Teen Facilitator Guide - 4-H
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2021
Teen Facilitator Guide
Created by: Christopher Anderson 4-H Youth Development Specialist, University of Maryland Extension, Maryland 4-H Center Thomas Hutson 4-H Youth Development Educator, University of Maryland Extension, Talbot County April Barczewski 4-H Youth Development Educator, University of Maryland Extension, Cecil County Sheryl Bennett 4-H Youth Development Educator, University of Maryland Extension, Howard County Christine Johnston 4-H Youth Development Educator, University of Maryland Extension, Queen Anne’s County Becky Ridgeway 4-H Youth Development Educator, University of Maryland Extension, Carroll County Ashley Travis 4-H Youth Development Educator, University of Maryland Extension, Washington County 4-H is the youth development organization of our nation’s Cooperative Extension System and USDA. No endorsement of this partner’s product or ser- vices is granted or implied by 4-H. Mention of a proprietary product does not constitute an endorsement or a recommendation for its use by University of Maryland Extension or USDA. University of Maryland programs, activities, and facilities are available to all without regard to race, color, sex, gender identity or expression, sexual orientation, marital status, age, national origin, political affiliation, physical or mental disability, religion, protected veteran status, genetic information, personal appearance, or any other legally protected class.
What’s Inside:
Welcome to the 4-H Ag Innovators Experience 4
Key Messages 4
Kit Inventory 5
Flowchart of Activities 6
Background Information 7
The Carbon Cycle 7
Carbon Influencers 10
Introduction to Atmospheric Carbon 11
Atmospheric Carbon Models 12
Build the Models 13
Collect and Reflect on Data from Models 14
Curbing our Carbon Appetite Carbon-Friendly Lunch Challenge 15
Carbon Influencers Line-Up Activity 17
Evaluation of the 4-H Ag Innovators Experience 18
Continuing Activities 19
Curbing our Carbon Appetite Family Inventory Challenge 19
Curbing our Carbon Appetite Board Game 20
Curbing our Carbon Appetite Community Service Challenge 20
Alignment with Next Generation Science Standards 21
References 22
Carbon-Friendly Lunch Challenge Answer Key 23-24
Youth Participant Survey 25
Curbing Our Carbon Appetite | 3
WELCOME!
The 2021 4-H Ag Innovators Experience, Curbing Our Carbon Appetite, is brought to you
by National 4-H Council, University of Maryland Extension 4-H, and Bayer. Curbing Our
Carbon Appetite will help youth learn the importance of taking actions that can reduce
atmospheric carbon.
Objectives
• Trace the flow of carbon through the carbon cycle and relate human activity to increased atmospheric carbon.
• Model the effects of changing atmospheric carbon levels on temperature.
• Analyze the carbon footprints of foods and plan a low-carbon lunch.
• Explore actions that agriculture, business and industry, and individuals and families can take to reduce atmo-
spheric carbon.
Outcomes
• Explain how human activities increase atmospheric carbon and contribute to climate change.
• Plan a carbon-friendly meal by selecting foods with low carbon footprints.
• Identify carbon-friendly actions that agriculture, business and industry, and individuals and families can take to
reduce atmospheric carbon.
• Identify STEM/agriculture careers that connect to the environment and to carbon reduction.
Key Messages
• Human activities, including the burning of fossil fuels, deforestation, soil mismanagement, and unwise food systems/
choices, result in increased atmospheric carbon and contribute to climate change.
• Reducing atmospheric carbon is a global issue. We are all in this together!
• Agriculture, business and industry, and individuals and families must challenge themselves to reduce atmospheric
carbon through actions that decrease carbon emissions and increase carbon sequestration.
4 | Curbing Our Carbon AppetiteKIT INVENTORY
Each teen leader kit contains materials for teaching 12 youth at a time
and includes take-home materials for 50 youth.
1 - Teen Facilitator Guide
Activity 1 - Introduction to Atmospheric Carbon
• 1 - Major Carbon Cycle Processes Diagram Poster
• 12 - Major Carbon Cycle Processes Diagrams (located in Participant Take-Home Booklet)
Activity 2 - Atmospheric Carbon Models
• 4 - Clear plastic bowls with lids
• 1 - 5/32” drill bit
• 1 - Multi-zone thermometer with probes and battery
• 1 - Clamp reflector lamp
• 1 - Shatter-resistant/rough service 100-watt incandescent bulb
• 3 - Earth diagrams - current, decreased, and increased carbon
• Temperature data sheets (located in the Participant Take-Home Booklet)
Note: 1 pair of scissors will also be required (not provided)
Activity 3 - Carbon-Friendly Lunch Challenge
• 1 – Set of 100 Food Choice Cards
• 3 - Food Groups Placemats (1 per 3 groups of up to 4 youth)
• Tips for Selecting Carbon-Friendly Foods (located in the Participant Booklet)
• 3 - Zipper sandwich bags, each containing 48-50 Carbon-Friendly Food Tokens
Activity 4 - Carbon Influencers Line-Up Activity
• 1 - Set of 136 Carbon Action Cards
Activity 5 -Evaluation of 4-H Ag Innovators Experience
Youth Participant Surveys, 1 per youth participant
Activity 6 - Continuing (Take-Home) Activities
• Participant Take-Home Booklets, 1 per youth participant. Each booklet contains the following items:
• 1 - Tips for Selecting Carbon-Friendly Foods/Community Service Challenge
• 1 - Family Inventory Challenge
• 1 - Game Board with rules
• 1 - Set of 30 sample Carbon Action Cards
Note: 1 Die and 4 Game Pieces (not provided)
Additional Item
• Reusable Carbon-Friendly Lunch Bags, 1 per youth
Curbing Our Carbon Appetite | 51. INTRODUCTION TO
ATMOSPHERIC CARBON
The Atmosphere, Carbon Cycle, and
Influencers (10 minutes)
FLOWCHART 2A. ATMOSPHERIC MODELS
OF ACTIVITIES Build the Carbon Models
(10 minutes)
The 4-H Ag Innovators Experience will take
approximately 50-60 minutes to complete. The
Experience consists of several activities that together will
help youth learn about what the carbon cycle is, how people
influence the release of carbon into the atmosphere, and how 3. CARBON-FRIENDLY
to reduce atmospheric carbon. LUNCH CHALLENGE
(20 minutes)
The Atmospheric Carbon Models will demonstrate the
effects of higher levels of atmospheric carbon on Earth’s
temperature. Participating youth will also learn about ways
they can help reduce their carbon footprints by completing
the Carbon-Friendly Lunch Challenge, the optional Carbon
Influencers Line-Up Activity, and three Continuing Activities 2B. ATMOSPHERIC CARBON MODELS
they can do at home with their families and friends to benefit Collect and Reflect on Data
their communities. (8 minutes)
4. CARBON INFLUENCERS
LINE-UP ACTIVITY
(Optional if Extra Time)
5. EVALUATION OF THE 4-H
AG INNOVATORS EXPERIENCE
(2 minutes)
6. CONTINUING ACTIVITIES
(Take-Home)
Curbing our Carbon Appetite
Family Inventory Challenge
Curbing our Carbon Appetite
Board Game
Curbing our Carbon Appetite
Community Service Challenge
6 | Curbing Our Carbon AppetiteBACKGROUND INFORMATION
The Atmosphere
Earth’s atmosphere performs several essential functions. It provides gases that organisms need for survival, plays a role in the water
cycle, protects Earth’s surface from harmful wavelengths of solar radiation, and carries sound waves. The atmosphere also keeps
Earth’s surface warm enough to support life.
