• Participants must be 4-H members during the current year and enrolled in 4-H Enrollment for the county s/he is registered for competition.
• Participants must be enrolled in the 9th -12th grade for the program year; For clarification, check eligibility information.
• Presentations given at Project Achievement should be related to a 4-H project or activity being worked on by the 4-H member. Presentations should be presented at the assigned time and location and in the 4-H’ers assigned district.
• Participants can participate 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 state winners in 4-H Project Achievement, whether accepted or not, are ineligible to participate again in the same project.
• High school 4-H’ers who have been named state winners in 4-H Project Achievement are eligible to compete again in a new project within another content area, assuming grade eligibility. The new project must be presented in a new project grouping, also known as content area. (i.e. The Sports winner is eligible to complete in Entomology in a future competition, but may not compete in Dairy Foods.) The new presentation must be the original work of the 4-H’er and not an altered previous state-winning presentation. A previous state winner may begin portfolio work for their new project on January 1 of the current calendar year for next year’s competition. Content areas are Agriculture and STEM, Civic Engagement, and Healthy Living.

Eligibility Guidelines

Senior Project Achievement Content Areas

• A county may bring up to three (3) Senior 4-H’ers in each project to the district competition. Each 4-H’er will compete at district for the privilege of attending State 4-H Congress. EXCEPTION: Only two (2) 4-H’ers from the same county may compete in Foods Lab projects. Each 4-H’er will compete against all 4-H’ers in the competition including those from his/her county.
• Any district having at least eight participants compete in a project at Senior 4-H District Project Achievement is eligible to receive an “extra” sweepstakes trip to State 4-H Congress. The “extra” trip is offered to the 4-H’er placing second in that project. Additional trips will be offered in multiples of 8. Therefore, 16 participants will include 2 sweepstakes and 24 will include 3 sweepstakes trips.
• If a 4-H district or sweepstakes winner should not be able to compete at State 4-H Congress, the placing competitor in the project may be awarded the opportunity to compete in the state 4-H competition. This change must be made before June 1st. After June 1, replacements may not be made.
• The club member’s portfolio will count a maximum of 50 percent and the presentation will count a maximum of 50 percent in determining the final score.
• At the state competition, State 4-H Congress, three components are scored the presentation, the portfolio, and the interview.  An additional 30 points are allocated to the scorecard to provide for the additional interview score.  The total possible score is 430, comprised of a maximum of 200 points for presentations, a maximum of 200 points for portfolios, and a maximum of 30 points for the interview.
• In case of a tie for district winner, sweepstakes or state winner, the tie will be broken by the high presentation score in odd years, and by the high portfolio score in even years.  If the overall and high presentation scores are both tied in odd years, the portfolio breaks the score. If the overall and high portfolio score are both tied in even years, the presentation breaks the score. At State Congress, the portfolio score does not include the interview score.
• A State Congress Project Achievement winner is eligible to attend National 4-H Congress for only one year.  If a youth wins multiple times, they will instead receive a $500 scholarship in lieu of the trip.

• Presentations will be limited to a maximum of twelve (12) minutes. Exceptions: Public Speaking – ten (10) minutes & Performing Arts – four (4) minutes.
• The setup time limit for presentations is five minutes; this includes 4-H’ers using projectors and other equipment. The limit begins once the previous presenter has cleared away his or her materials. The 4-H’er may use assistance as necessary to set up within the limit. This does not apply to foods labs projects.
• 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 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 may 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, screens, 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.
• Food preparation should only take place during Foods Lab Projects (Dairy Foods, Festive Foods for Health, Food Fare). Other Foods projects are not the appropriate avenues for food preparation to be demonstrated.
• Senior foods labs projects are only allowed to bring the equipment of a blender or hand mixer to competition. No other food appliances are allowed; including, but not limited to: griddles, electric skillets, torches, panini presses, food processors, etc.
• Live Animals including small animals such as fish, hamsters, and hermit crabs (as well as live insects) are not permitted at project competition.

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

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

The cover letter and 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 artwork, pictures, or clip art are allowed on these pages. Computer-generated bullets may be used to highlight information.

