• Participants must be 4-H members during current year and enrolled in 4-H Enrollment in the county s/he is registered for competition.
• Participants must be in 7th grade of the current 4-H year and must not have completed the 8th grade For clarification, check eligibility information.
• Presentations given at District Project Achievement (DPA) should be related to a 4-H project or activity being worked on by the 4-H member. Presentations should be given at the assigned time and location of the 4-H’er’s assigned district.
• Participants can compete for awards in only one project at District Project Achievement. 4-H’ers must submit a portfolio and a presentation in the same area for 4-H Project Achievement. 4-H’ers may not compete with a presentation unless a portfolio has also been submitted.
• 4-H’ers who have been named district winners as a Junior 4-H member are not eligible to participate in the same project area as a Junior 4-H member. For example, a 1st place winner in 7th grade Dog Care is not eligible for competition in 8th grade Dog Care.

Eligibility Guidelines

• A county may bring up to four (4) Junior 4-H’ers in a project to DPA. A project includes both 7th and 8th graders. For example, a county may bring four total 4-H’ers in 7th and 8th grade Dog Care in any combination. EXCEPTION: Only two (2) 4-H’ers from the same county may compete in the Foods Lab projects. Each 4-H’er will compete against all 4-H’ers in the competition including those from his/her county.
• Presentations will be limited to a maximum of ten minutes. Exception: Performing Arts – four (4) minutes.
• There is a five minute setup time limit for presentations. The 4-H’er may use assistance as necessary to set up within the five minute limit. The limit begins once the previous presenter has cleared away his or her materials. This time limit includes those 4-H’ers using projectors and other equipment. This does not include food labs.
• Refer to “Can You Bring It?” as a guide for acceptable visual aids.
• Firearms and like weapons including but not limited to rifles, shotguns, BB guns, paintball guns, potato guns and other items that propel a projectile are not allowed to be used as visual aids in any 4-H presentations. Additionally any bacteriological weapon, biological weapon, destructive device, detonator, explosive, incendiary, over-pressure device, poison gas or explosive device may not be used in any competition.
• Technology can be used in any project. This includes computers, computer equipment, computer programs, videos, slides, overhead projectors, portable music players, etc. 4-H’ers must provide their own equipment for such technology including projectors, players, screens, extension cords, etc. Please note the room may not be completely dark and presentations must be given in the room assigned. 4-H’ers are responsible for setting up and removing all equipment and should do so in the 5 minute set up time. 4-H’ers may have assistance.
• Foods Lab 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 Lab Project participants should bring no electric food appliances including electric skillets, griddles, torches, panini presses, blenders, or hand mixers. See the Foods Labs resources section below for specific demonstration guidelines.
• Live Animals including small animals such as fish, hamsters, and hermit crabs (as well as live insects) are not permitted at project competition.
• The club member’s portfolio comprises 40 percent and the presentation counts 60 percent of the final score.

Preparation of this portfolio is the responsibility of the 4-H’er and not the Extension Office.

The portfolio is a presentation of a 4-H’ers work over the last twelve months. The year begins with January 1 and ends December 31. Youth may include information from previous years in the background information portion of the portfolio ONLY.

The Portfolio may be handwritten or typed. It should contain  two pages of 4-H accomplishments, and one page of supporting material. This certification cover complete with proper signatures must be stapled to the front of the portfolio. All pages of the portfolio should contain information on one side only of 8 ½ x 11 inch paper. The back side of all pages must be blank.

The two accomplishment pages should maintain a minimum of one-half inch margins on all four sides. Paper should be white with black ink or type. No art work pictures, or clip art are allowed on these pages. Computer-generated bullets may be used to highlight information.

Supporting material may be any color with any clip art or additional decorations. Pages should lay flat without shingling. Layering of supporting material is allowed and material may go to the edges of the paper. (No margin is required.)

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4-H’ers Background         5%
May include any information about the 4-H’er including the 4-H’ers family, activities, and reasons for joining 4-H or selecting this project

Main Project Work        25%
Includes activities in the project area that portfolio is submitted.  These activities may include articles made or prepared, animals cared for, size and scope of project.  Also, included are learning experiences in the project area including workshops, tours, interviews, books and pamphlets read, etc.  Honors and awards in the main project may also be included.

Main Project Sharing and Helping Experiences   20%
Includes activities where the 4-H’er shared the information learned in their project area or helped someone else in that area.  Sharing activities include demonstrations, exhibits, talks, and news articles written.  Helping activities include such activities as leading a project club, teaching a class, assisting another 4-H’er in the project, or working on a community service project.

Other Leadership and Teen Leadership Activities   15%
These are activities not related to the main project in which the 4-H’er had a leadership role.  Activities may include holding office, serving on committees, serving as a teen leader for an activity or assisting a fellow 4-H’er.

Other Community Service and Citizenship Activities 15%
Again, these activities are not related to the main project.  Community service and citizenship activities should include activities where a 4-H’er as an individual or part of a group provides a service or completes a project for the betterment of the community.  Examples include work with the elderly, disabled, or youth at risk, beautification projects, or other service activities.

Other 4-H Activities        10%
These activities are those not listed elsewhere in the portfolio but are 4-H related.  Participation in county, district, region or state 4-H events, 4-H judging teams not related to the main project and 4-H awards and recognition may be included.

Other Activities and Information       5%
4-H’ers may include information about school, community or church activities or any other activities that have not been listed elsewhere.

Supporting Material         5%
Supporting material includes pictures, news articles, letters and others pieces of information that support what has been reported in the portfolio.  Items may overlap but must lay flat on the page.

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The portfolio score will be 40% of the 4-H’ers final score. At district competition, judges will evaluate the information written in the portfolio only.

Junior Portfolio Scorecard

Junior Project List

Presentations are illustrated talks using the general scorecard description unless indicated otherwise.

ARTS
4-H’ers may explore aspects of art including methods and skills for creating art, works created by other artists and the process by which art is imagined and created.

