General Exhibits

Aerospace

Limit 2

Project Description

Share what you’ve learned while exploring the world of flight! Discover the latest in aerospace technology — from airplanes and rockets to helicopters, drones, and balloons. Aerospace includes anything that flies, whether it’s soaring through the sky or traveling into outer space!

Exhibit Suggestions

• Build a model (rocket, airplane, satellite) and identify the parts.

• Explain the science of how airplanes fly.

• Explain how the model rocket flies.

• Design or build your own rocket or airplane and explain how it works

• Identify parts of a hot air balloon and how they work.

• Discover and identify the basic parts of a helicopter and how they work.

• Make and demonstrate a hang glider.

• Demonstrate a drone and how it is used.

• Research UFOs and share your findings.

• Compare and contrast different types of kites (flat, box, parafoil, etc).

• Discuss the pros and cons of different types of flight (airplane vs helicopter vs jet, etc).

• Explore careers in this project area and explain why they interest you

Requirements

• Flyable models should be ready for flight (do not include fuel or engines); recovery systems should be in place and operative.

• Members should be familiar with safety codes in the 4-H curriculum or that accompany the kit.

• Rocket engines or batteries should be removed from planes after judging. 

Bicycle

Limit 2

Project Description

Ride for transportation, exercise or competition! If you like traveling, tinkering or racing, you probably like bicycling. Along with taking you from place to place using no fossil fuels, bikes can teach you about safety skills and keep you fit. Your bicycle project could be to take a bike trip, fix up a bike and document the process, plan a community bike race, or learn to ride a unicycle.

Exhibit Suggestions

• Exhibit showing built, restored, reconditioned or rebuilt bikes.

• Display showing types of bikes, parts of a bike, maintenance, traffic rules, bicycling hazards, city/county/regional bike or active transportation plans, how to wear a helmet, equipment used to teach others about bike repair or first aid, etc. 

• Documentation (such as slideshow, notebook, picture book, poster or film) of a bike rodeo or other bike event you helped with, or research on some other aspect of bicycling that was presented to a class, committee or service club.

Child & Family Development

Limit 2

Project Description

Share what you’ve learned about being self-reliant and responsible, how to handle emergencies and develop home-alone skills. Child & Family Development includes home safety, age-appropriate toys, nutritious snacks for children and how to create a poem, story or game.

Exhibit Suggestions

• Toy, game, puzzle, puppets, art/craft materials, etc., made from new or recycled/throw-away material.

• Babysitting kit/travel kit/rainy day kit.

• Original book, story, poem, song, play, cookbook, audio or video tape and narrative, activity book, safety manual for children.

• Scrapbook, photographs, items, reports, video, etc., on family heritage with description of what was learned about self and family.

• A creatively developed program and/or item used for or with a person with differing abilities (i.e. learning difficulties, physically impaired, etc.).

• Display exploring different types of families (nuclear, blended, single parent, childless, foster, etc). 

• An educational display explaining foster care/foster families in Minnesota 

• Display exploring resources for children alone at home (i.e. activities, games, kits). 

• An educational display about youth mental health. Explore strategies to help youth cope with stress, anxiety, etc. with busy bags, sensory bottles/activities, conversation tips, etc. 

• Display sharing your experience job shadowing an early childhood education provider, child care provider or another youth worker.

• An educational display with resources available to lower income families (i.e. WIC, Food Shelf, etc). 

Requirements

• Exhibitors should be prepared to discuss, in conference judging, the age and other characteristics of the child for whom the exhibit is intended and how the exhibit contributes to the child's growth, development, and well-being.

• If the exhibit is designed to be interactive with children, the item should be used with children before exhibiting and a photograph of this activity should accompany the exhibit.  Signs of use will not detract from the placing of the exhibit.

Civic Engagement (Citizenship)

Limit 2

Project Description

Share what you’ve learned about your community, how decisions are made, what issues exist in your community, and how to take positive action on those issues.

Exhibit Suggestions

• Highlight of community projects and/or civic engagement activities which you or your club completed under your leadership. Include plans of action as well as the impact of each.

• Describe your service project, which may include: how you identified the need in your community, developed a project to address the need, carried out the project, and reflected on the results.

• Illustrate how you’ve researched, reflected, and learned more about yourself, your family, and your friends. 

• Illustrate how you’ve researched, reflected on, and learned more about your community, its history, and how to be a good neighbor. 

• Illustrate how you’ve developed a tour of a local community, government or community agency; learned how government functions; and learned about police, fire protection, health, sanitation, safety, and tourism in your community.

• Different parts of the world, highlighting their history, government, and decision-making structures.

• Interview decision-makers in your community to learn more about their role.

• Explain how you organized and led tours in your towns, communities, courthouse or historic places.

• How the government works or the functions of various government agencies.

• Community organizations, agencies or service departments like fire departments, police departments, sanitation, tourism, etc.

• Complete a service project and share what you did and why you did it.

• Take a training (ie, Emergency Response, babysitting, CPR/First Aid) to help in your community.

• Food Partner Challenge digital story. 

Clothing & Textiles

All clothing exhibits will be judged on Saturday, July 18

Project Description

Have you ever dreamed about designing your own clothing or accessories? With a clothing and textiles project, you can learn the basics of design, or sewing construction and how to make simple clothing, accessories, home decor, or other non-clothing related items. Develop skills in design and fashion illustration, business and marketing, technology in sewing, and learn about careers in the textile industry, including how STEM meets textiles with “smart” clothing. Clothing and textiles isn’t always about fashion, either. You could sew your own shirt or pillow case, or you could purchase clothes someone else made to design a historical or original look. You could also try “upcycling” a garment by updating or altering a used piece of clothing (like turning an oversized t-shirt into a dress).

Clothing & Textiles exhibits should be finished, clean and pressed for exhibition. Exhibits can be used before showing, but should be cleaned before exhibiting. Garments and sewn non-garments should be appropriate for the skill level and experience of the exhibitor.

Constructed Clothing 

Limit 2

Exhibit Suggestions

• Include an information tag listing: pattern company name and number or inspirational photo for design, fiber content of fabric and care instructions.

• Constructed garment such as a blouse, shirt, top,  skirt, pants, sweatshirt, jumper, dress, outerwear, etc. 

• Constructed garment utilizing a fabric or technique new to the exhibitor, such as synthetic suede, active sportswear, micro-fibers, satin, etc. 

• Using tailoring techniques to construct a garment  

• Wearable art that can be included as part of the constructed garment.

• Educational poster or display on a clothing or textiles subject of your choice. Examples: career in industry, difference in fabric, how fabric is made, evolution of clothing, cost comparison, clothing selection, care of fabric, etc

• Garment mended, repaired or recycled, with color photo of original garment and explanation of steps used.

Upcycled Clothing

Limit 2

Exhibit Suggestions

• Significant alterations to a garment. Examples: oversized t-shirt made into a cinched t-shirt dress, altering the style of the garment, updating an old prom dress to make it current, etc.

• Wearable art that can be added to purchased garment.

Requirements

• An upcycled garment is one that is constructed from a previously worn garment that has been updated/altered in a way to produce a new garment.

• Colored photo of original garment and colored photo of new garment

Purchased Clothing

Limit 2

Exhibit Suggestions

• Additional information that could be included in 8 ½” x 11” binder:

  • Cost per wear

  • Cost comparison (construction vs. purchased)

  • Inventory of wardrobe (not including undergarments)

  • Educational facts about fabric in garment(s)

  • Additional photos showing ways it can be used in existing wardrobe

  • Accessories/shoes worn

  • Any other educational information not listed above

• Purchased garment such as a blouse, shirt, top, skirt, pants, sweatshirt, jumper, dress, outerwear, etc. 

• Pre-used garments not altered. Examples: thrift store, garage sale, hand-me-down, etc.

Requirements

• The purchased garment or outfit must be accompanied by an 8-1/2" x 11" binder with the following information:

  • Colored photo of member wearing the garment. Label photo with name, county, and color of complexion, hair and eyes.

  • Cost of garment and explanation of why garment was purchased

  • Fabric content and care of garment

  • Examples of ways it will be used in existing wardrobe 

  • Sale receipt and tags, if available

Fashion Revue 

Limit 1 exhibit per class - Constructed, Purchased, and Upcycled

Exhibit Suggestions (All Fashion Revue)

• Judging is on the overall completed look which includes the outfit, accessories and overall appearance

Requirements (All Fashion Revue)

• Participants may model any clothing they have constructed, purchased or upcycled as a part of their 4-H clothing project.

• Garments are required to be modeled during conference judging and fashion show.

Note: At State Fair, clothing exhibitors can use the same garment to participate in both fashion revue and the corresponding clothing & textiles project in the same year. Example: Constructed fashion revue exhibit can be judged in the constructed clothing area (or vice versa).

Fashion Show 

Thursday, July 23, practice 6:15 p.m. and show at 7:00 p.m., Barnyard (Free) Stage

Come watch our Fashion Revue project participants as they walk the runway and modeling garments they either made or purchased and paired with accessories. Don’t miss as the winners are revealed for the first time on stage! 

Communication - Non-Spoken

Judged on Entry Day, Tuesday July 21

Creative Writing

Limit 2

Project Description

Exhibits could include written short stories, poems, essays, play scripts, speeches, memoirs, social media posts, articles, blog posts, graphic novels, etc.

Exhibit Suggestions

• Series of original poems.

• An original short story.

• A children’s story or a story written specifically for young children, typically includes illustrations

• Series of social media posts or an article educating the public on a topic you are passionate about.

• An original graphic novel including characters’ dialogue, plot line and illustrations.

• A display on the different types of poems or your favorite author

• A display on “What is Creative Writing?”

Requirements

• Creative Writing exhibits should be an original written piece; if the work of others are quoted or included, be sure to include proper citation.  

• Display your work in a way that can be viewed by fairgoers (printed in a binder, written on a canvas, hung on a display, etc.)