The cover letter is a tool of introduction. There are no rules to its content. The letter should be addressed “Dear Project Judge” and signed by the 4-H’er. The cover letter can address any information or time. It may also address future goals.

The two-page outline of accomplishments is a presentation of a 4-H’ers work over the last twelve months. The year begins with January 1 and ends December 31.

The portfolio is equally judged on project work (50%) and other activities (50%). Judges give specific points based on the following: Work in Main Project (25%), Sharing & Helping in Main Project (25%), Other Leadership Activities (15%), Other Citizenship & Community Service(15%),Other Activities (10%), Supporting Materials (5%), and Reliability and Layout (5%). These values are assessed using the cover letter and accomplishment pages as well as the supporting material.

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Main Project Work (25 points) 
Includes activities in the project area that the portfolio is submitted.  These activities may include articles made or prepared, animals cared for, acres tended, size of the project, etc.  Also, includes learning experiences in the project area such as 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 (25 points)
Includes activities where the 4-H’er shared the information learned in the main project area or helped someone else in that area.  Sharing activities include (but are not limited to) 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 points)
These are activities not related to the main project in which the 4-H’er had a leadership role.  Activities may include (but are not limited to) offices held, committees served on, serving as a teen leader for an activity or assisting a fellow 4-H’er.

Other Community Service and Citizenship Activities (15 points)
Again, these activities are not related to the main project.  Community service and citizenship activities should include (but are not limited to) 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, beautification projects, assisting the disabled or youth at risk.

Other Activities (10 points)
These activities are those not listed elsewhere in the portfolio. Participation in county, district, region or state events, judging teams not related to the main project and awards and recognition may be included.  A 4-H’er may include activities (learning, sharing, & helping) in a second 4-H program.  Information about school, community or church activities or any other activities that have not been listed elsewhere may also be included.

Supporting Materials (5 points)
Up to two pages in the portfolio can be devoted to supporting materials that further emphasize the work completed.  This documentation may include photos, news articles, letters, and other pieces of information that support what has been reported for the calendar year.  In this section, items may overlap, but they must lay flat on the page. Shingling is not allowed. (Shingling is a process where one item opens to view another.)

Reliability and Layout (5 points)
This section is for portfolio completeness. All sections are present in the portfolio including: cover letter, project work, helping and sharing experiences, leadership, citizenship and civic engagement, other activities, and supporting materials.  This section considers the completeness of the total portfolio.  The cover letter is used as a tool of introduction and may include any information about the youth and project.  Correctness of spelling and grammar is considered in this section.

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District Competition Scoring

At district competition, the portfolio score will be 50% of the 4-H’er’s final score, and judges will evaluate the information written in the portfolio only.

Overall Score break down at district:

100 points – Presentation Judge 1
100 points – Presentation Judge 2
100 points – Portfolio Judge 1
100 points – Portfolio Judge 2
400 points total possible

 

State Competition Scoring

At state competition, the portfolio will be evaluated in a discussion session with the judges. The written information from the portfolio will comprise 100 points per judge. (There are two portfolio judges at the state competition.) In addition to evaluating the written information, interview judges will have the opportunity to discuss the activities with each competing youth. The interview score will comprise 15 points per judge. The total of 30 possible interview points are given based on confidence, clarity, creativity, and general appearance as demonstrated during the State Project Achievement interview.

100 points – Presentation Judge 1
100 points – Presentation Judge 2
100 points – Portfolio Judge 1
100 points – Portfolio Judge 2
15 points – Interview Judge 1
15 points – Interview Judge 2
430 points total possible

Portfolio Scorecard

Portfolio Scoring Rubric
(This scoring rubric will be used at competitions beginning January 1, 2021. This adjustment will impact the portfolio work of youth completed during the 2020 calendar year.)

Check out the Georgia 4-H Project Achievement Development Guide for 9th-12th Graders to assist youth with portfolio development.

Senior Project List by Content Area

ARTS AND CRAFTS
4-H’ers may explore aspects of arts and crafts including methods and skills for creating art, works created by other artists and the process by which art is imagined and created. This area may also include the less fine and more easily reproducible crafts.

