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Food Labs Quick-Start Guide for Junior Project Achievement

Contest Rules and Procedures

• Foods Labs projects (Dairy Foods, Festive Foods for Health, Food Fare) are the only projects in which food preparation should take place during project achievement competition. Other foods projects are illustrated talks and not the appropriate avenues for food preparation to be demonstrated.
• Junior Foods Labs project participants should provide their own equipment, ingredients, preparation, setup, and display. Competitors are only allowed to bring the equipment of a blender or hand mixer to competition. Range and refrigerator are provided. No other food appliances are allowed; including, but not limited to; griddles, electric skillets, torches, panini presses, food processors, etc.
• All ingredients should be labeled with the participant’s name and county.

Foods Labs participants should:
• Prepare a project related dish in 1.5 hours.
• Set up and cleanup is included in the 1.5-hour limit.
• Use a suggested recipe or choose one of their own to prepare a dish that includes preparation required elements by utilizing the 4-H Skill Selection Guide.
• Supply copies of recipe prepared for judges’ review.
• Include serving size and number of servings in the recipe.
• Plan and bring a menu for a meal using the menu form. The menu should be for one meal and MUST include the food being prepared and one food from each food group on MyPlate.
• Locate all ingredients and supplies prior to the start of the competition.
• Display the dish with a place setting appropriate for the meal in your menu.
• Measure and chop ingredients onsite during the lab competition. All chopping should be done with an appropriate knife on a cutting board. Ingredients should be measured onsite. Do not pre-measure ingredients for the recipe prior to the contest.
• Use proper food management and preparation techniques and serve the dish in an appropriate manner.
• Demonstrate laboratory safety by wearing a hair net, apron, appropriate clothes, and closed toe shoes during food preparation projects. All jewelry should be removed prior to the contest. Gloves are not required, but ready to eat foods should not be touched with bare hands. Gloves, tongs, long-handled spoons, or bakery tissue can be used.
• Use low fat foods such as reduced fat mayonnaise or light cream cheese as appropriate in dishes.
• For items below, use only:
– commercially prepared pasteurized milk, milk products and cheeses.
– meat that is USDA inspected.
– commercially produced eggs and egg products, including mayonnaise
– commercially canned foods (Home grown fruits and vegetables are acceptable.)
• Share knowledge of foods, nutrition, food safety, and project in discussion with judges based on MyPlate.

Projects and Objectives

FOODS LAB: DAIRY FOODS – 1.5 Hour

4-H’ers may explore areas of foods and nutrition including food planning and preparation with an emphasis in dairy foods.

Through this project 4-H’ers may:
• Develop an understanding of planning meals and snacks and selecting and purchasing appropriate foods for good health and nutrition.
• Acquire skills in food preparation techniques including measuring, chopping, and mixing.
• Acquire skills in menu preparation, meal planning, purchasing, preparing serving and table setting.
• Develop an understanding for safe food handling and preparation techniques.
• Acquire an understanding of the role milk and other dairy foods play in providing nutrients for health and growth.
• Determine appropriate dairy foods and contents to meet calcium and protein needs in different people.
• Select appropriate foods according to nutrient, fat, and calorie content in balance with daily physical activity.
• Identify the nutrients and functions of dairy foods and their contributions to daily needs.
• Determine the amount of milk or other dairy foods required by MyPlate for different age groups.
• Develop an understanding of appropriate foods according to nutrient, fat, and calorie content and balance of daily exercise.
• Explore career opportunities related to foods and nutrition.

Each Dairy Foods participant will prepare and display one dairy food dish in 1.5 hours. The prepared dish should include milk, yogurt or shredded cheese excluding Neufchatel, cream cheese, sour cream, and cottage cheese. The recipe is required to include 1/2 cup of milk, yogurt, or shredded cheese per serving in the recipe. A combination of ingredients maybe used as long as the amount totals 1/2 cup per serving in the recipe. Recipes without adequate ingredients will have points deducted.

FOODS LAB: FESTIVE FOODS FOR HEALTH – 1.5 Hour

4-H’ers may explore areas of foods and nutrition including food planning and preparation with an emphasis in party, international and ethnic foods.

Through this project 4-H’ers may:
• Develop an understanding in planning meals and snacks and selecting and purchasing appropriate foods low in fat, sodium, sugar, and calories utilizing MyPlate information.
• Practice recommended food preparation skills including food safety.
• Acquire skills in basic food preparation techniques including measuring, chopping, and mixing
• Develop an understanding of appropriate foods according to nutrient, fat, and calorie content and balance of daily exercise.
• Develop an understanding for safe food handling and preparation techniques
• Acquire skills in planning, preparing, and serving nutritious international, ethnic, and party foods.
• Acquire skills in menu preparation and table setting.
• Explore career opportunities related to foods and nutrition.