Through this project 4-H’ers may:

• develop an understanding of and foster critical thinking for the creation of aesthetics and visual literacy
• plan and create their visual art forms in areas such as painting, drawing, ceramics, fabric design, jewelry, metalwork, printmaking, and sculpting
• acquire knowledge and an understanding of various artists and their art forms
• examine forms and styles of visual arts from different cultures and time periods
• understand and practice safe and appropriate handling of art materials and tools
• develop an understanding for and appreciation of leisure time activities
• explore career opportunities related to art

A further comparison of various leisure activities is available on the 4-H Leisure Education page linked in the resources section below.

 

BEEF
4-H’ers may explore the beef industry including establishing and managing beef cattle enterprises, beef by products and beef end products.

Through this project 4-H’ers may:

• develop an understanding of selecting, breeding, feeding, caring , producing, managing and marketing beef cattle.
• develop an understanding of beef by and end products including the process of and marketing for sale.
• develop knowledge in the current and historic role of the beef cattle industry.
• develop knowledge in the area of equipment,tools and safety relative to the production and care of cattle.
• acquire an understanding for the role of veterinary care as it relates to the beef cattle industry.
• acquire skills necessary to owning, caring and exhibiting beef cattle. (NOTE: actual exhibiting is not a requirement of the project)
• explore career opportunities related to the beef industry

Live animals are not permitted at 4-H Project Achievement.

 

CAT CARE
4 -H’ers may explore the care of cats including feeding,handling,grooming, training and veterinary care.

Through this project 4-H’ers may:

• develop an understanding of sound cat care and management including feeding, caring for, handling, training and grooming.
• acquire an understanding for the role of veterinary care as it relates to cats.
• acquire skills necessary to owning and caring for cats.
• learn basic first aid and treatment to cat ailments not requiring veterinary attention.
• explore the history of cats and breeds of cats.
• explore career opportunities related care and raising of cats.

Live animals are not permitted at 4-H Project Achievement.

 

COMMUNICATIONS
4-H’ers may explore activities relative to conveying information through the exchange of thoughts, messages, or information through speech, visuals, writing, signals, or behavior.

Through this project 4-H’ers may:

• recognize various forms of information and the validity and reliability of each.
• develop an understanding of the communication process.
• develop skills in interpersonal and public communication.
• identify types of communication and methods of communication and select situations that are best for each.
• promote the knowledge of safe and appropriate practices as it relates to communication systems.
• develop skills in public relations, journalism, graphic design or broadcast.
• discover career opportunities in the field of communication including but not limited to public relations, journalism, broadcast, advertising.photography, and design.

 

COMPANION AND SPECIALTY ANIMALS
4-H’ers may explore the care of companion animals including feeding,handling,grooming, training and veterinary care of those animals traditionally kept as pets.

Through this project 4-H’ers may:

• identify a companion animal (kept primarily for a person’s company or protection) as opposed to working animals, livestock or laboratory animals that may be kept for performance, agricultural value or research.
• develop an understanding of sound companion animal care and management including feeding, caring for, handling, training and grooming.
• identify aspects of for selecting appropriate companion animals including housing, care, and other factors.
• learn basic first aid and treatment to pet ailments not requiring veterinary attention.
• acquire an understanding for the role of veterinary care as it relates to various companion animals.
• acquire skills necessary to owning and caring for a companion animal.
• explore the history of cats and breeds relative to specific companion animals.
• explore career opportunities related care and raising of companion animals.

Live animals are not permitted at 4-H Project Achievement.

Dogs and cats topics should not be included in Companion Animal presentations because they have their own projects. Livestock including horse, cattle, swine, sheep, and goats are not considered pets and are excluded from this project.

 

COMPUTER INFORMATION TECHNOLOGY
4-H’ers may explore aspects of technology as it relates to computers, emerging technologies such as computers, smart phones, web-based technology, robotics and other systems.

Through this project 4-H’ers may:

• develop an understanding of the basic principles and theories of technological devices to access, organize and transmit and communicate information.
• develop an understanding of the effects and impacts of computer technology on human kind and the environment.
• promote knowledge of safe practices and procedures as it relates to computer information and systems.
• acquire knowledge regarding efficient utilization of computer information tools in home, school and industry.
• increase awareness, concern and knowledge regarding technology systems and their use in transmitting, receiving and processing knowledge electronically.
• explore career opportunities related to computer information technology.

 

CRAFTS
4-H’ers may explore aspects of crafts including methods and skills for creating crafts, those items made by hand that are less fine and may be more easily reproducible than art, as well as exploring the history and work of other crafters.

Through this project 4-H’ers may:

• develop an understanding of for the creation of craft.
• plan and create crafts in areas such as recycle crafts, paper mache’ bead work, etc.
• acquire knowledge and an understanding of various crafters.
• examine forms and styles of crafts from different cultures and time periods.
• understand and practice safe and appropriate handling of craft materials and tools.
• develop an understanding for and appreciation of leisure time activities.
• explore career opportunities related to crafting.

A further comparison of various leisure activities is available on the 4-H Leisure Education page in the Resources section below.

 

DAIRY (formerly Dairy and Milk Science)
(includes milk goats)
4-H’ers may explore the dairy industry including establishing and managing dairy cattle and milk goat enterprises, dairy by products and dairy end products.

Through this project 4-H’ers may:

• develop an understanding of selecting, breeding, feeding, caring , producing, managing and marketing dairy cattle & milk goats.
• develop an understanding of milk by and end products including the process of and marketing for sale.
• develop knowledge in the current and historic role of the dairy cattle & milk goat industry.
• develop knowledge in the area of equipment,tools and safety relative to the production and care of cattle and goats.
• acquire an understanding for the role of veterinary care as it relates to the dairy cattle & milk goat industry.
• acquire skills necessary to owning, caring and exhibiting dairy cattle & milk goats. (NOTE: actual exhibiting is not a requirement of the project)
• explore career opportunities related to the dairy industry

Live animals are not permitted at 4-H Project Achievement.