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, sculpting, paper mache’ bead work, recycled and other crafts.
• acquire knowledge and an understanding of various artists and crafters 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 arts and crafts materials and tools
• develop an understanding for and appreciation of leisure time activities
• explore career opportunities related to arts, crafting and the production and sale of items.

A further comparison of various leisure activities is available on the 4-H Leisure Education page 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 an understanding of wholesale and retails cuts of beef and beef products and their importance in human nutrition.
• develop an understanding of the value of scientific research and its influence on the beef and meat industry.
• develop an awareness of the scope of the beef industry and its economic significance.
• acquire knowledge in the area of bio-security in the area of the beef cattle industry and the food supply.
• 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 of the role of veterinary care as it relates to the beef cattle industry.
• demonstrate sound beef breeding, feeding, and management practices on the farm and in the community.
• understand the environmental and societal impacts of beef production.
• 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.

 

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.
• understand 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 and specialty animals including feeding, handling, grooming, training and veterinary care of animals.

Through this project 4-H’ers may:

• identify a companion or specialty 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.
• understanding sound companion animal care and management including feeding, caring for, handling, training and grooming.
• identify aspects of selecting appropriate companion/specialty animals including housing, care, and other factors.
• understand the environmental and societal impacts of raising companion/specialty animals.
• learn basic first aid and treatment to pet ailments not requiring veterinary attention.
• acquire an understanding of the role of veterinary care as it relates to various companion/specialty animals.
• acquire skills necessary for owning and caring for animals.
• develop an understanding of the therapeutic benefit of animals.
• explore the history of the different companion or specialty animal breeds.
• explore career opportunities related to care and raising of animals.

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

Dogs have their own projects and presentations on these topics should not be included in Companion and Specialty Animal presentations. Livestock including horse, cattle, swine, sheep, and goats are not considered pets and are excluded from the project.

 

COMPUTER INFORMATION TECHNOLOGY

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

Through this project 4-H’ers may:

• develop an understanding of the basic principles & theories of technological devices to access, organize and transmit and communicate information.
• develop an understanding of the effects and impacts of computer technology on humankind and the environment.
• promote knowledge of safe practices & procedures as it relates to computer information and systems.
• acquire knowledge regarding the 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.

 

DAIRY (formerly Dairy and Milk Science)
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 an understanding of the value of scientific research and its influence on the dairy and milk industry.
• demonstrate sound beef breeding, feeding, and management practices on the farm and in the community.
• develop an understanding of the full meaning of cleanliness and sanitation as applied to the production and care of milk and dairy products in the home and community.
• develop knowledge in the current and historic role of the dairy cattle & milk goat industry.
• develop an awareness of the scope of the dairy and milk goat industry and its economic significance.
• understand the environmental and societal impacts of dairy and milk science production.
• develop knowledge in the area of equipment, tools, and safety relative to the production and care of cattle and goats.
• acquire knowledge in the area of bio-security in the area of the dairy & milk goat industry and the food supply.
• acquire an understanding of 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:

• acquire knowledge about the history and breeds of dogs, their characteristics and be able to identify them.
• 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.
• understand basic first aid and treatment for dog ailments not requiring veterinary attention.
• develop an understanding of the therapeutic benefit of companion animals.
• understand the environmental and societal impacts of raising and breeding dogs.
• develop an understanding for the values of scientific research and its influence on dog husbandry.
• 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.
• acquire knowledge and abide by federal, state and local laws and codes regarding operation of powered equipment.
• develop an understanding of the economics of the efficient purchase and operation of powered equipment and an ability to keep and interpret a record of the cost of operation and ownership.
• develop an understanding of the effect of energy on humankind and the environment.
• 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.
• develop knowledge about insects’ and arthropods’ economic importance and interrelationship with natural resources.
• 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 specific insects.
• explore career opportunities related to entomology.