Each Festive Foods for Health participant will prepare and display one festive (ethnic, international, or party) dish in the time allotted.

FOODS LAB: FOOD FARE – 1.5 Hour

4-H’ers may explore areas of foods and nutrition including food planning and preparation on a budget.

Through this project 4-H’ers may:
• Develop an understanding in planning meals and snacks and selecting and purchasing appropriate foods for good health and nutrition using MyPlate food guides.
• Acquire skills in basic food preparation techniques including measuring, chopping, and mixing.
• Acquire an understanding of nutrition and meal planning.
• Develop an understanding of appropriate foods according to nutrient, fat, and calorie content and balance of daily exercise.
• Develop an understanding for safe food handling and preparation techniques.
• Acquire skills in planning, preparing, and serving nutritious meals on a budget.
• Acquire skills in menu preparation and table setting.
• Acquire an understanding of the role of one dish meals in meal planning.
• Explore career opportunities related to foods and nutrition.

Each Food Fare participant will prepare a hot main dish containing at least 3 of the 5 food groups from MyPlate. Participants may use a suggested recipe or one of their own that meets the preparation required elements.

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Food Labs Quick-Start Guide for Junior Project Achievement

Contest Rules and Procedures

• Foods Labs projects (Better Breakfast, Dairy Foods, Festive Foods for Health, Food Fare, & Pizza) are the only projects in which food preparation should take place during project achievement competition. Other foods projects are illustrated talks and not the appropriate avenues for food preparation to be demonstrated.
• Junior Foods Labs project participants should provide their own equipment, ingredients, preparation, setup, and display. Range and refrigerator are provided, but no additional appliances. Participants should not bring electric food appliances including electric skillets, griddles, torches, panini presses, blenders, food processors, or hand mixers.
• All ingredients should be labeled with the participant’s name and county.

Foods Labs participants should:
• Prepare a project related dish from the Georgia 4-H Foods Junior Projects Recipe Book in one hour.
• Set up and clean up is included in the one-hour time limit. Locate all ingredients and supplies prior to the start of the competition.
• Display the dish with a place setting appropriate to the meal in your menu.
• Plan and bring a menu for a meal using the menu form. The menu should be for one meal and MUST include the food being prepared and one food from each food group on MyPlate.
(EXCEPTION: Better Breakfast menus are only required to include foods from4 of 5 food groups.)
• Measure and chop ingredients on site during the lab competition. All chopping should be done with an appropriate knife on a cutting board. Ingredients should be measured on site. Do not premeasure ingredients for the recipe prior to the contest.
• Demonstrate laboratory safety by wearing a hair net, apron, appropriate clothes, and closed-toe shoes during food preparation projects. All jewelry should be removed prior to the contest. Gloves are not required, but ready to eat foods should not be touched with bare hands. Gloves, tongs, long-handled spoons, or bakery tissue can be used.
• Use low fat foods such as reduced fat mayonnaise or light cream cheese as appropriate in dishes.
• For items below, use only:
– commercially prepared pasteurized milk, milk products and cheeses.
– meat that is USDA inspected.
– commercially produced eggs and egg products, including mayonnaise.
– commercially canned foods. (Home grown fruits and vegetables are acceptable.)
• Share knowledge of foods, nutrition, food safety, and project in discussion with judges based on MyPlate.

Projects and Objectives

FOODS LAB: BETTER BREAKFAST – 1 Hour

4-H’ers may explore areas of foods and nutrition including food planning and preparation with an emphasis in traditional breakfast fare.

Through this project 4-H’ers may:
• Investigate food and nutrition resources through My Plate.
• Develop an understanding in planning meals and snacks and selecting and purchasing appropriate foods for good health and nutrition.
• Acquire skills in basic food preparation techniques including measuring, chopping, and mixing.
• Develop an understanding of appropriate foods according to nutrient, fat, and calorie content and balance of daily exercise.
• Develop an understanding for safe food handling and preparation techniques.
• Acquire skills in planning, preparing, and serving nutritious breakfasts.
• Acquire skills in menu preparation and table setting.
• Explore career opportunities related to foods and nutrition.

FOODS LAB: DAIRY – 1 Hour

4-H’ers may explore areas of foods and nutrition including food planning and preparation with an emphasis in dairy foods.

Through this project 4-H’ers may:
• Develop an understanding in planning meals and snacks and selecting and purchasing appropriate foods for good health and nutrition.
• Acquire skills in basic food preparation techniques including measuring, chopping, and mixing
• Acquire skills in menu preparation and table setting.
• Develop an understanding for safe food handling and preparation techniques.
• Acquire an understanding of the role milk and other dairy foods play in providing nutrients for health and growth.
• Identify the nutrients and functions of dairy foods.
• Determine the amount of milk or other dairy foods required by MyPlate for different age groups.
• Develop an understanding of appropriate foods according to nutrient, fat and calorie content and balance of daily exercise.
• Explore career opportunities related to foods and nutrition.