 

DOG CARE AND TRAINING
4-H’ers may explore the care of dogs including feeding,handling,grooming, training and veterinary care.

Through this project 4-H’ers may:

• understand sound dog care and management including feeding, caring for, handling, training and grooming.
• acquire an understanding for the role of veterinary care as it relates to dogs.
• acquire skills necessary to owning and caring for dogs.
• learn basic first aid and treatment for dog ailments not requiring veterinary attention.
• explore the history of dogs and breeds of dogs.
• explore career opportunities related care and raising of dogs.

Live animals are not permitted at 4-H Project Achievement. .

 

ENGINEERING AND MECHANICS
4-H’ers may explore the application of scientific, economic and practical knowledge for designing, building and maintaining structures, machines and systems.

Through this project 4-H’ers may:

• develop an understanding for the basic principles and theories of engineering including chemical, civil, electrical and mechanical engineering.
• acquire an understanding of relative engine systems and the conversion of power and energy in systems.
• acquire knowledge in the creative application of principles of design and development of structures, machines, apparatus, manufacturing process or works.
• promote the knowledge of safe practices and procedures to protect against personal injury and property damage in the design, care and use of engineered applications.
• acquire knowledge for the efficient utilization of energy through the production of heat, light, power and communication.
• explore careers associated with engineering.

 

ENTOMOLOGY
4-H’ers may explore the science of insects and other arthropods (spiders, ticks, mites, scorpions).

Through this project 4-H’ers may:

• identify insects and other arthropods and their habitats.
• differentiate between harmful and beneficial insects and arthropods.
• acquire knowledge on appropriate control of insects and arthropods.
• understand safe use of insecticides and other methods of insect and arthropod control.
• acquire knowledge of by and end products relative to specifc insects.
• explore career opportunities related to entomology.

 

ENVIRONMENTAL SCIENCE
4-H’ers may explore the intersection of ecology, humankind and the environment including conservation of resources, the impact of environmental issues, and environmental impacts.

Through this project 4-H’ers may:

• gain an awareness of environmental trends and issues relating to ecosystems, humankind and the environment, pollution and waste management.
• become effective and informed citizens by understanding public concerns for the environment.
• demonstrate the value and benefit of both current and experimental practices which strive to promote solutions to environmental challenges.
• identify limited resources and the conservation, reuse and practices to reduce loss of these resources.
• describe ecosystems and the impact of human activity on ecosystems and the environment.
• explore career opportunities related to environmental science.

 

FASHION REVUE
4-H’ers may explore clothing through the experiences of designing and constructing garments, accessories and textiles.

Through this project 4-H’ers may:

• enhance personal appearance and self-esteem through improved posture and grooming habits.
• learn of basic modeling techniques.
• develop an understanding of basic elements and principles of art as related to improved personal appearance.
• learn to select and use sewing and pressing equipment.
• acquire knowledge and develop skills necessary to make simple outfits.
• develop ability to select suitable and becoming accessories.
• develop ability to judge value of garment in relation to time and money spent.
• learn basic fiber and fabric terminology.

For special procedures, please see the Fashion Education Page in the Resources section below.

 

FINANCIAL PLANNING AND CONSUMER ECONOMICS
4-H’ers may explore the intersection of values, goals and resources such as time, income, and human capital and the impact on decision making and management behavior for individuals and families.

Through this project 4-H’ers may:

• acquire knowledge for borrowing, saving, and investing options and how each works.
• develop a simple plan for spending, saving and investing.
• identify tools and processes to manage time and other family resources and the implications for each.
• acquire knowledge of basic consumer rights & responsibilities.
• develop skills make wise purchasing decisions.
• identify and demonstrate understanding and purposes of consumer protection laws, consumer protection agencies, and consumer organizations.
• explore career opportunities related to consumer education and family resource management.

 

FLOWERS, SHRUBS, AND LAWNS
4-H’ers may explore areas of flowers, shrubs, and lawns including selection, installation and care.

Through this project 4-H’ers may:

• develop an understanding of and an appreciation for plants and their role in beautification of the environment and the home landscape.
• identify processes that impact the growth of flowers, shrubs and lawns.
• determine appropriate planting for environmental needs (sun/shade, drought tolerant, etc).
• acquire an understanding of hand and power tools and equipment and safety procedures in home garden, nursery & landscape operations.
• select, plant, grow, and maintain flowers, shrubs, and grasses.
• acquire an understanding of the basic principles of landscape design.
• explore career opportunities related to landscape and horticulture.

 

FOOD FOR HEALTH AND SPORT
4-H’ers may explore areas of foods and nutrition as it relates to exercise, athletics and healthy living.

Through this project 4-H’ers may:

• develop an understanding in planning meals and snacks and selecting and purchasing appropriate foods for good health nutrition, and disease prevention.
• acquire an understanding of the relationship of healthy living and MyPlate guidelines.
• develop an understanding of appropriate foods and snacks according to nutrient, fat and calorie content and balance of daily exercise.
• develop an understanding of the relationship of calories and exercise to health.
• acquire skills in planning, preparing and serving nutritious meals on a budget using MyPlate.
• discover the understanding of the importance of good nutrition for sports performance and healthy living.
• acquire an awareness of the importance of nutrition for sports performance.
• explore career opportunities related to foods, nutrition, and fitness.

 

FOOD SAFETY AND PRESERVATION
4-H’ers may explore science of handling, preparing, storing and preserving foods to prevent foodborne illness and protect nutritional values.

Through this project 4-H’ers may:

• handle, preserve and store food safely to prevent food borne illness.
• understand how to store and preserve food so it retains its quality and much of its nutritive value.
• acquire the knowledge and skills essential for the successful preservation of food.
• understand the scientific principles of food safety, preservation and storage.
• develop an understanding of planning meals and snacks safely.
• develop an understanding of the role of food preservation in meal planning.
• explore career opportunities related to foods safety and preservation.