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

 

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.
• identified limited resources and the conservation, reuse and practices to reduce loss of these resources.
• promote awareness of critical issues and trends in local and global environmental issues.
• describe ecosystems and the impact of human activity on ecosystems and the environment.
• apply scientific, economic and social perspectives to the challenges and alternatives to environmental concerns.
• 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:

• acquire skills to construct an outfit including fabric and notion selection, pattern use and construction.
• apply appropriate construction techniques for the fabric, notions and wear of items.
• develop ability to select clothing to enhance appearance and self-esteem and identify appropriate fit of clothing.
• acquire a vocabulary in fashion, construction and merchandising.
• understand basic elements and principles of art as related to improved personal appearance.
• select and use sewing and pressing equipment correctly.
• select suitable and becoming accessories.
• develop skills in modeling clothing and accessories.
• develop ability to judge value of garment in relation to time and money spent.
• acquire and understanding of basic fiber and fabric terminology.
• explore career opportunities related to fashion, merchandising and clothing construction.

For special procedures, please see the 4-H Fashion Education Page in the Resources section below.
Score card available 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:

• identify and describe how values, goals, decision making and resources such as time, income and employment affect our decision making management behavior.
• develop awareness and understanding of financial products and services including financial, tax, retirement, wills and estate planning.
• 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.
• identify advantages and disadvantages of credit use and understanding o credit contracts.
• acquire knowledge of basic consumer rights & responsibilities.
• develop skills make wise purchasing decisions.
• identify consumer protection laws, consumer protection agencies, and consumer organizations, how they work and the purpose they serve.
• 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 the selection, installation and care of.

Through this project 4-H’ers may:

• develop an understanding of the scientific principles related to plant growth and their artistic and functional use in the environment and home landscape.
• acquire the knowledge and develop the skills to plant, grow, maintain and appreciate flowers, shrubs and grasses and use them in landscape design.
• identify processes that impact the growth of flowers, shrubs and lawns.
• determine appropriate planting for environmental needs (sun/shade, drought tolerant, etc).
• learn safe and effective methods of insect control and management.
• explore aspects of ornamental gardening as well as the therapeutic values of engaging in horticulture.
• acquire an understanding of hand and power tools and equipment and safety procedures in home garden, nursery & landscape operations.
• 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 and nutrition.
• acquire an understanding of the relationship of healthy living to healthy living using the MyPlate guidelines.
• develop an understanding of appropriate foods and snacks according to nutrient, fat, salt, and calorie content and balance of daily exercise.
• acquire knowledge in deciphering nutrition labels.
• 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.
• 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 food borne 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.
• appreciate food as a resource to be conserved by all persons.
• acquire the knowledge and skills essential for the successful preservation of food.
• develop an understanding of the principles of conservation of foods to avoid food waste and maintain the wholesomeness of food.
• understand the scientific principles of food safety, preservation and storage to prevent food borne illness both home and away.
• develop an understanding of planning meals and snacks safely.
• acquire a scientific knowledge and skills essential to the successful preservation of food through canning, freezing, pickling, drying and preparing jams and jellies.
• develop an awareness of government and industry regulations to assure a safe food supply.
• develop an understanding of the role of food preservation in meal planning.
• explore career opportunities related to foods safety and preservation.

 

FOODS LAB: DAIRY FOODS
LAB – 1 1/2 Hours 

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 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 may be used as long as the amount totals 1/2 cup per serving in the recipe. Recipes without adequate ingredients will have points deducted.

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

 

FOODS LAB: FOOD FARE
LAB – 1 1/2 Hours
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 panning.
• explore career opportunities related to foods and nutrition.

At 4-H Project Achievement, each Food Fare participant will prepare a hot main dish containing at least 3 of the 5 food groups from MyPlate.

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

 

FOODS LAB: FESTIVE FOODS FOR HEALTH
LAB – 1 1/2 Hours
4-H’ers may explore areas of foods and nutrition including food planning and preparation with an emphasis in party, international and ethnic foods. 

• 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.
• determine calories in foods and dishes prepared.
• 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.

At 4-H Festive Foods for Health Project Achievement, each participant will prepare and display one festive (ethnic, international or party) dish in the time allotted.

