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North Dakota4-H Program Guide

2010-2011This guide is designed especially for volunteers, youth, and their families

involved in the 4-H program through individual, community and project clubs,special interest groups and school and community enrichment programs.

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Want to join 4-H?4-H provides fun filled, hands-onexperiences under the direction ofcaring adults. What can you do in4-H? Lots of things! This guidedescribes most programs offered inNorth Dakota 4-H. Your county mayoffer some other projects, just ask!To participate in 4-H you need toenroll in at least one project but youcan take several depending on yourneeds and interests.

In each project, you’ll develop skillsthat will help you become morecompetent at doing things on yourown. You’ll also learn valuable“life skills,” those things you will

use later, no matter what you do inlife. 4-H is a fun way to also developskills and hobbies you will enjoy formany years.

You’ll probably want to join anexisting club in your area, or you canget together with some other familiesand form your own club. Just contactyour county office of the NDSUExtension Service. 4-H is part ofthe Extension Service in every state.There is a list at the end of this guideif you don’t know how to find yourlocal NDSU Extension Service office.Then call the office and ask aboutjoining 4-H.

How to be a 4-H’erand get in on the fun!1. Join a club that’s in your area.

2. Start a 4-H Club.

3. Join a special interest group –a group that gets together for ashort time to study one thing,or to participate in one activity.

4. Enroll as an individual and studywhat you want, when you want.

5. Make a family club, right at home

6. In your school, look for 4-Hschool-enrichment programs.

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4-H Membership Information ............................ 2

Life Skills ................................................................ 3

Experiential Learning .......................................... 3

Understanding Projects ....................................... 3

Project Selection .................................................... 3

Project Expectations ............................................. 4

Project Selection Guide ........................................ 4

Individual Project Descriptions .......................... 4Aerospace ........................................................ 4Arts ................................................................... 5Beef ................................................................... 5Bicycle .............................................................. 6Butterfly WINGS ............................................ 6Careers .............................................................. 6Cats ................................................................... 7Child Development ........................................ 7Citizenship ....................................................... 7Clothing and Textiles ..................................... 8Communications ............................................ 8Computers ....................................................... 9Consumer Savvy ............................................ 9Crop Production ............................................. 9Dairy ................................................................. 9

Age Guidelines forNorth Dakota 4-HYouth between ages 5-18 may participatein 4-H.

Cloverbud MembersYouth ages 5-7 may participate in the4-H Cloverbud program. Cloverbudexperiences are designed as a seriesof short term, structured activities thathelp youth to gain self-understanding,practice social interaction skills anddevelop positive attitudes. It isimportant for those working withthis program to realize that theCloverbud program focuses onage-appropriate skills, abilities,and involvement. Cloverbuds donot participate in competitionbecause it is not developmentallyappropriate for this age group.

Why 4-H?Have fun Kids help kids Meet and get to know other kids Make friends Show what you knowLearn lots Do things Kids and adults work together Make things Go places

Regular MembersYouth who are 8 years old beforeSeptember 1st or are in 3rd grade areconsidered “full-fledged” members.If a youth turns 19 years of age priorto the beginning of the 4-H year(Sept. 1), she/he is not eligible tore-enroll in 4-H.

Enrollment GuidelinesThe 4-H Program year beginsSeptember 1st and ends August 31st.Youth can enroll as an individualor in a club or group. Membershipenrollment forms may be obtainedfrom your local NDSU countyextension office. Youth participateunder the direction of a trainedadult and within the scope of theNorth Dakota State UniversityExtension Service.

Dress CodeAll members participating in NorthDakota state 4-H competitive eventsexcept Clothing Revue (Sew and Show,Buy and Show) will be neatly dressedand must wear a solid color white,yellow, gray or green shirt/blousewith the 4-H emblem prominentlydisplayed, and securely fastened,on the front.

Look for our Web site:www.ndsu.edu/4h

Dogs .................................................................. 9Do Your Own Thing ..................................... 10Electricity ....................................................... 10Environment .................................................. 10Fiber Arts ........................................................ 11Filmmaking .................................................... 11Fishing ............................................................. 11Foods and Nutrition .................................... 12Food Preservation ......................................... 12Forestry .......................................................... 12Gardening ...................................................... 13Geospatial ...................................................... 13Goats – Dairy ................................................ 13Goats – Meat ................................................. 14Health ............................................................. 14Home Environment ..................................... 14Horse .............................................................. 15Insects – Entomology ................................... 15Leathercraft ................................................... 16Leadership ..................................................... 16Leisure Arts (Home or Expressive) ............ 16Money Management .................................... 16Nature Trails .................................................. 17Needle Arts .................................................... 17Outdoor Skills ............................................... 17Pets .................................................................. 18Photography .................................................. 18

Poultry ............................................................ 18Rabbit ............................................................. 18Robotics .......................................................... 18Sheep .............................................................. 19Small Engines ................................................ 19Swine .............................................................. 19Veterinary Science ........................................ 20Welding .......................................................... 20Wildlife ........................................................... 20Wind Energy .................................................. 21Woodworking ............................................... 21

Cloverbud ............................................................ 21

Group Projects ..................................................... 22

Member Resources ............................................. 22

Educational Trunks ............................................ 23

Understanding 4-H Recognition ...................... 24

Saying Thank You ............................................... 24

North Dakota 4-H Foundation ......................... 25

Opportunities and Awards ............................... 25

A 4-Her of Character .......................................... 27

INDEX

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• SHARE: The youth shares whathappened, the results of the experienceand their feelings about it.

• PROCESS: They decide what isimportant about what they did andlearned from the experience. Theyanalyze the experience and reflect backupon it to determine what was mostimportant. Discuss how questions arecreated by the activity.

• GENERALIZE: The young personpersonalizes the experience, determineswhy it is important and applies it toreal life.

• APPLY: Youth determine how whatthey learned can be applied to a similaror different situation.

Experiential learning requires youthto be actively involved in the processwith guidance from their helper/leader.Through experiential learning, youthlearn subject matter content related to theirprojects. By experiencing the process, theygain a deeper knowledge of that content,how what they learned applies to thegreater world and how their knowledgecan be used in different situations laterin their lives.

Questioning is the primary method ofhelping youth consciously move throughthe experiential learning steps.

UnderstandingProjects 4-H Membership ExpectationsThe expectations for 4-H membershipare a balance between 4-H project work,involvement in the 4-H club, participationin 4-H activities and events and workingtoward improving one’s personal growth.This section addresses the project workcomponent of a youth’s 4-H experience.

Project Work Through 4-HEach project manual listed in the followingsection has a guide for youth conductingactivities through an organized projectgroup or at home under the guidanceof a parent or other helper. In it you willfind a wealth of information and activitiesneeded to plan and conduct a project.

Q. What is a project?

A. A 4-H project is made up of three typesof activities:• Hands-on Activities: making,

producing, selling, practicing,observing, testing, interviewing, etc.

• Organized Activities: demonstra-tions, speeches, workshops, camps,county judging, project activities,exhibits, etc.

• Leadership/Citizenship Activities:conducting, planning, teaching,assisting, informing, organizing, etc.

Q. Does a 4-H member have to takea project?

A. Yes. However, there are two ways totake a project – either as an individualproject or as a group project.

Q. Where does a 4-H member beginwhen planning a 4-H project?

A. Start by reading the section of theproject manual called the projectplanning guide. Make a simpleproject plan.

Q. Does a member have to do everythingthe Youth Project Activity Guidesuggests?

A. Of course not. That decision is up tothe youth, parents and helper/leader.Youth may plan to do a little or a lotbased upon their interests and abilities.Project plans can also change as theyouth’s interests and needs change.

Q. How much time can be spent ona project?

A. It can be a matter of days, weeksor even months depending on thesize and scope of the youth’s plan.Projects can be repeated to accomplishadditional project goals. Many projectguides are designed to be used formore than one year.

Q. Does the member have to beginwith the first level offered?

A. The youth needs to review thebeginning information, but may enrollin the project at the level they feelcomfortable with and challenged in.