• Exhibits longer than a page must be submitted electronically in advance to 4-H staff by July 15

Posters: 4-H Promotional/Informational Poster

Limit 5

Exhibit Suggestions

A poster promoting 4-H in general to various audiences; poster promoting a livestock species; poster educating the public on a livestock related topic.

 Requirements

• Display on poster board or tag board 14" wide by 22" high.

• Livestock posters will be displayed in the barns (judging will take place during static exhibit judging).

• Poultry and Rabbit posters are eligible to be displayed at the state fair.

Communication - Spoken

Judged Wednesday July 22 - sign up for a judging timeslot online on the Communication SignUp Genius Page!  In addition, if you want to perform your piece extra times throughout the fair to help us showcase 4-H projects to the public, you can sign up for as many times as you'd like on our Stage Performance SignUp Genius Page.

Presentations may be related to any project that the member is enrolled in or to any area of interest or expertise the 4-H’er has. Presentations may be an individual or team. Individual presentations shall not exceed 15 minutes in length and team presentations should not exceed 25 minutes in length.  

Demonstrations

Limit 2

Exhibit Suggestions

• Teaching others a project or activity such as taekwondo, making lemonade, slime, macrame, etc.

Requirements

• Demonstrations are an oral presentation that includes actually demonstrating the hands-on steps required to accomplish a task or process. This most often includes the use of physical objects and actual doing or showing. At the end of the Demonstration there should be something of a "finished product". Demonstrations may also include the use of supporting visuals like posters, charts or technology-based options like presentation software (i.e. MS PowerPoint, KeyNote, Google Slides). However, the focus of the Demonstration should be on the "doing", not the supporting visuals. Presentations may be an individual or team. Individual presentations shall not exceed 15 minutes in length and team presentations should not exceed 25 minutes in length.  

Livestock Demonstrations

Limit 2

Exhibit Suggestions

• Demonstrate how to care for an animal or prepare it for showing at the fair.

• Teaching others how to tie a halter.

• A talk on preventative or veterinary care for a species.

• Demonstrate how to tattoo an animal.

Requirements

• Livestock Demonstrations include: Beef, Dairy, Dairy Goat, Llama - Alpaca, Meat Goat, Poultry, Rabbit, Sheep and Swine and must include a live animal in the demonstration. Other demonstrations involving animals can be entered under the demonstration category. 

Presentations & Speeches

Limit 2

Exhibit Suggestions

• • A report on leadership lessons learned through a trip to Washington DC 

  • An educational presentation that explores sustainable energy options

  • A persuasive speech exploring Social Media effects on youth mental health.

• Interactive Demonstrations:

  • An interactive presentation that teaches the public how to do something. For example, teaching the audience an origami project where they follow along with your demonstration step-by-step and create the project with you.

  • An interactive yoga demonstration where you teach the audience various poses.

Requirements

• Presentations & Speeches are oral presentations that present an idea, concept, viewpoint or experience in an educational or informative format (not for entertainment or performative purposes). Presentations & Speeches often consist of interaction with supporting visual aids like posters, charts or technology-based options like presentation software (i.e. MS PowerPoint, KeyNote, Google Slides). Supporting visuals may include tangible items, but generally little or no activity takes place with the item. Presentations & Speeches may be an individual or team. Individual presentations shall not exceed 15 minutes in length and team presentations should not exceed 25 minutes in length.

Interactive Demonstrations

Limit 2

Exhibit Suggestions

• • An interactive presentation that teaches the public how to do something. For example, teaching the audience an origami project where they follow along with your demonstration step-by-step and create the project with you.

  • An interactive yoga demonstration where you teach the audience various poses.

Requirements

• Interactive Demonstrations are oral presentations that are continuous and include hands-on audience interaction/participation. Adequate supplies should be provided by the presenters so that all present can participate in the activity. Interactive Demonstrations may be an individual or team. Interactive Demonstrations are approximately 25-30 minutes in length but for both individual or team. Involving the audience in the process is the primary focus of Interactive Demonstrations and constitutes a major portion of the evaluation results.

• Note: 4-H’ers who complete a Public Presentation at the State Fair will receive a $30 cash award. These payments are made in October. 4-H’ers must be grade eligible to participate at the State Fair.

• Note: All members of a team must meet the State Fair age requirement to advance to the State Fair. 

• Note: 4-H’ers may bring one Livestock Demonstration, one Llama/Alpaca Demonstration and one Demonstration, Presentations & Speech or Interactive Demonstration to the State Fair. (This means one during Livestock Encampment, one during Llama/Alpaca Encampment and one during General Encampment). 

• Note: 4-H’ers that win a trip to the State Fair will be asked to submit a photo of them doing their demonstration to have on display.

• Note: Due to H5N1, poultry demonstrations with live birds cannot take place on the Barn Stage in the Cattle Barn at the State Fair, but can take place on the Moo Stage outside the Cattle Barn. The Moo Stage outside does not have a screen, so a slide presentation is not an option. If you have a poultry demonstration with live birds and a slide presentation, you will need to do your demonstration in the 4-H Building. 

Consumer Education & Money Management

Limit 2

Project Description

Share what you’ve learned about being a good consumer as you explore smart shopping, income and expenses, saving money, credit, and needs vs. wants.

Exhibit Suggestions

• A budget workbook, income/expenses graphs, impact of supply chains on consumers, savings plans, etc. 

• Junior exhibitors: a basic comparison of similar products with different pricing.

• Intermediate exhibitors: include additional aspects of products other than just price 

• Senior exhibitors: compare numerous components (nutritional value, cost per ounce, fabric content, longevity, etc).

Crafts & Fine Arts

Project Description

Express yourself, be creative and make an impression! It will be messy and fun as you work with all kinds of materials to create something that no one has seen before.  A fine art project is something you develop from your own ideas and imagination. A craft project develops from someone else’s ideas and can be easily replicated, modified and repeated by others. Whatever the project, a crafts and fine arts project teaches you skills, techniques and tools in drawing, painting, sculpting, printing, fiber arts ceramics, glass arts, graphic design, etc.

Crafts 

Limit 2

Exhibit Suggestions

• For a beginner, choose a project that teaches new techniques. For advanced, choose a project requiring masterful craftsmanship.

• Work directly from a kit, diamond painting, social media influenced/inspired, LEGO kits, model replicas, no sew/tie blankets, ceramic casts, paint by number, etc. 

Requirements

• Each exhibit will be evaluated on its individual merit as a craft/kit.

• Emphasis is on the creative process and the implementation of design elements and principles. The craft/kit exhibit develops from someone else's ideas and can be easily replicated, modified and repeated by others.

• All projects need to be presented in a finished manner.

Fine Arts

Limit 2

Exhibit Suggestions

• For a beginner, choose a project that teaches new techniques. For advanced, choose a project requiring mastery.

• Original work (no kits) in drawing, painting, sculpture, paint pouring, textiles, pottery, jewelry making, fiber art, quilling, etc

Requirements

• Each exhibit will be evaluated on its individual merit as an original fine art.

• Emphasis is on the creative process and the implementation of design elements and principles. The fine art exhibit should show proof that it is developed from the 4-H’ers own ideas and imagination. 

• All art objects must be appropriately finished. For state fair eligible: exhibits must be ready for hanging, displaying, etc. (i.e. wire or hooks on paintings, bases for 3 dimensional work, etc.)

Plastic Sculpture Challenge

Limit 2

Project Description

This project was created to build awareness and knowledge of both the positive and negative impacts of single use plastics and ways to recycle or repurpose plastic. It is also meant to empower 4-H youth to be actively involved as change agents in reducing use of single-use plastics and increasing recycling/repurposing, for their family, their club, their community, their country and their world.

Exhibit Suggestions

• Suggested materials to attach items together: zip ties, string, rubber bands, art materials, colorful duct tape, or electrical tape.  Strong adhesives (such as E6000 and Gorilla Glue) need to be used in a well-ventilated area with adult supervision. Safety note: melting plastic gives off toxic fumes. If using a glue gun, it is recommended to use a cool, “low temp” glue gun.

• Depending on the size and weight of your sculpture, you might consider adding wheels that lock in place or handles to your sculpture so it is easy to move. 

Requirements

• Exhibits can be created by individuals, teams or clubs.

• 4-H’ers of all ages are invited to explore the plastics issue and create an art sculpture with found plastics.  

• If a base is needed, it should be made out of thin wood, plywood, fiberboard, or similar material. 

• Sculptures can be any size with a maximum size of: 3 ft. wide x 3 ft. long x 6 ft. tall. 

• Must be made of clean (washed) plastics

• Must be multidimensional. Sculptures can be free-standing or should be ready for hanging for display (e.g. wires or hooks for hanging, on a sturdy, movable base, etc.).

• If you are unsure about any of these Guidelines, please consult your 4-H Extension Educator.  

• Sculptures must include an Artist Statement (50 words or less) with: 

  • Name(s) of Artists

  • Title of your sculpture 

  • A statement about what you created and why 

  • What materials you used.

  • What you learned and how will it change your use of single-use plastics

  • How others can reduce their use of single-use plastics

Note: Two exhibits from each county or tribal program will be selected for the State Fair. Note: State Fair Plastic Sculptures will be on display only. No judging will occur at the State Fair. Exhibitors will receive written feedback from a panel of judges.

Engineering Design

Limit 2

Project Description

Engineering design projects are the creation, building, or tackling of solutions. Key to these projects is employing the engineering design process to effectively develop solutions.

Exhibit Suggestions

• Using everyday items to build a simple machine to complete a simple task

• Using everyday items to create a product to solve a real-life situation

• Explore Engineering Design by using LEGO bricks to build and test creative solutions to real-world challenges or buildings

• Engineering a bridge – using everyday items to create a bridge to sustain 5 pounds of weight

• Engineering an amusement park ride - Use KNEX or other materials to design and build an amusement park ride

• Engineering a catapult/trebuchet – use everyday items to create a machine to launch a marshmallow a minimum of 3 feet

• Engineer a wind turbine to solve a problem (for example: using wind energy to lift a bucket)

• Explore careers in this project area and explain why they interest you

Requirements

• Provide a drawing of your design, including a description of the idea, problem or challenge being solved and an explanation of how the design process was used to develop a solution.