 

FOODS LAB: BETTER BREAKFAST
Lab— 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:

• 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.

Each Better Breakfast participant will prepare and display a breakfast from the Georgia 4-H Junior Foods Projects Recipe Book in 1 hour.

Additional information and resource guides can be found in the Foods Labs Quick-Start Guide for Junior Project Achievement and at the Georgia 4-H Project Achievement Foods Labs Page.

 

FOODS LAB: DAIRY FOODS
LAB–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 Junior Food Projects Recipe Book in 1 hour.

Additional information and resource guides can be found in the Foods Labs Quick-Start Guide for Junior Project Achievement and at the Georgia 4-H Project Achievement Foods Labs Page.

 

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 festive dish from the Georgia 4-H Junior Food Projects Recipe Book in 1 hour.

Additional information and resource guides can be found in the Foods Labs Quick-Start Guide for Junior Project Achievement and at the Georgia 4-H Project Achievement Foods Labs Page.

 

FOODS LAB: FOOD FARE
LAB–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 fruit or vegetable salad from the Georgia 4-H Junior Food Projects Recipe Book in 1 hour.

Additional information and resource guides can be found in the Foods Labs Quick-Start Guide for Junior Project Achievement and at the Georgia 4-H Project Achievement Foods Labs Page.

 

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 a pizza from the Georgia 4-H Junior Foods Projects Recipe Book in 1 hour using a gas or electric range. NOTE: One half of the pizza is made with only the toppings listed. The other half of the pizza may have other toppings of the 4-H’ers choice. Pizza stones are not allowed.

Additional information and resource guides can be found in the Foods Labs Quick-Start Guide for Junior Project Achievement and at the Georgia 4-H Project Achievement Foods Labs Page.

 

FOREST RESOURCES AND WOOD SCIENCE
4-H’ers may explore the science of managing, using, conserving, and repairing forests and associated resources.

Through this project 4-H’ers may:

• develop an understanding of and appreciation for the fiber products of the forest.
• identify trees and understand their environmental and economic value.
• acquire knowledge and develop skills in the selection and use of various types of wood and wood products.
• acquire knowledge and develop skills in the selection, care and safe use of woodworking tools and machines.
• develop an understanding of environmental protection and the wise use of natural resources.
• identify methods for forestry management.
• practice appropriate and beneficial forestry practices.
• explore career opportunities related to forestry.

 

FRUITS, VEGETABLES, AND NUTS
4-H’ers may explore areas of selection, production, care and growth of fruits, vegetables, and nuts.

Through this project 4-H’ers may:

• identify processes that impact the growth and production of fruits, vegetables and nuts.
• select, plant, grow, and maintain fruits and nut trees and vegetable gardens.
• acquire an understanding of hand and power tools and equipment and safety procedures in home garden & large production garden operations.
• determine appropriate planting for environmental needs (sun/shade, drought tolerant, etc).
• explore career opportunities related to production and sale of fruits, vegetables, and nuts.

 

GENERAL RECREATION
4-H’ers may explore areas of social recreation, hobbies and leisure time activities.

Through this project 4-H’ers may:

• develop an appreciation for appropriate use of leisure timeacquire skills for learning with others in social recreation activities.
• develop a worthwhile & enjoyable hobby.
• develop an understanding for the generational implications for various hobbies and leisure pursuits.
• explore career opportunities in the field of social recreation.

A further comparison of various leisure activities is available on the 4-H Leisure Education page in the Resources section below.

 

HEALTH
4-H’ers may explore conditions of a person’s mind and body that are free from (or preventing) illness, injury or pain.

Through this project 4-H’ers may:

• acquire knowledge in the general practice of health principles that promote good health and physical fitness.
• develop an understanding of factors that contribute to poor health and identify ways to control these factors.
• develop healthy habits to prevent abuse of drugs. alcohol, and tobacco.
• describe life changes as it relates to growth, developmental and health needs.
• develop an understanding of infection control.
• explore career opportunities in the health field.

 

HISTORY
4-H’ers may explore the past as it relates to our culture and influences of the present.

Through this project 4-H’ers may:

• gain knowledge of historical events, figures, clothing, and architecture.
• develop an understanding of various movements of the past including but not limited to the civil rights movement, the woman’s movement or industrialization.
• acquire knowledge concerning periods in history and their impacts on today’s societies.
• explore historical developments relative to different regions of the world including civic, cultural, economic and historical elements.
• explore career opportunities in fields of historical preservation and study.

 

HORSE
4-H’ers may explore the equine industry including establishing and managing equine enterprises, owning and caring for horses and the impacts of the equine industry.

Through this project 4-H’ers may:

• develop an understanding of selecting, breeding, feeding, raising, managing, and training horses and ponies.
• develop an understanding of and appreciation for horseback riding.
• develop knowledge in the current and historic role of the equine industry.
• develop knowledge in the area of equipment,tools and safety relative to the raising and training of horses.
• increase knowledge in safety precautions to prevent injury to self, others, and the horse in riding and training horses.
• acquire an understanding for the role of veterinary care as it relates to horses.
• acquire skills necessary to owning, caring and exhibiting horses. (NOTE: actual exhibiting is not a requirement of the project)
• explore career opportunities related to the equine industry

NOTE: Live animals are not permitted at 4-H Project Achievement.

 

HOUSING
4-H’ers may explore housing and the equipment related to as a product, an environment, a service and a process.

Through this project 4-H’ers may:

• develop an understanding of how housing can help satisfy the human need for shelter, security, privacy, social interaction, self-expression and space requirements.
• explore family housing needs from the standpoint of health, safety, and finance.
• discover types of housing available and develop judgment in selecting housing to meet family needs at different stages of the life cycle.
• develop an understanding of energy and water requirements of the home environment and simple conservation measures.
• determine of the importance of household waste management, water and indoor air quality in the home environment.
• acquire knowledge of technological devices and their use within the household. (limited to HVAC systems, Smart Homes, solar energy,Not household equipment.)
• explore the variety of household equipment and the appropriate uses for those in the home.
• explore career opportunities related to housing and the housing industry.