Each Dairy Foods participant will prepare and display one dairy food snack from the Georgia 4-H Foods Junior Projects Recipe Book in 1 hour.

FOODS LAB: FESTIVE FOODS FOR HEALTH – LAB— 1 Hour

4-H’ers may explore areas of foods and nutrition including food planning and preparation with an emphasis in party, international and ethnic foods.

Through this project 4-H’ers may:
• Develop an understanding in planning meals and snacks and selecting and purchasing appropriate foods for good health and nutrition.
• Acquire skills in basic food preparation techniques including measuring, chopping, and mixing
• Develop an understanding of appropriate foods according to nutrient, fat, and calorie content and balance of daily exercise.
• Develop an understanding for safe food handling and preparation techniques
• Acquire skills in planning, preparing, and serving nutritious international, ethnic, and party foods.
• Acquire skills in menu preparation and table setting.
• Explore career opportunities related to foods and nutrition.

Each Festive Foods for Health participant will prepare and display one dairy food snack from the Georgia 4-H Foods Junior Projects Recipe Book in 1 hour.

FOODS LAB: FOOD FARE— 1 Hour

4-H’ers may explore areas of foods and nutrition including food planning and preparation on a budget.

Through this project 4-H’ers may:
• Develop an understanding in planning meals and snacks and selecting and purchasing appropriate foods for good health and nutrition.
• Acquire skills in basic food preparation techniques including measuring, chopping, and mixing.
• Acquire an understanding of how fruit and/or vegetable salads play a role in daily food plans.
• Develop an understanding of appropriate foods according to nutrient, fat, and calorie content and balance of daily exercise.
• Develop an understanding for safe food handling and preparation techniques.
• Acquire skills in planning, preparing, and serving nutritious meals on a budget.
• Acquire skills in menu preparation and table setting.
• Explore career opportunities related to foods and nutrition.

Each Food Fare participant will prepare and display one dairy food snack from the Georgia 4-H Foods Junior Projects Recipe Book in 1 hour.

FOODS LAB: PIZZA – LAB— 1 Hour

4-H’ers may explore areas of foods and nutrition, including food planning and preparation with an emphasis in pizza making.

Through this project 4-H’ers may:
• Develop an understanding in planning meals and snacks and selecting and purchasing appropriate foods for good health and nutrition.
• Acquire skills in basic food preparation techniques including measuring, chopping, and mixing
• Develop an understanding of appropriate foods according to nutrient, fat, and calorie content with an emphasis on breads and grains.
• Develop an understanding for safe food handling and preparation techniques
• Acquire skills in planning preparing and serving nutritious pizza.
• Acquire skills in menu preparation and table setting.
• Explore career opportunities related to foods and nutrition.

Each Pizza participant will prepare and display one dairy food snack from the Georgia 4-H Foods Junior Projects Recipe Book in 1 hour.

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2AGRI – Agriscience
2ARTS – Arts
2BEEF – Beef
2BETT – Foods Lab: Better Breakfast
2CATC – Cat Care
2CIVC – Civics and Political Science
2COMM – Communications
2COMN – Companion and Specialty Animals
2COMT – Computer Information Technology and Data Science
2CRAF – Crafts
2DAMS – Dairy
2DFOO – Foods Lab: Dairy Foods
2DOGC – Dog Care and Training
2ENGM – Engineering and Mechanics
2ENTO – Entomology
2ENTR – Entrepreneurship
2ENVS – Environmental Science
2FARM – Financial Planning and Consumer Economics
2FASH – Fashion Revue
2FEFH – Foods Lab: Festive Foods for Health
2FLOS – Flowers, Shrubs, and Lawns
2FOAR – Foods Lab: Food Fare
2FOFH – Food for Health and Sport
2FOSP – Food Safety and Pres
2FOWS – Forestry, Wood Science
2FVNT – Fruits, Veg, and Nuts
2GENR – General Recreation
2HEAL – Health
2HIST – History
2HORS – Horse
2HOST – Hospitality and Travel
2HOUV – Housing
2HUDV – Human Development
2INTN – International
2MARS – Marine Science
2OURE – Outdoor Recreation
2PEFD – Performing Arts – Dance
2PEFG – Performing Arts – General
2PEFO – Performing Arts – Other Instrumental
2PEFP – Performing Arts – Piano
2PEFV – Performing Arts – Vocal
2PHOT – Photography and Videography
2PHYS – Physical, Biological and Earth Sciences
2PIZZ – Foods Lab: Pizza
2PLSS – Plant and Soil Science
2PORK – Swine
2POUL – Poultry
2PUBL – Public Speaking
2ROBO – Robotics
2SAFE – Safety
2SHEE – Sheep and Meat Goats
2SPOI – Sports – Individual
2SPOT – Sports – Team
2TARG – Target Sports
2TEMI – Textiles, Merchandising, and
2VETS – Veterinary Science
2WILD – Wildlife
2WKFC – Workforce Preparation and Career Development

