Posts

Writing Thank You Notes for Cloverbuds

As we go through the busy time of summer, it is important to think about who has helped or impacted our experiences in 4-H.  It is never too early too early for Cloverbuds to learn how to write thank you notes.

As a Cloverbud volunteer, it might be helpful to ask some of the following questions to our Cloverbuds:

  • How did they help you?
  • Did you receive a gift/award? Who was that from?
  • Were they a good friend/neighbor/mentor?

It is important for Cloverbuds to realize that you should not just write a thank you note when you receive an item.  There are many other situations and times when a thank you note is needed to acknowledge help or assistance.

Encourage the Cloverbud youth to think about volunteers in their club, camp counselor, Senior Fairboard member who helps put on fair, club officer, etc.

MyPlate Activities for Cloverbuds

Happy birthday, MyPlate! MyPlate is 10 years old this year. It’s a good reminder to think about how MyPlate concepts can be incorporated into Cloverbud activities.

What is MyPlate? MyPlate is a nutritional food guide that was developed by the U.S. Department of Agriculture to help people become more aware of what they eat and to assist them in making better food choices. The MyPlate icon shows the five food groups: Fruits, Vegetables, Grains, Protein Foods, and Dairy. It features a simple picture of a plate, which offers a visual cue that is easy to relate to, with sections of a plate representing how much of each food group people should consume relative to the other groups.

The 2020–2025 Dietary Guidelines for Americans emphasizes the importance of an overall healthy eating pattern with all five groups as key building blocks. Each food group includes a variety of foods that are similar in nutritional makeup, and each group plays an important role in an overall healthy eating pattern.

Why emphasize healthy eating patterns? Because we know diets early in life can shape food habits into adulthood, our Cloverbud members are at the ideal age to foster good habits. However, recent studies show there is a cause for concern.

Current intakes show that from an early age, dietary patterns are not aligned with the Dietary Guidelines. Five- to 8-year-olds are generally within the range of recommended intakes for protein, fruits, and grains (although this is achieved with refined grains, not whole grains), but below in vegetables and dairy. Vegetable intake is especially low in children, and increasing vegetable consumption tends to be particularly difficult. In addition, most diets exceed the recommended limits for added sugars, saturated fat, and sodium.

A recent study found that diets of children in the U.S. have improved modestly but remain poor for most. This improvement in diet quality is promising. However, another report found that more than a third of U.S. children and adolescents consumed fast food. Other researchers have examined sugar-sweetened beverages and junk foods. The results of these studies are cause for concern because fast food,  sugar-sweetened beverages, and junk food have been associated with higher caloric intake and poorer diet quality. These dietary patterns contribute to overweight and obesity, as well as increasing the risk for chronic diseases later in life.

MyPlate Activities for Cloverbuds

4-H volunteers have the opportunity to help children meet guidelines for healthy eating by regularly incorporating healthy living activities into 4-H club meetings. If you’re looking for activities for Cloverbuds, the “Making Healthy Food Choices” in The Big Book of 4-H Cloverbud Activities (4-H 710GPM) is a great place to start. The Food and Nutrition Service has the Serving Up My Plate curriculum. The MyPlate website also contains activity sheets than can be downloaded. Here are some more to try.                              

Eat the Rainbow of Colors. Draw columns on a large sheet of paper labeled red, orange, yellow, blue, green, purple, and white. See how many fruits and vegetables the group members can name for each color.

Category Match. Divide the group into five smaller groups. Give each group one of the five food groups from MyPlate. Have the group members brainstorm as many foods as they can that fit into each category. Share lists with the whole group.

MyPlate Picnic. Have each person say their name, a food that begins with the first letter of their name, and the group it fits in. For example: “My name is Theresa, I’m going to bring tomatoes to the picnic, and they are in the vegetable group.

What’s on Your Plate Food Collage. Gather grocery store ads and old magazines. You will also need paper plates, markers, scissors, and glue sticks. Divide the paper plate to match the divisions on MyPlate. Cut out foods and fit them into the appropriate section of the plate.

Taste Test. Children may be reluctant to taste new foods, so taste testing can improve children’s dietary intake.

Eating the Alphabet. Use the idea from the book Eating the Alphabet (by Lois Ehlert): Name and illustrate a food for each of the letters of the alphabet. This activity can tie in with the “Planning a Community Art Exhibit” in The Big Book of 4-H Cloverbud Activities.

Read All About It.  Build literacy skills while learning about the five food groupsPicture books can be effective when children are actively involved.  Having them answer questions about the story exercises their critical thinking skills.  There are several websites that feature selected children’s books.  Here are a few to get you started.