Additional information and resource guides can be found in the Foods Labs Quick-Start Guide for Senior 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.
• understand the business and economics of forestry and forest products.
• appreciate the importance of woodlands as a source of income, raw materials and enjoyment necessary for quality living.
• identify methods for forestry management and conservation.
• 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.
• understand safe and effective methods of insect control and management.
• develop an understanding of the basic principles of science relating to plant growth and development.
• acquire knowledge and develop skills needed to care for and manage a well planned vegetable, fruit and nut crop.
• determine appropriate planting for environmental needs (sun/shade, drought tolerant, etc).
• explore all aspects of vegetable gardening and the therapeutic values of engaging in horticulture.
• 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 time
• acquire skills for leading 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.
• acquire an understanding of the principles of nutrition as they relate to good health, physical fitness and attractive appearance.
• describe life changes as it relates to growth, developmental and health needs.
• develop an understanding of infection control.
• acquire skills for preventing and coping with stress.
• 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.
• evaluate key political, social, and economic changes in our state, nation and other countries as related to historical events.
• 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.
• acquire knowledge of historical events, places, figures, clothing and architecture.
• 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

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.
• develop an understanding of economic principles for selecting housing to meet family needs.
• 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.
• acquire knowledge of technological devices and their use within the household including mechanical and electrical systems and home automation.
• determine of the importance of household waste management, water and indoor air quality in the home environment.
• develop skills in reading blueprints and evaluating house plans as related to family needs.
• acquire knowledge of technological devices and their use within the household. (limited to HVAC systems, Smart Homes, and solar energy; not household equipment.)
• explore the variety of household equipment and the appropriate uses for those in the home.
• develop an understanding of housing policies at the federal, state, and local levels as they relate to housing markets.
• explore construction techniques to address environmental and health issues.
• develop an understanding of special design requirements as related to housing and equipment for the elderly, disabled and other special needs.
• 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 an understanding of factors that can influence social, mental, physical or spiritual development.
• gain perspective on how individuals grow and development.
• acquire knowledge concerning personal relationships and communications.
• become aware of the problems that we face as individuals and as a society.
• 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.
• acquire skills and knowledge for a future in the international work force.
• explore careers related to international programs, businesses or study.

 

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.

Score card available in the Resources section below.

 

PERFORMING ARTS: DRAMA
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 drama which may include monologue, spoken word/ poetry, oral interpretation, comedy or pantomime performances with an emphasis on acting / drama skills.
• develop an understanding for selecting dramatic performance pieces.
• explore career opportunities in the area of performing arts.

Each Performing Arts Drama Participant will:

• prepare and present a 4 minute talent number which includes a short introduction. Talent acts should primarily include a dramatic presentation. Background music is allowed, but singing, dancing or playing an instrument in this project is not appropriate.
• use the microphone provided at the contest and not his/her own personal microphone. A headset microphone, cordless microphone and microphone stand will be provided.

Score card 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. Instrumentation will not be judged unless presented as part of the performance by the performers.
• use the microphone provided at the contest and not his/her own personal microphone. A headset microphone, cordless microphone and microphone stand will be provided.

Dancers (and actors effective August 1, 2017) may not enter the general category unless a vocal performance is part of the entry.

Score card available in the Resources section below.

 

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 Other 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 the piano. Accompaniment is allowed, but not required. The accompaniment piece must not be played in the same melody as the soloist performing. Accompaniment may be live or recorded. Accompaniment is not considered in the final score.
• use the microphone provided at the contest and not his/her own personal microphone. A headset microphone, cordless microphone and microphone stand will be provided.

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.
• play the piano provided at the contest.
• 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 Vocal Participant will:

• prepare and present a 4 minute talent number which includes a short introduction. Talent acts should primarily include a vocal performance. Accompaniment is allowed, but not required. The accompaniment piece must not be played in the same melody as the soloist performing. Accompaniment may be live or recorded. Accompaniment is not considered in the final score.
• use the microphone provided at the contest and not his/her own personal microphone. A headset microphone, cordless microphone and microphone stand will be provided.

Score card available in the Resources section below.

 

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

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 cameras and make selections based on use.
• gain appreciate of photography as an art, science, and communication tool.
• develop an understanding of the science of photography, including the creation of images through light and lenses.
• apply the principles of lighting in various settings.
• identify the mechanics of a camera, lens, and photo formats.
• develop a working knowledge of processing and printing images, including image types and characteristics 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.
• acquire an understanding of basic biological facts about plants and soils including plant growth factors, plant reproduction, plant characteristics, and utilization of plants.
• apply knowledge gained about plants and soils through experiments either in a laboratory and field settings.
• determine appropriate conservation practices relative to soil and plant management.
• explore career opportunities related to plant, soils and agronomy.

