Land Judging for 4-H Members

Soils are Georgia’s most precious natural resource. Growing plants obtain their support and essential nutrients from the soil. Harvested plants supply us with food, clothing, and housing. It is essential that we conserve our soils so future generations can survive. Through land judging, you will learn what factors make one soil different from another. You will also learn conservation practices necessary to conserve the soil and make maximum use of its potential for producing crops and forage.

Land Judging Manual

What You Will Learn in Land Judging

The different types of soil

Why soils respond differently to the same management practices

How soil properties can affect crop production and soil conservation

Water conservation practices

How to determine the best management practices for a particular soil

How to determine land use by judging soil depth, texture, permeability, slope, surface drainage, and amount of erosion

Skills for managing soil correctly

Why poor soil management can result in accelerated erosion and reduced crop yields

What You Should Do

Enroll in the 4-H Land Judging Project.

Learn the classes of land in your community.

Participate in 4-H Land Judging contests.

Other Activities

Give a soil and water conservation demonstration at school, to your club, civic groups, or other groups.

Make a soil conservation or land judging exhibit to show at a fair, school, or club.

Youth Land Judging Rules and Procedures

In Georgia 4-H Land Judging, a team is made of three or four members. The total of the top three scores made by the individual members of the team is the team score. All team members are eligible for individual and team prizes. Team members judge four sites previously selected and scored by the judges. Two of the stations are pits or holes dug to expose a soil profile. The other two stations are soil profiles that have been transferred into trays. Two of the stations will represent North Georgia and two will represent South Georgia. From the soil profiles, contestants determine the texture, depth, permeability,
degree of erosion, and drainage. At the station with the pit, two wooden stakes are set up where the contestants measure slope. For the tray stations, the station card will provide needed information for slope. Buckets of topsoil and subsoil are provided for soil texture at each station. These samples are especially important for the two stations with soil profiles in trays.

Competition Guidelines

1. The Junior Competition is for 4th – 8th grade youth. The Senior Competition is for 9th – 12th grade youth. A county may bring a maximum of 20 youth for each competition level to the state contest. Counties may have up to 3 teams per competition level. Teams must be designated prior to the contest. If a county has less than three contestants, they may participate as individuals.

2. Teams will judge 4 stations that include both North and South Georgia soils – either in pits or in trays. Youth may not touch soil in trays but may manipulate the same soil provided for judging purposes. Contest officials will provide specific instructions for handling soils in pits.

3. Youth will have a maximum of 20 minutes at each of the 4 stations.

4. Participants complete a 2-part scorecard based on soil classification and use.

5. While blank paper is allowed, notes and cell phones are prohibited.

6. The top 4 participants in each competition level will be named the winning team, with the top three scores counting.

7. Ties in team competition will be broken by the aggregate score of the top three team members for station 1, followed by station 2, 3, and 4, if needed.

8. Ties in individual competition will be broken based on the highest individual score for station 1, followed by stations 2, 3, and 4, if needed.

What to Bring/Equipment
1. Pencil(s) with eraser
2. Clipboard
3. Yard stick/ ruler
4. Trowel/small probe/putty knife for checking soil characteristics
5. Calculator, but all personal memory must be cleared before the contest
6. Towel or rag
7. Slope Finder

The Score Card
Each team member receives four scorecards, one for each station. The top of each scorecard should have the contestant’s name, number, and county. Answers to all parts must be properly and clearly marked with an X so there is no doubt as to which square was marked. The scorecard is divided into two parts. Part 1 deals with the land and soil conditions. Part 2 determines how the land will be used based on land classes.

Part 1
Land judging is done with a scorecard prepared by soil scientists. The scorecard suggests standards for each characteristic of the soil. The Land Capability Classification (LCC) System is a land evaluation ranking that groups soils based on their potential for agricultural and other uses, also taking into consideration the risks for degradation. The resulting LCC, as determined by the seven characteristics evaluated, is also graded on the scorecard.
The characteristics are:
1. Topsoil texture
2. Topsoil thickness
3. Effective depth-topsoil and subsoil
4. Permeability-subsoil
5. Slope
6. Erosion
7. Drainage
8. Land Capability Classes

Part 2
This part of the Georgia 4-H Land Judging Placing Card concerns recommended practices for different land classes at each designated station in the Land Judging Contest. Youth must decide what practices are needed to conserve soil and water and maintain or improve productivity for the area. The decisions must be made at each station and recorded in the proper column.
Part 2 is divided into three divisions:
1. Vegetative-Contains 13 suggested practices.
2. Mechanical -Five practices numbered 14 through 18.
3. Lime and Fertilizer-Numbers 19-25 are lime and fertilizer practices to consider for each site.
The practices needed to conserve soil and water and maintain or improve productivity are to be selected and recorded. In the state contest youth will be told how many total practices are needed.

Station Card
At each station there will be a station card with information necessary to complete the scorecard. Conditions and information generally given on the station card are as follows:
1. Station Number: ______
2. Rotation: ______
3. Original Topsoil Thickness: ______
4. Slope: Feet fall per 100ft = ______ feet
5. Gullies: ______
6. pH is: _______
7. Manure is: _______
8. Phosphorus is: ______
9. Potassium is: ______
10. Magnesium is: ______
11. Check______ Items

Example of Station Card

Part 1: Soil Characteristics

Topsoil Texture
Texture is determined by the proportion of sand, silt and clay in the topsoil. The largest particles are sand. Clay particles are the smallest. Silt particles are smaller than sand but are larger than clay particles. Topsoil texture is not determined by size of sand particles.

Soil Textural Triangle
There are 12 soil texture classes on the triangle. You can find the soil texture if you know the percentage of sand, silt, and clay in your sample. For example, a soil with 40% sand, 20% clay, and 40% silt would have a soil texture class of loam. The triangle will give you the range of particle sizes if you know the type of soil texture.

There are 12 soil texture classes on the triangle. You can find the soil texture if you know the percentage of sand, silt, and clay in your sample. For example, a soil with 40% sand, 20% clay, and 40% silt would have a soil texture class of loam. The triangle will give you the range of particle sizes if you know the type of soil texture.

Coarse
Coarse (sandy) soils are mostly composed of sand particles. Sand is the gritty material, which is felt when the soil is rubbed between the fingers. Individual grains can be readily seen or felt. Coarse textures feel and sound gritty, make no ribbon, and the soil crumbles when the soil is handled. Textural classes: Sand and Loamy sand.

Medium
Medium-textured soil is between fine and coarse in texture. Soils feel smooth or like flour. It can be molded and when moist it will form a ribbon that is 1 cm to 5 cm in length. The ribbon will easily break. Texture Classes: sandy loam, silt, silt loam, loam, sandy clay loam, clay loam, and silty clay loam.

