I pledge: 

My HEAD to clearer thinking,  

My HEART to greater loyalty, 

My HANDS to larger service, 

And my HEALTH to better living, 

For my club, my community, my country and my world. 

To Make The Best Better 

The official 4-H emblem is a four-leaf clover with the letter “H” on each leaflet, representing the development of HEAD, HEART, HANDS AND HEALTH. 

 Over hill, over dale, we will hit the 4-H trail, 

As we club folk come swingin’ along. 

Let it rain, let it shine, we will keep a steady line, 

As we club folk come swingin’ along. 

With a HI, HI, HEE, it’s the 4-H trail for me. 

Shout out your number loud and strong, 4-H!! 

Where’ver we go, you will always know 

That we club folk keep swingin’ along, 

As we club folk keep swingin’ along. 

Josh Archer - President 

Keli Miller - Vice President 

Amanda Alford - Secretary 

Brittany Perkins - Treasurer 

Jenny Abbott - Member 

Tommy Carper - Member 

Katie Collier - Member 

Eric Dalrymple - Member 

Diana Edlin - Member 

Myra Fields - Member 

Scott Griffin - Member 

Angie Hartwell - Member 

Melissa James - Member 

Rebecca Lieland - Member 

Kodi McAlister - Member 

Travis Miller - Member 

Jill Peters - Member 

Natasha Richards - Member 

TJ Richards - Member 

BJ Shelton - Member 

Shannon White - Member  

Thank you to our 4-H Fair Board members, without them the fair would not be possible. 

The Fair board meets approximately once a month in the evenings. Meetings are open to the public. You may contact the Extension office for dates and times. If you are interested in joining the board or helping in anyway, we welcome your input.  

 4-H Rockers  

Josh Archer  

 Kaleesa Archer 

Center Square Champs

Phyllis Weaver 

 Steve Higgins 

 Crystal Higgins 

Insect Agents  

Laney Proffet 

Kountry Kids  

Edie Butcher 

 Andrea Wainscott 

Moorefield Celebrities

Melissa James 

 Megan Hall 

Pleasant Outlaws 

The Indiana 4-H Program Philosophy 

The Indiana 4-H Youth Development program serves the youth of Indiana by providing a strong educational youth development program. This program delivers educational experiences in a variety of settings. Caring, capable and contributing adults assist in the 4-H program as role models for youth. The rich heritage of the 4-H Program is one to be valued and passed along to future generations. 

The Indiana 4-H Youth Policies and Procedures includes certain standards and guidelines to assure that 4-H is a positive youth development program. Legal authority for the 4-H Program rests with the Director of the Cooperative Extension Service at Purdue University. No county 4-H policy may conflict with state 4-H policy or with federal guidelines and requirements. County 4-H policy is guided by the county 4-H policy making or governing board (i.e., 4-H Council) as provided by the Indiana 4-H Youth Development program. 

It is the policy of 4-H to be an inclusive organization. No county policy or practice should be used to arbitrarily exclude youth from either membership or participation. Youth should participate in 4-H Youth Development opportunities at levels and times that best suit the youth's development. 

Volunteers and Extension Educators may not require youth to attend 4-H club meetings in order to complete 4-H or exhibit their work unless a safety meeting required at the state level is required for the project. 

4-H Mission: The Indiana 4-H Youth Development mission is to provide real-life educational opportunities that develop young people who positively impact their community and world.  

4-H Vision: Indiana 4-H Youth Development strives to be the premier, community-based program empowering young people to reach their full potential. 

4-H Club Membership 

Purdue Extension is part of the College of Agriculture at Purdue University, cooperating with Indiana’s 92 Counties and the United States Department of Agriculture. The 4-H Youth Development program abides with the nondiscrimination policies of Purdue University and the United States Department of Agriculture. 

Youth may become 4-H members when they enter the third grade and may continue their membership through the completion of grade 12. A member may continue membership for a maximum of ten (10) years.  

Exceptions: 

1. Youth who enroll in grade three and are advanced academically (thus graduating early) may continue for a total of 10 years ONLY if the enrollment occurs in consecutive years.  
2. Those youth who are academically advanced and “skip” 3rd grade, may begin the program as a 4th grader and may continue for a total of 10 years ONLY if the enrollment occurs in consecutive years. 
3. Those youth who enroll in grade three and are retained a grade in school may continue to progress through the 4-H Program by adding subsequent years of participation, but MAY NOT exceed 10 years of participation. For example, if a member is retained one year in school (public, private, or home), their final year of 4-H membership would conclude the summer following their junior year of high school. 
4. Those youth who entered the program in 3rd grade and for one reason or another leave formal education prior to the completion of 12th grade may continue for a total of 10 years ONLY if the enrollment occurs in consecutive years.  

NOTE: 10 years of membership in the 4-H Youth Development Program is an opportunity --- not an entitlement. Those youth who do not enroll as 3rd grade students or meet the exceptions above, conclude their involvement with the program during the summer immediately following the completion of their senior year in high school.  

 An individual’s 4-Hgrade is determined by the school grade in which they are classified at the time of year they enroll in 4-H. A member does not advance in 4-H grade until they enroll in 4-H for the subsequent year. Each member should enroll in the division of a project/subject that would best suit their interest and potential for personal growth and would enhance their family involvement.  

 Opportunities in the 4-H program are available to all Indiana youth as defined regardless of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation or disability. Married young men and women of 4-H age may participate in any of the 4-H projects and activities. However, married persons must participate by the same terms and conditions and/or guidelines as unmarried participants. Membership in 4-H is gained by annually enrolling through a Purdue University Cooperative Extension Service Office located in each of Indiana's 92 counties. 

 The Indiana 4-H Youth Development program year is October 1 to September 30 annually. Enrollment is an annual process attained by completing individual 4-H enrollment via the 4HOnline enrollment process. Statewide 4HOnline enrollment occurs annually October 1 through January 15. Enroll at v2.4honline.com. 

Paper enrollment forms are available at the Extension office for those who do not have internet access. 

There is an enrollment fee of $25 for 4-H members in grades 3-12. In families with more than 3 members the fee is reduced to $10 for any members over 3. Project manuals and materials will be picked up in the Extension office.  

Mini 4-H Non-Competitive Policy  

Mini 4-H is a program designed to encourage positive development of children, Kindergarten through second grade. The goal of Mini 4-H is to help young children explore friendships outside the family; explore the way in which things work; practice both small and large muscle control; and think about the ways people work together on projects.  

The NON-COMPETITIVE learning environment for Mini 4-H includes:  

1. Planned learning activities in which children are invited to be active and explore materials and ideas without the pressure of completing a specific product or exhibit. 
2. Low adult/leader to child ratio that allows time for adults/leaders to provide individual, positive encouragement andassistance. 
3. Simple, interesting activities that are fun. 
4. Encouragement of children toparticipatein a group activity by sharing and or displaying their activity projects.  
5. Rewards that are identical and/or ribbons of the same color for everyone.

 DO NOT JUDGE projects, but instead discuss them with the child. 

 NOTE: Purdue University and the Indiana 4-H Youth Development Program do not support, endorse, or encourage 4-H programming for children prior to Kindergarten. 4-H Youth Development Extension staff members and 4-H Volunteers may not offer, or encourage others to offer, programming for children prior to Kindergarten 

Mini 4-H members may exhibit a maximum of 5 projects. These projects will be brought to project check in day on Saturday, July 11 from 8 to 11 am and displayed throughout the fair. Premium money in the amount of $1 per project will be paid to the member. Mini 4-H booklets are available at the extension office. 
 
There is a $10 enrollment fee for Mini 4-H members. 

Residence:

 Indiana youth typically enroll in 4-H in the county or state in which they reside. However, individuals living in one county may join 4-H in another county. There must be educational or social reasons for an individual joining 4-H in a different county than that of their primary residence. During a single program year, a 4-H member enrolled in a given project is expected to enroll and exhibit that project only in one county of enrollment. 

In the event that a project is not offered in the county of primary 4-H enrollment, a 4-H member may enroll in that specific project in a different county. Approval of this special exception rests with the Extension Educator. Participation in 4-H related activities and event (i.e., judging; share-the-fun) must be in the county of primary 4-H enrollment. 

The above policy is not intended to provide an escape mechanism for troubled 4-H members and families who are unwilling to follow the terms and/or conditions in their current county of 4-H membership. Decisions regarding 4-H membership in a non-resident county (a county you do not live in), rests with the County 4-H Extension Educator in the receiving county. 

Note: In a statement from our federal partner in Washington, DC, the following statement appears: “Anytime there are procedures for exclusion of individuals from events which use the 4-H name there are potential challenges to enforcement of the exclusions. The challenges have a substantial potential to prevail and they frequently result in negative publicity for the organization. Therefore, before choosing a policy of exclusion it is wise to evaluate the exclusion being considered, to be sure there is an overwhelming educationally based need for the exclusion”. 

Extension employees and volunteers are obligated to eliminate (and should not create) any practices that limit, deprive, or tend to deprive any youth of opportunities for membership and/or participation in the Indiana 4-H program. 

Participation: 

Attendance and participation at 4-H meetings is highly encouraged as a part of the overall educational experience. However, attendance or participation at club meetings cannot be required as criteria for project completion. 4-H meetings should be of the quality that 4-H members should want to attend, participate and learn something beneficial. Also, rewarding 4-H clubs, 4-H members and 4-H volunteers for attendance and participation in meetings, tours, workshops, local and county exhibits, etc. is encouraged. The rewards for participation in 4-H meetings, tours, and activities should be significant enough to cause the 4-H member to see the advantage of reacting positively. 4-H volunteers and members of local clubs may establish goals for attendance, exhibits, completion, etc. to meet the criteria established for awards and recognition as long as they do not conflict with stated county, area/or state policies. 

Exhibition: 

Exhibition of 4-H projects/subjects in local, county, or state exhibits/fairs, in person or virtually, is voluntary on the part of the exhibitor. The exhibition of 4-H projects/subjects provides 4-H members an opportunity to display their 4-H projects/subjects, enter into competition, and participate in an educational/social environment with peers. With exhibition also comes the responsibility for abiding by all the terms and conditions pertaining to the respective 4-H project. 

Completion: 

The completion of a 4-H experience may include a variety of options and must not be misinterpreted solely as exhibition of a project at a local, county, or state fair. There are a number of ways that a young person may participate in the 4-H Youth Development Program in addition to the club-based option. Participating in these 4-H opportunities enable the youth to build skills that will serve them well throughout their adult lives. Some of these participation options do not include the preparation of a specific exhibit by an individual that would be on display at a fair or similar event. In some cases, the youth’s actual participation may be the final product that results in their completion of a year of 4-H. Some examples of this participation include working as a team to develop a robot for a workshop or challenge; completing a Spark Club experience; participating in State 4-H Band or Chorus; taking part in a science training or experiment; participating in an after school 4-H experience; etc.  

4-H members are considered complete in their 4-H educational experience for the year when they have (1) completed the 4-H member enrollment process prior to the established and published date for enrolling; and (2) had an officially recognized 4-H volunteer/Extension Educator verify the existence of the completed project/subject or the member’s participation in a 4-H educational experience. Additionally, 4-H members who participate in a club- or fair-based 4-H project/subject will submit a completed 4-H record sheet based on printed or web-based educational materials (used by Indiana 4-H Youth Development) prior to the established and published date.  

Though exhibiting in local, county, and state exhibits/fairs is not required for project completion, as it does not necessarily relate directly to content and skills learned in the development of the 4-H project, project exhibition is encouraged as a continuation of the educational experience. 

 Extension employees and volunteers are obligated to eliminate (and should not create) any practices that limit, deprive, or tend to deprive any youth of opportunities for membership and/or participation in the Indiana 4-H program. 

Deadlines:  

The proper compliance with established, stated and published final dates and deadlines is considered an appropriate expectation of 4-H membership. Submitting things on time and following the rules are part of the 4-H learning experience and is considered a reasonable thing to do. Individuals not complying with these expectations may lose awards and privileges. This is especially true in animal projects where animal ownership, raising and identification have a specific time period as part of the project requirements. Members not complying with established and published dates and deadlines for exhibition may be denied exhibition privileges as well as premiums or awards for that project. 

Behavioral Criteria for 4-H Events & Activities:   

To 4-H members, volunteers, parents and the public: When attending, participating or acting on behalf of the 4-H program, all persons are expected to conduct themselves in accordance with accepted standards of social behavior, to respect rights of others, and to refrain from any conduct which may be injurious to the 4-H program. The following actions constitute misconduct for which persons may be subject to disciplinary consequences and/or dismissal from the program:  

(a) Dishonesty in connection with any 4-H activity by cheating or knowingly furnishing false information.  

(b) Alteration or unauthorized use of 4-H records.  

(c) Obstruction or disruption of any 4-H activity or aiding and encouraging other persons to engage in such conduct.  

(d) Failure to comply or aiding or encouraging other persons not to comply with specific terms and conditions of a given project, contest, or activity. 

(e) Failure to comply with directions of 4-H officials acting in the proper performance of their duties. 

(f) Inhumane treatment of 4-H animal projects.  

There are many opportunities for 4-H members, volunteers, parents and the public to participate in 4-H events and activities. When involved in such experiences, members, volunteers, parents and the public are expected to follow all rules and regulations as outlined by those responsible for the specific program or activity. In all such 4-H activities, the following constitute a violation of behavioral expectations:  

1. Possession or use offire crackers, gun powder, firearms,chemicals or other materials that can be used to create an explosive mixture.  
2. Misuse of fire equipment or sounding a false fire alarm.
3. Having a guest of a different gender in your sleeping quarters, or inappropriate sexual behavior.
4. Physical or verbal abuse of any person or conduct which threatens or endangers the health or safety of any person. 
5. Theft of or malicious damage to property. 
6. Possession, use, or distribution of alcohol, illegal drugs, tobacco and tobacco-like products, electronic smoking devices (including, but not limited to, e-cigs, vapes,juuls), or other dangerous substances. 
7. Inappropriate displays of affection towards another person(s). 
8. Distribution, misuse, or abuse ofover-the-counter, homeopathic (including supplements and vitamins), or prescription medications. 
9. Inappropriate clothing or lack of clothing during the event or activity. 
10. Lewd, indecent, or obscene conduct or language. 
11. Unauthorized entry,useor occupancy of any facility.  
12. Any conduct which threatens or interferes withmaintenanceof appropriate order and discipline or invades the rights of others.  
13. Unwillingness to followappropriate healthand safety procedures.  
14. Reckless or inappropriate behavior. 

When violations occur at out-of-county, district, area, state and/or national 4-H events, the following procedures will be followed. 

(a) The parents/legal guardians may be contacted to arrange transportation home for the violator(s) and (b) The local extension educator may be notified. 

As part of the annual formal enrollment process for each young person who chooses to participate in the 4-H program. The following statements will appear on EVERY county’s online and paper 4-H enrollment forms. Statements should be printed in such a manner that a box for parent initials appears next to each statement, thus affording the opportunity for a single signature (see sample below). The photo consent statement is optional. [4-H members 18 and over are considered legal adults and sign parent/guardian statements.] 

Liability Release Statement: 

I understand that participating in 4-H activities can involve certain risks to my child. Those risks may include injury or harm, including, but not limited to, bodily injury, disability, exposure to COVID-19 and other viruses and or illnesses, and death. During virtual 4-H activities, I understand that program staff are not providing supervision for my child during the online program, and the Released Parties do not have control over the information available through the internet or other electronic data sources beyond that which is a part of the 4-H activity. On behalf of my child, I fully assume the inherent risks associated with my child participating in 4-H activities and assert that my child has chosen to participate in this program with my express approval. I hereby release and discharge Purdue University, The Trustees of Purdue University, the Switzerland County Commissioners, the Switzerland County Cooperative Extension Service, and each of their trustees, officers, appointees, agents, employees, and volunteers ("Released Parties") from all claims which my child or I might have for any injury or harm to my child, including death, arising out of my child’s participation in any activity related to the 4-H program, even if such injury or harm is caused by the negligence or fault of any of the Released Parties. I do not, however, release these individuals and entities from liability for intentional, willful or wanton acts and this release shall not be construed to include such acts. 

Parent/Legal Guardian Statement 

I (we) understand, agree to abide by, follow, and comply with the rules, policies and expectations of the 4-H program and will conduct myself (ourselves) in a courteous and respectful manner by exhibiting good sportsmanship and being a positive role model for youth. I (we) also understand that failing to do so will constitute grounds for sanctions against and/or dismissal of me (us) and/or the member from the program. 

Member Statement: 

I agree to follow the rules, policies and expectations of the 4-H program and will conduct myself in a courteous and respectful manner by exhibiting good sportsmanship and good behavior. I understand that failing to do so will result in sanctions, discipline, and/or dismissal from the program. 

Photo Policy Statement: 

I (we) grant permission to the 4-H Youth Development program to use videos or photographs of my (our) child for educational purposes or promotion of 4-H and/or Purdue Extension programs. 

