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The FUNdamentals of Positive Youth Development

New Volunteer Training Lesson Plan _________________________________________________________________________

Pre-Meeting Preparation:

Gather supplies and handouts

Prepare refreshments

Hang 4-H Equation poster on wall

Put out Volunteer Training Attendance sheet and pen, name tags and markers

Set up ISU logo, (door prize, sign up slips, container - optional)

Have camera available for group photo (or small group photos)

Prepare table tent instructions if using optional activity 4b for experiential learning*

Select a Pre-Meeting Activity *Prepare a table tent with your name. Please use just your first name and last initial. Use only a black magic marker and letters should not exceed 2 inches in height. Supplies Needed:

Attendance Sign-In Sheet Computer, LCD, Screen Timer Flip chart, easel and markers Pens/pencils, markers Camera 4-H Equation Poster Lined paper for notes Scrap paper Scissors Tape Choose from Activity 4a or 4b: Activity 4a: (for each group of 3) – 1 regular soda, 1 diet soda, bowl or container to hold water, towel Activity 4b: Card stock for table tents, markers, stickers, decor

HANDOUTS – Goal statement activity Behavior management scenarios & worksheets Club Planning Worksheets Experiential Learning Keychains (if available) Evaluation

In Binders (includes club/project/CK) Pre-Meeting Activities Ice Breakers Essential Elements Essential Elements Checklists

Reflection Handout Experiential Learning Model Did you know?/Why Choose 4-H? It’s Significant Online Resources Practicing Youth-Adult Partnerships

Club/project binders only: Goal Writing Worksheet VI-2025A My Goal Calendar Planning a 4-H Learning Experience Planning a 4-H club experience Ltr #3 Techniques for teaching youth Ltr#4 4-H Club Meeting Outline Risk Management Checklist How Kids Develop (Ages & Stages) Troubleshooting 4-H Club Problems Parents Can Help in Our 4-H Club (MN) Parents: Help Your 4-Her Succeed (NJ) Hot Sheets (from Project webpages)

Clover Kid binders only: CK scavenger hunt CK sample calendar CK yearly plan template CK curricula CK lesson plan template CK lesson plan sample CK Behavior Management Worksheet CK Using Pictures CK Fingertip games CK Equation poster CK Toolbox

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Goals for the training:

Reiterate to participants the 4-H Equation

Continue to build positive youth development knowledge and skills focusing on youth-adult partnerships

Introduce Experiential Learning process

Provide tools and resources to assist volunteers working with youth

Allow opportunity for sharing of ideas and questions

Provide specific information and training respective to club/group management

Note to presenters: This training is designed to provide an introduction to the basic elements and principals of being a 4H Volunteer. The script is designed to ensure universal and standard presentation of materials region by region and consistency across the state of Iowa. You are encouraged to insert your local and personal experiences and facilitate dialogue but must ensure the principals included in the lesson plan are conveyed.

Model fun-friends-voice-choice

Give volunteers a chance to network and share 1. REGISTRATION Have volunteers sign in on the attendance form, make name table tent*, pick up notebook with training materials and engage participants in a Pre-Meeting Activity of your choice. 2. WELCOME and INTRODUCTION (5 minutes) Slide 1 SAY: Welcome! We are delighted to have you join us as part of a long, strong 4H tradition. Thank you for coming to today’s face to face training. As a 4-H or Clover Kids leader, you are a volunteer for Iowa State University and the Iowa 4-H Youth Development Program. You are an important part of Iowa State University Extension & Outreach (point out ISU banner, Extension logo, or 4-H t-shirt, as a visual). This partnership helps insure members have a positive, safe, educational, and fun experience. We want to provide you with the tools to get started. Trained 4-H volunteers help guarantee that we provide positive youth development experiences for our 4-H members! Slide 2 SAY: Our goals for today’s training are to continue to build upon the foundation you started during the online training component. We want to help you be successful in fulfilling your role as a 4H volunteer. We will review Iowa’s 4H Equation, build positive youth development knowledge and skills, and help you understand the characteristics of a caring adult. We will provide you with tools and resources to have an effective 4-H club or group and allow you to share ideas and ask questions. Slide 3 SAY: Before we get started let me take care of a few housekeeping issues. Go over the outline, location of bathrooms etc.