 

HUMAN DEVELOPMENT
4-H’ers may explore the science of how we develop socially, mentally, physically and spiritually.

Through this project 4-H’ers may:

• develop an understanding of people’s pasts, presents and futures.
• acquire knowledge in the developmental process either/or socially, mentally, physically and spiritually.
• develop and understanding of factors that can influence social, mental, physical or spiritual development.
• explore career opportunities within the field of human development.

 

INTERNATIONAL
4-H’ers may explore another country’s culture, tradition, festivals/celebrations, geography, population, religion, education, food and/or language.

Through this project 4-H’ers may:

• develop an understanding and appreciation for various cultures and people.
• develop an awareness and understanding of international events.
• explore different country’s cultures, traditions, festivals, celebrations, religions, education, food, language, population or geography.
• create global friendships through hosting,outbound travel, contacting 4-H’ers in other countries or through other creative means.
• explore careers related to international programs, businesses or study.

 

MARINE RESOURCES
4-H’ers may explore the science of the ocean including salt waters, marsh areas and brackish waters and the plants and animals living within the waters.

Through this project 4-H’ers may:

• acquire knowledge about the different forms of marine life (salt waters, marsh areas and brackish waters).
• develop an understanding of the place of each group of marine life as a part of our marine resources and world of nature.
• determine how to conserve, protect, and utilize our marine resources through conservation and management.
• develop an appreciation for marine resources as a recreational opportunity.
• explore careers related to marine sciences.

Live animals are not permitted at 4-H Project Achievement.

 

OUTDOOR RECREATION
4-H’ers may explore leisure activities which primarily take place in outdoors in a natural or semi-natural state.

Through this project 4-H’ers may:

• develop an appreciation for appropriate use of leisure time; acquire skills for learning with others in outdoor recreation activities.
• consider the historical, cultural, social and economic value of an outdoor pursuit.
• develop an understanding of specific practices to protect against personal injury in participating in outdoor recreational activities.
• develop a worthwhile & enjoyable outdoor leisure pursuit.
• explore career opportunities in the field of outdoor recreation.

A further comparison of various leisure activities is available on the 4-H Leisure Education page in the Resources section below.

 

PERFORMING ARTS – DANCE
4-H’ers may explore the areas of expression using their bodies to convey a message in a performance.
Through this project 4-H’ers may:

• develop an appreciation for appropriate use of leisure time
• express originality and creativity in the expression through performance
• identify different methods of expression through vocal, dance, and instrumental performances
• acquire an understanding of the roles and responsibilities of those supporting performers during performances
• explore career opportunities in the area of performing arts

A further comparison of various leisure activities is available on the 4-H Leisure Education page in the Resources section below.
Each Performing Arts Dance Participant will prepare and present a 4 minute talent number which includes a short introduction. Talent acts should include a variation of dance to a music track or song.
The score card is available in the Resources section below.

 

PERFORMING ARTS – GENERAL
4-H’ers may explore the areas of expression using their bodies and voices to convey a message in a performance.

Through this project 4-H’ers may:

• develop an appreciation for appropriate use of leisure time.
• express originality and creativity in the expression through performance.
• identify different methods of expression through vocal, dance, and instrumental performances.
• acquire an understanding of the roles and responsibilities of those supporting performers during performances.
• explore career opportunities in the area of performing arts.

A further comparison of various leisure activities is available on the 4-H Leisure Education page in the Resources section below.

Each Performing Arts General Participant will prepare and present a 4 minute talent number which includes a short introduction. Talent acts should include something other than or in addition to just a vocal, instrumental or dance performance. 4-H’ers must use the microphone provided at the contest and not his/her own personal microphone.

 

PERFORMING ARTS –  OTHER INSTRUMENTAL
4-H’ers may explore the areas of expression using their bodies and voices to convey a message in a performance.
Through this project 4-H’ers may:

• develop an appreciation for appropriate use of leisure time
• express originality and creativity in the expression through performance
• identify different methods of expression through vocal, dance, and instrumental performances with an emphasis on playing an instrument
• develop an understanding for selecting, owning and caring for an instrument
• explore career opportunities in the area of performing arts

A further comparison of various leisure activities is available on the 4-H Leisure Education page in the Resources section below.
Each Performing Arts Instrumental participant will prepare and present a 4 minute talent number which includes a short introduction. Talent acts should primarily include playing an instrument other than a piano. Live or recorded accompaniment is allowed, but not required and must not be played in the same melody as the soloist performing. Accompaniment is not considered in the final score. 4-H’ers must use the microphone provided at the contest and not his/her own personal microphone.

Score card available in the Resources section below.

 

PERFORMING ARTS –  PIANO
4-H’ers may explore the areas of expression using their bodies and voices to convey a message in a performance.
Through this project 4-H’ers may:

• develop an appreciation for appropriate use of leisure time
• express originality and creativity in the expression through performance
• identify different methods of expression through vocal, dance, and instrumental performances with an emphasis on playing the piano
• develop an understanding for selecting, owning, tuning and caring for the piano
• explore career opportunities in the area of performing arts

A further comparison of various leisure activities is available on the 4-H Leisure Education page in the Resources section below.
Each Performing Arts Piano Participant will prepare and present a 4 minute talent number which includes a short introduction. Talent acts should primarily include playing the piano. No accompaniment is permitted. Youth will play the piano provided at the contest and use the microphone provided at the contest and not his/her own personal microphone.

Score card available in the Resources section below.

 

PERFORMING ARTS – VOCAL
4-H’ers may explore the areas of expression using their bodies and voices to convey a message in a performance.

