4-h technology series exploring technology4-h technology series exploring technology do it! hands on...

Welcome 4-H Leaders!

Welcome to the “Exploring Technology” project, a guided adventure through some of today’s newest and most interesting technology.

This guide will provide leaders with structure for project meetings, background information and activities, all focused on helping members learn to do by doing. Also included are tools to help members reflect on and assess the skills they are building.

Through hands on experience, members aged 9 and up will examine different facets of technology — from emerging technologies, to the world online, to the computer in their home and its software. This Leader Guide is written with the expectation that project leaders will have a working knowledge of computers including basic word processing and file management skills. Leaders will be expected to guide members as they browse the web and practice communicating online.

To prepare for project meetings leaders will want to try out the activities and websites beforehand. Given the ever-changing nature of the Internet, adjustments may be necessary if “glitches” prevent activities from working as planned. Leaders who are not comfortable with their computer skills may need additional preparation, research, or outside assistance in some areas.

4-H Technology Series

Exploring Technology

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, members must reflect on how things went and how well they did. This involves 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.

The sequence of project meetings and specific skill building outcomes

for members in this project are on the chart on the following page.

The 3D’s of Learning - Each Skill Builder has three sections of learning called “Dream It!”, “Do It!” and “Dig It!”.

Dream it! Plan for Success - here members get 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. This Leader’s Guide contains in depth background information on the topics, material lists, suggestions, time requirements for activities, and activating, acquiring, and applying questions to engage member’s thinking through each step of the learning process.

Table of Contents

Introduction 1

Project Summary 2

Skill Builder 1: What is Technology?

5

Skill Builder 2: Connecting Online

13

Skill Builder 3: Find It, Share It

17

Skill Builder 4: Bits and Pieces

22

Skill Builder 5: Save It, Store It

26

Skill Builder 6: Memory and Maintenance

30

Skill Builder 7: So Much to Do

35

Portfolio Page 41

- Draft 2009 -

Showcase Challenge

39

Do It

Dig It

Dream It

2

Each section 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!

What Skills Will You Learn?

To complete this project, members must Complete the activities in each builder OR a similar activity that focuses on

the same skills, as you and your members may plan other activities Plan and complete the Showcase Challenge Complete the Portfolio Page Participate in your club’s Achievement. (See the inside back cover for more

information about 4-H Achievements.)

Members will be able to... Activities Page

Skill Builder 1

What is Technology? Identify old and new technologies Recognize emerging technology fields Research GPS Reference an information source

Tech-no? Tech-yes? Technology Then & Now Connecting with Technology Locating GPS, Referencing Sources Cool Technology, Educated Guessing

6 6 7 8 9

Skill Builder 2

Connecting Online Explore the Internet and the WWW Review online safety

Online Experience! Let’s Go Surfing! Sharing Information

14 14 15

Skill Builder 3

Find It, Share It Use hyperlinks Search effectively Communicate online

Surfing Lessons Hunting Hints Media Matching Get Some Experience

18 18 19 20

Skill Builder 4

Bits and Pieces Identify computers and their parts See how computers work Discover different types of software

Pick a Part Puzzling Programs Sneak a Peek Inside Picture This

22 23 24 24

Skill Builder 5

Save It, Store It Picture how computers store files Manage files

What’s in a Name? Controlling File Clutter Managing My Files Let’s Compare!

27 27 27 28

Skill Builder 6

Memory and Maintenance Understand computer memory Compare storage devices Understand basic computer care

Measuring Memory, Data to Go Computer Care—The Inside Story Computer Health and Safety Avoiding Disasters

31 32 32 32

When members successfully complete the builders, they will showcase what they have learned.

Showcase &

Portfolio

Explain success in using the skills listed above

Showcase Challenge My Portfolio Page

39 41

Skill Builder 7

So Much to Do Recognize and use software Understand software applications in

professional fields

Mix and Match Software Challenge Program Practice, Computer

Careers

35 36

3

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 is one project outlining the fundamentals. All members will be expected to complete the Explore level project before moving into the Discover level of projects. It introduces the basic skills and terms needed by members for subsequent 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 topic specific techniques and gain theme related skills through specialized builders. Master - multiple project options encourage members to specialize in a topic. They may branch out and take advantage of community options such as cooking for a canteen or participating in a food drive. The Leader’s role is to look for opportunities for their members to have more authentic experiences by: working with other mentors, partnering with outside agencies, participating in exchanges, entering competitions, etc. Projects at this level may include the “Partner-a-Project” whereby pre-approved courses will allow members to advance their skills, while applying their learning to the 4-H program.

Showcase Challenge and My Portfolio Page The “Showcase Challenge” and “My Portfolio Page” are located at the end of the member’s section. The Showcase Challenge page gets members to think about their accomplishments and explain or demonstrate how they were successful. There are a number of suggestions along with planning information to help them decide how they will best “showcase” their learning to friends, family, community members and/or fellow 4-H members.

Record keeping is an important part of every 4-H project. “My Portfolio Page” is a graphic organizer used to keep track of members’ 4-H experiences. As each member learns skills, the evidence of learning (through participation and completion of the various activities) is recorded on the 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 happen throughout the project as you assess the progress and understanding of individual members. You need to observe the members doing the skill and record what you see and hear. Your feedback should be positive and descriptive (not just “well done”). Share that feedback with members frequently so they can put your suggestions into action. How you choose to observe and record is up to you. Some methods are to create checklists, videos and notes while encouraging discussions, peer observations and questions. Recognize that members may improve over the course of a builder and that records should be updated to reflect when they demonstrated their best learning. You are discussing how well members are meeting the skills check-lists 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, the following general learning goals for members are important: Following in-structions - Working with others - Using supplies safely - Using the key words - Improving with prac-tice - Respecting timelines.

4

4-H LEADER TIPS FOR SUCCESS!

Members must complete all the activities listed the “Project Completion Requirements” page OR alternate idea for an activity that would teach the same skill or an age appropriate variation. If activity substitutions are used, be sure to have the member make note in their manuals.

Dependent on time available at each meeting, group size and abilities of group members, you may wish to break the Builders into more than one project meeting.

The internet has lots of interesting websites and educational activities. You may choose to use a search engine to explore the options available. We do not endorse any website or the safety or functionality of 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 guide. As leaders, it is important for you to emphasize safety rules and manage or adapt activities in a manner that will safely match your members abilities. Ensure members have a good understanding of safe working and handling practices when using tools, that they use the appropriate safety equipment when necessary, and that appropriate 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 writing, reading, hands-on work, artwork, self-evaluation, group discussion and math calculations. Teaching projects using a broad blend will help increase the learning potential of all members.