Q. What is a leader or a helper activityguide?

A. A publication that contains informationto help the adult or teen leaders orhelpers work with youth in a projectarea. It may include information onworking with activities, understandingyouth, answer keys, suggestions formodifying activities, a list of resources,or other useful material.

Project SelectionWith more than 100 projects to choosefrom, you can find a project that interestsyou. Here are some things to consider.

1. What are your interests, in and outof school?

2. What books and magazines do youlike best?

3. What would you like to do for a career?4. What would you like to learn about?

Life Skills in4-H ProgramsHelping youth to develop important lifeskills is a major goal of 4-H youth develop-ment programs. A skill is a learned abilityto do something well. Life skills are skillsthat help an individual to be successfulin living a productive and satisfying life.

The goal of 4-H youth programming isto provide developmentally appropriateopportunities for youth to experiencelife skills, to practice them and to be ableto use them throughout their lifetime.Through the experiential learningprocess used in 4-H, youth internalizethe knowledge and gain the ability toapply the skills appropriately.

The life skills emphasized in North Dakota4-H Programs include: making decisions,solving problems, relating to others,planning and organizing, learning tolearn, communicating with others,leading self and others, relating to changeand applying science and technology.

Experiential LearningIn 4-H ProgramsThe 4-H program has a long history ofinvolving youth in “learning by doing”activities. Youth learn from activeparticipation as compared to more formalpresentations. They participate in projectswhere they are asked to accomplish a task,i.e., make something, raise and/or trainan animal etc. This is what distinguishes4-H from schools and other formaleducational settings.

The learn-by-doing activity serves as thebase for the Experiential Learning Process,which adds processing steps to help theyouth deepen the learning. Much of the4-H project literature is designed aroundthe experiential learning model.

The experiential learning process isdivided in five major steps.

• DO: Youth does the activity.

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Some projects require more time andmoney than others. Check with yourfamily and 4-H volunteer to see if aproject fits your time and pocketbook.

“Do Your Own Thing” is a project forolder youth to explore a topic that is notpresently available as a statewide project.The “Do Your Own Thing” publicationallows you to outline the areas of interestand plan the activities you wish to conductover the course of your project. A projectplan needs to be completed for eachproject you plan to take.

Once you choose a project, talk to your4-H volunteer to enroll.

Project Expectationsfor a 4-H Club MemberCertain things are expected from each4-H member:

• Have the volunteer leader file a“4-H Member Enrollment Form”(PB434)or Re-enrollment Form from the BlueRibbon program with the local NDSUExtension Service office.

• Identify goals for your work.• Develop a written Plan of Action

including “Planning For My ProjectAdventure” (PA093),”ND 4-H ProjectPlan” (PA095) or complete the ProjectPlanning Guide at the beginning of manyproject books or project activity guides.

• Find a project helper, when needed.• Assume full responsibility for your

projects, including managementand work, where practical. Sharedresponsibility needs to be describedas part of the project plans and report.

• Arrange with parents or others forthe financing of the project.

• Include a record of each project andrelated activities in the “4-H Plan ofAction” (PA096) or the AchievementGuide in the front of many projectactivity guides.

• Summarize accomplishments fromeach year using the “North Dakota4-H Participation Summary” (PA098).

NOTE – Project literature is availablethrough the local county office of theNDSU Extension Service. Additionalinformation may be found in NDSUExtension Service publications,Experiment Station bulletins and USDApublications also available through theextension office. County extension staffare in charge of the 4-H program ineach county. They are the first people tocontact when questions arise regardingthe 4-H Youth Development program.

4-H ProjectSelection Guide

This guide is designed to assistindividuals, families, clubs and groups inselecting and planning their 4-H projects.It provides most of the informationnecessary to make project choices.Check the actual project manual forsuggested requirements. Each projectis listed with the following information:PROJECT NAME, PROJECT LEVEL,ENROLLMENT OR MATERIAL ORDERNUMBER. The project enrollment ormaterial order number matches the namesand codes on the member or leaderenrollment form.

SUGGESTED GRADE LEVEL providesinformation on whom the project wasdesigned. Most projects are dividedaccording to three levels: beginners,intermediate and advanced. They weredesigned to be appropriate for youth inthat grade level. Parents and volunteersneed to help the member access whatlevel they need to take in each project.

The PROJECT DESCRIPTION providesa brief listing of some of the learningexperiences and activities that areincluded in the project. ADDITIONALPUBLICATIONS includes other pieces ofmaterial such as judging guides or recordsavailable for that project. Use member orvolunteer enrollment or re-enrollmentforms to order literature and materialsfor 4-H projects from your countyExtension Office.

Cost of 4-H MaterialsTo help with the ever increasing costsof production and distribution of 4-Hmaterials a small cost has been assignedto several materials. Counties will ordernational member materials directly fromthe source. There is no charge for helperguides used by volunteer leaders. Staff inyour county extension office will be ableto clarify questions you may have on thecost of 4-H materials.

WEB – materials that can be found on theNDSU 4-H Web site.

IndividualProject DescriptionsAerospace AdventuresSoaring Above and BeyondAerospace Adventure SeriesThe awesome experience of flying anairplane, launching a rocket, conqueringspace and becoming an astronaut or pilotwill come alive with youth (K-12) as youexplore the Aerospace Adventure series.Through fun and challenging activitiesyou will learn about flying, kites, hotair balloons, remote control planes,gliders and rockets. You will also developimportant life skills that will help youprepare for the work place.

■ Preflight Aerospace, Stage 1,Project Guide (AERO1)Grades K-2 (Cloverbud)

Wow! Talk about fun! Youthand their helpers have a greattime working together as youthlearn how to talk like a realastronaut, find out how an airplaneworks and have fun at the same time.

■ Lift Off, Aerospace, Stage 2,Project Guide (AERO2)Grades 3-5

Youth blast off with this guide as theyfly kites, participate in airplane contests,launch rockets, explore space, make aglider, construct a straw rocket andexperience disorientation.

■ Reaching New Heights,Aerospace, Stage 3,Project Guide (AERO3)Grades 6-8

Youth soar as they learn to fly an airplane,launch a rocket, conquer space and becomean astronaut or pilot. Youth make a shuttleon a string, a Japanese kite, a hang gliderand a control panel of an aircraft.

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■ Pilot in Command, Aerospace,Stage 4, Project Guide (AERO4)Grades 9-12

Youth create their own altitude tracker,determine the most fuel-efficient routesbetween airports and make a box kite.Youth also explore pilot certificationrequirements, evaluate past and presentnavigation systems, learn about airportissues in their community and exploreaerospace careers.

■ “Flight Crew“ – AerospaceHelper Guide – (HCA231)

This helper’s guide provides grouporiented experiences that will keep youthcoming back for more. Many activitiesare included in this guide for hands-onexperiential group fun such as anaerospace quiz bowls, skillathonsand airport field day.

■ Aerospace CD-ROM CD-07605This set contains a CD-ROM whichincludes a complete set of Aerospacematerials for individual users with copyingprohibited. Check www.4-hcurriculum.orgfor pricing.

ArtsClowning■ The Art of Clowning –

Project Manual (ARTS6) $2This project is designed for youth in grades4-12. Youth will discover the history ofclowning while developing their ownclown’s character complete with makeupand costume. Youth will study famousclowning acts, create their own props,learn about communication, etiquette,performing, puppetry, ventriloquism,balloon artistry and much more.

■ The Art of Clowning –Leader Guide (BBA216)

Drawing and Painting■ Drawing and Painting –

Member Manual (ARTS0) $2Introductory drawing andpainting for youth ingrades 5-12. Youth willdraw with pencil, chalk, crayon, penand ink; blend and shade; draw fromnature; make surface rubbings; paint withwatercolor, poster paint, oil and acrylics;use the brush; mix colors; and mat andframe their art and much more.

