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Impact Report

For plan Youth Development (Crownpoint Tribal Extension)
Date October 21, 2009, 9:27 pm
For Objective Short-term Show short-term objectives
Impact Report 2009 Eastern Navajo Junior Livestock Show 27 youth participated in the Eastern Navajo Junior Livestock Show showcasing their development of life skills through livestock exhibits related to over 200 project areas. Over 80 livestock projects were exhibited. Youth received recognition and feedback for continued improvement of knowledge and skills. Over $300 was paid to County 4-H Members through premiums. 4-H youth showed an increase in knowledge and skills related to livestock and personal development as evidenced by animals shown and ribbons awarded. One Fair Board Member stated: “You can see how much work and dedication goes into these animals, 4-H is a good program.” Water Education The 4-H Agent provided quality educational experiences through cooperation with classroom teachers. 55 youth gained knowledge related to ground water filtration, uranium contamination and hydrologic cycle through Project WET and Geez Whiz in Agriculture’s Water Heroes. Tse Yi Gai High School and Crownpoint’s Office of Youth Development students participated.  The Incredible Journey- Students gained knowledge and described the movement of water within the water cycle. Identified the states of water as it moves through the water cycle. The students drew a picture of the ocean, rivers, soil, plants, groundwater, glaciers, lakes, clouds and animals. Placing the pictures around the classroom the students then made a dice with all categories on each side of the dice. The students then paired up and rolled the dice then described how the state and motion of the water cycle to that point.  Sum of the Parts- Students gained knowledge of point and nonpoint pollution, recognized that everyone contributes to and is responsible for a river or lakes’ quality then identified Best Management Practices to reduce pollution. Students were give a sheet a paper with a river drawn at the bottom of the sheet then told they inherited a million dollars and a piece of river front property, then listed ways of using the money and the land. After students had developed their property they all lined their papers up with the river connecting. Student then described how they developed their property and the pollutants which were represented by books, paper clips then passed the items down to the last students. Students then discussed how they felt when the pollutants were passed down.  A House of Seasons- Students gained knowledge of the presence of water within each season. On one piece of paper students made 4 windows in each quarter, on another sheet students drew pictures of each season, students were encouraged to draw water in each season. The students then placed the “window” sheet on the “picture” sheet, and then asked to describe water in each season. Spring, melting snow, spring showers; summer thunderstorms, fall frost and winter snow.  Uranium Contamination- Students gained knowledge of surface to ground water contamination. Students crumbled a sheet of paper then pulled apart to illustrate a rocky surface the creases represented rivers (colored blue). Students used different colored washable markers and drew urban, residential, agriculture areas and uranium mines. Students then sprayed the paper a couple of times representing rain, students watched the different colors runoff to different areas and could see how a uranium mine from far way could contaminate agricultural fields, urban areas, etc.  Gee Whiz in Agriculture- Water Heroes- After the above activities students gained thorough knowledge of the water cycle watching the video, “water heroes.” After the video students discussed the water cycle, the current global warming crisis, ways to slow global warming and ways to management water better in the future. Sheep Shearing The 4-H Agent and Home Economist provided quality educational experiences to the Pueblo Pintado Community School Navajo Culture Day and Ramah Navajo Sheep/Wool/Weaving Camp. 106 youth gained knowledge related to sheep shearing and the Sheep is Life concept. Youth learned how to shear sheep with hand blades and clippers. Youth were taught the Navajo cultural meaning of sheep and using wool to be self sufficient. Students were taught how to use hand blade shearers, clippers, how to handle sheep properly, sheep management. Students were grouped they sheared half the sheep with hand blades and the other half with clippers. After shearing was complete students’ were shown how to roll fleeces and bag. Students’ discussed which shearing method was better and outlined the steps of shearing. Wool Felting The 4-H Agent and Home Economist provided quality educational experiences to the Bread Springs Youth Camp and Ramah Navajo Sheep/Wool/Weaving Camp. 67 youth gained knowledge related to Wool Felting. Youth learned the history of wool felting, wool carting and using everyday materials to make a pot holder. To keep the wool together students used nylon window screens, earth friendly dish soap to wash and crush the wool together, toothpicks to thread the screen together to hold wool in, hot water and a Tupperware lid to crush and wash wool. After wool was washed and meshed together, students had a chance to felt designs majority of the students put their initials on the felt. Students who excelled assisted other students with their wool felts and made seat pillows. Cinch Loom Construction The 4-H Agent and Home Economist provided quality educational experiences to the Ramah Navajo Sheep/Wool/Weaving Camp. 23 youth gained knowledge related to Cinch Loom Construction. Youth learned how to work safely with power tools, basic construction and the history of loom and cinch weaving. Students worked as a team to construct a cinch loom and learned how to warp their loom with the help of the home economist. The students’ reviewed the handout of the cinch loom; students then measured and cut the studs to the appropriate length. After all pieces were cut students’ then assembled the loom, once the loom was assembled the rods were fastened with wire for D rings to be warped together. After warping was done students took the wire off the top D ring to tighten cinch with a turnbuckle. Once cinch loom and warping was complete the Home Economist taught students how to weave. Blue Mush- Food and Nutrition Education The 4-H Agent and Home Economist provided quality educational experiences to the Ramah Navajo Sheep/Wool/Weaving Camp. 31 youth and adults gained knowledge related to Blue Mush Cooking. Students learned tree identification by identifying Juniper trees to use and burn the leaves to add to the Navajo traditional blue mush dish and nutritional value. Students also learned the Navajo history of blue mush and prepared the dish for themselves and community elders. Students’ identified juniper trees to be used, students were taught to make an offering with corn pollen to use Juniper leaves in Blue Mush dish (Navajo Tradition). After leaves were picked students built a fire in a grill, on top of the grill the leaves were burned, after the ashes cooled students’ then sifted the ashes to a finer ash. While a group of students prepared the ashes, the other group prepared hot water and roasted blue corn. Students’ first put the ashes into the hot water, then added blue corn once the dish was finished. Depending on location students either served senior centers’ or themselves. Youth Health Career Summit On May 11, 2009, The Youth Health Career Summit was a first time event targeted to promote health careers to Eastern Navajo Agency youth. 85 eighth grade students had a chance to meet and ask questions with health specialists to gain knowledge in the fields of; dental, radiology, pharmacy, nursing, medicine, lab technician, and mental/behavioral health. Also, included in the summit was the Native traditional ways while pursuing health careers. Students also met with other Native American students who are in the field of health, and obtain educational health information and materials from secondary schools and universities. At the beginning of the summit a Navajo Medicine Man spoke with the students’ about the Navajo Traditional ways when obtaining a career in health; the balances and sacrifices one has to make. Native American students’ obtaining a health career spoke about the challenges they are making and have made. Students’ had on hands experience in each 20 minutes session of dental, radiology, pharmacy, nursing, medicine, lab technician and mental/behavioral health fields.