 

POULTRY 
4-H’ers may explore the poultry industry including establishing and managing poultry & 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.
• acquire knowledge in the area of bio-security in the area of the poultry industry and the food supply
• develop an awareness of the scope of the poultry industry and its economic significance.
• 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 the 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.
• demonstrate sound breeding, feeding, and management practices on the home farm and in the community.
• develop knowledge in and an appreciation of the contribution of science and its application to the poultry and egg 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

 

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.

Score card available in the Resources section below.

 

ROBOTICS
4-H’ers may explore the areas of robotics and technology systems related to robotics.
Through this project 4-H’ers may:

• learn advanced robotics design including investigating engineering design, robotic building and computer programming systems
• sharpen engineering and design skills, increasing understanding of mechanics and the underlying physics
• demonstrate problem solving, decision-making and logical reasoning using science process skills and developing robotics
• design and build 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 on the farm, in the home, on the highway, in the community and during recreation.
• develop an understanding for practices and methods to protect against harm or undesirable consequences.
• recognize hazards and how to correct them.
• 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.
• develop an awareness of the scope of the sheep and meat goats industry and its economic significance.
• gain an understanding and appreciation for the use and role of sheep by products in economy.
• develop knowledge in identifying the degree of quality, the wholesale and retail cuts of lamb and lamb products and understanding of their importance in human nutrition.
• appreciate the contribution of science and its influence on and application to the sheep and meat industries.
• demonstrate sound sheep breeding, feeding, and management practices on the home farm and the community.
• acquire knowledge in the area of bio-security in the area of the sheep and meat goat industry and the food supply
• develop knowledge of identifying the types and grades of sheep and employing efficient methods in the marketing of sheep and 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
4-H’ers may explore leisure activities which are 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 or and appreciation for various leisure time activities, particularly those in the area of sports.
• develop skills in a specific sport.
• consider the historical, cultural, social, and economic value of a sport.
• develop an understanding of specific practices to protect against personal injury in playing a sport.
• acquire knowledge in the history, rules, variations, and implications of a sport.
• explore career opportunities related to athletics and sports.

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.
• understand the environmental and societal impacts of pork production.
• demonstrate sound breeding, feeding, and management practices on the home farm and in the community.
• develop knowledge in the current and historic role of the swine industry.
• identify types and grades of hogs and employ efficient methods of marketing.
• develop knowledge in the area of equipment, tools, and safety relative to swine the production and care of.
• develop knowledge to the degree of quality, the wholesale, and retail cuts of pork and pork products and understand the importance to human nutrition.
• 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).
• acquire knowledge in the area of bio-security in the area of the pork industry and the food supply.
• develop an awareness of the scope of the pork industry and its economic significance.
• develop an understanding of the values of scientific research and its influence upon the swine and meat industry.
• 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. archery usage.

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.
• gain skill and knowledge necessary to make wise consumer choices in the selection and purchasing of clothing, textiles and accessories.
• acquire an understanding of appropriate and flattering dress for all occasions and clothing for special needs, uses, and cultures.
• explore the production, marketing and sale of clothing, textiles, and interior goods.
• identify basic textile fiber and fabric terminology and required care for both.
• develop an understanding of textile and apparel manufacturing, distribution, and marketing systems.
• develop skills in recognizing and selecting quality products, workmanship and features for the home structure, interiors, furnishing, products and items for various home situations.
• acquire knowledge in proper care and restoration techniques to furniture, furnishing items and household surfaces.
• plan home living spaces and specific rooms which consider lifestyles of family members, resources, valuable, efficiency and elements of principles of interior design.
• 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 and appreciation for the importance of good management and sanitation practices in maintaining healthy birds and 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 AND MARINE SCIENCE
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.
• 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 wildlife and marine sciences

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 on career choices.
• develop skills necessary for career selection, employment, developing a resume and/or interviewing for a job.
• 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.
• acquire knowledge in practical skills necessary for employment.
• develop a business plan.
• understand and demonstrate skills necessary for admittance in advanced educational programs including college and technical programs.
• identify various strategies to be more prepared for specific fields of study.
• explore careers related to supporting others in workforce preparation and career development.