Advanced Visual ArtsGrades 7-12Youth will develop their artistic skills andtalents while learning the elements andprinciples of design. Youth explore arttechniques, art history and culture,the science behind the art and artisticchallenges. Each guide’s introductionprovides clear directions for the helper tofacilitate the art activities. The guides aredesigned so that youth may also discoverart techniques individually.

■ Sketchbook Crossroads,Level 1 – Project Activity Guide(ART11)

In this group helpers guide, youth practicedrawing, fiber arts and sculpting todevelop their artistic skills and talents.

■ Portfolio Pathways, Level 2 –Project Activity Guide (ART12)

In this group helpers guide, youth maychoose from drawing, fiber and sculptingto develop artistic skills.

Theatre Arts –Imagination in ActionGrades 3-12Youth put their “Imagination in Action”when using this dynamic theater artsseries. These materials offer extendedactivities in acting, puppetry, andstagecraft.

■ Play the Role! – Acting (ARTS 1)Through creative dramatics activities,youth bring imagination to life. Theguide emphasizes movement, voice andspeech, characterization, play buildingand playing a scene. Activities rangefrom warm-ups to improvisation,from pantomime to monologue making,from clowning to theatre visits.

■ Become A Puppeteer –Puppetry (ARTS 2)

Youth learn types of puppets (e.g., hand,rod, marionette, shadow, etc.); howto create a puppet and puppet stage;development of their puppet character;how to create and present a puppet skit;and puppetry therapy.

■ Setting the Stage –Stagecraft (ARTS 3)

Youth learn stagecraft options that tapinto their unique skills and talents behindthe scenes, including costumes, sound,lighting and props, set design, makeupand stage management.

■ Theatre Arts Helper’s Guide –Sidecoaching (BBC201)

This guide provides additional activitiesand valuable resources for the helper toengage youth in the creative process ofImagination in Action. The guide assistshelpers in facilitating the activities inthe three guides in the series.

Wood Arts■ Wood Arts, Member Manual

(ARTS5) $2This project is designed for youth ingrades 3-12. Youth will learn about woodand techniques for working with woodas an art form. Activities include workingwith driftwood, dry wood, woodwhittling, chip carving, wood burning,painting wood items and decoupage.

BeefGrades 3-12The Beef “Skills for Life” Series is packedwith project information and fun, learn-by-doing activities for youth of all ages.

■ Bite Into Beef, Level 1 –Project Activity Guide (BEEF1)

Youth engage in activities to identifybreeds, locate parts, judge, halter breakand show a calf, fit a steer, recognize ahealthy animal, select feed ingredientsand shop for beef and beef by-products.

■ Here’s the Beef, Level 2 –Project Activity Guide (Beef2)

The activity guide challenges youthwith activities related to leg structure,presenting oral reasons in judging, feedingredients, behavior, nose printing,parasites, fitting, ethical issues, beefcarcass composition and retail meat cuts.

Did You Know?Children who participate in 4-H for

at least one year by eighth grade are3.5 times more likely to contribute to theirfamilies, themselves and their community.

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■ Leading the Charge,Beef Level 3, Project ActivityGuide (Beef3)

Selection and judging, feeds, careers,health, reproduction, and meats andmarketing encourage youth to deepentheir learning.

■ Beef Helper’s Guide (GBB221)Helpers find a variety of group learningactivities, including skillathons, quizbowls, games, presentations, Beef Bingoand several management skill activities.

Additional Beef Project publications

“4-H Live Animal Evaluation Manual”(GB091) $2 reference for learning aboutevaluation of a live animal and preparingfor livestock judging activity or team.

“4-H Showmanship Manual” (GB092) $2reference for preparing beef animals for show.

“4-H Sheep or Beef Breeding Record” (GB095)(Web) record for beef animal(s) raised forbreeding.

“Market Animal Project Record” (GB096)(Web) record for beef animal(s) raised formarket.

“Beef Lifetime Record” (GBB096) (Web)individual record for each breeding heiferor cow.

Market beef animals must be ownedand managed with daily access to theexhibitor by March 1 of the current4-H year.

BicycleBicycleAdventuresGrades K-6Activities in this series are designed foryouth bicycle enthusiasts and volunteers.Two levels of youth activity guides anda helper guide provide a comprehensiveprogram for youth.

■ Level 1 – Bicycling for Fun(BICY1)

Beginning riders learn the essentials forgetting started safely and successfully!This guide contains creative hands-onactivities and connections to DVD andWeb resources. Youth begin exploring thebasics toward lifelong cycling. Activitieshelp youth learn safety, road rules andplanning for a pleasant ride.

■ Level 2 – Wheels in Motion(BICY2)

Youth who are riding learn advanced skillsas they explore their surroundings. Thisguide includes activities that will last alifetime. Youth choose a bike that’s right forthem and practice bike maintenance androad rules to make their ride safe and fun.

■ Bicycle Helper’s Guide (HCC240)The Helper’s Guide is designed to provideengaging and fun group activities forcycling enthusiasts. It contains informationand activities related to basic bicyclehandling, traffic skills and bicycle eventsand activities the whole group will enjoy.

Additional Bike resource

Don’t Get Stuck: Fix It Video or DVD(www.4-hmall.org/curriculum) Theseinclude preventive maintenance and repair tips.

Butterfly WINGSButterfly WINGS encourages adolescentinterest, understanding and long-terminvolvement in science. Leaders and youthwithout previous knowledge of butterfliescan participate because the programtransforms them from beginner to engagedcitizen scientist. Youth participate inauthentic, hands-on, collaborative researchas they collect information about thebutterflies in their communities and enter

the data they collect into the interactiveWINGS website. Scientists and the publicuse this information to further scientificknowledge and view the distribution andpopulation trends of common butterflyspecies. The curriculum includes:

■ Youth Project Guide (WING1)Youth explore butterfly habitats, learnhow to identify common butterflies,become a citizen scientist and contributedata as they enter their findings on thewebsite. Youth create investigations toanswer questions or solve problems andshare their findings with others.

■ Facilitator Guide (HB213)The guide provides supplementalinformation and tips for facilitating theYouth Project activities, including in-depthanswers to questions. Engaging groupactivities are provided for each chapterand can be adapted to 4-H project groups,clubs, after-school programs, camps orother youth groups.

Careers Explorationand Employability■ Get In The Act! Take 1

(WORK1) (FA101)This innovative program is designed tohelp middle school youth explore whatit takes to get their first paying job.This interactive experience, combiningCD and activity guide formats withactivities presented in the context of amovie set, helps youth recognize theirlearning styles and personal qualities.

■ Get In The Act! Take 1Helper’s Guide (FA201)

Helpers both in and out of the classroomwill enjoy using this guide with the CDto incorporate workforce skills in theirwork with youth. Activities reinforceand extend learning with emphasis onpersonal qualities. Working with others,and thinking skills. Youth create their ownwork plan by applying what they learnedto get their first job and attaining futurecareer goals. All activities and skill areassupport the national SCANS workforceskills and educational standards.

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EntrepreneurshipGrades 7-12

■ Be the E – Youth Activity Guide(ENTR1)

Youth discover the world of Entrepreneur-ship with this multi-level guide. Activitiesassist youth in learning what it takes to bean entrepreneur, and whether they havethe “Right Stuff” to meet the challenges.Youth practice the skills needed tofunction successfully and explore typesof businesses, products and pricing,marketing, partnership, agreements andcontracts. Youth create a business planand start their own business.

■ Entrepreneurship Helper’sGuide (FC201)

This guide is full of hands-on activitiesfor helpers to use with group meetingsof youth pursuing entrepreneurship.All activities are correlated to the nationaleducational standards and benchmarksfor middle and high school students.

CatGrades 3-12

■ Purr-fect Pals,Cat Level 1 – ProjectActivity Guide” (CATS1)

As youth begin their learning about cats,they engage in activities to select a cat,identify breeds, name the parts of a cat,handle and groom a cat, care for it’shealth and budget for it’s care.

