the display summarizes the results in a few sentences and describes how the results support drawn conclusion .

How the content is displayed plays an important role in conveying the science as well . The content mentioned above should be displayed in a chronological order allowing the audience to read through the material without confusion . Ideally, a display will be presented in a manner that allows the audience to read and comprehend the content in ten minutes or less . Be sure to consider font, color, and white space when developing your design .

For additional guidance on presenting and visual development please reference the South Dakota 4-H Public Presentation Guidelines .


Available Support

SDSU Extension is committed to your success and will provide the following support:• The Quick Start Guide• Monthly coach conversations• Volunteer resources on learning environments, welcoming environments, and other positive youth

development topics• Access to content experts

Acknowledgements

SDSU Extension 4-H Youth Development would like to thank the University of Minnesota Extension Science of Agriculture Team for sharing their expertise and materials to guide us in the development in the South Dakota 4-H Science of Agriculture .

SDSU Extension 4-H Science of Agriculture Committee:Chair:

• Christine Wood - SDSU Extension 4-H Science Technology Engineering and Math (STEM) Field Specialist

Committee Members: • Alina Krone-Hedman – SDSU Extension 4-H Youth Program Advisor - Lincoln County• John Madison – SDSU Extension 4-H Youth Program Advisor - Beadle County• Katherine Jaeger – SDSU Extension Youth Outdoor Education Field Specialist• Laura Alexander – SDSU Extension 4-H Youth Program Advisor - Brule & Lyman Counties• Laura Kahler – SDSU Extension 4-H Youth Program Advisor - Gregory & Tripp Counties• Michelle May – SDSU Extension 4-H Youth Program Advisor - Butte/Lawrence County• Sara Koepke – SDSU Extension 4-H Youth Program Advisor - Grant County


Appendix A: Engineering Design Process

Start Here

* At any given point you m

ay return to a previous step in order to im

prove.

ASK?

ASK?

Identify: Problems,

Constraints, Objectives, Resources

IMAGIN

EIM

AGIN

EGenerate: Ideas,

Possible Solutions

PLAN

PLAN

Evaluate and Com

pare

CREATE

CREATE

Select SolutionDevelop and Refine

TEST

TEST

Evaluate Design

IMPROVE

IMPROVE

Refine Design

SHARE

SHARE

Comm

unicate Your Solution

En

gin

eering

Desig

n

South D

akota State U

niversity, South D

akota counties, and US

DA

cooperating. South D

akota State U

niversity adheres to A

A/E

EO

guidelines in offering educational programs and services.

P6000-2017


Appendix B: Science and Engineering Practices

Youth will use the Eight Science and Engineering Practices1 as the work through the Engineering Design Process and the Science of Agriculture . youth will need to be able to share how the practices were applied to finding a solution to the selected issue . The practices are as follows:

1. Asking questions and defining problems. Asking questions is the basis of scientific inquiry and leads to explanations of how the natural and designed world work . By refining questions, youth are able to define details surrounding their problem, which is the first step in the engineering design process .

2. Developing and using models. Models are helpful tools in both scientific investigations and engineering design processes . Models represent ideas, explain concepts, and analyze systems . These tools include diagrams, drawings, physical replicas, computer simulations, among other things .

3. Planning and carrying out investigations. Science and engineering investigations are methodical . They must have clearly defined controls, variables, and parameters .

4. Analyzing and interpreting data. Investigations produce a variety of data that needs to be analyzed and interpreted . Because data patterns and trends are not always obvious, scientists use a range of tools—including graphs, charts, and other visual aids—to identify the significant features and patterns in the data . Youth should be able to present data that helps to define their issue and that supports their chosen solution .

5. Using mathematics and computational thinking. Mathematical and computational thinking involves the use of tools for observing, measuring, recording and processing data .

6. Constructing explanations and designing solutions. The goal of science is to construct explanations for why things happen . When a thorough explanation is defined, it allows problem solving to begin . Designing solutions to problems is systematic process that involves defining the problem, then generating potential solutions, testing solutions, and improving solutions .

7. Engaging in argument from evidence. Argumentation and evidence are utilized to compare multiple ideas and claims supported by evidence . Whether investigating a phenomenon, testing a design, or constructing a model for an explanation, argumentation can be used to compare, and evaluate competing ideas and methods .

8. Obtaining, evaluating, and communicating information. Being able to read, interpret, and produce scientific and technical text are fundamental practices of science and engineering, as the ability to communicate clearly and persuasively . Communicating information, evidence, and ideas can be done using tables, diagrams, graphs, models, interactive displays, and equations as well as orally, in writing, and through extended discussion .