Grievance/Appeal Guidelines for County 4-H Program Issues: (Activities, Programs, Projects)  

The grievance procedures outlined in this document are utilized as part of an internal process of the Indiana 4-H Youth Development program when grievances of 4-H members, their parents/guardians, or 4-H volunteers cannot be resolved via reasonable conversation. This policy affords the opportunity in those unique situations to allow voice or opinion to be heard when there is a dispute regarding 4-H participation, activities or programs. This is not a mechanism for complaints against individual 4-H members (or their families), 4-H volunteers, judging officials for competitive events, or Purdue Extension staff. All resulting decisions will be made in accordance with the Indiana 4-H Program’s stated mission to be an inclusive organization designed to encourage and maximize youth participation. The rights of the individual filing the grievance are limited to those provided by Indiana 4-H Program policy. 

Purdue University, as the Land Grant University in Indiana, is charged (by the United States Department of Agriculture) with implementing the 4-H Program in communities across the State of Indiana. 

Purdue Extension Educators in each Indiana county represent the university in local communities and have the responsibility of assuring all 4-H volunteers meet basic university criteria as they serve as representatives of the university. Purdue Extension Educators additionally provide oversight to 4-H volunteers including the assurance that Indiana 4-H Policies and Procedures are appropriately implemented in 4-H Program delivery.  

Individual county 4-H policies and procedures should be created and reviewed to assure they do not contradict established statewide 4-H policies and procedures. If a contradiction is discovered during the grievance process, Indiana 4-H Program policy shall be followed in determining the grievance outcome. 

1. Grievances are made by completing the Indiana 4-H Grievance/Appeal form with the burden of proof being the responsibility of the individual filing the completed grievance/appeal form and supporting documentation shall be presented to the president of the 4-H policy-making body (e.g., 4-H Council) or the Purdue Extension Educator who works with the 4-H Program. (NOTE: concerns regarding staff, volunteers, members, or other individuals are not issues for which a grievance may be filed. 4-H volunteers are assigned by the 4-H Extension Educator. Concerns regarding 4-H volunteers, members, or other individuals should be addressed directly with the Purdue 4-H Extension Educator.) 
2. Grievances pertaining to 4-H activities, programs or projects shall be filed within 14 days of an incident or Grievances pertaining to county fair related issues are often time-sensitive and must be filed within 24 hours of the incident. 
3. The grievance process occurs in the county where the issue or concern arises and offers two opportunities for a concern to be heard and reviewed. 
4. The grievance is initially heard by an unbiased, representative grievance sub-committee of approved 4-H Volunteers. It is the Purdue Extension Educator assigned to 4-H Programming who shall annually work with the chair of the county 4-H Council to determine this committee’s membership to include a combination of 3-6 of the following individuals: one representative of the 4-H Council; two 4-H volunteers serving as a 4-H club organizational leader; one member of the County Extension Board; one 4-H volunteer knowledgeable in the subject matter (project) of concern (this individual will vary dependent on the issue raised with the grievance); one youth representative; and up to three community leaders. The Purdue Extension Educator assigned to 4-H shall convene the group. 
5. The person filing a grievance may appeal a decision of the 4-H Grievance Committee to the State 4-H Program Leader or The Program Leader or designee will review the facts in evidence and render a decision. This is the second and final level in the appeal process.  

** The intent of a two-level process is to assure different individuals have the opportunity to hear and act on the grievance. ALL individuals involved at any level of the grievance procedure are reminded of the importance of keeping discussions regarding grievances confidential.  

To maintain the confidentiality of the parties involved, the grievance hearings at each level will be closed to the public. Only the individuals who have filed the grievance, the members of the grievance committee, and the Purdue Extension Educators will be present during each level of the grievance process, ***The grievance process is internal to the Indiana 4-H Youth Development Program and meetings of the grievance committees are not subject to Indiana’s Open-Door Policy.  

The Purdue Extension Educator assigned to work with the 4-H Program has the obligation to inform all parties that there is a grievance procedure if there are disagreements with policies.  

The practice of charging fees from those filing grievances shall be eliminated and all counties will utilize the Indiana 4-H Grievance/Appeal Form as part of the grievance process. 

1. Check in time for all exhibit hall projects is on Saturday, July 11 from 8-11 am. NO EXCEPTIONS. 
2. A 4-H project is not complete until the record sheet for that project has been completed and signed by the 4-H member and their leader. This record sheet must accompany the exhibit (and possibly the manual) when presented to the judge. Each 4-H member must pick up the Record of Achievement at the community building on project check-in day. The Record of Achievement will be completed by the judge or assistant. When all projects have been entered, the Record of Achievement and all completed record sheets must be turned in to the fair office by noon on project check-in day.  
3. The green Indiana 4-H Members Club Record Book is a folder for keeping all of your record sheets and other 4-H information. The folders should be updated yearly with graded project record sheets. These records will be used for personal reference (ex. scholarships.) The record books are available at the Extension office. 
4. All exhibit hall projects must be made or owned by the 4-H club member.  
5. You cannot re-use a poster or project previously submitted for judging in previous years. 
6. Exhibits must meet ALL requirements of the 4-H division in which the member is enrolled. In case of doubt, the 4-H Project Handbook will be used as the official guide. An exhibit not meeting its division requirements will get a participation ribbon.  
7. Any projects selected to go to State Fair must comply with State Fair rules as well as Switzerland County requirements.  It is the 4-H member's responsibility to meet these requirements. If you choose to submit your eligible project to the state fair, we will transport them, however we reserve the right to deny transporting any projects due to size, value or fragility. Projects selected for state fair will receive one free ticket to attend the fair. 
8. When more than one article is required in an exhibit (Example: Woodworking - Bookends), items will be judged as a unit and not separately. 
9. Judging system will be the Danish system. Decisions made by the judges are FINAL. In classes with only one exhibitor, the judge will indicate the award to be given. Not all divisions of all projects will have a Reserve Champion or greater placing. Only one entry in a project does not necessarily justify a champion. 
10. A blue ribbon means the project met the standards, a red ribbon means the project met most of the standards but needed some improvement; and a white ribbon means the project did not meet the standards and needs much improvement.  
11. Division Champion winners will be chosen from the blue-ribbon placing’s in respective division. 
12. The following is a description of possible Champion placings: 
    1. Grand Champion -- Best of project. 
    2. Reserve Grand Champion -- 2nd best of project.  
    3. Champion -- Best of Division. 
    4. Reserve Champion -- 2nd best of Division. 
13. Ribbons will be awarded at the time of judging and displayed on the project throughout the fair. 
14. Premium money will be evaluated on a yearly basis and determined by financial standing. 
15. The Exhibit Hall will be closed to the public until ribbon placement has been completed. Entering the exhibit hall before opening will result in disciplinary action. This is considered a violation of 4-H Youth/Adult Behavioral Expectations. 
16. All exhibits will be under the control of the project superintendents and every precaution will be taken for safekeeping. However, the 4-H Fair Board, Superintendents, and Extension Staff will not be held responsible for any loss or damage that might occur. 
17. The display and arrangement of 4-H projects during the Switzerland County 4-H Fair will be at the discretion of exhibit hall superintendent.  Projects may not be displayed due to safety, value, or fragility. Questions will be brought to the exhibit hall superintendent first. 
18. Any article removed from the grounds before released time will forfeit any premiums and/or ribbons for that exhibit. 
19. All exhibit hall projects will be released at a time to be determined on the last Saturday night of the fair. If you are unable to pick up your project(s) at this time, please plan for someone to pick them up for you. 
20. Double Exhibition Limit 

• Maximum Entries: A 4-H member may enter no more than two (2) Exhibit Hall projects in the same project AND division that are eligible for the State Fair and/or County Fair. 

• Eligible Projects: This option to exhibit two entries applies to only three (3) different projects/subjects per member. 

• Total Entries: Therefore, a member may exhibit up to six (6) projects total under this rule (two entries × three projects). 

• Other Projects: All other projects outside those three must follow the standard rule of one (1) entry per project and division. 

Open judging gives you the opportunity to hear the comments made by the judge. The judge may ask you questions about your project. 4-H members are encouraged to be present for this judging, but it is not required for completion. ONLY 4-H members are allowed to be present at judging, no parents, family members or friends. 

Posters are to be 22”x28” and displayed horizontally and placed in a clear plastic sleeve or covered with clear plastic to protect contents. The poster must be mounted on a firm backing to add stiffness to the exhibit, for example: a foam core board. Display boards should be designed to sit on a table using no more than 36” of tabletop space. Space should be left in the lower right-hand corner to place an exhibit tag provided by Purdue Extension staff. 

Note: Foam core board, plastic sleeves and preprinted exhibit labels are available at the Extension Office. 

All posters, notebooks, and display boards must include a reference list indicating where information was obtained, giving credit to the original author, to complete the 4-H member’s exhibit. This reference list should/might include web site links, people and professionals interviewed, books, magazines, etc. It is recommended this reference list be attached to the back of a poster or display board, on the last page of a notebook, or included as part of the display visible to the public. A judge is not to discredit an exhibit for the manner in which references are listed.  

Horizontal Poster: CORRECT          

Vertical Poster: NOT CORRECT (Red ribbon) 

Examples of how to create a reference list: 

A reference list should include more information than simply “Google.com.” Youth should include where they found the information for their project and the author, date, website of the information if possible. 

Books 

Last Name, First Name. Name of the book. City of publication: Publisher’s name, Copyright Date. 

Example: Smith, Joe. The Big Book of 4-H. New York: Scholastic, 2018. 

On-Line Magazine Article  

Author. “Title.” Magazine Name. Date. URL address. 

Example: Smith, Joe. “The Big Article of 4-H.” Parents Magazine. June 2020. https://website.org 

Website  

Author. “Title” Website Title. Date created. Date accessed. URL  

Example: Smith, Joe. “The Big Website of 4-H.” Indiana 4-H. June 2020. Accessed January 2021. https://website.org 

• Collections
• Crops
• Frugal Fashion
• Giftwrapping
• Microwave Cooking
• Recycling
• Scrapbooking
• Sewing for Fun
• Wearable Art
• Weeds
• Welding

Exhibit Guidelines: 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

“Ready to Fly” and E2X rockets are not permitted. Rockets may be exhibited with a base, but launch pads are not permitted. All rockets must weigh less than 3.3 pounds and considered an amateur rocket according to FAA regulations. Remote control aircraft or drones may be constructed from a kit or purchased ready-to-fly. The power source (rocket engine, battery pack, etc.) is to be removed before being placed in public exhibition. 

Rockets will not be launched and remote-control aircraft or drones will not be flown at state fair. Launching rockets and flying aircraft or drones at the county level is optional based on adult supervision experience. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Construct a rocket of your choice designed for a new model rocket enthusiast with a difficulty level that is appropriate for the suggested grade level, or a poster or display board on any topic in the manual. Similar topics not included in the manual are permissible. Rockets cannot be ready-to-fly (RTF) or have plastic fins. Cluster engine rockets and rockets that take an engine D or above are not permitted in this level.  

Learn to fly a remote-control aircraft or drone of your choice that is age/grade appropriate and compliant with FAA regulations, federal and state laws, and local ordinances. This exhibit choice is to include a notebook or poster including how the aircraft/drone was used and aerospace skills learned. Displaying the aircraft or drone is optional. Displaying the aircraft or drone is optional. Other topics could include how a quadcopter operates, controls used to fly a quadcopter, UAV regulations administered by Federal Aviation Administration, commercial and emergency uses of UAV’s and more. 

Intermediate (grades 6-8 suggested) 

Construct a rocket of your choice designed for a model rocket enthusiast with some experience and with a difficulty level that is appropriate for the suggested grade level, or a poster or display board on any topic in the manual. Similar topics not included in the manual are permissible. Rockets cannot be ready-to-fly (RTF) or have plastic fins. Cluster engine rockets and rockets that take an engine E or above are not permitted in this level. 

Construct or learn to fly a remote-control aircraft or drone of your choice that is age/grade appropriate and compliant with FAA regulations, federal and state laws, and local ordinances. This exhibit choice is to include a notebook or poster including how the aircraft/drone was used and aerospace skills learned. Other topics could include interviewing a certified UAV pilot who works in law enforcement, EMS, fire, Purdue Extension, commercial or other application. Other options could include creating a flight plan or interfacing with other computer software. 

Advanced (grades 9-12 suggested) 

Construct a rocket of your choice designed for an experienced model rocket enthusiast and with a difficulty level that is appropriate for the suggested grade level, or a poster or display board on any topic in the manual. Similar topics not included in the manual are permissible. Rockets cannot be ready-to-fly (RTF) or have plastic fins. Cluster engine rockets and rockets that take an engine G or above are not permitted in this level. 

Construct or learn to fly a remote-control aircraft or drone of your choice that is age/grade appropriate and compliant with FAA regulations, federal and state laws, and local ordinances. This exhibit choice is to include a notebook or poster including how the aircraft/drone was used and aerospace skills learned. Displaying the aircraft or drone is optional. Other topics could include using “stitching” software to produce an Orth mosaic map for a research purpose, identifying Department of Transportation Aeronautical Chart features and explain how these are important to a drone pilot, how to obtain a drone pilot license, or more. If 16 years of age or older the member could obtain a license by completing and passing the official FAA Part 107 UAV licensing test. 

Description:  

Youth can learn about livestock and companion animals through a variety of experiences. 

State Fair Entries: 

1 Beef entry per county 

3 Cat entries per county; one per level. 

1 Dairy entry per county 

3 Dog entries per county; one per level. 

1 Goat entry per county 

1 Horse entry per county 

3 Poultry entries per county; one per level. 

3 Rabbit entries per county; one per level. 

1 Sheep entry per county 

1 Swine entry per county 

Exhibit Guidelines: 

Owning or showing an animal is not required. Members enrolled in any 4-H animal or livestock project can exhibit in this project and are to contact their county 4-H educator to learn if they are to also be enrolled in animal education. 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Create an educational poster, notebook or display about any manual activity or on any specie related topic of choice that is age/grade appropriate. Check with the Purdue Extension office in your county to determine if enrollment is required in the species project you want to learn about. Owning or possessing an animal is not required. 
 

Intermediate (grades 6-8 suggested) 

Create an educational poster, notebook or display about any manual activity or on any specie related topic of choice that is age/grade appropriate. Check with the Purdue Extension office in your county to determine if enrollment is required in the species project you want to learn about. Owning or possessing an animal is not required. 
 

Advanced (grades 9-12 suggested) 

Create an educational poster, notebook or display about any manual activity or on any specie related topic of choice that is age/grade appropriate. Check with the Purdue Extension office in your county to determine if enrollment is required in the species project you want to learn about. Owning or possessing an animal is not required. 

Other Crafts

Description:  

Allows youth to learn life skills and grow in project knowledge while expressing creativity in a variety of mediums. 

State Fair Entries: 

5 entries per county as determined by the county 4-H educator and fair officials. 

Exhibit Guidelines: 

Youth may exhibit any art or craft that does not meet exhibit requirements in Fine Arts, Needle Craft, Model Craft or Construction and Architectural Replica. 

Exhibitors should be considerate of space. Exhibits too large to safely move or requiring lots of space should be exhibited using photographs and a description of work in a notebook. 

All arts and craft exhibits must include a 4-H Craft Information Card, 4-H 618A. This information card is to describe work completed so the judge can more accurately evaluate the exhibit. Craft information cards are for judging purposes only and will not be returned to the exhibitor. 

If multiple pieces make up the exhibit, a photograph of the complete exhibit should be attached to the exhibit so the total exhibit can properly be displayed. For safety purposes any craft exhibit that resembles a sword, knife, or look-a-like weapon will be judged but will not be displayed. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Create and exhibit one age/grade appropriate artwork. 
 

Intermediate (grades 6-8 suggested) 

Create and exhibit one age/grade appropriate artwork. 
 

Advanced (grades 9-12 suggested) 

Create and exhibit one age/grade appropriate artwork. 

Construction and Architectural Replica 

(This project will be judged with other crafts in Switzerland County) 

Description:  

Allows youth to learn life skills and grow in project knowledge while expressing creativity when designing replicas. 

State Fair Entries: 

1 entry per county as determined by the county 4-H educator and fair officials. 

Exhibit Guidelines: 

Exhibits can include farm scenes, town models, building replicas, or similar items and can be constructed from building blocks (Lego), erector sets, or other materials. The product should be constructed to scale as much as possible. Consider adding a clear cover to protect the exhibit while being displayed to the public. The exhibit can be no larger than a stander 8’ long table. 

Exhibitors should be considerate of space. Exhibits too large to safely move or requiring lots of space should be exhibited using photographs and a description of work in a notebook. 

All arts and craft exhibits must include a 4-H Craft Information Card, 4-H 618A. This information card is to describe work completed so the judge can more accurately evaluate the exhibit. Craft information cards are for judging purposes only and will not be returned to the exhibitor. 

If an exhibitor is concerned about their creation being damaged while on display, they should consider constructing a clear plastic cover to encase the exhibit. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Create and exhibit one age/grade appropriate artistic scene or replica. 
 

Intermediate (grades 6-8 suggested) 

Create and exhibit one age/grade appropriate artistic scene or replica. 
 