Projects are designed to teach many skills. However, the 4-H member is always more important than the subject matter. Stress cooperation in the project activities to help the members develop teamwork skills. Ensure the work is completed in a manner that members feel good about themselves and their efforts. This can be done by assigning appropriate tasks or roles based on member’s individual abilities. Modelling and expecting supportive behaviour (no “put-downs” among members or by other adults) 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 onto 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 quality of their designs. 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 learnt in a fun manner. Anything you do to add to the spirit of fun and the sense of accomplishment of each member will likely be remembered as the high-light of their 4-H year.

Have fun and thanks for your belief in young people!

5

Background for Leaders

Technology new and old surrounds us and is constantly changing. Techniques, state-of-the-art technology, emerging technology and technology fields are all defined in the Member Manual with the intent of helping members understand the scope of the word technology. Members are given a list of emerging technology fields to match with their definitions to broaden their concept of technology further. Neither members or leaders are expected to understand these concepts in depth. Members may be able to use clues in each definition to match the fields to their descriptions in Connecting with Technology. If not, give them hints to help lead them to success:

Biotechnology — look for the prefix “bio” — meaning plant. Energy Technologies, Robotics and Information Technologies — look for repeated words. Transportation Technologies — “vehicles” are used for transportation. Nanotechnology — the prefix “nano” means small.

Members should understand that new and better ways to do just about everything are discovered almost daily. Space Technology (aerospace engineering) or Materials Technologies (making everything from fabric to sheet metal) are other examples you might use.

One new technology looked at in more depth is GPS, or global positioning system. GPS pinpoints locations on the world using satellites, ground control systems, and personal GPS units. There are many varied uses for this technology. GPS is a valuable tool because it is used for all types of travel (roads, railroads, aviation, marine, rail and even space) as well as surveying and mapping roads. Other less obvious applications include agriculture (steering and mapping fields), facilitating rescue and relief operations, and recreational activities like “geocaching” (using GPS to play an outdoor treasure-hunting game). For more information on GPS and its applications try the US government website at <www.gps.gov> or search How Stuff Works — Videos at <www.howstuffworks.com> to for videos like “How GPS Works”. Referencing sources is a necessary part of doing research. Members will learn that giving credit to the author for information you used can be as easy as copying down an URL (web page address).

Technology comes with a lot of new technical terms, or jargon. Each field has its own working vocabulary that we must know if we are to understand and use the technology it describes. Some specific emerging technologies are included for members to research. Members are expected to grasp the basic idea of what each technology is and what it might mean for the future. Later in this leader’s builder under Cool Technology is a list of websites you will want to preview. These will help you learn more about wireless transmission of electricity, nanotubes, hydrogen fuel cells, touch screen technology, and prosthetic robotics.

Skill Builder 1: What is Technology?

Skills Checklist:

Identiy old and new technologies Recognize emerging technology fields Research GPS Reference an information source

Age Considerations

Supervise while members browse online, ensuring content is appropriate.

6

,Important Words

It is important for the members to understand the words in the table below. To assist them with this consider the following:

Have members restate definitions or describe concepts in their own words. Give examples that members will recognize. Give good and bad examples of the words. Provide synonyms or antonyms that members know. Use a dictionary or online source to find alternative definitions or the meanings of its suffixes, prefixes or root word. Help members visualize terms or examples, creating a mental image or describing what the concept means in terms of their experiences. Ask members to use terms correctly in a sentence, impromptu speech, or in their discussions.

Dream it!

Tech-no? Tech-yes? (Approx. time required — 10-15 min)

What around you is old or new technology?

Instructions: Consider each of the familiar objects pictured in the Member Manual. Test to see if it fits the

definition of technology by asking questions like: Is it man-made? Is it something we use? Ask the members to circle the pictures that represent technology to them. Note: Though all pictures represent technology, members may or may not choose to circle

Marty. If they perceive him as a computer generated graphic they will circle him. If they perceive him as an imaginary character they may not. Discuss this and let the member decide based on their understanding.

Discuss how other objects members can see and hold represent technology. Remember to encourage participation and give positive feedback.

Technology All the things that people make and use, like tools, machines, hardware, utensils and all sorts of gadgets that help us every day.

Techniques Different ways and methods of doing the things we do.

Emerging technology The newest or latest ideas currently being developed and applied.

Fields Categorization of related technologies. For example, all vehicle-related technology, from bicycles to boats, are of the transportation technology field.

Reference Giving credit to the sources (authors or inventors) of information (words or ideas) that you are using.

Jargon Subject-specific language. For example computer jargon would include terms such as laptop, software and hard drive.

Technology Then and Now (Approx. time: 20-30 min.)

Can you picture old and new technology?

Equipment: drawing utensils, Internet access

Safety Considerations: Supervise while members browse online, ensuring content is appropriate.

7

Instructions: Discuss the ever-changing character of technology. What kinds of new

technology have members used, seen or heard about? Ask members to imagine what the very first technology was like. Search the

internet using key words like cave dweller or Neanderthal life to view web pages like: <www.history.howstuffworks.com/european-history/cave-dweller1.htm> an article with graphics of Neanderthal life. Discuss how spears, hammers, fire or the technique of eating cooked meat would be an improvement in the life of a cave dweller.

Discuss the term “state-of-the-art”. Brainstorm a list of synonyms for state-of-the-art (Ex: new, advanced, break-through, improved, modern etc). Looking at every-day activities like going places, preparing food, or listening to music, let members build a list of examples of state-of-the-art technology that affect them. Choose one to use in this activity.

Draw appropriate pictures in the spaces provided. Members may choose to insert larger drawing pages if desired.

Note: Members who find drawing challenging may choose to include photos or photocopies. Encourage members to show their work to others to gather positive feedback.

Connecting with Technology (Approx. time: 20-30 min.)

What are some emerging technology fields?

Equipment: Internet access


Instructions: Have members find the definition of the word “emerging.” Search online using key words like

definition and emerging to find web pages like: <www.thefreedictionary.com/emerging> or use your dictionary.

Note that emerging refers to: what is just beginning to show, what is newly developed, or: what is on its way but still a work in progress.

Discuss words that may be unfamiliar in context with technology such as: Energy (fuel, electricity, whatever makes machines run); Biology (the study of plants and animals); Molecule (the smallest particle of a substance); “Green” (environmentally friendly); Information (the things we know, called data once recorded on a computer).

Match the definitions (without researching) using clues within the words (ex: robots– robotics, biotechnology-biology) and the process of elimination.

Discuss with members to reinforce correct connections and hints to members who have incorrectly matched terms. Use the following key:

Biotechnology — Using biology + genetics to change living things. Energy Technologies — Finding safer, cheaper ways to create energy. Transportation Technologies — Creating new, “greener” vehicles. Nanotechnology — Building molecule-sized devices. Robotics — Designing robots to make and do things for us. Information Technology (IT) — Using computers to work with information.