1 National Research Council. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press, 2013.community meeting, or other means.


Appendix C: Pillars of Agricultural Literacy


Appendix D: Judging Rubric

Science of Agriculture is supported by a rubric, or worksheet, developed to help judges record their feedback . The rubric guides the judges through the score sheet (Appendix E) and reflects what is most important . Youth will be assessed as Beginning (1 pt), Developing (2 pts), Accomplished (3 pts), or Exemplary (4 pts) in each category .

1. Project Research (20 pts)

• Clear definition of the problem being studied• Evidence of partnership with one or more individuals in business related to issue• Types and number of quality sources cited• Depth to which the problem was studied and analyzed by the youth• Extent to which existing solutions were analyzed, including an effort to verify originality of solution

Strategy and Innovation (20 pts)• Clear explanation of proposed solution• Steps followed are clearly outlined• Solution makes life better and show uniqueness/creativity• Solution tested and implemented• Consideration of factors for implementation

2. PresentationPresentation (12 pts)

• Youth shared their project before the event• Imagination used to develop and deliver presentation• Message delivery and organization of the presentation

3. Core ValuesTeamwork (12 pts)

• Problem solving and decision-making processes are used to achieve goals• Resources used relative to what the youth accomplishes• Appropriate balance between youth responsibility and coach guidance

Motivation (12 pts)• Reason for choosing issue is clearly defined• Prior knowledge and skills were utilized in developing the solution• Imagination and curiosity drive project development

Professionalism (12 pts)• Consideration and appreciation for the contributions of youth, coaches, and mentors• Youth act and speak with integrity • Youth competes in the spirit of friendly competition and cooperates with others

Additionally, 12 points will be awarded based on youth ability to answer judge questions .


Appendix E: Presentation Score Sheet

Science of Agriculture Score Sheet

Team Name: ______________________________________ County: _________________________________________________

Title of Presentation: _________________________________________________________________________________________

Tabulators Section

Start time _______ End time_______

Time over/ under_________ Point Deductions_________(-5 points for under 15 minutes: -2 points for each minute over 20 minutes)

Points Possible

Comments – please consider:• Strengths/accomplishments• Skills learned• Areas to work on• Possible new challenges• Questions to think about

Research (20 points)• Defining Problem 1 2 3 4• Connect with ag-related business mentor 1 2 3 4• Sources of Information 1 2 3 4• Problem Analysis 1 2 3 4• Review Existing Solutions

1 2 3 4

Comments

Strategy and Innovation (20 points)• Team Solution 1 2 3 4• Design Process 1 2 3 4• Innovation 1 2 3 4• Testing 1 2 3 4• Implementation

1 2 3 4

Group Presentation (12 points)• Advocate in the Community 1 2 3 4• Creativity 1 2 3 4• Presentation Effectiveness

1 2 3 4

Team Work (12 points)• Effectiveness 1 2 3 4• Efficiency 1 2 3 4• Kids Do the Work

1 2 3 4

Motivation (12 points)• Discovery/Issue 1 2 3 4• Integration 1 2 3 4• Creativity

1 2 3 4

Professionalism (12 points)• Inclusion 1 2 3 4• Respect 1 2 3 4• Cooperation

1 2 3 4

Judges Questions (12 points)

Total Points (100)

Judge’s signature:

______________________

SDSU Extension is an equal opportunity provider and employer in accordance with the nondiscrimination policies of South Dakota State University, the South Dakota Board of Regents and

the United States Department of Agriculture .


Appendix F: Community Engagement

Youth are asked to share their project with their community . This allows them to develop their communication skills while they collect feedback on their project and develop awareness about the topic . Below are the methods through which 4-H Science of Agriculture youth may earn points towards the Community Engagement Award .

It is required that the County 4-H Youth Program Advisor for each project be notified for each article, press release, radio or TV interview, Facebook video, or presentation .


SDSU Extension is an equal opportunity provider and employer in accordance with the nondiscrimination policies of South Dakota State University, the South Dakota

Board of Regents and the United States Department of Agriculture .

South Dakota 4-H Science of Agriculture Community Engagement Award Scoresheet

Team Name: ________________________________________________________________________________________________________

Each item must include visible branding or mention of SDSU Extension and 4-H .

Criteria Pts. Possible Pts. Earned

Print Article in Newspaper• Must be interviewed and written by a reporter with quotes and

information provided to public .10 pts each

Print Article in Non-Newspaper Publication• Communications to patrons, employees, associations, etc . • Team may submit article themselves or it may be written by a reporter .