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1AGRI – Agricultural Awareness
1ARCH – Archaeology
1ARTS – Arts
1BEEF – Beef
1BMSN – Between Meal Snacks
1BYCL – Bicycle
1CATC – Cat Care
1CLOT – Clothing and Textiles
1COMM – Communications
1COMN – Companion and Specialty Animals
1COMT – Computer Information Technology and Data Science
1CRAF – Crafts
1CRES – Creative Stitchery
1CURR – Current People, Places, and Events
1DAMS – Dairy
1DFOO – Dairy Foods
1DOGC – Dog Care and Training
1EASP – Earth and Space Sciences
1ENGM – Engineering and Mechanics
1ENTO – Entomology
1ENVS – Environmental Science
1ETIQ – Etiquette and Travel
1FLOS – Flowers, Shrubs, and Lawns
1FOAR – Food Fare
1FOFH – Food for Health and Sport
1FOSP – Food Safety and Pres
1FOWS – Forestry, Wood Science
1FRWF – Fresh Water Fish and Shell
1FVNT – Fruits, Veg, and Nuts
1GENR – General Recreation
1HEAL – Health
1HERP – Herpetology
1HISE – Historic Places and Events
1HISP – Historic People
1HORS – Horse
1HOUV – Housing
1HUDV – Human Development
1INDS – Interior Design
1INTN – International
1LIFS – Life Science
1MACE – Marine and Coastal Ecology
1ORNI – Ornothology
1OURE – Outdoor Recreation
1OUSK – Outdoor Survival Skills
1PALE – Paleontology
1PEFG – Performing Arts – General
1PEFI – Performing Arts – Instrumental
1PEFV – Performing Arts – Vocal
1PHOT – Photography and Videography
1PHYS – Physical Sciences
1PLSF – Plants, Soils and Fertilize
1PORK – Swine
1POUL – Poultry
1PUBL – Public Speaking
1RABB – Rabbits
1ROBO – Robotics
1SAFE – Safety
1SHEE – Sheep and Meat Goats
1SPOI – Sports – Individual
1SPOT – Sports – Team
1TARG – Target Sports
1TIME – Time and Money Mgmt
1VETS – Veterinary Science
1WILD – Wildlife
1WKFC – Workforce Preparation and Career Development

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Other helpful tips collected from county 4-H leaders for parents of 4th – 6th graders:

• Contact your county Extension office for help and information. Each county has a plan for preparing for 4‐H Project Achievement, has limited space for competition, and has a timeline that is important for you to know. Many counties have workshops or one‐on‐one instruction to prepare. Counties may go to 4‐H Project Achievement in the fall, winter, or spring.

• Guide your child in selecting a topic that is interesting to them. Help them find interesting, factual information about the topic – focusing on accuracy and credibility of source.

• Oral presentations should include an introduction, a body (content), and a conclusion. Note food labs, creative stitchery, and performing arts projects have different guidelines. Visit Project Achievement for 4th-6th Grade Webpage to view specific rules.

• Assist your child in including a statement in their introduction like “Hi, I’m ______ and today I will share ______.” It doesn’t have to be the first thing they say, but should be included.

• Encourage your child to put their speech on note cards and number the cards or put them on a ring in case they drop them.

• Most presentations are no more than 6 minutes. However, Performing Arts are no more than 4 minutes, but Cloverleaf no‐bake food labs allow one hour. Be sure to check with your local county Agent or staff to ensure your child is in compliance with the project expectations. You may also help your child prepare by utilizing the project scorecard

• Encourage your child to create a title poster or slide. Use it during the introduction and again in the conclusion. Thick poster boards stand up better on easels. A tri‐fold board may transport easier, but can be hard to read unless the letters are at least 2 inches high. Technology may be used, but should be provided by the youth. It is acceptable for others to assist youth in developing props.

• If using posters, assist your child in organizing them in reverse order and pulling from the back when presenting. It’s also important that they keep posters flat at home, and consider making a poster carrier out of cardboard, so they don’t bend and buckle at the competition.

• Guide your child in practicing with appropriate visuals and/or props. These items can help them illustrate their speech. They need to use the items ‐ not just make the table look pretty!

• Assist your child in practicing, practicing, and practicing!

Updated 7/2017 by Keri G. Hobbs and Victoria Cagle
Helpful tips compiled by Lori P. Bledsoe from County Extension Agents-Lee Anna Deal, Bulloch County, Cherry Hovatter, Spalding County, Lauren Healey, Oconee County, and Deron Rehberg, Grady County. 

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The Georgia 4-H Program takes seriously its obligation to provide responsible and reasonable care for the youth in its care. The Safety and First Aid policy established is designed to aid adults chaperoning youth in handling accident, illness and emergency situations.