■ Climbing Up, Cat Level 2 –Project Activity Guide (CATS2)

Youth step up their learning throughactivities on cat senses, the meaning ofcat sounds, tricks they can teach a cat,signs of illness and health emergencysituations, feeding, special diets, travelingwith a cat and showing it.

■ Leaping Forward, Cat Level 3 –Youth Leadership Guide (CATS3)

Youth explore veterinary procedures,cat body systems, diseases, reproduction,genetics, older cat needs, behavior,showmanship, community laws,animal welfare and personal strengths.

■ Cat Helper’s Guide (GBD231)Helpers will find the group activities inthis guide an excellent way to involveeveryone in learn-by-doing cat projectsessions.

Child DevelopmentKids On The GrowGrades 3-12Youth learn about how children growand develop and how they can care forthemselves, their family and community.This guide is excellent for 4-H, afterschool programs and home school. Thecurriculum is designed to wrap aroundthe new Red Cross Babysitter’s Handbook.

■ Growing on My Own, Level 1Project Activity Guide (CHIL1)

Youth explore how they grow anddevelop, how to inspect toddler’s toysand make their home hazard free.They also learn more about their rolesin life, how to handle their emotionsand accept differences in others.

■ Growing with Others, Level 2Project Activity Guide (CHIL2)

Youth learn about self-care, rules,responsibility and safety and areintroduced to babysitting. They learnto work with others and gain awarenessof common dangers in their world.

■ Growing in Communities, Level3 Project Activity Guide (CHIL3)

Youth explore child development careers,gain experience as a teacher or coach,participate in a community service projectand learn that children with differentabilities have different needs.

■ Child DevelopmentHelper’s Guide (CA201)

This guide features nine engaging groupactivities. Youth are encouraged towork with younger kids in after schoolprograms, day care centers, day campsas well as with kids in their own 4-H club.

Additional Child Development resource

American Red Cross Babysitter’s Handbookavailable as part of their Babysitter’s course ormay be purchased from your local AmericanRed Cross.

CitizenshipCitizenship PublicAdventuresGrades 4-12Teens channel their energytoward solving real problemsin their community. Youthchange a piece of the public world,discover the possibilities of democraticcitizenship and build a commitment totaking action in new and exciting ways.They plan and conduct a project that willcreate change or improve something thatis valuable to many people.

■ Citizenship Adventure Kit –(CITI1)

Decision making, problem solving andteamwork are among the skills that youthstamp on their passports. They addressreal community issues, and keep a journalof their thoughts, decisions and actionsthroughout the process. The kit includesa passport to record achievements,postcards with project tips and a travel log.

■ Citizenship Helpers Guide(AB202)

Through tips, suggestions, addedreferences and activities, youth takea journey that is fun and educational.Youth discover the importance of needsassessment, knowing who are advocatesand detractors, formulating a plan andknowing what success looks like.

Service LearningGrades 5-12Service learning engages young peoplein actively giving back to the communityand reflecting thoughtfully on theimplications of service. Young peopleorganize personalized journeys intoservice learning and discover their ownabilities to make the world a better place.

■ Agents of Change –Middle School (SERV1)

Youth become “Special OpportunitiesAgents,” as they follow a series of excitingactivities that engage them in theircommunity and allow them to reflecton their experiences. Youth identifycommunity needs, plan a service projectand execute their idea using the manual.

u

The 4-H Web PageCheck out the North Dakota 4-H Web Page at

www.ndsu.edu/4h

Look here for current news about 4-H programs,staff, and ideas for kids and volunteers.

The home page also tells about 4-H andwhat it offers to young people and adults.

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■ Raise Your Voice –High School (SERV2)

This no-nonsense guide engages olderyouth as young leaders. Voices of realyoung people engaged in service inspireyouth and connect them with otherswho made an impact. Youth plan andimplement their own service project.

■ Service LearningHelper’s Guide (AH201)

This exciting guide for leaders offers groupservice learning activities like communitymapping, identifying group roles andjournaling. It offers advice for mentorsseeking to guide youth through enrichinglearning experiences. Reflective journalinghelps leaders explore their personalleadership style and the value of service.

Clothing & TextilesSewing ExpressionsGrades 4-12Youth learn to be smartclothing consumers and theyhave numerous avenues to creategarments and unique costumes.

■ Under Construction, Level 1 –Project Activity Guide (SEW11)

Youth have opportunities to creategarments and unique costumes.

■ Fashion Forward, Level 2 –Project Activity Guide (SEW12)

Youth develop buying strategies,accessorizing, apparel design andrecycling skills.

■ Refine Design, Level 3 –Project Activity Guide (SEW13)

Advanced youth learn recycling,starting a business and the social andpsychological influences of clothing.

■ Sewing ExpressionsHelpers Guide (CB221)

A wide range of experientially basedactivities provide methods for helpersto motivate youth to learn sewing whiledeveloping critical life skills.

■ Decorate Your Duds –Member Manual (CLOT2) (Web)

This project is embellishment of a garmentor accessory. It can be done on a purchasedor constructed item, but what is beingjudged is the embellishment technique, notthe construction of the item. The objectiveis to provide 4-Hers a chance to sampleand experiment with a variety of textilecrafts and encourage youth to developcreativity, individualism, and imaginationby creating “one-of-a-kind” garments andaccessories.

■ Sewing for Fun –Member Manual (CLOT8) $2

Beginning sewing skills is aimed at youthin grades 4-6. You will learn to selecttools, use the sewing machine, learnabout fabrics, use simple hand sewingtechniques and much more.

■ Sewing for Fun –Leader’s Guide (CB206)

■ Quilting for Fun movedto Fiber Arts, page 11

A Style of Your Own –Clothing DecisionsA Style of Your Own series is designedto help you learn decision-making skillsbased on fun, hands-on clothing activitiesyou can do alone or with friends.

■ Discovering Choice, ConsumerDecisions (CLOT5) $2

This project is designed for youth in grades6-8. You will learn about your clothingchoices and discover your own style asyou select your own clothes, learn aboutclothing advertisements, organize aclothing drive and trade clothes withfriends.

■ Managing Choice, ConsumerDecisions (CLOT6) $2

This project is designed for youth in grades9-12. You will learn about your wardrobe,what’s out there, what influences yourclothing decisions, how to make informedchoices, and to define your own style.You will practice making decisions aboutclothing purchases, learn about clothingthat is flattering, decide what to do withclothing items that are rarely worn,organize a community public serviceprogram that focuses on clothing andmuch more.

■ Clothing Decisions Helper’sGuide (CB215)

■ Sewing Challenges, YouthProject Outline (CLOT4) (Web)$2

This project outline is for youth who havemastered basic and intermediate clothingconstruction skills and want to practiceadvanced sewing skills and garmentconstruction techniques. You will enrollin this level when you and your projecthelper have agreed that you are ready foradvanced sewing projects. You will selecta new fabric or construction challenge eachyear you enroll in the project.

Additional Sewing Resource(CB208) $8“Let’s Sew” by Nancy Zieman. A beginnersguide to sewing for all ages. Resource includessewing fundamentals, sewing tools, how touse a sewing machine and serger, and howto select fabrics and patterns.

Communications –Express Yourself!■ Picking Up the Pieces, Level 1 –

Project Activity Guide (COMM1)Youth engage in nonverbal, verbaland written activities that stretch andstrengthen personal communication skills.Encrypting codes, writing songs, givingdirections, dealing with bullies and makinga statement through art are a few of theexciting activities.

■ Putting It Together, Level 2 –Project Activity Guide (COMM2)

Youth practice and gain confidence incommunicating in a variety of situations.They gain confidence as strong communi-cators as they present oral reasons, planand present speeches, communicateassertively, practice making a good firstimpression and mentor others.

■ The Perfect Fit, Level 3 –Project Activity Guide (COMM3)

Youth polish their communication skillsand develop a public presence by speakingin public, exploring communicationcareers, writing resumes, interviewingfor a job, developing presentations,dealing with anxiety and much more!