Advanced (grades 9-12 suggested) 

Create and exhibit one age/grade appropriate artistic scene or replica. 

Fine Arts 

Description:  

Allows youth to learn life skills and grow in project knowledge while expressing creativity through painting and drawing. 

State Fair Entries: 

2 entries per county as determined by the county 4-H educator and fair officials. 

Exhibit Guidelines: 

All arts and craft exhibits must include a 4-H Craft Information Card, 4-H 618A. This information card is to describe work completed so the judge can more accurately evaluate the exhibit. Craft information cards are for judging purposes only and will not be returned to the exhibitor. 

Oil, charcoal, pastels, pencil, ink, acrylic, watercolor or similar artistic work can be displayed on canvas, canvas board, or paper. All work must be framed as a picture and prepared for hanging. Canvas art on a wooden frame is considered prepared for hanging provided that frame has a hanger. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Create and exhibit one age/grade appropriate artwork. 
 

Intermediate (grades 6-8 suggested) 

Create and exhibit one age/grade appropriate artwork. 
 

Advanced (grades 9-12 suggested) 

Create and exhibit one age/grade appropriate artwork. 

Model Craft 

Description:  

Allows youth to learn life skills and grow in project knowledge while expressing creativity when building a model. 

State Fair Entries: 

2 entries per county as determined by the county 4-H educator and fair officials. 

Exhibit Guidelines: 

All arts and craft exhibits must include a 4-H Craft Information Card, 4-H 618A. This information card is to describe work completed so the judge can more accurately evaluate the exhibit. Craft information cards are for judging purposes only and will not be returned to the exhibitor. 

If multiple pieces make up the exhibit, a photograph of the complete exhibit should be attached to the exhibit so the total exhibit can properly be displayed. For safety purposes any craft exhibit that resembles a sword, knife, or look-a-like weapon will be judged but will not be displayed. 

Exhibits must be a small-scale replica made of injected styrene plastics with approximately 25% of the surface painted. Wood, paper, clay die-cast, or snap together models are not permitted. Screws and pre-painted or pre-decaled factory models are not permitted. Exhibits made from building blocks (Lego) are not permitted. 

If the model is being built from a kit, include a copy of the instructions with the information card. Original instructions should be kept by the exhibitor in a safe location at home. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Create and exhibit one age/grade appropriate model. 
 

Intermediate (grades 6-8 suggested) 

Create and exhibit one age/grade appropriate model. 
 

Advanced (grades 9-12 suggested) 

Create and exhibit one age/grade appropriate model. 

Needle Craft 

Description:  

Allows youth to learn life skills and grow in project knowledge while expressing creativity in needle crafts. 

State Fair Entries: 

2 entries per county as determined by the county 4-H educator and fair officials. 

Exhibit Guidelines: 

All arts and craft exhibits must include a 4-H Craft Information Card, 4-H 618A. This information card is to describe work completed so the judge can more accurately evaluate the exhibit. Craft information cards are for judging purposes only and will not be returned to the exhibitor. 

Hand crafted knitting, embroidery, crocheting, needlepoint, crewel, candle wicking,  

chicken scratching, hand quilting, tatting, huck embroidery, and hemstitching are suggested exhibits. Entries may also include pulled, drawn and counted thread work and punch needle work. Needle craft exhibits do not include latch hook, plastic canvas, machine knitting, machine quilting, or arm knitting/crocheting. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Create and exhibit one age/grade appropriate needle craft. 
 

Intermediate (grades 6-8 suggested) 

Create and exhibit one age/grade appropriate needle craft. 
 

Advanced (grades 9-12 suggested) 

Create and exhibit one age/grade appropriate needle craft. 

Description:  

This project will help youth learn beekeeping, the types of bees, the honey and wax they produce, the plants that attract bees, and the equipment a beekeeper needs. 

State Fair Entries: 

• 1 educational exhibit per county. 

• 1 honey exhibit per member, unlimited number of county entries. 

Exhibit Guidelines: 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 
 

Special Notes: 

• There are no age/grade specifications for beekeeping exhibits. No bee hives may be brought to the State Fair.  

• Honey water content will be measured.  

• Fill level: the honey should be filled to the jar shoulder, not over, nor under  

• Chunk honey should go in a wide-mouth jar, preferably one specially made for chunk honey (see beekeeping catalogs).  

• Be careful to distinguish "chunk honey" (comb in jar) from "cut comb" (comb only in box). Honey (including chunk, cut comb and comb) must be collected since the previous county fair.  

Exhibit Class Guidelines:  

Educational Poster or Display (grades 3-12)  

Create an educational poster, notebook or display about any manual activity or on any beekeeping topic of choice that is age/grade appropriate.  Youth can also design and complete an independent study activity. 

Extracted Honey (grades 3-12) 

Exhibit 2 one-pound jars, shown in glass or clear plastic, screw-top jars holding 1 pound of honey each. Each container is to have the 4-H member’s name and county written using permanent marker. 

Chunk Honey (grades 3-12) 

Exhibit 2 one-pound jars (wide-mouth glass or clear plastic) with a comb in each jar. Each container is to have the 4-H member’s name and county written using permanent marker. 

Cut-comb Honey (grades 3-12) 

Exhibit 2 one-pound boxes. Boxes are usually 4 1/2” x 4 ½” in size. Each box is to have the 4-H member’s name and county written using permanent marker.  

Two Honey Product 

Exhibit 4 containers total of two different honey products using extracted honey, chunk honey or cut-comb honey as described in each product above. 

Description:  

The 4-H bicycle project teaches safe riding habits. 

State Fair Entries:  No state fair entries. 

Exhibit Guidelines: 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Educational Exhibits 

Beginner (grades 3-5 suggested)  

Create an educational poster, notebook or display about a bicycle topic of choice that is age/grade appropriate. 
 

Intermediate (grades 6-8 suggested) 

Create an educational poster, notebook or display about a bicycle topic of choice that is age/grade appropriate.  
 

Advanced (grades 9-12 suggested) 

Create an educational poster, notebook or display about a bicycle topic of choice that is age/grade appropriate. 

Description:  

The cake decorating project allows youth to utilize their artistic ability and expressions as they learn decorating techniques and skills. Anyone wanting to learn baking skills should refer to the 4-H foods project. 

State Fair Entries: 

3 entries per county; one per level. 

Exhibit Guidelines: 

The cake decorating project provides skills-based educational experiences that provide an opportunity for mastery before building on that experience to develop more advanced skills. This subject area is divided into three levels: Beginner (Grades 3-5), Intermediate (Grades 6-8), and Advanced (Grades 9-12).  While the defined grades are intended to be a guide, older youth enrolled in this subject for the first time may start in a lower grade skill level with permission by the county extension educator, followed by an appropriate level the following year.   

Skills and techniques demonstrated should be age/grade appropriate. While it is not to say a beginner level member cannot master an advanced level skill, it would be rare and unique. Therefore, exhibited cakes must demonstrate the minimum five techniques from their given level outlined in Indiana 4-H Cake Decorating Skills and Techniques, 4-H 710A, but may also include higher/lower level techniques that have been mastered.  Any higher/lower-level techniques will not be counted as part of the minimum five, but nevertheless will be evaluated for quality. All exhibited cakes must be created using a Styrofoam, foam, or other solid dummy.  Unless otherwise stated, cakes are to be iced using royal icing or buttercream. Buttercream icing will not withstand environmental conditions and may become soft, melt, not withhold its shape, and colors may bleed when being displayed an extended period of time. When displaying a cut-up cake or tiered cake, the exhibitor must include a diagram and description indicating how the cake was assembled. This diagram and description can be attached to or written on the skills sheet.  All exhibits must include a completed Cake Decorating Skills Sheet (4-H 710) and must accompany the cake for the judge’s reference during judging. Skills sheets are for judging purposes only and will not be returned to the exhibitor. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

A minimum of five beginner level skills are to be demonstrated.  A list of skills to choose from can be found on the Indiana 4-H Cake Decorating Skills and Techniques, 4-H 710A sheet. Cakes must be on a cake board strong enough to support the cake (approximately 3/8” thick) and 2-4” larger than the cake. For example, if the cake is 8” in diameter, then the cake board must be 10-12” in diameter. The cake board must be neatly covered and well taped or otherwise attached underneath. Cakes exhibited in the beginner level are to be a single tier/layer, no more than 5” tall, and may be round, square, or rectangular and the cake board is to be no more 12”x12”. 

Intermediate (grades 6-8 suggested) 

A minimum of five intermediate level skills are to be demonstrated and the cake may include additional skills from the beginner level.  A list of skills to choose from can be found on the Indiana 4-H Cake Decorating Skills and Techniques, 4-H 710A sheet. Cakes must be on a cake board strong enough to support the cake (approximately 3/8” thick) and 2-4” larger than the cake. For example, if the cake is 9”x13” rectangular, then the cake board must be 11”x15” to 13”x17” rectangular. The cake board must be neatly covered and well taped or otherwise attached underneath.  Cakes exhibited in the intermediate level are to be a single or double layer, no more than 12” tall and may be any shape. Youth may choose to decorate an inverted (upside down) character pan or create a 3-dimensional cake. It is also permissible to cut-up pieces of Styrofoam, foam, or other solid material to create a new shape, like a butterfly or castle for example. The cake board is to be no more than 24”x24”. 

Advanced (grades 9-12 suggested) 

A minimum of five advanced level skills are to be demonstrated and the cake may include additional skills from the beginner and intermediate levels. A list of skills to choose from can be found on the Indiana 4-H Cake Decorating Skills and Techniques, 4-H 710A sheet. Cakes must be on a cake board strong enough to support the cake (approximately ½” thick) and 4” larger than the base cake. For example, if the cake is 26” in diameter, then the cake board must be 30” in diameter. The cake board must be neatly covered and well taped or otherwise attached underneath. Cakes exhibited in the advanced level may be multiple layer and/or tiered and may include multiple cakes, like a wedding cake. Youth may choose to create a character or 3-dimensional cake by cutting-up pieces of Styrofoam, foam, or other solid material to create a new shape. Dowel rods, plates, etc. should be used to support multiple layers and tiers. Fondant icing, gum, and sugar paste is permissible. Cakes may be any shape, no more than 36” tall and the cake board is to be no more than 36”x36”. A minimum of five advanced level skills are to be demonstrated and the cake may include additional skills from the beginner and intermediate levels. A list of skills to choose from can be found on the Indiana 4-H Cake Decorating Skills and Techniques, 4-H 710A sheet. 

Description:  

Youth will learn about developmental stages of infants, toddlers and young children. 

State Fair Entries: 

4 entries per county; one per level. 

Exhibit Guidelines: 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Activities may be designed to be displayed on the floor, but please be considerate of space availability. Each item is to be labeled with the 4-H member’s name, county and club so fair staff can keep all components together if it needs to be moved after judging is complete. 

Notebooks are to include the following: 

• Identifications on the front showing 4-H member’s name, county, club, grade and year in project. 

• Title page naming the activity. 

• Pages explaining how activity was developed and is to be used. 

• Photographs showing how the activity was used along with assembly. 

• Explanation of skills learned and any additional information to share with the reader. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Level A (grades 3-4 suggested)  

Exhibit a poster, display, or notebook about a manual activity. Other similar activities are permissible.  
 

Level B (grades 5-6 suggested) 

Exhibit a poster, display, or notebook about a manual activity. Other similar activities are permissible. 
 

Level C (grades 7-9 suggested) 

Exhibit a poster, display, or notebook about a manual activity. Other similar activities designed to help develop physical, emotional or cognitive skills are permissible.  
 

Level D (grades 10-12 suggested) 

Exhibit a poster, display, or notebook about a manual activity. Other similar activities designed to help develop physical, emotional or cognitive skills are permissible. 

Revised 2026 

Description:  

The 4-H computer science project is designed for youth to engage in an interactive project to learn all levels of familiarity with computers. 

State Fair Entries: 

3 per county; one per level. 

Exhibit Guidelines: 

There are three exhibit grade level divisions; Grades 3-5, Beginner; Grades 6-8, Intermediate; and Grades 9-12, Advanced. Exhibits are to be skill appropriate for the member’s grade level.  

Youth enrolled in the computer project will select one of the below subject categories to study, regardless of grade. Youth may choose to create an exhibit demonstrating skills learned during the year.  

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Check with your county Purdue Extension Office to determine if a computer will be available during judging and if there will be an opportunity to explain your exhibit to the judge. Exhibits qualifying for state fair are to be submitted on a thumb drive securely attached to a notebook/portfolio describing accomplishments, skills learned, design ideas, budget, a summary of what was done, screenshots showing the development and final project, etc. as the exhibitor will not be able to discuss their work with a judge. Poster and display board exhibits are permissible. Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Youth may continue in the same subject category in subsequent years expand on the previous year’s topic, or choose a new topic.   

Subject categories are:  

• Block Based Programming 

• Text Based Programming 

• Web Design and Computer Entrepreneurship 

• Computer Forensics 

• Hardware and Networking Design/Install/Repair 

• Graphic Design, Computer Art, and 3-D Printing 

• Robotics 

• Videography 
   

Software submitted to be reviewed by a judge must be compatible on both PC and Mac platform. If additional software other than Microsoft Office Suite is required to view the member’s work, that software must be provided by the member and comply with all manufacturer copyright laws.  Apps can be Android or IOS compatible.  

 All notebooks/portfolios must include a reference list indicating where information was obtained, giving credit to the original author, to complete the 4-H member’s exhibit. This reference list should/might include web site links, people and professionals interviewed, books, magazines, etc. It is recommended this reference list be the last page of a notebook or included as part of the display visible to the public. A judge is not to discredit an exhibit for the manner in which references are listed. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

 
Exhibit Class Guidelines: 

Programming, Block and Text Based Programming: 

Youth can submit programming projects in a language of their choosing. Some popular choices include, but are not limited to: 

• Block-based: Scratch, Code Studio, Alice, etc. 

• Text-based: Python, JavaScript, C/C++, C#, ASP.net, R, Go, Java, PHP, Perl, Ruby, etc. 

Beginner – Grades 3-5 – Create a program using a language of your choice.   You should comment your work and it must include at least ten different commands.  Skills this program could use are: 

• Sequence 

• Iteration 

• Conditionals 

• Variables 

• Loops 

• User input 

• Any other similar skill 

 
Intermediate Grades 6-8 – Create a program using programming language of your choice.   You should comment your work and it must include at least ten different commands.  Skills this program could use are: 

• More robust demonstration of beginner skills 

• Commenting 

• Correct syntax 

• Lists 

• Functions 

• Algorithms 

• Modularization 

• Lists 

• Any other similar skill 
   

Advanced Grades 9-12 – Create a program using programming language of your choice.   You should comment your work and it must include at least ten different commands.  Skills this program could use are: 

• More robust demonstration of Intermediate Skills 

• Parameters 

• Recursion 

• Interact with databases 

• Classes 

• Objects 

• Methods 

• Inheritance 

• Integrate multiple languages into one program 

• Demonstrate utilization of a version control system 

• Any other similar skill 

Web Design and Computer Entrepreneurship: 

A Notebook detailing your steps/process is highly recommended. 

Beginner Web Design and Computer Entrepreneurship – Grades 3-5 - Build a website demonstrating a knowledge of: 

• Use a website builder to create your website 

• Insert non-stock image into your site 

• Use a template to achieve a unified look 

• Explain CSS in your documentation, what CSS is and why it’s important 

• Must have at least two pages and include all items listed above 
   

Intermediate Web Design and Computer Entrepreneurship – Grades 6-8 - Build a website demonstrating a knowledge of: 

• Create your own site or use a website builder 

• Modify existing HTML 

• Use HTML5 

• Modify existing CSS 

• Have a unified theme throughout 

• Use a photo editing software to create custom images 

• Must have at least five pages and include all items listed above 
   

Advanced Web Design and Computer Entrepreneurship – Grades 9-12 - Build a website demonstrating a knowledge of: 

• Create a custom site using appropriate industry tools 

• Have a responsive website 

• Add useful and appropriate plugins 

• Test for and eliminate bugs 

• Include links for social media 

• Include custom audio/video 

• Must have at least ten pages and include all items listed above 
   

Computer Forensics 

(id theft, online bullying, ethical use of technology, responsible social media use)  

A Notebook detailing your steps/process is highly recommended. 

Beginner Computer Forensics – Grades 3-5 – Research and create a 3-5-minute presentation on one of the following topics. Present to a group of peers and have an adult leader verify, create a YouTube or MP4 instructional video, or printed slides and notes using PowerPoint or similar presentation software.   

• Media Balance and Well Being 

• Privacy and Security 

• Digital Footprint and Identity 

• Relationships and Communication 

• Cyberbullying, Digital Drama and Hate Speech 

• News and Media Literacy 

• Any other similar topic 
   

Intermediate Computer Forensics – Grades 6-8 – Research and create a 6-8-minute presentation on one of the following topics. Present to a group of peers and have an adult leader verify, create a YouTube or MP4 instructional video, or printed slides and notes using PowerPoint or similar presentation software.   

