Managing 4-H Family and Consumer Science Projects A Guide for County Extension Agents
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D-1464
03/13
Managing 4-H Family and Consumer Science Projects
A Guide for County Extension Agents
Foreword
The Texas 4-H and Youth Development Program places great value on the 4-H Family and
Consumer Sciences projects. These projects expose 4-H members to the academic disciplines of
family and consumer science and help them gain valuable skills and knowledge that can be applied
to daily life. These projects also teach leadership skills.
Under the 4-H FCS 101 Initiative, resources and training have been developed to support new
county Extension agents (Family and Consumer Science and 4-H and Youth Development). The
purpose of this resource guide is to help agents understand the 4-H Family and Consumer Science
projects and how to manage them. These are the objectives for the 4-H FCS 101 Initiative:
• Create a systematic plan for orienting new county Extension agents to their important role in
leading and overseeing the county 4-H Family and Consumer Science program.
• Develop a training curriculum and resources to help new agents understand their role and
responsibilities in managing county 4-H Family and Consumer Science programs.
• Enhance new agents’ understanding of the importance of volunteers in the 4-H program and of
their relationships with these volunteers.
• Provide reference materials about rules, guidelines and critical deadlines related to 4-H Family
and Consumer Science projects.
The resources were developed by a team of county Extension agents, Extension specialists
and regional program directors. The committee included: Courtney Dodd (co-chair), Angela
McCorkle (co-chair), Kathy Aycock, Charla Bading, Susan Ballabina, Tanya Davis, Rusty Hohlt,
Toby Lepley, Shirley Long, Kim Miles, Amy Ressler, Sharon Robinson, Wendy Scott, Donna
White, Sarah Womble, David Wright and Misty Young.
All 4-H FCS 101 materials and additional 4-H resources
can be found on the Texas 4-H Web site at:
texas4-h.tamu.edu/agent_fcs101
Table of Contents
Introduction to 4-H Family and Consumer Science Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Maximizing Recognition in 4-H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Goal-Setting Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
FCS Project Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4-H Project Timeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Overview of the Food and Nutrition Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
4-H Food Show Essentials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4-H Food Show Contest Planning Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
4-H Food Challenge Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
4-H Food Challenge Contest Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
4-H Quiz Bowl Essentials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
4-H Nutrition Quiz Bowl Planning Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Overview of the 4-H Clothing and Textiles Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Fashion Show Essentials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Fashion Storyboard Essentials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
4-H Fashion Show and Fashion Storyboard Contest Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Overview of the 4-H Consumer Education Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
4-H Consumer Decision Making Contest Essentials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Consumer Decision Making Contest Planning Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Overview of the 4-H Family Life Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Overview of the 4-H Health Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
4-H Healthy Lifestyles Invitational Essentials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Overview of the 4-H Housing and Home Environment Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Overview of the 4-H Safety Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
4-H Educational Presentation Essentials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
4-H Roundup (Educational Presentations) Planning Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
4-H Recordbook Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
4-H Recordbook Judging Planning Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Contest Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Contest Integrity Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Contest Information Checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Suggestions for Making Comments on Judging Score Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Tips and Suggestions for Improving Contest Record Forms and Interviews. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Volunteer Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Volunteer Roles and Definitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Using a Task Force. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Task Force Sample Agenda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Project Leader Position Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
The Role of 4-H Project Leaders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Organizing a Project Group. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Helping 4-H Volunteers Become Educators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Teaching Techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Child Growth and Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
Project Leader Training Sample Agenda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Recognition of Volunteers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Parental Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Program Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
Importance of Effective Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Eligibility for Extracurricular Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Searching for Educational, Research-based Information on the Internet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
4-H Evaluation Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
4-H ONE Evaluation System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Informal Project Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Introduction to 4-H Family and Consumer Science Projects
Family and Consumer Science is an interdisciplinary field with a focus on relationships and integration of knowledge
gleaned from the physical sciences, social sciences, art and philosophy. Family and Consumer Science deals with
the relationship between individuals, families and communities, and the environment in which they live. The field
represents many disciplines, including consumer science, nutrition, parenting, family economics, resource manage-
ment, human development, interior design, textiles, apparel design and others.
4-H FCS projects expose young people to the academic disciplines through projects such as clothing and textiles,
food and nutrition, housing and home environment, consumer education, family life, health and safety.
Goals of the FCS Program
• Strengthening the well-being of individuals and families across the life span
• Becoming responsible citizens and leaders in family, community and work settings
• Promoting optimal nutrition and wellness across the life span
• Managing resources to meet the material needs of individuals and families
• Balancing personal, family and work lives
• Using critical and creative thinking skills to address problems in diverse families, communities and work
environments
• Exemplifying successful life management, employment and career development
• Functioning effectively as providers and consumers of goods and services
• Appreciating human worth and accepting responsibility for one’s actions and success in family and work life
What Is a 4-H project?
Projects are tools 4-H uses to help members gain subject matter knowledge and develop life skills. In 4-H projects,
members are learning by doing. Some key life skills 4-H projects help to develop are goal setting, character education,
evaluation and record keeping.
A 4-H project is a series of educational experiences led by an adult volunteer. There are two broad categories of
4-H FCS projects: 1) club, county and state-supported projects and 2) self-directed projects. Club, county and state
projects are supported by educational curricula from the Texas AgriLife Extension Service and may include state-
sponsored project experiences. Self-directed projects are projects 4-H members select and carry out themselves.
Members do their own research and present what they have learned through presentations, speeches, workshops, field
trips, recordbooks, etc.
A 4-H project is made up of four types of activities:
• Hands-on activities: making, producing, selling, practicing, observing, testing, interviewing, etc.
