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  1. Volunteer Resources
  2. Volunteer Information and Support
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4H 1310(S)
Books for Cooks Home Connections Letters -- Spanish
These home connections letters are translated into Spanish for use with the Books for Cooks curriculum.

Additional information on this program is available on the K-3 Literacy Series webpage.
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4H 3710
Discussion Guide for Proposed Rule or Regulation
Staff, stakeholders, and volunteers can use this discussion guide to assist discussions around 4-H rules and regulations. Review the two kinds of rules, educational rules and management rules. Then evaluate the purpose and potential effectiveness of the rule.
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4H 802
Cooking Over Campfire Coals: A Guide for Adult Mentors
Nothing seems to make food taste better than cooking it outdoors. The experience can be an excellent learning opportunity for youth whether it is a simple one-pot cookout in the backyard, several cookouts, or a campout.

An outdoor cooking activity can be used to help youth achieve many 4-H learning outcomes, including:
  • Learn practical skills
  • Acquire positive self-attitude
  • Develop leadership capabilities
  • Develop abilities to be a responsible group member
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4H 3300
Iowa 4-H Equation
4-H learning experiences are based on the principles and practices of positive youth development. The Iowa 4-H Positive Youth Development experience is outlined in the 4-H Equation.

Available in English or Spanish.

Previously known as 4H 127.4H127 4H 0127
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4H 3303
Iowa 4-H Clover Kids Equation
4-H learning experiences are based on the principles and practices of positive youth development. The Iowa 4-H Positive Youth Development experience is outlined in the 4-H Equation. This version of the 4-H equation is specifically geared towards the Clover Kids age range, K-3rd grade.

Las experiencias de aprendizaje de 4-H se basan en los principios y prácticas del desarrollo juvenil positivo. La experiencia de desarrollo juvenil positivo de 4-H de Iowa se describe en la ecuación 4-H. Esta versión de la ecuación 4-H está orientada específicamente al rango de edad del programa Clover Kids, desde jardín hasta tercer grado.
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4H 3050
Targeting Life Skills
The goal of youth programming is to provide developmentally appropriate opportunities to young people to experience life skills, practice them until they are learned, and use them throughout their lives. The Targeting Life Skills framework incorporates developmentally appropriate learning opportunities to assess the impact of life skill development.

This is a one-page visual publication of the Targeting Life Skills image.
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4H 3150
4-H in Fairs
This publication summarizes the role of 4-H in fairs. Learn the many ways that fairs provide 4-H members with unique learning experiences, the purpose of exhibit evaluation, the importance of showcasing, the role of fairs, the objectives of 4-H fairs for young people in Iowa 4-H, and the objectives of 4-H fairs for the community.
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4H 3851
Reading Guide - Read Across Iowa
Reading aloud offers a chance to model good reading and thinking strategies and to expose youth to a rich variety of books. Reading should be interactive and encourage supportive and engaging discussions. Children are able to extend their worldview and develop important critical thinking skills with repeated reading opportunities.

This publication covers tips to use before, during, or after reading.
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4H 2441
You Deserve an Award card (Unit=20)
You deserve an award!

County 4-H professionals, club leaders, project area leaders, and other caring adults can give these cards out to youth to recognize them for their 4-H achievements!

Encourage 4-H members in grades 9-12 to apply for a 4-H state or national award. More information can be found on our Iowa 4-H recognition webpage.
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4H 3850
Learning About Community Through Mapping
This can be a useful educational activity when working with youth ages 12-18. Caring adults can implement the knowledge to enhance understanding of working together and taking leadership roles in strengthening their community as it relates to various groups.

This lesson will allow youth to think critically and enhance awareness about:
  • Community, community needs, and its assets.
  • Researching about community.
  • Inequities that exist in distribution of communities’ assets.
  • Working in collaboration with community partners and peers to improve the community—what needs to change and how it should be navigated?
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4H 5012
Yearly Self-Evaluation -- Record Keeping
Record keeping is a unique 4-H learning opportunity. Throughout the year, your record keeping can help you think about and record what you have accomplished. 4-H leaders can learn more about each 4-H member and how they can best help them accomplish their 4-H goals by reviewing their records or by talking with them about their goals.

This editable PDF can be filled out online, saved, and then printed; or it can be printed and completed manually. For more information visit our webpage on using 4-H forms and documents.

Previously known as 4H 98.
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4H 203
Goal Centered Learning
The purpose of this document is to articulate the relationship between 4-H project areas, goals, exhibits, and evaluation when a 4-H member chooses to exhibit at a County Fair. It also seeks to clarify the philosophy of the Iowa 4-H Youth Development Program to staff, county fair judges, and other caring adults about the balance we attempt to achieve between goal-centered learning and exhibit standards.