• Digital Citizenship 

• Media Balance and Well Being 

• Privacy and Security 

• Digital Footprint and Identity 

• Relationships and Communication 

• Cyberbullying, Digital Drama and Hate Speech 

• News and Media Literacy 

• Cyber Security 

• Ethics and Society 

• Security Principles 

• Classic Cryptography 

• Malicious Software 

• Physical Security 

• Web Security 

• Any other similar topic 
   

Advanced Computer Forensics – Grades 9-12 – Research and create a 10-12-minute presentation on one of the following topics.  Present to a group of peers and have an adult leader verify, create a YouTube or MP4 instructional video, or printed slides and notes using PowerPoint or similar presentation software.   

• Digital Citizenship: 

• Media Balance and Well Being 

• Privacy and Security 

• Digital Footprint and Identity 

• Relationships and Communication 

• Cyberbullying, Digital Drama and Hate Speech 

• News and Media Literacy 

• Cyber Security 

• Ethics and Society 

• Security Principles 

• Classic Cryptography 

• Malicious Software 

• Physical Security 

• Web Security 

• Any other similar topic 

Hardware and Networking Design/Install/Repair:  

A Notebook detailing your steps/process is highly recommended. 

Beginner – Grades 3-5 – Choose 1-2 items from the list and create a report/presentation (including images) of what you did. 

• Deconstruct and reconstruct a computer 

• Learn and report how binary works and how computers use numbers 

• Troubleshoot hardware problems 

• Explore operating systems 

• Investigate open-source resources 

• Install/upgrade operating systems 

• Design a dream machine (give reasons) 

• Any other similar design/install/repair 
   

Intermediate – Grades 6-8 – Choose 1-2 items from the list and create a report/presentation (including images) of what you did. 

• Identify network hardware 

• Design a computer network 

• Explain Internet Protocol 

• Explain different types of servers 

• Use different protocols to communicate 

• Add peripherals to a network 

• Secure a networked computer 

• Share applications simultaneously 

• Setup a Raspberry Pi or other micro-controller 

• Any other similar design/install/repair 
   

Advanced – Grades 9-12 - Choose one or two items from the list ad create a report/presentation (including images) of what you did. 

• Design and implement a computer network 

• Secure your network 

• Understand technology needs in your community.   

• Help to solve these needs by organizing a committee or team to work on identified issues. 

• Teach a computer science class to younger 4-Hers. 

• Build your dream computer 

• Network multiple micro-controllers  

• Research careers in technology 

• Any other similar design/install/repair 

Graphic Design  

There are three divisions; Beginner (Grades 3-5), Intermediate (Grades 6-8) and Advanced (Grades 9-12). Youth are to use a software program to create or design an item that requires graphic design. The name of the software and version is to be included with the exhibit. Exhibits are to be age/grade appropriate. Ideas include, but are not limited to, the following: 

• Logo design 

• T-shirt or apparel screen printing design 

• Promotional brochure 

• Marketing materials 

• Computer altered photographs/images – Photographs taken by the 4-H member and altered by the 4-H member using a computer are to be entered in the Photography project as a creative/experimental exhibit. Youth must obtain permission from the owner before altering someone else’s photograph/image and include a copy of that permission with the exhibit to insure there is no copyright violation. 

Computer Art 

        There are three divisions; Beginner (Grades 3-5), Intermediate (Grades 6-8) and Advanced (Grades 9-12). Youth are to use a software program to create or design an item that requires artistry. Youth may design and create their own work in totality or can use a pre-made template or design to create their own finished product, provided the majority of the created exhibit is completed by the 4-H member. The name of the software and version is to be included with the exhibit. Exhibits are to be age/grade appropriate.  A Notebook detailing your steps/process is highly recommended. 

3-D Printing 

All divisions should include: 

o The name of the software and version 

o Printer make and model 

o Notebook detailing steps as well as the files you printed 

o Exhibits are to be age/grade appropriate 

Beginner (Grades 3-5) 

• Youth can use premade designs with minor modifications. Youth should document the

modifications, and cite any sources used for the project. 

Intermediate (Grades 6-8) 

• Youth can use premade designs with modifications. Youth should document the modifications, and

cite any sources used for the project. 

Advanced (Grades 9-12). 

• Youth are to use a software program to create or design an item printed using a 3-D printer. Youth

are encouraged to design and create their own work in totality. 

• If youth use a pre-made template,modifyenough so that the majority of the design is completed by 

the 4-H member. Youth must cite any sources used for the project. 

Robotics 

Suggested exhibits include, but are not limited to, a notebook including a printout of code with requirements marked, a flowchart showing how the robot works, images of the robot being built and the final robot in action, a video, a live demonstration, or other applicable exhibits. A Notebook detailing your steps/process is highly recommended. 
 

Beginner – Grades 3-5  

• Create a flowchart  

• Build a robot  

• Use block- or text- based program to operate 

• Sequential programs 

• Events at beginning  

• Use at least one basic sensor 

• Model and demonstrate robot behaviors using a simulation environment (e.g., VEXcode VR                                     
                 httsp://vr.vex.com 

Intermediate – Grades 6-8 

• Create a flowchart with sub-routines 

• Include at least two sensors in robot 

• Use at least three events in code 

• Create at least 2 loops in code  

• Operation of robot should be smooth 
   

Advanced – Grades 9-12 - Above guidelines plus: 

• Use text-based language 

• Use advanced logic including 

• Multiple (three or more) events 

• Multiple (three or more) loops 

• At least three sub routines 

• Special consideration if robot is not a kit 

Videography 

Suggested exhibits include A completed video project (e.g., documentary, commercial, short 

story, instructional, or innovation video are a few suggestions), A notebook or portfolio detailing the 

process, which should include: 

• Planning steps
• Storyboarding
• Script
• Equipment/software used
• Editing steps
• Reference list (sources, interviews, websites, etc.)

Beginner (Grades 3-5) 

• Create a flowchart of the video process
• Build a simple video project using basic editing tools
• Use block- or text-based programs for any automation or effects
• Demonstratesequential planning and basic events (e.g., opening credits, transitions) 
• Use at least one basic effect or technique (e.g., fade-in, title screen)

Intermediate (Grades 6-8) 

• Create a flowchart with sub-routines (e.g., scenes, chapters)
• Include at least two advanced effects or editing techniques
• Use at least three events in the video (e.g., transitions, overlays, audio cues)
• Create at least two loops or repeated elements (e.g., recurring theme music)
• Ensure smooth operation and flow of the video

Advanced (Grades 9-12) - Above guidelines plus: 

• Use text-based editing or scripting tools for advanced logic
• Incorporate multiple (three or more) events and loops
• Include at least three sub-routines (e.g., intro, body, conclusion)
• Special consideration for original work (not using templates or kits)

Additional Notes: 

• All divisions should encourage creativity and originality.
• Exhibits must be age/gradeappropriate.
• Judges should use these guidelines as a reference, not a strict requirement, and recognize individual differences and      creativity.

Description:  

This project is designed to teach clothing selection, wardrobe planning, care of clothing and personal grooming. 

State Fair Entries:    3 Notebooks per county, no clothing; one per level. 

Exhibit Guidelines: 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. All posters, notebooks, and display boards must include a reference list indicating where information was obtained, giving credit to the original author, to complete the 4-H member’s exhibit. This reference list should/might include web site links, people and professionals interviewed, books, magazines, etc. It is recommended this reference list be attached to the back of a poster or display board, be the last page of a notebook, or included as part of the display visible to the public. A judge is not to discredit an exhibit for the way references are listed. 

The notebook is to include the following items and information: 

• Outside front cover – 4-H member name, county, club and level. 

• Photo of 4-H member wearing their purchased outfit. 

• Narrative describing decision making process when purchasing this outfit and accessories, and how they complement your existing wardrobe. 

• One page or section outlining each of the five manual activities completed. Information is to include a description of the activity, skills learned, challenges completing the activity and how you worked to overcome each challenge, problems that occurred and how that problem was solved, how this activity will help you later in life and any other information. 

• Any additional information or documentation such as place of purchase, other vendors explored, how an adult mentor assisted and any other information. Receipts are not required, but if included be sure personally identifiable information such as mailing address, phone number, etc. are altered and not visible. 

• The notebook exhibit is not to include prior year(s) information. 

Youth must model their purchased outfit and accessories at the county level. Modeling at state fair is limited to one entry per level from each county and will be judged separate from the notebook. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Complete five activities in the manual and share your results or answers in a notebook using exhibit guidelines above, labeling each activity. With help from a parent or mentor, With the help of a mentor or parent, purchase and accessorize an outfit of your choice. Accessories may be purchased or selected from what you currently have. 

Intermediate (grades 6-8 suggested) 

Complete five activities in the manual and share your results or answers in a notebook using exhibit guidelines above, labeling each activity.  With the help of a mentor or parent, purchase and accessorize an outfit of your choice. Accessories may be purchased or selected from what you currently have. 

Advanced (grades 9-12 suggested) 

Complete five activities in the manual and share your results or answers in a notebook using exhibit guidelines above, labeling each activity. With the help of a mentor or parent, purchase and accessorize an outfit of your choice. Accessories may be purchased or selected from what you currently have. 

Description:  

The 4-H electricity and electronics program provides youth with educational information about electricity and how it can be used to benefit the human race. 

Exhibit Guidelines: 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Youth are encouraged to complete the activities as instructed in the manual or found on the 4-H electric web page.  

 Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Electric Level 1 (1st year in Electric) 

Exhibit one article of choice displaying proper wiring techniques, made during the current 4-H program year. It must demonstrate a minimum of five (5) or more of the appropriate level of “Skills to be Attained” items as outlined in the “4-H Electric and Electronic Skills & Knowledge Chart”. A completed copy of the “Exhibit Skills & Knowledge Sheet” must accompany the project. Skills sheets are for judging purposes only and will not be returned to the exhibitor. 
Exhibit Suggestions: 

• Circuit board – 6” by 6” of Series/Parallel Circuit 

• Electromagnet 

• Galvanometer 

• Poster board (22” by 28”) 

• Display (appropriately sized for displayed equipment) 

• Notebook/Report that covers any topic that is in the National 4-H Electric Curriculum Electricity Excitement Book 1 or Investigating Electricity Book 2, Purdue Extension website Level 1 activities/project sheets, or from the appropriate level of the Skills & Knowledge Chart. Refer to the Written Report Scorecard, 4-H 824, to determine expected items to be included. 

Electric Level 2 (2nd year in Electric) 

Exhibit one article of choice displaying proper wiring techniques, made during the current 4-H program year. It must demonstrate a minimum of five (5) or more of the appropriate level of “Skills to be Attained” items as outlined in the “4-H Electric and Electronic Skills & Knowledge Chart”. A completed copy of the “Exhibit Skills & Knowledge Sheet” must accompany the project. Skills sheets are for judging purposes only and will not be returned to the exhibitor. 

Exhibit Suggestions: 

• Magnetic Powered Shake Flashlight – with optional display 

• Circuit board – 6” by 6” of Series/Parallel Circuit (with modifications if exhibited in Level 1) 

• Electromagnet 

• Galvanometer 

• Electric Motor 

• Poster board (22” by 28”) 

• Display (appropriately sized for displayed equipment) 

• Notebook/Report that covers any topic that is in the National 4-H Electric Curriculum Electricity Excitement Book 1 or Investigating Electricity Book 2, Purdue Extension website Level 2 activities/project sheets, or from the appropriate level of the Skills & Knowledge Chart. Refer to the Written Report Scorecard, 4-H 824, to determine expected items to be included. 

Electric Level 3 (3rd year in Electric) 

Exhibit one article of choice displaying proper wiring techniques, made during the current 4-H program year. It must demonstrate a minimum of five (5) or more of the appropriate level of “Skills to be Attained” items as outlined in the “4-H Electric and Electronic Skills & Knowledge Chart”. A completed copy of the “Exhibit Skills & Knowledge Sheet” must accompany the project. Skills sheets are for judging purposes only and will not be returned to the exhibitor. 

Exhibit Suggestions: 

• Wiring Project – (i.e., extension cord, trouble light, wire sizes and uses, plug configurations, test equipment, replace cord/cord end on a tool or piece of equipment, etc.) 

• Electrical tool and supply kit 

• Poster board (22” by 28”) 

• Display (appropriately sized for displayed equipment) 

• Notebook/Report that covers any topic that is in the National 4-H Electric Curriculum Wired for Power Book 3, Purdue Extension website Level 3 activities/project sheets, or from the appropriate level of the Skills & Knowledge Chart. Refer to the Written Report Scorecard, 4-H 824, to determine expected items to be included. 

Electric Level 4 (4th year in Electric) 

Exhibit one article of choice displaying proper wiring techniques, made during the current 4-H program year. It must demonstrate a minimum of five (5) or more of the appropriate level of “Skills to be Attained” items as outlined in the “4-H Electric and Electronic Skills & Knowledge Chart”. A completed copy of the “Exhibit Skills & Knowledge Sheet” must accompany the project. Skills sheets are for judging purposes only and will not be returned to the exhibitor. 
Exhibit Suggestions: 

• Wiring – Wire a lamp. The lamp can be a re-wired lamp or one that is built new. 

• Electrical tool and supply kit 

• Poster board (22” by 28”) 

• Display (appropriately sized for displayed equipment) 

• Notebook/Report that covers any topic that is in the National 4-H Electric Curriculum Wired for Power Book 3, Purdue Extension website Level 4 activities/project sheets, or from the appropriate level of the Skills & Knowledge Chart. Refer to the Written Report Scorecard, 4-H 824, to determine expected items to be included. 

Electric Level 5 (5th year or more in Electric) 

Exhibit one article of choice, displaying proper wiring techniques, made during the current 4-H program year that demonstrates a minimum of five (5) or more of the appropriate level of “Skills to be Attained” items as outlined in the “4-H Electric and Electronic Skills & Knowledge Chart”. A completed copy of the “Exhibit Skills & Knowledge Sheet” must accompany the project. Skills sheets are for judging purposes only and will not be returned to the exhibitor. 
Exhibit Suggestions: 

• Equipment Wiring – including but not limited to: parts identification, appliance repair, lamps and other lighting, equipment wiring, control system, security system, topic that covers safety, motors/generators, electric heating, heat pumps, AC, water heaters, and other electric equipment. 

• Home Wiring – included by not limited to any circuits found in the wiring of a house or “barn”, service entrance, switching, receptacles, generator transfer circuit, safety, electrical math, and others. 

• Electronic Equipment – Any project or kit containing transistors or integrated circuits or vacuum tubes such as radio, TV, computer, robot, cell phone, and others. 

• Poster board (22” by 28”) 

• Display (appropriately sized for displayed equipment) 

• Notebook/Report that covers any topic that is in the National 4-H Electric Curriculum Entering Electronics, Purdue Extension website Level 5 activities/project sheets, or from the appropriate level of the Skills & Knowledge Chart. Refer to the Written Report Scorecard, 4-H 824, to determine expected items to be included. 

• Video Presentation Create a video showing the work accomplished and skills learned. This video should include the same type of information as required in written notebook listed above. This video is to be no more than ten minutes in length and formatted as MP4 and submitted on a thumb drive. This video can also be uploaded to a YouTube account with the video being made public and the link submitted for evaluation. 

Description:  

This project will help you study insects and their relationship with people. You can also learn how to collect, preserve, and identify insects. 

State Fair Entries: 

• 3 collection exhibits per county, one per level 

• 3 educational exhibits per county, one per level 

Educational Exhibit Guidelines: 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Collection Exhibit Guidelines: 

Specimens may be displayed in a collection box no larger than 24”x 18”x 3”, displayed horizontally.  

Collections are to include the following: 

• Title as Insect Collection year in Entomology 

• Order – refer to ID-401, page 57. 

• Display – mounted insects are to have been legally and personally collected in the United States and displayed in an 18”x24” collection box displayed horizontally. Collections including multiple boxes are to be numbered 1 of 3, etc.  ID 401 A-F cards (for Beginner and Intermediate) and 401-I cards (for Advanced) are to be placed  
  inside the display box in an attractive manner. 

• Identification – Collection display boxes are expected to contain the specified number of insects, families, and 
  orders specified (see chart below). All insects must be in the adult stage and be properly mounted on insect pins or be contained in vials as directed.  

• Pin Labels - Each pin or vial must contain two labels:  
  • Top label is to include collection date, location, and collector name.  
  • Bottom label is to include common name and other optional identification data. 

• Box Labels – Box labels (computer generated or neatly printed) are used for orders and families as required (see chart below) and are to be placed flat against the bottom of the box. Insects must be properly grouped directly under the correct order and family label. For example, all insects belonging to a particular order must be placed under that order label. Orders to be used are listed in the reference book ID- 401. If family level identification is required, the insects should be further grouped together under the correct family label. 

• Educational Box – One additional box (educational), based on the specific theme (see chart below), is required for grades 9-12, in addition to the insect collection boxes. This box can be created in any manner chosen (without the mounting, pinning or identifying restrictions specified above). 

Judges evaluating collection exhibits should judge based on educational content, scientific accuracy, eye appeal and creativity. 