• Organized activities: demonstrations, speeches, workshops, camps, county judging contests, project activities,
exhibits, etc.
• Leadership/Citizenship activities: conducting, planning, teaching, assisting, informing, organizing, etc.
• Community service: volunteering, serving, helping, collecting, reflecting, donating, etc.
Who can be a 4-H member?
A youth becomes a 4-H member when he/she completes an individual paper enrollment form, an individual on-line
registration via 4-H CONNECT, or is included in a group enrollment form.
Young people are eligible to participate in the current 4-H year, which runs from September through August, if
they are 8 and in the third grade or 9 years of age by August 31st of the current year, and have not reached their 19th
birthday on or before August 31st of the current year.
The age divisions within the 4-H program make it possible to offer activities and experiences that are age and
developmentally appropriate. More information on child growth and development is included on page 81.
• Clover Kids – Ages 5 to 8 (kindergarten through second grade). Children in this age division participate in
project-related learning experiences and have forms of recognition that are age appropriate. Clover Kids are not
eligible for recognition programs and competitive events.
1
• Junior – Ages 8 and in the third grade, 9 and 10
• Intermediate – Ages 11 to 13
• Senior – Ages 14 to 18
Selecting a 4-H Project
When guiding a 4-H member to select a project, start by asking questions such as:
• What do you most like to do?
• Do you have, or can you get, the necessary equipment and space?
• Do you have a way to finance your project ideas?
• Are your parents interested? Does it fit into their plans?
• Do you have the time you will need for this project?
• Is the project suited to your age and ability?
• Is there leadership to help you with your work?
• Does the project fit into your community?
Project Goals
Once a project has been selected, the 4-H member should set a GOAL (decide what to do and learn) for the project.
Project goals are individual, even though several members may be working on the same project. Each member should
talk about his or her ideas with project leaders and/or parent(s). Everyone should understand that it is okay to change
the goal(s) or set additional goals during the year.
This tool can help members understand the goal-setting process. Good goals are measurable and have three parts.
Action – How you will do Timetable – When are you doing to
Result – What are you going to do?
something? do it?
I will learn Make nutritious snacks Before school starts
I will give A speech Before May 1st
I will train My dog Before hunting season
Project goals should include the following:
• Knowledge goals – things you want to learn.
• Skill goals – things you want to raise, make and/or do.
• Leadership goals – things you want to do and to teach others.
• Community Service goals – things you want to do for others.
After writing a goal, a 4-H member should develop an action plan that outlines the steps needed to accomplish the
goal. Examples include practicing, learning a special skill, and researching a topic. This may require “thinking back-
ward” from what the member wants to accomplish to how it will get done.
Why Keep Project Records?
Record keeping is a vital life skill taught through 4-H. It helps a 4-H member develop goals and then see if those goals
were met at the end of the project. It also helps record a member’s history with 4-H, such as leadership, community
service projects, workshops participated in and those taught.
Record keeping should be presented in a fun, creative manner and members encouraged to develop systems that
work best for them. Records can be kept with a calendar on the wall, a notebook, or a computer. The important thing is
that members record their experiences.
Refer to the Texas 4-H and Youth Development record-keeping system for resources.
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Maximizing Recognition in 4-H
Recognition is provided in the 4-H program as a tool to motivate self-improvement, by providing satisfaction and
a feeling of accomplishment in youth, volunteers and parents/supporting adults. If recognition is to satisfy, it should
come as a result of sincere effort on the part of the 4-H member and/or volunteer, and should be in proportion to the
quality of work achieved.
Recognition of 4-H Members
When recognizing 4-H members for achievement, the major focus should always be on the development of the
individual 4-H club member in relation to project work, 4-H club activities, helping other members and sharing
experiences, rather than only on awards. Attention must also be given to the differences in age group interests and
abilities when deciding the type of recognition to provide.
• The 5- (or kindergarten) to 8-year-old needs special recognition that does not involve peer competition.
• The 9- to 12-year-old is strongly motivated by the 4-H pin or ribbon as an award and a pat on the back from a
leader or parent/supporting adult for recognition.
• The 12- to 14-year-olds are influenced by such awards as money, county medals and ranks in organizations; they
seek recognition through added responsibility as a junior leader or club officer and admiration by their peers.
• The 14- to 19-year-old is motivated by trips, scholarships and recognition given by important people in the com-
munity and awarded in a public place, and/or by more adult responsibility being given to them.
National Recognition Model
The National Recognition Model applies to groups, youths, adults, fami-
Progress
lies and parents. Recognition, support and encouragement for learning is towards
Participation
provided equally in all five areas. Cooperation partly overlaps Participation, Self-Set
Goals
Progress toward Self-set Goals, Standards of Excellence and Peer
Competition. Cooperation is a part of all four. The intent of the graphic is to Cooperation
show individuals and people working together in teams or groups.
Peer
Standards
Competition
of Excellence
Recognizing 4-H Members for Participation
in Educational Experiences
Develop simple criteria for all youth who participated in a 4-H educational
experience. The recognition should be part of the learning experience, can be
earned several times and is appropriate for each age level. Because this form
of recognition is best received immediately following the participation in a learning activity, it should be given at the
very basic learning levels of 4-H, specifically the 4-H club/special group meeting or the project group meeting.
Some examples of this type of participation recognition include:
• Participation in a 4-H project group
• Participation in a special 4-H project workshop, tour, field trip, or camps
• Attending a certain number of 4-H club meetings
• Participating in the 4-H club meeting program (pledge, committee report, introducing a guest, etc.)