Do it!

Members should now have a good grasp of what technology is and how it surrounds them. Next they will use technology (their computer) to research emerging technologies such as GPS. Members will also learn about referencing their source(s).

8

Locating GPS (Approx. time: 30-40 min.)

What is GPS? How can you find out about it? Who uses it and for what?

Equipment/Resources: Internet access


Instructions: For this exercise it is important that the leader assist the members, giving an opportunity to

search under supervision. Members unfamiliar with a mouse or touchpad should try a tutorial. Search for keywords mouse

tutorial or mouse robics to find sites like: <www.ckls.org/~crippel/computerlab/tutorials/mouse/page1.html> <www.pbclibrary.org/mousing/intro.html> <www.tech.tln.lib.mi.us/tutor/welcome.htm>

Note: the next exercise Referencing Sources should be done directly following this one as members will need the web addresses they research to create their references.

Guide members to search using keyword phrases such as global positioning systems explained for kids or GPS explained for kids to find at least two websites such as: <www.socialstudiesforkids.com/articles/geography/gps.htm> article on how GPS works <www.videos.howstuffworks.com/nasa/2191-how-gps-works-video.htm> video (3:35 min) <www.youtube.com/watch?v=Uwl2OATkTHw> video - using maps vs. GPS (9:55 min)

Additional sites for GPS enthusiasts: <www.pbs.org/wgbh/nova/longitude/gps.html> math game to calculate GPS position, or try searching the new navigation on nova online. <www.wondertime.go.com/learning/article/geocaching-adventure.html> contains an article about geocaching, or search “geochaching at www.wondertime.com

Help members answer the questions in their manuals using their own words. Leaders will want to note how well each member has done by comparing their responses to the

following rubric. Remind members that researching online doesn’t always get the right information immediately — using several sources will help ensure the information is true.

What does GPS stand for? Global Positioning System

What information does GPS give you?

Your exact position, where you are on the earth’s surface. (Other in-formation that members may include: the exact time, a map of your route, the distance you’ve traveled, your time on route, your current speed, your average speed and your estimated time of arrival.)

Name two places where you might see a GPS unit.

Possible answers include: cars, boats, planes, construction equipment, farm machinery, cell phones and more.

Jobs using GPS. Answers may vary and are up to the leader’s discretion.

Referencing Sources: (Approx. time: 10 min.)

Where did these ideas come from? Where can they be found again?



9

Instructions: Discuss the basic concept of a source — a place where you found sentences or

ideas you used in your writing such as a website, book, magazine, or speech. Note that borrowing words and ideas is just like borrowing property. It is intellectual property and the original creator must be noted. Reference or cite sources to avoid plagiarizing (stealing ideas or words without giving credit to their originators).

Discuss the term URL, (Uniform Resource Locator) and how each web page has a unique address so it can be located on the World Wide Web. Show members how to use the address line of a browser to find the web addresses.

Ensure members correctly copy at least one source/URL into the space provided in the manual.

Techno-jargon: (Approx. time: 10 min.)

Instructions: Discuss the importance of understanding and using the words associated with technology. Note the important words. Encourage members to use them in project discussions. Members may wish to create their own glossary for their showcase or achievement.

Cool Technology (Approx. time: 30-40 min.)

How can you find out more about emerging technologies?



Instructions: Members should try two or more websites to research the topic they choose by following links

and using the address box. Members may choose to search for alternate websites or topics. Wireless transmission of electricity: www.emergingtechnology.wordpress.com/2007/10/02/wireless-electricity/ article www.tristate.apogee.net/kids/leht_ifrm.aspx article www.youtube.com/watch?v=gt8Y93k0pB0&feature=related 9:53 min Nanotube uses: www.youtube.com/watch?v=IWcCxgXTtcc&feature=related 1:20 min www.youtube.com/watch?v=PtgjeTCFvuQ&NR=1 1:06 min www.sciencenewsforkids.org/articles/20081217/Feature1.asp article Touch screen technology www.youtube.com/watch?v=KmghYUG2Qho 2:09 min www.youtube.com/watch?v=KtKkOhMqVhY 3:26 min www.youtube.com/watch?v=c6WX7XGcRhk&feature=related 0:30 min Hydrogen fuel cells: www.videos.howstuffworks.com/discovery/32239-future-car-hydrogen-cars-video.htm 2:30 min www.sciencenewsforkids.org/articles/20050615/Feature1.asp article www.todaysgizmos.com/auto/hydrogen-fuel-cell-honda-cub/ article Prosthetic Robotics: www.sciencenewsforkids.org/articles/20070214/Note2.asp article www.reuters.com/news/video?videoId=98490&videoChannel=6&rpc=64 1:00 min www.youtube.com/watch?v=R0_mLumx-6Y&feature=related 5:34 min

10

Dig it! In this builder members have had a chance to explore the meaning of technology, its scope, and examples of old, new and emerging technologies. They have practiced using the Internet to research their topics and realized the importance of referencing sources.

The following activities and questions will help them reflect on what they have learned and apply what they know:

Go back to the skills list at the start of this builder. Ask members to describe how they know they can do each of the skills listed. If members have not achieved the skills or they don’t feel confident with their level of skill this is an excellent opportunity to revisit the activities related to skills needing more practice.

In Educated Guessing: members are asked to predict the technologies of the future. Brainstorm with members to think of ways technology has changed the world in the last century. Keep in mind the new and emerging technologies explored and let members imagine what might be new and interesting in each of the fields listed. Choose their “most likely” prediction to record.

Members might showcase their researching skills by describing the process they used in a speech, a taped interview, or perhaps by creating a recipe card or set of instructions to share with their peers.

Work with members to record the skills they have developed on their portfolio pages.

What’s Next?

In the next builder members will learn more about information technology, specifically about the Internet and how it works. Members will learn to avoid some of the dangers that exist in the online world. To get members thinking about the next builder have them discuss their online experiences and how they interact with others online.

Leader’s Notes

11

In t

he

Mem

ber

Man

ual

12

In t

he

Mem

ber

Man

ual

13


In the second Builder members will do more exploration online. Familiarity with the jargon is important and the terms surfing and browsing are introduced. Getting a good mental picture of the Internet and World Wide Web can be difficult. Along with the explanation given in the Members Manual, a city map may be useful to help members understand how computers are connected to form the Internet. The Internet refers to the entire connected grid of all “online” computers including their hardware.

Web pages are information pages stored in computers that can be accessed online. Related web pages may be linked to form websites. The main page of a website is called its home page. The World Wide Web can be likened to an addressing system that makes web pages retrievable. Each web page has a unique address called an URL (uniform resource locator) so other computers can locate it. The web pages stored in computers can be easily shared by those connected to the Internet — the information highway.