Monarch Butterfly Statement: 

Q: Many have noticed the decrease in number of Monarch butterflies both in Indiana and throughout the country and wonder if and how Entomology at Purdue is responding. Are 4-H and youth still required to catch these endangered insects for their collection boxes?  

A: Monarch butterflies are now officially on the threatened species list. While we know that collecting Monarch butterflies for 4-H collections or displays does not constitute a significant risk to their population when compared to the effects of climate change, pesticide contamination and habitat loss, capitalizing on this opportunity to discuss their decline is an excellent way to bring public focus to this important issue. We want our youth (and all IN citizens) to recognize the Monarch butterfly, understand its biology and be empathetic to its conservation.  

Therefore, we have instituted the following update to our youth and 4H Entomology programs. Effective immediately, we no longer encourage students to ‘collect’ Monarch butterflies for exhibits, displays or 4-H insect collections. But rather than simply removing the Monarch butterfly from the list of 150 insects that 4-H students are to recognize, we want to highlight it so that students really do learn to recognize them and understand their peril. After all, the more we are familiar with this species, the more apt we will be to assist and support the conservation of this iconic species. 

Link to a recent article from our department pertaining to Monarch butterflies (https://www.purduelandscapereport.org/article/where-have-all-the-monarch-butterflies-gone/) 

Spotted Lanternfly Statement 

Q: Are there any new changes to rules or directions for the 4H or FFA youth projects or competitions that students and coaches should look for? 

A: To keep the youth Career Development (CDE judging) and 4-H collection projects current, it is important to occasionally add new insects to the list. Due to the invasion of a serious new insect pest throughout the Midwest called the Spotted Lanternfly, we have added it to the list of insects found in the “How to Make an Awesome insect Collection and (ID-401) and Who Let the Bugs Out (ID-402) extension resources. Please be aware that students are now expected to identify and understand its biology and behavior as well as its potential impact in Agriculture.  

Indiana 4-H Youth Development partners with Purdue University academic departments to develop 4-H project guidelines. The Monarch butterfly and Spotted Lanternfly statements are provided by Dr. Timothy J. Gibb, Department of Entomology. 

Exhibit Class Guidelines: 

Beginner (1st-3rd Year in Entomology)  

Create a collection based on the year in entomology or an educational exhibit. 

Intermediate (4th-6th Year in Entomology)  

Create a collection based on the year in entomology or an educational exhibit. 

 
Advanced (7th-10th Year in Entomology)  

Create an insect collection based on the year in entomology or an educational exhibit. Advanced level insect collections are to also include an education box, for a total of four boxes. Advanced level youth may instead create an independent study topic of choice. 

Description:  

Youth will learn basic information and skills needed to grow healthy plants and flowers as well as floral design techniques. 

State Fair Entries: 

8 floral exhibits per county, 2 per level & 4 educational exhibits per county, 1 per level 

Exhibit Guidelines: 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Floral arrangements can be constructed using fresh flowers and greenery grown yourself or purchased, flowers and greenery dried yourself or purchased, or artificial flowers or greenery. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Level A (grades 3-4 suggested)  

Floral Option - Create a simple bud vase (1-3 stems of main flower plus appropriate filler and/or greenery) or simple round arrangement (small, compact round cluster of flowers plus appropriate filler and/or greenery).  

Educational Display Option – Create a poster, notebook or display about one of the following:  

• Chronicle your work in your flower garden (planning, planting, care, harvest, arrangement made with your flowers)  

• Describe how you planned or designed your garden, including how you chose the kinds of flowers. 

• Explain how you harvested your flowers, cared for them, and used them in an arrangement. 

• Explore and explain: pollination - what it is, why important, different ways it occurs or transplanting - what, how, things to watch out for; or role of insects with flowers (good, bad or both). 

• Explore and explain seed germination. 

• Explore and explain how to care for a 'sick' plant. 

• Report on interview with a floriculture professional (what do they do, types of jobs, type of training, hours worked, etc.)  

• Describe an experiment you did and the results. 

• Describe a community service project you did related to your flowers project. 

• Another similar activity. 
   

Level B (grades 5-6 suggested) 

Floral Option – Create a mixed planter that includes 3 or more kinds of plants, make an item from dried plants, or display a house plant (flowering or non-flowering) you’ve grown. 

Educational Display Option – Create a poster, notebook or display about one of the following: 

• Report how you harvested your flowers and/or herbs, cared for them, dried them, and used them. 

• Explore and explain: insects and your flowers and/or herbs. 

• Explore and explain: starting seeds indoors -- the process and pros and cons. 

• Explore and explain: perennials -- what are they, how are they used, benefits or drawbacks. 

• Investigate and describe a butterfly garden -- what types of plants, benefits to insects and butterflies, etc. 

• Describe how you planned or designed your garden, including how you chose the kinds of plants, any problems, successes. 

• Describe your houseplant - how you cared for, transplanted to larger pot, any problems, or successes. 

• Explore and explain: plant biology -- form and function, growth, photosynthesis, etc. 

• Explore and explain: how to grow plants indoors -- things to consider, common problems and solutions.  

• Explore and explain: environmental effects related to plants (such as light, water, soil, or temperature).  

• Describe an experiment you did and the results. 

• Explore and explain topics from "Imagine That" -- plants around the world, information about different cultural uses of plants, different ways you used your plants/herbs/flowers. 

• Another similar activity. 

Level C (grades 7-9 suggested) 

Floral Option – Create a terrarium, combination or European planter (3 or more kinds of plants), corsage, boutonniere, or specialty arrangement in a container (using dried flowers, roses, or lilies as the primary content). 

Educational Display Option – Create a poster, notebook or display about one of the following: 

• Explore and explain: vegetative propagation -- how to, different types, problems and solutions, different uses of. 

• Explore and explain: plant nutrients -- what are they, why does the plant need them, what happens if the plant has too much or too little, planters or containers vs. garden. 

• Investigate the design of multiple plant containers -- how to, things to considers, selecting plant materials, uses of. 

• Describe how you created your corsage or boutonnieres; or dried arrangement. Be sure to include appropriate information on design principles and how they are used to create your arrangement. 

• Explore and explain: floral tools and materials (how to use, what they are, care of tools, different uses of a tool or material). 

• Explore and explain: preserving cut flowers -- how, problems, uses of and/or diseases related to cut flowers. 

• Illustrate, explore and explain how you dry flowers or other plant materials and/or describe different methods and/or how, why use them. 

• Explore and explain: medicinal uses and toxicity of fresh and dried flowers and plants. 

• Describe an experiment you did and the results. 

• Describe a career exploration activity you did, such as job shadow, interview with a professional. 

• Describe a community service activity you did related to your flowers project -- what you did, why, results, etc. 

• Another similar activity. 
   

Level D (grades 10-12 suggested) 

Floral Option – Create a seasonal arrangement, modern or contemporary arrangement, bridal bouquet, special occasion centerpiece, or plant you have propagated and grown yourself. 

Educational Display Option – Create a poster, notebook or display about one of the following: 

• Describe how you created your arrangement, include information on the design principles utilized. 

• Explore and explain how you utilize different flowers to make a similar style arrangement for different seasons (tulips in spring, mums in fall, etc.) or how to utilize similar flowers to make different styles of arrangements. 

• Explore and explain: the cost of arrangement and/or a cost comparison with flowers (different types flowers, different time year, etc.). 

• Explore and explain: forcing flowers (bulbs, branches, etc.). 

• Explore and explain: marketing in the floral industry (large or small business) and/ or a market survey and results, and how they can benefit the floral industry. 

• Explore and explain: how to start a business related to the floral industry and may include a business plan. 

• Explore and explain the origins of flowers and/or the floriculture industry around the world. 

• Explore and explain: tissue culture, biotechnology, or traditional breeding of new flower types -- what are they, how are they used, pros and cons. 

• Explore and explain: be a plant detective -- what kinds of problems might you have in growing and caring for flowers, and how to solve. 

• Describe an experiment you did and the results. 

• Describe a community service activity you did related to your flowers project: how, why, results. 

• Another similar activity. 

Description:  

The foods project teaches basic baking, preservation and nutrition education skills. 

State Fair Entries: 

2 Level A entries per county. 

2 Level B entries per county. 

3 Level C entries per county. 

3 Level D entries per county. 

Exhibit Guidelines: 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Purdue Extension Food Safety Policy (revised 10/2022): 

For Food Competitions: Fillings, frostings, glazes, and meringues are not permitted to contain cream cheese, sour cream, heavy cream, or whipped cream if they are not fully cooked/baked. These items are allowed as ingredients in food products IF the final product is cooked/baked. Additionally, raw milk, raw milk products or uncooked eggs/egg whites are not permitted. Eggs/egg whites that have been cooked to 160 degrees F (i.e., pasteurized or included as part of a batter and baked) are acceptable. No home-canned fruits, vegetables, or meats are permitted as ingredients in food products. 

Foods should be transported to the competition in a way that minimizes contamination and maintains the quality of the food (i.e., foods that are judged as frozen should remain frozen at all times). 

Recipes must be provided that identifies all ingredients that were used in each part of the product. Any ingredient that could be a potential allergen must be clearly identified. Potential food allergens include, but are not limited to, milk, eggs, peanuts, tree nuts, fish, crustacean shellfish, wheat, soy and sesame. Each food product must be labeled with the following information: 

• Name 

• Date the food product was made 

Contestants should carefully wash their hands and make sure that their hands do not have any open cuts before preparing foods. If cuts are present, the wound should be bandaged and a single use food service glove worn on the hand during all stages of food production. Contestants should not be preparing food exhibits for competition within 48 hours of recovering from any illness. People experiencing symptoms of vomiting, diarrhea, fever, and/or jaundice should not be allowed to prepare food. 

Judges and individuals who will consume products from county and/or state competitions should be informed that they are at risk for foodborne illness since the established policy cannot guarantee that an entry has been properly prepared or handled before, during or following the competition. The food products for competitions are home produced and processed and the production area is not inspected by the Indiana Department of Health. Tasting of a food product is solely at the discretion of the judge and consumers. Judges are NOT to taste any home preserved foods such as low-acid or acidified foods like green beans, tomatoes or tomato products, jams/jellies/fruit preserves or fermented products produced in the home. 

Baked food products may be from a boxed mix following the instructions, a boxed mix with added ingredients, or ingredients combined from scratch. Youth are to place their name, county and club on the bottom side of their plate, pan or other container and the official entry tag provided will be placed with the exhibit.  

A completed recipe card is to be submitted with each exhibit. Recipe cards are for judging purposes only and will not be returned to the exhibitor. Laminating, wrapping the recipe card in plastic, or placing it in a clear plastic bag is optional. Since it is illegal in the State of Indiana for youth under the age of 21 to purchase or consume alcoholic beverages, 4-H members are to use recipes that do not include an alcoholic beverage as an ingredient. A suitable non-alcoholic or imitation product may be substituted. 

Baked food products should be covered during transport and displayed on a paper or foam plate, or another type of disposable container. Pies, casseroles and other similar items are to be baked in a disposable pan. Cakes and sticky items may be displayed on a cardboard strong enough to support the item and covered in foil, plastic, wax paper, or similar substance. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Perishable baked exhibits entered for state fair competition will not be displayed and instead will be donated to a central Indiana homeless shelter. 

Exhibit Class Guidelines: 

Level A (grades 3-4 suggested)  

Choose one or more of the baked products below, or a similar baked product of choice. It is suggested a participant choose a different option each year, but this is not a requirement. Exhibits entered at state fair will be donated to local homeless shelters after being judged and not displayed. 

• Three uniced snack sized cookies. 

• Three standard sized unlined muffins. 

• Three standard sized unlined muffins containing an ingredient that is a source of Vitamin A or C. 

• Three snack sized granola bars. 

• Three snack sized brownies or blondies. 

• An educational poster, notebook or display about a food or nutrition topic of choice that is age/grade appropriate. 

• Any other similar baked item.
  

Level B (grades 5-6 suggested) 

Choose one or more of the baked products below, or a similar baked product of choice. It is suggested a participant choose a different option each year, but this is not a requirement. Exhibits entered at state fair will be donated to local homeless shelters after being judged and not displayed. 

• A single layer cake without frosting. 

• A single layer reduced-fat cake without frosting. Reduce the amount of fat in the recipe by using a fruit puree or baby food fruit product that does not contain yogurt.  

• A standard loaf-sized quick bread. 

• A standard loaf-sized quick bread containing an ingredient that is a source of Vitamin A or C. 

• A coffee-cake. 

• A coffee-cake containing an ingredient that is a source of Vitamin A or C. 

• Three biscuits or scones that are plain, sweet or savory. 

• Three biscuits or scones that are plain, sweet or savory using a whole grain flour mixture. 

• Three biscuits or scones that are plain, sweet or savory containing an ingredient that is a source of Vitamin A or C. 

• Three no-yeast, any shape pretzels (shaped, stick or nugget). 

• Three no-yeast, any shape pretzel with a whole grain flour mixture (shaped, stick or nugget). 

• Three no-yeast bread sticks. 

• Three no-yeast cinnamon rolls or another flavored roll without icing or glaze. 

• A no-yeast sweet bread without icing or glaze. 

• An educational poster, notebook or display about a food or nutrition topic of choice that is age/grade appropriate. 

• Any other similar baked item. 
   

Level C (grades 7-9 suggested) 

Choose one or more of the baked products below, or a similar baked product of choice. It is suggested a participant choose a different option each year, but this is not a requirement. Exhibits entered at state fair will be donated to local homeless shelters after being judged and not displayed. 

• Three yeast bread sticks or yeast rolls (any shape, medium size – not a sweet roll) 

• Three (3) yeast bread sticks or yeast rolls (any shape, medium size - not a sweet roll), using a whole grain flour mixture. Participants are expected to learn how to knead bread dough by hand and allow it to rise appropriately. It is NOT acceptable to use a home bread maker. 

• A yeast bread loaf or braid. Participants are expected to learn how to knead bread dough by hand and allow it to rise appropriately. It is NOT acceptable to use a home bread maker. 

• A yeast bread (can be loaf, braid) using a whole grain flour mixture such as whole wheat, rye, oat bran, etc. Participants are expected to learn how to knead bread dough by hand and allow it to rise appropriately. It is NOT acceptable to use a home bread maker. 

• Homemade pizza using a yeast dough. Judges are not expecting this item to be presented hot out of the oven. 

• One package of an, invented healthy snack (such as a granola bar, popcorn snack, 

• trail mix, etc.). Your snack must include at least 2 food groups from MyPlate. Exhibit must include your snack product and a separate folder containing a marketing plan with product name, recipe, how it will be packaged, a package design, where it will be sold and suggested selling price. Style your snack for a photo shoot and include the picture in your marketing plan. Label should include product name, date, quantity, and serving size. 

• Prepare an entrée casserole that meets three MyPlate requirements for a meal. Use care when transporting to prevent spoilage. Judges are not expecting this casserole to be presented hot out of the oven. 

• An educational poster, notebook or display about a food or nutrition topic of choice that is age/grade appropriate. 

• Any similar baked item. 

Level D (grades 10-12 suggested) 

Choose one or more of the baked products below, or a similar baked product of choice. It is suggested a participant choose a different option each year, but this is not a requirement. Exhibits entered at state fair will be donated to local homeless shelters after being judged and not displayed. 

• A single or double crust baked fruit pie (no graham cracker crust). (Note: Custards, cream, cream cheese frosting and fillings, and raw egg white frosting are not acceptable in an exhibit because they are highly perishable when left at room temperatures.) 

• A baked food product for a catered meal or special event in which organizers have requested low fat and/or reduced sugar items. Exhibit will include your food product and a notebook outlining how this product is to be used at the event, menu, supplies to buy, preparation schedule, equipment, table layout, etc. A table display is optional. 

• Select a condition in which people have to specifically modify their eating habits (diabetes, heart disease, Celiac disease, food allergies, etc.) Prepare a baked food product appropriate for someone with this condition. Exhibit will include your food product and a notebook summarizing the condition or allergy, nutrition considerations involved with the condition, a description of your baked item, and an explanation of how it fits within the nutrition considerations. Make sure to note any ingredients that could cause an allergic reaction.  

• Prepare an entrée casserole that meets four MyPlate requirements for a meal. Use care when transporting to prevent spoilage. Judges are not expecting this casserole to be presented hot out of the oven. 

• An international or ethnic food of choice. This may be a cold or hot product. Use care when transporting to prevent spoilage. Judges are not expecting this product to be presented hot out of the oven. 

• A specialty pastry. 

• Create a baking mix and provide a sample of the baked product. Include an index card with instructions, wet ingredients needed, and baking instructions. 

• An educational poster, notebook or display about a food or nutrition topic of choice that is age/grade appropriate. 

• Any other similar baked item. 

Description:  

The foods project teaches basic baking, preservation and nutrition education skills. 