• Participation in the 4-H club’s community service project
• Representing the club at county/district/state 4-H activities
Examples of awards you might use include t-shirts, caps, movie passes, food coupons, gift certificates, membership/
participant cards, certificates, participation ribbons or any other creative items.
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Recognizing 4-H Members for Progress Toward Self-Set Goals
This type of recognition is one step higher than participation in an educational event because the participation in the
educational experience also involves the 4-H member setting goals. Goal-setting should be done with the family and/
or in a small group (project) situation. Each 4-H member should have his or her own personal goals. Evaluation of 4-H
members’ progress toward their goals should involve an adult. Once again, this type of recognition should be given at
the 4-H club/special group and 4-H project group level.
One of the tools used for goal setting and tracking progress toward goals is the Member Achievement Plan (MAP).
This document is available on the Texas 4-H Website at: http://texas4-h.tamu.edu.
Some examples of recognition for progress toward self-set goals include recognition for:
• Completing goals set in a 4-H project
• Turning in a completed Member Achievement Plan (MAP)
Some examples of awards you might use include positive comments to youth, parents or other 4-H members, media
coverage, 4-H ribbons, pins, certificates, stickers or other creative ideas.
Recognizing 4-H Members for Achievement of Standards of Excellence
The next type of 4-H recognition is comparing a 4-H member’s knowledge, skills, abilities and/or accomplishments
to an established set of standards. We use standards of excellence in 4-H but not as much as competition. Your goal as
a recognition task force is to make sure that 4-H opportunities are made available to 4-H members that compare their
work with set standards. Remember that awards are given only on established standards.
Some examples of Standards of Excellence recognition include:
• Hosting a project/club/county educational presentation activity or other contest in which awards are given based
on a blue (100- 90), red (89-80) or white (79 and below) score
• Photography contest with awards based on a blue (100- 90), red (89-80) or white (79 and below) score
• Project achievement levels based on completion of preset criteria such as one level of award for participating in 10
learning experiences, a second level of award for participating in 7 learning experiences and a third level of award
for participating in 5 learning experiences
• A project show in which 4-H members demonstrate their knowledge in a project, a skill or skills they have
learned in their project work, or an exhibit of the results of their project work
Some examples of awards you might use include ribbons, certificates, project equipment or supplies, plaques, project
pins or other items.
Recognizing 4-H Members for Results from Peer Competition
Recognition for competition among peers is prevalent in 4-H and is an American tradition. In this type of recogni-
tion, it is vital that competition rules must be clearly defined and fully enforced. Because this type of recognition is a
high risk to individuals (self-image), those involved need to understand that 4-H is a youth development organization
and that highly coveted extrinsic awards sometimes become the ends, not the means, for a successful learning experi-
ence. In competition among peers, a winner or champion is named.
Some examples of peer competition include:
• County, District or State events such as Food Show, Fashion Show, Stock Shows, Share The Fun, Educational
Presentations, Judging Contests, Quiz Bowls
• National competitive events
• Recordbooks
• Scholarships
Some examples of awards you might use include medals, trophies, plaques, monetary awards, buckles or other things
that you can identify to reward success.
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Recognizing 4-H Members for Cooperation
Learning and working together promotes high achievement. Cooperation may take advantage of all the skills
represented in the group, as well as the process by which the group approaches the learning task/goal. Everyone is
rewarded.
Some principles to use in cooperation include:
• All young people need to be fully involved in the entire process.
• There need to be mutually agreed upon goals.
• Attention needs to be given to the way the group works, as well as to the project.
• The ultimate goal is not extrinsic recognition, but the satisfaction of being part of a team effort.
• All members are recognized.
Recognition of Parents, Supporting Adults and Volunteer Leaders
To be appreciated and to feel important and needed is a prime motivator in all of us. Encouragement and recognition
are essential to maintain active involvement in all volunteer groups. A county recognition plan should also include
adult recognition methods. Individuals differ in the type of recognition they prefer.
Some examples of volunteer recognition include:
• Personal letters
• Publicity through media outlets, to their employer or other venues
• Gift Certificates/coupons
• Plaques
• Certificates
• Promotion or new title
• Special learning opportunities
Just like kids, volunteers need to be told that they are doing a good job! Check out this list of Volunteer Recognition
Resources at http://texas4-h.tamu.edu.
Informal Recognition
Sometimes the most meaningful recognition that can be given in 4-H clubs is not pins, medals, ribbons, plaques, etc.
Try some of the following recognition methods and watch members, parents and other leaders develop self-confidence
and the desire to do more and better work.
• Introduce new members and guests at club meetings and activities.
• When a member or leader is sick, send a card. When they come back to the club, be sure to say, “We’re all glad
you’re back.”
• Ask a young member to lead the pledge.
• Take pictures of the club and give to appropriate members, leaders and parents.
• Simply say “Thank you.”
• Give a junior leader a specific responsibility.
• Notice small improvements and compliment members.
• Give appreciation to leaders for specific efforts.
• Pay partial or all expenses for trips won or for chaperons.
5
4-H Project Worksheet
Goal-Setting Goal Setting Worksheet
My name:
My goal is:
My target
date is:
To reach my 1.
goal, I will do
these three
things: 2.
3.
I will know I
have reached
my goal
because:
Two things 1.
that will help
me stick to
my goal are: 2.