The world online is not without its hazards. Members are warned that social media such as You Tube, Facebook and Twitter, as well as search engines like Yahoo Answers and Google can contain inappropriate content. Adult supervision while surfing is expected for this project. For information about restricting access to inappropriate websites search parental control software to find reviews of software like Web Watcher, Cyber Patrol and Net Nanny. A second warning given in this Builder is not to give out personal information like names, addresses or phone numbers. Members should also be cautious of which photos they post on social media sites.

Members are also warned about malware. Malware is malicious software downloaded through email or websites to purposely damage your computer, and the computers of all your contacts. Keep your computers Internet security settings at a medium or high level and ensuring that it warns you of automatic downloads will help you avoid computer infections like viruses, Trojans, and worms. Age Considerations

In addition to supervising the content members browse, leaders should note the warnings included in the Member Manual regarding social media websites. Important Words

Help members understand the definitions of the following words using strategies listed in the Important Words segment of Builder 1 on page 6 of this guide.

Skill Builder 2: Connecting Online

Skills Checklist:

Explore the Internet and the World Wide Web Review online safety

Browsing To look for information on the Internet. Synonym — surfing.

Internet A global network of millions of computers.

World Wide Web All publicly accessible online documents collectively constitute the World Wide Web. They are specially formatted in HTML (hypertext markup language) each indexed with a unique URL (web address) making them easily accessed using hyperlinks.

Web page A document on the World Wide Web identified by an unique URL.

14

Web browser Any software application used to find web pages. Popular examples include Internet Explorer, Firefox and Netscape Navigator.

Website A single location on the WWW of one or more linked web pages. The main page of a website is called the home page.

Malware Malicious software designed to invade and damage your computer. Some examples of malware include computer viruses, worms, Trojans horses, rookits, spyware, and adware,

Address bar The box on your browser into which you copy the web address (URL) you want to find.

URL Uniform Resource Locator — the unique address of a web page on the World Wide Web.

Dream it!

Online Experience (Approx. time: 10 min.)

What have you done online? What would you like to try?


Instructions: Use the computer to review the terminology presented at the start of this builder. Show mem-

bers examples of each of the terms as you explain. Go through the list of online activities in the chart in their Member Manual. Explain those that

are unfamiliar. Use a resource like <www.webopedia.com/> to find definitions. Brainstorm with members to create lists of what they do online and complete the chart. Members

may include more than one Other? Time permitting, try one or more of these activities with your members or suggest that mem-

bers explore these activities (with supervision) as a homework assignment. You may want to re-visit this just before members complete their projects to make updates.

Do it! After examining the Internet and the World Wide Web, and taking an inventory of their personal online experience, it’s time to get more practice exploring online.

Let’s Go Surfing! (Approx. time: 30-40 min.)

Where can I go to have fun online?



Instructions: Allow members to browse at least two of the websites listed in this activity. Through hands-on exploration members should become familiar with using the address bar to

go to websites.

15

Note: Leaders or members may explore other web sites with appropriate content that coincide more closely with members’ interests. Looking for interesting sites? Best website lists may provide you with ideas. Try looking in online magazines like <www.todaysparent.com> or <www.time.com>.

Discuss the dangers of sharing personal information online. Introduce the concepts of Malware / anti-Malware. Visit:

<www.wydea.com/content/videos.php> to watch the video on viruses, worms and Trojan horses. Show members your computer’s anti-Malware protection program.

Ask members to give a “running commentary” of what they think is happening as they surf. Note member progress and comfort level by asking them how they feel while browsing.

Dig it! Members have now had an opportunity to look at some interesting sites while gaining more online experience. Members have been warned to avoid online dangers such as: malware, websites with inappropriate content, and websites collecting personal information for criminal purposes. Now members will reflect on their learning and assess their progress through the following activities and questions: Go back to the skills list at the start of this builder. Ask members to describe how they know

they can do each of the skills listed. If members have not achieved the skills or they do not feel confident with their level of skill this is an excellent opportunity to redo activities related to skills where more practice is necessary.

In Sharing information members have an opportunity to do exactly that — share their information with others as they apply their skills trying one of the activities listed. To complete this exercise members will answer the reflective questions in their manuals.

Remind members to plan for their Project Showcase . Members could create a model to depict the Internet or showcase their favourite websites. Be creative!


Leader’s Notes

What’s Next?

Members will learn about ways to find and share information online. Ask members what they would look up online if they had a chance to get them thinking of how they’ll use their next skill set.

16

In t

he

Mem

ber

Man

ual

17


The Internet can be a wonderful resource if you know how to use it effectively. Otherwise finding what you want can waste hours unnecessarily. This builder begins by focusing on giving members a better concept of how they are moving between web pages as they browse. Hyperlinks (links for short) are introduced here. Members may think of hyperlinks as connectors on the information highway — the Internet. When you click on a hyperlink you are loading the address it represents into your address box and moving to that web page. Members will become familiar with the names and purposes of their web browser buttons. The back and forward buttons are used to navigate. The refresh or reload button gets you a “fresh” version of the web page you are looking at. The stop button helps you cancel an unwanted next move, and home takes you to your home page.

The second activity in this builder contains tips to help members search. Here members will have an opportunity to try searching using a popular search engine. Leaders will show members how to narrow their search by using: multiple key words — choosing combinations of words or phrases that will likely only be found

in the kind of information you are seeking quotations — surrounding key word phrases with quotation marks to find exact phrases + or - signs — including or excluding the words they directly precede Previewing the video at <www.video.about.com/google/Search-Effectively-Online.htm> will help you brush up on using these search techniques.

Members will look at several kinds of social media. Being familiar with how to use all of them is not essential, but if this is an area where you lack expertise, try enlisting the help of a guest. This builder will give your members some hands-on experience communicating online. Age Considerations

Leaders must ensure that members browse age appropriate material and follow the warnings included in the Member Manual regarding social media websites. Important Words


Skill Builder 3: Find It, Share It

Skills Checklist:

Use hyperlinks Search effectively Communicate online

Hyperlinks World Wide Web connectors that, when clicked, move you to another place on the Web — another web page, or another place on the same page. Also referred to as links.

Navigate The process of moving from one place to another, as between web pages. The back and forward buttons are used to navigate.

Search engine A program that searches the World Wide Web to find web pages containing the key words you choose. Different search engines search different areas of the Web. Popular search engines include Google, Yahoo and Dogpile.

18

Dream it!

Surfing Lessons (Approx. time: 30-40 min.)

What are hyperlinks? How do I move through the pages on the World Wide Web?



