Shopping in Style – Classes 1 & 2 – Requirements changed. See below.
Notebooks for both classes must include a story to describe:
1. Include a budget. What amount do you have to spend?
2. Include a wardrobe inventory. Tell how the garment/outfit fills a void in the inventory.
3. Why did you need the item or why was the garment selected/
Purchased? What accessories were selected?
4. Physical characteristics of the individual. Refer to Body Basics
discussion in project manual pages 16-18.
5. Compare the construction quality of the garment(s) selected
and two other garments that were rejected.
6. What design features (color, pattern, fabric, etc.) affected
your decision to select this garment(s)?
7. What is the fiber content, fabric structure and care?
8. Final cost of the outfit and estimated cost per wearing (cost
of garment divided by estimated times to be worn for the life
of the garment.) Take into consideration the care of the
garment. Include in your figures the cost of supplies
(detergent, softner, etc.) for doing a load of laundry or the dry
cleaning cost for your garment.
Crop Production – All new classes and requirements:
GENERAL INFORMATION:
A. Individuals with field crop production projects may exhibit grain or plants or prepare an educational display representing their project.
B. IMPORTANT: A two page (maximum) essay must accompany grain and plant exhibits. The essay must include the exhibitors name and address, county, plant hybrid or variety, plant population, whether crop production was irrigated or dryland, and general information including farm cropping history, soil type and weather effects. The essay also must include an economic analysis of the project, covering income and expenses per acre.
Other topics to discuss are the selection of variety or hybrid, impacts of
tillage and conservation practices, inputs, (fuel, fertilizer, irrigation, labor,
pesticides, etc.), any observations made during the growing season, and what you learned from your crops project. The essay counts as 25% of the total when judged. Essay must be the original work of the individual exhibitor. Attach the essay to the entry in a clear plastic cover such that it can be read without removing it from the cover. In addition to the essay, grain and plant exhibits will be judged on condition, appearance (i.e. disease
and insect damage, grain fill), uniformity (size, shape, color, maturity), and quality of exhibit.
C. Grain exhibits must be one gallon per sample. Fall harvested crops (e.g., corn or soybeans) may be from the previous year's project. Display containers will be furnished.
Plant exhibits: Corn 10 ears or 3 stalks (cut at ground level with no soil and bound together); Grain Sorghum – 4 stalks (cut at ground level and bound together); Soybeans - 6 stalks (cut at ground level and bound together); Small grains (oats, barley, wheat, triticale) - sheaf of heads 2 inches in diameter at top tie with stems about 24" long. Other crops (alfalfa, millet, etc.) – Sheaf of stems 3 inches in diameter at top tied with stems cut at ground level or half size small square bale. All plant exhibits, with the exception of ears of corn, must be the result of the current year's work.
Division 750
CLASS 1 Corn (includes yellow, white, pop, waxy, or any other type)
CLASS 2 Soybeans
CLASS 3 Oats
CLASS 4 Wheat
CLASS 5 Any other crop (includes grain sorghum, alfalfa, millets, barley,
rye, triticale, amaranth, dry beans, sugar beet, mung bean, canola,
forage sorghum, safflower, etc.)
CLASS 6 Crop Production Display – The purpose of this class is to allow
original and creative exhibits that contain educational information
about crop production aspects, such as crop scouting, alternative
crops, bioenergy, etc.
CLASS 7 Crop Technology Display – Display information about aspects of
technology used in crop production, such as genetic engineering,
crop breeding, GPS, yield mapping, computers, etc.
CLASS 8 Crop End Use Display – Display information about the uses for a
crop including examples of products.
CLASS 9 Water or Soil Conservation Display – Display information about
Ways to protect or conserve water and soil resources.
CLASS 10 Soils Display – The purpose of this class is to allow original and
creative exhibits that contain educational information about soils,
such as how soils are being used for crop production, range,
conservation, wildlife, or wetland use.