• Greenhouse gases are gases such as carbon dioxide (CO2) and methane (CH4) that allow sunlight to reach Earth’s surface but
prevent much of the heat (infrared) energy from returning to space. Other greenhouse gases released due to human activity
include nitrous oxide (N2O) and several fluorinated gases, which are gas molecules that contain the element fluorine.
• The greenhouse effect is the warming of Earth’s surface due to greenhouse gases. Think of greenhouse gases as behaving
like the glass in the roof of a greenhouse. Sunlight enters the greenhouse through the glass, but the heat is trapped inside and
warms the greenhouse (NASA, 2020b; 2020c).
Unfortunately, human activity is causing the levels of greenhouse gases to increase and trap too much heat, contributing to climate
change. You will learn how below.
The Carbon Cycle
Carbon naturally cycles between the environment (atmosphere, soil, and water) and organisms. The carbon cycle diagram
illustrates several major carbon cycle processes. Descriptions of the natural and human-mediated processes follow the diagram.
Curbing Our Carbon Appetite | 7Natural Processes
• Photosynthesis takes place when the cells of producers
(plants and other photosynthetic organisms) take in
carbon dioxide and water and use energy from sunlight to
produce food in the form of carbohydrates.
• Respiration takes place when the cells of producers and
consumers (animals and other organisms that consume
food) produce energy from food and release carbon
dioxide and water into the atmosphere.
• Consumption takes place when one organism eats
another organism.
• Decomposition takes place when microorganisms break
down dead organisms and waste products and
(a) release carbon dioxide and methane to the
atmosphere or (b) create carbon compounds that are
stored in the soil.
• Fossilization takes place when materials that do not
have suitable conditions for decomposition are buried
and slowly form the fossil fuels coal, oil (petroleum), and
natural gas, along with various kinds of rocks.
Key Message
Human activities, including burning of
fossil fuels, deforestation, improper soil
management, and unwise food systems/
choices, result in increased atmospheric
carbon and contribute to climate change.
Prior to the Industrial Revolution, the level of carbon in the
atmosphere remained relatively constant for thousands of
years. However, since the mid-1800s, the burning of fossil
fuels for energy, the deforestation of natural areas, improper
soil management, and other activities including improper
food systems/choices have led to increases in atmospheric
greenhouse gases including carbon dioxide and methane.
These gases increase the greenhouse effect and result in
higher than average surface temperatures that alter
Earth’s climate. Scientists call this process climate change.
8 | Curbing Our Carbon AppetiteHuman-Mediated Processes
• Combustion releases carbon that is sequestered in fossil fuels back into the atmosphere.
• Deforestation is the removal of plants from natural areas to make land available for other purposes such as development
or farming. Deforestation releases carbon sequestered in plants and soils back into the atmosphere.
• Soil Mismanagement is the improper use of soil and lack of protection that releases carbon sequestered in soil back into
the atmosphere.
• Unwise Food Systems/Choices are carbon-unfriendly practices (food waste, etc.) that release carbon into the atmosphere
(NASA Earth Observatory, 2011).
Negative Environmental Consequences of Climate Change
Several problems associated with climate change are listed below:
• Unpredictable weather and climate patterns.
• More frequent and severe storms.
• Sea level rise due to higher temperatures that melt glaciers/ice caps and cause ocean water to expand.
• Altered animal health, behaviors, and distributions.
• Altered plant health, growth, and development.
• Decreased crop yields and increased susceptibility to diseases/pests (NASA: Effects, 2020c).
In order to restore the carbon balance, we need to reduce our reliance on these practices and transition to more
sustainable practices.
The Solution to Climate Change!
Key Message
Reducing atmospheric carbon is a global issue. We are all in this together! Human societies need to
work together to achieve a more balanced carbon diet and significantly decrease the amount of
atmospheric carbon through decreased emissions and increased sequestration.
• Carbon emissions are carbon released into the atmosphere due to human activity. Emissions can be decreased through a
reduction in the burning of fossil fuels, the prevention of deforestation, and the adoption of carbon-friendly lifestyles.
• Carbon sequestration is the long-term storage of carbon at or below Earth’s surface. Sequestration can be increased
through strategies including reforestation, improved soil management, and advances in carbon-storage technology (Union of
Concerned Scientists, 2020).
Curbing Our Carbon Appetite enables youth to model and visualize the effects of changing atmospheric carbon. It also introduces
youth to strategies for reducing individual and societal carbon footprints.
• A carbon footprint is the amount of carbon added to the atmosphere as a result of individual or group human activity.
Curbing Our Carbon Appetite | 9Carbon Influencers
Key Message
Agriculture, business and industry, and individuals and families must challenge themselves to reduce
atmospheric carbon through actions that decrease carbon emissions and increase carbon sequestration.
Three groups in our society are primary “influencers.” Influencers are contributors to increased atmospheric carbon: agriculture,
business and industry, and individuals and families. Each influencer group must work to reduce its carbon footprint by taking
actions that result in reduced emissions and increased sequestration. The ultimate goal is to reduce the overall carbon footprint of
human society. Descriptions of the influencer groups are found below.
Agriculture
By their nature, mechanized agricultural production practices depend on burning fossil fuel,
which results in increased atmospheric carbon dioxide. Tillage, planting, harvesting, storage,
and transportation equipment consists of large machines powered by gasoline or diesel fuel.
Conventional tillage practices that disrupt or leave the soil exposed, overuse of fertilizers, and
farming of natural areas also contribute to the release of carbon by destabilizing soils. In addition,
deforestation and/or overharvesting forests increases emissions and decreases sequestration.
Fortunately, there are many carbon-friendly strategies available to agriculture. Practicing no-till
farming in which the soil is minimally disturbed, reducing fertilizer use, planting cover crops to
protect exposed soil in winter, using biofuels as alternatives to fossil fuels, protecting forests and
wetlands, amongst other strategies, can reduce agriculture’s contributions to atmospheric carbon
(Bayer, 2020a; 2020b; Sierra Club, 2020).
Business and Industry
Industries contribute about one-fifth of greenhouse gas emissions. Most industrial usage comes
from burning fossil fuels for energy either directly or through electricity generation. Direct
fossil fuels usage consists of heating, powering equipment and vehicles, and related activities.
