OHIO STATE UNIVERSITY EXTENSION

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365 Self-Determined Project

Member determines and designs own project or uses one of these idea starters:

365.01 Astronomy 365.02 Model Railroading 365.03 Weather 365.04 Clowning 365.05 Rocks, Minerals, and Fossils 365.06 American Sign Language 365.07 Computers 365.08 Discovering Genetics 365.09 Canoeing 365.10 Local Foods: Does It Matter What You Eat? 365.11 Camp Counseling 365.12 Miniature Gardens 365.13 Reptiles and Amphibians 365.14 Climate Change 365.16 Viruses, Bacteria, and Fungi, Oh My! (Plant Pathology) 365.17 Babysitting 365.18 Ways of Knowing Water 365.19 The Work World is Calling . . . Are You Ready? 365.21 Skateboarding 365.22 Pigeons 365.23 Native American Artifacts: Arrowheads 365.24 Shale Gas Extraction 365.25 Flower Gardening 365.26 Hedgehogs 365.27 Ferrets 365.28 Chinchillas 365.29 Field to Faucet: What Determines Water Quality

1. Complete all project guidelines as listed in the Self-Determined Project Guide. (see next 5 pages)

2. Neatly create an educational exhibit and/or a poster illustrating and describing some aspect of your project. Yourname and club name need to be visible on the front of the display.

3. Bring to Interview Judging:a. Any accumulated materials needed for project.b. Completed Self-Determined Project Guide #365.

c. Project records. Include pictures, examples of items made, price list, or other records to illustrate what youhave learned.

d. Educational exhibit or poster.e. Know the 4-H Pledge, 4-H Motto, and 4-H Colors.

4. Exhibit at the fair:a. The educational exhibit or poster from Interview Judging. (Project book does not qualify as an exhibit.)

Revised December 2017

Self-Determined Project Guide

by Bob Horton and Kathy Cox, Extension Specialists, 4-H Youth Development

Project BackgroundA 4-H Self-Determined Project is an opportunity for members to go beyond the scope of their current project or to explore a topic that is unavailable as a project book. Self-Determined Projects on the same topic may be repeated if new areas of interest, learning experiences and leadership/citizenship activities are selected.

Not sure what topic to explore? You can get some great ideas by reviewing the Idea Starters available online at ohio4h.org/selfdetermined.

Project Guidelines1. Identify a possible topic for your project.

2. Complete the Planning Your Adventure section (Steps 1 through 3) of this guide by discussing andresearching your topic, by planning and completing at least two learning experiences, and by planning andcompleting at least two leadership/citizenship activities.

3. Complete the Conducting Your Adventure section by identifying and completing three areas of interest andthree activities within each area.

4. Complete the Reporting Your Adventure section of this guide.

Name: ______________________________________________________________________________

Age (as of January 1 of the current year): _________ County: _________________________________

Club name: __________________________________Advsior: ________________________________

Topic you’ve chosen to explore: __________________________________________________________

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4-H 365

OHIO STATE UNIVERSITY EXTENSION

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PLANNING YOUR ADVENTURE

Step 1. Let’s Begin (Check off what you plan to do.) ☐ Discuss your ideas with family, friends, and of course, your project helper.

☐ Check books about your topic at the library before you begin.

☐ Visit websites that provide more information about your topic.

☐ Check your county’s project guidelines (if any) for additional requirements, especially if you choose to participate in county project judging or prepare an exhibit for the fair.

Step 2. Learning Experiences

Choose at least two learning experiences from the list below (or create your own). Write them in the table below. Record your progress by asking your project helper to initial next to the date each one is completed. You may add to or change these activities at any time.

• Attend a clinic, workshop, demonstration or speech on a topic related to your project.

• Prepare a public service announcement for school, radio, television or the Internet on a topic related to your project.

• Help organize a club activity on this project.

• Prepare your own demonstration, illustrated talk or exhibit.

• Participate in county judging.

Learning ExperienceDate

CompletedProject Helper

Initials

(Example) Demonstration: Showed different sizes of model railroad cars to club members.

7/15/YR BH

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Step 3. Leadership/Citizenship Activities

Choose at least two leadership/citizenship activities from the list below (or create your own). Write them in the table below. Record your progress by asking your project helper to initial next to the date each one is completed. You may add to or change these activities at any time.

• Assist in setting up and/or cleaning up for a show or event.

• Help someone with his or her project.

• Help organize a workshop or show in your community.

• Encourage a friend to join 4-H and take a project.

• Teach someone something that you learned about 4-H or about your topic.

• Invite someone to talk to your club about your topic.

• Give advice to a member who is a preparing a project for the fair.

• Prepare and exhibit a display promoting your topic or 4-H.