Fine
Fine-textured (clayey) soils form very hard, massive clods or lumps when dry. When moist, the soil can be squeezed out between the thumb and forefinger to form a 5cm or longer ribbon with a shiny surface. The soil can be stiff and difficult to make the ribbon. Texture Classes: clay, silty clay, sandy clay.

Typical Soil Profile
A vertical section through the soil is a soil profile. It is divided into three principal layers: topsoil, subsoil and parent material. These layers may differ from one another by either color or texture.
1. Topsoil or “A” horizon is a mineral surface soil which has accumulated decomposed organic matter and is usually darker in color than lower layers. It is also the horizon that has lost clay, iron, and aluminum due to downward movement.
2. Subsoil or “B” horizon is a mineral horizon that usually has finer texture, or a darker, redder color and a distinctly different developed structure than the “A” horizon.
3. Parent material is either weathered to form a “C” horizon or is solid bedrock known as a “R” horizon. A “C” horizon is a mineral horizon of weathered parent material that does not form developed structure like seen in the “B” horizon. A “R” horizon is a layer of bedrock, solid rock. Bedrock is often absent in many soil profiles.

Topsoil Thickness
Topsoil is the surface layer of the land measured from the top, or ground level, down to the point of change, or the beginning of the subsoil. Color or texture determines the point of change between topsoil and subsoil. Some soils in the southern half of the state have thick, very thick, or extremely thick sandy topsoil. The plow layer is only in the upper part; the lower part may be 20 to 30 inches thick.
Topsoil Thickness Categories:
Thin – Less than 5 inches.
Moderately Thick – At least 5, but less than 10 inches.
Thick – At least 10, but less than 20 inches.
Very Thick – At least 20, but less than 40 inches (coarse texture.)
Extremely Thick -At least 40 inches (coarse texture)

Effective Depth-Topsoil and Subsoil
Effective depth of topsoil and subsoil is that depth to which plant roots can easily penetrate and absorb water and plant nutrients. The goal is to determine if there are restrictive layers that prevent plant roots from penetrating the soil. Common restrictive layers are rock layers, dense chert layers, gravel layers, hardpans, claypans, or plow pan layers. Plant roots usually cannot penetrate these layers.
Effective Depth Categories:
Deep – At least 40 inches.
Moderately Deep – At least 20, but less than 40 inches.
Shallow – At least 10, but less than 20 inches.
Very Shallow – Less than 10 inches.

Structure
Soil structure is not judged; however, it is very important because it affects permeability and how well plants can grow. Structure means the shape and arrangement of soil particles into clusters. Each cluster has a particular shape or size and determines the type of soil structure. It is best to observe structure from the soil profile rather than soil trays due to disturbance.
Structure Categories:
Single Grained – each soil particle functions as an individual unit due to the lack of binding materials. This structure condition is usually found in coarse-textured soils.
Granular – sphere-like or rounded clusters with no flat surfaces due to contact pressure from faces of surrounding clusters
Blocky and Subangular Blocky – block-like or clusters with around six faces having flat surfaces with mostly sharp, angular edges or rounded edges
Platy – plate-like or relatively thin horizontal plates
Prismatic – prism-like vertical clusters usually with well-defined flat surfaces or faces
Columnar – modified type of prismatic clusters but with rounded surfaces. Usually suggests salty conditions.
Massive – indistinct or no apparent clusters. Characteristic of clayey, very slowly permeable soils.

Permeability of Subsoil
Permeability is the rate of movement of water and air through the soil. Permeability is important because it determines the kind of crops that can be grown, how soon the soil can be worked, the benefits received from fertilizers, and the absorption of nutrients and water by plants. The water and air movement in soils is influenced by many factors such as soil texture and structure, degree of soil density, and presence of restrictive layers. One of the best clues to soil, air, and water relationships is the color of the subsoil. For
contests, the subsoil texture sample will be used to determine the permeability. The color of most subsoils is determined by iron compounds. When soils are well aerated, the iron compounds are in an oxidized form, giving the subsoil a red or yellow color. In a poorly aerated soil, the iron compounds will be in a reduced state (lack of oxygen), and the subsoil color will be gray. Mixed or mottled colors of gray, yellow, and brown will frequently appear.
Permeability Categories:
Rapid – Soils with coarse-textured subsoils that are granular or single grained structure. These soils exhibit little restriction of water or air.
Moderate – Soils with medium-textured subsoils with good structure (ex: blocky structure). Water and air movement is good. Plant roots are abundant and penetrate easily through the soil. Subsoil colors are often bright red or yellow.
Slow – Soils with fine textured subsoils with angular and subangular blocky structure. These subsoils are firm and sticky when moist and hard when dry. Soil clusters often have thin, discontinuous clay films. Subsoil colors can be gray or mixed gray with yellow, brown, or orange.

Slope of Land
Slope refers to the steepness of the area. The slope is important because it has great influence on how fast water runs off a field and the amount of soil erosion that occurs. Percent slope is determined by estimating the number of feet fall per 100 feet. For example, if the feet fall per 100 feet is 5, the percent
slope is 5%. Contestants will measure slope between two stakes near the soil pit. Slope can be found with eye or a slope finder (see Appendix B). Stakes should be the same height, but always check before shooting slope. The stakes are set 100 feet apart unless there is not room. Stakes will be 50 feet when space is limited. Youth will be informed of distance. There are the two ways to shoot slope:
1. Shoot from top of one stake and see where eyes hit the other stake. For every 12 inches down (stakes 100 feet), 1% slope.
2. From one stake, sight along the sighting line of the slope finder to the top of the second stake. Allow the weight and string to hang free. When it stabilizes, clap the string to the board with your fingers, and read percent slope.