Guidelines for all displays: The purpose of the display is to tell an educational
story to those that view the display. The display is a visual representation
(pictures, charts, graphs) as a poster on 24” by 24 ¼” plywood or poster board.
The display should be neatly titled. Make sure to label display with exhibitor’s
name, address, and county on back side. Explain pictures and graphs clearly
and concisely. Each display must have a one page essay explaining why the
exhibitor chose the area of display and what they learned from their project.
Include any references used. The essay should be in a clear plastic cover with
the exhibitor’s name outside.
CLASS 11 Corn - 3 stalks
Should be balled, and bucketed to hold them fresh. Merit of corn will not be judged on basis of largest ear of corn, but ears of medium size that would indicate top yields. The corn will also be judged on color such as showing soil deficiencies and insect damage.
CLASS 12 Corn Booth Display
This should show approved practices for producing top yields. This might include spacing, insect control, weed control irrigation methods, corn picker loss and proper drying of corn at harvest time.
Weed Management – Added Class 4
Division 751
CLASS 4 Weeds Display – The purpose of this class is to allow original and
creative exhibits that contain educational information about weeds,
such as the effects of weed control, herbicide resistant weeds, what
makes a weed a weed, or uses for weeds.
See “Guidelines for Displays” under Crop Production.
Banners – When using the official 4-H Emblem (clover with the H’s on each leaf), it must follow approved guidelines, which can be viewed at
http://www.national4-hheadquarters.gov/emblem/4h_name.htm.
Citizenship – Class 1 changed:
CLASS 1 Care Package Display – This exhibit is a display about the
PROCESS of creating and giving a care package, not the actual
care package. You may use a poster, PowerPoint or another
multi-media program to tell about the PROCESS of developing
and giving a care package to a service organization. You need to
answer the following questions in your exhibit.
How did you select the organization?
What items did you include in your care package?
Why did you select those items?
How did it feel to present your care pack to the organization?
What did you learn from this experience?
Other information that you feel is important about the care
package or organization.
Some examples of care packages are: backpacks for school
supplies, litter pan for animal shelter items, suitcase for abuse
shelter or homeless shelter, etc.
Clothing – Div. 221 – Decorate Your Duds – added Class 3:
CLASS 3 TEXTILE CLOTHING ACCESSORY – Accessory is constructed
and/or decorated on a textile fiber base. Entry examples include:
hats, bags, scarves, gloves, aprons, etc. No metal or plastic base
items allowed (i.e. barrettes, headbands, flip flops, etc.)
Sewing For You Div 223– Western wear chaps, chinks or riding attire is now under Specialty Wear, Class 5.
Dept. F – Entrepreneurship:
New Project: ESI: EntrepreneurShip Investigation
General Information
All exhibits are directly related to activities in the project manual. Refer to the manual for ideas, suggestions and additional information to enhance project exhibits.
Exhibit Guidelines:
Posters must be 14" x 22" and may be arranged either horizontally or vertically.
The 4-H member's name, age, full address and county must be listed on the back of the poster. Entry cards should be stapled (not paper-clipped or taped) to the upper right-hand corner of the poster.
Poster may not use copyrighted materials, such as cartoon characters or commercial product names. Exhibits which do not conform to size or content guidelines will be lowered one ribbon placing. Posters may include photographs, charts or examples as well as a written explanation.
Posters may be laminated to protect them. Loose plastic coverings used to protect the exhibit while being transported will be removed by the superintendent for evaluation and display.
Division 531
For classes 1-3, follow guidelines for posters.
ESI Unit 1 – Discover the E-Scene
CLASS 1 Interview an entrepreneur. Share what you learned from the person about starting and running a business or how they deliver excellent customer service. How will what you have learned through this interview change your future plans or ways of thinking about business? (based on pages 2.1 – 2.4 of manual)
CLASS 2 Picture story of a tour or field trip to study entrepreneurship and/or business operation. (based on pages 2.1 – 2.4 of manual)
ESI Unit 2 – The Case of ME
CLASS 3 Investigating the Sale you could use to determine if a product or
service would sell in the targeted market area. Based on pages 5.1 – 5.5.