Instructions: Review the definition of a web browser and identify the one being used. If possible look at

another type of browser software and note its similar features. Have members visualize or draw Marty on his surf board jumping from “web page “ to “web

page wave.” Find and count the hyperlinks found on the homepage of <www.4h.mb.ca>. Describe what it means to use the back and forward buttons to navigate. Note: they will only

move through web pages that open in the same window. Note: when clicking a hyperlink which opens a new window the back button won’t work.

Help members visualize navigating the web by describing Marty navigating, or surfing his way through an ocean of web pages. Here again drawings could be used to check understanding.

Explain the purpose of the stop and refresh buttons. “Refresh” reloads the web page you are viewing to ensure you are seeing the most current information. “Stop” stops the browser in the process of loading a web page. Note that some web pages, such as weather tracking websites, contain time-sensitive information and make updates as often as every few minutes. Practice using the stop and refresh buttons to strengthen understanding then have members create definitions in their own words.

Quiz members to see if they can find the features they’ve explored — navigation buttons, address bar, stop button, a hyperlink on a webpage, or any search boxes in special toolbars.

Hunting Hints (Approx. time: 30-40 min.)

How do you choose the right search words to find the results you need?



Instructions: Give members an opportunity to look at several different search engines. Be sure members un-

derstand that different search engines may give them different results because of how and where they search.

Watch the video suggested in the Member Manual on searching effectively. Let members prac-tice searching Google for the Manitoba 4-H website where they can find a piece of new informa-tion to include in their manuals.

Assist members in finding other interesting and appropriate information using their search skills. Ideas might include: current events, famous people, or new technology. Members can reinforce their understanding and demonstrate their learning by helping each other narrow their searches.

Social media The collective name for networking websites that allow their users to share and interact. Popular examples include My Space, Facebook and You Tube.

19

Do it! With more practice refining their surfing and searching skills members will put their skill to use finding information about social media.

Media Matching (Approx. time: 30-40 min.)

Have you heard of Facebook? What is social media?



Instructions: Discuss how friends and/or family use social media. Show members examples of what you use or look at home pages to give a better picture of: social media www.facebook.com or www.myspace.com blog www.tmz.com or www.gizmodo.com wiki www.en.wikipedia.org/wiki/Wikipedia:About instant message www.messenger.yahoo.com VoIP www.skype.com/help/guides/howskypeworks Direct members to use a search engine to look up definitions they don’t know then match the

definitions to the social media terms. Results from Wikipedia or Webopedia will be useful for this activity. Reword definitions to be sure members understand the vocabulary.

Leaders may want to use check marks to reinforce correct matches and give hints to those having difficulty. Use the following key:

Email........................... electronic mail that allows you to send and receive messages Web page.................. page of information posted on the Web Wiki............................website built as a group project that anyone can add to or edit Blog.............................online journal that you can add to and show the world Instant Messaging..... two way live text messaging, like a private chat room. Website..................... location on the www made up of one or more linked web page

Members wanting to broaden their social medial vocabulary may want to research other terms. More terms are listed in their manual below the matching exercise. Information gathered could be used to create a presentation, display or speech to share with others.

Dig it! Practice, practice and more practice will help members to apply their new knowledge. Try to introduce members to as many different online experiences as possible. Time to play is important! The following questions and activities will help members reflect on their learning and realize their progress: Go back to the skills list at the start of this builder. Ask members to describe how they know

they have accomplished their goals. If members haven’t demonstrated the skills in this builder, or they don’t feel confident with their

level of skill, they may go back to the skill-related activities for more practice. Get Some Experience encourages members to “get experience” by trying three of six types of

online communication. Members will record their best experience and assess why they liked it. Take this opportunity to remind members that good conduct online is important — Character

Counts. Review the six pillars of character (trustworthiness, respect, responsibility, fairness, caring and citizenship) at <www.charactercounts.org/sixpillars.html>. Discuss how each is important online.

20

Brainstorm with members to find ways to show proof of their online skills and their understanding of social media for their showcase. Printing out their emails, WebPages or blogs, recording a Skype conversation, or creating a “What is Twitter?” video or poster are some ideas. Work with members to record the skills they have developed on their portfolio pages.

Leader’s Notes

What’s Next?

In their next builder members will take a closer look at how computers work as well as their internal and external parts. To help members get motivated to learn more ask them what kinds of parts make up their computer systems. Can they name them? Or flip through an electronics store advertising flier and ask them to find computers they’d like to have.

21

In t

he

Mem

ber

Man

ual

22


To get along in the jargon-filled world of computers members should understand and use the proper names for the internal and external parts of their computers. Hardware is best demonstrated by showing members the actual physical pieces of a computer. Different kinds of computers and hardware can also be seen online, in advertising flyers or in electronics stores. Find visuals of desktop, laptop and PDA (Personal Digital Assistants) to share with members.

Members should understand that software is not the CD ROM they use to play a game, it is the set of instructions stored on the CD called program files or just programs. The CD ROM itself is hardware. The same kinds of instructions stored in the computer’s internal memory or hard drive make their computer work. These are called system files. Programs can also be stored on the hard drive. Computer operating systems carefully keep these files separate from those we make ourselves but they are still accessible. Caution members not to tamper with them.

Members should realize that different kinds of software do different jobs. One of the programs that you can show your members is a screen saver. A screen saver’s constant movement was once used to prevent images that stayed on CRT or plasma monitors too long from burning in. This isn’t a problem for today’s LCD monitors. Today a screen saver’s primary uses are security and entertainment.

Knowing how a computer works in depth is beyond most of us and not something members are expected to know. Preview the video at <www.wydea.com> on how computers think. It will give you and your members a general sense of what’s happening inside your computer. If members want to look at other bits of hardware the best method is to get out the screwdriver and open up an actual computer. If that is not a possibility they should watch the video at <www.kids-online.net/learn/click/table.html> and practice identifying the parts. Age Considerations

The Members Manual is appropriate for all members age 9 and up. Leaders must supervise and use their discretion during online activities to ensure the content members browse is age appropriate. Important Words


Skill Builder 4: Bits and Pieces

Skills Checklist:

Identify computers and their parts See how computers work Discover different types of software

Hardware All the physical pieces used with computers. Everything from the mouse to cables.

Software Sets of instructions your computer uses to perform a specific tasks, from operating your computer to playing a game.

23

Desktop computer A computer system generally made up of separate components (ex. monitor, keyboard, system unit, pointing device) that are connected by cables or wirelessly.

Laptop computer or Notebook

Portable computer system, usually with an LCD monitor, keyboard, system unit and pointing device in one compact unit.

PDA Personal Digital Assistant— a hand-held mini-computer with many of the communications capabilities of larger computers. It’s compact size currently limits its capacity but this technology is advancing very rapidly.