Through this project 4-H’ers may:

• develop an appreciation for appropriate use of leisure time
• express originality and creativity in the expression through performance
• identify different methods of expression through vocal, dance, and instrumental performances with an emphasis on vocal performance.
• explore career opportunities in the area of performing arts.

A further comparison of various leisure activities is available on the 4-H Leisure Education page in the Resources section below.

Each Performing Arts Instrumental Participant will prepare and present a 4 minute talent number which includes a short introduction and primarily a vocal performance. Live or recorded accompaniment is allowed, but the accompaniment piece must not be played in the same melody as the soloist performing. Accompaniment is not considered in the final score. 4-H’ers must use the microphone provided at the contest and not his/her own personal microphone.

 

PHOTOGRAPHY AND VIDEOGRAPHY
4-H’ers may explore the art, science and practice of creating images with a camera and the photos create through the practice of photography.

Through this project 4-H’ers may:

• acquire skill for taking various types of photos including but not limited to action, portrait, landscape, and stills.
• determine the advantages and uses for various camera and make selections based on use.
• acquire an understanding and be able to apply the principles of lighting in various settings.
• develop an understanding of the science of photography and the creation of images through lights and lens.
• identify the mechanics of a camera, lens, and photo formats.
• develop a working knowledge of the process involved in processing and printing images, including types and characteristics, the process printing and the selection of appropriate papers.
• explore various techniques to alter and enhance photographs.
• explore career opportunities in the area of photography.

 

PHYSICAL, BIOLOGICAL, AND EARTH SCIENCES
4-H’ers may explore the study of chemistry, physics, life & living organisms, or of earth.

Through this project 4-H’ers may:

• acquire knowledge about concerning the scientific aspects of subject matter dealing with non-living matter or energy – physics, chemistry, or astronomy.
• acquire knowledge about the origin, history, characteristic, habits and manipulation of systems in plants and animal.
• acquire knowledge about earth and space processes which include geology, astronomy,meteorology, oceanography, and paleontology.
• explore processes of scientific inquiry to determine the nature of things.
• explore career opportunities in the area of science and scientific inquiry.

 

PLANT AND SOIL SCIENCES
4-H’ers may explore physical, chemical, biological and fertile properties of plants and soils, their properties and the relation to use and management. .

Through this project 4-H’ers may:

• acquire an understanding of modern farming and overall agricultural practices.
• develop an understanding of plants including how they grow and are used.
• acquire knowledge of soils, how they are formed, their different properties and classifications.
• determine appropriate conservation practices relative to soil and plant management.
• explore career opportunities related to plant sciences and soil sciences.

 

POULTRY
4-H’ers may explore the poultry industry including establishing and managing poultry and egg enterprises, poultry by products and poultry end products.

Through this project 4-H’ers may:

• develop an understanding of selecting, breeding, feeding, caring , producing, managing and marketing poultry.
• develop an understanding of poultry by and end products including the process of and marketing for sale.
• develop knowledge in the current and historic role of the poultry and egg industry.
• develop knowledge in the area of equipment, tools and safety relative to production and care of poultry.
• develop knowledge in the production, managing, distribution of eggs.
• acquire an understanding for the role of veterinary care as it relates to the poultry industry.
• acquire skills necessary to owning, caring and exhibiting poultry. (NOTE: actual exhibiting is not a requirement of the project)
• explore career opportunities related to the poultry and egg industry

Live animals are not permitted at 4-H Project Achievement.

 

PUBLIC SPEAKING 
4-H’ers may explore the process and act of speaking to a group in a structured, planned manner intended to inform, influence, or entertain an audience.

Through this project 4-H’ers may:

• determine appropriate styles of speaking for various audiences and purposes.
• organize material for a speech in a careful and deliberate manner.
• develop a pleasing voice and appearance appropriate for audience and topic.
• speak convincingly in public.
• analyze a speaker and speech for effectiveness and appropriateness.
• explore careers in the area of public speaking.

 

ROBOTICS
4-H’ers may explore the use of robotics and the technology that makes them work.

Through this projects 4-H’ers may:

• investigate how creativity and innovation can solve real world issues through robotic systems
• learn the basics of robotics including engineering design and computer programming systems
• learn engineering and design skills, increasing understanding of mechanics and the underlying physics
• gain experience in problem solving, decision-making and logical reasoning using science process skills
• design robotic solutions to industrial challenges
• investigate robotics as a career choice

 

SAFETY
4-H’ers may explore ways in which to be protected against physical, social, emotional, occupational harm or or other non-desirable consequences.

Through this project 4-H’ers may:

• acquire knowledge to recognize safety hazards and how to correct them.
• determine behaviors to prevent and/or reduce accidents and injuries.
• develop an understanding for practices and methods to protect against harm or undesirable consequences.
• promote the knowledge of safe practices and procedures to protect against personal injury and property damage.
• explore careers relative to safe practices in home, work, and play.

 

SHEEP AND MEAT GOATS
4-H’ers may explore the beef industry including establishing and managing sheep & meat goat enterprises, sheep & meat goat by products and sheep & meat goat end products.

Through this project 4-H’ers may:

• develop an understanding of selecting, breeding, feeding, caring , producing, managing and marketing sheep and meat goats
• develop an understanding of sheep and meat goat by and end products including the process of and marketing for sale.
• develop knowledge in the current and historic role of the sheep and meat goat industry.
• develop knowledge in the area of equipment, tools and safety relative to the production and care of sheep and meat goats.
• acquire an understanding for the role of veterinary care as it relates to the sheep and meat goat industry.
• acquire skills necessary to owning, caring and exhibiting sheep or meat goats. NOTE: Actual exhibiting is not a requirement of the project.
• explore career opportunities related to the sheep and meat goat industry

Live animals are not permitted at 4-H Project Achievement.