Georgia 4-H’s 50 Senior Level (grades 9-12) Projects are grouped in three major content areas: Agriculture & STEM, Civic Engagement, and Healthy Living.  Senior 4-H’ers who have been named state winners in a project may continue in Project Achievement in a new project found in one of the two other content areas. As an example, winners in Beef (Agriculture & STEM) may continue in Communications (Citizenship) or Target Sports (Healthy Living).  The projects are grouped below into the three content areas with the projects accompanying project development guides.  

Senior Project List by Content Area

Content Area A: Agriculture & STEM

• Environment & Natural Resources
  • Environmental Science
  • Forest Resources and Wood Science
  • Plant and Soil Sciences
  • Physical, Biological, and Earth Science
  • Wildlife and Marine Science
• Engineering & Technology
  • Computer Information and Technology
  • Engineering and Mechanics
  • Robotics
• Plant & Animal Science
  • Beef
  • Companion and Specialty Animals
  • Dairy
  • Dog Care and Training
  • Entomology
  • Flowers, Shrubs, and Lawns
  • Fruits, Vegetables, and Nuts
  • Horse
  • Swine
  • Poultry
  • Sheep and Meat Goats
  • Veterinary Science

Content Area B: Civic Engagement

• Community & Global Affairs
  • History
  • International
  • Workforce Preparation and Career Development
• Communication
  • Communications
  • Photography and Videography
  • Public Speaking
• Expressive Arts
  • Arts and Crafts
  • Fashion Revue
  • Performing Arts – Drama
  • Performing Arts – Dance
  • Performing Arts – General
  • Performing Arts – Other Instrumental
  • Performing Arts – Piano
  • Performing Arts – Vocal

Content Area C: Healthy Living

• Health, Nutrition, & Fitness
  • Food for Health and Sport
  • Food Safety and Preservation
  • Foods Lab: Dairy
  • Foods Lab: Festive Foods for Health
  • Foods Lab: Food Fare
  • Health
  • Human Development
• Recreation & Leisure
  • General Recreation
  • Outdoor Recreation
  • Safety
  • Sports
  • Target Sports
• Consumer Science
  • Financial Planning and Consumer Economics
  • Housing 
  • Textiles, Merchandising, and Interiors

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 – General
• Performing Arts – Dance
• Performing Arts – Drama
• Performing Arts – Instrumental
• Performing Arts – Piano
• Performing Arts – Vocal
• Portfolio Scorecard
• Portfolio Scoring Rubric
• Public Speaking

 

Georgia 4-H Project Achievement Foods Labs ResourcesFoods Labs Quick-Start Guide for Senior Project Achievement

 

Participants will model a garment they have constructed. This outfit must be created during the current 4-H year and must not have been judged in a previous year in a district or state 4-H contest. The 4-H’er may submit his/her district garment(s) for judging at State 4-H Congress or may construct a new garment(s).

At the competition, the 4-H’er should:

• Model the outfit he/she created during the 4-H year.
• Answer questions on construction of the outfit.
• Following the modeling session, 4-H’ers will change into any outfit and leave the garment modeled for judging on construction.

For District Project Achievement and State 4-H Congress, construction of the garment will be judged according to the 4-H Quality Construction Checklist. District and state winners will be selected based on score of 50% for outfit modeled, questions answered, and construction critique and 50% for 4-H portfolio.

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.

All Arts & Crafts by Seniors should be entered in the combined project of Arts & Crafts.

• 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. Senior sports projects are all in one category regardless of whether it’s a team or individual sport.

• 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 – Drama

Any performance primarily showcasing acting skills.

Performing Arts – General

• Any talent act which involves something other than or in addition to an instrument will fall into this project. Examples include(but are not limited to) twirling, song and dance, vocal-instrumental act, puppetry, magic act, etc. Instrumentation will be judged in this area.

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 accompaniment, use an accompanist or use an accompaniment track. Instrumentation will not be judged in this area.

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