10 pts each

Picture in Newspaper• Caption describing team’s purpose and members is included . • Team may submit photo themselves or it may be taken by a reporter .

5 pts each

Public Service Announcement/Press Release• Limited to one broadcast public service announcement and one print

press release .• Must be created by the team members . • Must inform the public about the team’s project . • Required documentation:

o Radio/TV broadcast public service announcement: list broadcast stations aired and provide script .

o Printed press release: list publications printed in .

10 pts each, maximum of 1 per category

Radio Interview• List broadcast stations and name of interviewer .

15 pts each

Facebook Video – posted to State Facebook page 30 pts for submission• Video must be tagged or shared to the “SDSU Extension 4-H Science

of Agriculture” Facebook page• Email Science of Ag Director upon submission to ensure successful

upload and timely posting .10 pts for team with most engagement

Face-to-Face Presentations with Photo• Required documentation:

o Picture of the crowd o Picture of the youth team members giving presentationo Meeting or event agendao Note from organization representative confirming number of

attendees for presentation

20 pts for walk through event (i .e . health fair,

farm show, etc)

20 pts for groups < 10

25 pts for groups 10-20

30 pts for group size 21+

Total Points Earned: ______________________


Appendix G: Coach Description

The South Dakota 4-H Science of Agriculture is an opportunity for South Dakota 4-H Youth Development program to provide an educational environment for positive development of diverse youth through exploring and developing a science-based solution to agriculture-related issues they have identified in their communities .

Coaches play a critical role in providing leadership for creating positive youth development experience for all youth . A coach will meet regularly with the team and guide them in developing goals and a timeline, as well as serve as a facilitator to help the team complete its work and improve the way it works together .

Coaches PurposeAs a coach you will be expected to assist members in selecting age/developmentally appropriate activities, and their reflecting on their development of life skills through this activity, identify community resources and connections, facilitate team meetings to offer guidance and support, and participate in volunteer development opportunities to stay current with information .

There are many characteristics of a successful coach, including:9 Ability to Guide9 Motivating9 Patient9 Caring Nature9 Outgoing

9 Facilitator9 Supportive Manner9 Respectful9 Honest9 Flexible

9 Good Communicator9 Organized9 Continuous Learner9 Range of Interests9 Encourages Independence

To ensure high quality experiences for youth, mentors, and coaches, teams must agree to meet deadlines set by the state, meet throughout the project to discuss progress and celebrate achievements, issue work that fits under the 6 Pillars of Agricultural Literacy and the 8 Principles of Engineering . They also agree to reflect on their experiences with a coach, publicly demonstrate their learning, abide by all SDSU Extension policies, and participate in regional and state 4-H Science of Agriculture events .


Appendix H: Mentor Description

The South Dakota 4-H Science of Ag Challenge is an opportunity for South Dakota 4-H Youth Development program to provide an educational environment for positive development of diverse youth through exploring and developing a science-based solution to agriculture-related issues they have identified in their communities .

Adult mentors play a critical role in providing leadership for creating positive youth development experience for all youth . A mentor assists the team in goal setting, planning, completing and reflecting on his/her experience with the youth team . Adult mentors may be teachers, parents and/or relatives, or skilled people in the area of expertise related to the identified issue .

Mentors PurposeAs a mentor, you will be expected to set high expectations for the challenge team, offer challenging ideas, build individual/team confidence, offer encouragement, support, and guidance, provide growth experiences, encourage positive behavior, share critical knowledge, and identify possible learning opportunities and resources .

There are many characteristics of a successful mentor, including:9 Caring nature9 Outgoing9 Range of Interests9 Motivating9 Encourages Independence

9 Respectful9 Sense of Humor9 Supportive Manner9 Organized9 Creative

9 Good communicator9 Honest9 Patient9 Flexible9 Continuous Learner

To ensure high quality experiences for youth, mentors, and coaches, teams must agree to meet deadlines set by the state, meet throughout the project to discuss progress and celebrate achievements, issue work that fits under the 6 Pillars of Agricultural Literacy and the 8 Principles of Engineering . They also agree to reflect on their experiences with a mentor, publicly demonstrate their learning, abide by all SDSU Extension policies, and participate in regional and state 4-H Science of Agriculture Challenge events .

SDSU Extension is an equal opportunity provider and employer in accordance with the nondiscrimination policies of South Dakota State University, the

South Dakota Board of Regents and the United States Department of Agriculture .

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