Indirect carbon emissions result from the generation of electricity to power buildings and provide
lighting, climate control, and hot/cold water. Other sources of carbon emissions include business
travel, commuting, and the creation of packaging. Businesses can reduce their carbon emissions
through conservation measures. Strategies that reduce energy consumption and resource use
include energy conservation, efficiency of manufacturing processes, local sourcing of materials,
and the selection of packaging with a low carbon footprint (Center for Climate and Energy
Solutions, 2020).
Individuals and Families
Every person has a unique carbon footprint that consists of atmospheric carbon contributions
due to food production; home energy usage; travel to and from work, school, and other
destinations; and all other activities that increase emissions or decrease sequestration. Small
carbon contributions add up! Detailed carbon footprint calculations often include household
energy usage by lights and appliances, standby energy usage by electronics, and other factors.
Our food choices also contribute to our carbon footprints. Becoming more aware of our
individual and family carbon footprints helps us become informed consumers. Individuals and
families can adopt simple strategies for reducing atmospheric carbon contributions. Conserving
energy by turning off lights and appliances not in use, unplugging electronics when they are off,
planting trees, choosing locally sourced foods, walking and biking, carpooling, and other simple
behavior changes can help (University of Michigan, 2020; CarbonFootprint.com, 2020).
How can carbon influencers reduce atmospheric carbon?
Agriculture, business and industry, and individuals and families need to make a transition away
from reliance on fossil fuels, deforestation of natural areas, mismanagement of soils, and unwise
food systems/choices. We need to adopt sustainable, carbon-friendly strategies that will reduce
carbon emissions and increase carbon sequestration. Making these changes will be a challenging,
but essential, if we are to keep the environment healthy for future generations of humans and
other species.
10 | Curbing Our Carbon Appetite1. INTRODUCTION TO
ATMOSPHERIC CARBON:
The Atmosphere, Carbon Cycle, and Influencers
Activity Directions
Materials (for 12 youth)
Engage: ❑ 1 - Major Carbon Cycle Processes Diagram Poster
See the Background section for information that will help you
prepare for the activity.
❑ 12 - Major Carbon Cycle Processes Diagrams
STEP 1: Provide an Overview of Curbing Our
(located in Participant Take-Home Booklet)
Carbon Appetite
Welcome the youth and tell them that as they participate
in the Curbing Our Carbon Appetite experience they will
complete several activities, including building models of
the atmosphere, taking a carbon-friendly lunch challenge, Briefly discuss the negative environmental consequences of
and learning strategies to reduce the amount of carbon we climate change so the youth will understand why we need
contribute to the atmosphere. They will also receive fun to take action. Link climate change to the need for reduced
take-home learning activities. Let them know that by the end carbon emissions and increased carbon sequestration, both of
of the experience they will be able to do several things: which help to reduce our carbon footprints.
• Explain how human activities increase atmospheric STEP 4: Introduce the Carbon Influencers
carbon and contribute to climate change.
Describe the three influencer groups: (1) agriculture, (2)
• Plan a carbon-friendly meal by selecting foods with low
business and industry, and (3) individuals and families.
carbon footprints.
Emphasize that all three groups contribute to atmospheric
• Identify carbon-friendly actions that agriculture, business
carbon and must work to reduce missions and increase
and industry, and individuals and families can take to
sequestration. Display the Career Connections slides and
reduce atmospheric carbon.
highlight careers in agriculture and STEM that connect to the
• Identify STEM and agriculture careers that connect to the
environment and climate change.
environment and carbon reduction.
Transition to the models by telling the youth that the effects of
STEP 2: Introduce the Atmosphere atmospheric carbon are often difficult to visualize. The models
Ask the youth why the atmosphere is important to life. (See they are about to build represent the effects of increasing and
Background Information for examples.) Describe greenhouse decreasing atmospheric carbon on the greenhouse effect and
gases and the greenhouse effect and discuss their importance Earth’s surface temperature. These models will help them to
for stabilizing Earth’s surface temperature. observe how carbon affects temperature.
STEP 3: Introduce the Carbon Cycle
Explain that carbon continually cycles into and out of the
atmosphere. It enters the atmosphere in the form of
greenhouse gases including carbon dioxide and methane.
Refer youth to the Major Carbon Cycle Processes diagram.
State the Natural Processes and allow the youth to describe
them in their own words. Correct any misconceptions. Next,
emphasize that human activity is throwing the carbon cycle
off balance because we are increasing atmospheric carbon.
State the Human-Mediated Processes and again allow the
youth to describe them.
Curbing Our Carbon Appetite | 112. ATMOSPHERIC
CARBON MODELS:
How Carbon Influences Atmospheric Temperature
Activity Directions
Materials (for 12 youth)
The atmospheric carbon models demonstrate the effects of
increasing and decreasing carbon dioxide (CO2) and methane ❑ 4 - Clear plastic bowls with lids
(CH4) levels on the temperature near Earth’s surface.
❑ 1 - 5/32 drill bit
The youth will make three models that represent current
atmospheric carbon, decreased carbon, and increased carbon
❑ 1 - Scissors (not provided)
and place them under an incandescent light bulb that ❑ 1 – Multi-zone thermometer with
represents the Sun.
probes and battery
They will allow time for light to enter the plastic bowl
“atmospheres” and for heat energy to build up. They will then
❑ 1 - Clamp reflector lamp
measure the air temperatures and relate the results to climate ❑ 1 - Shatter-resistant 100-watt incandescent bulb
change and the need for carbon reduction strategies
❑ 3 - Earth Diagrams - Current, Decreased, and
Increased Carbon (7.5” diameter)
❑ Temperature Data Sheet (located in Participant
Take-Home Booklet)
Advance Preparation (Complete prior to teaching)
STEP 1: Clamp the reflector lamp to a sturdy object so that the bulb wil rest about 12” to 16”
above the plastic bowls that represent the 79°
atmosphere.
F Plug in the lamp and make sure it works.
88° F
STEP 2: (Optional) Use the drill bit to CAREFULLY
81° F (keep your fingers out of the way) make a
hole in the center of the bottom of each bowl. The holes will be used for inserting temperature
probes into the models. (If you do not have a way to make holes, you may have the youth insert
the thermometer probes between the bowls and the lids.)
STEP 3: 79°
Invert
F
88° F
(turn upside down) ONE bowl and use scissors to cut out four rectangular
openings81° Faround the side. See the diagram. The resulting inverted bowl will resemble a table
with four legs. This design will let heat escape from the low-carbon model.
79° F STEP 4: Put the battery in the thermometer. (Some thermometers require a screwdriver to open
88° F the battery compartments.) Insert three of the four probes into three ports on the side of the
81° F
thermometer. Turn on the thermometer to make sure it works, and then turn it off.