Categories for Judging Slope:

	South Georgia	North Georgia
Nearly Level	0 – 2%	0 – 2%
Very Gently Sloping	2+ – 5 %	2+ – 6%
Gently Sloping	5+ – 8%	6+ – 10%
Sloping	8+ – 12%	10+ – 15%
Strongly Sloping	12+ – 17%	15+ – 25%
Steep	Above 17%	25+ – 60%
Very Steep	Not Applicable	>60%

Erosion
Soil erosion is an expression of the harmful effects of water and wind on the soil. Loss of soil by erosion reduces the productivity of the soil in addition to polluting streams. The amount and severity of soil erosion can be expressed in four general categories or classes: slight, moderate, severe, very severe. These are described below and can be recognized in the field after limited study. You will be provided with the original topsoil depth of each station.
Formula: Topsoil depth found in the pit (or tray) is 6 inches. Original topsoil depth given on card is 10 inches.
{[Original topsoil (in) – Measured topsoil (in)]÷Original topsoil (in)} x 100 =
[(10-6)÷10] x 100 = 40% erosion

Erosion Classes
None to Slight – The topsoil generally is friable and retains much of the dark color of the original surface layer; it is moderately thick or thicker; the subsoil is not exposed unless by unusually deep (10″ +) plowing; no gullies are present. Less than 25 percent of the original topsoil has been lost.
Moderate – The topsoil may be thin with much of the original surface layer lost; the subsoil is exposed in many places over the field; a few shallow gullies and rills may be present. The color is more nearly that of the subsoil. Between 25 and 75 percent of the original topsoil has been lost.
Severe – The surface is mainly exposed subsoil and only remnants of the original surface layer remain; gullies two to three feet deep may be scattered over the field. Seventy-five percent or more of the original topsoil and as much as 25 percent of the subsoil have been lost.
Very Severe – Essentially gullied land. Gullies are closely spaced and only remnants of the original soil profile remain between the gullies. Land uses are severely limited. All of the original topsoil and 25 to 75 percent of the subsoil is lost.

Drainage
Soil drainage is the process whereby excess water is removed from the soil. For proper plant growth, air and water must move freely in both the surface soil and subsoil. In addition, the soil must be able to hold and store sufficient water for plant growth. However, excess water should drain out. This allows room for air that is needed for root respiration. Respiration furnishes the energy for plants to absorb water and plant nutrients. If there is no air in the soil for a long time, the soil color becomes dull gray. If air is lacking for only a part of each season, the subsoil creates redoximorphic features (mixed yellow, orange, red, and gray colors). That is, it has splotches or depletions which are dull gray where minerals have been removed from Soil depletion as sign of poor drainage the soil. Be careful not to confuse lime deposits or spots of disintegrating parent material in otherwise bright red or yellow subsoil with depletions. As the color changes from dull gray; to a mixed color of gray, yellow, orange and brown; and then to bright red or yellow, internal drainage becomes better.
Drainage Classes
Excessively Drained – Coarse, sandy materials, more than 60 inches deep.
Well-Drained – No gray depletions in top 30 inches of soil profile.
Moderately Well-Drained – No gray depletions in top 20 inches, but present in 20-30-inch zone.
Somewhat Poorly-Drained – Gray depletions in top 20 inches.
Poorly-Drained – Soil is usually gray to surface; subsoil is always predominately gray.
Extremely Poorly-Drained – soil is frequently wet to surface

Land Capability Classes

In Georgia 4-H Land Judging, the land class will be determined by the “Guidelines for Selecting Land Capability Classes” on page 16 of the manual. The following list is a summary of the eight land classes which will be considered. A combination of factors which may cause the land class to be raised to a higher number will not be considered.
Class 1 land is very good land from all points of view.
Class 2 land is good from every standpoint, but certain physical conditions make it not quite as good as Class 1.
Class 3 is moderately good land for cultivation. It is more limited in its use than Class 2.
Class 4 land is good enough for occasional cultivation under careful management.
Class 5 land is not subject to erosion, but is poorly drained.
Class 6 land is not suited for any cultivation and is limited in use to pasture or trees.
Class 7 land has severe limitations that restrict its use to pastures or trees.
Class 8 land is suited only for wildlife or recreational purposes. Stone Mountain is a good example.

Description of the Land Capability Classes

The Natural Resources Conservation Service has designed a system for classifying land according to its best use. This system is called land capability class. It is a scheme for grouping fields or areas with similar hazards. There are eight (1, 2, 3, 4, 5, 6, 7, 8) land capability classes.
The eight land capability classes can be divided into two broad groups:
1) land suited for crop production–Classes 1, 2, 3, 4
2) land suited only for permanent vegetation such as pasture or forest–Classes 5, 6, 7, 8.

The Classes

Class 1. Class 1 land is very good land with no hazards and can be used for production of crops. Some possible characteristics for Class 1 land include:
1. The slope is level or nearly level.
2. Topsoil thickness may be either thick or moderately thick.
3. Erosion is none to slight.
4. The texture of topsoil is coarse or medium.
5. Permeability of the subsoil is moderate.
6. It is well drained and not subject to overflow.
7. The effective depth is deep.

Example of Class 1 land. It is well drained and nearly level with no hazards for crop production.

Class 2. Class 2 land is also suitable for crop production, but certain hazards put it in a higher class. Some possible characteristics for Class 2 land include:
1. The slope may be either nearly level or very gently sloping. If it is nearly level, factors other than slope cause it to be Class 2 instead of Class 1.
2. The topsoil thickness may be very thick, thick, moderately thick, or thin. If it is very thick or thin, the best possible Class is 2.
3. Erosion may be either slight or moderate.
4. Topsoil texture may be coarse, medium or fine. If it is fine, the best possible Class is 2.
5. The permeability of the subsoil may be either moderate or slow. If it is slow, it could not be better than Class 2.
6. It may be well drained or moderately well drained. If it is moderately well drained, the best class it can be is Class 2.
7. The effective depth may be either deep or moderately deep.

Example of Class 2 land. A moderate erosion hazard but other favorable features make this land Class 2.

Class 3. Class 3 land may be used for crop production if certain practices are followed. It has more hazards than Class 2 land and its use for crop production is more limited than Class 1 or 2 land.
Possible characteristics of Class 3 land include:
1. The slope may be nearly level, very gently sloping, or gently sloping. If it is gently sloping, Classes 1 and 2 would be eliminated and it could not be better than Class 3.
2. The topsoil thickness may be extremely thick, very thick, thick, moderately thick, or thin. If it is extremely thick, the best possible Class is 3.
3. Erosion may be slight, moderate, or severe. Severe could cause it to be Class 3, by eliminating Class 2 and Class 1.
4. The topsoil texture may be fine, medium or coarse.
5. The permeability of the subsoil may be moderate or slow.
6. It may be well drained, moderately well drained, or somewhat poorly drained. If it is somewhat poorly drained, it could not be better than Class 3.
7. The effective depth of the soil may be deep, moderately deep, or shallow. If the depth is shallow, it could not be better than Class 3.

Example of Class 3 land. Steeper slopes with accompanying erosion hazard make this land Class 3. Other soils may be Class 3 because of seasonal wetness.