Exploring Animals

Includes Science of Animals, Livestock Posters

Limit 2

Project Description

Intended as an introductory project area for youth who have limited experience with livestock/animal science. This area is a pathway to more in-depth study of the animal.

Exhibit Suggestions

• Show or explain something 4-H’er made, did, learned, or may explore consumer issues, breeds or careers. 

• Exhibit of an animal being explored.

• Explore basic care & handling, basic feeding, basic housing, animal welfare & ethics, etc.

Requirements

• This area is for 4-H’ers who wish to learn more about a given species. Animal ownership is not required.

• Exploring Animals include: Beef, Dairy, Dairy Goat, Llama-Alpaca, Meat Goat, Poultry, Rabbit, Sheep or Swine.  

• Youth interested in cats, dogs, horses or other domesticated pets (guinea pigs, snakes, rats, etc) should see appropriate sections of the premium book.  

Note: For Science of animals Exhibits, State Fair trips will be judged during Livestock Encampment and 4-H’ers may exhibit both an animal (if awarded a trip from the county show) and a Science of Animal Educational Exhibit. 

NOTE: Llama-Alpaca, Poultry and Rabbit promotional and educational posters are an exhibit item at the state level and may be entered as a poster in each respective area.

Fishing Sports

Limit 2

Project Description

Share what you’ve learned about fish species, exploring habitats or trying different fishing techniques and equipment.

Exhibit Suggestions

• Fish identification. Describe the habitat and food needs of selected fish; develop a panel display explaining the life history of a fish; create a model or exhibit identifying the parts of a fish.

• Fishing Knots: Identify how and where each knot is used; fishing equipment which is made or repaired such as lures, fishing rods and reels, ice fishing rig, or other fishing equipment 

• Safety practices and techniques that are related to fishing (& ice fishing) or boating

• Examples of how water quality affects the fish ecosystem

• Display or diagram of aquatic habitats or invasive species

• Tactics to fish for various species of fish, techniques and equipment used 

• Cultural aspects of fishing

• Regional differences across the US/world. (Types of fish, environments, ways to fish, considerations)

• Research commercial fishing for food industry

• Explore careers in this project area and explain why they interest you

• Local Department of Natural Resources fishing regulations

Requirements

• If any lures or pieces are part of a display, ensure that pieces are secured and hooks are not going to be a safety concern (enclosed).

• Do not include live fish as part of the exhibit.

Food & Nutrition

Project Description

Everyone eats, but not everyone makes healthy eating choices. Learn how to pick healthy foods, prepare nutritious meals and make smart food purchases.

Foods

Limit 2

Exhibit Suggestions

• Food items such as: 

  • Bars & Cookies (no commercial mixes) 

  • Breads (no commercial mixes)

  • Cakes (no commercial mixes)

  • Pastries (no commercial mixes)

  • Gluten Free Baked Goods

  • Homemade Meal 

  • Other Homemade Food

  • Fun with Convenience Foods

  • Recipe Adaptation to Improve Nutrition 

  • Cake/Cupcake & Cookie Decorating

• Food science experiment

• Exhibit showing food and/or kitchen safety.

• Investigate food allergen of your choice

• Careers in the food industry

Requirements

• Exhibit may be food items and/or displays.

• Exhibitors should be prepared to discuss with the judge: recipes, references, information sources, methods, etc., as appropriate to that exhibit.

• Exhibits containing perishable foods, which may be discarded, must include a colored photograph of the food. Print the photo and recipe on an 8 ½” x 11” paper. 

Notes:

• If food safety is a concern, judges reserve the right not to taste and/or judge foods items.

Nutrition

Limit 2

Exhibit Suggestions

• One serving of nutritious food (vegetable or fruit dish, snack, bread, dairy, etc.).  Include an 8 1⁄2 x 11 poster showing nutritional value, recipe, and a photo of the food.

• Study of nutrients needed for yourself or someone else, using the dietary guidelines and MyPlate.

• Make a food or fitness plan for yourself or someone else and show how it relates to nutritional and energy needs.  (Example: an athlete on a volleyball team, a teen who doesn't have a lot of time).

• Adapt a recipe(s) to show healthier ingredient choices.

• Study of how physical fitness and/or food choices are related to disease (such as:  cancer, heart disease, osteoporosis, diabetes, etc.).

• Study of labels from similar food items, comparing important nutrient content like fat, fiber, and sugar.

• Explore nutrition-related careers 

Food Preservation

Limit 2

Exhibit Suggestions

• Suggested exhibits include one (1) jar or one (1) bag of product:

  • Vegetables or fruits

  • Jams, jellies, preserves, low-sugar spreads (no frozen)

  • Pickled products (fermented or added acid, including pickles, sauerkraut, relishes, salsa).

  • Meats, poultry and/or fish.  (Fish must be in pint jars.) Must be processed in a pressure canner. 

    • Note: Preserved fish count toward the limit that can be in your possession. 

  • Dried vegetables or dried fruits.

  • Dried herbs.

  • Beef or venison jerky.

• Learn about cottage food producer requirements in Minnesota

• Display about different methods of freezing foods

• Explore commercially available freezer bags to see which produces the best quality 

• Display about preserving foods that you’ve hunted and/or caught

• Research different methods for harvesting and preserving butchered meat

• Make a poster about making freezer jams/jellies

• Research illnesses you can get from improper food preservation

• Teach others about safe canning methods

• Display about canning equipment and its purpose

• Learn about preserving foods in a pressure canner

• Compare current food preservation techniques with those used in the past

Requirements

• Consult the authorities (University of Minnesota Extension/other state Extension publications, USDA, National Center for Home Food Preservation) and follow the recommendations for the year (or closest to) for all recipes, procedures, and processing times. Recipes from pectin packages, etc. are acceptable. 

• All food preservation exhibits must be labeled or have a note card that  includes county, name, grade, product, style of pack, processing method (boiling water bath or pressure canner), date, processing time, date processed and source of recipe. Pressure canned items indicate dial or weighted gauge and how many pounds of pressure used. 

• Jars must be heat-tempered clear glass canning jars, not commercial glass jars (i.e. glass mayonnaise jars).

• All jars must be sealed. Jellies and jams must be covered with lids.

• Use pint jars for fruit, vegetables, and fish; one-half pint jars for jams and jellies; 2- 1 pint jars or one quart jar for pickled products.

• No artificial food coloring should be added to entries.

• Dried foods may be stored in glass jars, self-sealing plastic bags or airtight plastic bags. The quantity of dried foods should be: fruits and vegetables 1/2 cup or more of each, herbs - 1/4 cup of each in whole leaf form, 3 strips of meat (i.e. venison or beef jerky).

• Foods must be preserved within the past year.

Food Revue

Limit 2

Exhibit Suggestions

• Exhibitors may bring to the county showcase experience: one item of food from the menu; a place setting which includes dishes, silverware, linens and centerpiece for the course in which food is served.

Requirements

• The display must be no larger than 30” square. 

• Food Revue will be judged on food and nutritional  knowledge, menu design/theme, table setting design, and cost information.

• Must include binder, which includes: Cover page, menu, cost, nutritional information, picture of place setting, picture of food, and one or more pictures of you in action preparing your meal. May also include a small poster of the menu, photo of exhibit, etc. May also include a recipe. 

• Note: the judge may or may not taste the food.

Global Connections

Limit 2

Project Description

Lessons on Global Citizenship are as close by as your local grocery store, library, highway or high school and can be as far away as places like Oslo, Nairobi or Hong Kong! Share what you’ve learned about exploring different cultures - including cultures in your own community, or around the world. Learn about similarities and differences in government, history, people, art, and/or traditions.

Exhibit Suggestions

• Explore your own culture. What are the important elements of your culture and how is it different from other cultures?

• Make a display of coins, stamps or postcards from other countries. How are they used? What is the meaning of the images on them? 

• Record an oral history interview with someone from another culture living in your community.

• Service learning: Teach English to non-native English speaking people. What did you learn from doing this? 

• Make a collection of foreign recipes and prepare them for others. Consider Hmong or Somali cuisine, or that of another Minnesota group.

• Develop a travel plan to a country of interest highlighting the important landmarks to visit and experiences to take part in.

• Prepare an exhibit of items, pictures, maps, charts, slides/tapes, drawings, illustrations, writings or displays that depict the heritage of the member's family or community or 4-H history.

• Illustrate what you have learned about a country’s or U.S. region’s geography, economy, agriculture, people, language, housing, culture, music, crafts, clothing, holidays or other aspects. 

• Pick a country to study, then look up which one of the fifty U.S. states has a similar population to that country. Create a presentation documenting the similarities and differences between the identified country and the state based on the following topics: 

  • Climate and weather

  • Culture and traditions

  • Food and cuisine 

  • Language

Health & Wellness

Limit 2

Project Description

Explore anything you want related to how we can stay physically and emotionally healthy. Learn how to be active, eat right, stay safe and teach others how to lead a healthy lifestyle.

Exhibit Suggestions

• Research and report on a health issue of your choice.

• Report on a community service project that you conducted or volunteered with that relates to a health issue or addresses a community need.   

  • Include objectives, audience, timetable, program description, materials, community support and evaluation. 

  • Examples might include food distribution centers, homeless shelters, vaccine clinics, blood drives, community run/walk events such as a 5K, 

  • Share the results of a service project you conducted in your community to address a health-related need. 

  • Make a personal connection with an organization or group working to address health disparities or health inequities in your community (for example, availability and access to safe and affordable housing). 

• Conduct a community health assessment for your county, tribe, city or school. What are they doing well to support people's wellbeing? What challenges have arisen? What solutions are they offering to support the community? What will you do now that you have this information?