12 | Curbing Our Carbon AppetiteA. Build the Models
Explore:
STEP 1: Tell the youth that they will build three models that STEP 4: Have the youth place three inverted (upside down)
represent the atmosphere with current carbon, decreased lids on the table and lay the Earth diagrams on the lids.
carbon, and increased carbon. The configurations of the
plastic bowls represent the different levels of carbon- STEP 5: Next, have the youth invert the bowls and place them
containing greenhouse gases. over the corresponding lids: single bowl over current carbon,
bowl with cutouts over decreased carbon, and two bowls
STEP 2: Place the supplies needed to make the three models stacked over increased carbon.
on a table.
STEP 6: Have the youth insert three thermometer probes into
STEP 3: Have three youth cut out the three circular diagrams the holes of each model until each probe almost touches the
(if they have not been cut out) representing current bottom. (If the bowls do not have holes, have the youth insert
atmospheric carbon, decreased atmospheric carbon, and the probes between the bowls and lids.) They should then
increased atmospheric carbon. The youth should briefly turn on the thermometer, make sure it is working, and record
discuss and compare the information on the diagrams. the three beginning temperatures on the Temperature Data
Sheet. (Temperature differences will be more obvious if you
use the Fahrenheit scale.)
Increased Atmospheric Carbon
Decreased Atmospheric Carbon Atmospheric Carbon
(two bowls stacked)
(one bowl with four side openings) (one bowl)
Curbing Our Carbon Appetite | 13STEP 7: Have the youth turn on the lamp and arrange the
three models in a triangular formation under it with the point
where they meet DIRECTLY below the bulb to ensure that all
models receive the same amount of light. (Safety Note: Keep
hands away from the reflector and bulb to prevent burns.)
STEP 8: Ask the youth to predict what they think the result will
be with regard to temperature after 20 minutes.
STEP 9: Allow the models about 20 minutes to heat up while
the youth complete the Carbon-Friendly Lunch Challenge.
B. Collect/Reflect on Data From Models
STEP 10: AFTER completing the Carbon-Friendly Lunch
Challenge, have the youth check the thermometer and record 79° F
the ending temperatures for the three models on the 88° F
Temperature Data Sheet. 81° F
Explain:
Ask the youth to discuss their temperature observations. Did
they match what was predicted? Discuss the role of increased
or decreased carbon as it relates to climate. Remind them that
the models simulate greenhouse gases such as carbon dioxide Atmospheric Carbon Models
and methane. The data from the models usually show a lower Temperature Data Sheet
temperature for reduced carbon and a higher temperature
• The carbon-containing greenhouse gases carbon dioxide and methane trap heat energy from sunlight through
the greenhouse effect and help to make Earth’s surface temperature warm enough to support life.
• Unfortunately, human activity is increasing the amount of atmospheric carbon. Burning of fossil fuels,
deforestation, soil mismanagement, and unwise food systems/choices are increasing our carbon emissions into
for increased carbon. (If for some reason your group’s data
the atmosphere and decreasing carbon sequestration from the atmosphere.
• Increased atmospheric carbon can trap too much heat and lead to climate change. Agriculture, Business
and Industry, and Individuals and Families are all in this together. We need to adopt strategies to reduce
did not follow this pattern, ask the youth to suggest possible
atmospheric carbon!
• The Atmospheric Carbon Models will help us visualize Earth with current, decreased, and increased
atmospheric carbon.
causes of experimental error.) Record the beginning and ending temperatures for the three models in the table below.
Extend:
BEGINNING ENDING
ATMOSPHERIC ATMOSPHERIC
MODELS
TEMPERATURE TEMPERATURE
(0F) (0F)
Allow the youth to share ideas about the possible effects of a DECREASED
continued increase in atmospheric carbon. Ideas could include
Atmospheric
Carbon
higher temperatures, altered climate patterns, more severe CURRENT
Atmospheric
storms, negative effects on wildlife, and reduced crop produc-
Carbon
tivity in some areas. INCREASED
Atmospheric
Carbon
Evaluate:
You may assess learning by asking the youth to summarize Curbing Our Carbon Appetite | 14
what the model demonstrates about atmospheric carbon.
14 | Curbing Our Carbon Appetite3. CARBON-FRIENDLY
LUNCH CHALLENGE:
How Lunch Choices Can Influence Atmospheric Carbon
Activity Description
The lunch challenge focuses on helping youth learn to select
Materials (for 12 youth)
carbon-friendly foods with low carbon footprints. The
challenge sends three important messages: ❑ 1 - set of 100 Food Choice Cards
• It shows that everyone can make a difference. Because
❑ 1 - Carbon-Friendly Lunch Answer Key
people eat multiple meals every day, small reductions (located at the back of this Facilitator Guide)
in atmospheric carbon can add up over time and
everyone can play a role in reducing carbon. ❑ 3 - Food Groups Placemats
• It uses the exciting topic of food to generate interest in ❑ Tips for Selecting Carbon-Friendly Foods
carbon-friendly behaviors. Children and teens are (located in Participant Take-Home Booklet)
always excited about food. Lunch is an important part of
almost everyone’s day! ❑ 3 - Zipper sandwich bags, each containing 48-50
• It is relatable for urban, suburban, and rural youth. Carbon-Friendly Food Tokens
Almost all children eat packed lunches at some point,
so the activity relates directly to our daily lives.
Explore:
Advance Preparation STEP 1: Divide the youth into three small groups of up to four
(Complete prior to teaching) youth. Give each group a food group placemat and a bag
of carbon-friendly food tokens. Spread out the set of Food
The activity can accommodate three groups of up to Choice Cards on a large table for the small groups to share.
four youth.
D #61
STEP 1: Prepare a set of Food Choice Cards to share among CAR D #62
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Explain that they are going to make a personal connection
between themselves and atmospheric carbon. Ask the youth
to call out favorite foods they like to pack for lunch. Have them
mention foods they like from the food groups: vegetables,
fruits, grains, proteins, and dairy, along with foods that are
combinations of these groups. Hold up a few of the food cards
and explain that the cards represent foods that can be packed
for lunch.
Curbing Our Carbon Appetite | 15STEP 2: Tell the groups their assignment is to quickly select STEP 3: Explain that each of the foods we eat has a carbon
five foods they like that could be packed for lunch. Have footprint. Direct youth to the Tips for Selecting Carbon-Friendly
youth lay their cards on their food group placemats in the Foods page in the Participant Take-Home Booklet. Briefly review
appropriate space. They should try to represent all five food the tips with them. Have each group count out 25 carbon-friendly
groups at least once. Foods that represent more than one food tokens to start. They should then analyze their food choices,
group may be placed on the the placemat on any of the food removing a token for every carbon-unfriendly trait on the food
groups they represent. cards and adding a token for every carbon-friendly trait.