State Fair Entries: 

2 Level A entries per county. 

2 Level B entries per county. 

3 Level C entries per county. 

3 Level D entries per county. 

Exhibit Guidelines: 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Refer to the Purdue Extension Food Preservation web site for resources and Purdue Extension educators trained to answer food preservation questions. 
Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Purdue Extension Food Safety Policy (revised 10/2020): 

For Food Competitions: Fillings, frostings, glazes, and meringues are not permitted to contain cream cheese, sour cream, heavy cream, or whipped cream if they are not fully cooked/baked. These items are allowed as ingredients in food products IF the final product is cooked/baked. Additionally, raw milk, raw milk products or uncooked eggs/egg whites are not permitted. Eggs/egg whites that have been cooked to 160oF (i.e., pasteurized or included as part of a batter and baked) are acceptable. No home-canned fruits, vegetables, or meats are permitted as ingredients in food products. 

Foods should be transported to the competition in a way that minimizes contamination and maintains the quality of the food (i.e., foods that are judged as frozen should remain frozen at all times). 

Recipes must be provided that identifies all ingredients that were used in each part of the product. Any ingredient that could be a potential allergen must be clearly identified. Potential food allergens include, but are not limited to, milk, eggs, peanuts, tree nuts, fish, crustacean shellfish, wheat, soy and sesame. Each food product must be labeled with the following information: 

• Name 

• Date the food product was made 

Contestants should carefully wash their hands and make sure that their hands do not have any open cuts before preparing foods. If cuts are present, the wound should be bandaged and a single use food service glove worn on the hand during all stages of food production. Contestants should not be preparing food exhibits for competition within 48 hours of recovering from any illness. People experiencing symptoms of vomiting, diarrhea, fever, and/or jaundice should not be allowed to prepare food. 

Judges and individuals who will consume products from county and/or state competitions should be informed that they are at risk for foodborne illness since the established policy cannot guarantee that an entry has been properly prepared or handled before, during or following the competition. The food products for competitions are home produced and processed and the production area is not inspected by the Indiana Department of Health. Tasting of a food product is solely at the discretion of the judge and consumers. Judges are NOT to taste any home preserved foods such as low-acid or acidified foods like green beans, tomatoes or tomato products, jams/jellies/fruit preserves or fermented products produced in the home. 

A completed recipe card is to be submitted with each exhibit. Recipe cards are for judging purposes only and will not be returned to the exhibitor. Laminating, wrapping the recipe card in plastic, or placing it in a clear plastic bag is optional. Since it is illegal in the State of Indiana for youth under the age of 21 to purchase or consume alcoholic beverages, 4-H members are to use recipes that do not include an alcoholic beverage as an ingredient. A suitable non-alcoholic or imitation product may be substituted. 

Preserved food products should be displayed in an appropriate container, preferably disposable. Containers will not be returned to the exhibitor. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Perishable baked exhibits entered for state fair competition will not be displayed and instead will be donated to a central Indiana homeless shelter. 

Exhibit Class Guidelines: 

Level A (grades 3-4 suggested)  

Choose one or more of the preserved products below, or a similar preserved product of choice. It is suggested a participant choose a different option each year, but this is not a requirement. Exhibits entered at state fair will be donated to local homeless shelters and not displayed. 

• A package of 3 baked or unbaked, snack-sized (approximately 2”-3” individual size) frozen cookies. Display in freezer bag or freezer container. (NOTE: Freezer containers will not be returned.) Include index card with recipe and instructions for defrosting or baking. Label with name of product, quantity, and date frozen. 

• One package of frozen berries. Display in freezer bag or freezer container. (NOTE: Freezer containers will not be returned.) Include index card with recipe and instructions for cooking or defrosting. Label with name of product, quantity, and date frozen. 

• One package of dehydrated fruit or vegetable. Display in an appropriate bag or container. Include index card with recipe and instructions for cooking or defrosting. Label with name of product, quantity, and date dehydrated. 

• An educational poster, notebook or display about a food or nutrition topic of choice that is age/grade appropriate. 

• Any other similar preserved item. 

Level B (grades 5-6 suggested) 

Choose one or more of the preserved products below, or a similar preserved product of choice. It is suggested a participant choose a different option each year, but this is not a requirement. A square, oblong or round layer cake. Exhibits entered at state fair will be donated to local homeless shelters and not displayed. 

• One uncooked frozen mini-pizza using whole-grain pita bread, English muffin, bagel, or already prepared crust (no larger than 7" in diameter) with toppings of your choice. Include at least 4 MyPlate food groups on your pizza. Meat toppings such as hamburger, sausage, bacon, etc. must be cooked. Display on covered cardboard inside freezer bag. Include index card with recipe and instructions for cooking. Label with name of product, quantity, and date frozen. 

• One package of any frozen vegetable or combination vegetables. Display in freezer bag or freezer container. (NOTE: Freezer containers will not be returned.) Include index card with instructions for defrosting and cooking. Label with name of product, quantity, and date frozen. 

• One container of frozen fruit or vegetable juice. Include index card with instructions for defrosting and cooking. Label with name of product, quantity, and date frozen. 

• One container of frozen soup. Include index card with recipe and instructions for defrosting and cooking. Label with name of product, quantity, and date frozen. 

• A frozen ready-to-eat breakfast sandwich, burrito or similar item. Display on covered cardboard inside freezer bag. Include index card with recipe and instructions for cooking. Label with name of product, quantity, and date frozen. 

• An educational poster, notebook or display about a food or nutrition topic of choice that is age/grade appropriate. 

• Any other similar preserved item. 

Level C (grades 7-9 suggested) 

Choose one or more of the preserved products below, or a similar preserved product of choice. It is suggested a participant choose a different option each year, but this is not a requirement. Exhibits entered at state fair will be donated to local homeless shelters and not displayed. 

• One (1) container of freezer jam. Include index card with recipe and instructions for storing. Label with name of product, quantity, and date frozen. 

• One jar of a canned tomato product using the Hot Pack Method for a boiling water bath canner, such as tomato juice, catsup, barbecue sauce, or salsa. Include index card with recipe and instructions for cooking or using the product. Label with name of product, quantity, and date canned. Canned products must have the ring on the jar top to protect the seal. Note: Only food preservation products made using USDA approved recipes and techniques are acceptable. 

• One jar of a canned pickled product or canned pickles. Include index card with recipe, processing, and storage instructions. (Products using a fancy pack are not accepted.) Label with name of product, quantity, and date canned. Canned products must have the ring on the jar top to protect the seal. Note: Only food preservation products made using USDA approved recipes and techniques are acceptable. 

• Frozen yeast dough (bread loaf, roll balls, sticks, pizza, etc.). Include index card with recipe and instructions for defrosting and cooking. Label with name of product, quantity, and date frozen. 

• An educational poster, notebook or display about a food or nutrition topic of choice that is age/grade appropriate. 

• Any similar preserved item. 

 
Level D (grades 10-12 suggested) 

• Choose one or more of the preserved products below, or a similar preserved product of choice. It is suggested a participant choose a different option each year, but this is not a requirement. Exhibits entered at state fair will be donated to local homeless shelters and not displayed. 

• One jar of pressure canned vegetables, meat or combination product, such as soup, stew, spaghetti sauce with meat, etc. Include index card with recipe and instructions for cooking or using the product. (Products using a fancy pack are not accepted.) Label with name of product, quantity, and date canned. Canned products must have the ring on the jar top to protect the seal. Note: Only food preservation products made using USDA approved recipes and techniques are acceptable. 

• One package of a combination food frozen entree in freezer container. The combination food should contain 3 food groups from MyPlate. Exhibit should include an index card with recipe and instructions for reheating. Display in disposable containers. No containers will be returned. Label with name of product, quantity, and date frozen. 

• A jar of cooked jam or a reduced-sugar fruit spread. Include recipe card. Label with name of product, quantity, and date made. Note: Only food preservation products made using USDA approved recipes and techniques are acceptable. 

• One container of a thaw and eat frozen prepared appetizer. Include index card with recipe and instructions for defrosting. Label with name of product, quantity, and date frozen. 

• One container of a thaw and eat frozen prepared dessert. Include index card with recipe and instructions for defrosting. Label with name of product, quantity, and date frozen. 

• An educational poster, notebook or display about a food or nutrition topic of choice that is age/grade appropriate. 

• Any other similar preserved item. 

Description:  

This project teaches youth natural resources and forestry related skills. 

State Fair Entries: 

3 per county; one per level 

Exhibit Guidelines: 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Create an educational poster, notebook or display about any manual activity or on any forestry topic of choice that is age/grade appropriate. 

 
Intermediate (grades 6-8 suggested) 

Create an educational poster, notebook or display about any manual activity or on any forestry topic of choice that is age/grade appropriate. 

 
Advanced (grades 9-12 suggested) 

Create an educational poster, notebook or display about any manual activity or on any forestry topic of choice that is age/grade appropriate, prepare a herbarium collection that contains at least 25 native Indiana forest leaves, or prepare a herbarium collection that contains at least 25 native Indiana forest shrubs. Youth can also design and complete an independent study activity. 

Herbarium Collections - Collect 25 terminal twigs and at least two leaves, if space allows (only one compound leaf is required), from native forest trees. Mount the specimens on 11 ½" x 16 ½" paper. One leaf on the twig must be mounted to show the back side of the leaf. Label each sheet with the following: common name, scientific name, where collected, county where collected, date collected, name of collector, and specimen number. Cover each specimen. There are no specific references given for these exhibits. Youth are encouraged to use Extension publications, the Internet, books, and forest specialists when collecting and identifying specimens. The herbarium collection must be accessible to the judges. Do not cover it under the plastic that covers your poster. Youth may want to attach a folder or other holder over your poster to hold the mounted, covered specimens. 

Description:  

Youth will learn about plant growth, soil nutrition, and management of insects and diseases related to fresh vegetable and herb production. 

State Fair Entries: 

• 1 collection per member, unlimited number of county entries. 

• 5 single vegetable entries per member, unlimited number of county entries. 

• 3 herb entries per member, unlimited number of county entries. 

• 1 potato tray entry per member, unlimited number of county entries. 

• 1 tomato plate entry per member, unlimited number of county entries. 

• 1 educational exhibit entry per county. 

Exhibit Guidelines: 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Refer to Suggested 4-H Garden Exhibits, 4-H 970-w, to learn about size, weight, and other suggested specifications.  

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Vegetable exhibits entered for state fair competition will not be displayed and instead will be donated to a central Indiana food bank. 

Exhibit Class Guidelines: 

Level A (grades 3-4 suggested)  

Choose one or more options outlined below. All vegetable and herb exhibits must include common name, and variety. Vegetable exhibits entered at state fair will be donated to local food banks and homeless shelters after being judged and not displayed. 
 

Level B (grades 5-6 suggested) 

Choose one or more options outlined below. All vegetable and herb exhibits must include common name, and variety. Vegetable exhibits entered at state fair will be donated to local food banks and homeless shelters after being judged and not displayed. 
 

Level C (grades 7-9 suggested) 

Choose one or more options outlined below. All vegetable and herb exhibits must include common name, and variety. Vegetable exhibits entered at state fair will be donated to local food banks and homeless shelters after being judged and not displayed. 

Level D (grades 10-12 suggested) 

Choose one or more options outlined below. All vegetable and herb exhibits must include common name, and variety. Vegetable exhibits entered at state fair will be donated to local food banks and homeless shelters after being judged and not displayed. 

Garden Collection Option 

Create a 3-plate, 4-plate, or 5-plate collection display of vegetables you have grown and cared for from the single vegetable list. Display each vegetable on a disposable plate. Inclusion of flowers is optional. 

Single Vegetable Option 

Display from the list below vegetables you have grown and cared for on a disposable plate. 

Herb Option 

Display from the list below a single herb plant you have grown and cared for in an appropriate size pot that has a saucer bottom. 

Potato Tray Option 

Display from the list below approximately 30 potatoes you have grown and cared for in a 12 ½” x18” tray. A tray will be provided when checking-in potato exhibits at state fair. 

Tomato Plate Option 

Display from the list below tomatoes you have grown and cared for on a disposable plate. 

Educational Exhibit Option 

Create an educational poster, notebook or display about any manual activity or on any gardening topic of choice that is age/grade appropriate.  Youth can also design and complete an independent study activity. 

Description:  

This project helps young people know where their ancestors resided, traveled, and developed some family tradition. 

State Fair Entries: 

5 entries per county; one per division. 

Exhibit Guidelines: 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Forms for this project are found on the Indiana 4-H Web site www.extension.purdue.edu/4h click on "projects" and then on Genealogy to reach downloadable forms. This project is organized into divisions and not grades for a youth cannot start in Division 3 without first completing Division 1 and Division 2. This is a project that builds on the previous division information in order to be successful in building your family tree. If you are using a genealogical commercial software program, you may need to type in or hand write in information required by the Indiana 4-H genealogy project. See 4-H forms on the 4-H website linked above. 

The exhibit will consist of no more than four (4) notebooks for Division 1-4- and first-year Advanced Division.  (If a notebook requires additional space, label it as notebook x, continued.)  Those notebooks are: 

• Book #1 – Appropriate size notebook or binder, contains introduction sheet, pedigree charts and family group sheets 

• Book #2 – Appropriate size notebook or binder, contains additional information worksheets and diary of work 

• Book #3 – Appropriate size notebook or binder, contains supporting documents, pictures, etc. 

• Book #4 – Appropriate size notebook or binder, contains Advanced Division options only (Begin using this notebook in first year of the advanced division or the fifth year of project enrollment.) 

• Another notebook should be maintained and kept in a secure place at home to keep original personal and legal documents as well as previously exhibited work. 

Note – Youth may consolidate information in order to have fewer notebooks. In this case indicate on the cover the notebook numbers included and use dividers to separate information by notebook number as well as contents as indicated below. 

Notebooks should be tabbed and in the following order: 

Book #1 - Introductory Page; Pedigree Charts; Family Group Sheets  

Book #2 - Additional Information Worksheets; Diary of Your Work  

Book #3 - Any Other Documents (label with ancestor numbers on tab) 

Book #4 – Advanced Division Options (label each tab separately with the specific option); Diary of Your 
Work (this will be a second diary describing work done for each advanced division option) 
 

Pedigree Charts, Family Group Sheets, Additional Information Worksheets, and Diary Sheets are to be placed in the notebook back-to-back in sheet protectors to save space, reduce the information being damaged, and reduce the number of sheet protectors required. 

So, the notebook exhibit can be displayed to the public and to minimize the potential of identity theft, original legal documents are NOT to be included in the exhibit notebook. Instead, a photocopy of any legal document is to be included in the notebook and all identifiable information (like social security numbers) except for names is to be completely marked out. Original legal documents are to be kept in a secure location by the 4-H member and his/her family. 

All posters, notebooks, and display boards must include a reference list indicating where information was obtained, giving credit to the original author, to complete the 4-H members’ exhibit. This reference list should/might include web site links, people and professionals interviewed, books, magazines, etc. 

Reference notations are to be made in the “source” column of the Family Group Sheet and on each document. 

If information on a family member is unknown, an additional information worksheet for each required ancestor is still required. Write “unknown” or “NIA” (no information available) in PENCIL for each sheet of unknown ancestors or list several ancestors on a page and insert page in proper numerical order. 

After exhibiting the 1st year of the ADVANCED Division, only the Advanced Division notebook (Book #4) with ALL OPTIONS (no pedigree charts, no family group sheets, no additional information sheets, no documents from Divisions 1-5) needs to be exhibited each year the genealogy project continues. 

Suggested Genealogy Supply List: 

• Four 3” D-ring notebooks (Book #1, #3, #4 will be exhibited and the fourth 3” D-ring notebook to maintain documents at home and NOT exhibited.) 

• One 2” D-ring notebook (Book #2) 

• Computer or legible printing/handwriting (be consistent with method used) 

• #2 lead pencil with soft eraser Black ink pen 

• Yellow highlighter 

• Notebook tabs AND acid free dividers (several tabs will be needed, be consistent with style used, should not appear past edge of notebook) 

• Fine point permanent Black marker 

• Acid free and non-glare sheet protectors Acid free paper 

• Acid free glue stick 

• Acid free satin Scotch tape Scissors 

• Correction tape 

• Lots of creativity to make the exhibit your own while still following the exhibit guidelines. 

 
Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Division 1 (1st year in project suggested)  

Exhibit notebook that includes the following: 

• Book #1 

• An Introduction page with a recent photograph of yourself. 

• Completed three-generation pedigree chart. This includes you, your parents, and your grandparents, ancestors #1 through #7. Put all surnames in capital letters and all dates in military form (12 July 1974). Give each person a number, as described in the "Recording the Information" section of the Indiana 4-H Genealogy Resource Guide 4-H 748. You must use the pedigree charts listed at the www.extension.purdue.edu/4h, 4-H 748Pc-W or 4-H 748Pbw-W or the commercial software forms, but not the old "packet" pedigree charts. 

• A Family Group Sheet for your parents and each pair of grandparents. Sources of information MUST be filled in on family group sheets (see section "Recording the Information"). 

• Book #2 (Ancestors 1-7 information) 

• Four (4) "Additional Information Worksheets": one (1) for you, the 4-H member 

• one (1) for your parents 

• one (1) for each set of grandparents (total = two worksheets) 

• A diary of your work 

• Book #3 (Ancestors 1-7 information) 

• Any documents or pictures pertaining to these three generations. Documents must be labeled with ancestor name and ancestor number. Pictures need to be labeled with ancestor name, plus names of all known people, place and date picture was taken, as well as ancestor numbers. 