Project goal setting worksheets for each 4-H FCS Project are available at:
texas4-h.tamu.edu/volunteer_fcs
6
FCSProject
FCS ProjectInformation
Information
It is important for county Extension agents to have a general understanding of each 4-H FCS project offered and the
opportunities and competitive events associated with each project. This section describes all 4-H FCS projects and the
competitive events associated with them. Contest planning guides are also included. This section includes:
• Project Timeline
• Overview of the Food and Nutrition Project
• Food Show Essentials
• Food Show Contest Planning Guide
• Food Challenge Essentials
• Food Challenge Contest Planning Guide
• Quiz Bowl Essentials
• Quiz Bowl Planning Guide
• Overview of the Clothing and Textiles Project
• Fashion Show Essentials
• Fashion Storyboard Essentials
• Fashion Show and Fashion Storyboard Contest Planning Guide
• Overview of the Consumer Education Project
• Consumer Decision Making Essentials
• Consumer Decision Making Contest Planning Guide
• Overview of the Family Life Project
• Overview of the Health Project
• Healthy Lifestyles Invitational Essentials
• Overview of the Housing and Home Environment Project
• Overview of the Safety Project
• Educational Presentation Essentials
• Roundup (Educational Presentations) Planning Guide
• Recordbook Essentials
• Recordbook Judging Planning Guide
• Contest Resources
¤¤ Contest Integrity Checklist
¤¤ Contest Information Checklists
¤¤ Suggestions for Making Comments on Judging Score Cards
¤¤ Tips and Suggestions for Improving Contest Record Forms and Interviews
All current FCS project contest information and guidelines are available at
http://texas4-h.tamu.edu.
Additional resources can be found at http://fcs.tamu.edu and on the FCS agent-only Web site.
Username: county name
Password: county office zip code
Any links to third-party Web sites in this resource guide and on the FCS 101 Web site are for the user’s convenience only.
4-H FCS 101 does not control, and is not responsible for, the content and availability of the third-party Web sites.
74-H Project Timeline
This project timeline is a good tool to use when working with a task force to develop a project calendar. All project
calendars can be combined into one county-wide 4-H calendar of activities, contests and deadlines (don’t forget
to communicate with your co-workers as you are developing a calendar). A calendar will help you build in time to
promote project activities and time for 4-H members to plan their personal project experiences.
4-H Project Timeline
Date Event Comments
6 months Identify task force members Adults (project leaders)
before district 4-H members who have been successful in the project
contest
5 months Plan task force meeting Send out announcement.
before
5 months Task force meeting/ Be excited.
before project leader training Plan and prepare your project year (workshops, tours, guest
speakers).
Plan multi-county workshops.
Have resources available.
Plan community service activity(ies)
Set at least five sequential learning activities (at least 30
minutes).
Plan some activities that correlate to the score sheet (may
have to use last year’s score sheet/paperwork).
5 months Advertise project 4-H newsletter
before 4-H meeting reports
Talk it up!
E-mails from 4-H Connect
4 months First project meeting Do hands-on activity led by project leader.
before Include community service (quick and easy).
Members should set goals (youth driven).
4 months Project meetings Can be club/county.
before Encourage members to do record keeping at end of meeting.
Allow project members to have leadership roles (use junior/
teen leaders).
Can be self-directed.
Make members aware of all contest/learning opportunities.
If project members choose not to compete, they stop here. That is okay—they have had a great experience!
3 months Receive district competition packet Thoroughly review district packet for deadlines, entry
before requirements, contest rules and details.
5 weeks before County entries due Make deadlines known to participants.
Get packet out early.
5 weeks before Prepare for county competition Use district score sheet.
Check ages of participants.
1 to 3 weeks Check grade eligibility This will depend on when the 3 weeks/6 weeks ends.
before
2 to 3 weeks County competition Have one!
before Practice interviews.
Have qualified judges.
Use Contest Integrity Checklist.
Be organized and prepared.
Have good quality recognition.
Try to mimic district competition.
Have a community service opportunity.
Use the Texas Extension Education Association for prizes and
refreshments.
82 to 3 weeks District entries due Ensure information is sent in by the deadline (packets and 4-H
before Connect).
Use the checklist (if provided in district packet).
2 weeks before Prepare for district competition
1 to 3 weeks Check grade eligibility This will depend on when the 3 weeks/6 weeks ends.
before
District competition If you are given an assignment as a CEA, please complete that
assignment.
May need to appoint a parent/leader to whom all participants
report after the competition.
1 week after Evaluation This can be formal or informal.
It could be as simple as “What went well and what could be
fixed for next year?”
Continue to meet? This can keep interest in the project.
9Overview of the 4-H Food and Nutrition Project
The 4-H Food and Nutrition Project helps 4-H members learn to prepare nutri-
tious and safe meals and snacks and adopt behaviors that can help reduce their risk
for chronic disease. Major learning experiences are focused on nutrition, menu
planning, food purchasing, food preparation, food safety, careers and cultural
influences.
The Food and Nutrition Project is usually one of the first projects to start after the new 4-H year begins because most
districts have food shows in the fall. Some counties even start the Food and Nutrition Project in the summer because
some districts have food shows early in the 4-H year. The Food and Nutrition Project can also be a year-long project
because of the number of contests offered.
4-H members interested in the Food and Nutrition Project should be willing to commit the appropriate amount
of time to it, depending on the level of involvement. This includes project meetings, individual learning experiences,
preparing for a contest, and participating in a contest. If a 4-H member wishes to participate in more than one contest,
the time needed would be greater.
Questions to ask:
• What are your goals?
• Do you want to compete in the contests associated with the Food and Nutrition Project?
• If you are interested in the contests, would you like to compete with a team of other 4-H members or as an
individual?