Use the chart at the bottom of the Tips for Selecting Car-
bon-Friendly Foods page to
record their Carbon-Friendly Tips for Choosi
ng
Carbon-Friendly
Lunch Food Choice Scores. Foods
We can reduce
our carbon footprin
ts by choosing
Then calculate the total Car-
foods that follows
PRODUCTION these rules:
• Low resource input
for growth
bon-Friendly Lunch Score for
Food was grown
simply and/or sustaina
and resources bly without
such as chemic
al fertilizers, irrigatio the need for high energy
• Comes from plants n, and tillage (plowin
g).
Plant products
their initial lunch.
often,
than animal produc but not always, have lower carbon
ts. footprints
PROCESSING
VEGETABLES FRUITS GRAINS • Similar to natural
Processing require
form; not highly
s more energy
processed
and possibly heating because it involves
or refrigeration. machinery
ORIGIN/TRAN
SPORT
• Locally grown
The food was grown
in another state close to your home.
or country require Foods produced
more energy for far away
• In season in your transportation.
area
Fruits and vegetab
les that are not
energy for storage in season in your
and transportation. area require
PACKAGING &
WASTE
• Little or no disposa
ble
Production of disposa packaging; can be packed
ble packaging for lunch
• requires fossil fuels/en in a reusable container
Does not contrib ergy.
ute
The food is someth to food waste
ing you will actually
rot or spoil before eat and is availabl
you eat it. e in an amount
that will not
Carbon-Friendly
Lunch Challenge
Scores
Food Food Food Food
Choice 1 Choice2 Food
Choice 3 Carbon-Friend
Choice 4 ly
CARBON-FRIENDLY Initial Lunch Scores
Choice 5
Scores
LUNCH CHALLENGE:
DAIRY PROTEIN
Challenge Lunch
Scores
FOOD CHOICES PLACEMAT Compare the
Carbon-Friend
and your Challen ly Scores of your
ge Lunch. Mark Initial Lunch
which one has ❑ Initial Lunch
the higher score.
❑ Challenge Lunch
PAGE 3
Carbon-Friendly Lunch Challenge Scores
Food Food Food Food Food Carbon-Friendly
Choice 1 Choice2 Choice 3 Choice 4 Choice 5 Scores
Initial Lunch Scores
Challenge Lunch Scores
Compare the Carbon-Friendly Scores of your Initial Lunch ❑ Initial Lunch
and your Challenge Lunch. Mark which one has the higher score. ❑ Challenge Lunch
STEP 4: Next, present the challenge: “You are on the planning committee for a youth environmental camp and are in charge of
planning a healthy, carbon-friendly packed lunch for participants to take on a nature walk. Think about the foods your group
selected the first time around and try to come up with a more carbon-friendly lunch for the nature walk participants. Once again,
select five cards and be sure to represent every food group at least once.” After the groups have selected their food cards, they
should begin with 25 carbon-friendly tokens again and repeat the process of giving up or taking tokens for each food’s traits. They
should then count their lunch’s total number of carbon-friendly food tokens. Use the chart at the bottom of the Tips for Selecting
Carbon-Friendly Foods sheet to record their Carbon-Friendly Lunch Food Choice Scores. Then calculate the total Carbon-Friendly
Lunch Score for their challenge lunch. Compare the scores of the intitial lunch and the challenge lunch. The goal is to have a much
higher score the second time around!!!
Explain:
Allow each group to share how much, if any, they improved their scores and how they did it. Allow them to discuss which of the
tips seemed to be the most helpful for selecting foods that are more carbon-friendly. Collect the supplies at the end of the activity.
Extend:
Tell the youth to use the Tips for Selecting Carbon-Friendly Foods located in their Participant Take-Home Booklet to help their
families work toward reducing the carbon footprint of their diet.
Evaluate:
If you would like to evaluate what the youth have learned, you may select two cards showing the same item (example, strawberries)
and have them explain why one food is more carbon-friendly than the other.
16 | Curbing Our Carbon Appetite4. C
ARBON INFLUENCERS
LINE-UP ACTIVITY:
How Actions of Agriculture, Business and Industry, and
Individuals and Families Can Influence Atmospheric Carbon
Activity Description the action as carbon-friendly or carbon-unfriendly.
An incorrect classification means the youth takes
one step backward.
(Optional Activity) Complete this continuing activity if the youth
finish the models and the challenge in less than 50 minutes, or if • Advanced Competitive: The rules are the same as
you have more than 50 minutes to work with them. above, but youth may take a second step forward if
they are correct and also give a good REASON why
This activity focuses on the three Carbon Influencer groups the action is carbon-friendly or carbon-unfriendly.
and asks the youth to classify the actions listed on the cards • Cooperative: In this activity, everyone works together
as carbon-friendly or carbon-unfriendly. The same cards are to move toward reduced atmospheric carbon.
used for the take-home Curbing Our Carbon Appetite Board A card is drawn and the whole group takes one step
Game. Both activities enable youth to analyze actions taken forward if someone can correctly classify the action
by people, using their critical thinking skills to decide if the as carbon-friendly or carbon-unfriendly. An incorrect
actions would decrease (carbon-friendly) or increase (carbon- classification means everyone takes a step backward.
unfriendly) atmospheric carbon.
Explain:
An explanation of why each action is carbon-friendly or
carbon-unfriendly takes place as the cards are read and
discussed.
Extend:
The youth will be taking home the Curbing Our Carbon
Appetite Board Game (the game uses the same set of
game cards) and can play the game with their families to
continue learning about carbon-friendly strategies.
Evaluate:
To evaluate learning, you may ask the youth to identify
several carbon-friendly actions that could be taken by
each influencer group.
Activity Directions
Engage: Materials (for 12 youth)
Remind the youth of the three Carbon Influencers: agriculture,
business and industry, and individuals and families. Ask them ❑ 1-set of 136 Carbon Action Cards
to name something that people in each influencer group
could do to reduce their carbon footprints. Discuss their ideas.
Explain that they are going to do a line-up activity.
Explore:
STEP 1: In a large open area with no major obstacles, have the
youth line up shoulder to shoulder.
STEP 2: Draw a carbon action card from the top of the
shuffled deck.
STEP 3: Lead the activity using one of the sets of rules listed
below. The youth take steps forward or backward based on
the actions on the cards.
There are different variations of the activity:
• Competitive: A card is drawn and an individual youth
takes one step forward for correctly classifying
Curbing Our Carbon Appetite | 175. E
VALUATION OF THE
4-H AG INNOVATOR EXPERIENCE
Experience:
At the conclusion of the 4-H Ag Innovators Experience, ask youth to complete the Youth Participant Survey that will help evaluate
the effectiveness of the program. Youth will respond to the following statements:
I. I thought it was important to work in a group to complete the Curbing Our Carbon Appetite Challenge.
2. My teammates and I used good communication to complete the Challenge.
3. After completing the Challenge, I have a better understanding of how I can contribute to continuing a healthy food supply.