Leadership/Citizenship ActivityDate

CompletedProject Helper

Initials

(Example) Helped younger members set up a model railroad. 8/11/YR BH

CONDUCTING YOUR ADVENTUREEvery self-determined project is broken down into areas of interest. These are the specific things you wish to explore during your project adventure. In the space provided on the next page, identify at least three areas of interest with at least three activities per area.

If you are using an Idea Starter, you will find suggested areas of interest and things to do there.

Ask your project helper to initial next to the date each one is completed.

(Example) My first area of interest is to plan a layout.

Activity 1: Locate a reference book on model railroading to use during the project.

Activity 2: Create a track plan for a model railroad.

Activity 3: Identify a knowledgeable person who is willing to help.

Activity 4: Talk with parents about where to put a layout.

Date completed: 4/18/YR Project helper initials: BH

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CONDUCTING YOUR ADVENTURE (CONTINUED)

My first area of interest is to ________________________________________________________________

Activity 1: _______________________________________________________________________________

Activity 2: ______________________________________________________________________________

Activity 3: ______________________________________________________________________________

Activity 4: ______________________________________________________________________________

Date completed: ____________________________ Project helper initials: __________________________

My first area of interest is to ________________________________________________________________

Activity 1: _______________________________________________________________________________

Activity 2: ______________________________________________________________________________

Activity 3: ______________________________________________________________________________

Activity 4: ______________________________________________________________________________

Date completed: ____________________________ Project helper initials: __________________________

My first area of interest is to ________________________________________________________________

Activity 1: _______________________________________________________________________________

Activity 2: ______________________________________________________________________________

Activity 3: ______________________________________________________________________________

Activity 4: ______________________________________________________________________________

Date completed: ____________________________ Project helper initials: __________________________

My first area of interest is to ________________________________________________________________

Activity 1: _______________________________________________________________________________

Activity 2: ______________________________________________________________________________

Activity 3: ______________________________________________________________________________

Activity 4: ______________________________________________________________________________

Date completed: ____________________________ Project helper initials: __________________________

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Ohio State University Extension embraces human diversity and is committed to ensuring that all research and related educational programs are available to clientele on a nondiscriminatory basis without regard to age, ancestry, color, disability, gender identity or expression, genetic information, HIV/AIDS status, military status, national origin, race, religion, sex, sexual orientation, or veteran status. This statement is in accordance with United States Civil Rights Laws and the USDA.

Keith L. Smith, Associate Vice President for Agricultural Administration; Associate Dean, College of Food, Agricultural, and Environmental Sciences; Director, Ohio State University Extension; and Gist Chair in Extension Education and Leadership.

For Deaf and Hard of Hearing, please contact Ohio State University Extension using your preferred communication (email, relay services, or video relay services). Phone 1-800-750-0750 between 8 a.m. and 5 p.m. EST Monday through Friday. Inform the operator to dial 614-292-6181.

Copyright © 2015, The Ohio State University

ohio4h.org/selfdetermined

REPORTING YOUR ADVENTUREIn the space below, summarize what you did and learned. Then arrange for a project review with your project helper, who should review this completed project guide with you. Such evaluations help you assess what you learned and how you grew as a 4-H member. Members who take part in this level of evaluation may receive special membership and project achievement awards such as ribbons, pins and certificates.

In addition, you may want to take part in county project judging. This level of evaluation determines how well you did on your project by assigning a project grade. You may also want to represent your county at the Ohio State Fair. For more information, contact your local Ohio State University Extension office or visit our website at ohio4h.org/selfdetermined.

Your Summary

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PLAN YOUR PROJECTUse this idea starter AND publication 4-H 365 Self-Determined Project Guide as the starting place for your 4-H self-determined project. The Self-Determined Project Guide is available from your county OSU Extension office or on the Web at ohio4h.org/selfdetermined. You may choose to do a little or a lot depending on your level of interest. Be sure to register your project with your county OSU Extension office.

American Sign Languageby Marla Berkowitz, MA, CDI, ASLTA Certified, ASL Program, The Ohio State University; and Kara Detty, Clover Bees 4-H Club Member and Supporter of ASL, Ross County. Special thanks to Abby White, Deaf and Hard of Hearing Educator, Ohio School for the Deaf

American Sign Language (ASL) is the official language used mostly by deaf and hard of hearing people who are immersed in the deaf community. The deaf community includes deaf and hard of hearing people, ASL interpreters and hearing people who use ASL and are familiar with deaf culture. Different sign languages such as French, Japanese, British and many more are used all over the world.

ASL and its users have influenced our world. For instance, William “Dummy” Hoy (born in 1862) was the first deaf baseball superstar and a graduate of the Ohio School for the Deaf. Hand signals became necessary for Hoy to understand the plays during the games. Other players and the fans found them useful and these signals became commonplace. The football huddle was invented in 1892 by Paul Hubbard, a deaf student at Gallaudet University, who urged his teammates to “huddle up” to prevent other teams from seeing what they were signing to one another.