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■ CommunicationHelpers Guide (BA201)

Communications Helper’s GuideHelpers support youth as they interact andstrengthen personal communication skillsthrough skillathons, communicationgames, demonstrations and creatingadvertisements.

ComputersComputer Power Unlimited■ Newbie Know How, Level 1

(COMP4)For beginners with little or no experiencewith computers, this guide is an introduc-tion to hardware, software and applicationsand is supported by an interactive Web site.Youth use this activity guide to learn allabout computers: how they work, whattheir components are, use of features,programs and more. This piece also canbe used as a lesson plan by teens to teachothers about technology and computers.

■ Inside the Box, Level 1 –Project Activity Guide (COMP1)

Ages 12 and up (36 pages)

By the end of this activity guide youth willbe able to:Identify computer components,operating systems; exhibit knowledge ofthe building, maintenance and repair ofcomputers.

■ Peer to Peer, Level 2 –Project Activity Guide (COMP2)

Ages 12 and up (36 pages)

By the end of this activity guide youth willbe able to: demonstrate a basic understand-ing of networking; work with adults andpeers to build a functioning network.

■ Teens Teaching Tech, Level 3 –Project Activity Guide (COMP3)

Ages 14 and up (36 pages)

Work with peers, adults and communitypartners to develop service related com-puter goals; develop lesson plans and teachdiverse populations basic computer skills.

Consumer SavvyGrades 3-12Youth consume more than $175 billionof goods and services each year. ThroughConsumer Savvy, youth will becomeinformed and responsible consumersin today’s dynamic marketplace.

■ The Consumer in Me, Unit 1,(CONS1)

Youth experience what it means to bea consumer through saving, spending andsharing.

■ Consumer Wise, Unit 2, (CONS2)Youth realize the influence of peer pressureand the power of advertisingas they learn to make independentdecisions when shopping.

■ Consumer Roadmap, Unit 3,(CONS3)

Teens navigate the potholes in the market-place en route to becomingsavvy consumers.

■ Group Activity Helper’s Guide,Consumer Savvy, (CC211)

This guide includes resources for helperswho facilitate learning for all ages ofyouth. Numerous group activities helpyouth develop essential life skills as theypursue interest in consumer education.

Crop Production■ Production Agronomy (CROP0)

(no project manual available)This project may be taken by youthin grades 6-12. You will plan, plant,grow and harvest a crop.

Additional Agronomy publication

“North Dakota 4-H Crop Production WorkSheet” (CROP0) (Web) for use by youthenrolled in the agronomy project area to recordinformation from their project.

Dairy Cattle■ Cowabunga!

Level 1 – ProjectActivity Guide (DAIR1)

Youth explore dairy cattle breeds,select calves, identify parts of dairy cattle,recognize desirable traits, identify stagesof calving and care, pack a show box, andgroom and show a calf.

■ Mooving Ahead, Level 2 –Project Activity Guide (DAIR2)

Youth deepen their learning by focusingon housing, hay quality, milking, keepinganimals healthy, parasites, behavior andfood safety. They explore ethical decisionmaking, judging and careers.

■ Rising to the Top, Level 3 –Project Activity Guide (DAIR3)

Advanced youth practice mastitis detec-tion, balancing a ration, pregnancydetection, delivery of a calf, body conditionscoring, selecting cattle through records,promoting dairy products and exploringcareer opportunities.

■ Dairy Cattle Helper’s Guide(GBF241)

Additional Dairy Project publications

“4-H Showmanship Manual” (GB092) $2,reference for preparing dairy animals for show.

“4-H Dairy Production Record” (GBF095)record for keeping information on dairyanimal(s) and their production. (Web)

Dairy animals used for exhibits must beowned and managed by May 1 of thecurrent 4-H year. Any animal born afterMay 1 must be progeny animals ownedfrom the date of their birth by theexhibitor.

DogsGrades 3-12Every youth who has adog will enjoy this series.Not only are the activities fun andeducational, but they also help the dogbecome a perfect member of the family.

■ Wiggles and Wags, Dog Level 1 –Project Activity Guide (DOGS1)

Youth learn basic skills for dog care andtraining. Activities include knowingbreeds, selecting a dog, knowing theparts of a dog, keeping a dog healthyand groomed, training and much more.

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■ Canine Connection, DogLevel 2 – Project Activity Guide(DOGS2)

Youth explore more about dog health,nutrition, care, genetic problems, popula-tion control, showmanship, training, ethicsand budgeting.

■ Leading the Pack, Dog Level 3 –Youth Leadership Guide(DOGS3)

Experienced youth investigate responsiblebreeding, diseases, caring for geriatricdogs, training, service dogs, dog rolesand careers related to dogs. This guideprovides youth with numerous leadershipopportunities.

■ Dog Helper’s Guide (GBE236)Group games and activities providehelpers with ideas for facilitatinglearning. Service learning opportunitiesare encouraged. Training activities andresources are highlighted.

Do Your Own Thing■ Member Guide (DYOT6) (Web)

$2This project is designed for youth in grades8-12 to explore a topic of their own design.Usually the project selected is one that isnot included in existing project materialin the North Dakota 4-H program or onewhere you need to challenge yourself tospecialize or create more depth in learningin a project area. The “Do Your OwnThing” project allows you to outline yourareas of interest and plan the activitiesyou wish to conduct over the courseof the project year. Completing thisproject means that you’re responsiblefor selecting a topic, deciding upon goals,obtaining resources and designing a wayto evaluate accomplishment of goals. Allindividualized learning plans need to beapproved by a parent or other adult 4-Hleader. The success of the project dependson your initiative. This project providesan opportunity, not a “catch all.” Youcomplete a project plan for each projectyou take. Exhibit areas may be limited.

ElectricityElectric Excitement SeriesGrades 4-12Energize and electrify youth with ElectricExcitement, the 4-HCCS Electric EnergySeries. Youth demystify the “magic” ofelectric circuits, magnetism, motors andelectronics. From making educated guesses(forming hypotheses) and testing them, tobuilding burglar alarms, to learning how toselect really good stereo and other consumeritems, these activity guides contain dozensof hands-on, useful, and FUN projects.These materials promote technicaland scientific literacy while teachingcommunication and decision-making skills.

■ Magic of Electricity, Unit 1,Project Guide (ELEC1)Grades 4-6

Electricity is everywhere. Youth explorewhy certain things insulate from electricitybetter than others, the effect that magne-tism has on various substances, how tobuild a flashlight, build and test a compass,build an electromagnet and electric motor.

■ Investigating Electricity, Unit 2,Project Guide (ELEC2)Grades 7-8

Decoding circuit diagrams, sendingmessages by Morse code and buildingthree-way switches are featured. Youthbuild circuits and test voltages, build arocket launcher and a burglar alarm asthey practice decision- making andcommunication. This unit is designedfor youth who understand magnetism,electron flow and circuit design.

■ Wired for Power, Unit 3,Project Guide (ELEC3)Grades 8-10

Youth build on skills learned in levels 1and 2 plus learn some new ones, suchas measuring electrical usage, replacingelectrical switches and determiningelectrical leads. Youth also evaluatedifferent light bulbs and test for electricalpower.

■ Entering Electronics, Unit 4,Project Guide (ELEC4)Grades 10-12

Youth learn about diodes, transistors,LEDs, photocells, SCRs, ICs and amplifiers.This guide is designed for intermediate to

advanced learners. An understanding ofDC circuits, voltage, amperage, currentflow, polarity and some soldering isneeded.

■ Electric ExcitementHelpers Guide (HCC251)

This helper guide has a number ofexciting group activities that keepmembers coming back for more.It includes a variety of group activitiesthat can be organized quickly andconducted with a group of three to15 youth. Youth learn how to conductan electric skillathon, quiz bowls, electricbingo and how to calculate amperage.

EnvironmentExploring YourEnvironmentGrades 3-12Youth experience the challenge andexcitement of exploring the ecology,science, and technology of theenvironment.

■ Birdwatching (BIRD1)(Web only)

North Dakota has many habitats for avariety of bird life. From the badlandsto the prairies, these habitats make NorthDakota a great place to go bird watching.Birch watching (sometimes referred toas birding) is a great hobby – interestingand fun with much to be learned.