MyPlate Talking Points

MyPlate is not perfect–for one thing, the size of the plate matters. The specific amounts of food needed in each group vary by age, gender, and activity level; the Dietary Guidelines provides more detailed information on this topic. Some foods contain ingredients from multiple groups, making them difficult to classify.

The MyPlate icon focuses on incorporating healthful foods; however, all foods in a group are not the same. The key is choosing a variety of foods and beverages from each food group—and making sure that each choice is limited in saturated fat, salt, and added sugars, including cakes, cookies, ice cream, candies, sweetened drinks, and fatty meats like sausages, bacon, and hot dogs. Use these foods as occasional treats but not everyday foods (“sometimes foods”). 

  • Fruits – Make half your plate fruits and vegetables: Focus on whole fruits.
  • Vegetables – Make half your plate fruits and vegetables: Vary your veggies.
  • Grains – Make half your grains whole grains.
  • Protein – Vary your protein routine. Choose protein foods like beans, fish, lean meats, and nuts.
  • Dairy – Move to low-fat or fat-free milk or yogurt. Drink fat free or low-fat milk or water instead of sugary drinks.

4-H volunteer leaders working with Cloverbuds can encourage children to make healthy food choices. Developing healthy eating habits can go a long way to ensure a better lifestyle now and in the future.

References
de Droog, S. M., Buijzen, M., & Valkenburg, P. M. (2013). Enhancing children’s vegetable consumption using vegetable-promoting picture books. The impact of interactive shared reading and character-product congruence. Appetite, 73, 73–80. https://doi.org/10.1016/j.appet.2013.10.018
Fryar, C. D., Carroll, M. D., Ahluwalia, N., & Ogden, C. L. (2020). Fast food intake among children and adolescents in the United States, 2015–2018 (NCHS Data Brief No. 375). https://www.cdc.gov/nchs/products/databriefs/db375.htm
Gold, A., Larson, M., Tucker, J., & Strang, M. (2017). Classroom nutrition education combined with fruit and vegetable taste testing improves children’s dietary intake. Journal of School Health, 87(2), 106–113.  https://doi.org/10.1111/josh.12478
Leung, C. W., DiMatteo, S. G., Gosliner, W. A., & Ritchie, L. D. (2018). Sugar-sweetened beverage and water intake in relation to diet quality in U.S. children. American Journal of Preventive Medicine, 54(3), 394–402. https://doi.org/10.1016/j.amepre.2017.11.005
Liu, J., Rehm, C. D., Onopa, J., & Mozaffarian, D. (2020). Trends in diet quality among youth in the United States, 1999-2016. Journal of the American Medical Association, 323(12), 1161–1174. https://doi.org/10.1001/jama.2020.0878
Liu, J., Lee, Y., Micha, R., Li, Y., & Mozaffarian, D. (2021). Trends in junk food consumption among US children and adults, 2001-2018. American Journal of Clinical Nutrition, nqab129. https://doi.org/10.1093/ajcn/nqab129
Snelling, A. M., Newman, C., Ellsworth, D., Kalicki, M. Guthrie, J., Mancino. L., Malloy, E., Van Dyke, H., George, S., & Nash, K. (2017). Using a taste test intervention to promote vegetable consumption. Health Behavior and Policy Review, 4(1), 67–75. https://doi.org/10.14485/HBPR.4.1.8
U.S. Department of Agriculture. MyPlate. https://www.myplate.gov/
U.S. Department of Agriculture and U.S. Department of Health and Human Service. (2020). Dietary guidelines for Americans, 2020–2025 (9th ed.). https://www.dietaryguidelines.gov/
Williams, K., Dill, A., & Lindberg, S. (2019). Changes in nutrition knowledge, attitudes, and behavior after implementation of Serving Up MyPlate and vegetable taste tests. Journal of Nutrition Education and Behavior, 51(7S), S31–S32. https://doi.org/10.1016/j.jneb.2019.05.589

Growing Chia Pets

Growing plants is an activity that has success happening right before your eyes! Plants need five things to grow: light, water, air, nutrients, and the proper temperature. Light is absorbed by the plant causing it to produce food that is utilized by the plant for growth. We all need food and water so make sure you are providing adequate water to the plant. Air is vital to provide carbon dioxide for making that food and making sure our environment is an acceptable temperature for growth. Most plants are not excited about frosty mornings, so covering outside plants is a must for those with flowers, bushes, and vegetables until May 15. Nutrients are the last thing that is necessary for plant growth and is typically provided in the soil and absorbed into the plant through the roots.

