My first train the trainer session
By: Bidemi Oladiran (AmeriCorps VISTA)
I began my first train the trainer session on September 24, 2015 where my supervisor and I managed nine Police Athletic League (PAL) center directors, who are in charge of afterschool programs across the state. The meeting focused on different activities to present to K-12 youth at their individual sites. The first activity involved using the 4H curriculum: Persistent Pests where we used dark and light colored beans to illustrate pesticide resistant and non-resistant insects and how they can have a negative impact on agriculture. The group was broken down into three groups and each group completed this activity. Afterwards I went through questions with the group to illustrate how this can be relevant in many different ways, not just in terms of agriculture. We illustrated how bugs can become resistant to pesticides over time and how this can affect the environment negatively. We mentioned ways to counteract this, by including different insects into the environment over time to decrease the likelihood of pesticide resistance. I also went over how this can be used in other science and medical fields, where bacteria can become resistant to certain medicines and antibiotics causing disease that are difficult and nearly impossible to treat in humans and animals.
The second activity focused on using the 4H engineering curriculum: Will it float? This presented a beginning to underwater robotics. The goal of the activity was to illustrate how items can sink or float. The first parts of the activity involved getting all the groups to work together and try to build an aluminum boat that could hold as much beans as possible before it started to sink. In this activity the group learned about how engineers often have to create multiple prototypes before they can make their final model. This activity got everyone to come up with different ideas for their boats. The second part of the activity focused on finding what items sink vs float vs flinker using what we call “junk robotics” (anything lying around) to test what can sink, float or flinker. A flinker as I found out was something that doesn’t float to the top or sink to the bottom; it’s below the water’s surface but won’t sink. This activity got everyone excited including me. The entire group was trying to find different ways to make a flinker; unfortunately we were unsuccessful with the limited time we had. Afterwards, we illustrated how if we as grown-ups had fun doing these activities, then the youth would enjoy it also. They could gain an insight into how engineers design and re-design different models when making various prototypes.