Division 2 (2nd year in project suggested) 

Exhibit notebook that includes the following: 

• Book #1 

• Four-generation pedigree chart. This would include you, your parents, grandparents, and great-grandparents, ancestors #1 through #15. You must use the pedigree charts listed at www.extension.purdue.edu/4h, 4-H 748Pc-W or 4-H 748Pbw-W or the commercial software forms, but not the old "packet" pedigree charts 

• A Family Group Sheet for each pair of great-grandparents. Sources of information filled in on family group sheets (see section "Recording the Information" in the Indiana 4-H Genealogy Resource Guide 4-H 748). 

• Book #2 (Ancestors 8-15 information) 

• An additional information worksheet for each set of great grandparents. 

• A diary of your work 

• Book #3 (Ancestors 8-15 information) 

• Any photographs taken of tombstones of your ancestors and their children. Please document location of tombstone(s) and label with ancestor name, ancestor number, and date photo was taken. Rubbings are acceptable in lieu of photographs. 

• Any other documents or pictures pertaining to these generations, correctly labeled. 

• Exhibit Book #1, Book #2, and Book #3. Books 2 and 3 should only include Division 2 ancestors 8-15 and related information. 

Division 3 (3rd year in project suggested) 

Exhibit notebook that includes the following: 

• Book #1 

• Five-generation pedigree chart, ancestors #1 through #31. Computer programs do not generally print chart numbers, so if you are using a computer program, make sure you have the correct number of ancestors. If an ancestor is UNKNOWN, please indicate as UNKNOWN. You must use the pedigree charts listed at www.extension.purdue.edu/4h, 4-H 748Pc-W or 4-H 748Pbw-W, or the commercial software forms, but not the old "packet" pedigree charts 

• Additional Family Group Sheets for generation five (5). Sources of information must be filled in on family group sheets (see section "Recording the Information" in Indiana 4-H Genealogy Resource Guide 4-H 748.). 

• Book #2 (Ancestors 16-31 information) 

• Additional information worksheets 

• A diary of your work 

• Book #3 (Ancestors 16-31 information) 

• Write an autobiography, the story of your life. Include pictures, relevant dates, and important events. OR, write an essay about what your hopes and dreams are for the future, or about life goals you hope to attain. 

• Any documents or pictures pertaining to these generations, correctly labeled. 

• Exhibit Book #1, Book #2, and Book #3. Books 2 and 3 should only include Division 3 ancestors 16- 31 and related information. 

Division 4 (4th year in project suggested) 

Exhibit a notebook(s) that includes the following: 

• Book #1 

• Six-generation pedigree charts, ancestors #1 through #63. Computer programs do not generally print chart numbers, so if you are using a computer program, make sure you have the correct number of ancestors. You must use the pedigree charts listed at www.extension.purdue.edu/4h, 4-H 748Pc-W or 4-H 748Pbw-W, or the commercial software forms, but not the old "packet" pedigree charts 

• Additional Family Group Sheets for generation six (6). Sources of information must be filled in on family group sheets (see section "Recording the Information"). 

• Book #2 (Ancestors 32-63 information) 

• Additional information worksheets 

• A diary of your work 

• Book #3 (Ancestors 32-63 information) 

• A copy of a photograph or a story of a sixth-generation ancestor. Include information about the date when the photograph was taken, how or where you found it and what's happening in it or why it was taken. If this is unavailable, write a story about the historical period during which your sixth-generation ancestor was living. 

• Any documents or pictures pertaining to these generations, correctly labeled. 

• Exhibit Book #1, Book #2, and Book #3. Books 2 and 3 should only include Division 4 ancestors 32- 63 and related information. 

Advanced (5th year and above in project suggested) 

Exhibit notebook that includes the following: 

• Book #1 

• Seventh and eighth-generation pedigree charts, ancestors #64 through #255. If ancestry is unknown, please indicate as Unknown. Computer programs do not generally print chart numbers, so if you are using a computer program, make sure you have the correct number of ancestors. 

• Your family group sheet for generations seven and eight. 

• Sources of information filled in on family group sheets (see section "Recording the Information" in the Indiana 4-H Genealogy Resource Guide, 4-H 748). 

• Book #2 (Ancestors 64-255 information) 

• Additional Information worksheets 

• Diary of your work 

• Book #3 (Ancestors 64-255 information) 

• Any documents or pictures pertaining to these generations; correctly labeled. 

• Book #4 

• One new advanced level option (see below).  Advanced division exhibitors must include ALL options submitted in prior years, with each option labeled with the year completed. 

Pedigree charts are available on the Indiana 4-H Web site for your additional genealogy research. EACH YEAR FOLLOWING, continue to add ancestors to your pedigree charts. In addition, choose one of the following options that has not been completed previously. Please identify, by letter, the option that you are completing (for example: Advanced Division, Year 1, Option A; Advanced Division, Year 2, Option C; etc.) 

Advanced Division Year 2 and beyond – Exhibit Book #4 that contains advanced division options and a second diary of work.  If additional ancestry information was found in the seventh and eighth generation, exhibit Book 1 noting ancestors completed this year along with Books 2 and 3 demonstrating this year’s work. 

EXPLAIN the information received as to how it relates to you and your ancestors. Copies of documents obtained in previous divisions are acceptable and should be utilized in the option chosen if needed. 

1. A migration map of your eight-generation ancestors. You should have at least one map per family line with charts or explanations of the migrations.
2. A timeline historical report of a family line. Show how this family fits into history. Document your report as well as possible with dates, records, places or maps, pictures, etc. Be sure to include proper labels and sources.
3. Acensus history of a family line. Census abstract forms can be found on several websites. Download forms to abstract the census. Your notebook should contain copies of the census and the completed abstract form for each census. 
4. A history of your family's religious background for any family line or lines. Include a brief history of the denomination. Include baptism, confirmation or profession of faith and membership records. Also include information or history of the congregations involved. Be sure to include proper labels and sources.
5. A history of your family's military service for a family line. Include supporting documents when possible. These documents could include military records, (muster rolls, discharge papers, etc.), pension records, and bounty land records, as well as maps and pictures. Be sure to include proper labels and sources.
6. A research paper on a famous ancestor. Prove your relationshipto this person with documentation. Try to include pictures and anecdotes to enhance your paper. 
7. Complete a family line or lines back as many generations as possible beyond eight generations (ancestors 256 and beyond). Include pictures,maps and documents. Be sure to include proper labels and sources. 
8. A timeline historical report of another family line not previously completed. Document as well as possible as in Option B. You need tostate at the beginning that this is a second family historical report on such ancestor. 
9. I.A history of your family's military service for a family line not previously completed. Include supporting documents as in Option E. You need tostate at the beginning that this is a second family military history report on such ancestor. 
10. Family DNA history. (This can bea very expensive option) Please include charts and explanations. 

i.e. use pie charts, ethnicity estimates, approximate percentage regionally, number of countries searched, genetic percentage, family tree, graphs, etc. 

1. Any other genealogy related activity of choice.

Description:  

Geology involves studying the earth's crust, its layers, and their history. Youth learn to identify Indiana rocks, minerals, and fossils. 

State Fair Entries: 

3 per county; one per level 

Exhibit Guidelines: 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Specimens may also be displayed in a collection box no larger than 24”x 18”x 3”, displayed horizontally.  

You may purchase your specimens and may display rocks, fossils, and minerals. If you purchase a specimen, indicate when and where you purchased it and the location where you would expect to find the specimen. If you collect a specimen, indicate the county and township where you found it.  

Posters and display boxes will be exhibited "standing up" at the Indiana State Fair. Therefore, you need to mount your specimens securely. Subject matter experts suggest the following methods: soaking ½ cotton ball in Elmer's glue, hot glue, or clear tub sealant. Place the cotton ball in your box and put your rock (or fossil or mineral) on the cotton ball and let sit. It will take 1-2 weeks for Elmer's glue to fully harden. Specimens mounted with Elmer's glue can be removed by soaking the cotton ball in water. Glue remaining on the rock may be brushed off with an old, damp toothbrush.  

When exhibiting rocks show a fresh surface (recently cracked or broken surface) to help judges identify the rock.  

Labels - Include the specific geographical location where you would expect to find any specimens as well as where you actually acquired it (found, purchased, etc.).  

Do not identify your specimens any further than phylum and class. There is one exception to this for fossils which are identified to phylum OR class. Class should only be used for fossils of mollusks, backboned animals, and arthropods. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Create an educational poster, notebook or display about any manual activity or on any geology topic of choice that is age/grade appropriate. 

Intermediate (grades 6-8 suggested) 

Create an educational poster, notebook or display about any manual activity or on any geology topic of choice that is age/grade appropriate, or collection of 8-16 minerals and/or fossils. 

Advanced (grades 9-12 suggested) 

Create an educational poster, notebook or display about any manual activity or on any geology topic of choice that is age/grade appropriate, or collection of 15-25 minerals and/or fossils and/or jewel stones. Youth can also design and complete an independent study activity. 

Description:  

The 4-H Health project is designed for youth interested in basic first aid and healthy well-being, as well as those interested in pursuing a medical profession career. 

State Fair Entries: 

3 exhibits per county; one per level. 

Exhibit Guidelines: 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Create an educational poster, notebook or display about any manual activity or on any health topic of choice that is age/grade appropriate. Another option is to create a family first aid kit, emergency kit, an emergency kit to take on a hiking, biking, skiing or similar trip, or another similar kit. 
 

Intermediate (grades 6-8 suggested) 

Create an educational poster, notebook or display about any manual activity or on any health topic of choice that is age/grade appropriate. Another option is to create a personal nutrition kit to use when doing physical activity like chores, working out at the gym, hiking, biking, skiing, or another similar kit. 
 

Advanced (grades 9-12 suggested) 

Create an educational poster, notebook or display about any manual activity or on any health topic of choice that is age/grade appropriate. Another option is to create an activity or guide to help yourself or others become more aware of financial wellness, mental health, disease prevention, or other similar topic that promotes healthy habits. Youth can also design and complete an independent study activity. 

Description:  

Youth will apply the principles of design to home design and decoration as well as learn about care of home furnishings. 

State Fair Entries: 6 per county; two per level. 

Exhibit Guidelines: 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Choose one of the following options: 

• Furniture Item and Notebook – create a wall hanging, storage organizer, a set of 3-5 accessory items or something similar for the home or similar activity. 

• Design Board and Notebook – color a line drawing from your manual and create three color schemes, color a line drawing from your manual and demonstrate dominant and supportive color, or display a line drawing showing where furniture would be placed in the room or similar activity. 

• Portfolio – Collect different color schemes, magazines showing different furniture designs, or magazines/photographs of formal vs informal balance, dominant and supportive colors, etc. or similar activity. 
   

Intermediate (grades 6-8 suggested) 

Choose one of the following options: 

• Furniture Item and Notebook – refinish or repurpose a piece or set of furniture, storage unit, or display a collection of 3-5 similar home accessory items, or similar activity. 

• Design Board and Notebook – create a line drawing for a room in your home showing furniture layout, accessory items and fixtures or similar activity. 

• Portfolio – display a sample of three different types of wall treatment with explanation of each, three different floor treatments with explanation of each, an energy plan for your home, or similar activity. 

Advanced (grades 9-12 suggested) 

Choose one of the following options: 

• Furniture Item and Notebook – refinish or repurpose a piece or set of furniture, storage unit, or display a collection of 3-5 similar home accessory items, or similar activity. 

• Design Board and Notebook – display a floor plan for any room of your house or the whole house or apartment, or similar activity. 

• Portfolio –display a sample of three different lighting or window treatments with an explanation of each, interview an interior designer and prepare a report, a home energy saving proposal plan, or similar activity. 

Exhibit Categories: 

Furniture Item and Notebook 

An actual piece of furniture accompanied by a standard notebook (3-ring binder) explaining the who, what, when, where, why, and how of the chosen project. We suggest including pictures showing where the item will be used. Also, we encourage 4-H members to include pictures of themselves doing the project, but this is not required. Always place your identification information in the notebook and on the furniture. 

Design Board and Notebook 

Standard 22" x 28" poster, displayed horizontally with a firm backing. Design boards must be covered with plastic to protect and help hold items in place. The notebook is to help explain the who, what, when, where, why, and how of the chosen design. This can be a "before and after project" or "plan in the future" project.  

Portfolio 

Standard notebook (3-ring binder). If 4-H members choose to do this option more than one year, we suggest that they keep the previous year's materials in the notebook. Place materials for the current year in the front, with the previous year's materials clearly marked or labeled at the back. Always place your identification information in the notebook. 

Description:  

The 4-H lawn and garden tractor and equipment program develops principles of engine operation, hydraulic systems, electrical systems, safe operation skills. 

State Fair Entries: 

• 4 educational exhibits per county; one per level 
• 3 junior and 3 senior driving contestants will qualify at the county level to compete at the area level contest.  3 junior and 3 senior driving contestants will qualify at the area level to compete at the state contest. 

Exhibit Guidelines: 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Youth may exhibit in the operator skills option, educational exhibit option or both. Youth choosing to exhibit in the lawn and garden tractor, tractor, or zero-turn mower operator skills driving option must select one, but may be enrolled in all three projects. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Educational Exhibit Option 

Level A (grades 3-4 suggested)  

Create an educational poster, notebook or display about any manual activity or on any lawn and garden tractor safety, maintenance, operating system or operation topic of choice that is age/grade appropriate. 
 

Level B (grades 5-6 suggested) 

Create an educational poster, notebook or display about any manual activity or on any lawn and garden tractor safety, maintenance, operating system or operation topic of choice that is age/grade appropriate. 
 

Level C (grades 7-9 suggested) 

Create an educational poster, notebook or display about any manual activity or on any lawn and garden tractor safety, maintenance, operating system or operation topic of choice that is age/grade appropriate. 
 

Level D (grades 10-12 suggested) 

Create an educational poster, notebook or display about any manual activity or on any lawn and garden tractor safety, maintenance, operating system or operation topic of choice that is age/grade appropriate. Youth can also design and complete an independent study activity. 
 

Operator Skills Option 

Note: Skills contest may need to be completed in adjoining county. 

The operator skills component is an educational and training activity conducted by adult 4-H volunteers. A parent or guardian is encouraged to be present when their child is operating a lawn and garden tractor. The adult 4-H volunteer has the authority to deny a child the opportunity to participate in the operator skills option when it is deemed a child is unable to safely operate a lawn and garden tractor due to size, weight, or any other reason that could place the child and/or others in harm. 
 

Junior (grades 3-7 suggested) 

Youth will demonstrate their operation skills by driving a lawn and garden tractor through an obstacle course as outlined in 4-H 84, Conducting 4-H Operator Safety Contests. 
 

Senior (grades 8-12 suggested) 

Youth will demonstrate their operation skills by driving a lawn and garden tractor through an obstacle course as outlined in 4-H 84, Conducting 4-H Operator Safety Contests. 

Description:  

This project allows the opportunity to learn life skills that are important to be effective leaders of themselves and of groups. 

State Fair Entries: 

No state fair entries. 

Exhibit Guidelines: 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 
 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Create an educational poster, notebook or display about any manual activity or on any leadership topic of choice that is age/grade appropriate. 
 

Intermediate (grades 6-8 suggested) 

Create an educational poster, notebook or display about any manual activity or on any leadership topic of choice that is age/grade appropriate. 
 

Advanced (grades 9-12 suggested) 

Create an educational poster, notebook or display about any manual activity or on any leadership topic of choice that is age/grade appropriate. Youth can also design and complete an independent study activity. 

Description: This project teaches youth how to take quality photographs with a camera or digital device. 

State Fair Entries: 

2 beginner per county 

3 intermediate per county 

3 advanced per county 

Exhibit Guidelines: 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

All images are to be original images taken by the 4-H member during the current program year. Captions are not recommended. 

Print board exhibits are to include 10 photos mounted on a poster as described above, each no larger than 5”x7”. Number each print 1-10. Prints may be a mix of digital and/or standard development. Create a title of choice for the print board exhibit. Space should be left in the lower right-hand corner to place an exhibit tag provided by Purdue Extension staff. 

Salon prints are to be no larger than 11”x14”, mounted on a standard 16”x20” salon mount, and displayed vertically. Salon prints are to be placed in a clear plastic sleeve and captions are not recommended. Space should be left in the lower right-hand corner to place an exhibit tag provided by Purdue Extension staff. 

Images may be taken with a film camera, digital camera, cell phone, or other electronic device. Replacing any pixels of the original digital image is to be entered in the creative/experimental category. This includes, but not limited to, using artificial intelligence (AI), any erasing tool, healing tool, or any tool that replaces any of the original pixels. Creative/experimental exhibits must include the original photo on the back side of the board, a description of how the image was altered, and equipment/software used to alter the image. 