Class 4. Class 4 land may be used for crop production with careful management. Generally, it should be in crop production only one-fourth of the time. In the other years of the rotation, it should be in pasture or hay production. Some possible characteristics for Class 4 land include:
1. The slope of the land may be one of many nearly level, very gently sloping, or sloping. If it is sloping, it could not be better than Class 4 land.
2. The topsoil thickness may be extremely thick, very thick, thick, moderately thick, or thin.
3. Erosion may be slight, moderate, or severe.
4. Topsoil texture may be fine, medium or coarse.
5. The permeability of the subsoil may be very slow, slow, moderate, or rapid, it could not be better than Class 4.
6. Class 4 soils may be excessively drained, well drained, moderately well drained, somewhat poorly drained, or poorly drained. Excessively drained or poorly drained soils could not be better than Class 4.
7. Class 4 soils may be deep, moderately deep, shallow, or very shallow. Very shallow soils could not be better than Class 4.

Example of Class 4 land. Steeper slopes and shallow soil put this land at the borderline of cultivatable land. It is suited for limited or occasional cultivation.

Class 5. Class 5 is a special class of soil. It may be identified as Class 5, if it is very wet to the extent that it has almost insurmountable drainage problems in removing the water. The wet surface, however, may be drained sufficiently for the production of pastures and woodlands. It is usually not necessary to consider characteristics other than very wet in identifying Class 5 for the few times that it occurs. Wet Class 5 land, however, may be nearly level or very gently sloping; moderately thick to thick topsoil; none to slight erosion; medium or coarse texture; slow permeability; and shallow to deep effective depth.

Example of Class 5 land. This land has no erosion hazard. It is wet, however, and is usually difficult to drain.

Class 6. Class 6 land is not suitable for crop production and is limited in its use for pastures and forestry. Hazards such as steep slopes, erosion, or shallow soils which cannot be corrected prevent its use for crop production. Slope and erosion are the major hazards that affect the land capability of Class 6 land. Strongly sloping land would be classified at Class 6 land.

Example of Class 6 land. Steep slopes and a shallow soil create hazards that make it unsuitable for cultivated crops. It can be used for pastures or woodland.

Class 7. Class 7 land is not suitable for crop production and has severe limitations for use as pastures or for forestry. It requires extensive conservation practices to control erosion. Very severe erosion and/or slope are the major hazards which control this land capability class. Steep or very steep slopes result in a Class 7 classification.

Example of Class 7 land. This land is best used for pastures or forestry.

Class 8. Class 8 land is suited only for wildlife or recreation purposes. Usually it is extremely stony, sandy, or wet. The steepness of the slope of this land makes its use for pastures marginal.

Example of Class 8 land. This land is suited only for recreation or wildlife.

The Georgia Land Judging Placing Card classifies the eight classes as follows:
Classes 1 through 4 are cultivatable.
Class 1- Very Good land from all points of view
Class 2- Good but not quite as good as Class I
Class 3-Moderately Good for cultivation
Class 4- Can be cultivated under careful management
Class 5 through 8 are not cultivatable.
Class 5- Very little slope, not subject to erosion, but poorly drained
Class 6- Suitable for permanent vegetation
Class 7- Severe for permanent vegetation
Class 8- Sandy, wet, or stony, used for wildlife or recreation

Guidelines for Selecting Land Capability Classes

Soil Characteristics		Best Land Capability Classes
Topsoil Texture:	Fine (Clayey) Medium (Loamy) Coarse (Sandy)	2 1 1
Topsoil Thickness:	Thin Moderately Thick Thick Very Thick Extremely Thick	2 1 1 2 3
Effective Depth:	Deep Moderately Deep Shallow Very Shallow	1 2 3 4
Permeability of Subsoil:	Rapid Moderate Slow	2 1 4
Slope:	Nearly Level Very Gently Sloping Gently Sloping Sloping Strongly Sloping Steep Very Steep	1 2 3 4 6 7 7
Erosion:	None to Slight Moderate Severe Very Severe	1 2 3 7
Drainage:	Excessively Drained Well-Drained Moderately Well-Drained Somewhat Poorly-Drained Poorly-Drained Extremely Poorly-Drained	4 1 2 3 4 5

Part 2: Land Treatment

Vegetative

For cropland use on Classes 1 through 4
1. Row crop with occasional “cover crop” – use only for Class 1
2. Row crop with “cover crop” every other year – use only for Class 2
3. Row crops not more than 2 of 4 years – use only for Class 3
4. Row crops not more than 1 of 4 years – use only for Class 4
5. Return crop residue to the soil – all crop rotations
6. Practice conservation tillage provides for a protective cover by leaving crop residue of any previous crop. At least 30 percent residue should remain on the soil surface after planting. – all crop rotations
7. Control Weeds – all crop rotations and pastures
For Pasture, Range, Wildlife, or Commercial Woodland use
8. Proper pasture or range management. The application of practices to keep plants actively growing, to encourage the growth of desirable grasses and legumes while crowding out weeds/brush, and to minimize soil erosion.
9. Establish recommended grasses and legumes. – Classes 5, 6, 7 except when trees are planted
10. Control grazing. – all pastures or ranges
11. Plant recommended trees for windbreaks or woodland plantings – use for new forest areas
12. Harvest Trees selectively – use for established forests
13. Use only for wildlife or recreation area. This means protection or the development of areas that cannot be used for grazing, forestry, cultivation, or urban uses

Mechanical

For Cropland and Pasture use
14. Establish grass waterway to control erosion. – Class 2, 3, and 4 if used in rotation and slope is greater than 2%.
15. Establish terrace and farm on contour. Terrace is an embankment or ridge of earth constructed across the slope to control runoff and minimize erosion. Conduct farming operations on the contour or at right angles to slope direction. – use for all cultivated soils with slopes more than 2 percent
16. Maintain terraces. Practices that keep field terraces working effectively – use only with practice 15
17. Install drainage system. The drainage system is used to remove excess surface or ground water from land by means of surface or subsurface drains. – use on somewhat poorly, poorly, or extremely poorly drained soils that will be in crop rotation or pasture (Do not install drainage system if a wetland is present)
18. Control gullies – use when gullies (deeper than 2 feet) are present, except when land use is forestry

Lime and Fertilizer

For Cropland and Pasture use
Fertilizers and soil amendments are essential to the production of crops. Georgia soils are inherently acid and low in essential plant nutrients. Therefore, to produce high crop and forage yields, adequate lime and fertilizer must be applied to most Georgia soils. Fertility and lime requirements for a particular crop yield should be determined by soil analysis. Youth will be provided with information concerning the soil pH and fertility levels at each station.
Lime (pH)
19. Most plants require an optimum supply of nutrients and a soil pH between 6.0 and 6.5 for healthy, vigorous growth. If the soil pH is below 6.0, number 19 (lime) should be checked.
Manure
20. Manure is often used as a fertilizer source, as it contains amounts of nitrogen, phosphorus, and potassium. If manure is available (you will be provided this information), number 20 should be checked for all rotations and pastures. If check manure, do NOT check Nitrogen, Phosphorus, or Potassium since these are added with manure.
Nitrogen (N)
21. Soil nitrogen levels are generally not determined in soil analysis because it is such a mobile element in the soil. Nitrogen (number 21) should be checked for all rotations and pastures with the exception where legumes are to be grown that year, such as soybeans, peanuts, and alfalfa or where manure is available.
Phosphorus (P)
22. When soil phosphorus levels are low or medium, potassium fertilizer should be applied, mark number 22. If phosphorus is high or where manure is available, do not mark number 22.
Potassium (K)
23. When soil potassium levels are low or medium, potassium fertilizer should be applied, mark number
23. If potassium is high or where manure is available, do not mark number 23.
Magnesium (Mg)
24. When soil magnesium levels are low, magnesium fertilizer should be applied, mark number 24. If magnesium is medium or high, do not mark number 24.