Program Files Software that is not part of a computer’s operating system . Programs do specific jobs, like word processing or photo editing. Members may think of them as tools they use to do what they want to do on their computer.

System Files The software that makes your computer work, your operating system. Linex and Windows are examples.

Dream it! Pick a Part: (Approx. time: 20-30 min.)

Can you name the parts of a computer?

Equipment: Internet access.


Instructions: Have members help you find and identify pictures of different kinds of computers and different

computer parts. You might do this online using an electronic stores website or from advertising fliers or magazines.

Circle the pieces that are part of their computer system. Discuss the definition of software as the part of your computer you can’t see. Brainstorm to

create a list of software programs members have used. Use Marty’s warning about system files and program files to help define these words.

Point out the joke about screen savers, and help members “get it” by explaining their original use.

Measure success by asking members to name the parts of the computer in front of them.

Puzzling Programs: (Approx. time: 10-20 min.)

Name a program you can use to...?

Instructions: Unscrambling the program names in this activity may be easy for some, but for those without

much prior knowledge, it will be difficult. If so, try giving them the list of possibilities below to make the job less challenging. Then discuss how each group of software is used.

Internet Explorer, Firefox, Safari and Opera PhotoPerfect, Corel Photo-Paint, Photoshop and PhotoLine PageMaker, Publisher, and PagePlus Darwin, MacOS, Linux, Windows and Vista Check for correctly unscrambled words: firefox, Photoshop, publisher and linex.

24

Do it! Members have now reviewed the more familiar bits and pieces of computers. Their next task will be to take a look at something totally new, what’s inside.

Sneak a Peek Inside: (Approx. time: 20-30 min.)

How does a computer work? What’s inside the box?

Equipment/Resources: Internet access


Instructions: Members should first watch the video “Computers—How Do They Think?”. After the video

discuss what happened. Try to retell the story. Allow members to try the Click-N-Learn activity online. Help members identify what the pieces

do given what they learned in the Wydea video. If possible, allow members to dismantle and identify pieces in an old computer.

Dig it! After looking closely at computers, inside and out, members should be more familiar with computers and how they work. Members should reflect on their learning and assess their progress through the following activities and questions: Review the skills list for this builder. Ask members whether or not they feel they have

accomplished these goals. Members who have not demonstrated these skills or don’t feel confident with their level of skill can take this opportunity to practice more before moving on.

In Picture This - Me at the Computer members will include a photo of themselves working with computers. Discuss and record what members are doing in the photo. To believe in their ability members must be able to visualize themselves accomplishing their goals. Reinforce their confidence by congratulating them on their skill often.

Members may consider using a copy of their photo to create a scrapbook page journaling their new skills to use as part of their showcase.


Leader’s Notes

What’s Next?

In Builder 5 members will work with computer files they make practicing file management. Ask members to describe their rooms (neat vs. messy) and how it affects their ability to find things they need. Tell them computers can get messy too if things aren’t put away!

25

In t

he

Mem

ber

Man

ual

26


For this builder a mental picture of what is happening in the computer will help members understand what they are doing. Files and folders must be put away and organized. Learning to do this will save time and aggravation. The filing cabinet model described in the Member Manual will help them “see” what is happening when they practice file management. Members can think of their files as items they’ve made that they want to keep, like creative drawings or poems. Use this model to explain file and folder creation, nesting, saving, renaming, moving, copying and deleting.

Where exactly do files go when they are saved? By default most programs send files to a special user folder called (My) Documents. Members should realize that this is to keep them separate from system and program files.

Members will learn basic file-naming rules. Be consistent, use plain words and include dates to create meaningful file names that will be easier to find. Avoid upper case letters to help avoid typing errors. Limit name length to reduce time spent typing and widening columns to read the whole name. Characters not allowed are listed in the Member Manual. Finally, members are also introduced to another part of file names, file extensions. Age Considerations

These activities are for all members age 9 and up. Continue supervising to ensure the content members browse is age appropriate. Important Words


Skill Builder 5: Save It, Store It

Skills Checklist:

Picture how computers store files Manage files

File Information stored as an unit, or item in your computer. (i.e. a letter)

Folder A way to group files that are related — create folders to put your files in.

Default A preset setting. Document files you save are put into (My) Document auto-matically, or by default unless you specify another location.

(My) Documents Where your document files are saved by default — automatically.

File extensions A suffix (ending) added to a file name to tell the computer what kind of pro-gram made and can reopen the file. They are automatically added by pro-grams when you name files — ex: Word (.doc or .docx), Works (.wps).

Nesting Here, nesting refers to keeping folders inside other folders to organize them.

File management Organizing the files in your computer. File management includes: saving, re-naming, moving, copying, and deleting.

27

Dream it!

What’s in a Name? (Approx. time: 20-30 min.)

What should you name your file?

Equipment: A computer.

Instructions: Explain the filing cabinet model. Try to make this model as real for your members

as possible by using a real filing cabinet (or just a box labeled filing cabinet) and some pieces of paper and folders to represent the parts of the model. Try to demonstrate what is happening to their “file” when it is saved (and named) renamed, moved, copied or deleted. Show your members how file folders can be in file folders.

Look at the list of files saved in (My) Documents in your computer. Have members guess what is in them. Read through the file naming rules and ask members to guess the purpose of each.

After reviewing the file naming rules and why each is important, let members choose the best file name from each of the three lists. Check to ensure their choices are: horse drawing july 2009 christmas list 2010 science september 2

Show members some different file extensions. (You may have to change settings in your control panel/folder options/view to show file extensions.) Discuss why they are important.

Controlling File Clutter: (Approx. time: 30-40 min.)

Why keep your computer organized?

Equipment: A computer.

Instructions: Have members visualize a very messy office desk. Let them describe what they can see as they

picture it. Then define file management as a way to control the clutter. Explain default folders and nesting as other strategies to keep files in control.

Direct members to record the problem they think will result from never nesting their files.

Do it! After having looked at what file management is and why it is important it’s time to practice and learn to do by doing.

Managing My Files: (Approx. time: 30-40 min.)

What kind of tasks does managing files include? What do I do?

Equipment/Resources: A computer

Instructions: First guide members to create and name their own folder in the document default folder of your

computer. Use this as an opportunity to review file naming rules. Follow the directions to create some sample files to work with — ones that can be deleted.

Continue with the steps in the Member Manual until members have successfully finished the ex-ercise. Remind members who have difficulty not to be discouraged; we learn through our mis-takes. Repeat the exercise until members feel comfortable in their understanding. Try using physical props to demonstrate what is happening as the members work through the exercise.

28

Ask members to describe what is happening as they do each of the steps to check their learning. Remind members to mark the skills they have successfully demonstrated.