4. I am more interested in science and agriculture after participating in the Challenge.
5. After completing the Challenge, I have a better understanding of how science and engineering help solve real life problems.
DON’T FORGET!
Extend their learning!
Following the evaluation, encourage youth to continue their learning at home with activities in their Participant Take-Home Booklet.
Briefly describe each activity to generate interest in completing them. (See the following pages for details.)
Participant Take-Home Booklet Activities include:
1. Curbing Our Carbon Appetite Family Challenge
2. Curbing Our Carbon Appetite Board Game
3. Curbing Our Carbon Appetite Community Service Challenge
Materials
❑ Youth Participant Survey, 1 per youth
18 | Curbing Our Carbon Appetite6. CONTINUING ACTIVITIES
Take Home Activity 1: Curbing Our Carbon
Appetite Family Inventory Challenge
Description
This activity challenges youth to work with their families and
reduce their carbon footprints. The challenge is a checklist
divided into sections by daily activity types that focus on
Take Home Activities Materials
transportation, energy use, food, etc. Participant Booklet contains these items:
The checklist challenges families to identify the carbon- ❑ 1 - Tips for Selecting Carbon-Friendly Foods
friendly strategies they already use and make a goal for
adopting new strategies. When they reach certain benchmarks
❑ 1 – Family Inventory Challenge
such as trying ten new strategies, they treat themselves to
family rewards such as a carbon-friendly picnic or
nature walk. ❑ 1 - Game Board with rules
❑ 1 - Set of 30 sample Carbon Action Cards
CURBING OUR CARBON APPETITE Note: 1 Die and 4 Game Pieces (not included)
Family Inventory Challenge: Take Carbon-Friendly Action!
• Human activities including the burning of fossil fuels, deforestation, ❑ 1 - Community Service Challenge
soil mismanagement, and unwise food systems/choices result in increased
atmospheric carbon and contribute to climate change.
• Reducing atmospheric carbon is a global issue: We are all in this together!
• Agriculture, business and industry, and individuals and families must challenge
themselves to adopt strategies to reduce atmospheric carbon through decreased
emissions and increased carbon sequestration.
How to complete the Family Inventory: Work together as a family to identify ways you can help reduce
your carbon footprint as a household. Identify 10 Carbon-Friendly Actions you are currently doing as a family!
Then identify 10 Carbon-Friendly Actions your family can do in the future from the How Individuals and Families
Can Reduce Atmospheric Carbon checklist on the following pages of this Family Inventory guide. The inventory sheet has information
When your family accomplishes 10 Future Carbon–Friendly Actions, reward yourself with a family day. Choose a
carbon-friendly activity as your reward (examples – kayaking, tubing, ice cream sundaes, etc.).
about ways agriculture and business/
Family Carbon Footprint Pledge
industry are working to reduce
During the next three to six months our family will work together to reduce our carbon footprint.
What we do makes a difference!
atmospheric carbon.
Start Date: _________________________ Completion Date: ____________________
Family Day Activity: __________________________________________________________
Current Carbon-Friendly Actions Future Carbon-Friendly Actions
1
2
3
4
5
6
7
8
9
10
PAGE 4
Curbing Our Carbon Appetite | 19Take Home Activity 2: Curbing our Carbon Appetite
Board Game
Description
This game focuses on strategies that the influencer groups Burning fossil
fuels is a major
contributor to START
(agriculture, business and industry, and individuals and families)
carbon emissions
can adopt to reduce their carbon footprints. Farmers practice
Materials consist of a game board with the rules printed on the FINISH
no-till soil
preparation to
sequester carbon.
back, a set of game cards, and four game pieces and one die
that families must provide. The game cards are the same cards Alternative
forms of energy
decrease carbon
used in the carbon influencers line-up activity described in
emissions.
the guide. Farmers are
working to reduce
the carbon
emissions from
livestock.
Players follow the rules provided with the game board. They
take turns drawing cards and classifying the actions taken by
an influencer (agriculture, business and industry, individuals and
families) as carbon-friendly or carbon-unfriendly. Correct answers Structures made
with wood help
Forests serve as
carbon ‘sinks’
enable them to move forward. Correct answers enable them to
and store large
to sequester
amounts of
carbon.
carbon.
move forward on the game board toward a more carbon-friendly future!
PAGE 10 PAGE 11
Take Home Activity 3: Curbing our Carbon Appetite
Community Service Challenge
Description
This challenge asks youth and families to apply what they have
Community
learned about reducing their carbon footprints to help local Service Challenge
communities. The challenge provides a list of suggested projects
for inspiration. Because the youth have completed the How to complete the Challenge
Carbon-Friendly Lunch Challenge, many of the suggested The simplest step we can take toward reducing our carbon footprints is for individuals
and families adopt carbon-friendly behaviors. The next step is to carry the carbon-friendly
projects relate to our food system. message to local communities through service projects. Youth and families, consider
challenging yourselves to identify ways you can apply what you have learned reducing
There are three main challenge categories: your carbon footprints on a larger scale.
Try to identify a community need and complete a service project that helps others
• Projects that help to reduce food waste (thereby reducing AND reduces atmospheric carbon at the same time!
carbon emissions). Below are suggested project ideas to start your thinking process.
• Projects that help to reduce carbon emissions. Because the youth have completed the Carbon-Friendly Lunch Challenge, many of the
suggested projects relate to our food system.
• Projects that help to sequester carbon.
Projects that Help to Reduce Food Waste AND Carbon Emissions
• Volunteer at a local food bank/pantry
• Donate food to a local food bank/pantry
• Volunteer to glean food (collect “leftover” food that was not harvested) from local
farms for donation to a food pantry
• Collect coupons to help a local food pantry that purchases food for clients
• Hold a food drive for a local food pantry
• Teach others about food labeling to clarify confusion about USDA universal
‘Best if Used by” labeling and FDA canned food and produce labeling
• Teach others about food waste (as much as 20% to 40% of food becomes waste)
• Start a food pantry for a community organization
Projects that Help to Reduce Carbon Emissions
• Collect and recycle materials around your community that might otherwise be thrown
away paper, cardboard, glass, aluminum, steel, #1 and #2 plastic
• Collect unwanted but reusable items from around your community and donate
them to a thrift store where they can be resold and reused
Projects that Help to Sequester Carbon
• Plant trees in a local park (with permission)
• Plant flowers and shrubs around community sports
• Start a community garden
20 | Curbing Our Carbon AppetiteAlignment with Next Generation Science Standards
Elementary School High School
4-ESSS3-1. Earth and Human Activity
4-ESS3-1. Earth and Human Activity HS-PS3-3. Energy
Obtain and combine information to describe that energy and Design, build, and refine a device that works within given
fuels are derived from natural resources and their uses affect constraints to convert one form of energy into another form
the environment. of energy.