What is a “chia pet”? As advertised on television, chia pets are round, clay objects that grow grass resembling hair. The best part is we can give them “a haircut”, and then watch it grow to be cut again. We still need to provide all the necessary ingredients to grow our “hair” but can find many of these items around the house or at the local store.

Supplies needed: small Styrofoam cup, knee high pantyhose, potting soil, grass seed, markers, googly eyes and glue.

  1. Place grass seed in the bottom of the pantyhose (make sure you are covering a good section to make its head full of hair).
  2. Now add 1 ½ cups of potting soil on top of the seed.
  3. Tie the pantyhose tight around the soil, making it round like a human head.
  4. Decorate your cup (which is your flowerpot) and then fill it ½ full of water.
  5. Turn your head upside down (so extra pantyhose is hanging down) and place the pantyhose full of soil and seed in the cup.
  6. You can add eyes, ears, nose, etc. to make your chia pet come alive!
  7. The pantyhose acts as the roots of the plant. In just a few short days, your chia pet will start growing hair.
  8. Make sure that you provide sunlight and add water as needed to help your “hair” grow!

Ohio 4-H Cloverbot Challenge

The 2021 Cloverbot Challenge will help Cloverbuds imagine how could they live on a newly established colony on the planet Mars. They will explore what a colony might that look like, where to live and how they could move from place to place.

The 4-H Cloverbot Challenge is a statewide event designed just for our youngest 4-H’ers. Teams will work together to research a topic, build a model out of interlocking bricks and create a poster highlighting their experience. Teams will present and share virtually via Zoom either Monday, July 12 or Thursday, July 22.

Cloverbud teams will learn about the planet Mars and potential modes of transportation. Teams will also learn more about the challenge by answering these questions:

  • What are similarities and differences between Earth and Mars?
  • What might your colony look like on Mars?
  • What kinds of transportation do you use on Earth?
  • How would transportation you use on Mars be different or similar to what we use on Earth?
  • What jobs are associated with space travel?
  • How might you stay safe when using transportation on Mars?
  • How does the environment on Mars impact transportation?

Teams may have a minimum of two members, but no more than eight, and are coached by an adult team leader. Details and registration information can be found at https://ohio4h.org/families/cloverbuds/cloverbot-challenge

Questions? Contact Christy Millhouse at millhouse.10@osu.edu or Rhonda Williams at williams.418@osu.edu. And a special thanks to the Ohio 4-H Foundation for their ongoing support of the Cloverbot Challenge.

Flyer: 2021 Cloverbot Challenge

Nature Color Match Lesson

This is a great activity that can be done anytime throughout the year and can be combined with a nature hike or other outdoor activities.

MATERIALS & LOCATION NEEDED:

  • Paint color chips/swatches (available free at paint or hardware stores) or your can print a color wheel
  • Depending upon the season, but greens, yellows and browns are a great place to start
  • It is best to do this activity outside on a nature walk or even in a backyard

WHAT TO DO:

  1. Before going on a nature hike, talk about all the colors in nature to help children prepare for the activity.
  2. Give each child a paint swatch and talk about all the various shade of each color. For example, green. In nature there are lots of green items, but different shades.
  3. Give each child at least one paint swatch as you head out for a nature walk and ask them to find three natural items that match the colors on their swatch. (Caution them to not touch or pick any plants or flowers.
  4. After several minutes of exploring, gather the children together and ask them to share their discoveries.
  5. Then ask:
    • Was it hard to find the exact color matches?
    • Did you find more than one kind of thing that was exactly the same color?
    • Were you surprised by how many different shade of green, yellow and brown you found?

APPLICATION:

Ask:

  • Look around your home and school – how many of nature’s colors can you find? Look at clothing, books, and even paint on the walls.

BOOKS TO READ:

  • Tell me, Tree by Gail Gibbons
  • Over in the Meadow by Olive A. Wadsworth
  • Nature’s Hidden World  by Ingrid Selberg
  • The Listening Walk by Paul Showers

This printable activity and others can be found at: https://u.osu.edu/cloverbudconnections/click-it/

Source: This Big Book of 4-H Cloverbud Activities at Home works well with Chapter 19 in The Big Book of 4-H Cloverbud Activities available through OSU Extension offices or online at extensionpubs.osu.edu. Ohio residents get the best price when they order and pick up their purchases through local Extension offices.