■ Eco-Wonders, Level 1Youth Activity Guide (ENVI1)Grades 4-5

Youth experience the four elements of life,connections among living things and howall plants and animals are affected.

■ Eco-Actions, Level 3Youth Activity Guide (ENVI3)Grades 10-12

Youth develop scientific thinking andprocessing skills in relationship to basicecological concepts.

■ Helper Guide (DA201)Useful information and activities forhelpers to plan, manage and teach anenvironmental education program arethe mainstays of this guide.

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Fiber ArtsYouth will learn to manipulate fiberthrough one or more steps to a finishedproduct. Fibers include those from plantsand animals, as well as some that arehuman-made. Members can learn thevarious ways to handle each kind.Most techniques in this project haveexisted for many years, and their useshave adapted as times have changed.

■ Embroidery for Enjoyment,Unit 1 – Member Manual(NEED0) $2

This beginning project is aimed at youthin grades 3-12. The embroidery projectis designed to encourage creativity andmeet the needs of each individual member.The project includes crewel embroidery.You will learn basic embroidery stitches,techniques and selection of yarn.

■ Needlepoint, Member Manual(NEED1) $2

This project is an introduction toneedlepoint. It is aimed at youth ingrades 4-12. You will learn aboutmaterials, basic stitches, and techniquesfor needlepoint embroidery.

■ Advanced EmbroideryTechniques – Member Manual(NEED2) $2

An outline and plan which includeadvanced embroidery techniques for youthin grades 8-12 who want to expand theirembroidery skills. You will use the projectoutline to develop an individual projectusing advanced embroidery techniques.

■ Crochet (right-hand) –Member Manual (NEED3) $2

This project is an introduction to crochetplanned for youth in grades 5-12. You willdiscover how to buy yarn, thread andequipment, learn crochet and finishingtechniques, care for crocheted items andmuch more.

■ Crochet (left-hand) –Member Manual (NEED4) $2

This project is an introduction to crochetplanned for youth in grades 5-12. You willdiscover how to buy yarn, thread andequipment, learn crochet and finishingtechniques, care for crocheted items andmuch more.

■ Knitting (KNIT1) $2Youth can learn about knitting tools andyarns, knitting terms, and how to follow

knitting directions. Learn to do basicknitting stitches and techniques and howto combine them to make various patternsand knitted articles. Learn how to care forknitted articles.

■ Latch Hooking –Member Manual (LEIS5) $2

This project is an introduction to latchhooking aimed at youth in grades 8-12.You will learn to knot yarn to canvas tocreate a design or pattern while makinga latch hook item.

■ Macrame – Member Manual(LEIS6) (Web) $2

This project is an introduction to macrameand aimed at youth in grades 6-12. Youwill learn about macrame materials and tomake basic knots needed to make an itemfrom a pattern of knots.

■ Quilting for Fun –Member Manual (CLOT1) (Web)

Quilting is the process of sewing threelayers together by hand or machine toform one. The top, a combination offabrics, is pieced together to form a patternthat may reflect everything from fabricphotos of a special event to a traditionaldesign. While this project is new toNorth Dakota 4-H, quilting has longbeen a tradition for friends and families.The objective is to provide 4-Hers a chanceto explore an art form that is reemergingas a popular social activity that connectsgenerations and encourages creativity.

Filmmaking■ 4-H Filmmaking Studio (PHOT4)The 4-H filmmaking DVD compiles11 virtual workshop videos designed toteach users about video production andfilmmaking. This is geared toward youthinterested in making Science, Engineeringand Technology (SET) films. This DVDis made for viewing on a computer.It’s also available online at http://online.4-hcurriculum.org/curriculum/filmmaking/.

Fishing for AdventureSportsfishing SeriesGrades 3-12National Sportfishing materials take youthon a journey that includes the old timefavorites of fishing.

The interactive and experiential 4-HSportfishing guides focus on the followingthemes, angling skills, tackle crafting,people, fish and aquatic ecology. Even ifyou don’t go fishing or catch any fish, youwill still acquire life skills and fishing skillsthrough each activity. Many activities canbe used effectively as group activities.

■ Take the Bait, Sport Fishingfor Adventure, Unit 1 –Project Guide (FISH1)Grades 3-5

Youth have fun tying knots, casting toa target, rigging various lines, selectingtackle, identifying where the fish are,using different baits and lures, identifyingfish, cooking fish and naming internal andexternal fish parts.

■ Reel in the Fun, Sport Fishingfor Adventure, Unit 2 –Project Guide (FISH2)

Youth locate fishing information on theweb, cast using a spinning rod and fly rodand bait casting reel, practice responsiblecitizenship, research fishing regulations,decorate a lure, sew a fly wallet, tie anartificial fly and test a water sample.

■ Cast Into the Future, SportFishingfor Adventure, Unit 3 –Project Guide (FISH3)

Youth develop their leadership skillsas well as their fishing skills as theytake a friend fishing, demonstrate howto disassemble and reassemble a fishingreel, design and conduct a sportfishingskillathon, make artificial flies, design andcraft a lure, customize tackle, build anduse a kick net, respond to ethical situationsand interview a professional fisherman.

■ Sportfishing for AdventureHelper Guide (DDC201)

For the helper looking for activities thatwill involve the entire group and evenparents, this guide is an excellent resource.Youth work together to identify fishcharacteristics, plan the club year, designa fish print t-shirt, powder paint a jig head,make a plastic worm, tie knots, completea boat safety checklist, plan and conducta fishing trip, play PERCH Bingo, organizea sportfishing quiz bowl and conducta fishing skillathon.

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Food and NutritionCooking Series■ Cooking 101 (COOK1)Cooking 101 covers kitchenand food safety, basic foodpreparation and nutrition.The curriculum includes experiments,such as testing to determine which dishesare microwave-safe and a flour-measuringactivity, as well as recipes, equipmentinformation and a glossary. (IllinoisPublication)

■ Cooking 201 (COOK2)Cooking 201 builds on the skills acquiredin Cooking 101 and provides informationabout the science behind food preparation,the nutritional contribution of each foodgroup and some basic information aboutpreparing foods from each of the foodgroups. Topics include food safety, firesafety in the kitchen, nutrition labels,experiments with rice and bacon, mealplanning and recipes. (Illinois Publication)

■ Cooking 301 (COOK3)Cooking 301 builds on the skills acquired inCooking 101 and 201 and provides in-depthexploration of outdoor cooking on acharcoal or gas grill, party planning, cookingwith slow cookers, and making yeast breadsand shortened cakes. The curriculum isorganized according to the My Pyramidfood groups, with background informationto help explain the science behind foodpreparation, including experiments aboutflour, yeast, butter and cheese. (IllinoisPublication)

Coming Soon: 4-H Cooking 401

Baking■ Baking 1 – Beginning Baking

(BAKE1) $2 (Web)Designed for beginning 4-H baking memberwishing to develop skills necessary toproduce a wide variety of basic bakedproducts, including biscuits, muffins,pancakes and cookies.

■ Baking 2 – Quick Breads &Cookies (BAKE2) $2 (Web)

Designed for 4-H baking member who iscontinuing to develop skills in measuring,mixing, preparing and baking basic quickbreads and cookies. In this project, you willlearn to make quick loaf breads, coffeecake,cornbread, and gingerbread and a varietyof cookies.

■ Baking 3 – Yeast Breads (BAKE3)$2 (Web)

An interesting introduction to yeast breads.It is very different from Unit 1 and 2,teaching different techniques. You willlearn the importance of bread in the diet,about ingredients and how they affect thefinished project, and how to make whiteyeast bread with and without a breadmachine.

■ Baking 4 – Cakes, Pies & Pastries(BAKE4) $2 (Web)

Designed for the advanced 4-H bakingmember. You will learn how to make cakesfrom scratch, how to finish a cake and howto make sponge and butter cake. You willalso learn how to make various pastries.