• Research resources that are available to you in your community.  Does this provide information useful to you or your peer group?  What did you learn and do with the information?

• Organize a peer support group, conference, a seminar, a workshop, or a chemical-free party.  What is your goal in creating this group?

• Promote health through campaigns, activities, and events centered on specific health issues. 

  • Create a health day/week at school or arrange a health topic at your 4-H club meeting.

  • In collaboration with others (school, peers, etc.) develop an “anti-bullying” campaign to address Social Media Health.

• Create a Day in the Life Timeline to identify how you spend your day -

  • Where can you set goals to include more healthy practices such as mindfulness, fitness, movement, more fruits or vegetables, etc.? 

  • Share some ways you incorporate self-care and/or mindfulness practices into your daily routines. 

  • How do you manage schedules/Stress Management?

  • What steps do you take to ensure you are nourishing your body throughout the day?

• Create a video or musical production addressing a cause that’s connected to health and wellness. 

• Design a model of the human skeleton and label the bones or learn about other organs and systems of the human body

• How does fitness, motion, or athletics fit into a healthy lifestyle for you

• Careers in the health science industry

Home Environment

Limit 2

Project Description

The home environment project is about the physical environment of the home. You could learn about decorating, arranging furniture for ease of use and aesthetics, or how to landscape a garden space to make a cozy outdoor space.

Exhibit Suggestions

• Finished or refinished item, or reupholstered furniture with before and after photos.

• Repaired, restored, remodeled or upcycled item for the home.

• An article remade or reclaimed for the home with a link to the past, including history of use.

• Description, diagrams/photos, samples and cost of a redecorating or remodeling plan showing before and after.

• Item creation for the home - for appeal or for practical use.

• Home organization and functionality (i.e. make a spice rack).

• Environmentally friendly home improvements; assess energy efficiency. 

Requirements

• Members exhibiting in this project should be prepared to discuss how their exhibit applies to the home, how and where it is used or displayed, and all details of how it was made or selected. 

  • They should know about the subject matter of the specific exhibit, the materials used, how and why it was done, costs involved, and alternatives considered

• A photograph and details showing its place in the home environment must accompany exhibits that are items for the home.

• Pictures and wall hangings that are exhibited should be finished.

• Purchased kits are allowed to be used.

Horseless Horse/Horse Related

Limit 2

Exhibit Suggestions

Horse behavior, terms, and breeds; body parts; grooming, saddling and bridling; safety and equipment; horsemanship; judging and oral reasons; selection, training, and showing; horse breeding, genetics, and heredity; horse diseases and prevention; fencing, pasturing, and housing; horse-related careers; riding apparel and equipment.

Requirements

• Members who currently own or lease a horse should register for Horse Related. Members who do not own/lease a horse should register for Horseless Horse. Note: State trips awarded in these two project categories will be to the MN State Horse Show and can be taken in addition to a State Fair trip.

Horticulture

Limit 5

Project Description

Horticulture projects emphasize hands-on learning in the growth and care of plants, including annuals, biennials, perennials, houseplants, vegetables, fruits, and ornamental plants. Exhibits should demonstrate sound horticultural practices, plant health, and youth learning.

Flower Gardening

Exhibit Suggestions

• When exhibiting cut flowers, we suggest:

  • three stems of one variety of annual flowers, or

  • one stem of a hardy perennial, or

  • one stem of summer flowering bulbs, or

  • one blossom of a tea rose, or

  • one stem of a hardy shrub rose.

• Flower bouquet or arrangement on any theme.

• Display of dried flowers with a card explaining the drying method.

• My Flower Garden - Exhibit on poster board, not to exceed 22 x 28". Include a plan of the garden drawn to scale, the correct variety name and pictures (or photographs) of the flowers grown. Be prepared to discuss the process from soil preparation to blooming.

• Educational Exhibit showing the principles of propagation or reproduction, nutrition, culture and physiology (how a plant lives and grows).

• A display using a 4-H project kit showing how plants or vegetables absorb color and change their leaf color. 

Requirements

• Label each container according to kind or variety.

• Live plant material will be accepted if it can be maintained in a fresh condition with ease. 

• Plastic or silk flowers are note permitted - fresh, live plants only

• The exhibit must be grown at home or with a relative, or mentor (no store purchased flowers)

Indoor and Outdoor Gardening

Exhibit Suggestions

• Two or more varieties of house plants with common and botanical names.

• Terrarium or dish garden: consider the terrarium material of general terrarium plants of native and woodland plants of Minnesota.

• Educational exhibit showing plant propagation, plant history, forcing bulbs, the life cycle of a flowering plant, etc.

Requirements

• Indoor/outdoor living flowers and plants are to be exhibited in this area (including Fairy Gardens)

• Potted Plants:

  • Flowering plants should be in bloom.

  • Foliage plants should be in vigorous condition.

  • Plants should be grown in the exhibited container for at least one month prior to the fair.

• Plants In Hanging Containers:

  • Container for the plant should not be more than 10" in depth or diameter.

  • Maximum total length of hanger and plant should not exceed 4'

  • Evaluation will include appropriateness of plant for a hanging container, condition, arrangement, hanger to container to plant relationship, and plants being well established.

• Terrariums:

  • The terrarium may not exceed 24" in any dimension.

  • Terrarium should be planted four to six weeks ahead of exhibiting.

  • Members must be able to identify all plant materials in their terrariums and know why they were selected for use (quality, container and design).

• Fairy Garden:

  • Must include at least two types of live plants.

  • Gardens can be in an indoor container or outdoor display, with clear labeling of plant species.

  • Exhibits may include a brief written description (maximum 100 words) explaining the theme or story of the garden.

  • Plants should be grown in the exhibit container for at least one month before the fair. 

Landscape Design

Exhibit Suggestions

• A 3D model of a landscaping design (24x36 inches)

• A binder detailing the exhibit with photos, design, budget, key explaining certain pieces in the design, etc..

• A colored design of the layout with colors. Adding explanation of why certain colored plants and what they add to the design.

• Using a computer and designing landscaping, garden areas or new treeline development.

• A display about turf management of golf courses vs baseball fields and why certain types of grasses are used.

• Types of turf grasses for home use.

• Creating a landscape project for a nursing home, hospital or other places with people in care. Using plants or bird feeders for patient comfort.

• Discussion options of either annual or perennial plants used. 

• Pollinator gardens

Requirements

• Include a design (paper or 3D model)

• Itemization of supplies, plants, trees, grasses, rocks, bricks, pavers, gates/fences, structures, and other materials used in the design

• A budget

• If multi-year, describe the yearly benchmarks.

• Identify software or computer programs used.

• Mentions elements of landscape design such as: Balance, Focalization, Simplicity, Rhythm and Line, Proportion, and Unity.

Industrial Technology

Project Description

Use tools to build a project of your choice and develop skills in shop, metal work and woodworking.

Metal Work

Limit 2

Exhibit Suggestions

• Metal work is the creation of metal structures by cutting, bending and assembling processes. It is a value-added process involving the creation of machines, parts, and structures from various raw materials. Could also include a display on properties, uses, or processing of metals

• It is encouraged that youth provide a binder or supporting documentation about the work on the project - pictures of the process, statement of materials purchased or tools utilized etc.

Woodworking

Limit 2

Exhibit Suggestions

• Woodworking is the skill of making items from wood (or wood substitute/alternative product), and could include cabinet making (cabinetry and furniture), wood carving, joinery, carpentry, woodturning or other wood manipulation techniques. Could also include a display on properties, uses, or processing of wood or wood alternatives.

• It is encouraged that youth provide a binder or supporting documentation about the work on the project - pictures of the process, statement of materials purchased or tools utilized etc.

Note:

• Please contact 4-H staff if your project is an oversized exhibit. 

Mechanical Science

Limit 3

Small Engine, Tractor, Electricity

Project Description

Includes (but not limited to) automotive, implement, heavy equipment, recreation vehicle, small engine, tractor, electric, type of projects. Includes past projects of Electric, Small Engines and Tractor.

Exhibit Suggestions

An exhibit focusing on any mechanical science area such as (but not limited to) automotive, implement, heavy equipment, machine, recreation vehicle, small engine, tractor, electric:

• An educational display of some aspect of a machine or a piece of equipment use, operation, modification, repair, care, reconditioning, etc.

• An educational display on the history, purpose, technology or design of a machine or a piece of equipment.

• Engine that has been reconditioned or repaired.

• A device constructed by a member utilizing a powersource.

• Restoration of an engine, vehicle, tractor, machine or implement (body work and/or mechanical)

• Modification of an engine, vehicle, tractor, machine or implement

• If bringing an engine, vehicle, tractor, machine or implement as a project, consider including a binder or display outlining your project process from research to project completion.

• Diagram of wiring in your home/farm showing switch locations, fuse boxes, wire size, capacities, fuse sizes, total bulk wattage, appliance wattage, number of circuits, and type of wiring installation. 

• Explore careers in this project area and explain why they interest you

Requirements

• Motorized projects must adhere to safe building and operating design.

• Check space and transportation requirements for large exhibits with your local Extension Educator.  Large exhibits may be displayed outdoors

• Fuel must be removed from exhibits for display (fuel can be added for judging purposes, but then removed after judging for safety purposes).

• A colored wiring diagram or schematic must accompany all electric and electronic exhibits. Safety must be reviewed when working with electricity.

Natural Resources

Project Description

To include; Entomology, Environmental Science, Forest Resources, Geology and Water Resources projects

Entomology

Limit 2

Project Description

Share what you’ve learned with the study of insects and how they play a big part in our earth's ecosystem and food supply.

Exhibit Suggestions

• Projects can include but is not limited to life history displays (e.g. insect life cycle, honey production process, etc), scientific investigation (e.g. insect habitats or effects of environment factors on insects), insects in current events (e.g. pollinators, butterfly tagging, invasive species, protected or declining species), insects in our ecosystem (food source, roles in food production, behaviors, health or disease, etc)

• Live projects (e.g. bee or ant colony) 

• Utilize the scientific method to learn about insects. Remember to introduce the subject, describing the process (materials and method), predicting an outcome, stating the results, and discussing any conclusions. Get involved and share what you learned through citizen science projects.