The skill of goal setting and working to achieve a goal is something 4-H strives to teach and practice in all parts of the educational program. How can adults help 4-H members understand how project area goals relate to exhibits goals, how exhibits are evaluated by judges, and how these pieces fit together? Parents and volunteers help 4-H members learn how to set goals and help them find ways to demonstrate their learning through an exhibit. Judges help 4-H members think about which standards apply to their exhibits based on their goals and then discuss how well the 4-H member met those standards.
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4H 3801
Preparing Youth for the Fair
We are not looking for an extraordinary project, we are looking for extraordinary learning! It is important that in preparing youth for the fair that 4-H volunteers and staff utilize the Experiential Learning Model and are able to reflect the “Do, Reflect, Apply” process that they have utilized. Youth need to be able to demonstrate not only their exhibit but what they have learned and how they reached their goal.
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4H 3802
Exhibit Judging Experience
We’ve interviewed an experienced exhibit judge for their insight into the judging process. Volunteers can use this information to help youth prepare for the fair. This is an excellent resource for 4-H judges and 4-H volunteers.
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4H 4008
Experiential Learning Cards
This set of experiential learning model cards is a great way to provide 4-H staff and volunteers with a handy reference to the steps "do, reflect, apply."

Available as a PDF file with one page per sheet.
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4H 3101
Recognition at the Club Level
The National 4-H Recognition Model includes five types of recognition. The examples listed in this publication can help club leaders brainstorm ways to incorporate recognition for 4-H members in a club setting.
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4H 3305
4-H Virtual Learning Cue Cards - Experiential Learning Model
These virtual learning cue cards reference the Experiential Learning Model steps: do, reflect, apply. The 4-H virtual learning cue cards are a great way to support distance learning. The cue cards can be used in multiple ways.

First, they can be held up during virtual learning to help keep youth on task. We recommend holding them up close to the camera and reading the words aloud. The back of the cue card offers suggestions for the educator that include question prompts.

Alternatively, these cue cards can be used to help reflect on your use of the experiential learning model. They can be used to not only help you plan – but also to reflect on which steps of the model you are using or not using. We suggest that after completing your online event, check to see which cards were used. Then use that information to make potential changes to your next virtual experience.
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4H 3306
4-H Virtual Learning Cue Cards - Science and Engineering Practices
These virtual learning cue cards provide an overview of science and engineering process skills. The set also includes the Experiential Learning Model steps: do, reflect, apply. The 4-H virtual learning cue cards are a great way to support distance learning. The cue cards can be used in multiple ways.

First, they can be held up during virtual learning to help keep youth on task. We recommend holding them up close to the camera and reading the words aloud. The back of the cue card offers suggestions for the educator that include question prompts.

Alternatively, these cue cards can be used to help reflect on your use of the experiential learning model. They can be used to not only help you plan – but also to reflect on which steps of the model you are using or not using. We suggest that after completing your online event, check to see which cards were used. Then use that information to make potential changes to your next virtual experience.
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4H 5500
Project Area or Exhibit?
What is the difference between a 4-H project and a 4-H exhibit? Each year, 4-H members enroll in project areas that interest them. They set goals to plan what they will learn in each project area. When they bring things to fair to show what they learned, these are called exhibits.

This publication gives examples of ways you can explore project area learning as a 4-H member, and ways that you can participate in sharing what you have learned through exhibiting opportunities.
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4H 3302
4-H Experiential Learning Model
This experiential learning model graphic demonstrates the process of do, reflect, apply that 4-H volunteers can use to facilitate educational 4-H activities.

Available in English or Spanish.
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4H 3015
Developmental Needs of Youth
What are the developmental needs of youth? Positive youth development research emphasizes the importance of meeting the four basic human needs of belonging, mastery, independence, and generosity. This publication covers the developmental needs of youth, how caring adults can support these needs, and the outcomes when youth needs are met successfully.
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4H 3014
Youth as Partners Approach
Providing opportunities for youth and adults to work as partners in making decisions that impact a variety of components in 4-H programs.
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4H 3012
Youth-Adult Partnerships
Youth-Adult Partnerships is the practice of youth and adults working together in a democratic way-through shared work, over a sustained period of time-to strengthen their organization and/or community.
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4H 3011
Youth In Governance
Youth in governance is the authentic and meaningful engagement of young people in programs, organizations, and communities, where they have or share voice, influence, and decision-making authority.
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4H 3013
Youth In Research
Youth Participatory Action Research (YPAR) is an innovative approach to positive youth development where youth are trained to conduct research and evaluations to improve the programs intended to serve them.
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4H 351
Meeting the Needs of Youth - Tips for 4-H Volunteers
4-H volunteers can support the positive and successful development of all youth. Youth Development research emphasizes the importance of meeting four basic human needs: belonging, mastery, independence and generosity. It’s clear that youth whose needs are met in positive ways are likely to grow into good citizens and contributing members of their families and communities.
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4H 3820
Essential Elements of the 4-H Experience
This publication reviews the essential elements of the 4-H experience. These include caring adults, safe environments, inclusive settings, and opportunities for mastery, service, self-determination, future planning, and engaged learning.
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