For the purpose of this guide:
• An adult leader is an Extension staff member, school teacher, volunteer and/or chaperone accompanying and supervising the 4-H’er during his/her involvement in the program.
• A 4-H event includes but is not limited to 4-H summer camp, conferences, district project achievements, and other 4-H activities.

Orientation

Each event will begin with an orientation session. Orientation will include:
• introduction of event coordinators and other key contact people
• identification for the group of emergency personnel (Emergency personnel are considered to be doctors nurses, EMT’s and first responders who are attending the event). This identification process is done to insure that leaders know who is qualified to work with emergency situations should they arise.
• review of procedures for injuries, emergencies and discipline situations including maps to facilities

General Care & First Aid

1) Adult leaders must be sure that all youth attending an event have completed 4-H Medical Information & Release forms detailing medical information, history and other health history. Signatures of the parent/guardian as well as the 4-H club member are required. 4-H’ers may not be given any medication that is not indicated on the form unless the medication is prescribed or administered by a trained medical professional.

2) Adults leaders are responsible for the care of program participants. Care includes the administering of routine prescription medications and treatment of minor injuries. We recommend that all medications be locked in a container in the chaperone’s room.

3) Most 4-H Center Counselors and Environmental Educators are trained in First Aid and CPR. 4-H staff will assist in any situation in which they are trained; however, 4-H staff actions will be limited to their training. If a nurse is provided, he/she is available for medical situations, but will not be expected to administer routine medications.

4) If participants need further over the counter medication, such as aspirin, pepto bismol or the generic equivalents, 4-H Centers may have a limited supply of over the counter medications that may be provided upon the request of adult leader. Adult leaders must obtain parental permission prior to administering all medications (including aspirin, pepto, etc) unless the medication was prescribed or administered by medical personnel while at the event. Permission may be given on the 4-H Medical Information & Release form or may be given over the phone. Phone consent must be documented on the Medical Release and Information Form. Events at locations other than 4-H Centers may or may not supply over the counter medications.

5) All medical treatment and emergency actions taken must be kept in a log. The log will be kept with the First Aid Station. The adult leader is responsible to insure that the action is logged. The adult leader is responsible for completing an injury report and sending the report to the appropriate individuals.

Emergency Medical Situations

1) In the event of an emergency medical situation, all non-emergency trained adult leaders will clear the scene of all participants and then organize an activity to entertain the youth.

2) 4-H Center personnel should be notified immediately of any emergency medical situation. In cases where practical, 4-H Center staff will be responsible for calling an ambulance if necessary. Every effort should be made to contact the 4-H event coordinator immediately following the contact of Center personnel.

3) Non-ambulatory transport is the responsibility of the adult leader. Maps to the nearest hospital will be provided at all 4-H Centers and by 4-H event coordinators.

4) All medical treatment and emergency actions taken must be kept in a log. The log will be kept with the First Aid Station. The adult leader is responsible to insure that the action is logged. The adult leader is responsible for completing an injury report and sending the report to the appropriate individuals.

5) For illness or injury requiring professional medical attention, a CAES incident report will be filed and sent to the appropriate individuals ASAP. All medical treatment, administration of daily medication, and emergency actions taken must be recorded in a medical log.

Reports

1) In addition to 4-H Medical Information and Release forms for each participant, leaders should have on hand insurance claim forms. Claim forms are necessary for admittance to the hospital or for medical care.

2) Leaders should keep the local Extension staff informed of illnesses and injury requiring treatment because a UGA injury report will need to be filed. Remember to use empathy & care as you talk with parents/guardians concerning medical situations. Follow up after the event.

3) All 4-H Centers have a First Aid station set up for minor injuries. The First Aid station will consist of soap, water, clean bandages and latex gloves. Any other medications and ointments will be kept in a locked cabinet. Only 4-H center staff and adult leaders will have access to the additional medication. During activities held at locations other than 4-H Centers, the event coordinator will establish a First Aid station for minor injuries. The station will be set up in an area with soap, water, clean bandages & latex gloves. Other medication and ointment may also be available. Adult leaders are encouraged to have a first aid kit meeting American Red Cross standard. Only trained medical personnel should administer treatment.

For more information, contact your local UGA Extension office at 1-800-ASK-UGA1.

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Thank you for agreeing to serve as a Master Mentor for 4‐H Youth heading to State 4‐H Congress. Your mentorship will not only allow these 4‐H’ers the chance to prepare for the contest, but we hope that you will help them foster a relationship for positive change and potential connections as you sharpen their life skills for not only State 4‐H Congress, but also future employment opportunities.

Prior to beginning your service as a Master Mentor, coordinate your plans with your local Extension Office and be sure you have completed appropriate volunteer forms and trainings.

