Engaging 4-H Content for Youth Empowerment
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There is not a right or wrong
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Be ready to explain your
thinking.
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Image by
Gerd Altmann
from
Pixabay
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Mix and match from the following activities to help your youth better
understand the COVID-19 protocols and reasons for them.
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Sewing option:
https://newhanover.ces.ncsu.edu/2020/04/face-
mask-how-to-make-your-own/?src=rss
No-sew option:
https://youtu.be/tPx1yqvJgf4
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1.
Wash and dry a cotton mask.
2.
Draw a design on the mask using permanent marker.
3.
Use a spray bottle, eye dropper, or syringe to add isopropyl
alcohol (71% or higher) to the design.
a.
Permanent markers are soluble in alcohol.
b.
Different dyes use different sizes of particles. Smaller particles can
move more quickly than larger ones.
4.
Once the mask has dried, heat-set it by ironing on the highest
setting or throwing it into the dryer for 15 minutes on the
highest heat.
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Provide youth with a variety of images. They should sort the
images based on whether the image shows something that is 6
feet or not.
Some examples of things that represent 6 feet include
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A door
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A cow
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A mattress (length)
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A large car (width)
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A 3-person sofa
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Two large dogs in a line
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Two grocery carts
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Youth can make posters or public service announcements to help
their local community understand and implement public safety
measures related to reducing the spread of COVID-19.
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In Town A, 10 new cases of Cloveritis are reported each day.
In Town B, the number of Cloveritis cases doubles each day.
Make a graph showing the number of cases in each town over
the next week if they both start at 1 case today.
This is part of the toolkit to provide to agents and volunteers with ways to help youth learn the COVID-19 procedures for face to face programs. It is a template that can be adapted to reflect local circumstances and any procedures that may vary from county to county. The slide deck provides a way to discuss these routines and procedures with youth so that they develop ownership for them. The second half of the slide deck provides multiple activity options to help volunteers plan lessons to meet the needs of their groups.
This template could be used either as a structure for the first meeting back in a face to face environment or it could be used as a virtual pre-meeting as part of the communication with families. For this reason, the activity has instructions available for both in-person and virtual settings. Additional, optional activities geared to a variety of age ranges are also provided that could be used to fill a kickoff meeting. However you choose to use this toolkit, make sure that the following things are completed:
1. Ensure that all participating youth and their caregivers have received a copy of local meeting procedures prior to returning to face to face.
2. Review local procedures with youth at the first face to face meeting to ensure that youth understand how to meet safely.
Explore engaging content from the 4-H organization focusing on the 4-H pledge, COVID-19 safety measures, and life skills development. Discover ways to follow the pledge, wear masks, prioritize health, and match life skills with new routines. Stay informed and proactive in enhancing personal growth through these resources.
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Presentation Transcript
I pledge My head to clearer thinking, My heart to greater loyalty, My hands to larger service, and My health to better living for my club, my community, my country, and my world.
What are some things we normally do to follow the pledge at our meetings?
New Ways to Follow the 4-H Pledge Register for each meeting before it happens. Sign in when you arrive. Follow all posted signs. Wash your hands. Wear a mask. Stay at least 6 feet away from others. Stay home if you do not feel well OR if someone in your household is not feeling well. Keep away from crowds.
Wear a Mask to Protect You and Your Friends - For Young Adults Wearing a mask can help prevent the spread of COVID-19 to others. Transcript: https://www.cdc.gov/coronavirus/2019-ncov/videos/community/protect-wear-cloth-face-covering.pdf Comments on this video are allowed in accordance with our comment policy: http://www.cdc.gov/SocialMedia/Tools/CommentPolicy.html This video can also be viewed at https://www.cdc.gov/wcms/video/low-res/coronavirus/2020/44074407protect-wear-cloth-face-covering.mp4
What if I Dont Feel Well? Make sure you tell someone right away if you are feeling sick! Fever or chills Cough Shortness of breath or difficulty breathing Fatigue Muscle or body aches Headache New loss of taste or smell Sore throat Congestion or runny nose Nausea or vomiting Diarrhea
Match the life skills to the new routines. There may be more than one life skill for any given routine. There is not a right or wrong answer for this task. Be ready to explain your thinking. Activity Time! What life skills are we practicing when we use these new routines in our meetings? Image by Gerd Altmann from Pixabay
Additional Activities Mix and match from the following activities to help your youth better understand the COVID-19 protocols and reasons for them.
Everybody Wash Your Hands! Handwashing, a 4-H Spark Activity How do you correctly wash your hands? Join in on this fun activity to find out. Presented by Kristen Bedell, a Doctoral student at the University of North Carolina at Chapel Hill in the Graduate School of Education. Materials needed: glitter, petroleum jelly, measuring spoons, and a plate. Be careful! This is messy. Talk to your caregiver first and get permission. From the NC 4-H curriculum, I am an Ecosystem. https://uncpress.org/book/9781732982307/i-am-an-ecosystem/ Music attribution: Glitter Blast by Kevin MacLeod Link: https://incompetech.filmmusic.io/song/4707-glitter-blast License: http://creativecommons.org/licenses/by/4.0/ North Carolina Essential Standards for Healthful Living: K.PCH.1.1 Use steps of correct handwashing at appropriate times throughout the day. 1.PCH.1.1 Recognize that germs produce illness and can be spread from one person to another. 1.PCH.1.2 Use measures for preventing the spread of germs. 2.NPA.1.3 Classify activities in terms of their appropriateness for a healthy lifestyle. 3.PCH.1.2 Classify behaviors in terms of whether they do or do not contribute to healthy living. 4.PCH.1.2 Recognize methods that prevent the spread of germs that cause communicable diseases. 6. PCH.1.4 Select methods of prevention based on the modes of transmission of communicable diseases. North Carolina Essential Standards in Science: 3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy. 8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi, and parasites relating to the spread, treatment, and prevention of disease. Next Generation Science Standards: 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Make a Mask Sewing option: https://newhanover.ces.ncsu.edu/2020/04/face- mask-how-to-make-your-own/?src=rss No-sew option: https://youtu.be/tPx1yqvJgf4
Mask Chromatography 1. Wash and dry a cotton mask. 2. Draw a design on the mask using permanent marker. 3. Use a spray bottle, eye dropper, or syringe to add isopropyl alcohol (71% or higher) to the design. a. Permanent markers are soluble in alcohol. b. Different dyes use different sizes of particles. Smaller particles can move more quickly than larger ones. 4. Once the mask has dried, heat-set it by ironing on the highest setting or throwing it into the dryer for 15 minutes on the highest heat.
Sort for Six Provide youth with a variety of images. They should sort the images based on whether the image shows something that is 6 feet or not. Some examples of things that represent 6 feet include A door A cow A mattress (length) A large car (width) A 3-person sofa Two large dogs in a line Two grocery carts
Share the Information Youth can make posters or public service announcements to help their local community understand and implement public safety measures related to reducing the spread of COVID-19.
What is Meant by Exponential Spread? In Town A, 10 new cases of Cloveritis are reported each day. In Town B, the number of Cloveritis cases doubles each day. Make a graph showing the number of cases in each town over the next week if they both start at 1 case today.