Opportunities
Learning experiences:
Workshops
MyPlate Serving sizes Food safety Reading nutrition labels
Portion control Substitutions Measuring ingredients Kitchen utensils
Kitchen safety Cooking methods Menu planning Shopping strategies
Cultural foods Culinary institutes Sports nutrition
Food Tours
Restaurant Food bank Hospital food service Health department
Grocery store Farm Specialty food stores Farmer’s market
Various industries Mass production cooking
facility
Community Service
Assist at food bank Serve food at local kitchen
Coordinate canned food drive Develop large-print cookbooks for the visually impaired
Bake goods to distribute during 4-H Week Assist with Meals on Wheels delivery
Make goodies for nursing home residents Teach nutrition lessons at Head Start
Contests are summarized on individual Essentials pages.
• Food Show • Educational Presentations • Nutrition Quiz Bowl
• Recordbook • Food Challenge • Recipe Rally
Careers 4-H members can explore through the Food and Nutrition Project are:
Chef Cook Restaurant Owner/Manager
Registered Dietitian Event Planner Grocer
Food Technologist Grocery Store Manager Caterer
Food Packager Food Distributor Health Inspector
County Extension Agent Hotel/Restaurant Management
10Leadership Opportunity
The 4-H Healthy Lifestyles Advisory Board offers senior 4-H members, volunteers and county Extension agents an op-
portunity to help guide and expand the 4-H healthy lifestyles program. Together, the members promote the purpose
and goals of the 4-H healthy lifestyles program. The board leads and oversees the food and nutrition, health and safety
projects by helping develop project materials, activities and special events, and by recommending program direction.
The board meets twice a year. Members serve 2-year terms. Applications are due in October each year.
Resources
Printed/Web resources:
• National 4-H Curriculum – www.4-hcurriculum.org
• Nutrition Voyage: The Quest to Be Our Best – teamnutrition.usda.gov/Resources/nutritionvoyage.htm
• Serving Up My Plate: A Yummy Curriculum – teamnutrition.usda.gov/Resources/servingupmyplate.htm
• 4-H Winning with Nutrition curriculum (sports nutrition)—texas4-h.tamu.edu
• Numerous Extension Resources (fcs.tamu.edu)
¤¤ Cooking Safely is a Matter of Degrees
¤¤ Variety of food and nutrition presentations
¤¤ Monthly Observations
• Yea! 4-H After School Learning Adventure Curriculum
• Nutrient Needs at a Glance – AgriLifebookstore.org
• U.S. Dietary Guidelines – www.dietaryguidelines.gov
• MyPlate – www.choosemyplate.gov
• Think Your Drink – www.eatsmart.org
• Food: Nutrition Safety and Cooking – http://Lancaster.unl.edu/food/
• Fight Bac – www.fightbac.org
• Label Reading – www.fda.gov/food/labelingnutrion/consumerinformation/ucm078889.htm
• Healthy Plate; Physical Activity Pyramid – www.move.va.gov
• Measuring Dry and Liquid Ingredients – www.busycooks.about.com
• Color Me Healthy (North Carolina State University Cooperative Extension) – www.ces.ncsu.edu
• 4-H Pizza Garden − http://www.florida4h.org/projects/ag_literacy_ group.shtml
• Field Trip Factory − www.fieldtripfactory.com
Specialists:
• State Food Show: Sharon Robinson, Extension Nutrition Specialist, s-robinson@tamu.edu, 979-847-9227
• Nutrition Quiz Bowl: Jenna Anding, Extension Program Leader for Nutrition and Food Science,
janding@ag.tamu.edu, 979-847-9227
• Food Challenge: Courtney Dodd, Extension Program Specialist, cfdodd@ag.tamu.edu, 979-845-6533
• Open-Family & Consumer Sciences Educational Presentation: Dianne Gertson, CEA-FCS,
dlgertson@ag.tamu.edu, 281-342-3034
• Recordbooks: Kyle Merten, Extension 4-H & Youth Development Specialist, KJMerten@ag.tamu.edu,
979-845-6533 and Derrick Bruton, Extension Program Specialist, DBruton@ag.tamu.edu, 972-952-9264
114-H Food Show Essentials
Overview. The 4-H Food Show gives 4-H members the opportunity for educational and personal development and
recognizes members who excel in the 4-H Food and Nutrition Project. The Food Show is an individual contest, not
a team event. In the Food Show, 4-H members prepare dishes in one of the contest categories and present them to a
panel of judges. During the presentations and interviews with the judges, 4-H members exhibit the knowledge and
skills gained through the 4-H Food and Nutrition Project, such as preparation steps, nutrients found in the dish, the
functions of various ingredients, personal dietary needs, healthy substitutions, and cost analysis.
Food Show basics. To compete in the Food Show, a 4-H member prepares a dish in one of the four entry categories—
protein, fruit & vegetable, grains, dairy. (Refer to the district 4-H Food Show guidelines or ask the district specialist
about other categories that may be available at the district contest.) Once the recipe is selected, the 4-H member
should practice preparing the dish several times to learn the preparation steps and the importance of each step. Project
leaders can help members select recipes and practice preparing them.
Entry paperwork is often required for the Food Show. Check with your district specialist about the entry and paper-
work requirements for your district Food Show. At the state level, the required paperwork is part of the total score.
4-H members must provide information on project goals, leadership, community service, knowledge and skills gained,
project activities and a project summary—all related to their 4-H Food and Nutrition Project experiences.
To adequately prepare for the Food Show, the 4-H member should be familiar with the judging process. Depending
on the age division, contestants may be judged on their presentations and their answers to judges’ questions.
Participants should review the score card for the appropriate age division to prepare for the question-and-answer
segment of the judging process.
Conducting a Food Show. A lot of planning goes into conducting a 4-H Food Show. A planning guide is available for
your task force members to use.