CLASS 4 Mapping and Planning Together. In a notebook, develop a plan
for your Amazon trip. You may want to visit trip planning web sites
to plan travel, lodging and sights to visit. Based on pages 7.1 – 7.4.
ESI Unit 3 – Your Business Inspection
CLASS 5 Marketing Package (mounted on a 14" x 22" poster) must include at least three items (examples) developed by the 4-Her from the
following list: business card, brochure, advertisement, business promotional piece, printout of an internet home page, packaging design, signs, logo design, direct mail piece, etc. The marketing package should be for an original business developed by the 4-Her and not an existing business.
CLASS 6 Original Product with an information card (8 ½" x 11") answering the following questions:
1. What did you enjoy the most about making the product?
2. What challenges did you have when making the product? Would you
do anything differently next time? If so, what?
3. What is the suggested retail price of the product? How did you decide
on the price?
4. How much would you earn per hour? Show how you determined this
figure. What is unique about this product?
ESI Unit 1, 2 or 3
CLASS 7 A folder containing the following information: 1) at least one
completed chapter of the project manual ESI Unit 1, 2 or 3, and
2) a minimum of three additional forms the 4-Her’s has used/
developed to start/operate a business (i.e., application for sales
tax number, registering business name, food inspection, kitchen
inspection, copyright forms, billing forms, accounting system,
business plan, receipts, production record, etc.)
Forestry – Div. 320 – Deleted Classes 5, Leaf Print and Class 7, Champion Tree Display.
Foods
Division 401 – Six Easy Bites – Deleted Class 3
Division 402 – Fast Foods – deleted Class 6
Division 410 – Tasty Tidbits – Changed class 1 to:
CLASS 1 Healthy Baked Product – Baked good must be made with
less sugar, fat or salt, or altered using a sugar or fat substitute.
Include original recipe and altered recipe. Exhibit must include
¾ of baked product or 4 muffins or cookies on a paper plate.
May be baked in a disposable pan. Tell what you have learned
about products made from a modified recipe in supporting
information.
Posters – Division 152 – new guidelines:
GENERAL INFORMATION
Purpose: The purpose of a poster is to call attention to a subject. Every poster must be crafted to catch the viewer's attention quickly. Each must present only one specific message clearly. The poster should clearly feature some aspect of 4-H.
Exhibit Guidelines: All posters submitted to the State Fair must represent a level of excellence which is demonstrated by having won purple or blue ribbons at county fair. Posters will be judged on the following criteria. Posters will be judged on the following criteria:
Idea: simple, clear message, appropriate for a poster
Lettering: readable from a distance, appropriate size in proportion to art.
Art: one dominat, eye-catching element: art relates to written message.
Arrangement: makes good use of entire poster space without being too crowded: art and lettering are well balanced.
Color: use of bold colors that harmonize well: colors used are legible.
Quality of Construction: neatness: appropriateness of materials used.
Effectiveness: works well as a poster.
Entries which do not conform to size, content or material guidelines will be lowered one ribbon placing.
Posters must be 14" x 22" and on regular posterboard. Do not use foam core or any other material that cannot be stapled to a display board. They may be arranged either horizontally or vertically. Those generated by computer must also meet this standard. Computer art generated on an 8 ½" x 11" sheet of paper and mounted on poster board will be disqualified.
Posters may be in any medium: watercolor, ink, crayon, markers or computer graphics. They may not be three-dimensional. Entries with components thicker than paper (such as milk cartons, pencils, pop cans) will be disqualified.
Posters may not use copyrighted materials, such as cartoon characters or commercial product names,logos or slogans. Avoid using cliches or over-used phrases that do not command the viewer’s attention.
When using the official 4-H Emblem (clover with the H’s on each leaf), it must follow approved guidelines, which can be viewed at http://www.national4-hheadquarters.gov/emblem/4h_name.htm.