Day 1: Getting Started

Prep: Coordinate with your local county Extension office to arrange a meeting time for you and the 4‐H’er at a public place such as the County Extension Office. Ask the mentee to bring their project materials and plan to present. You’ll need a copy of the demonstration scorecard. You may also want to review Project Achievement resources at Georgia 4-H Project Achievement .

Action Points:
• Meet the 4‐H’er. Discuss your background in 4‐H and your excitement to help them enhance their project for 4‐H State Congress.
• Review the blank project scorecard together prior to the demonstration to insure you and the youth understand the judging criteria.
• Ask the 4‐H’er to give their presentation. (Be sure you time it.)
• Make notes on the scorecard while the 4‐H’er presents – What are they doing well? What do they need help with?
• Consult with the 4‐H’er following the presentation. Making reference to the scorecard, discuss with the 4‐H’er areas of strength and areas that they need improvement.
• Discuss action points. (In example ‐ Do they need more research?, Do they need to enhance visuals?, Are their visuals too small?, Do they need to memorize and make better eye contact?, etc.)
• Tell student to begin thinking of their presentation and portfolio discussion attire. They will need professional dress for their interview.
• Arrange a time to meet again. Ask 4‐H’er to bring all presentation materials to all practices

Day 2: Practice Makes Perfect!

Prep: Remind 4‐H’er of meeting time. Coordinate your plans with your local county Extension Office.

Action Points:
• Ask student about their time since last meeting. What have they worked on with their project? What help do they need?
• Ask the 4‐H’er to present their project.
• Work together through any improvements needed.
• You may ask the 4‐H’er to present again incorporating the new presentation improvements.
• Arrange a time to meet again. Discuss expectations for polishing their presentation. Ask 4‐H’er to bring all presentation materials to all practices – including a copy of their portfolio.

Day 3: Practice for the Portfolio Discussion

Prep: Ask youth to bring a copy of their 4‐H portfolio. You will need copies of the portfolio scorecard.

Action Points:
• Tell of the importance of a positive first impression. (Possibly incorporate a story of one of your job interviews.)
• Discuss interview etiquette (a firm hand shake, smile, eye contact).
• Practice the portfolio discussion by asking the 4‐H questions about items listed in their portfolio.
• Discuss 4‐H’ers areas of strengths and areas that need improvement.
• Discuss what the 4‐H’er will wear for their interview at State Congress.
• Discuss plans for a dress rehearsal with the 4‐H’er. The next meeting will be a chance to practice their presentation and portfolio discussion.

Day 4: Dress Rehearsal

Prep: Recruit an audience and guest interviewer for a dress rehearsal. (Consider local civic clubs, leaders, area specialists, colleagues, family, senior centers, etc.) Run copies of comment cards for your audience members

Action Points:
• Introduce the audience to the 4‐H’er and briefly explain the challenge of State 4‐H Congress.
• Arrange for the 4‐H’er to give their presentation for the audience.
• Follow up with the portfolio discussion with the guest interviewer. Ask 4‐H’er to dress the part and bring all needed supplies for their presentation – just like at State Congress!
• Collect comment cards from the group members.
• Apart from the group, share appropriate feedback with the 4‐H’er and discuss ways for improvement.
• Remind students to write thank you notes to their event donors for sponsoring their trip.

Optional: State Congress Well Wishes

Consider writing a motivational letter prior to the state contest in July to send the 4‐H’er off with well wishes. Document how far they have come and how proud you are of them (if applicable). Give to your county agent to hand deliver prior to their demonstration at State Congress.

Consider going to State Congress for the 4‐H’ers presentation. Be sure to coordinate with your local county Extension Office so they can include you in details regarding their project time.

Optional: State Congress Follow Up

Organize a reward activity (such as a company tour, job shadowing day, or ice cream reward). Discuss the highlights and disappointments from State Congress. Brainstorm with the 4‐H’er how they can shift these disappointments into a positive experience next time. This may require planning additional portfolio activities or further researching their project in the future. Provide your suggestions for their continued improvement so they can make their best better for their next season – whether this is Project Achievement or for their next job interview.

Thank you for making a difference in the lives of our youth! If you are interested in serving as a Master Mentor again next season, please contact your local county Extension Office to let them know of your interest.