 

SPORTS – INDIVIDUAL
4-H’ers may explore leisure activities which are individual, competitive physical activities, casual or organized that aim to use, maintain and improve physical ability and skills.
Through this project 4-H’ers may:

• gain knowledge and appreciation for various individual leisure time activities, particularly those in the area of sports.
• develop skills in a specific individual sport
• consider the historical, cultural, social and economic value of an individual sport.
• develop an understanding of specific practices to protect against personal injury in playing an individual sport.
• acquire knowledge in the history, rules, variations and implications of an individual sport.
• explore career opportunities related to athletics and sports for single players.

A further comparison of various leisure activities is available on the 4-H Leisure Education page in the Resources section below.

 

SPORTS – TEAM
4-H’ers may explore leisure activities which are competitive, team physical activities, casual or organized that aim to use, maintain and improve physical ability and skills.
Through this project 4-H’ers may:

• gain knowledge and appreciation for various team leisure time activities, particularly those in the area of sports.
• develop skills in a specific team sport.
• consider the historical, cultural, social and economic value of a team sport.
• develop an understanding of specific practices to protect against personal injury in playing a team sport.
• acquire knowledge in the history, rules, variations and implications of a team sport.
• explore career opportunities related to athletics and sports for teams.

A further comparison of various leisure activities is available on the 4-H Leisure Education page in the Resources section below.

 

SWINE
4-H’ers may explore the beef industry including establishing and managing swine enterprises, swine by products and swine end products.

Through this project 4-H’ers may:

• develop an understanding of selecting, breeding, feeding, caring for and marketing swine.
• develop an understanding of swine by and end products including the process of and marketing for sale.
• develop knowledge in the current and historic role of the swine industry.
• develop knowledge in the area of equipment, tools and safety relative to swine production and care.
• acquire an understanding for the role of veterinary care as it relates to the swine industry.
• acquire skills necessary to owning, caring and exhibiting swine. (NOTE: actual exhibiting is not a requirement of the project)
• explore career opportunities related to the swine industry.

Live animals are not permitted at 4-H Project Achievement.

 

TARGET SPORTS
4-H’ers may explore the leisure activity and sport of shooting at targets including the use of bows and firearms.

Through this project 4-H’ers may:

• develop knowledge in the history, care, and variations of various firearms and shooting competition.
• acquire an understanding of specific practices to protect against personal injury or property damage while shooting.
• develop an understanding in the selection of a firearm for a specific shooter or style of shooting.
• acquire an understanding of the various ammunition for different firearms.
• develop skills in shooting at a target.
• explore career opportunities related to target sports.

NOTE: Firearms and like weapons including but not limited to rifles, shotguns, bb guns, paintball guns, potato guns and other items that propel a projectile are not allowed to be used as visual aids in any 4-H presentations. Additionally any bacteriological weapon, biological weapon, destructive device, detonator, explosive, incendiary, over-pressure device, poison gas or explosive device may not be used in any 4-H presentations.

 

TEXTILES, MERCHANDISING, AND INTERIORS
4-H’ers may explore the broad areas of textiles (the resulting material from weaving filament, fiber or yarn), interiors (the design of man-made spaces), and the sale and merchandising of both.

Through this project 4-H’ers may:

• acquire knowledge in the the elements and principles of design in relation to home furnishings and interiors.
• develop an understanding of fashion innovation, trends, products, categories, marketing and advertising.
• select, arrange, and care for interiors, textiles and furnishings including clothing, furniture, home textiles, window treatments, accessories and home structures.
• develop an understanding of the selection, use, performance and care of textiles and clothing.
• explore the production, marketing and sale of clothing, textiles, and interior goods.
• identify basic textile fiber and fabric terminology and required care for both.
• acquire knowledge in proper clothing care and maintenance.
• explore careers related to textiles, merchandising and interiors.

 

VETERINARY SCIENCE
4-H’ers may explore the prevention, control, diagnosis and treatment of diseases affecting domestic and wild animals and the the prevention of transmission of animal disease to people.

Through this project 4-H’ers may:

• acquire knowledge to prevent the spread of disease among animals and people.
• develop an understanding of the prevention and control of diseases affecting domestic and wild animals.
• develop an understanding of the symptoms, diagnosis and treatment of diseases affecting domestic and wild animals.
• explore career related to veterinary science.

Live animals are not permitted at 4-H Project Achievement.

 

WILDLIFE
4-H’ers may explore living things and especially mammals, birds, and fishes that are neither human nor domesticated and their habitats.

Through this project 4-H’ers may:

• develop an understanding of the economics and aesthetic values of wildlife and an appreciation of the potential of these resources to the state.
• acquire knowledge and understanding relative to the wise use and management of wildlife as a resource.
• develop an understanding of the habitats of a species and factors affecting their survival.
• explore careers related to wildlife.

Live animals are not permitted at 4-H Project Achievement.

 

WORKFORCE PREPARATION AND CAREER DEVELOPMENT
4-H’ers may explore the psychological, sociological, educational, and economic factors that influence the nature and significance of work, careers and the development of an individual for this work.

Through this project 4-H’ers may:

• acquire knowledge relative to values, goals, skills, interests, hobbies and available resources and the affect career choices.
• explore age appropriate work and the roles, responsibilities and qualifications for the work.
• develop an understanding of the advance educational programs including college and technical programs that support workforce development.
• identify various strategies to be more prepared for specific fields of study.
• explore careers related to supporting others in workforce preparation and career development.

Examples

 

• Public Speaking Project: The Constitution
• Sheep and Meat Goats Project: Parasite Control on Meat Goats
• Veterinary Science Project: Deworm the Dogs

Score Sheets

• General Presentation – Scoring Description
• General Presentation – Scorecard
• Fashion Revue
• Foods Lab
• Performing Arts – Dance
• Performing Arts – General
• Performing Arts – Instrumental
• Performing Arts – Vocal
• Portfolio Scorecard
• Public Speaking

Georgia 4-H Project Achievement Foods Labs Resources Foods Labs Quick-Start Guide for Junior Project Achievement

Participants will construct (sew) and model a simple outfit in the community and/or 4-H Fashion Revue. Outfit must include one of the following:

• simple pants and top
• simple skirt and top
• simple shorts and top
• simple dress

Suggestions include sleep wear and sports outfits such as tennis or swim wear, warm-ups or pajamas.