Dig it! With a better picture of how files are stored and some practice managing files, members will now test their ability to apply their knowledge. Use the following exercise and questions to help members complete this phase of their learning cycle:

Review the skills list at the start of this builder. Ask members to describe how they know they can perform each of the skills in this builder and how they feel about their level of success. At this point members who have not demonstrated all the skills listed or are not comfortable with their level of skill may choose to go back for more practice.

In Let’s Compare members are asked to apply the concepts discussed in file management. Members will match similar concepts, comparing file management to closet organization. Members should be able to relate:

boxes to folders, possessions to files, changing labels on boxes to renaming folders, throwing away boxes to deleting folders and throwing out possessions to deleting files. Teaching others is always a good way to learn something better yourself. Encourage members

to share their file management skills with friends or family. Members might want to showcase their skills by planning a file management demonstration or workshop.

Work with members to record the skills they have developed on their Portfolio Pages. What’s Next?

The next builder concentrates on computer memory, portable and fixed. Capture your members’ curiosity and get them thinking about what they will tackle next by examining a memory stick and a CD ROM. Ask members to tell you what they know about each and guess which will hold more.

Leader’s Notes

29

In t

he

Mem

ber

Man

ual

30


RAM and ROM memory are commonly used computer terms that members should understand. Liken RAM to the amount of working capacity of a computer, while ROM describes storage space, how much stuff can be put into it. To compare storage devices members will have to understand the units used to measure memory — bytes, kilobytes, megabytes, gigabytes and terabytes.

Members will learn to recognize three types of storage. While Flash storage drives are becoming increasingly more popular because of their compact size and more stable nature, magnetic and optical memory are still widely used. Your hard drive is magnetic memory. System tools like defragment and cleanup are used periodically to keep it working efficiently. While only very heavy computer users need to do a weekly cleaning, most of us need only add it to our monthly routine. Watch Lab Rats demonstrate defragmenting at: <www.videos.howstuffworks.com/labratstv/2828-episode-54-defrag-demystified-video.htm>.

There are many health and safety problems that can befall your computer. A host of potential hazards are noted in this Builder. It is important for members to know the rationale behind the do’s and don’t . Most are very basic, but some you may not know. If it won’t work at all make sure it is plugged in. Rebooting your computer sometimes fixes problems by rechecking the computer. Too many programs open at once overloads RAM memory slowing or freezing your computer. Avoid collecting unnecessary temporary files by closing programs before shutting down. Static electricity from lightning and even a vacuum cleaner can harm your computer. Any magnet will erase magnetic memory like hard drives, floppy disks and tape memory. Malware often travels in unsolicited email; don’t open what you don’t recognize. Health problems related to sitting still too long may be avoided by stretching, taking exercise

breaks, and using a chair that supports your lower back. Important Words

Help members understand the definitions of the words on the next page using strategies listed in the Important Words segment of Builder 1 on page 6 of this guide.

Skill Builder 6: Memory & Maintenance

Skills Checklist:

Understand computer memory Compare storage devices Understand basic computer care

RAM memory The thinking memory of your computer. Memory used to run programs.

ROM memory All forms of memory used for information storage.

Byte Measure of stored information, the memory necessary to store approximately one character (letter or number).

Storage Collective name for ROM memory devices. Magnetic storage uses magnetism to store and read data, optical storage uses lasers, and flash storage uses electricity.

31

Dream it!

Measuring Memory (Approx. time: 10-15 min.)

How big is a gigabyte? How big are your files?

Equipment: A computer

Instructions: View the sizes of different files in (My) Documents and (My) Pictures. Notice that some files, like

photos, take more memory than others. Find the largest and the smallest. Do the calculations with your members to find the size of a gigabyte. Note the number of

characters it would hold.

Data to Go: (Approx. time: 20-30 min.)

What kinds of storage are there? What should you use?


Safety Considerations: Supervise members as they browse online to ensure content is appropriate.

Instructions: Help members search for the approximate sizes of storage devices to record in the chart

provided. Finding the largest size available isn’t necessary. Look at what you have first then try sale fliers or search online to see what is available. Here are some current “largest on the market” sizes from July 2009: Floppy disks .......................1.44 Megabytes (MB) Tapes.............. Up to 1 Terabyte (TB) Hard drives.......................... Up to 1.5 Terabytes (TB) CD-R ................. 650-700 Megabytes (MB) USB flash drives (sticks).. 128 Gigabytes (GB) CD-WR............. 650-700 Megabytes (MB) Memory cards ............... Up to 1 Terabyte (TB)

System Tools A set of programs that comes with your computer to help you keep your hard drive and RAM memory functions optimal. Some commonly used system tools include disk defragmenter and disk cleanup.

Defrag Short for defragment. This takes files stored as fragmented pieces throughout your hard drive and regroups them as whole rather than fragmented files. It takes computers longer to retrieve fragmented files than whole ones causing them to slow down. Defragmentation schedules depend on computer usage.

Disk cleanup Allows you to clean out your hard drive by deleting groups of unnecessary files, like temporary Internet files.

32

Do it! Knowing what memory is helps you understand what is in your computer and how to care for it. The hard drive in your computer needs maintenance to keep it working efficiently. Members will not only learn a bit about hard drive maintenance but also a variety of computer care tips to help them troubleshoot problems and avoid disaster.

Computer Care — The Inside Story: (Approx. time: 30-40 min.)

Why do computers get sluggish? What can you do to keep yours running at its best?

Equipment/Resources: Internet access.


Instructions: Guide members to do a disk defragmentation and a disk cleanup. Note that disk

defragmentation can be lengthy. Use a computer with few fragmented files. Explain what is happening inside during defragmentation and why they should do it. Remind members to delete only unnecessary files they recognize.

Computer Health and Safety: (Approx. time: 30-40 min.)

Can static electricity harm computers? What else can? What if the computer quits working?

Equipment/Resources: Internet Access.


Instructions: Look through the list of hazards given in the Member Manual. Discuss why each of them

presents problems. Then watch Clean Computers-Outside at <www.youtube.com/watch?v=rvvzoMo2Xog> for some computer cleaning tips (9 min). Note Marty’s message. A clean mouse on a clean surface works best!

Allow discussion while members work through the quiz in their manuals. Give positive feedback when the discussion is on the right track, and warn them when their assumptions are incorrect. Check their responses. Only questions 4 and 6 are false. The others are true.

Dream it! Members should now have a better grasp of the storage devices available today. They’ve explored how to keep their computer clean and safe from a variety of hazards. Lastly they have a couple of strategies to try if things aren’t working. Now members should reflect on their learning and assess their progress through the following activities and questions: Review the skills list for this builder. Ask members whether or not they feel they have

accomplished these goals. Members who have not demonstrated these skills or don’t feel confident with their level of skill can take this opportunity to practice more before moving on.