8:45 – 9:00

9:00 – 9:05

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We want to get to know a little bit about who we have in the room. Please introduce yourself, where you are from, what volunteer or staff role you are in.

3. ICE BREAKER (10 Minutes) Slide 4 SAY: This is a quick and easy icebreaker called Commonalities. DO: The task or the “Do” before you is to team up with someone you don’t already know. In your team you need to generate a list of as many things that are common to both of you, but things you cannot identify by looking at each other. For example, you can’t put down, we both have brown hair. Distribute scrap paper and give the teams 2 minutes to come up with as many items they have in common and ask them to jot them down. You may provide a prize to the winning team that has the most. Slide 5 REFLECT: What did you discover? How many items did you come up with, did any team have more than 10? Determine who has the most. Ask the group to share feeling words to describe how they felt during the icebreaker (i.e. calm, nervous, excited…) Did this activity help you feel connected? Why or Why not? Slide 6 APPLY: Why do we use ice breakers or get acquainted activities? How would you use or adapt this activity to your 4-H group? SAY: You will use icebreakers and games a lot. As a matter of fact, it should become a routine part of your gatherings. We have also put a list together for you in your manual (refer to section/white). You will find yourself collecting icebreaker ideas throughout your 4-H experience – you may also search for more online that are appropriate to use with youth. Icebreakers are also used as pre-meeting activities. As your members are arriving it is good to have them instantly engage, this will be an important piece to meeting the need to Belong, one of the four needs which you learned about during the online training modules. Planning these types of activities ahead of time is a way to get folks engaged. The (name of pre-meeting activity you used) is an example of a Pre-Meeting Activity. TRANSITION 3. REVIEW OF ONLINE MODULES (10 Minutes) Slide 7 SAY: Before we introduce any new topics to you today, let’s review some of the information you learned during the online training sessions. One thing from the online training that I want to reiterate is our 4-H Equation as we will continue to utilize it today. The 4-H Equation

9:05 – 9:15

9:15 – 9:25

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is the map that guides our practice, and we will reference it during today’s training and in future trainings. The first part is titled Our Reason and lists the Youth Needs. Then we move on to Our Method or the Essential Elements, we add Our Mission which are our Priority Topics, and we end with Our Results: the Outcomes we see in youth who have been engaged in long-term, sustained learning experiences in 4-H. For those of you that are Clover Kids volunteers, please note that there is a 4-H Equation specific to Clover Kids that you will find in your binders. The only difference for the Clover Kids Equation is that different, more age appropriate outcomes have been created. Slide 8 I would like each of you to take a few minutes to think back to the four online training sessions. The four topics were an Introduction to 4-H, Four Needs of Youth, Ages & Stages of Youth Development and Risk Management. On a piece of scratch paper, write down three of the most important things you learned. DO: Allow them a minute or two to reflect. SAY: Now that you’ve had a moment to write your ideas down, who would like to share one of the things they learned from the online training sessions? Those are all great take-aways. The information presented during the online training will be a resource for you as you continue in your volunteer role. It may be helpful to include any information from those trainings in your binder if they aren’t there already. The binder, along with the 4-H website, will also be valuable resources to you in your role. TRANSITION