5-LS1-1. From Molecules to Organisms: Structures & Processes HS-LS2-5. Ecosystems: Interactions, Energy, and Dynamics
Support an argument that plants get the materials they need Develop a model to illustrate the role of photosynthesis
for growth chiefly from air and water. and cellular respiration in the cycling of carbon among the
biosphere, atmosphere, hydrosphere, and geosphere.
5-LS2-1. Ecosystems Interactions, Energy, and Dynamics
Develop a model to describe the movement of matter among HS-LS2-7. Ecosystems Interactions, Energy, and Dynamics
plants, animals, decomposers, and the environment. Design, evaluate, and refine a solution for reducing the
impacts of human activities on the environment and
5-ESS2-1. Earth’s Systems biodiversity.
Develop a model using an example to describe ways the
geosphere, biosphere, hydrosphere, and/or atmosphere HS-ESS2-4. Earth’s Systems
interact. Use a model to describe how variations in the flow of energy
into and out of Earth’s systems result in changes in climate.
5-ESS3-1. Earth and Human Activity
Obtain and combine information about ways individual HS-ESSS3-4. Earth and Human Activity
communities use science ideas to protect the Earth’s Evaluate or refine a technological solution that reduces
resources and environment. impacts of human activities on natural systems.
HS-ESS3-6. Earth and Human Activity
Middle School Use a computational representation to illustrate the
relationship among Earth’s systems and how those
MS-PS3-3. Energy relationships are being modified due to human activity.
Apply scientific principles to design, construct, and test a
device that either minimizes or maximizes thermal energy HS-ETS1-1. Engineering Design
transfer. Analyze a major global challenge to specify qualitative and
quantitative criteria and constraints for solutions that account
MS-LS1-6. From Molecules to Organisms: Structures & Processes for societal needs and wants.
Construct a scientific explanation based on evidence for the
role of photosynthesis in the cycling of matter and flow of
energy into and out of ecosystems.
MS-ESS3-3. Earth and Human Activity
Apply scientific principles to design a method for monitoring
and minimizing a human impact on the environment.
MS-ESSS3-5. Earth and Human Activity
Ask questions to clarify evidence of the factors that have
caused the rise in global temperatures over the past century.
Curbing Our Carbon Appetite | 21REFERENCES Bayer. (2020a). Climate change: agriculture’s role in addressing a changing climate. https://www.cropscience.bayer.com/people-planet/climate-change. Bayer. (2020b). Farm solutions to address a changing climate: soil below and satellites above. https://www.cropscience.bayer.com/people-planet/climate-change/a/soil-below-and-satellites-above. CarbonFootprint.com. (2020). Carbon reduction: tips to help you reduce your footprint. https://www.carbonfootprint.com/minimisecfp.html. Center for Climate and Energy Solutions. (2020). Controlling industrial greenhouse gas emission. https://www.c2es.org/content/regulating-industrial-sector-carbon-emissions/#:~:text=Reducing%20Industrial%20 Emissions,use%20and%20recycling%20 of%20materials. Center for Sustainable Systems, University of Michigan. (2020). Carbon Footprint Factsheet. http://css.umich.edu/factsheets/carbon-footprint-factsheet. EPA. (2020). Climate impacts on agriculture and food supply. https://19january2017snapshot.epa.gov/climate-impacts/climate-impacts-agriculture-and-food-supply_.html#:~:text=Climate%20change %20can%20 disrupt%20food,result%20in%20reduced%20agricultural%20productivity. NASA. (2020a). Climate change: How do we know? https://climate.nasa.gov/ evidence/. NASA. (2020b). Causes of climate change. https://climate.nasa.gov/causes/. NASA. (2020c). Effects of climate change. https://climate.nasa.gov/effects/. NASA Earth Observatory. (2011). The carbon cycle. https://earthobservatory. nasa.gov/features/CarbonCycle. Sierra Club. (2020). Agricultural practices: producing and reducing greenhouse gas emissions. https://www.sierraclub.org/sites/www.sierraclub.org /files/sce/iowa-chapter/Ag-CAFOs/AgAndGHG.pdf. Union of Concerned Scientists. (2020). Climate change and agriculture. https://www.ucsusa.org/resources/climate-change-and-agriculture. 22 | Curbing Our Carbon Appetite
Carbon-Friendly Lunch Challenge - Answer Key
Starting Origin/ Packaging/ Total
Card # Product Name Production Processing
Tokens Transport Waste Tokens
1 Strawberries 5 1 1 1 1 9
2 Strawberries 5 1 1 -1 -1 5
3 Peanut Butter & Jelly Sandwich 5 1 -1 1 1 7
4 Peanut Butter & Jelly Sandwich 5 -1 -1 -1 -1 1
5 Green Peppers 5 1 1 1 1 9
6 Green Peppers 5 -1 1 -1 -1 3
7 Macaroni and Cheese 5 -1 1 1 1 7
8 Macaroni and Cheese 5 -1 -1 1 -1 3
9 Roast Beef & Cheese Wrap 5 1 1 -1 1 7
10 Roast Beef & Cheese Wrap 5 -1 -1 -1 -1 1
11 Apple 5 -1 1 1 -1 5
12 Apple 5 1 1 1 1 9
13 Salami Sandwich 5 -1 -1 -1 -1 1
14 Salami Sandwich 5 -1 -1 1 1 5
15 Water 5 1 1 1 1 9
16 Juice 5 -1 -1 -1 1 3
17 Juice 5 -1 -1 -1 -1 1
18 Water 5 1 1 -1 -1 5
19 Sports Drink 5 -1 -1 -1 -1 1
20 Crackers 5 -1 -1 1 -1 3
21 Mandarin Orange 5 1 1 -1 0 6
22 Mandarin Oranges 5 -1 -1 -1 -1 1
23 Granola Bar 5 1 -1 -1 -1 3
24 Fruit Snacks 5 -1 -1 -1 -1 1
25 Peanut Butter Crackers 5 -1 -1 -1 -1 1
26 Graham Crackers 5 1 1 1 -1 7
27 Turkey and Cheese Lunch Pack 5 -1 -1 -1 -1 1
28 Peanut Butter & Jelly Sandwich 5 -1 -1 -1 -1 1
29 Hummus and Chips 5 -1 -1 -1 -1 1
30 Hummus and Chips 5 1 1 1 1 9