Garments will be judged for construction according to the 4-H Quality Construction Checklist.

4-H’ers will be asked questions concerning construction and sewing techniques.

Leisure Education projects are broad in nature and many may cross into one or two areas based on the nature of the presentation. The following list is a general guide for placement of topics and areas of interest. For specific questions consider the project objectives. Consideration should be the scope within the presentation. For example, a 4-H’er could make a presentation on baseball catching equipment in Safety if the presentation focuses on safety issues, in History if the presentation focuses on the historical changes in equipment or Sports. A young person talking about competitive dance may be in Sports, perform a dance in Performing Arts Dance, talk about dance as a hobby and leisure activity in General Recreation or talk about the health benefits of dance in Health.

The following project descriptions may help you decide the best category for competition.

Arts & Crafts

The broad area of Arts and Crafts can include almost anything someone creates with their hands – whether totally from scratch or assembling pre-cut pieces. In some cases, a presentation could be given in another category if the final product relates to a specific activity such as fly tying for fishing or shotgun shell loading for hunting. These could fall into the Outdoor Recreation category depending on the direction the presentation leads the audience.

Juniors may choose the project of Arts or Crafts using the suggested list.

• Arts
  • Calligraphy
  • Drawing
  • Painting (Oil, Tole, Watercolor, etc.)
  • Cartooning
  • Fine Arts Appreciation
  • Pen & Ink
  • Computer Graphics and Drawing
  • Illustrating
  • Pottery
  • Costuming
  • Make-up (clowning, stage, costume, drama)
  • Printing
• Crafts
  • Basketry
  • Food Crafts (cake decorating)
  • Paper-Mache
  • Bead Work
  • Jewelry Making
  • Quilting
  • Block Printing
  • Knitting
  • Recycled Crafts
  • Braiding
  • Leather Work
  • Rock Art
  • Candle Making
  • Macramé
  • Rope Art
  • Carving (wood, soap, stone)
  • Marionette & Puppet Construction
  • Sand Crafts
  • Ceramics
  • Metal Crafts
  • Scapbooking
  • Copper Tooling
  • Model Building
  • Shrink Art
  • Crocheting
  • Mosaics
  • Textile Art
  • Decoupage
  • Nature Crafts
  • Textile Painting
  • Dough Art
  • Needlework
  • Weaving
  • Embroidery
  • Paper Crafts
  • Wood Carving (constructions, whittling, etc.)
  • Embossing

General Recreation

General Recreation emphasizes hobbies and collections as well as social recreation pursuits. This division includes the following:

• Collections
  • Cartoons
  • Coins
  • Insects
  • Leaves
  • Rocks
  • Stamps
• Hobbies
  • Aquariums
  • Astrology
  • Chess
  • Flower Arranging
  • Reading
  • Scrapbooking
• Community Service & Social Recreation
  • Lighting
  • Magic & Other Skilled Acts
  • Makeup
  • Play Writing
  • Card Games
  • Dance
  • Party Game Leadership
  • Party Preparation
  • Recreation Leadership

Sports

Sports includes all team and individual sports. Junior projects are divided by team sports and individual sports for competition.

• Team
  • Volleyball
  • Hockey
  • Basketball
  • Softball
  • Soccer
  • Football
  • Baseball
  • Lacrosse
• Individual
  • Wrestling
  • Extreme Sports
  • Golf
  • Fencing
  • Badminton
  • Handball
  • Skiing
  • Skating
  • Weight Lifting
  • Cheerleading
  • Ping Pong
  • Billiards
  • Horseshoes
  • Swimming & Diving
  • Tumbling & Gymnastics
  • Boxing
  • Paddle Tennis
  • Track & Field
  • Bowling
  • Judo, Karate
  • Tennis

Projects describing techniques, rules, regulations, or the benefits of these activities would be acceptable in Sports. Appropriate presentations could also include selecting proper equipment, caring for equipment, your experiences, etc.

Outdoor Recreation

The Outdoor Recreation project includes anything related to outdoor recreational activities. Specific examples include:

• Bait Casting
• Fishing
• Camping
• Bicycle
• Fly Casting & Tying
• Camp Shelter
• Boating/Sailing
• Hiking & Backpacking
• Compass & Map
• Bird Watching
• Horseback Riding
• Fire Building
• Canoeing
• Skin & Scuba Diving
• Knot Tying
• Care of Outdoor Equipment
• Skiing
• Orienteering
• Spelunking
• Rappelling
• Outdoor Cooking
• Paintball

Performing Arts

Performing Arts presentations are performances. An illustrated talk about performing arts fits in another category, usually General Recreation.

Performing Arts- Dance

Any performance where the primary “act” is dance.

Performing Arts – General

Any talent act which involves something other than or in addition to an instrument will fall in this project. Examples are twirling, monologue, sing and play an instrument, sing and dance, puppetry, magic act, etc.

NOTE: A participant may choose to be judged in multiple talent areas by entering the general category. However, remember Performing Arts are performances. Illustrated talks about a skill or talent should enter a recreation project such as those listed earlier.

Performing Arts – Piano

Piano performances must use the provided piano and no accompaniment is allowed.

Performing Arts – Other Instrumental

Any talent act which is totally instrumental, but not piano, belongs in this project. Live or recorded accompaniment is allowed, but not required. The accompaniment must not play the same melody as the soloist and should be complementary to the piece performed. Judges will not consider the accompaniment when scoring the performance.

Performing Arts – Vocal

This area evaluates the singing ability of a performer. Singers may play their own instrument, use an accompanist or use an accompaniment track. Instrumentation will not be judged in this area.

Keep in mind that Junior 4-H’ers are required to use the microphones provided at the contest and can not use personal microphones.