Glossary

Chert: hard, fine grained sedimentary rock
Cover Crop: plant that is used to slow erosion, improve soil health, enhance water availability, and pest control. Examples include rye, crimson clover, vetch, forage radish, and more
Cultivate: prepare and use land for crops or gardening; to loosen or break up the soil for growing plants
Depletion: light gray area of soil where minerals have been removed from the soil. Often sign of limited water movement through soil.
Gully: a landform created by running water, eroding sharply into soil, typically on a hillside; resembles large ditches or small valleys
Hardpans/Clay pans: hard layer of soil, usually clay in which water has a hard time flowing though. This layer impairs drainage and plant growth
Plow Layer: top area of soil that is routinely plowed. Usually results in soil compaction and can reduce root growth
Legume: family of plants that can fix nitrogen from the air ex: soybeans, peanuts, alfalfa

Objectives of 4-H Land Judging

• To give 4-H members an appreciation of the soil and what it means to us.
• To give 4-H members the opportunity to learn soil structure, power of erosion and proper land treatment.
• To learn how land is classified according to its capabilities.
• To learn to use each acre of agricultural land within its capabilities and treat each acre in accordance with its needs for protection and improvement.

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Thank you for agreeing to volunteer with the University of Georgia Cooperative Extension program. In signing this agreement, you are confirming your acceptance for a volunteer role.

1. I agree to serve as a volunteer with UGA under the primary direction of ___ Cooperative Extension. (fill in county or unit name) I understand that if my role involves supervising youth, I will be required to complete a UGA background check and that some duties may include additional training and orientation.
2. I agree that my participation in the activities is not in exchange for any consideration (e.g., pay, benefits, the promise of future employment). I acknowledge that, in exchange for my service as a volunteer, I have neither been promised any consideration nor do I expect to receive any consideration. I understand that additional duties may be assigned or specific duties expanded.
3. I agree that as a volunteer I am under the primary direction of the unit, county office or department but may be asked to participate in activities that include direction from others within Cooperative Extension and/or other departments in the University of Georgia.
4. I agree that, if approved to serve as a volunteer, I will not be acting as a UGA employee or student. I understand and agree that UGA and I both have the right to decline or end my volunteer relationship with UGA at any time, for any reason, and without advance notice.
5. I understand that UGA is self-insured through the Department of Administrative Services against state tort claims. This coverage is provided for volunteers in programs organized, controlled and directed by UGA for the purposes of carrying out the functions of UGA.I UNDERSTAND THAT COVERAGE DOES NOT APPLY WHEN I DEVIATE FROM THE COURSE OF MY VOLUNTEER DUTIES.
6. I understand that, as a volunteer, I will not be entitled to any employee benefits. I understand that UGA may not provide me with any accident, medical, or workers’ compensation insurance, and therefore may not be responsible for any accident or medical expenses that I incur in the course of volunteering. If I am an employee of the UGA serving as a volunteer, I understand that I am not covered by workers’ compensation laws while acting as a volunteer outside of my normal employment.
7. If I utilize my personal vehicle during the course of volunteering, I understand that UGA does not provide comprehensive or collision insurance for my personal vehicle.
8. I understand that if my volunteer service involves youth work, I am required to abide by the UGA Cooperative Extension Behavior Guidelines for Adults working with Youth and may be discharged from my duties as a volunteer should I fail to follow these These guidelines are printed on the reverse of this page and are initialed by me.
9. I understand that my participation as a volunteer may involve certain risks. In addition, I understand that I may be exposed to other risks which may not be foreseeable. I voluntarily accept these risks.
10. I agree to abide by all applicable rules and regulations of UGA and any of the departments or units where I engage in volunteer activities. I also agree not to disclose any confidential information concerning youth program participants, research subjects, unpublished research data, and other confidential information of which I may learn in the course of my volunteer service. I acknowledge and agree that any intellectual property I may create in the course of my activities at UGA shall be the property of UGA.
11. I understand that as a volunteer I must self-report any arrest, charge, or criminal conviction occurring after the date of my background check to my program/activity administrator prior to returning for service.
12. I hereby grant permission for my images, likeness, and voice to be recorded in any media and to be used by the University of Georgia and Georgia 4-H on behalf of the Board of Regents of the University System of Georgia in any publications, media or technology now known of or hereafter developed in the future for any lawful purpose whatsoever without further permission from me. I understand I will not be compensated further for use of these recordings.

Required Signatures and information

Volunteer’s Signature
Date
Volunteer’s Printed Name
Volunteer’s Phone #
Volunteer’s Address
Volunteer’s Email Address
Extension Faculty Printed Name
Primary Extension Office location
Extension Faculty Signature
Date

Adult Code of Conduct

The University of Georgia Extension establishes the following code of conduct for adults. These general behavioral expectations apply to any adult, including faculty, staff, and volunteers working or volunteering in a capacity that includes children under the age of eighteen and/or youth program participants.

Adults are expected to comply with the following:

• Work cooperatively with youth, families, University of Georgia faculty, staff, volunteers, community members and others in a courteous, respectful manner demonstrating behaviors appropriate for a positive role model.

• Represent the University of Georgia College of Agricultural and Environmental Sciences’ Cooperative Extension programs with pride and dignity, behave appropriately, exhibit good sportsmanship, and demonstrate reasonable conflict management skills.

• Respect, adhere, and enforce the 4-H Code of Conduct as well as other rules, policies and guidelines established by UGA Extension and event coordinators including state laws and regulations.

• Respect the privacy of all individuals in situations such as toileting, showering and changing clothes. When it is necessary to supervise minors, at least two leaders should be present and only to the extent that the health and/or safety requires.

• Do not touch minors in a manner that a reasonable person could interpret as inappropriate. Always avoid touching areas that are normally covered by swimsuits. When hugging is appropriate, hug from the side over the shoulders, not from the front.