• Collections- cases can be purchased through a variety of vendors or homemade. 

  • Specialty insect collection can include but is not limited to a collection of a single order (e.g. Coleoptera or Lepidoptera), a collection of immature insects, a collection of insects from a particular habitat (e.g. aquatic, forest, or prairie) or a collection of economic pests of a specific crop (e.g. insects attacking corn).

  • General collection- starter collection should have 10-20 insects, goal is to get to 50 species of adult insects representing at least 8 orders.  Each year add or replace insects.  A full 50 species case would be approximately 19" x 16.5" x 3" to 24" x 18" x 3".

Requirements

• Live projects (e.g. bee or ant colony) will be accepted if the project can be self-sustaining for up to 14 days without special care. A written report or journal should accompany the project. Pictures, drawings, charts, tables, or other figures may be used.

• Collection shall be contained in one  see through enclosed case. Arrange so that the case may be displayed in a horizontal position.  Place the project label on the lower right corner of the top.

  • Specimens must be collected by the exhibitor. Purchased insects are not acceptable.

  • Specimens must be properly pinned with insect pins. Small insects may need to be placed on cardboard points.

  • Specimens must be properly labeled.

    • The location, date, and collector must be included on the labels. County and state (and country, when applicable) are minimum location information that should be included. It is valuable to include the nearest town or township where the specimen was collected, the type of habitat it was collected from (e.g. on elm tree; on lake shore; indoors.), and the common name of the insect.

    • All labels should be visible so they can be read. Use a permanent ink marker, pencil or print labels from a computer.  

Exploring the Environment/Environmental Science

Limit 2

Project Description

Share what you’ve learned about the relationships and interactions of plants, animals, humans, and their ecosystems through the specific challenges they face and/or solutions they offer.

Exhibit Suggestions

• Environmental challenges, such as climate change, pollution, erosion, etc., describing the causes and their sources, its effect on people and other living things, and potential solutions. This could include news clippings and other media about an environmental issue that you care about.

• Phenology journal used to keep track of environmental changes throughout a season.

• Showcase your participation in an event such as a BioBlitz or naturalist program, or other citizen science project to collect data and/or raise awareness. 

• Complete a community map or assessment, to observe environmental needs and community assets.

• Vlog detailing hiking, camping, paddling, backyard, and other explorations/adventures

• A display or journal of Minnesota plants, insects, animals, birds or fish. Include pictures or drawings and information on habits, foods, and shelter needs.

• Collection of wildflowers growing near where you live or a place you visit.

• Experiments related to local environmental engineering and/or technology applications: such as urban design, pocket prairies, roadside management, eco-friendly buildings, etc.

• Pros and cons regarding a specific piece of environmental policy and/or management.

• Choose one living thing in the forest, field or stream and make a display to describe its ecosystem and/or the flow of energy throughout the ecosystem.

• Investigate an invasive, threatened, or extinct species in your area. Where do invasive species come from and is it considered invasive in its native area? What threatens them and what can be done about it? Why do species go extinct and as that happened in the area where you live?

Requirements

• Follow local or state policies for collecting, removing and/or transporting plants and other organisms

Forest Resources

Limit 2

Project Description

Share what you’ve learned about  the importance of trees and forests and find ways to help with conservation.

Exhibit Suggestions

• Identify the parts of a tree and what they do with a poster or collection of leaves, seeds, needles, etc.

• Show tree growth; annual ring cross-sections; make a seed collection.

• Prepare a report with drawings about your favorite tree--include name of tree, drawings or pictures of tree, facts and uses of the tree, and other appropriate information.

• Show layers of the forest; renewable versus non-renewable resources; forestry careers; leaf and twig identification; taxonomic keys; nutrient road maps.

• Forest ecosystem health such as succession; tree and forest measurements; fire's effect on the forest; how trees grow; forest types; harvesting methods; pathology of the forest, invasive species, human impacts on the forest.

• Photographic display or report on forest products or industries, including maple syrup production; wood products; Christmas trees or others (recreation, wildlife, etc.). 

• Woodland management such as policies created by the U.S. Forest Service or specialized design including shelterbelts/windbreaks and urban forestry. 

• Human health benefits from trees, and what role trees play in global ecology.

• Organize or take part in a mass tree planting and calculate the amount of carbon that will be offset

• Explore the history of forestry through the lens of indigenous practices or the effects of treaties. How have these relationships impacted people and landscapes? 

Requirements

• Follow local or state policies for collecting, removing and/or transporting plants and other organisms

• Specimens should be mounted on cardboard or other sturdy material.

Geology

Limit 2

Project Description

Share what you’ve learned about geologic earth structures or features and materials used to make everyday objects.

Exhibit Suggestions

• Display of rocks, minerals, gemstones, a rock plate; can be displayed in an egg carton for younger youth, or in a display case as youth progresses in the project; include in the display, labels of specimen name and location collected.

• Rocks, minerals, or fossils from within Minnesota or on a definite theme such as metamorphism, weathering, quartz minerals, ores, or a theme of your own choosing.

• Polished rock specimen; include an unpolished specimen of each rock type for comparison.

• The "science how's and why’s" dealing with the principles of geology and natural earth sciences.

• Explain the three main rock types (Igneous, Metamorphic, Sedimentary) include examples of each.

• Model of a geologic earth structure or feature such as volcano, mountain range, plate tectonics, earthquake, cave, glacier.

• Timeline of geological time scale.

Water/Wetlands/Water Resources

Limit 2

Project Description

Share what you’ve learned about how to protect wetlands and water quality, and how we depend on our state's wetlands

Exhibit Suggestions

• Demonstrate water’s unique chemical/physical properties, such as how heat and salt affect water density or how a wetland ecosystem changes throughout the seasons

• How water is necessary for life, such as a display on water/wetland ecosystem services like filtration or nutrient cycles from plants

• How water connects earth systems like a poster displaying your local water cycle or watershed

• Research your local water body’s thermoclines or nutrient cycles

• How water is used by people, such as:

  • A record tracking your family’s water footprint at home, or

  • A model showing stormwater runoff, or

  • A map showcasing water accessibility or insecurity in a specific region of the world

• Water/wetland resource management measures like erosion control practices, and terraces, or a map of local, regional, state, or global water bodies and water quality.

Requirements

• Follow local or state policies for collecting, removing and/or transporting plants and other organisms

Needle Arts

Limit 2

Project Description

Make it yourself! Use your creativity and skill in knitting, crocheting, embroidery or counted cross stitch to make a unique sweater, scarf or other creations. 

Exhibit Suggestions

• Any item made by the member using the techniques of knitting, crocheting, embroidery and crewel, counted cross stitch, needlepoint, hardanger, weaving, appliqué, latchhook, tatting, hand embellishments, felting, hand embroidery.  

• Consumer Product Analysis:  Comparison and evaluation of materials, supplies, or accessories used for a needle arts technique.

• Poster or display showing how needlework product is or could be priced, advertised and marketed.

• Poster or display comparing different techniques of a particular needle art (ex. different felting techniques, different stitches).

• Poster or display showing how to care for your project supplies (ex. storing, organizing, cleaning). 

• Historical/Cultural Study:  Story, poster, or display about a needle arts heirloom from your family or local history museum. Exhibit must include information about how item should be preserved.

Requirements

• This project area is for projects created using a hand needle, hook, shuttle or loom.

• Each exhibit must include a consumer information tag, if appropriate, with the following information: pattern name and source, fiber content, and care instructions. 

• Exhibitor should be prepared to discuss techniques, fiber content, care instructions, and cost. Exhibitor is encouraged to bring instructions, pattern, or other educational sources used. 

• Projects must be finished and ready to display. If an item is framed, a wall hanging, or to be displayed on a wall, it should be finished and ready to hang.

• Project kits are acceptable in this project area. The project must meet all other requirements.

Non-Garment

Judged on Entry Day, July 21

Limit 2

Exhibit Suggestions

• Non-clothing sewn, constructed item. Examples: simple home or clothing accessory item such as a pillow, apron, book bag, belt, placemat, gym bag, sewing kit, etc.

• Non-clothing article using a pattern or your own idea.

Requirements

• Include an information tag listing: pattern company/kit name or source, fiber content of fabric and care instructions.

Pets

Limit 2

Project Description

Which pets would fit into your family? How could you be an excellent caretaker? Learn about a variety of small pets, such as cats, dogs, birds, guinea pigs, iguanas, snakes or frogs.

Cats

Exhibit Suggestions

• Educational display explaining cat care, health, nutritional needs, etc. 

Dogs

Exhibit Suggestions

• Educational display explaining dog diseases, breeding, training, caring for dogs at humane society, information about therapy dogs, etc.

Pets

Exhibit Suggestions

• Educational display explaining pet care, health, nutritional needs, etc.

Photography

Project Description

A photography project is about learning both the art and science of photography. Photography is the process of capturing light with a camera to create an image. So many devices have cameras; a point-and-shoot camera, your cell phone, tablet, drone, and more. 

Photography can be not only a way to capture images, but also to express and share ourselves with others. What do we mean? The photography project will help you learn your own answer to that question! 

Requirements for all photography

• All photos exhibited must have been taken/produced/enhanced by the exhibitor during the current year. 

• Stock photos are not allowed

• The exhibitor’s name, club, county and exhibit class should be clearly printed on the back of the exhibit.

• Unaltered 4”x6” photos must be attached to the back of any exhibit

• For safety, picture frames or glass are not allowed

• Exhibits with multiple photos should use 4”x6” prints - multiple photos should be displayed on a board (see below for board information)

• Enlarged photos should be 5”x7” or 8”x10”

• Photos should be mounted on a mat board, foam board, or poster board using neutral colors (white, tan, gray or black). Do not use construction paper, cardstock, colored paper or wrapping paper. Photos should not be mounted on any type of flexible/bendable paper.