Editing photos such as cropping, color adjustment, and other enhancements are considered to be part of the normal photography educational learning process and are permissible. So, judges can better evaluate a photography exhibit, the 4-H member is asked to attach to the back of their salon or print board exhibit the make and model of camera used and a description of any editing. A photo that has been modified to change the original intent, meaning or story captured should be entered in the creative or experimental class. Photos exhibited as creative or experimental are to attach to the back of their exhibit the make and model of camera used, software or other tools used to change the photo, and a description of how the photo was changed, and copy of the original photo before editing. 

Sepia tone photographs (mono chromatic) are to be entered as black and white photos. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 
 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Choose one or more of the following exhibits: 

• Black and White Print Board 

• Color Print Board 

• Black and White Salon Print 

• Color Salon Print 

• Creative/Experimental Salon Print 

Intermediate (grades 6-8 suggested) 

Choose one or more of the following exhibits: 

• Black and White Print Board 

• Color Print Board 

• Black and White Salon Print 

• Color Salon Print 

• Creative/Experimental Salon Print 

Advanced (grades 9-12 suggested) 

Choose one or more of the following exhibits: 

• Black and White Print Board 

• Color Print Board 

• Black and White Salon Print 

• Color Salon Print 

• Creative/Experimental Salon Print 

Fashion Revue 

Description:  

This project teaches youth skills to present themselves in a professional manner by providing an opportunity for youth to model the outfit constructed in the 4-H sewing project. 

State Fair Entries: 

6 senior exhibits per county with no more than two exhibits per category. An exhibitor may participate in only one senior fashion revue category at state fair. 

Note – State fair fashion revue grand champion will be selected from the six senior sewing category champions modeling their sewn garment or outfit.  

Exhibit Guidelines: 

All garments and outfits modeled in Fashion Revue, must have been constructed by the 4-H member modeling that same garment or outfit.  Youth qualifying to exhibit the same garment or outfit in Indiana State Fair Sewing and Sewing Fashion Revue must choose which project they wish to participate as one cannot exhibit the same garment or outfit in both projects at state fair. 

DEFINITION OF AN OUTFIT: An outfit is a garment or garments that when put together make a complete look - such as one- or two-piece dress, or one- or two-piece pant suit, or a combination, such as pants, vest, blouse or shirt. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Junior (grades 3-7 suggested)  

Model the garment or outfit constructed for the sewing project. Accessories may be purchased or selected from what you currently have. There is no junior class at state fair. 
 

Senior Categories (grades 8-12 suggested) 

Informal or Casual Wear: A complete outfit of 1 or 2 pieces suitable for school, weekend, or casual, informal activities. In this category, a complete outfit is defined as a garment or garments that when put together make a complete look - such as one- or two-piece dress, or one- or two-piece pant suit, or a combination, such as pants, vest, blouse or shirt. 

Dress Up: This is suitable for special, church, or social occasions that are not considered to be formal. It may be an outfit of one or more pieces with or without its own costume coat or jacket (lined or unlined). This is not an outfit that would be worn to school, weekend, or casual, informal activities. 

Free Choice: A complete outfit comprised of garments that do not fit in the other classifications. A complete outfit is defined as a garment or garments that when put together make a complete look - such as one- or two-piece dress, or one- or two-piece pant suit, or a three-piece combination, such as pants, vest, and blouse or shirt. Individual garment examples include: tennis wear, swim wear, athletic or sportswear, lounge wear, riding habits, historic, dance, theatrical, or international costumes, capes, and unlined coats. 

Suit or Coat: The suit consists of two pieces including a skirt or pants and its own lined jacket. It is not a dress with jacket as in "dress up wear". The coat is a separate lined coat. It will be judged separately as a coat with its own accessories. 

Separates: Consists of three garments that must be worn as a coordinated complete outfit. In this category, a complete outfit is defined as a garment or garments that when put together make a complete look, such as pants, vest, and blouse or shirt. Each piece should be versatile enough to be worn with other garments. 

Formal Wear: This outfit may be one or more pieces suitable for any formal occasion, such as proms, weddings, and formal evening functions. 

Sewing, Non-Wearable 

Description:  

The sewing project teaches fabric selection, pattern selection and sewing machine use to construct items used around the home or other purposes. 

State Fair Entries: 

10 exhibits per county; one per grade level 

Exhibit Guidelines: 

Older youth enrolled in the 4-H sewing project for the first time may not feel comfortable demonstrating their assigned grade level skills. In this instance the county 4-H youth development educator may, at the request of the 4-H member and parent, assign the member to a lower-level grade level to develop fundamental skills. 

Provide a completed sewing skills card, 4-H 925c-W, with the exhibit. Skills sheets are for judging purposes only and will not be returned to the exhibitor. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 
 

Exhibit Class Guidelines: 

Grade 3  

Create one non-wearable sewn item demonstrating at least 2 skills from Sewing Skills and Techniques, 4-H-925-SC-W. 
Grade 4 

Create one non-wearable sewn item, or set of items, demonstrating at least 2 skills from Sewing Skills and Techniques, 4-H-925-SC-W, in addition to those learned in the prior grade. 
Grade 5 

Create one non-wearable sewn item, or set of items, demonstrating at least 3 skills from Sewing Skills and Techniques, 4-H-925-SC-W, in addition to those learned in prior grades. 

 Grade 6 

Create one non-wearable sewn item, or set of items, demonstrating at least 4 skills from Sewing Skills and Techniques, 4-H-925-SC-W, in addition to those learned in prior grades. 

Grade 7 

Create one non-wearable sewn item, or set of items, demonstrating at least 5 skills from Sewing Skills and Techniques, 4-H-925-SC-W, in addition to those learned in prior grades.  

 Grades 8, 9, 10, 11 and 12: 

Create one non-wearable sewn item, or set of items, demonstrating at least 6 skills from Sewing Skills and Techniques, 4-H-925-SC-W, in addition to those learned in prior grades. 

Sewing, Wearable 

Description:  

The sewing project teaches fabric selection, pattern selection and sewing machine use to construct garments and outfits to be worn by the 4-H member or another person. 

State Fair Entries: 

5 junior exhibits per county; one per grade level 

6 senior exhibits per county; one per category 

Exhibit Guidelines: 

Older youth enrolled in the 4-H sewing project for the first time may not feel comfortable demonstrating their assigned grade level skills. In this instance the county 4-H youth development educator may, at the request of the 4-H member and parent, assign the member to a lower-level grade level to develop fundamental skills. 

Provide a completed sewing skills card, 4-H 925c-W, with the exhibit. Skills sheets are for judging purposes only and will not be returned to the exhibitor. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Junior Exhibit Class Guidelines: 

Grade 3  

Create one clothing article to be worn by the 4-H member or another person demonstrating at least 2 skills from Sewing Skills and Techniques, 4-H-925-SC-W. 
 

Grade 4 

Create one clothing article to be worn by the 4-H member or another person demonstrating at least 2 skills from Sewing Skills and Techniques, 4-H-925-SC-W, in addition to those learned in the prior grade. 
 

Grade 5 

Create one clothing article or a simple two-piece outfit to be worn by the 4-H member or another person demonstrating at least 3 skills from Sewing Skills and Techniques, 4-H-925-SC-W, in addition to those learned in prior grades. 

Grade 6 

Create two garments that can be worn together to be worn by the 4-H member or another person demonstrating at least 4 skills from Sewing Skills and Techniques, 4-H-925-SC-W, in addition to those learned in prior grades. 

Grade 7 

Create an outfit that can be worn by the 4-H member or another person demonstrating at least 5 skills from Sewing Skills and Techniques, 4-H-925-SC-W, in addition to those learned in prior grades. 

Senior Exhibit Category Class Guidelines (grades 8-12 suggested): 

Youth may enter an exhibit in one or more categories. Create an outfit from one of the categories defined below that can be worn by the exhibitor or another person demonstrating at least 6 skills from Sewing Skills and Techniques, 4-H-925-SC-W, in addition to those learned in prior grades. 

All senior sewing outfits exhibited in Fashion Revue must be made and worn by the exhibitor. 

DEFINITION OF AN OUTFIT: An outfit is a garment or garments that when put together make a complete look - such as one- or two-piece dress, or one- or two-piece pant suit, or a combination, such as pants, vest, blouse or shirt. 

Informal or Casual Wear: A complete outfit of 1 or 2 pieces suitable for school, weekend, or casual, informal activities. In this category, a complete outfit is defined as a garment or garments that when put together make a complete look - such as one- or two-piece dress, or one- or two-piece pant suit, or a combination, such as pants, vest, blouse or shirt. 

Dress Up: This is suitable for special, church, or social occasions that are not considered to be formal. It may be an outfit of one or more pieces with or without its own costume coat or jacket (lined or unlined). This is not an outfit that would be worn to school, weekend, or casual, informal activities. 

Free Choice: A complete outfit comprised of garments that do not fit in the other classifications. A complete outfit is defined as a garment or garments that when put together make a complete look - such as one- or two-piece dress, or one- or two-piece pant suit, or a three-piece combination, such as pants, vest, and blouse or shirt.  

Individual garment examples include: tennis wear, swim wear, athletic or sportswear, lounge wear, riding habits, historic, dance, theatrical, or international costumes, capes, and unlined coats. 

Suit or Coat: The suit consists of two pieces including a skirt or pants and its own lined jacket. It is not a dress with jacket as in "dress up wear". The coat is a separate lined coat. It will be judged separately as a coat with its own accessories. 

Separates: Consists of three garments that must be worn as a coordinated complete outfit. In this category, a complete outfit is defined as a garment or garments that when put together make a complete look, such as pants, vest, and blouse or shirt. Each piece should be versatile enough to be worn with other garments. 

Formal Wear: This outfit may be one or more pieces suitable for any formal occasion, such as proms, weddings, and formal evening functions. 

Indiana 4-H Sewing Skills and Techniques 

Youth and their mentor/volunteer leader/instructor should use this chart as a guide when deciding appropriate skills to incorporate in a sewing wearable or non-wearable article, garment or outfit for exhibit.  While this list is a guide, it is not meant to be an all-inclusive list and youth should demonstrate skills they are most comfortable mastering.  For example, some youth in a 4th grader might feel comfortable attempting 6th grade level skills, but it is unlikely a 4th grade level exhibitor will be able to successfully master the 10th grade level skills.  Exhibited items must demonstrate the minimum skill techniques from their given grade level but may also include higher/lower-level techniques that have been mastered.  Any higher/lower-level techniques will not be counted as part of the minimum skills, but nevertheless will be evaluated for quality.  Youth are encouraged to utilize a number of resources such as web sites, print material, social media, and television shows when learning sewing skills and techniques.  Skills learned from these types of resources may be demonstrated provided they are age/grade appropriate.  

Grade 3 – Demonstrate at least 2 of the following skills: 

• Insert elastic or drawstring 
• Sew and trim a crotch curve 
• Machine topstitch hems 
• Use a simple seam finish 
• Stitch in the ditch 

Grade 4 – Demonstrate at least 2 of the following skills: 

• Use interfacing
• Staystitch andunderstitch 
• Apply a facing or binding 
• Stitch curved seams
• Trim and grade seams 
• Work with fiberfill 
• Machine topstitch hems
• Seam finishes are recommended on all exposed seams.

Grade 5 – Demonstrate at least 3 of the following skills: 

• match fabric design
• gather fabric
• insert zipper
• use a drawstring 
• hand-stitch a hem 
• sew a simple sleeve
• apply purchased trim or ribbons 
• sew patch or inseam pockets 
• use a simple lining
• do a machine blind hem 
• apply machine topstitching 
• do a machine topstitched hem
• sew with knit 
• insert elastic 
• apply facings 
• sew buttons 
• apply binding 
• use batting 
• Seam finishes are recommended on all exposed seams (except knits). Interfacing, understitching and trimming should be used when appropriate

Grade 6 – Demonstrate at least 4 of the following skills: 

 
Seam finishes are recommended on all exposed seams (except knits). Interfacing, understitching and trimming should be used when appropriate

• make darts
• set in sleeves
• insert a lapped zipper
• hand-stitch a hem 
• make buttonholes 
• sew tucks or pleats 
• sew ruffles
• hand sew buttons 
• apply trim
• sew a simple lining 
• sew patch pockets 
• apply bindings
• do a machine topstitched hem
• sew facings 
• apply ribbings
• sew a simple collar
• do a machine blind hem 
• sew with knit
• match fabric design 
• use fiberfill
• apply machine appliqué 
• insert piping
• apply machine topstitching 
• construct with aserger 
• sew inseam pockets 

Grade 7 – Demonstrate at least 5 of the following skills: 

Seam finishes are recommended on all exposed seams (except knits). Interfacing, understitching and trimming should be used when appropriate

• make darts
• set in sleeves
• sew facing
• apply ribbing
• apply a collar
• sew on buttons
• use doll joints
• apply inseam pockets 
• apply front hip pockets 
• match fabric design 
• apply trims
• apply machine or hand appliqué 
• apply machine topstitching 
• insert a lapped zipper
• insert an invisible zipper 
• insert a separating zipper 
• insert a fly front zipper
• do machine quilting
• do a hand-stitched hem
• do a machine topstitched hem
• do a machine blind hem
• attach cuffs
• apply binding 
• sew lining 
• apply ruffles 
• insert piping
• make buttonholes 
• use fiberfill
• apply patch pockets 
• use a twin needle 
• apply tucks/pleats 
• construct with aserger
• apply machine embroidery 

Grades 8, 9, 10, 11 and 12 – Demonstrate at least 6 of the following skills: 

 
Seam finishes are recommended on all exposed seams (except knits). Interfacing, understitching and trimming should be used when appropriate. 

• make darts 
• make tucks 
• add lining 
• add facings 
• add plackets 
• add lapels 
• make sleeves 
• add gathers 
• apply trim 
• apply ribbing
• add a drawstring
• use shaped seams
• use fiberfill and/or batting 
• add a waistband
• add patch pockets 
• add front hip pockets 
• match fabric design 
• make shoulder pads
• apply machine embroidery 
• coordination of fabric for quilted item
• attach cuffs 
• make pleats 
• insert elastic 
• add boning 
• apply a collar 
• insert piping
• make a neckband 
• add vents
• sew buttons 
• add underlining 
• add ruffles
• sew with knit 
• make button loops 
• do hand beading
• add inseam pockets 
• add welt pockets 
• use twin needle 
• create bound edges
• hand/machine beading 
• make a reversable item
• do machine or hand quilting 
• apply machine or hand appliqué 
• apply machine topstitching 
• insert an invisible zipper
• insert a separating zipper 
• insert a fly front zipper 
• insert a lapped zipper 
• insert a handpicked zipper
• do a machine topstitched hem 
• do a machine blind hem
• do a hand-stitched hem
• make self-covered buttons 
• use specialty threads 
• make self-enclosed seams 
• sew with difficult fabric 
• construct with aserger 
• make machine buttonholes 
• make bound buttonholes 
• piece quilted item
• other skills not listed above 

Description:  

The 4-H shooting sports project teaches safe operation of firearms and archery equipment. 

State Fair Entries: 3 per county; one per level 

Exhibit Guidelines: 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work. 

Please read exhibit hall, poster, display board & notebook rules on page 13 of this handbook. 

Live ammunition is not allowed to be exhibited (no powder or primer). Firearms or ready to shoot bows are not allowed to be exhibited. Unstrung bows are permissible.  

An arrow with its arrowhead attached must be displayed in a secure case. An arrowhead without the arrow attached must be displayed in a secure case. An arrow may be displayed unsecured if its arrowhead is removed. Modern broadhead arrows are not allowed to be exhibited.  

Displays involving firearms or bows may be exhibited as a photographic display on a poster or in a notebook following grade level guidelines. Handmade items must include information explaining how the item was made and its intended use. Photos are encouraged. 

Some county 4-H programs offer in-person shooting instruction, depending on facilities. Disciplines include archery, rifle, shotgun, muzzleloader, pistol and outdoor skills. In-person instruction in any of these disciplines must be led by a 4-H certified instructor. While some counties provide an option to exhibit at the county level, there is no state fair exhibit in these specific disciplines. Contact your county 4-H educator to learn about discipline opportunities in your county. 

Judges evaluating exhibits should recognize individual differences and creativity, therefore using information in this document as a guide rather than a requirement. 

Exhibit Class Guidelines: 

Beginner (grades 3-5 suggested)  

Create an educational poster, notebook or display about a shooting sports topic of choice that is age/grade appropriate. 
 

Intermediate (grades 6-8 suggested) 

Create an educational poster, notebook or display about a shooting sports topic of choice that is age/grade appropriate. Another option is to create an item to be used when developing shooting sports skills. 
 

Advanced (grades 9-12 suggested) 

Create an educational poster, notebook or display about a shooting sports topic of choice that is age/grade appropriate. Another option is to create an item to be used when developing shooting sports skills. Youth can also design and complete an independent study activity. 

Description:  

The 4-H Small Engine project creates the education and hands-on opportunity for youth to learn all about engines. 

State Fair Entries:  3 per county; one per level. 

Exhibit Guidelines: 

Artificial Intelligence (AI) may be used, with parent permission, when creating this exhibit and is to be documented as a reference. A majority of the work to create this exhibit is to be the 4-H member’s original work.