4-H Foods Series Discovering Foods - Pick-a-Topic · PDF file4-H Foods Series . Discovering Foods - Pick-a-Topic . Welcome 4-H Leaders! Welcome to “Discovering Foods-Pick-a-Topic”.

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

3

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

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18

Skill

Builder 6

Evaluate & Celebrate Their Success

Describe the importance of reflection

Celebrate your successes

Looking Back

Evaluating Success

Thoughtful Thanks

19

19

20

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


Projects can be completed individually with a 4-H leader or with a group of 4-H members.



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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


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.




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

8

Your Team


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.




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


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







Dream it!

SMART Template


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]




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.

13

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


SMART goals are Specific, Measurable, Attainable, Realistic and Timely. The SMART test make sure

that goals are each of these 5 things.




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


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.



14


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


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.




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?


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


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


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







Dream it!

What You Need


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).




Member Manual

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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


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:




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


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!




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


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.


Time Required: 30 minutes & & response time from MAFRD staff or another community expert


Member Manual

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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


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.




Member Manual

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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


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







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


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.




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?)


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


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.


Time Required: A few minutes every time members complete something during their project


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


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.



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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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


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


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







Dream it!

“Plan B”


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.




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


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.


Time Required: 12 hours in addition to completing the project plan


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


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.




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.


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


Being adaptable to new situations is important. Discuss if the members had to adapt their plans.




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


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


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







Dream it!

Activating Strategies

Looking Back


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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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


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!




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!


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.




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)

4-H Foods Series Discovering Foods - Pick-a-Topic · PDF file4-H Foods Series . Discovering Foods - Pick-a-Topic . Welcome 4-H Leaders! Welcome to “Discovering Foods-Pick-a-Topic”.

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