• Use a 14” x 22” board for 5 or more photos in an exhibit. Cut smaller boards for enlargements

• Exhibits should reflect the appropriate size for the item designed, e.g. the photos used for an ornament, a calendar, a poster, or brochure would require different sized photographs.

• Learn how to prepare your photos for the fair 

  • Video Tutorial z.umn.edu/4HPhotoPrepVideo  

  • Slideshow Tutorial z.umn.edu/4HPhotoPrepSlideshow 

Notes for all photography

Equipment: Use any device capable of capturing a photographic image to be printed: digital or film camera, cell phone, tablet or drone. A computer, phone or tablet is required for photo manipulation.

Note: Supervision of the drone operator is important until they understand not only how to use a drone but also understand the etiquette and rules for using the drone. For information visit the Federal Aviation Administration on unmanned aircraft systems 

Photo/Video Release Form - Use this form when including any person in your photo that is NOT in 4-H. This verifies that the subject has agreed to have their photograph taken. Keep this signed form in a file. Here is a link to the Photo & Video Release form in English (z.umn.edu/photo-release-english), Spanish (z.umn.edu/photo-release-spanish), Hmong (z.umn.edu/photo-release-hmong) and Somali (z.umn.edu/photo-release-somali).  

This presentation (z.umn.edu/intro-to-photo-manipulation) explains what the difference is between elements and manipulation, software options and information on how to talk to a judge. 

State Fair photos, examples of Photo Manipulation (z.umn.edu/mn4hmanipulatedphotos)

Digital art should be entered in Crafts & Fine Arts, not photography.

Elements of Photography

Limit 2

Project Description

This exhibit will focus on what makes a good photograph (composition, light, shutter speed, color, depth of field, leading lines, etc). Only select whole image edits or modifications are allowed in post-production. Post-production is any adjustment made after the photo is taken using editing software. Allowed whole image edits must be applied to the entire image and not specific areas of the photo. Allowed whole image edits include:

• cropping 

• exposure correction

• color saturation

• contrast

• sharpening

• conversion to black & white

On-camera filters: a physical filter that attaches to the camera lens (neutral density, polarizer, various colors, etc) are allowed.

Exhibit Suggestions

• Photo Story:

  • Show a town’s history or a family history. This could include photos of historic buildings, old photos copied from the historical society or library, family or individual portraits, etc.

  • Develop a documentary of another of yours or a friend’s 4-H project or of your 4-H club’s community service project

  • Document environmental issues such as the plight of pollinators, pollution, soil erosion, or the steps taken to improve the environment

  • Present a day in the life of – farm or city youth, a local professional person such as a school nurse or a firefighter, law enforcement office, or other interesting personality

  • Exhibit a series of photos on how to make or do something

• Common Theme or subject:

  • Display a series of 3 to 7 photos of a common subject such as people, buildings, landscapes, animals, seasons, action, nature, weather, close-ups, etc.

• Showcase a Photographic Elements:

  • Display a series of 5 to 7 photos that illustrate some photographic element such as composition, lighting, shutter speeds, depth of field, color, contrast, cropping, etc. 

• Panorama:

  • Show a single image created in camera or a triptych (set of 3 photos intended to be used together) of several images created by moving the camera. A triptych may consist of separate images that are variants on a theme, or may be one larger image split into three.

Photo Manipulation

Limit 2

Project Description

This exhibit will focus on using photography to show creatively edited photos and how photography is used in everyday life. Software editing is required for this category and may include:  

• layering

• all digital filters (except black and white) 

• creative coloring

• removing or adding objects

• text additions, etc.

Entries in this category must involve editing with software such as Photoshop, Lightroom, IPhoto, Picasa, Gimp, Picmonkey, Pixi, Microsoft Publisher, etc. 

Suggested softwares (all can be used on Android, iPhone, and iPad): Snapseed (easy to use and does a nice job), Adobe Photoshop Express (good option for those wanting to grow into Photoshop), Pixir (2nd to 6th grades only), PicsArt Photo Studio (powerful photo and video editing app).

Please view the Introduction to Photo Manipulation (z.umn.edu/intro-to-photo-manipulation) slideshow for specific examples and explanations.

Stock photos are not allowed. A stock photo is a photo taken by another person (not yourself) who has licensed their photo for specific uses by others. All images used in photo manipulation exhibits must have been taken by the exhibitor. For example, you may not include an image of space taken by NASA as the background of your photo and if you want a shark inserted into your composite image, you must take a photo of a shark yourself, not import one from another website.

Exhibit Suggestions

• Composite Photo: Multiple images combined into one image

  • Panoramas (overlapping areas of several photos and stitching them together in post-production)

  • the same person in multiple places within the photo

  • replacing the sky

• Single Source Image Manipulation

  • acne removal, eye enhancement, teeth whitening, etc.

  • selective color manipulations (i.e. converting everything to black and white except items that are the same color red)

  • apply digital filters (other than black and white)

  • removing distractions in the background, etc.

• Photo Series:

  • Make a series of 5 to 7 digitally edited photos that illustrate a common theme such as environmental issues, plight of pollinators, how to do something, etc.  

• Enlarged Photo:

  • Show a 5”x7” or 8”x10” print that has been digitally enhanced and illustrates software skills. An unaltered 4 x6” print must be attached to the back of the exhibit.

• Publications:

  • Show calendars, brochures, posters that are created using computer software

• Photo Novelties:

  • Display mugs, puzzles, blankets, or other media on which photos have been printed

• Slide Show:

  • Make a compilation of photos with titles, voice-over or background music.  For judging, exhibitors can show their exhibit on a 14” x 22” poster board, computer or tablet.

Plant Science

Limit 10

Project Description

Plant Science projects focus on hands-on learning in plant growth and management, including agricultural technology, row and specialty crops, and weed and pest identification and management, with exhibits demonstrating sound practices, plant health, and youth learning.

Agricultural Technology

Exhibit Suggestions

• A display or presentation highlighting the technology used in agriculture such as GPS tools, drone use, implement technology, yield mapping, genetic engineering, seed traits, agricultural chemistry, precision agriculture, on-farm research, side-by-side trials, etc.

• A drone showcase explaining precision agriculture

• A display demonstrating automated tractors

Corn/Soybeans/Small Grains

Exhibit Suggestions

• A jar or clear container (equalling 8 cups) of shelled corn.

• A display of ears of dent corn, consisting of 6-10 ears of corn of the same variety.

• A bundle of corn stalks, consisting of stalks of the same variety.

• An educational display illustrating corn’s plant reproduction, different types of corn, plant growth factors, plant characteristics, plant part identification, growing and using plants, plant growth and food production, examples of a plant disease, etc. 

• A display using a 4-H project kit (a corn stalk growing out of a five-gallon pail). 

• Tallest Stalk of Field Corn 

Requirements

• Crop must be grown on a farm with which you have a relationship with the producer and have interviewed the producer about the growing process. Crops must have been grown in the current or previous growing season.

• Include an information card listing the variety, soil, and agronomy information of the crop if the exhibit is a crop sample.

• Be familiar with crop input costs and the growing process.

Forages

Exhibit Suggestions

• A dried sample, in a 3-5 inch tied, dried bundle, clear container of ensiled forages or in a sample 4-6 inch slab of a bale of forage. Forages include alfalfa, warm-season grasses, cool-season grasses, sorghum, native grasses, silage, etc. It is recommended that a sample analysis of your forage accompanies the sample.

• An educational display illustrating one of the following ideas: nutritional analysis of feedstuff, plant reproduction, plant growth factors, plant characteristics, growing and using plants, plant growth and food production, examples of a plant disease, etc.of forages.

• A display using a 4-H project kit (grass grown in a container showing how forages are grown). 

Requirements

• Crop must be grown on a farm with which you have a relationship with the producer and have interviewed the producer about the growing process. Crops must have been grown in the current or previous growing season.

• Include an information card listing the variety if the exhibit is a crop sample.

• The sample could be in a clear plastic container or a large clear plastic bag.

• Be familiar with crop input costs and the growing process.

Plant and Soil Science 

Exhibit Suggestions

• Take soil samples and compare soil analysis (soil analysis can be done by obtaining kits at your local Extension Office).

• An exhibit showing different varieties of cover crops, etc. (seed or plant)

• A plant life cycle exhibit highlighting the growth of a plant from seed to a mature plant.

• A display using a 4-H project kit

Specialty Crops

Exhibit Suggestions

• An adequate sample of a specialty crop such as sugar beets, edible beans, black beans, kidney beans, field-produced sweet corn, peas, carrots, potatoes, popcorn, etc. Dried products should be in a jar or clear container (equalling 8 cups); fresh products on a plate or flat box. 

• A dried sample, in a 3-5 inch tied, dried bundle of the same variety.

• An educational display illustrating one of the following ideas: plant reproduction, plant growth factors, plant characteristics, usage of plants, plant growth, food production, examples of a plant disease, etc. of a specialty crop.

• Tallest Sunflower (bring an exhibit of your tallest sunflower stalk with a sunflower head on it).

Requirements

• Crop must be grown on a farm with which you have a relationship with the producer and have interviewed the producer about the growing process. Crops must have been grown in the current or previous growing season.

• Include an information card listing the variety  if the exhibit is a crop sample.

• Be familiar with crop input costs and the growing process.

Weeds & Pests

Exhibit Suggestions

• A display or presentation highlighting any current pests in agriculture or horticulture. Could include their life cycle, prevention or treatment, their impact on the plant, etc.

• A weed display or book identifying different weeds in agriculture or horticulture. Highlight one weed in-depth, a class of weeds (such as grasses or broad leaves) or a collection of different weeds. Could include identification details, life cycle, weed control, the impact on crop production, etc.

• A display, book or poster identifying insects that are harmful to crops or other plants. 

• Note: Do not include live or dried noxious weed samples in your display. If you are bringing in a sample of weed seeds, put it in a sealed container. 