Equipment and space needed:
• Separate rooms – Ideally, one large room for group assembly and the awards program, judging rooms for each
category, one room for tabulation, and a holding room for parents and leaders. Possible locations are churches,
schools, community centers, county fair buildings, and county Extension office.
• Tables – For registration and for judges to use during the interview process. You may also want to set up tables in
the assembly/awards room so that participants can display their entries at the awards program.
Volunteers needed:
• Judges − Evaluate 4-H members during the interview process. Possible judges are registered dietitians, Texas
Extension Education Association club members, FCS teachers, former 4-H members, former 4-H Food and
Nutrition Project leaders or club managers, elementary school teachers, county judge and commissioners,
grocery store owner/manager, restaurant owner/manager, nutrition major, professional chefs and/or cooks, and
others with an interest in foods and nutrition.
• Timekeeper − Keeps time during judging and indicates when contestants have completed their interviews.
If necessary, a judge can serve as the timekeeper.
• Tabulators − Tabulate scores from judges’ score cards.
• Runners − Take score cards from the judging room to the tabulation room.
• Registration − Work at the registration table to greet and check in contestants, judges, parents,
leaders and guests.
12Resources.
Printed/Web resources:
• District 4-H Food Show Guidelines (contact your district 4-H specialist)
• State 4-H Food Show Guidelines, Rules and Regulations – updated and distributed annually in September -
fcs.tamu.edu.
• Cooking Basics for Dummies, 3rd edition
• Dietary Guidelines for Americans, 2010
• MyPlate
• Nutrient Needs at a Glance
• Altering Recipes for Good Health
• Fight Bac
• 4-H Food Show Study Guide – fcs.tamu.edu/youth/index.php
Specialists:
• Sharon Robinson, Extension Nutrition Specialist, s-robinson@tamu.edu, 979-847-9227
• District 4-H specialist
134-H FOOD SHOW
CONTEST PLANNING GUIDE
COUNTY: DATE OF EVENT:
Date to be done Task to be done Person responsible Date completed
Set up planning committee (4-H members, parents,
leaders, etc.).
Appoint subcommittee(s) for the following:
• Awards
• Program (and recipes for Food Show)
• Publicity and signs
• Judges/judging contest
• Facility
• Show/ceremony format
• Clean up
• Decorations
• Contest donors
County Extension agent assigned to project serves
as advisor to committee.
Decide on show dates and time as well as
committee meetings for planning, implementing
and evaluating the show.
Determine contest entry deadline.
Decide location and reserve it.
Determine facility needs (tables, chairs, PA system,
classrooms, room for judges’ orientation, etc.).
Decide on theme and/or decorations.
Contact judges by phone and e-mail; confirm with
a letter.
Reproduce copies of rules, score cards, record
forms and sample interview questions.
Order/purchase all awards and judges’ gifts.
Prepare advance and follow-up publicity/news
releases.
Print program and recipe books.
14Date to be done Task to be done Person responsible Date completed
Find people to give the opening address and
present special awards. Ask contest donor(s) to
assist.
Contact judges by letter at least 1 week before
the show, providing them with sample interview
questions and sample entry forms, score cards, and
other resource information (e.g., dietary guidelines).
OPTIONAL
Ensure that the committees are handling assigned
responsibilities and will be participating in the show
Before the show, ensure that the facility is set up as
planned by the committee.
Arrange for refreshments (optional).
Prepare the awards script.
Orient judges and participants.
Facilitate judging interviews.
Rehearse show format (who will speak, who will
hand out awards, etc.).
Conduct awards ceremony.
Clean facility.
Have committee and participants evaluate the
planning, implementation and outcome of the
show. Record suggested changes for improvement.
Send notes of appreciation to all who helped.
Send evaluations to participants to help them
prepare for next year’s show.
Send those who qualify information for entering the
district show.
154-H Food Challenge Essentials
Overview. The 4-H Food Challenge is another way 4-H members can exhibit the knowledge and skills they gain in
the 4-H Foods and Nutrition Project. The Food Challenge is modeled after competitions such as the Food Network’s
Iron Chef. Teams create dishes using only a predetermined number and amount of ingredients. From these ingredi-
ents team members must develop a recipe and prepare the dish. Teams then make a presentation to a judging panel,
explaining the preparation steps, serving size, nutritional value, and cost of the dish.
Food Challenge basics. 4-H members form teams of three to five members. While teams do not select their food
categories beforehand, they can still prepare for the competition. Ample preparation will give them confidence and the
skills to help them do their best. Preparation can include having practice challenges, studying the nutrients in various
foods, and practicing how to determine serving size and cost per serving.
Teams must provide their own equipment, as specified in the Food Challenge guidelines. At the start of the contest,
each team is given a set of ingredients and a clue to help them determine what dish to prepare. A “pantry” of additional
ingredients is also available for teams to incorporate into their recipe. Each set of ingredients is based on a recipe that
fits one of the following categories: main dish, fruit and vegetable, bread and cereal, nutritious snacks. Teams are
randomly assigned to a category, which is announced at the start of the contest. In addition to preparing the recipe,
team members must also research the nutrients in the dish, determine the benefits of these nutrients, and analyze the
cost of the dish. Teams have 40 minutes to do this.
Teams then make presentations to the judges. At least three team members must have speaking roles in the presenta-
tion. Judges may also ask questions of the team members. Reviewing the score card for the Food Challenge will help
4-H members prepare for the presentation and question-and-answer segment of the judging process.
Teams are also judged on the appearance of the food prepared and their presentation skills (including voice, poise,
the number of members presenting, and overall effectiveness of communication).
