January/February 2018 – Vol. 31 No. 2

Animal Welfare Education in California 4-H

Posted: Monday, June 20th, 2016

by Cheryl L. Meehan, Kelley M. Brian, Lynn Schmitt-McQuitty, Emily Schoenfelder, Martin Smith, Steven M. Worker, and Andrea Ambrose

The 4-H Youth Development Program is a national non-formal education organization for youth ages 5-19. Through its national Science Mission Mandate, the 4-H program has the potential to help advance youth scientific literacy through programming in a wide variety of subject areas, including: plants and animals; environmental and earth sciences; biological sciences; physical sciences; and science and technology (4-H National Headquarters, 2007). 4-H also offers the opportunity for youth to explore topics outside of those covered by school-based science education. For example, each year approximately 30,000 youth enrolled in California 4-H participate in Animal Science projects that involve agricultural, service, and companion animals (California Enrolment Data, 2015). These projects engage youth in the rearing, caring, showing, and in some cases, breeding or marketing of these project animals. Animal Welfare is a topic that is relevant to all Animal Science projects; however, Animal Welfare has not yet been systematically addressed by 4-H in California through educational programming.  

The study of Animal Welfare is a rapidly growing field that engages scientists and veterinarians in research that seeks to provide better understanding of the needs and experiences of animals, and strives to find balance between these and the practices of modern animal use. Furthermore, Animal Welfare is a social and cultural issue that is increasingly being incorporated into the legal and political landscapes. There are few published studies evaluating the impacts of Animal Welfare focused educational programs on youth, but there is developing evidence that humane education programs can have positive impacts on children’s attitudes and behavior toward animals (Tardiff-Williams and Bosacki, 2015), as well as support the development of empathy toward other humans (Ascione and Webber, 1996). Thus, the development and implementation of educational programming for 4-H youth that focuses on Animal Welfare is relevant and timely.

To address this need, a multi-disciplinary team at UC Davis has developed a hands-on, inquiry-based curriculum organized as a set of Animal Welfare Proficiencies that integrate the key scientific and cultural components of Animal Welfare. The curriculum is built around the experiential learning cycle that promotes 4-H Animal Science youth participants to explore these scientific and cultural components in real-world contexts. An introductory module supports exploration of topics central to Animal Welfare and provides experiences with ethical decision making activities. The balance of the curriculum is organized into the five modules described below:

  • Level 1: Animal Behavior

Youth develop skills in behavioral observation, with the focus on animal behavior as a tool for measuring and interpreting Animal Welfare. Youth also gain an understanding of, and appreciation for, behavioral and cognitive capacities of animals.

  • Level 2: Animal Health

Youth engage in activities that introduce “Tip-to-Tail” health checks and health information documentation. Youth also practice observational skills and perform health-related data collection with their own animals.

  • Level 3: Housing and Husbandry

Youth identify basic needs that must be met through animal housing and care, as well as design enrichment plans that support enhanced welfare.

  • Level 4: Human Animal Interactions as an Important Component of Good Welfare

Youth explore human-animal interactions and the connections between these relations and the animal’s welfare.

  • Level 5: Knowledge and Skills Application

In Proficiency 5, youth move to the culminating activities of the project. They use a self-assessment tool to identify welfare risks present in their current practices and then implement strategies to improve the welfare of their animals.

The curriculum series was tested with 35 youth through a partnership with the 4-H Youth Development Program in California. Knowledge, skills, and attitudes were assessed using a retrospective survey tool and the resulting data were analyzed for significant changes over time. As a result of participating in the curriculum activities, youth reported that they had improved their abilities to collect both behavioral and health information and were significantly more likely to incorporate these practices into their daily animal care routines. Youth also reported that they were significantly more likely to consider their animals’ behavioral and physical needs when making decisions about housing and care then they were prior to participating in the program. Adult volunteers who implemented the program with youth also reported improving their knowledge about Animal Welfare concepts and indicated that they would be likely to incorporate the Animal Welfare Proficiencies into future 4-H Animal Science projects.

Providing in-depth and sustained educational experiences is an important strategy for enhancing subject-specific skills and scientific literacy (Smith & Meehan, 2014). The Animal Welfare Proficiency series is currently undergoing peer review with the University of California Division of Agriculture and Natural Resources. Once published*, this curriculum will provide a readily accessible resource with which educators in formal and non-formal settings can explore socially- and scientifically-relevant topics of Animal Welfare with school-age youth.

*For more information, contact Martin H. Smith (mhsmith@ucdavis.edu) or Cheryl L. Meehan (clmeehan@ucdavis.edu).

References

Emily Schoenfelder is the 4-H Youth Development Adviser, and Martin Smith is a Specialist in Cooperative Extension. Steven Worker is a 4-H Youth Development Adviser, and Andrea Ambrose, Director of Development Services. Lynn Schmitt-McQuitty is a 4-H Youth Development Adviser & County Director, and Kelley Brian is the Youth, Families and Communities Adviser. All are a part of the University of California, Agricultural and Natural Resources, 4-H Youth Development Program. In addition, Steven, Martin, and Lynn are members of CSTA.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.