4. EXPERIENTIAL LEARNING (25 Minutes) Slide 9 SAY: Today we hope to continue to build upon what you learned during the online training sessions. The first thing we will look at is the experiential learning model. 4H youth programs promote life skill development through the use of the Experiential Learning Model. In 4-H we practice experiential learning – has anyone heard that term before? We want 4-H members to experience learning for themselves, reflect on what they have done, and apply what they have learned. Look at the Experiential Learning Model handout in your binder – you will see there are 5 steps: 1. Experience the activity; 2. Share the results; 3. Process by discussing; 4. Generalize to connect to real life experiences; 5. Apply what was learned. STAFF: You may choose between Activity 4a or 4b: Option Activity 4a: Break participants into small groups (teams of 3). Each group should have a can of regular soda, can of diet soda, large bucket, large bowl, tote of water, towel Slide 10 EXPERIENCE THE ACTIVITY or DO or Step 1:

9:25 – 9:50

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SAY: Look at each can of pop and make some careful observations about what you see. What is the same or different about the cans? Similarities: made by same company, same shape, made of aluminum, sealed, same amount of liquid – 12 oz., contain water Differences: one is red, other silver, one is diet, other regular, one has nutra sweet, other has sugar. Place both soda cans under water. Observe what happens. At first the regular soda may act like it’s floating, but when both cans were pushed under water, only the diet floated. SHARE THE RESULTS or REFLECT: Slide 11 SAY: Now I am going to ask you to share a little about your experience, step 2 in the process. ASK: What did you like about this activity? What did you observe about the difference between diet and regular soda? What makes regular soda different from diet? What surprised you? What do you know about density? Density is the relationship between mass of an object and how much space it takes up. Slide 12 PROCESS: ASK: What role did density play in this experiment? What might cause regular soda to be more dense than diet? How do we know?

Slide 13

GENERALIZE: ASK: What generalizations can you make about the difference between using an artificial sweetener vs. sugar in a product from this experiment? Why is it important to understand these differences?

The cans of soda have exactly the same volume, or size. But their density differs due to what is dissolved in the soda. Regular soda contains sugar as a sweetener. If you look at the nutrition facts on a can of soda, you will notice that it contains sugar…a lot of sugar. IN some cases a 12 oz. can of regular soda contains over 40 grams of sugar. Diet sodas, on the other hand, use artificial sweeteners such as aspartame. These artificial sweeteners may be hundreds of times sweeter than sugar, which means that less than a few grams of artificial sweetener are used in a can of diet soda. The difference in the amount of

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dissolved sweeteners leads to a difference in density. Regular soda tends to be denser than water, so the can sinks. Diet soda is usually less dense than water, so the can floats.

Slide 14

APPLY: ASK: How can you incorporate this model/hands-on-learning into your club meetings or activities? (record responses on flip chart) Experiment adapted from http://scifun.chem.wisc.edu/homeexpts/cans.htm

SAY: We use experiential learning in 4-H so youth have an opportunity to do things, to learn and experiment on their own, rather than being shown how to do something. Give example of making brownies or other example – “We can show youth how to measure ingredients or we can give them the measuring cups and spoons and let them do it.” If available: We have provided keychains with some questions to help guide you, we also have emphasized Inquiry based questions as we focus on our priority topic of STEM. You can use experiential learning with any of our Priority Topics of Healthy Living, STEM, Citizenship & Leadership, and Communication & the Arts. SAY: Using the sinking and floating activity we just went through each of the steps using the Experiential Model. Let’s review: What was the Do part of this Experience? Then we allowed you to Share your thoughts/feelings, asked what it meant, sometimes we can learn a lot about ourselves by having the opportunity to share. Process or in other words Reflect. This also allows us to process common themes and realize the importance of the activity. Then we Generalized to transition the experience to real life. Finally, we used the process to help you think about how it might be Applied in your club meetings. Option Activity 4b: No slides accompany this activity SAY: When you arrived today, you were instructed to make a name table tent. You were given exact directions how to do that. We told you what to do. In looking at the Experiential model what step would that most relate to? (Do) What was different about it? (In the Experiential Model you wouldn’t be told or shown how). EXPERIENCE THE ACTIVITY or DO: SAY: Now we want you to make another name table tent that will be on display for the rest of the group to see. We want you to write your name large enough for others to see, we want you to include something you like to do in your free time and/or something you want to do in 4-H. We have cardstock, markers and stickers that you can use. Allow time for most to complete then ask leaders to share their creations. SHARE THE RESULTS or REFLECT: SAY: Now I am going to ask you to share a little about your experience, step 2 in the process. ASK: What did you like about this activity?