Computer "clip art" will not be scored as positively as original computer art designs.
Entries which do not conform to size content or material guidelines will be lowered one ribbon placing.
The 4-H member's name, address, age, full address and county must be listed on the back of the poster. Entry cards should be stapled (not paper-clipped or taped) to the upper right-hand corner of the poster.
Posters may be laminated to protect them. Loose plastic coverings used to protect the exhibit while being transported will be removed by the superintendent for evaluation and display.
Home Environment – Division 260 – Sketchbook Crossroads - new classes:
CLASS 1 Original pencil drawing based on techniques learned in Unit I of Sketchbook Crossroads, framed and ready to hang; attach description of technique used (Crossroads pgs. 10 - 21)
CLASS 2 Original ink drawing based on techniques learned in Unit I of Sketchbook Crossroads, framed and ready to hang; attach description of technique used (Crossroads pgs. 22 - 28)
CLASS 3 Home accessory made with felted wool (Crossroads pgs.29-33)
CLASS 4 Home accessory made with cotton linter (Crossroads pgs. 34-36)
CLASS 5 Home accessory using batik (Crossroads pgs. 37-39)
CLASS 6 Home accessory made by weaving on a loom (Crossroads pgs. 40-47)
CLASS 7 Home accessory made with fabric exhibitor has dyed (Crossroads pgs. 48- 50)
CLASS 8 Home accessory using quilt design from another culture (attach description of culture and history of design) (Crossroads pgs. 51-52)
CLASS 9 Original sculpted home accessory made with clay (no purchased pots) (Crossroads pgs. 53-62)
CLASS 10 Recycle: home accessory made with boxes or sculpted cardboard (Crossroads pgs. 63-66)
CLASS 11 Home accessory carved from Plaster of Paris (Crossroads pgs. 69-70)
Division 261, PORTFOLIO PATHWAYS – new classes:
CLASS 1 Original acrylic painting based on techniques learned in Unit I of Portfolio Pathways, framed and ready to hang; attach description of technique used (Pathways pgs. 10 - 35)
CLASS 2 Original oil painting based on techniques learned in Unit I of Portfolio Pathways, framed and ready to hang; attach description of technique used (Pathways pgs. 10 - 35)
CLASS 3 Original watercolor based on techniques learned in Unit I of Portfolio Pathways, framed and ready to hang; attach description of technique used (Pathways pgs. 10 - 35)
CLASS 4 Original sand painting based on techniques learned in Unit I of Portfolio Pathways, framed and ready to hang; attach description of technique used (Pathways pgs. 10 - 35)
CLASS 5 Original encaustic painting based on techniques learned in Unit I of Portfolio Pathways, framed and ready to hang; attach description of technique used (Pathways pgs. 10 - 35)
CLASS 6 Home accessory made with any printing technique in Pathways Unit II; attach description of technique used (Pathways pgs. 36-56)
CLASS 7 Art portfolio on CD/DVD. Scan examples from any of your ASketchbook or Portfolio Entries@ and at least 3 illustrations how design elements or principles can be used in home decorating. Include CD/DVD label and booklet OR case cover designed by exhibitor. (Unit 3, Portfolio Pathways, pgs. 57-75)
Division 257 – Design Decisions – All new classes:
CLASS 1 Design board for a room. Include: color scheme, wall treatment, floor treatment, etc. OR floor plan for a room - Posters (22" x 28"). Show what you learned with before and after pictures or diagrams, samples, story, cost comparisons, optional arrangements, etc.
CLASS 2 Window Covering-May include curtains, draperies, shades, shutters, etc.
CLASS 3 Wood Furniture – Opaque finish such as paint or enamel OR clear finish showing wood grain.
CLASS 4 Fabric Covered Furniture – May include stool, chair seat, slip-
covers, headboard, etc.