 

Grades 4th-8th

	Youth may experience:	Leaders may need to
Physical Development	• Hyperactivity (moving all the time) • Females maturing before males • Growth spurt (marking the beginning of adolescence) • Menstruation & ejaculation beginning	• Provide active learning vary activities (avoid purely competitive events) • Prepare for “firsts” to occur during overnight trips (pack pads and tampons) • Avoid critiques or comments about physical stature
Social Development	• The need for belonging and inclusion (Joining clubs is popular) • Lack of always understanding others’ points of view • Moodiness • An urgency for justice and equality for all • A desire to please adults • Bullying (as the giver or receiver)	• Focus on group belonging and team building • Use group learning • Encourage older mentors to work with youth • Avoid comparing youth to each other • Model and teach positive problem solving skills
Cognitive Development	• Concrete thinking until about age 11 • Abstract thinking beginning at age 11 (while some may never experience it) • Obsession in subjects of interest • Independent decision making; often rejecting solutions given by adults	• Use simple, short directions • Offer a wide range of activities • Learn to apply the Essential Elements of 4-H Youth Development • Give limited choices

 

Grades 9th-12th

	Youth may experience:	Leaders may need to
Physical Development	• The acceptance of physical changes • Continued growth – most females reach maximum height by 14 and males by 16	• Avoid critiques or comments about physical stature • Vary activities so that size doesn’t influence success
Social Development	• Self-centeredness with capability of feeling empathy • The importance of acceptance by romantic interest • The need for belonging and inclusion while still needing to be recognized as unique • Increased time working and going to school • The desire to be autonomous from parents • Imaginary Audience Syndrome	• Let teens plan their own programs • Establish a climate conducive to peer support • Emphasize personal development whenever possible • Let teens assume responsibility while expecting follow through • Help in individual skill development
Cognitive Development	• Decision making • Continued cognitive development (Youth are still learning that actions have consequences –this portion of the brain is still forming.) • Mastery of abstract thinking • The desire to set their own goals based on their needs • Exploration and preparation for future roles	• Provide real life problem solving opportunities • Let teens make decisions and evaluate outcomes • Provide opportunities for positive risk • Encourage service and career exploration

 

Regardless of age, leaders should:

• Correct misbehavior or code of conduct violations privately and appropriately- in the presence of another adult leader.
• Recognize effort with public encouragement.

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Thank you for your interest in the Georgia 4-H Photography Contest! This page contains information regarding contest rules and highlights the five contest categories that celebrate the variety of activities that 4-H has to offer. The top photos in each category will be used in official 4-H publications (electronic and print) to market the variety of educational events, programs, and activities that are offered by Georgia 4-H. Therefore, winning photos will excel in marketability and visual appeal.

To learn more about photography and improve your photography skills, please visit: Photo Contest – Georgia 4-H Webpage

Deadline

All photos must be submitted by Monday, August 31, 2026, through the submission link below:
2026 Georgia 4-H Photo Contest Submission Link

Contest Rules

• 4-H’ers in grades 4th-12th and adults are eligible to submit.
• All photos must have been taken between August 1, 2025 – July 31, 2026, by the 4-H member or adult who is submitting the photo. Photos should not be resubmitted from previous years.
• Participants may submit a maximum of two photographs per category.
• Photos must not be edited. Slight computer-enhanced photos are allowed (such as cropping, trimming, and red-eye reduction), but photos significantly altered by using computer graphics will be disqualified.
• Each digital photo’s file name must be saved to include the participant’s name and county.
• All photos must include a description of how the photo relates to the assigned category.

Awards and Recognition

Up to three youth photos and up three adult photos will be recognized in each category. Each selected photo
will earn a $25.00 prize. We ask that you please send a thank you card showing your appreciation for the support of this contest:

Georgia 4-H Foundation
329 Hoke Smith Annex, UGA
Athens, GA 30602

How to Save Your Photos

Each digital photo’s file name must be saved to include the participant’s name and county. Files that are not named properly will be disqualified. For example, “Steven Smith, Clover County” as seen below.

Categories, Guidelines, and Examples

Focus on 4-H Agriculture and STEM

This category is intended to highlight agriculture, science, technology, engineering, and mathematics activities in Georgia 4-H. Each photo should feature 4-H’ers engaging in a wide variety of academic and vocational activities, such as:
• Raising or judging livestock – cows, horses, pigs, lambs, goats, poultry, etc.
• Farming, production, management, etc.
• Robotics and computer programming
• Building a project for National 4-H Youth Science Day

Focus on 4-H Camp and Environmental Education

This category is intended to highlight activities at 4-H centers, including camps and environmental
education. Each photo should feature 4-H’ers engaging in activities at our various centers, such as:
• Learning from a 4-H summer camp counselor during classes summer camp
• Participating in recreational activities at Georgia 4-H centers

Focus on 4-H Citizenship, Leadership, and Service

This category is intended to highlight citizenship, leadership and service activities involving 4-H’ers. Each photo should feature 4-H’ers engaged in these kinds of activities, such as:
• Leading various community service projects
• Participation in Leadership in Action projects
• District or state officer elections

Focus on 4-H Healthy Living

This category is intended to highlight healthy living projects and competitions in Georgia 4-H. Each photo should feature 4-H’ers engaging in educational and recreational activities that promote healthy lifestyles for youth, such as:
• Food showcases and cooking related project achievement competitions
• Family and Consumer Science activities, such as Cotton Boll and Consumer Judging
• Educational and recreational activities, like Project S.A.F.E.