Conducting a Food Challenge. A lot of planning goes into conducting a Food Challenge. A planning guide is avail-
able for you and your task force members to use.
Equipment needed:
• Tables – A work table for each team to use during the preparation phase of the contest, a table for each team of
judges for the team presentations, and one or two tables for registration.
• Rooms – Ideally, one large room for group assembly, participant orientation and the awards program (this room
can also serve as a holding room for parents and leaders); one large room for the preparation phase of the contest;
judging rooms for team presentations; one room for tabulation and to serve as the contest headquarters.
Volunteers needed:
• Group leaders – Monitor teams during the 40-minute preparation period of the contest. Answer questions of
teams (without providing assistance to the teams) and monitor teams to be sure there is no talking before team
presentations.
• Timekeeper – Keeps time during the preparation phase of the contest, warning teams of the time remaining.
• Judges – Evaluate each team presentation. Will need a panel of two to three judges per age division and/or
category.
• Registration – Work at the registration table to greet and check in contestants, judges, parents, leaders and
guests.
Conducting a Food Challenge as a learning experience. 4-H clubs and project groups may want to use a Food
Challenge as an informal educational activity. It can be a great way to conclude a Food and Nutrition Project meeting
or workshop. 4-H members can test their knowledge and skills while also learning about the Food Challenge contest.
Follow these steps to conduct a Food Challenge:
• Make sure there is ample work space for teams. A kitchen is not necessary if each team has the supplies it needs.
• Acquire all the supplies teams will need (or ask each team to bring its own supplies, according to the Food
Challenge supply list).
16• Select several recipes (more than one team can have the same recipe). Recipes should be simple, have no elabo-
rate ingredients, and not require an oven.
• Purchase additional ingredients for the “pantry.”
• Divide 4-H members into teams of three to five. For a learning experience, older members can be on teams with
younger members. This gives older members the opportunity to serve in leadership roles.
• Read the rules of play to the 4-H members.
• Have teams report to their assigned stations, where each will find a set of ingredients and their supplies.
• At the “start” signal, teams have 40 minutes to develop a recipe, prepare the dish, and develop a presentation for
the judges.
• Call “time” after 40 minutes. All teams should stop their work.
• Have each team make a presentation to the entire group. This will allow teams to learn from each other as they
hear a variety of presentations and see the different dishes prepared.
• Have teams discuss with each other the challenges and lessons learned through their experience.
Resources
Printed/Web resources:
• District 4-H Food Challenge guidelines (contact your district 4-H specialist)
• State 4-H Food Challenge guidelines (updated and distributed annually in September) – texas4-h.tamu.edu
• Dietary Guidelines for Americans, 2010
• MyPlate
• Nutrient Needs at a Glance
• FightBac
• Cooking Basics for Dummies, 3rd edition
• Altering Recipes for Good Health
Specialists:
• Courtney Dodd, Extension Program Specialist, cfdodd@ag.tamu.edu, 979-845-6533
• District 4-H specialist
174-H FOOD CHALLENGE
CONTEST PLANNING GUIDE
COUNTY: DATE OF EVENT:
Date to be done Task to be done Person responsible Date completed
Facilitate planning committee meeting (4-H
members, parents, leaders, etc.) with CEA assigned
to food and nutrition project serving as advisor.
Appoint subcommittees/contact persons for the
following:
• Recipe/ingredient selection for each category
and purchasing ingredients and supplies
• Awards
• Program
• Publicity and signs
• Judges
• Facility
• Contest/awards program format
• Clean-up
• Decorations
Decide on contest date and time, plan additional
committee meetings to finalize planning and
implement and evaluate the show.
Determine contest entry deadline and entry fee:
• Announce through various methods of
communication.
• Consider charging entry fee to cover the cost
of ingredients.
Decide location and reserve it.
Secure contest donors.
Determine facility needs:
• Kitchen is not necessary.
• A large room works with one table per team
and ample space to work on all sides of the
table.
• Ensure adequate electricity is available in the
facility.
• Need a judging room for team presentations.
• Need holding room (or chairs set up in food
preparation room) for participants preparing to
go in to judging room.
• Room for awards program with chairs, PA
system and awards table.
18Date to be done Task to be done Person responsible Date completed
Decide on theme and/or decorations.
Contact judges by phone and/or e-mail; confirm
with a letter, including contest information:
• Need two to three judges per judging panel
(per age division).
• Number of participants will determine the
number of judges needed.
Determine recipes/ingredients and clues for each
age division and food category.
Order/purchase all awards and judges’ gifts.
Prepare advance and follow-up publicity/news
releases.
Print contest program (names of participants,
contest schedule, committee members, judges,
donors, etc.).
Find people to give opening address and to present
special awards. Ask contest donor(s) to assist.
Contact judges, providing them with contest
information, score cards and nutrition resources.
Randomly assign each team to a food category.
Prepare judges’ packets:
• Food Challenge Manual/Rules
• Score card
• Educational resources
• Placing sheet
Purchase ingredients for each team:
• Option: divide ingredients among teams to cut
down on costs.
Place the following in brown paper bags or boxes
so they are not visible to teams:
• Ingredients (along with list of ingredients and
amounts)
• Clue
• Official contest resources
• Team worksheet
• Receipt (can be copy of original or typed)
19Date to be done Task to be done Person responsible Date completed
Before show, ensure that the facility is set up as
planned by the committee:
• Tables
• Electricity (extension cords)
• Chairs
• Access to water
• Registration
• Judging rooms
Prepare awards script.