Conducting Nature Fun Activities Virtually

Spring is in the air and children are excited to go outside and explore.  However, many clubs still need to conduct their meetings virtually because of current restrictions.  With a few modifications, you can still offer some great outdoor related activities in a virtual setting.  Read on to learn how you can modify some of the Nature Fun activities from The Big Book of 4-H Cloverbud Activities (2016, pgs. 85-89).

Preparing for a virtual lesson takes a little bit of communication and preparation by both the volunteers and the members.  Get your members excited and prepared for the meeting by sending a message a few days prior.  Let the members know the topic you plan to cover and the supplies you need them to have ready when they log onto the virtual meeting.

The Magic Can activity allows children to use their sense of hearing to listen for noises they may hear when an item from nature is being shaken in a can.  Since members will be unable to pass the can around and shake it individually, you can shake the can for them. The children will need reminded to use their ‘listening ears’ and quietly listen to the sound so everyone will have a chance to hear.  Ask the members to give you a thumbs up once they think they know what item from nature is in the can.  You can call on members to share their guess before showing the group what is in the can.

The Sounds of Nature Hike activity can be adapted using audio recordings of nature.  Check online for videos or audio recordings of nature.  You can share the audio from your electronic device during your meeting and allow the members to listen to sounds.  Ask your members to close their eyes, turn on their ‘listening ears’, and listen quietly to the sounds.  Once everyone has had a chance to listen for a little while, the members can share the sounds they heard.  You can replay the audio to point out specific sounds that were mentioned.  When searching for sounds of nature, be sure to find a variety of recordings to share such as birds, moving streams, waves of the ocean, etc.  This activity can enable you to share how sounds of nature may vary depending on where you live. 

The Leaf Rubbings activity can be done virtually as well.  Ask your members to gather 3-5 leaves prior to the meeting.  They should have the leaves and a piece of paper and some crayons when they join the meeting.  This activity may be easier to use a little later in spring when leaves are more readily available.  Members can each share the leaves they found and use them for the leaf rubbing drawing.  Members may be able to identify the tree species their leaf came from or find it exciting to see that other members have the same type of trees near their house.

The Nature Scavenger Hunt activity can be turned into a nature hike show and tell activity.  Ask your members to take a hike through nature prior to the meeting and bring 5 things to the meeting that they found in nature.  Remind them not to bring anything back that may be an animal’s habitat as they do not want to disturb it.  Allow each member to share the items they found on their hike and tell where they found it.  Some items may be very common while other items in nature are unique to certain environments (open, dry area vs. a dark, moist area).  Ask the members to each share two things they saw on their nature hike, but were unable to bring back with them (i.e. bird, bird’s nest, squirrel, insect, etc.).  If they are able, encourage youth to return the items they collected back to nature after your meeting is complete. The original Nature Scavenger Hunt activity can be shared with members to complete on their own prior to your meeting as an interest approach activity or after the meeting as a follow-up application activity.

The attention span of Cloverbud members during a virtual meeting may drop quicker than an in-person meeting.  Your virtual meeting may only last 30-40 minutes.  Depending on the number of members you have and how much you want to accomplish, you may feel like this is not enough time to complete your lesson.  It is okay to provide an activity for the member to do prior to the meeting as an interest approach to the lesson you are going to teach during the meeting.  Another option is to provide them with an activity to complete at home after their meeting, reinforcing what they learned.  Encourage members to share with you what they completed during their application activity.

 

Reference:  Glover, C., Longo, M., Mendenz, B., Millhouse, C., Williams, R., Woods, D.,  Zimmer, B. (2016).  The Big Book of 4-H Cloverbud Activities.  Columbus, OH, The Ohio State University.

Hopping Into Spring With Some Fun Activities!

As we begin to feel hints of warmer weather, we are all starting to see the signs of spring!  Here are some activities you can do at home, at club meetings, or even virtually.

Spring Scavenger Hunt

Make a list of things that your child can find outside or items that remind you of spring.  Send that list to your youth and challenge them to go on a nature walk around their neighborhood and find these items.  They can bring their favorite or most unique item to a club meeting in person or virtually to talk about what they found and what they like about it.

Potato Stamp Pictures.

Take a potato and cut it in half (an adult can help with this).  Then cut an in indented fun spring shape in each half i.e., a flower, a tree, leaf, star or any fun shape.  Then dip the potato into paint and make a fun picture onto  paper.  Youth can do this virtually as an activity or in person, everyone has their own potato and can throw it away when they are done.