9:25 – 9:50

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Which activity did you enjoy more, the first time you were told how to make your name tent or the second time? Why? What happened after you completed the second activity? (“The volunteers share their name cards and what they put on them. We learned more about our group.”) SAY: Rather than just completing the activity we allowed time for you to share your creation and tell us about your name tag. In 4-H we want youth to be able to share what they did and learned. PROCESS: ASK: Why do you think you felt differently between the two? Why does it matter that you got to use your creativity? How was the second activity different from the first? (record responses on flip chart) GENERALIZE: ASK: What other experiences have you had when you were told exactly what to do and not given a chance to innovate? When would it be important to give strict instructions, when not? APPLY: ASK: How can you incorporate this model/hands-on-learning into your club meetings or activities? (record responses on flip chart) SAY: The second time we had you Experience or DO an activity where we allowed to experiment and discover. Then we allowed you to Share your thoughts/feelings, and asked what it meant, sometimes we can learn a lot about ourselves by having the opportunity to share and Process or in other words to Reflect. This also allows us to process common themes and realize the importance of the activity. Then we Generalized to transition the experience to real life. Finally, we used the process to help you think about how it might be Applied in your club meetings. Please turn to the second page of reflection questions in your packet and jot down some thoughts on experiential learning.

5. YOUTH and ADULT PARTNERSHIPS (20 Minutes) Slide 15 SAY: Research says that although youth/adult partnerships are beneficial, they often are not easy. In many communities and organizations, youth and adults have few opportunities to work together as partners. Fortunately, the 4-H program provides many opportunities for youth and adults to learn how to be partners together. 4-H youth and adults can take what they have learned and experienced together about youth/adult partnerships and share it with other community organizations they are involved with. During this activity we are going to examine and discuss the benefits and the challenges of youth and adults working in partnership.

9:50 – 10:10

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Slide 16 DO: Divide the participants into small groups (demonstrate another way to divide groups), indicate to half of the groups that they will play the role of adults and the other half will play the role of youth. Distribute a sheet of flip chart paper and markers to each group. SAY: If your group has been identified as a youth, draw the outline of a youth body. If your group has been identified as an adult, draw the outline of an adult body. Feel free to be creative and add in some visual characteristics of the age group you are representing! Groups with the adult body drawing - on the inside of the body write the benefits that adults may bring to a youth/adult partnership. On the outside of the adult body drawing, write the challenges that adults may bring.

Groups with the body of the youth do the same with the benefits on the inside of the body and challenges on the outside.

DO: Allow each group time to discuss the benefits and challenges and write them down. ASK: Let’s go around all of the groups and have you share your drawings and one benefit and one challenge you wrote down. Participants share Slide 17 SAY: Thanks for sharing. (Depending on your time frame, use as many or as few of the questions below as needed.) Discussion Questions: 1. When you look at these benefits, what feelings do you have? 2. Are there items/benefits that you have to have to be an adult? 3. How easy was it come up with the benefits? 4. How easy was it to come up with the challenges? 5. Were there any surprises? 6. What is there about the benefits that can help overcome the challenges? Slide 18 7. Where else might you look for ideas on how to overcome the challenges? 8. How can we use this information to improve youth/adult partnerships we are involved

in? SAY: In your binder is a handout that gives you more information about the value of youth/adult partnerships titled Practicing Youth-Adult Partnerships. Please turn to the third page of reflection questions in your packet and jot down some

thoughts on Youth/Adult partnerships.