Secure volunteers to work contest registration:
• Greet judges, leaders and teams
• Check in teams
• Check each team’s supply box according to
official supply box list
• Help teams find their preparation tables
• Answer questions
Orient judges and participants. Examples are
provided in the Food Challenge Manual.
Rehearse awards program format (i.e., who will
speak, who will hand out awards, etc.).
Have participants complete the Food Challenge
evaluation.
Have committees and participants evaluate the
planning, implementation and outcome of the
show. Record suggested changes for improvement.
Send notes of appreciation to all who helped.
Send evaluations to participants to help them
prepare for future contests.
Send district qualifiers information for entering
district show.
204-H Quiz Bowl Essentials
Overview. A Quiz Bowl helps 4-H members enhance and demonstrate their knowledge and skills in a competitive
setting. A Quiz Bowl can be used any time of the year. However, be aware of district contest dates and deadlines so you
can determine a timeline for the Quiz Bowl participants in your county. Some districts host the Quiz Bowl in conjunc-
tion with the Food Show, while others may host it at District Roundup.
A Quiz Bowl is not meant to be a memorization process, in which members study and learn the answers to certain
questions. Instead, it is a fun way to encourage members to learn Foods and Nutrition Project information.
Quiz Bowl basics. The Quiz Bowl contest involves teams of three or four members. Two teams compete against each
other at one time, answering questions related to the subject matter. Questions are asked from the materials in the
current official reference list for the contest. There are three types of questions: individual, toss-up and bonus. Toss-up
and individual questions are worth one point. All bonus questions are worth two points.
An appropriate device should be used to indicate clearly which contestant is first to respond to a question. Texas 4-H
Quiz Bowl contests require four responder boxes for each team (a total of eight for a contest) and a 10-second timer. A
Quiz Bowl can be held without electronic equipment. However, electronic equipment does add more excitement and
accuracy to the event. Most district offices have the electronic equipment and it can be checked out by counties for
practice and county competitions.
Conducting a Quiz Bowl contest. A lot of planning goes into conducting a Quiz Bowl contest. A Quiz Bowl planning
guide is available for you and your task force members to use.
Equipment needed:
• One room for each bowl division. If you have only a few teams, you may be able to hold games for both age divi-
sions in the same room.
• Tables
• Chairs
• Buzzers with backup
• Flip chart, chalkboard or overhead
• Score sheets/tabulation charts
• Question list(s) – one per round and tie breakers (ask your district 4-H specialist)
• Contest bracket
• Pens/pencils for tabulator
• Awards
• A copy of the official references for Nutrition Quiz Bowl
Volunteers needed: Coaches of quiz bowl teams should not serve in these volunteer roles.
• Moderator—Responsible for directing each match, asking all questions and accepting or rejecting any answers.
• Referee/Judge—Holds the original reference material and provides references for protested questions.
• Timekeeper—Monitors all intervals and indicates when the time to respond to a question is up.
• Official scorekeeper—Records all points scored, keeps an official record of team playoffs, and announces a
running tally after each question.
• Scoreboard attendant—Posts team scores on a blackboard, flip chart or other visual device.
Conducting a Quiz Bowl as a learning experience.
• Select 20 to 30 questions related to the project lesson.
• Divide the 4-H members into two teams of three to four members.
• Read the rules of play to the 4-H members (refer to the Texas 4-H Quiz Bowl Guide).
21• Begin by asking each team member one question. Ask each team member a question until every participant has
had a turn. Questions answered correctly earn the team one point.
• Ask the remaining questions as toss-up questions; any 4-H member may respond and answer these questions.
The participants may respond by using an electronic device, ringing a bell, or raising a hand.
• The first 4-H member to respond must answer the question and has 10 seconds to do so. If the question is
answered correctly, that team is awarded one point. If the answer is incorrect, that team loses one point.
• At the end of the round (all questions have been asked), the team with the most points wins.
• Ask the 4-H members and their parents if they want to enhance the learning experience by developing a Quiz
Bowl team for competition.
Selecting 4-H Members to compete on a Quiz Bowl team. Project leaders working with Nutrition Quiz Bowl teams
should develop a systematic way to track each 4-H member’s progress. Guidelines for team member selection should
be written and established at the beginning of the project work and practice sessions. County Extension agents should
work with the FCS/Food and Nutrition Project task force to develop a set of written team-selection guidelines.
If enough people are interested, a county-level qualification event may be held to determine which 4-H members will
represent the county in the district Quiz Bowl. Suggestions:
• Conduct a county-level qualification event for club teams.
• Conduct a county-level qualification event for mixed club teams.
• Conduct a county-level qualification event, keeping the individual score of each participant. The top four scores
in each age division will form the county teams.
• Prepare and give written quizzes, with the high-scoring individuals in each age division to make up the county
teams.
Resources.
Printed/Web resources:
• Texas 4-H Quiz Bowl Guide
• Food and Nutrition Quiz Bowl Supplement
• State 4-H Food and Nutrition Quiz Bowl Study Guide (updated annually) – fcs.tamu.edu
• Tournament Builder (available at the district office)
• ADA Complete Food and Nutrition Guide, 4th ed.
Author: Roberta Duyft
2012: John Wiley & Sons, Inc.
ISBN: 978-0-470-91207-2
• Food: A Handbook of Terminology, Purchasing and Preparation, 11th ed.
Author: AAFCS
2006
ISBN: 0-8461-0005-3
(can be ordered at www.aafcs.org)
• AgriLife Extension Publications:
Nutrient Needs at a Glance
Safe Home Food Storage
• MyPlate
• U.S. Dietary Guidelines for Americans, Executive Summary
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