• Recognize that physical punishment is not an appropriate form of discipline and will not be allowed. Physical punishment includes physical actions that may not be expected of an individual during the program and are assigned to a young person as a consequence for misbehavior.

• Report any accident, injury, or illness of a youth immediately to the Program/Activity Administrator (i.e. County Extension Coordinator, Agent, Program Development Coordinator).

• Medication must only be administered to a youth in accordance with the parent/guardian’s written instructions.

• Recognize that verbal abuse, physical abuse, or committing criminal acts may be grounds for termination as an Extension volunteer. Abusive behavior towards youth or other adults, including failure to provide adequate health and safety measures, inadequate care or supervision, emotional mistreatment of members, or verbal or physical abuse will not be tolerated.

• Under Georgia law, report any mistreatment of youth to the proper authorities. All staff are considered mandatory reporters for purposes of the Policy and must report incidents involving sexual or physical abuse or neglect of a minor immediately to the Program/Activity Administrator, the UGA Police Department, AND the Georgia Department of Family and Children Services (DFCS).

• Comply with equal opportunity and anti-discrimination laws and policies. The University prohibits harassment of or discrimination and offers its educational programs, assistance, and materials to all people without regard to age, color, disability, genetic information, national origin, race, religion, sex, or veteran status, and is an Equal Opportunity Institution.

• Treat animals humanely and encourage youth and adults to provide appropriate and ethical care.

• Strive for a minimum of two adults at any activity involving youth. Adults, in most cases, should not be left alone with a single child unless the adult is the parent/guardian of that child.

• To be housed in overnight settings in separate sleeping areas from children when possible. When this is not possible, parent/guardians should be furnished with a letter explaining the situation and informing the parent/guardian that his/her child will be housed with an adult in the same room.

• Substance Use Prohibited – Do not use, possess or be under the influence of alcohol, illegal drugs, or any prescription medication that impairs your ability to perform your duties during the Program/Activity.

• Do not condone others’ use of alcohol or illegal drugs during the Program/Activity.

• Smoking and tobacco use is prohibited at all Extension 4-H events.

• Operate machinery, vehicles, and other equipment in a safe and responsible manner. Only transport youth with parent/guardian permission and avoid being alone with youth in a vehicle. All transportation should comply with university and program/activity transportation guidelines and policies.

• Accept responsibility to promote, conduct, and support 4-H in order to develop an effective local, county, district and state program.

• Recognize the following behaviors are inappropriate and will not be tolerated in the presence of youth during Extension youth activities or events:

– consumption of alcohol, illegal drugs, and controlled substances
– promotion of religious or political preferences
– theft, pilfering, or fraud
– use of tobacco products and e-cigarettes
– sexual advances or activities involving youth
– willful damaging of property
– permitting passengers to ride in motor vehicles without seatbelts
– permitting youth or adults to ride in the back of trucks
– behaviors that are illegal under law
– sharing sensitive, personal information with youth, including information about financial challenges, workplace challenges, promotion of particular
religious or political beliefs, and romantic relationships.
-giving gifts to youth, independent of items provided by the program/activity
– online communication, photography, and videography that is not consistent with the mission of the program/activity and the university.

Updated 8/1/2026

2027 Educational Experiences

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Georgia 4-H Core Programs

Core programs serve as an integral part of all county 4-H programs.
• County 4-H In-School & Local Program Delivery
• 4-H Camp
• 4-H Project Achievement
• State 4-H Council

Georgia 4-H Environmental Education

EE programs are available to all K-12 school groups.
• Wahsega 4-H Center, Dahlonega
• Fortson 4-H Center, Hampton
• Rock Eagle 4-H Center, Eatonton
• Burton 4-H Center, Tybee Island
• Camp Jekyll & Tidelands Nature Center, Jekyll Island

Agriculture and Science

• Animal Science Ambassadors
• Beekeeping Essay
• Dean’s Award: Ag & Environmental Sciences; STEM
• Georgia Jr. National Livestock Expo & State Animal Education
Shows: Breeding Ewes, Market Lamb, Breeding Doe, Market
Goat-Wether, Market Goat-Doe, Commercial Dairy Heifer,
Market Hog, Market Steer, Market Heifer, & Horse
• Horse Show and Educational Contests
• Judging: Dairy, Forestry, Horse, Land, Livestock, Poultry,
Wildlife, & Hippology
• Knowledge Quiz Bowl: Dairy & Horse
• Livestock Project Record Books: Commercial Dairy Heifer, Breeding
Heifer, Market Goat, Market Hog, Market Lamb, Market Steer
• Marine Resources Camp
• Mission Make-It: Georgia 4-H Engineering Challenge
• National 4-H STEM Challenge
• Natural Resources Exploration Camp
• Pollinator Ambassadors
• Pumpkin and Watermelon Contests
• Robotics
• Science and Engineering Ambassadors
• Wildlife Ambassadors

Leadership and Civic Engagement

• 4-H Day at the Capitol
• 4-H Issue Ambassadors
• Certified Teen Leader
• Clovers & Co. Performing Arts Group
• Cooperative Youth Conference
• Dean’s Awards: Citizenship, Communication & the Arts, and
Leadership
• District Conferences, Camps, & Workshops
• Fairs and Festivals: Talent Contests, Mini-Exhibits, & Speech
Contests
• Fall Forum
• Junior & Senior Conferences
• Leadership in Action
• National 4-H Conference
• Officers/Officer Trainings (County, District, State)
• Photo Contests
• Senior Camp
• Southern Region Teen Leadership Conference
• Ignite Conference

Health and Wellness

• 4-H Day at Recreational & Sporting Events
• Chicken Barbecue Contest; Turkey Barbecue Contest
• Cotton Boll & Consumer Judging
• Dairy Month Poster Contest
• Dean’s Award: Family and Consumer Sciences
• Egg Chef Demonstration
• Fairs and Festivals: Food Contests
• Food Challenge
• Healthy Living Ambassadors
• LifeSmarts
• MilkMake Contest & Peanut Recipe Contest
• Pantry Pride Recipe Contest
• Project S.A.F.E. – Shooting Awareness, Fun, & Education (Archery,
BB, Air Pistol/Rifle, .22 Rifle, Shotgun and Hunting Skills)
• Senior EXTREME Camp
• Wilderness Challenge Camp

Continuing Opportunities for 4-H Alumni & Volunteer Leaders

• 4-H Camp Counselor Program
• 4-H Collegiate Scholarships
• Collegiate 4-H Program; Collegiate 4-H Conference
• STEM Ambassador Fellows
• Certifications & Trainings
• Conferences
• Extension Leadership System / Program Development Team

Georgia 4-H Transportation Form – Frequently Asked Questions

Why do we need a Transportation Form?