Learning Egg Hunt

Get some plastic eggs and in each plastic egg put a question about 4-H, the project area your Cloverbud is interested in, or even a fun spring question. Examples: what is the 4-H motto, what season comes after winter etc.  Along with the question, put in a prewrapped piece of candy or a goody (be aware of any food allergies that your Cloverbuds may have). Now send your Cloverbud on a hunt for the eggs.  Have everyone meet back in the group and read their question. They cannot have their goody until they answer their question correctly.  In 4-H we like to help others, so they can get help from the group. The objective of this activity is to assist them to learn in a fun way.  If you are meeting virtually, have the guardian/parent prepare the plastic eggs with the question you provide.  Give the youth 5 minutes to collect the eggs. Then have youth take turns reading their questions to the group and answering them, again with help from the group if needed.

Spring Story Time

Ask each child to share their favorite spring books. For those that would like to read, have them read their story to the group.  A fun spring book is the Hungry Caterpillar by Eric Carle. An extra activity is to challenge your youth to find a caterpillar and watch its evolution to a butterfly.  Youth can talk about what they observed at the next meeting.  For a snack, make a hungry caterpillar with apple slices for the body, a cherry tomato or strawberry for the face, raisins for the eyes and fruit roll ups or the legs and antennas.

Another book about spring is The Tiny Seed by Eric Carle.  Encourage youth to get some seeds to plant in a cup or do this at a club meeting, (even just grass seeds) and watch them grow.  Other books about spring include: Goodbye Winter. Hello Spring by Kenard Pak, Spring is Here: A Bear and Mole Story by Will Hillenbrand, Up in the Garden and Down in the Dirt by Kate Messner, and The Hike by Alison Farrell.

Paper Plate Animals

Use paper plates and construction paper to make a rooster, sheep, or rabbit. You can use your imagination to make other animals, too. For the rooster, fold your plate in half.  Cut out a comb and wattle from red construction paper (or color white paper with a red crayon) and a beak from yellow paper (or color white paper yellow).  Glue on a googly eye or just use a black marker or crayon to make an eye.  Have youth google why roosters have wattles? 

To make a sheep: Fleece is made out of cotton balls you glue onto the plate. Cut out a face and ears with black construction paper or color white paper. Finally cut out eyes to glue on the face. Have youth google why do sheep have fleece?

You can even make a rabbit with cotton for the fur.  Make eyes, nose and whiskers with construction paper or color white paper.  Have the youth google why do rabbits have whiskers?

Crack Some Fun Spring Jokes                                                                                                                                                                                        

Q: Can February March?

A: No, but April May!

Q: What season is it when you are on trampoline?

A: Spring time!

Q:What flowers grow on faces?

A: Tulips

Q: How excited was the gardener about his plants?

A: So excited he wet his plants!

Q: Name bow that can’t be tied

A: Rainbow

Take some time and do something fun outside.  Enjoy the warmer weather!

Reading Adventures – Connecting Cloverbuds to Literacy

Recently I spent time with my grandson who is in kindergarten.  When I asked him what his favorite subject is, he responded with reading!  Oh how happy this grandma was to hear those words! Being an avid reader myself, I understand the importance of reading and the love of curling up with a good book.

Why is reading important to our youngest 4-H members?  Being able to read and comprehend is the cornerstone of any child’s education.  Reading introduces educational foundation skills, increases vocabulary, and instills a love of books and reading in children at a young age.  Children who read are better able to make the connection between written and spoken words, not to mention the fact that reading is fun!

Reading just one book per day to a child from birth to kindergarten will result in them hearing almost 300,000 words by the time they start school.  Children will also bond with that caring adult who takes the time to read out loud.

The cool thing about books is that they can be used to begin conversations with children about sometimes difficult or challenging subjects.  Reading provides an opportunity for children to safely explore strong emotions.

Cloverbud volunteers can reinforce the love of reading by incorporating a Reading Adventure (or two!) into their annual Cloverbud activities.  Reading Adventures take popular children’s books and pair them with ideas for healthy snacks, games, and activities.  Reading Adventures are designed to be stand-alone lessons that can enhance your already dynamic Cloverbud program; or, they can be used with different chapters found in the Big Book of Cloverbud Activities.  Each Reading Adventure identifies which chapter of the Big Book can be used with that particular adventure.

Most books featured in the adventures are popular books which you may already have on your bookshelf.  If not, these titles should be readily available from your public library or from an online library source.

Check out the Reading Adventures included in this blog.  Check back often as new titles are added as they become available.  Have an idea for a book that would make a great Reading Adventure?  Send your book recommendation to williams.418@osu.edu.