Focus on 4-H Volunteerism

This category is intended to highlight Georgia 4-H volunteers in all that they do. All photos submitted in this category must feature adults as the main focus. Each photo should feature adult volunteers involved with 4-H engaging with youth, such as:
• Leading a 4-H Club meeting or judging team practice
• Coaching a Project SAFE or other specialty club
• Teaching 4-H’ers a new skill

PHOTO RELEASE STATEMENT

By submitting photographs to the Georgia 4-H Photo Contest (either on your own or through your local County Extension Office), you certify that you are the individual who took the photograph(s) submitted, that you own the copyrights to the photographs and that you have the authority to enter into this release. You release Georgia 4-H from any liability that arises from the use of the photographs except for uses that violate the terms and conditions of this release. You agree to work in good faith with Georgia 4-H to promptly resolve any problems or disputes that may arise due to your submission of the photographs. By entering your photographs in the Georgia 4-H Photo Contest, you grant Georgia 4-H the royalty-free and non-exclusive right to use your photographs as follows: (i) on the Georgia 4-H/Georgia 4-H Foundation websites; (ii) for Georgia 4-H/Georgia 4-H Foundation posters, brochures, activity guides, and/or any other printed or electronic publications; (iii) in Georgia 4-H/Georgia 4-H Foundation electronic emails; (iv) and in any other internal or external marketing materials or media coordinated by Georgia 4-H/Georgia 4-H Foundation. You further waive the right to inspect or approve the final use of your photographs by Georgia 4-H/Georgia 4-H Foundation.

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Roles and Requirements at 4-H Events: Supplement to the Overview of Volunteer Policies

The categories of adults who may attend local, district, state, national, and international 4-H events (including activities and programs) with Georgia 4-H may be found in the chart below. Based on the objectives and needs for an event, faculty/staff can carefully consider needs and determine which categories of attendees are permitted to attend. Regardless of the programming area, adults should only be utilized in roles consistent with their verified volunteer status.

Attendee Status	Definitions and Intended Role(s)	Required Documentation in 4-H Enrollment	Communication Regarding Attendees/Parents/Guardians (As Applicable per the Event)
Spectators (including parents who are spectating)	Anyone who is only viewing the event, without close contact with youth. Includes individuals who are representing other organizations, working as a part of their job, and not serving in a voluntary role (i.e., paid charter bus driver, hired speaker). They are not a volunteer.	No documentation is required for spectators. Nothing should be asked of this individual. They need to refrain from working with youth and/or volunteering.	As a reminder, spectators are welcome to attend the event, but they cannot be asked to help in any way. Spectators need to refrain from interacting with youth who are not their personal children.
Helpers	Volunteers who are non-custodians of youth. They’re not supervisors, not chaperones, not drivers, or do not have access to sensitive information. They may help in roles that are organized and do not include unsupervised interactions with youth, such as project judge, speaker, or scoring room helper.	Volunteer Agreement with Adult Behavior Guidelines (Options include 1. digital consent or 2. signed and initialed form).	Event helpers are invited but are encouraged to move to a screened volunteer status. All helpers will need to complete a volunteer agreement but need to refrain from: unsupervised and unorganized interactions with youth who are not their personal children, driving, and accessing sensitive information.
Screened Volunteers	Volunteers who are driving or have access to sensitive information. Volunteers who are non-custodians of youth. They are not supervisors or chaperones of youth and may not help in roles that include unsupervised interactions with youth. Roles may include driving fair entries to the fairgrounds or picking up meals for meetings.	1.)Screening application, 2.)Two positive reference responses, 3.)Background investigation and MVR (if they will be driving), and 4.)Volunteer Agreement with Adult Behavior Guidelines.	Screened volunteers are invited to support this event. All volunteers serving in this capacity will need to complete a volunteer screening procedure to include a screening application, two positive reference responses, a background investigation (and an MVR if driving), and a volunteer agreement. Volunteers need to refrain from unsupervised and unorganized interactions with youth who are not their personal children.
Screened Volunteers Working with Youth	Volunteers who are supervisors, chaperones, (possibly) drivers, and/or those who may have access to sensitive information. These are the designated custodians of youth and are organized by the local Extension program. They can engage in roles that include interactions with youth but should still practice two-deep leadership (strive for at least two adults present at all times). Roles may include club leaders, event chaperones, and/or team coaches.	1.) Screening application, 2.) Two positive reference responses, 3.) Background investigation and MVR (if they will be driving), 4.) Volunteer Agreement with Adult Behavior Guidelines, & 5.) Risk Management Training (RMT) annually	Screened volunteers are invited to this event who have screening approval and training to work with youth. Volunteers will need to complete a screening procedure that includes a screening application, two positive reference responses, background investigation (and an MVR, if driving), volunteer agreement, and annual risk management training (RMT). These volunteers can work with all youth participants at the event and will be a great asset.