Safety is our priority. The Transportation Form is a communication tool ensuring that the Event Coordinator is aware of youth participants’ arrival and departure to and from an event. Having travel information prior to the start of an event allows the Event Coordinator to anticipate if there is cause for concern at check-in or check-out.

When do you need to use the Transportation Form?

This form should be completed by a parent or guardian when a child travels to and/or from a 4-H event by any method not organized by the County Extension Office. It serves as documentation that the parent or guardian acknowledges and agrees to these alternate travel arrangements.

Examples of Arrival/Departures not organized by County Extension Office:

-4-H’er will be driving him/herself.
-4-H’er will be riding with their parent or guardian.
-4-H’er will be riding with an adult who is not the parent or guardian.
-4-H’er will be riding with another 4-H’er.
-4-H’er will be traveling by public transit or rideshare
-Arriving at a later time
-Departing at an earlier time

Who should fill out the Transportation Form?

The expectation is that the form is always filled out by the parent or guardian.

Is there a paper copy of the Transportation Form?

It is highly encouraged to use the digital Transportation Form. However, there is a paper copy version. This paper copy follows the same required process:

1. Filled out and signed by a parent or guardian.

2. The County Office must submit a copy of the Transportation Form to the Event Coordinator prior to the 4-H’er departing for the event.

3. The paper copy of the Transportation Form will be retained by the Event Coordinator and County Office in accordance with Board of Regents policies on record retention. A copy of this required form for alternative travel should be retained for a period of three (3) years after the youngest youth in the program/activity reaches the age of eighteen (18).

Is there a Spanish version of the Transportation Form?

The Spanish version is currently in progress.

• Transportation Form and Waiver — ARRIVAL
• Transportation Form and Waiver — DEPARTURE

 

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Georgia is proud to have active, successful, and nationally recognized youth development and educational programs in both FFA and 4-H. We recognize that there are distinct differences in the two organizations, and we believe that both make great contributions to the development and education of Georgia’s youth. Because a significant number of young people participate in both organizations, this Statement of Relations (SOR) is intended to guide the faculty, staff, leaders, and youth of the two organizations as they work with each other.

Value of Youth and Youth Involvement

This Statement of Relations is founded on the philosophy, mission, and values of the two organizations involved. All programs and opportunities are based on a commitment of positive youth development and education as described in the following mission statements:

Georgia 4-H is a program of Cooperative Extension and is a part of the University of Georgia. 4-H has as its core values: agriculture and the environment, family and consumer sciences, leadership, civic engagement, and communication. The mission of Georgia 4-H is: to assist youth in acquiring
knowledge, developing life skills and forming attitudes that will help them become self-directing, productive, and contributing citizens.

Georgia FFA is part of the Georgia Department of Education and is based on components of classroom education in agricultural topics; hands on supervised agricultural career experience; and career/ leadership development through the FFA. The mission of FFA is: to make a positive
difference in the lives of young people by developing their potential for premier leadership, personalgrowth and career success through agricultural education.

Cooperation and Planning

To foster and facilitate cooperation between 4-H and FFA in the performance of their functions, state and local 4-H and FFA leadership will meet from time to time (at least once annually) to discuss matters involving or requiring the cooperative effort of such organizations. They shall determine activity adjustments necessary to resolve specific problems and achieve the greatest
good; and are encouraged to cooperate in sharing resources and information to provide positive youth development and educational opportunities.

Ethics

The Georgia 4-H and FFA youth programs provide opportunities to develop life skills and enhance knowledge in an ethical manner. We value youth programs that promote: strengthening family, increasing the understanding and appreciation of agricultural and environmental sciences, embracing positive youth development, and engaging youth in programs that enhance science, math, and reading skills. Students are expected to participate and compete in a responsible and ethical manner.

Dual Membership

4-H and FFA each offer a broad curriculum of study and many opportunities for youth development. Therefore, simultaneous participation in both programs is acceptable and encouraged.

Eligibility

A student must meet all of the following eligibility requirements to compete in state contest and state affiliated livestock shows. If a student does not meet all requirements, that student will forfeit the right to compete in state events and state affiliated livestock shows for that program year. State affiliated livestock shows are shows that are organized by 4-H and FFA state staff. These shows are Georgia Junior Beef Futurity, Georgia National Fair and Georgia National Livestock shows (state shows). Changing programs (4-H and FFA) at shows not organized by state staff may impact the student’s eligibility at state affiliated shows.

– A student may not compete in the same event in both organizations in the same year (i.e. Livestock Evaluation, Land Evaluation, etc…). This affords opportunities to more students for learning experiences and recognition. Events that are covered by this rule will be specifically noted as “same” events in a defined and published list posted by the State FFA Advisor and State 4-H Leader on an annual basis.
– A student may win an event one year in one organization, and then compete in and win the same event in the other organization in a subsequent year.
– Students must be legitimate members of the organization that they represent at the time of competition. Local clubs and chapters should establish expectations and criteria outlining valid preparation by the students for contests and events.
– A student may only show the same specie of food livestock project (beef, swine, goat, sheep and dairy) in the same program (4-H or FFA) during a program year.
– Example: Breeding gilts, mkt barrows and mkt gilts must be shown in the same program (4-H or FFA) during a program year. These are same species.
– Example: A student may show a breeding heifer(beef) 4-H and show a market barrow(swine) FFA in a program year. These are different species.
– In an exceptional case, a student may request an organizational change during the program year by submitting a written request to the state 4-H and FFA directors. (For livestock show purposes only)
– A student may show recreational animals (horses, dogs, cats, exotic, etc.) in both organizations in the same year; as recreational animals are not presented and evaluated on the same market or production standards as food animal/livestock.
– Both organizations support academic achievement for all youth, and will therefore support local rules relative to participation based on academic eligibility.
– Leadership is a strong component of both organizations. Each organization is responsible for creating its own criteria for seeking and holding leadership positions (i.e. State Office)
– In non-showing, non-judging projects (i.e. public speaking, debate, fair exhibits, etc…) students are encouraged to develop different speeches or exhibits based on the format and scoring criteria of the respective organizations. It is understood that on occasion a student may use the same basic structure and content in multiple speech or exhibit opportunities.

Project Year

For the sake of this Statement of Relations and the activities, shows, and competitions that it regulates, a project “year” is defined as July 1-June 30. Participation in national events or contests resulting from winning a state event is considered an extension of the same year, and will not cause students to become ineligible for participation in the same event in the other organization during a subsequent year.

Public Relations

When conducting collaborative activities, both Georgia 4-H and FFA organizations should be represented through emblems and information on all signs, print material, and awards. Publicity should reflect the total contributions of both organizations.