Microwave MagicGrades 3-12

■ Bags of Tricks, Level 1 –Project Activity Guide (MICR1)

Youth engage in activities to understandhow the microwave works, learn to use themicrowave safely and prepare foods suchas scrambled eggs, apples, popcorn treats,fudge and desserts.

■ Micro Magicians, Level 2 –Project Activity Guide (MICR2)

Youth participate in activities on under-standing watts and prepare foods such aspotatoes, vegetables, pudding bar cookies,beans, upside-down cake and brownies.

■ Amazing Rays, Level 3 –Project Activity Guide (MICR3)

Through activities, youth practice moreadvanced microwave techniques, suchas shielding, defrosting and browning.

■ Presto Meals, Level 4 –Project Activity Guide (MICR4)

Youth learn techniques such as adaptingrecipes for the microwave, blanching fruitsand vegetables, and stacking whole meals.

■ Microwave Magic Helpers Guide(ECC221)

Outdoor Cooking■ Outdoor Eating – Member

Manual (FOOD8) $2This intermediate food project is aimedat youth grades 7-12 who have developedsome food preparation skills. You willprepare foods for outdoor eating usingsafe food handling techniques.

Food Preservation■ Food Preservation

(FPRE5) (Web) $2This is a basic foodpreservation projectfor youth in grades3-12. They will learnhow to properlyfreeze or can foods forfuture use. They will also learn howto maintain the quality of the foodduring the freezing or canning process.

ForestryForestry – Forests of FunGrades 3-12The Forests of Fun curriculum opens theworld of forests to youth. At every agelevel youth engage in activities to learnabout trees, forests, forest ecology andhuman reliance on forests. Youth discoverforest resources near home and aroundthe world.

■ Follow the Path,Forestry Unit 1, (FORE1)

Youth explore types of trees and tree parts,characteristics of various forests, whatforests need to grow and thrive and theproducts people get from trees and forests.

■ Reach for the Canopy,Forestry Unit 2, (FORE2)

Youth take a closer look at the inner-working of trees, explore forest change,learn about forest health concerns anddiscover the health benefits that treeshave on people.

■ Explore the Deep Woods,Forestry Unit 3, (FORE3)

Youth examine and distinguish typesof trees, look at forests on a global scale,learn to care for trees and think abouthow to conserve forests.

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■ Group Activity Helper’s Guide,Forestry (DDA211)

This guide provides useful forestinformation, group youth activities andpractical tips for helpers. Using thiscurriculum, youth develop a life-longappreciation for forests and have loadsof fun in the process.

GardeningGrades 3-12Youth who like to workoutdoors and get their hands dirty, plantseeds and watch them grow, will enjoyusing this series.

■ See Them Sprout,Gardening Unit A, (GARD1)

Youth learn to plan a garden as well asplant the seeds, use garden tools safely andharvest crops. Youth autograph pumpkins,grow plants from roots, make a rain gaugeand roast pumpkin seeds.

■ Let’s Get Growing,Gardening Unit B, (GARD2)

Youth use transplants in a garden, startseeds indoors, observe how plants respondto light and grow new plants from plantparts. They make a worm box, freezevegetables and make a compost pile.

■ Take Your Pick,Gardening Unit C, (GARD3)

Youth learn to test and improvesoil, extend the growing season,cross-pollinate flowers and assist othersin garden projects. Youth also explorephotosynthesis, plant, harvest, and dryherbs, and learn to pickle vegetables.

■ Growing Profits,Gardening Unit D, (GARD4)

Youth explore double crop plantingmethods, the effects of pollution on plants,plant genetics, pest management andstarting a plant business. Youth learnhow to construct raised beds for planting,investigate hydroponics and spuds in space.

■ Group Activity Helper’s Guide,(GCC201)

This guide provides the helper withactivities, ideas and content to helpsupport youth growth and learning ina caring and supportive environment.Included are easy-to-use reference tables,and group activities.

■ Flower Gardening Fun (GCB191)(HORT4)

Plant and design a flower bed. Learnmethods of planting and care of plantsto produce fresh, colorful flowers.Increase your knowledge of flowe typesand techniques for displaying them.

Additional Gardening Projectpublications

Gardening (Fruit and Vegetables) –Everybody’s Garden Guide (GCC192) $2Reference for growing fruit and vegetablegardens.

Harvesting and Preparing Vegetables forExhibit (GCC091) $2 Reference for preparingvegetables for exhibit.

GeospatialExploring Spaces, Going Places exploresthe world of geospatial science and goeswhere no 4-H project has ever gone before!Accessed entirely on one CD, the threeyouth levels and helper’s guide arevaluable resources to anyone interestedin geospatial technology, geographiceducation, Geographic InformationSystems (GIS) and Global PositioningSystems (GPS). Activities correlate withNational Education Standards.

Exploring Spaces,Going Places CD■ Getting Out (GEOS1)Where in the world are you? Youth areintroduced to new ways of thinking aboutgeographic positions, navigational tools(like GPS, compasses, maps and globes),identifying locations, measuringdistances and more. Project activitieslike “Mega Bite’s Mystery,” “Map Teller,”“Data Everywhere!” and “The Navigator”makes learning fun!

■ On the Trail (GEOS2)Maps, maps, everywhere! Futuremap-makers will learn how to collect data,combine the data with geospatial positionsand make their own maps. Maps of schoolgrounds, neighborhoods, farms or towns,states and beyond can be made. The choiceis theirs!

■ Reaching Your Destination(GEOS3)

Can maps solve problems? Can they lowertraffic congestion, pinpoint pollutionsources, boost tourism, reduce diseaseand control crime? Advanced learners findsolutions to problems like theses as theydevelop and use multi-layered maps tosolve complex problems within their owncommunities.

■ G2 Helper’s Guide (HCD204)The Helper’s Guide, also included on theCD, supports group activities and groupfun. This CD provides the helper withthe background and information neededto introduce learners to the world ofgeospatial concepts, GPS, magneticcompass, maps and GIS. Activities includeGPS Treasure Hunt, As the Ring Turns,Navigational Skillathon, I-M-A-G-E Bingo,Letterboxing, GPS Search & Rescue-FindBubba! And much more!

Goats – DairyGrades 3-12

■ Getting Your Goat,Goat Level 1 – ProjectActivity Guide (GOAT1)

Whether youth own a dairy goat or arejust curious about goats, these activitiesprovide enjoyable, hand-on experiences tointroduce them to goats. Selection, feeding,management, fitting, showing and respon-sible goat ownership are emphasized.

■ Stepping Out, Goat Level 2 –Project Activity Guide (GOAT2)

Youth with goats explore how to keep theirgoats healthy, feed them for maximumproduction, prepare for kidding, developjudging skills, milk goat properly andmuch more. Exciting activities for teamsand individuals are included.

■ Showing the Way, Goat Level 3 –Youth Leadership Guide(GOAT3)

Experienced goat project youth will findthese advanced activities challenging andfun as they delve into genetics, careers,national industry issues, diseases,biosecurity, body condition scoring, linearappraisal, breeding programs, pedigrees,dystocia, quality assurance and leadershipopportunities.

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■ Dairy Goat Helper’s Guide(GBG246)

Helpers will appreciate this resource asthey plan group meetings to get youthinvolved and excited to learn about goats.Youth will enjoy playing goat-relatedgames, conducting skillathons, givingdemonstrations, participating in showman-ship contests and experiencing many otherfun and educational group activities.

Additional Goat Project publication

“Goat Showmanship Manual” (GBG091) $2,reference for showing goats.

Goats used for exhibits must be ownedand managed by May 1 of the current4-H year. Any animal born after May 1must be progeny animals owned fromdate of their birth by the exhibitor.

Goats – MeatGrades 3-12

■ Just Browsing,Level 1 (GOAT4)

Youth will do more than“Just Browsing.” They’ll learn goatbreeds and selection, feeding andmanagement, goat health, goat bodyparts, record keeping, meat goat anddairy conformation, show preparationsand sportsmanship.