31 Animal Crackers 5 -1 -1 1 -1 3
32 Animal Crackers 5 -1 1 1 1 7
33 Toaster Pastry 5 -1 -1 -1 -1 1
34 Pears 5 1 1 1 1 9
35 Hard-boiled Egg 5 1 1 1 1 9
36 Hard-boiled Egg 5 1 1 -1 -1 5
37 Egg Salad Sandwich 5 1 1 1 1 9
38 Egg Salad Sandwich 5 -1 0 -1 -1 2
39 Bagel w/ Cream Cheese 5 1 -1 1 -1 5
40 Bagel w/ Cream Cheese 5 1 1 1 1 9
41 Brownie 5 -1 -1 -1 -1 1
42 Potato Chips 5 1 1 1 1 9
43 Potato Chips 5 -1 -1 1 -1 3
44 Cherries 5 -1 1 1 -1 5
45 Cherries 5 1 1 1 1 9
46 Cheese Stick 5 1 1 1 -1 7
47 Meat Stick 5 -1 -1 -1 -1 1
48 Peaches 5 1 -1 -1 -1 3
49 Peach 5 1 1 1 1 9
50 Pudding 5 -1 -1 -1 -1 1
Curbing Our Carbon Appetite | 23Starting Origin/ Packaging/ Total
Card # Product Name Production Processing
Tokens Transport Waste Tokens
51 Pudding 5 1 -1 -1 1 5
52 Green Salad 5 1 1 1 1 9
53 Carrots 5 -1 0 -1 -1 2
54 Carrots 5 1 1 1 1 9
55 Grapes 5 1 1 1 1 9
56 Grapes 5 -1 1 -1 -1 3
57 Potato Chips 5 -1 -1 -1 -1 1
58 Cheese Puffs 5 -1 -1 -1 -1 1
59 Cheese Puffs 5 -1 -1 1 1 5
60 Cream Cheese Crackers 5 -1 -1 -1 -1 1
61 Raisins 5 -1 -1 -1 1 3
62 Juice Pouch 5 -1 -1 -1 -1 1
63 Yogurt 5 -1 -1 -1 -1 1
64 Yogurt 5 1 1 1 1 9
65 Cheese Sandwich 5 1 -1 -1 1 5
66 Cheese Sandwich 5 -1 -1 -1 -1 1
67 Ham and Cheese Sandwich 5 -1 -1 -1 -1 1
68 Ham and Cheese Sandwich 5 -1 -1 -1 1 3
69 Chocolate Chip Cookies 5 1 -1 -1 -1 3
70 Chocolate Chip Cookies 5 -1 1 1 1 7
71 Watermelon 5 1 1 1 1 9
72 Watermelon 5 1 1 1 -1 7
73 Vegetable & Cheese Sandwich 5 -1 0 -1 1 4
74 Vegetable & Cheese Sandwich 5 -1 0 1 -1 4
75 Pasta Salad 5 -1 0 -1 -1 2
76 Pasta Salad 5 1 0 1 1 8
77 Cheese Cubes 5 1 1 1 1 9
78 Tomatoes 5 1 1 1 1 9
79 Turkey Sandwich 5 1 -1 -1 -1 3
80 Applesauce 5 1 1 1 1 9
81 Applesauce 5 -1 -1 -1 -1 1
82 Tomatoes 5 -1 1 -1 -1 3
83 Turkey Sandwich 5 1 1 1 1 9
84 Broccoli 5 1 1 1 -1 7
85 Broccoli 5 1 1 1 1 9
86 Cucumbers 5 1 1 1 1 9
87 Cucumbers 5 1 1 1 -1 7
88 Banana 5 1 1 -1 1 7
89 Pretzels 5 -1 -1 1 1 5
90 Pretzels 5 -1 -1 -1 -1 1
91 Cheese Wrap 5 1 1 1 1 9
92 Cheese Wrap 5 1 -1 -1 -1 3
93 Pizza Lunch Pack 5 -1 -1 -1 -1 1
94 Pears 5 1 -1 -1 -1 3
95 Milk 5 1 1 1 -1 7
96 Cheese Crackers 5 -1 -1 -1 1 3
97 Cheese Crackers 5 -1 -1 -1 -1 1
98 Raisins 5 1 1 -1 1 7
99 Tuna Salad Sandwich 5 -1 -1 -1 1 3
100 Tuna Salad Sandwich 5 -1 -1 -1 -1 1
24 | Curbing Our Carbon Appetite4-H Curbing Our Carbon Appetite
Challenge Youth Participant Survey
D
Dear Participant:
You have been given this survey because you have participated in a 4-H program and 4-H would like to
learn about you and your experiences in 4-H.
Your answers are important and they will be kept private. But, if you don’t want to fill out the survey, you
don’t have to or if there is a question you don’t want to answer, you can leave it blank.
There are no right or wrong answers, so please answer all questions honestly. Thank you!
1. I thought it was important to work in a group to com- 7. What grade are you in? If it is summer break, which
plete the Curbing Our Carbon Appetite Challenge. grade will you be starting in the fall?
❑ Yes
grade
❑ Sort of
❑ No
8. Which of the following best describes your gender?
(Check one box.)
2. My teammates and I used good communication to
complete the Challenge. ❑ Female (girl)
❑ Male (boy)
❑ Yes
❑ My gender identity is not listed
❑ Sort of
❑ I don’t want to say
❑ No
9. Which of the following best describes your race
3. After completing the Challenge, I have a better
and ethnicity? (Select all that apply.)
understanding of how I can contribute to continuing a
healthy food supply. ❑ American Indian or Alaskan Native
❑ Asian
❑ Yes
❑ Black or African American
❑ Sort of
❑ Hispanic or Latino
❑ No
❑ Native Hawaiian or Other Pacific Islander
❑ White or Caucasian
4. I am more interested in science and agriculture after
❑ More than one race
participating in the Challenge.
❑ I don’t know
❑ Yes
❑ Sort of 10. Which of the following best describes the primary
❑ No place where you live? (Check one box.)
❑ Farm
5. After completing the Challenge, I have a better un- ❑ Rural (non-farm residence, pop. < 10,000)
derstanding of how science and engineering help solve ❑ Town or City (pop. 10,000 – 50,000)
real life problems. ❑ Suburb of a City (pop. > 50,000)
❑ Yes ❑ City (pop. > 50,000)
❑ Sort of
❑ No
6. How old are you?
years old
Curbing Our Carbon Appetite | 25Bayer is a global enterprise with core competencies in the Life Science fields of health care and agriculture. Its
products and services are designed to benefit people and improve their quality of life. As population continues
to increase and access to land and water for agriculture decreases, Bayer remains focused on enabling farmers
to produce more from their land while conserving the world’s natural resources. Bayer is supporting the 4-H
Ag Innovators Experience because today’s participants will provide tomorrow’s foundation for a prosperous,
knowledgeable, and innovative agricultural workforce.
Visit www.cropscience.bayer.us for more information, and follow @Bayer4CropsUS on Twitter, Facebook,
and Instagram.
Thank you notes should be addressed to:
Erin Glarner
Program Manager
Bayer, B2N
800 N. Lindbergh Blvd.
St. Louis, MO 63167
4-H is the youth development organization of our nation’s Cooperative Extension System and USDA.
No endorsement of this partner’s product or services is granted or implied by 4-H.
Mention of a proprietary product does not constitute an endorsement or a recommendation for its use by University of Maryland or USDA.You can also read