Reading a book can take us places when we need to stay where we are.  And, a child who reads will be an adult who thinks.

A Long Winter’s Nap

Yaawwnnn! These cold winter days make me feel lazy and sleepy. I just want to hibernate.

Hibernate? What is hibernate?

Hibernation is how animals save energy to survive harsh weather conditions or lack of food. When hibernating, an animal’s heartbeat and breathing slows down and its body temperature drops.

We usually think of bears when we think of hibernation. They eat up during the summer, putting on the extra pounds that they will need for their winter nap. They prepare a special place to hibernate — a bed lined with leaves and twigs. When winter sets in, the bears curl up in their dens and go without eating, drinking, or exercising for as long as 100 days!

While we probably are not going to hibernate for 100 days, we can have some hibernation fun. We can “bear-ly” wait for you to try!

First, we should prepare a snack to store some energy for our body. Let’s make some energy balls.

Next step, we need to make our den. Grab some blankets and cover a table that you can fit under. Bears like cozy little spots that are not too big. Make sure the inside is dark for excellent sleeping. Put your favorite pillow and blanket in your den. You might want to bring along a teddy bear to share the fun!

We probably should do a little exercise before we go into our den. Let’s do 10 toe touches, reach up to the sky as high as you can 5 times, and of course, we must do a quick bear walk!

Although most of the time you may be sleeping, you might want to bring along something fun if you are not ready to sleep. You can even put a flashlight in your den to help you see better. Here is a coloring page for you or how about a book to read?  Can you find a book about bears?

Are you feeling sleepy yet? If not, grab a piece of paper and write the word “HIBERNATION”. Can you find the letters inside that word to make these words – bear, ate, ran, ton, not, hear, near? Can you find any other words from those letters?

Yaawwnnn! Time for that winter nap. See you this spring!

*This activity is written as a stay-at home Cloverbud activity, but creative club volunteers may want to gather supplies to have their members design a large multi bear den and complete the activities, including making the snacks.

Photo credit for Favorite Books about Bears and Hibernation graphic: pre-kpages.com

 

The Power of Words

The Word Collector, by Peter H. Reynolds, is the story of a boy and the love for his very special collection – words.  Jerome was inspired to write down words that he heard, saw, and read.  He organized his collection into scrapbooks.  There were so many books!  One day when he slipped and fell, the words were tossed into a jumbled mess.  Jerome began to reorganize the words into poems which later became songs.  He noticed that words could move people.

My daughter began to discover her first written words at the age of two.  The books became her friends, and she would sleep with them like stuffed animals.  By age four, she was reading books.  She discovered early, like Jerome, that words are powerful.  They have the ability to transport, transform, and transition a person to a new way of “thinking, feeling, and dreaming”.

Amanda Gorman, the first National Youth Poet Laureate of the United States, grew up with a speech impediment.  She used written word as a form of self-expression and practiced spoken word as a way of developing her own “speech pathology” to overcome her speech difficulties.  Gorman was chosen to read an original poem for the inauguration of President Joe Biden.  Words can heal.

Rev. Dr. Martin Luther King, Jr., a voracious reader, masterful orator, and eloquent writer synthesized words into a symphony of thought that united people during the Civil Rights Movement.  In his famous “I Have a Dream” speech, Dr. King stated, “This will be the day when all of God’s children will be able to sing with new meaning: My country, ’tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrims’ pride, from every mountainside, let freedom ring.”  Words can unite.

George Washington Carver stated, “Education is the key to unlock the golden door of freedom”.  Carver, who was born into slavery, later became an instructor and researcher at Tuskegee Institute, a scientist, and an inventor.  He used his words to educate people in traditional and non-traditional classroom settings, to pen bulletins and newspaper articles on agricultural innovations, and to craft more than 400 uses for crops such as the “peanut, sweet potato, soybeans, and pecans”.  Words can inspire.

Peter Hamilton Reynolds concludes The Word Collector with this quote, “Reach for your own words.  Tell the world who you are and how you will make it better”.  Looking for ideas to guide your Cloverbuds as they begin their word collections?  Check out Cloverbud Reading Adventures.  You will find a diverse collection of books and activities that will inspire our youngest 4-H members to find their words as they “think, feel, and dream” the world better.

Sources:
https://kinginstitute.stanford.edu/king-papers/documents/i-have-dream-address-delivered-march-washington-jobs-and-freedom  
https://www.biography.com/scientist/george-washington-carver