6. GOALS (15 Minutes) 10:10 – 10:25

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Slide 19a SAY: We are going to spend the rest of our time together focusing on club/group management. The first piece is on goals. When we write a goal, it usually results in greater investment towards accomplishing that goal. It’s like our road map. What are some other benefits to writing goals? Slide 19b

Gives a timeline

Accountability

Something to strive for

Putting things in perspective

Provides challenge

Measures progress Goals are important in our 4-H program as they demonstrate learning and accomplishments. Goals can be used in a variety of ways in 4-H. We can have personal goals as leaders, set goals with our clubs and groups, and project or exhibit goals. Slide 20 The 3 Basic parts to either goal use the acronym ART: A is for Action – “We want to learn”, “I want to train” “I want to build” – this is the “what” is going to happen, a verb R is for Result – “the 4-H pledge”, “to train beef heifer to…” – is the result of the action that was stated T is for Timeline – “by county fair”, “by the end of the year”, “by my sister’s birthday” – when will it happen? Slide 21 SAY: You can test the quality of a goal by asking a few questions: Is it specific? I want to learn to sew is too broad, but I want to learn to sew a straight seam is better. Can you achieve it? Do you have the resources and abilities? If you have never sewn before and your goal is to sew a prom dress – that might be a very challenging goal! Do you have control over it? A goal of winning grand champion at the fair is something that is in the hands of the judge. Does it show progress? Start simple and then progress, for example, you might want to start with “I want to learn how to make quick bread” and then progress to making yeast bread. Goals can also be amended and changed along the way. DO: Hand out cut up parts of goal statements randomly. Ask the participants to find the other two parts that go with their piece to form a goal statement (it doesn’t necessarily have to make sense, just include all three parts ART).

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REFLECT: What did you like about this activity? Was it helpful in understanding the three parts? How could you use this in your clubs? 7. BEHAVIOR MANAGEMENT (30 Minutes) Slide 22a SAY: Sometimes working with youth in a group setting can present some challenges. When this happens, it is important to keep in mind the developmental stage of each youth (Ages and Stages was covered in the online training) and some behavior management strategies. Let’s take a minute to brainstorm why youth misbehave. Please share your ideas. DO: Listen as volunteers share their ideas for the whole group. Slide 22b SAY: Thank you for sharing your ideas!! One of the four needs of youth is belonging. Often times when youth are unable to have this need met, they misbehave in the ways you just shared. They do it to gain attention, to maintain a sense of control, they have a sense of inadequacy or seek revenge. Slide 23a One strategy for behavior management is to do your best to prevent misbehavior. What are some ways you can think of that might help prevent misbehavior? DO: Allow volunteers to share. Slide 23b SAY: Thank you for the great brainstorming. I heard some of these ideas shared but some of the things I think of are plan ahead, avoid idle time, engage them in decisions, provide choices, reinforce positive behavior, model the behavior yourself and be flexible. Are there any others that we missed that someone has thought of? Slide 24 Sometimes it is necessary to address negative behavior. Some strategies to help address negative behavior include redirection, separation, having a private conversation or prevention as we just discussed. Who has seen or used other effective strategies to address negative behavior? Would any of you like to share?

DO: Allow volunteers to share. SAY: Now, I’d like for you each to spend a few minutes with a partner practices some of the things we just discussed. I will hand out scenarios to each pair and I would like you to fill out the accompanying behavior management worksheet. DO: Handout scenarios and worksheet to each pair. Allow them a few minutes to walk through their scenario. ASK: Are there any groups that would like to share what they discussed?