Quilting

Judged on Entry Day, July 21

Limit 2

Project Description

Quilting is the term given to the process of joining a minimum of three layers of fabric together either through stitching manually by hand using a needle and thread, or mechanically with a sewing machine or specialised longarm quilting system. (Wikipedia)

Exhibit Suggestions

• A quilted item, any finishing technique acceptable. Examples: potholder, table runner, doll quilt, bed-sized quilt

• Repair, repurposing, or re-design of a previously finished quilt. Example: an heirloom quilt with significant repairs or turned into another quilted item.

• A display on a quilting topic of your choice. Examples: the history of quilting/quilting patterns, a comparison of different fabrics or threads, different types of quilting notions and tools, piecing techniques.

Requirements

• Attach an index card which includes: pattern name and source, fiber content of fabric & batting, and care instructions. 

• Finishing techniques may be machine quilted, hand quilted or hand tied. If not quilted or tied by the 4-H’er, exhibitor must state who tied or hand/machine quilted the final project.

• Techniques used, size, and difficulty of the project should be based on the exhibitor’s sewing/quilting experience level.

Safety

Limit 2

Project Description

The safety project is about keeping yourself safe and helping others stay safe, too. 

Exhibit Suggestions

• A First Aid or Childcare Kit with explanations for the items you included.

• A Public Service Announcement and/or social media toolkit to promote a safety topic of your choice.

• List tips for being safe when home alone, such as emergency numbers to call, safety while preparing snacks, keeping doors locked, etc.

• Attend and report on a safety program such as farm/livestock/animal, fire, food, firearms, ATV, watercraft, wilderness/outdoor, traffic, bike, personal, online, sun/skincare or others.

• Interview a safety professional and showcase their advice.

Requirements

• Abide by local, state and federal laws regarding your safety topic 

Science Inquiry

Limit 2

Project Description

In this project area, 4-H youth build confidence in doing science by exploring questions and finding answers. They follow a step-by-step process (called Science Inquiry) to satisfy their curiosity, learning more about something they can observe or experience.

Exhibit Suggestions

• An exhibit you presented at a local science fair

• Exploration of the physical properties of slime using different materials/recipes to make slime

• Types of bird feeders you used to determine if there is a preferred bird feeder type in your backyard

• Different types of frogs you found in a pond as you investigated the difference in the frog species in the spring and the frog species in the summer

• Different types of treats and the data you collected as you explored how your dog responds to different treats during training

• Results of your investigation of different types of sunscreen to see their effects on UV beads

• Different water filtration systems you tested and the results you analyzed to identify which one resulted in the cleanest water

• Rock candy created as a result of investigating how the concentration of sugar affects crystal growth 

• Test how different light sources, soil types, or fertilizers affect plant growth. Show your research question, method, and results with photos or samples.

• Which natural substances make the best cleaners?

Requirements

• Include the question, issue, or happening being investigated

• Include a description of how a science inquiry process was used to help understand the happening being investigated or studied

•  Explain each step followed during the science inquiry process.

Scrapbooking

Limit 2

(Top overall project will earn a self-determined State Fair trip.) 

Exhibit Suggestions

Archival books will be judged on quality of materials, use of archival techniques, and preservation of family history or personal memories. Artistic books will be judged on quality of work and use of artistic techniques and design principles.

Requirements

• Any size scrapbook with at least ten pages.

• Scrapbooks will be available for public display; use page protectors.

• Books may contain one or more subjects, and will not be judged on quality of photographs.

Self-Determined

Limit 2

Project Description

The Self-Determined project area is intended for those projects that might not fit within other categories and for those learning experiences that members select, plan, and manage on their own. It is distinct from learning experiences determined or guided by others (e.g. school work, club-determined projects). This is not a “catch-all” category but rather is focused on intentional self-directed learning. Members should be able to describe what they did, how they reflected on it, and how they applied what they learned. 

Exhibit Suggestions

• A portfolio describing the selection, planning, and management of a service learning project and what the member learned during the experience.

• A trifold display made as part of a school assignment with the addition of an accompanying journal describing the process of developing the display and capturing reflection on learning during completion of the assignment

• A photo collage capturing the experiences and stages of development of an event planned and facilitated by the member either individually or as part of a team

• A video or digital blog capturing the “behind the scenes” work, reflection, and application of concepts done by an individual member while working as part of a team on a project or assignment A lego creation (not a kit) intended to include some deeper thinking and learning that is not encapsulated in any other project, requiring the exhibitor to create their own learning path.

Requirements

• A self-determined project will be judged primarily on the self-guided learning experience. While the artistry and craftsmanship of the exhibit itself will be considered, emphasis will be placed on the selection and identification of the self-guided learning experience and the ability of the member to convey the experience and what was learned from it. If the member wishes to be judged on the exhibit’s craftsmanship or artistry, the exhibit should be entered within the appropriate project area (e.g. a project in seed art should be submitted within Crafts and Fine Arts project area if looking to be judged on the quality of the final product and the process and learning associated with its assembly).

• Exhibits consisting of projects or assignments done for school or other organized learning environments must indicate how the member went above and beyond the requirements of the assignment/project and individualized the learning to meet their own goals and desired outcomes.

• Exhibits may be submitted by individuals or teams. A team may consist of not more than three (3) individuals. Team members will be judged collectively.

• To be eligible for State Fair, the member(s) must be able to discuss the process of selection, planning and management of a self-determined learning experience.

Shooting Sports

Limit 2

Project Description

Share what you’ve learned about ethical behavior and responsibility when it comes to shooting sports and equipment.

Exhibit Suggestions

• Safety techniques applied to shooting activities (e.g., range commands and range safety, eye and ear protection, cleaning a firearm, dressing for safety-first aid, survival skills, etc.).

• Shooting Skills (e.g., basic safety rules, basic parts and functions of each piece of equipment, care and maintenance, accessories, position, etc.).

• Design and create shooting sports equipment (e.g., pellet stand, kneeling role, target stand, quiver, etc.)

• History and nomenclature of firearms.

• Sportsmanship: Ethical behavior and responsibility.

Requirements

• No explosive materials are allowed. Arrow tips or broadheads should be removed for display but may be included as part of the judging experience if secured for safety. 

• Exhibits including firearms & bows must be sporting varieties only. Exhibitors must include a color photo of the item to be left on display - bows and firearms will not be left on display. The photograph should be taken prior to the county fair and attached to the display. 

• MN and 4-H regulations for handling and storing firearms must be followed. 

Technology

Aquatic Robotics, Computer, Robotics

Limit 4

Project Description

Share what you’ve learned about Aquatic Robotics, computers, or robotics — such as programming, building,3D printing or operating robots — and create a 4-H fair exhibit to show what you’ve discovered.

Exhibit Suggestions

• Robot (Examples: Edison, EV3, WeDo, Osmos, VEX (or other types of robotics)); (Have a photo of the robot if you do not intend to leave the robot on display)

• Display the robot using diagrams of programming, photos, booklets, etc

• Video of robot in action

• Exhibit an ROV (Remote Operated Vehicle); show the use in identifying Aquatic Invasive Species (AIS) and providing education

• Explain the foundations of computers and explore how computers work for various projects. 

• Build a robot with labels describing how it works and/or accompanied with a binder of how it works

• Share software you created and how it works 

• Learn about cyberbullying and explain prevention techniques

• Share about a robotics class you participated in and what you learned 

• Create an educational app. Show how you planned your app by including sketches, wireframes, or screenshots, and explain how it helps users learn.

• Explore careers in this project area and explain why they interest you

• Design computer hardware/software

• An object made using a 3D printer

Requirements

• Include description, images/photos needed to assist with verbal or written description

• Description(s) can be verbal or written

• Computers, smartphones, tablets, etc. can be used during the judging process

• Remove batteries from technology exhibit after judging 

Vegetable, Fruit, and Herb Gardening

Project Description

Exhibitors showcase their vegetables, fruits, and herbs, demonstrating their gardening techniques and an understanding of plant growth and care.  See the Preparing Vegetables for Exhibit Guide for more information on getting your exhibits ready for the fair. 

Fruit

Limit 2

Exhibit Suggestions

• Fruit should be brought in an appropriate size clear container for displaying fruit. 

• Display showing a comparison of several varieties of the same fruit (labeled); display using a branch to illustrate proper pruning of fruit trees and explaining the process; illustrate the many uses of fruits (fresh, jams, juices, cooking, baking, salads and recipes); illustrate the use of fruits as natural dyes.

• Educational display illustrating diseases (actual specimens) or insects (actual specimens) and methods of control.

Requirements

• If displaying a fruit sample, the exhibitor should bring 4-6 items of one variety of fruit.and include an information card listing the varieties of fruit.

• The exhibit must be produced at home or by a close relative. Cannot be store purchased. 

Herb Gardening

Limit 2

Exhibit Suggestions

• Educational display showing some aspect of raising or using herbs.

• An herb container garden planted in a tub, pot, or planter.

• A dried sample of herbs you have raised, harvested, and dried (in an airtight container)

• A display using a 4-H project kit (growing a variety of herbs in a container).

Potatoes

Limit 2

Exhibit Suggestions

• Display a box (fruit crate size) or clear Rubbermaid container of potatoes that contains all the potatoes in that hill (all the potatoes one plant produced) 

• Display a box (fruit crate size) or clear Rubbermaid container of 6-10 potatoes from one or two hills of the same variety of potato.

• Educational display illustrating diseases and control, methods of mulching and reasons, causes and effects of sun-scald.

Requirements

• If displaying a potato box (fruit crate size) or clear Rubbermaid container, you need 6-10 potatoes of the same variety or 2-3 varieties (this year’s crop) similar in size to the variety identified on an information card. 

• Be familiar with crop input costs and the growing process.

• The exhibit must be produced at home or by a close relative. Cannot be store purchased. 