Formal education for the deaf began in the early 1800s and many schools for the deaf were built in

the United States during this century. Gallaudet University was established in 1864 and was the first university for the deaf and hard of hearing in the world. It is officially bilingual, using ASL and English for all instruction, and is located in Washington, D.C.

As ASL became recognized as a language, it cleared the path for various laws leading to the Americans with Disabilities Act in 1990. Most deaf and hard of hearing people now have better opportunities in a wide array of jobs and careers.

Today, awareness of ASL is growing rapidly and classes are now offered in high schools, colleges and in local libraries, agencies and other organizations. Opportunities for jobs and careers

PROJECT IDEA STARTER

4-H 365.06

OHIO STATE UNIVERSITY EXTENSION

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include teaching deaf and hard of hearing students, providing services to the deaf community and interpreting for the deaf and hard of hearing in a wide variety of settings including hospitals, courts and at public events. Speeches or entertainment are ASL interpreted at the Ohio State Fair, Ohio State University football games, political rallies and theaters, to name a few. Many of these events are hosted by the deaf community. Enjoy your exploration into this fascinating language and culture!

AREAS OF INTEREST AND THINGS TO DOEvery self-determined 4-H project can be broken down into areas of interest. These are the specific things members want to address during their project adventures. Using 4-H 365 Self-Determined Project Guide, identify at least three areas of interest with at least three activities per area to explore. Take your ideas from the list below or make up your own.

Components of a Sign ☐ To learn about handshape,

learn the fingerspelling alphabet (A–Z) and teach a friend.

☐ In front of a mirror, practice the signs for the question words (who, what, when, where, why and how). These signs have facial expressions along with hand movements.

☐ Find out about different palm orientations.

☐ Learn about single, double and multiple hand movements to perform a sign. Create a list of ten words that demonstrate different hand movements. Show them to a parent.

☐ Use the handshape “a” to make different words in different locations on your body.

☐ Research the five components of a sign and make sure you include it in your project display.

The History of ASL ☐ Research two famous deaf or

hard of hearing individuals who used ASL.

☐ Create a display that shows how the treatment of deaf and hard of hearing people has changed through the years.

☐ Talk to your grandparents or to other trusted, older adults about how deaf people were treated when they were growing up.

☐ Explore the history of Gallaudet University and share it with your club.

Audiology ☐ What is audiology? Research

this topic and find out how it relates to ASL.

☐ Meet an audiologist and shadow him or her at work.

☐ What are hearing aids? What are cochlear implants? Find out why they are so controversial and host a debate with some of your 4-H club members.

☐ Take an audiogram test and find out how good your hearing is. Compare your hearing to that of someone who uses a hearing aid, a cochlear implant or is deaf.

☐ Draw an audiogram and use it to explain audiology to your 4-H club.

Deaf Awareness ☐ Learn a nursery rhyme to

perform using ASL in front of a Cloverbuds club in your area.

☐ Create three sentences and learn how to sign them.

☐ At your next 4-H meeting, play charades. Compare how the reenactment of words or phrases is similar to signs in ASL.

☐ Talk about the value of hearing at a local festival, charity event or some other gathering.

☐ Create a display for your county fair about the difference between you and your dog, and a deaf person’s service dog.

Six Great Reasons to Learn American Sign Language

• To learn a visual-gestural language using your hands, facial expressions and body language.

• To learn about the culture and history of American deaf and hard of hearing people.

• To communicate with members of the deaf and hard of hearing community.

• To build a foundation for further studies in deaf and ASL-related fields.

• To gain valuable skills and knowledge that can increase job opportunities within a diverse group.

• To experience a different way of learning.

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ohio4h.org/selfdetermined

CFAES provides research and related educational programs to clientele on a nondiscriminatory basis. For more information, visit cfaesdiversity.osu.edu. For an accessible format of this publication, visit cfaes.osu.edu/accessibility.

03/2019

Community Service ☐ Teach students in a local

elementary school about American Sign Language.

☐ Call a deaf school in your area and ask if you may observe a class to see how students interact. If you are allowed to meet them, consider doing so.

☐ Host a signing clinic where you teach your students some ASL words they are likely to use.

☐ Visit an ASL organization and ask if you can participate in an upcoming community event to raise ASL awareness.

☐ At a local talent show, sign an entire song or speech in front of a crowd.

RELATED RESOURCESThe American Sign Language Program at The Ohio State University, asl.osu.edu

Fingerspelling practice, asl.ms

ASL dictionary, lifeprint.com

Deaflympics, deaflympics.com

Best of deaf blogs and vlogs, deafread.com

Deaf Studies internet resources, infoguides.rit.edu