10:25 – 10:55

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DO: Allow groups to share. REFLECT: How did you come up with your answers? Was that the only one to potentially address this situation? There could be multiple was to address this situation. The key pieces to remember are to be prepared by having some strategies thought out and be consistent! 8. CLUB PLANNING (45 Minutes) Put participants into groups of 3-4 – Put all Clover Kid volunteers in 1-2 groups (depending upon number) as they will work on a CK specific lesson plan. Slide 25 DO: Each group is to plan a club/group meeting or activity. SAY: Now you get to practice what you have learned during your online training and today about meeting the needs of youth, the essential elements, experiential learning, and youth/adult partnerships. We are going to put you into small groups and have each group come up with plans for a learning experience(s) for your imaginary club. Your team may be as expansive and creative as you like as you plan the meeting/event. – remember to include details and think about what you have learned today about the 4-H Equation. Using the planning worksheet that comes with your scenario, answer the questions as your group discusses the scenario, we will begin sharing in 25 minutes or sooner if you are finished. There are resources in your notebook that can help you. For those with the club/project notebook, you will find: Planning a 4-H Learning Experience, New Leader Letters: #3 Planning and facilitating 4-H club experiences, & #4 Techniques for teaching youth; 4-H Club Meeting Outline; 4H Volunteer Leader Risk Management Checklist; How Kids Develop; Troubleshooting 4-H Club Problems; Hot Sheets for corresponding project areas used in the scenarios as well as the online resources we referred to during our trainings (Risk Management, Nat’l 4H, Iowa 4H, etc.). For those with the clover kids notebook, you will find: Clover Kids Life Skills & Project Areas, Clover Kids yearly calendar example, Clover Kids Lesson Plan example and Clover Kids fingertips games. For groups planning a meeting/event for 4-H members, make sure you refer to the questions in Planning a 4-H Learning Experience as your team designs fun, learning experiences! For those planning a CK experience, be sure to refer to the attached Clover Kids activity checklist as a guide. Assign Scenarios to each group – pass out Club Planning Worksheet making sure to randomly assign scenarios 1-4. Scenario 5 should go to each CK group. Group #1: Healthy Living for Junior Members

Group #2: STEM for Intermediate Members Group #3: Citizenship/Leadership for Senior Members

Group #4: Arts/Communication for First Lego League Group #5: Healthy Living for Clover Kids

10:55 – 11:40

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Slide 26 REFLECT and APPLY: Have groups share their plans. Facilitator confirms the objective of the meeting/activity and asks how activities were designed to create a sense of belonging, mastery, independence and generosity; included the essential elements; included experiential learning process; utilized youth/adult partnerships. Also, inquire what considerations were made for risk management? For large groups you may only have time to ask one question area to each group. TRANSITION: SAY: This has been a busy day and we have shared a lot of information and ideas! Hopefully we didn’t overwhelm you too much but helped provide resources for your volunteer role. We will spend the next 15 minutes answering any questions that you may still have. Before we do that, I want to remind you that your binder is a great resource and you will find additional information that we feel is important but may not have had a chance to cover today including a list of online resources to add to your toolkit to aid you in becoming the best volunteer you can be. Slide 27 9. QUESTION & ANSWER SESSION SAY: We have the next fifteen minutes to answer any specific questions that you might have or to discuss anything else that you thought we would cover today but did not. DO: Allow participants to share any questions or thoughts they have. Some areas that you could discuss if there aren’t any questions might be risk management, enrollment, using 4-H Online, etc. Slide 28 10. WRAP UP & EVALUATION SAY: We truly want to thank you for your time and your commitment today to learning more about the principal and practices of positive youth development and how to create fun, safe learning experiences for 4-H and Clover Kids members. Remember our mission: 4-H empowers youth to reach their full potential through youth-adult partnerships and research based experiences. You are that caring adult that makes all of this possible. We hope we have given you a foundation in the FUNdamentals of youth development and the tools and resources you need to fulfill your role. Please remember your county, regional and state 4-H staff are here to help you as well as the volunteers you met here today and volunteers throughout the state, we encourage you to be actively involved in the network that learns and shares with each other. One final thing is the short evaluation form – please complete it before you leave. DO: hand out evaluation forms to each volunteer. Safe travels!

11:40 – 11:55

11:55 – 12:00