CLASS 5 Bedcover-May include quilt, comforter, bedspread, dust ruffle, pillow sham, canopy, etc. For quilts, state who did the piecing, quilting. (No tied fleece blankets)
CLASS 6 Other Fabric Accessory-Pillow (not from Sewing For Fun), table cloth or runner, dresser scarf, etc. (No tied fleece)
CLASS 7 Framed Picture -Item is made by 4-H members and stretched, matted, and/or framed by the 4-H'er. Item is judged for
workmanship and wise application of art elements and design principles in both the picture and frame.
CLASS 8 Wall Hanging-2 or 3 dimensional.
CLASS 9 3 Dimensional Surface Accessory made by 4-H’er that will set on table, dresser or floor. (Indoor use only)
CLASS 10 Recycled or Remade Item for the Room.
CLASS 11 Floor covering – May be woven, braided, painted floor cloth, etc.
CLASS 12 Problem solved – Identify a problem (as problem windows,
storage needs, inconvenient room arrangement, etc.) Using poster,
notebook or other method, describe the problem and how it was
solved.
CLASS 13 Energy savers – Poster, notebook or other method illustrating a
home energy audit, landscape design to save energy, water
savings, etc.
CLASS 14 Home miniatures – Illustrate design skills learned by decorating a
1-2 rooms in a doll house (project can continue in following years)
OR design a model energy-efficient home. Include brief description of what was learned.
CLASS 15 Cost comparisons – Illustrate comparison shopping and selection
criteria for item needed in room (ex: wall or floor coverings, storage, furniture, etc.)
CLASS 16 Outdoor living – Accessory or furniture made/refurbished by 4-H
member suitable for outdoor use.
CLASS 17 Community Service Activity-Show what was done as a community service activity related to this project. In a notebook, photo story,
or poster, show the purpose and results of that activity. Ex: painting a mural at a daycare or 4-H building, helping an elderly person paint or clean their home, etc. May be an individual or club activity. Non-competitive. Special recognition certificates will be awarded to participants.
Computers – Division 860 - Classes 8 & 9 – some new requirements:
CLASS 8 Mapping a Historical Site Within Nebraska – Using a global
positioning system (GPS) device and a geographic information system (GIS) computer software application program like
Arcview create an 8.5x11 inch map and pinpoint of a historical
site within Nebraska. Map should include title, base map,
neat line, north arrow, and legend. Add 1-3 digital images of
the historical site to the map and a brief explanation of how
photo was taken, camera, etc. Latitude and Longitude of the
site, map datum used, position format used, position format
used and a brief explanation of why you chose this site.
Exhibit will include: 2-4 pg. report on map creation and the
map itself enclosed in a clear plastic cover.
CLASS 9 Hurricane Tracking Map – Exhibit will consist of a poster presentation using approved National Oceanic and Atmospheric Administration (NOAA) hurricane tracking maps. The maps can
be of the Atlantic Ocean, the Pacific Ocean or the Gulf of Mexico. The tracking maps must have at least 1-3 hurricanes from the same hurricane season plotted on the map using different colors and different plotting shapes for each hurricane. The plotting point must be identified with a shape (dot, square, triangle etc.) and must be connected by a line showing the progression of the storm. The plotting point will be every 12-24 hours with the date located to the right of the plot point. Hurricane date can be located at:
http://www.wunderground.com/tropical/. Poster size will be
14” x 22” and include: (1) a title (include year of the hurricane season), (2) the name of the hurricane and (3) listed below the name of the hurricane in column format: the dates of the storm in sequential order, the plotted latitude and longitude at 12-24 hour intervals, the highest hurricane category, and the highest sustained winds. Please include the Title, Base Map, Neat Line, North arrow and Legend.
Added new class:
CLASS 10 Hurricane Tracking Poster – Exhibit will consist of a poster
presentation using the approved National Oceanic and
Atmospheric Administration (NOAA) hurricane tracking maps.