FFA/4-H “Same” Activities Project Year July 1, 2026 – June 30, 2027

As stated in the FFA/4-H Statement of Relations, a student is eligible to participate in both FFA and 4-H simultaneously. However, a student is not allowed to participate in activities considered “same” to both groups in the same “project year.” The Statement of Relations defines the “project year” as July 1 to June 30. The Statement says that annually the State FFA Advisor and State 4-H Leader will meet and announce the list of activities considered “same” for the coming year. The following activities have been announced as “same” by the State FFA Advisor and State 4-H Leader.
– Dairy Cattle Evaluation (judging)
– Horse Evaluation (judging)
– Land Evaluation (judging)
– Livestock Evaluation (judging)
– Poultry Evaluation (judging)
– Animal show events: Beef, Lamb, Swine, Goat and Dairy
– Georgia Junior Beef Futurity
– Georgia National Fair
– Georgia National Livestock Show (state shows)

*CHANGES OF NOTE:
Forestry & Wildlife activities are removed from the list effective July 2026; they are no longer considered “same” to both groups.

 

UGA Motor Vehicle Volunteer Training

The UGA Motor Vehicle Use Policy applies to all UGA faculty, staff, volunteers, and independent contractors who drive as a part of their role. Specifically, this policy applies to all UGA employees and volunteers who drive State of Georgia, federal, or any other personal or rented vehicle on University business regardless of frequency or location of driving. Volunteers can complete the required annual training through the following three steps.
(UGA employees who drive should complete this training through PEP.) 

Step One: View the Training Module

Volunteers who drive on behalf of Extension must complete the following annual training:

UGA Motor Vehicle Training Module

Step Two: Complete the Driver Acknowledgement Form

At the end of the module, submit a driver acknowledgment form. This electronic form is accessible through the last slide in the training module.

a. In the module, click the button, “Driver Acknowledgement Form.”

b. Enter your name and preferred email address.

c. In the “department” drop-down, please add your district, center, or state department.

Example: Northeast Extension should enter “CAES-Northeast District CES”; state 4-H volunteers should enter “CAES-State 4-H”; or others should enter identifying your district. 

Use these links to identify your district:
Northeast District Counties
Northwest District Counties
Southeast District Counties 
Southwest District Counties

d. In the “Major Unit” drop-down, please add “College of Agricultural and EnvironmentalSciences.”

e. Complete the remaining questions and click “submit.”

Step Three: Complete Primary Driver Requirements

If you typically drive on behalf of Extension three or more times per week, you are considered a primary driver and must also complete an annual MVR through the UGA Policy Department. Contact your County or District office for more information. If you do not typically drive on behalf of Extension three or more times per week, you can bypass this step.

Download the information above as a PDF for print

Additional Motor Vehicle Information for Volunteers

Download the information below as a PDF for print

Not Service Drive Time vs. Service Drive Time

Not Service Drive Time: Driving from your starting point (home, office, or other base location) to your service start location is not considered service time. This drive time is not directed by Extension personnel. Driver training with acknowledgement is not required unless you are further directed by Extension Personnel to go to an additional location.

Service Drive Time: Driving from your service location to any additional location that is directed by Extension personnel is considered service time. The return trip may also be service time is directed by Extension personnel.  Driver Training with Driver Acknowledgement Form is required for this driving. Note: Per the Motor Vehicle Use policy, an additional annual Motor Vehicle Report is required for volunteers who drive three or more times per week on behalf of Extension.

Scenarios for UGA Motor Vehicle Use for UGA Extension Volunteers

Scenario 1: Volunteer travels between home and project site to volunteer.
Service Start Location: Extension-approved Project Site or initial meeting location
Is driver training required? No
Is drive time considered service time? No
Rationale: No Extension direction. It is expected that individuals will commute from home, office, or other starting point to service destination on their own.

Scenario 2: Presentation materials and supplies need to be picked up at Extension office and taken to the project/service location.
Service Start Location: Extension office
Is driver training required? Yes
Is drive time considered service time? Yes
Rationale: Extension directed pick up of supplies necessary to complete the service

Scenario 3: Extension personnel ask you to pick up bottled water at Walmart prior to meeting at the demonstration garden or school.
Service Start Location: Home/starting point; return trip not directed
Is driver training required? Yes
Is drive time considered service time? Yes
Rationale: Extension personnel requested the volunteer to pick up the supplies.

Scenario 4: A Master Gardener or 4-H Volunteer calls friends and coordinates carpooling to a workshop they are attending for continuing education.
Service Start Location: Workshop location
Is driver training required? No
Is drive time considered service time? No
Rationale: Travel was not directed by Extension personnel.

Scenario 5-A: A Master Gardener may be asked by Extension personnel to transport 4-H youth or their luggage to 4-H camp.
Service Start Location: Location where youth/luggage are picked up
Is driver training required? No
Is drive time considered service time? No
Rationale: No Extension direction. It is expected that individuals will commute from home, office, or other starting point to service destination on their own.

Scenario 5-B: A Master Gardener may be asked by Extension personnel to transport 4-H youth or their luggage to 4-H camp.
Service Start Location: Camp location and back
Is driver training required? Yes
Is drive time considered service time? Yes
Rationale: Extension-directed activity

Scenario 6-A: A 4-H volunteer may be asked to meet at the Extension office to drive youth to a 4-H facility, such as Rock Eagle for an event.
Service Start Location: Extension office
Is driver training required? No
Is drive time considered service time? No
Rationale: No Extension direction. It is expected that individuals will commute from home, office, or other starting point to service destination on their own.

Scenario 6-B: A 4-H volunteer may be asked to meet at the Extension office to drive youth to a 4-H facility, such as Rock Eagle for an event.
Service Start Location: 4-H facility
Is driver training required? Yes
Is drive time considered service time? Yes
Rationale: Travel was directed by Extension personnel.

Scenario 7: A 4-H volunteer may be asked to meet at the school for a 4-H program.
Service Start Location: School
Is driver training required? No
Is drive time considered service time? No
Rationale: Travel was not directed by Extension personnel.

Scenario 8-A: A 4-H volunteer is asked to drive youth to the airport and attend a national conference.
Service Start Location: Location where youth are met, and chaperoning/supervision of youth begins
Is driver training required? No
Is drive time considered service time? No
Rationale: No Extension direction. It is expected that individuals will commute from home, office, or other starting point to service destination on their own.

Scenario 8-B: A 4-H volunteer is asked to drive youth to the airport and attend a national conference.
Service Start Location: 1.Airport 2.National Conference
Is driver training required? Yes
Is drive time considered service time? Yes
Rationale: Travel was directed by Extension personnel. An Out-of-state travel
authorization is also needed.

UGA Motor Vehicle Use Policy