Vegetable Container Garden Exhibit

Limit 2

Exhibit Suggestions

• Showcase your gardening skills by growing a thriving Vegetable Container Garden. THis exhibit challenges 4-H’ers to design and maintain a productive garden in a container, perfect for small spaces.

Requirements

• Must include one type of vegetable grown in a container.

• The container should be portable and have proper drainage.

• Judges will assess plant health, variety selection, creativity in design and overall presentation.

• Exhibits may include a brief written description (maximum 100 words) detailing the plant choices, care methods and any unique features of the garden.

• Plants should be grown in the exhibit container for at least one month prior to the fair.

• A themed herb garden with multiple plants would be accepted in this category. 

Vegetable Gardening

Limit 4

Clarification: Vegetable Variety is either Large, Medium or Small 

Exhibit Suggestions

• A box (fruit crate size) or clear rubbermaid container used to display vegetables.

Requirements

• Label vegetables with proper variety names on an information card.

• When exhibiting a collection of vegetables, the collection should include six different kinds of vegetables (For example:  1 large variety + 3 medium varieties + 2 small varieties) 

• 6 different vegetable specimens for this exhibit choosing any combination of the following:

• One large vegetable specimen (cabbage, squash, melon, pumpkin, cauliflower, etc.)

• Three different medium-sized vegetable specimens and 3 of each specimen (tomatoes, onions, peppers, cucumbers, kohlrabi, carrots, beets, turnips, etc.)

• Two small vegetable specimens and 6-12 of each specimen (green beans, peas, lima beans, etc.)

• Potatoes may not be included (enter under the Potato project).

• The exhibit must be produced at home or by a close relative. Cannot be store purchased. 

Vegetable Plate

Limit 4

Clarification: Vegetable Variety is either Large, Medium or Small 

Exhibit Suggestions

• On a disposable plate, display an example of ONE vegetable variety.

• Examples of individual variety on a plate include:

  • Large-sized vegetable specimen: 1 sample (cabbage, squash, melon, pumpkin, cauliflower, etc.)

  • Medium-sized vegetable specimen: 3 of each specimen (tomatoes, potatoes, onions, peppers, cucumbers, kohlrabi, carrots, beets, turnips, asparagus, etc.)

  • Small sized vegetable specimen:  6- 12 of each specimen (green beans, peas, cherry tomatoes, jalapenos, lima beans, etc.)

Requirements

• Label vegetables with proper variety names on an information card.

• Only have one vegetable variety (Large, Medium or Small) on the plate. (For example: Variety is Medium sized - three onions).

• The exhibit must be produced at home or by a close relative. Cannot be store purchased. 

Veterinary Science

Limit 2

Project Description

Share what you’ve learned during an in-depth exploration around veterinary science topics.

Exhibit Suggestions

• An exhibit focused on technology or industry advancements in veterinary science

• An exhibit on diseases of animals focusing on the history, management, prevention, etc.

• An exhibit on use of different medications in veterinary science focusing on dosage, records, implications of use,  impact on the industry

• An exhibit focused on surgical and nonsurgical procedures used in veterinary medicine (spaying/neutering pets, embryo transfer, wellness visit, etc.).

• An exhibit focused on careers in veterinary science exploration (such as job shadowing, interviews and opportunities)

• Create a 3-D model of the skeletal system of the animal of your choice

Video and Filmmaking

Judged July 22 with Communication Judging

Limit 2

Project Description

You can use videos in your daily life, for school projects or in a future career. Videography is art, communications and technology together. Becoming good at making videos teaches media literacy—the ability to fully understand media messages that come at you every day.

Exhibit Suggestions

• Showcase various video/film techniques 

• A selected subject.  Include a short storyboard or outline

• Illustrate how a video/film camera works, or how to care for video/film equipment, illustration of computer video/film creation, etc. 

• A video/film made by blending computer technology and traditional camera created video/film.

• A video/film using data from trail camera or time lapse camera (stop action video) or drone with attached camera (see note related to drone use).

• A video/film using Claymation, dolls, Lego for stop action

• Document environmental issues such as the plight of pollinators, pollution, soil erosion, or the steps taken to improve the environment

• A short documentary on a family member or interesting member of your community

• A trailer for a movie or event (can be fictional)

• A story that you tell using your friends and family 

• A commercial, real or fictional 

Requirements

• It is encouraged that when developing a 4-H video/filmmaking exhibit, members will develop skills beyond the classroom. 

• It is recommended that the video/filmmaking exhibit be 3-5 minutes and no longer than 10 minutes.

• All video/filmmaking exhibits must be made by the exhibitor OR by a production team of which the exhibitor must be a member  

• The exhibitor’s name, grade, and club must be clearly printed on all exhibit pieces. 

• All video/film footage exhibited must have been made/created DURING THE CURRENT 4-H YEAR. When appropriate, (i.e. historical sequences) older video clips can be used.

• The member should provide the video file even if sending it electronically.

• Video/film must be presented on DVD, flash drive or CD. Participants are also allowed to upload their video to YouTube. 

• Videos can also be delivered via Youtube, Vimeo, Frame.io or similar online based presentation sites. 

• Video/film needs to be in presentation form, including a title and credits

• The video/film must be original material. Any video/film exhibit, which appears to contain copyrighted material, including music, will not be publicly displayed unless the exhibitor has written permission from the producer to use the material in the video/film. Portions and music from other sources must be documented and have a copyright release. Learn more about copyrighted material and finding material that is public domain or released under the Creative Commons license at z.umn.edu/free4u.

• A computer must be brought for viewing the video/film during the conference judging,other arrangements need to be made in advance with the 4-H staff

• Video/film must be playable on Windows, use file format including .WMV, .FLV and .MPEG, .AVI, .MOV, .AVCHD, .MPEG-1, .MEG-4, as well as a playable DVD.  

• 4-H videos must adhere to G or PG (parental guidance) standards. The 4-H Code of Conduct requires respectful behavior, so you may not depict: violence, obscene language (or naughty words) including swearing, rude interactions or insults, or use or visibility of guns or fighting, etc. Remember not only teens and pre-teens view the videos but young children and their parents. Keep this in mind when creating your video. 

Notes:

• This is not a slideshow (see Manipulated Photography for slideshow)

• Supervision of the drone operator is important until they understand not only how to use a drone but also understand the etiquette and rules for using the drone. For information visit the Federal Aviation Administration on unmanned aircraft systems.

Video Release form - Use this form when including any person in your video that is NOT in 4-H. This verifies that the subject has agreed to be in your video. Keep this signed form in a file. Here is a link to the Photo & Video Release form in English (z.umn.edu/photo-release-english) , Spanish (z.umn.edu/photo-release-spanish), Hmong (z.umn.edu/photo-release-hmong) and Somali (z.umn.edu/photo-release-somali). 

Equipment:  Any electronic device capable of capturing a video image video camera, digital camera, DSLR, time lapse camera or trail camera, cellphone, tablet, GoPro or drone with attached camera (operator must meet age requirements to use a drone).

Wildlife Biology & Management

Limit 2

Project Description

Wildlife biology and management is about taking care of and protecting animals in their natural habitats to ensure their well-being and the balance of nature. Wildlife management is like being a guardian for animals and their homes. It's about making sure they have enough food, clean water, and safe places to live. Wildlife managers also help sick or injured animals and make sure there is a good balance in nature so all animals can thrive.

Exhibit Suggestions

• Develop a wildlife management plan--show practices related to land use and forest management for wildlife such as controlled burns, logging, planting, etc.

• Explore basic concepts of Wildlife Management (waterfowl wingboards, birdhouse trails, carrying capacity, game animal habitat requirements, history of game management, etc). 

• Explain some factors that threaten or endanger animal species such as urbanization, climate change, or habitat loss. Or explore a species that went extinct and why it happened. 

• Build a bird or bat house, nesting structure, hibernaculum, animal shelter or feeder and explain the history of artificial shelter structures how it can benefit a species.

• Display a collection of identified wildlife scat (droppings), skulls or skins. How do they differ? Why?

• Show how wildlife can be classified into herbivores, carnivores or omnivores using skull diagrams

• Write a wildlife landscape habitat plan

• Report on animal adaptations, such as animal camouflage. How do adaptations of plants and animals match the environment they live in? 

• Make a display that details a food chain/web of a particular habitat.

• Explain the life cycle of your favorite wild animal in a video, poster or display.

• Shadow or volunteer at a nature center or park and share your experience using a journal, video, or display. Learn about rules and policies in place to protect or manage certain species of wildlife.

• Identify, mount and label a book of plants native to a certain region

• Animal signs, animal tracks, homes or foods

• Do a bird study, including beak type, wings, feet, song, feeding patterns, etc.

• Make a collection of wildflowers growing near where you live or a place you visit 

Requirements

• All wild game used in exhibits must be tagged appropriately according to state laws.

Youth Leadership

Limit 2

Project Description

Youth Leadership is a project area that requires the member to discover their skills and then develop those skills and share them with others. This might happen individually or with a group.

Share how you’ve built an understanding of self, developed skills, learned how to work with others, overcome obstacles or adjusted goals, developed understanding of making decisions, and/or managed and or worked in groups. 

Exhibit Suggestions

• Share your youth leadership experience. This could include your 4-H youth leadership journey, or your leadership in an organization within your school or community.

• Share what you gained and shared from a conference or retreat you attended. 

• Share a personal development plan you have implemented

• Develop a (career and/or college prep) portfolio

• Develop a presentation that illustrates how you’ve built understanding of self, developed communication skills, learned how to work with others, developed understanding of making decisions, and/or managing and/or working in groups.

• Lesson plan you’ve developed

• Meeting outline or agenda developed by youth

• Illustrate how you’ve shared 4-H with others.

• Scrapbook outlining participation in leadership programs. Includes personal reflection on leadership growth and development.

• Share how you have taken the lead on a service project, and what leadership skills you gained through the project. 

• Share how you have served as a mentor and/or teacher to younger youth (could be with a project area, a club activity or officer role, etc)

• Share how you led your group’s Food Partner Challenge