Go to the National Hurricane Center to print a hurricane tracking
map at http://2www.nhc.noaa.gov/. Poster can be of the Eastern
Atlantic, the Full Pacific or the Western Atlantic using different
colors and different plotting shapes for each hurricane. The
plotting point must be identified with a shape (dot, square,
triangle, etc.) and must be connected by a line showing the
progression of the storm. Plot points every 12-24 hours.
Hurricane data can be located at:
http://www.wunderground.com/tropical/. Include title, name of
hurricane, date hurricanes begins and ends, distance traveled,
minimum and maximum wind speeds, types of categories and
latitude and longiture, etc.
CLASS 11 – 4-H Youth Favorite Places – stayed the same.
CLASS 12 – new: GIS Thematic “Poster” Map – Using any GIS software, create a thematic map. Thematic maps can utilize any subject of interest to the 4-Her. Maps could be of Amelia Earhart’s journey, Sir Francis Drake’s voyage, population density maps, water usuage maps, or 4-H projects in Nebraska (examples). Create a GIS Map using data from books and/or internet. Use reliable date, ex. U.S. Center for Disease Control or U.S. Census Bureau. Poster – 14” x 22”, should include Title, Base Map, Neat Line, North Arrow, and Legend. Identify the source of your information on the back of the poster.
New Project:
DEPARTMENT H – ROBOTICS
Division 861
Robotics Explorer –Unit 1
CLASS 1 Robot or Not Poster: Create a poster (14” x 22”0 demonstrating
how to determine whether an object is a machine, a computer
or a robot. Poster should include at least 2-4 objects.
CLASS 2 Pseudocode Display Poster – Poster (14” x 22”) should display
the pseudocode written for the robot to perform at least four
functions and utilize at least two modifiers. Include the
pseudocode, and a written description of the icon functions.
CLASS 3 Robotics Explorer Video – This class should be displayed in a
notebook. The notebook should include a video clip on a
CD/DVD that demonstrates the robot performing the programmed
function. Include your pseudocode and a written description of
the icon functions.
CLASS 4 Robotics Explorer Interview – Interview someone who is working
in the field of robotics. Interviews can either be written or in a
multimedia format (CD/DVD). Written interviews should be in a
notebook. Written reports should be 3 to 5 pages, double
spaced, 12 point font, and 1” margins. Multimedia reports
should be between 3 to 5 minutes in length.
CLASS 5 Careers in Robotics – Research a career in robotics. Your report
can be either written or in a multimedia CD/DVD format.
Written reports should be in a notebook. Written reports should
be 3 to 5 pages, double spaced, 12 point font, and 1” margins.
Multimedia reports should be between 3 to 5 minutes in
length.
Robotics Probe – Unit 2
CLASS 6 Rotation Sensor Notebook – Write pseudocode which includes
at least one rotational sensor activity. Include the code written
and explain what the code function is and how you would change
it to improve either the function or the code.
CLASS 7 Robotics Probe Notebook – Youth should follow one of the
following activities in the project manual: Go the Distance,
Tighten Your Belts, or Do the Time. Based upon the activity
you select, replicate and complete the chart. Your notebook
should include the chart and the answer to the following
questions: 1. What did you learn about gears and gear ratios?
2. What are the benefits of using belts and pulleys? 3. What
is the relationship between gear ratio and speed?
CLASS 8 Build a Robot (may use kit) – Include a robot and a notebook which
includes any code/pseudocode that you have written for the robot,
the robots purpose, and any challenges or changes you would
make in the robot design or programming.
CLASS 9 Life Skills Notebook – Using the Life Skills Model (available
through your local extension office), develop a notebook that
explains which life skills you developed while enrolled in the
robotics project and how they will influence you in the future.
Photography – new themes for 2008:
Unit II – “Celebrating Citizenship”
Unit III – “Go For Gold”
Horticulture - added Class 66
CLASS 66 Lawn or Garden Accessory (county only)
Chickens - added Class 18
CLASS 18 Rate of Gain - choose one bird from your flock -
"fattest" bird wins!