Avoiding Disasters gives members an opportunity to present what they know about the potential threats covered in this Builder. Help members assemble their ideas and create a unique poster in whatever medium they choose. Encourage members to be creative and applaud their efforts.

Members may consider using their poster as part of their showcase. Work with members to record the skills they have developed on their Portfolio Pages.

33

Leader’s Notes

What’s Next?

In Builder 7 members will explore some types of software. Ask members to visualize what they would like to create most. Ask them what kind of software they would need and where they might find it. Read through the instructions for the Program Practice on page 36-37 to begin contemplating their plan for the projects in the next builder. It never hurts to plan ahead!

34

In t

he

Mem

ber

Man

ual

35

Skills Checklist:

Recognize and use different software Understand software applications in professional fields


In this builder members will first be introduced to different kinds of application software. Leaders are encouraged to demonstrate as many different varieties as they can access. If your software collection is limited, enlist the help of others to give members a more valuable 4-H experience. It is not expected that leaders will be able to demonstrate all of these kinds of software, but all can be discussed. Search for the example program names to find descriptions for members to read.

Next members will use at least two kinds of software to get hands on experience. Leaders should be familiar enough with the programs chosen to teach members basic skills. These two projects need not be complex and should be adjusted to meet each member’s level of expertise. Members are not expected to know the software, just to use it with assistance. Age Considerations

Leaders must supervise and use their discretion during online activities to ensure the content members browse is age appropriate. Important Words


Skill Builder 7: So Much to Do

Data bases Save, search and sort huge amounts of related information files (ex: telephone book): MS Access, Filemaker Pro.

Spreadsheets Do calculations needed for business math (finance): MS Excel, Lotus 1-2-3.

Graphics software Create and/or edit images from drawings (like clipart) to digital photos: Corel Draw, MS Paint, Adobe PrintShop.

Word processors Create files made with text (typing) which may allow limited use of graphics: MS Word, Open Office Writer.

Presentation graphics programs

Make electronic slide shows: PowerPoint, Open Office Impress.

Dream it! Mix and Match Software Challenge: (Approx. time: 30-40 min.)

What can you do on a computer?


Safety Considerations: Members should browse under supervision to ensure content is appropriate.

36

Instructions: Help members gain a better idea of what is out there in the world of software.

Explain, demonstrate, or let members briefly try the types of software applications listed their manuals. Use the Internet as a resource to look up software reviews or demos for applications not available for more hands-on viewing.

Let the members match application types to their meanings. Check for correct matches using this Builder’s Important Words segment in this Leader Guide. Encourage members interested in specific hobbies such as photography to see how learning software may be beneficial or even essential.

Do it! Now that members have toured, viewed and/or discussed eleven different kinds of application software it’s time to get some hands-on experience working in two kinds of software to create two personal and unique projects.

Program Practice: (Approx. time: 2—3 hours)

What do I do now?



Instructions: Help members choose the kind of project they would like to make by giving them a list of

possible software choices. Try to be as creative as possible in finding opportunities for members to work with a program that interests them. Enlist friends, family or use the 4-H network to broaden your available resources. Could a 4-H senior member or ambassador be helpful here?

Once the kind of project is determined make specific plans. Help members define and write down: Objectives: the purpose of their creation, its intended audience, its size and scope. Ask

questions to get the details. For example: What do you want to do? Why? For who? How many pages/songs/pictures etc? What exactly will it look like when it’s finished?

Resources: the people and equipment needed. Find the answers to questions like: Who has that program and is willing to help you? Do you have that equipment? Can they (or you) fit that into your schedule?

Logistics: details describing where, when and how the project will get done. Members will need to plan: Where will you meet? When can you get together? Which program features will you explore? How long will it take? Will you need two meetings?

Supplies: Try to think of everything, from special paper for printing, to a CD ROM and labeled case, to a picture frame for display. Ask questions like: What exactly do I need (from creation to completion)? Where will I get it? When will I get it?

Note: Planning is most almost always easier than doing. Help members stay focused on what is realistic given their situations.

As a guideline, each project should not take more than 90 minutes to complete. Record how well members stick to their plans and time constraints.

Note how well members are able to work cooperatively with others and follow instructions. Help members stay on track by checking off what is done on their project plan as the project

progresses. Modify what isn’t working, celebrate successes, and don’t forget to have fun!

37

Dig it! In this Builder members have had real experience seeing what programs can do and how they can use them. Members should reflect on their learning and assess their progress through the following activities and questions: Review the skills list for this builder. Ask members whether or not they feel they

have accomplished these goals. Members who have not demonstrated these skills or don’t feel confident with their level of skill can take this opportunity to practice more before moving on. Note that the objective for this builder is not to learn two types of software, only to use them with or without assistance.

In Computer Careers: members will record a brief inventory of new skills they have learned. Next read through the list of careers included and brainstorm to think of ways each might use computers. Help members deduce that computer skills would be useful in all of them. Finally, read through the list of computer skill used in the Member Manual. Encourage members to see themselves doing these tasks. Offer examples to help make their mental pictures more personal. Have members mark the check boxes to measure the scope of their vision. Note growth since the beginning of this 4-H project.

Help members plan to use some of the work they have done in this builder to showcase their talent or to display at achievement.

Work with members to record the skills they have developed on their Portfolio Pages. This page should now be complete.

Leader’s Notes

What’s Next?

Having finished all of the builders, it is time to finish planning and do the Showcase Challenge. The Showcase Challenge will help members prepare for 4-H Achievement. Be sure the portfolio page is complete! Fill in all of the Exploring Technology Project Skills chart on the Portfolio Page (page 40). Space is provided for some thoughts and reflections on the project.

38

In t

he

Mem

ber

Man

ual

39

Showcase Challenge

Have members use their Member Manual to help them in organizing what they have learned to use in this activity. The form of the showcase can vary according to the wishes of the leaders and 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.

Addition Suggestions (not in the Member Manual): Teach some of your computer skills to residents of a senior citizens home. Come up with a list of advice for beginner computer users. Give a speech or presentation about a specific software, showing how you can apply many of your

computer skills learned in this project.

In t

he

Mem

ber

Man

ual

40

In the Member Manual

41

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 project activity, 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 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.

In t

he

Mem

ber

Man

ual

42

In the Member Manual

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 Initiatives 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 greater 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 Initiatives (MAFRI)

4-H Quality Equation Principles

Quality People Promote responsibility, respect, trust, honesty, fairness,

sportsmanship, citizenship, teamwork and caring. Quality Experiences

Provide members with personal development and skill development experiences.

Quality Projects Promote and value quality effort. Promote high quality, safe food production within industry standards.