■ Get Growing With Meat Goats,Level 2 (GOAT5)

Youth actively explore goat diseases,identifying poisonous plants, determiningbody condition, water quality, goatpredators, kidding, goat reproduction,the veterinary profession, selecting stockand showing meat goats.

■ Meating the Future, Level 3(GOAT6)

Youth discover how to select breedingsires, balance a ration, prevent diseases,control internal and external parasites,practice bio-security, practice sound ethics,conduct a meat goat judging clinic, judgegoats, give oral reasons and explore meatgoat products.

■ Meat Goat Helper’s Guide(GBG247)

This guide is packed with activities thatinvolve the entire group. Youth enjoyplanning a program, completing projectrecords, developing a management

calendar, conducting a meat qualityassurance program, participation in quizbowls, skillathons and tours, giving apresentation and exploring goat relatedcareers.

HealthKeeping Fit and HealthyGrades 3-12

■ First Aid in Action, Level 1 –Project Activity Guide (HEAL1)

Youth practice first aid skills to treat cuts,scrapes, nosebleeds and bee stings. Theylearn how to respond to someone who ischoking or has a broken bone; assemble afirst aid kit; and interview members of themedical profession.

■ Staying Healthy, Level 2 –Project Activity Guide (HEAL2)

Youth use a self-assessment tool to identifypersonal talent areas –”smarts,” explorehygiene, nutrition and physical activities,and share what they discover with a newappreciation of personal interests andtalents.

■ Keeping Fit, Level 3 –Project Activity Guide (HEAL3)

Youth design their own personal fitnessplan and track it using their own fitnessfile. Through interviews and personalexperiences youth discover the benefits tobeing fit as they practice making decisions,managing themselves and speaking withothers.

Home Environment■ Arranging Flowers moved to

Leisure Arts, page 16

■ Extras for Your Room (HOME1)This is a home environment project aimedat youth ages 8 to 11. You will makesimple furnishing or accessories to makethe living spaces in your home pleasingand practical.

■ Design Decisions (HOME9)Are you interested in decorating yourbedroom or maybe another room in yourhome? Have you wondered where tobegin? Or how to accomplish the look youreally want? Design Decisions is a projectthat will take you step by step through thedesign process. You will learn how to usethe design elements and principles, how touse resources wisely and how to take careof what you have. It is an ideal project foranyone ages 12 to 19.

What you can do in this project:

• Explore ways to make your house more“green” – from changing the kind of lightbulbs you use to incorporating landscap-ing, solar systems or even wind energy

• Create a color scheme that matches yourneeds and personality

• Learn new painting techniques that willadd some “wow” to your walls

• Design or select furniture, fabric andstorage items for your room

• Accessorize a room – design or selectunique items such as wall art, wallarrangements or lamps

• Learn about safety, the environment,career choices, entrepreneur ideas andways to help the community from adesign perspective

Suggested age: 12 to 19

For more ideas and information that willhelp you create the environment you want,check out the Design Decisions website athttp://4h.unl.edu/designdecisions/.

The 4-H Web PageCheck out the North Dakota 4-H Web Page at

www.ndsu.edu/4h

Look here for current news about 4-H programs,staff, and ideas for kids and volunteers.

The home page also tells about 4-H andwhat it offers to young people and adults.

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HorseGrades 3-12Youth will develop life skills whileexploring horse science. Units 1-3 aredesigned for use without owning a horse.Units 4-5 address riding skills.

■ Giddy Up & Go, Horse Unit 1,(HORS1)

Youth who may or may not have a horseor pony of their own but want to learnabout horses will enjoy Giddy Up & Go.They will learn the basics of horsebehavior, breeds, and safety aroundhorses through a variety of activities,including teaching others.

■ Head, Heart & Hooves,Horse Unit 2, (HORS2)

Youth learn more about acquiring andraising a horse including selecting a horse,horse nutrition and care, equine teeth andbones, judging, including giving oralreasons and much more.

■ Stable Relationships,Horse Unit 3, (HORS3)

Youth explore horse reproduction, diseasesand health care, pasture management,providing appropriate shelter and buildinga financial plan.

■ Riding the Range,Horse Unit 4, (HORS4)

Youth learn nine basic riding skills and 10horsemanship skills, training techniques,trail riding and selection and use of tack.

■ Jumping to New Heights,Horse Unit 5 (HORSE5)

Youth learn more advanced riding skills,the Quarter System, horse showmanship,ethics and leadership.

■ Group Activity Helper’s Guide(GBH254)

Get involved at group meetings using anyof the 17 activities.

■ Horse: Colt to Maturity (HORS6)This project is for those who own or haveavailable a colt or filly to care for andtrain. This is a five-year progressive projectbeginning with a yearling colt. The projectis designed to help you select a foal andtrain it to maturity. You must be 12 yearsold or older during the current projectyear to enroll. (Montana Publication)

■ Horse: Ranch Horse (HORS7)This project is designed to enhance goodranchhands and develop good horseman-ship skills. Ranch horses must be able togo through a gate, ground tie or hobbleand stand while mounting or dismounting.The rider will learn how to efficiently carefor livestock on the ranch. (MontanaPublication)

Additional Horse Project Publications

North Dakota 4-H Horse Show and JudgingGuide (GBH092) $2.

“Horse Record” (GBH095) (Web) record forkeeping information on a member’s horse.

“Horse Judging Guide” (GBH646) $2,reference for horse judging.

Horse videos available for checkout fromyour local office of the NDSU ExtensionService (for description see North Dakota4-H Web site)

• 4-H Horse Show Judges Practice (DVD)• Coaching a Horse Judging Team• Cow Sense: Give Your Horse a Hand• Every Time . . . Every Ride• Form to Function: Importance of

Conformation• Horsemanship – Fundamentals of

Excellence, Part 1• Horsemanship – Precision in Western

Riding• Hunt Seat Equitation• Judges Training “How to be Fair”• Judging Western Pleasure• Livestock Safety for Kids• Oral Reasons• Safer Horsemanship• Starting Colts: Ground Work

• Starting Colts: Under Saddle• Team Penning• Understanding the Bit• Western Pleasure Riding• You and Your Horse• Youth and Their Horses –

Learning the Basics

A 4-H member exhibiting in the statehorsemanship show must have owned orhad free access to the management of thehorse being exhibited by May 1 of thecurrent year.

Insects – EntomologyInsectaganza ofExcitement (Entomology)Grades 3-12Youth explore the amazing world of insectsand their arthropod relatives. They usehands-on activities to learn valuable lifeskills through insects found in the soil,on plants, in homes, on pets and in othersecret places!

■ Creepy Crawlies, Level 1Project Activity Guide (INSE1)

Youth learn to make an insect collection,where to look for insects and how toidentify and classify insects.

■ What’s Bugging You?, Level 2Project Activity Guide (INSE2)

With activities like Bugs on Canvas,Designer Bugs, How Sweet It Is, BobbyBuggy Bumpers and Peek-A-Bug everyexperience is a new adventure. Youthdevelop communication skills, identifyinsects to order, design insects, completean insect collection table, plan an insectcollection trip, rear meal worms, exploreinsect legs and collect insects with anextractor.

■ Dragons, Houses and OtherFlies, Level 3 Project ActivityGuide (INSE3)

Youth keep an insect journal, determinethe effect of food on mealworm larvaeproduction, test ant food preferences,conduct honey bee learning experiments,organize an insect club, use an insectkey, plan a butterfly garden, record insectobservations, identify insect mouth types,rear mosquitoes and make a spider webdisplay.

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■ Insectaganza of ExcitementHelper Guide (HBC212)

The Helper Guide provides practicaltips, group activities and supplementalinformation.

Leathercraft■ Introduction to Leathercraft,

Unit 1 – Member Manual(LEAT1) $2

This beginning project is aimed at youthin grades 3-9. You will learn to work withleather stamping tools and to finish leather.

■ Beginning Leather Carving,Unit 2 – Member Manual(LEAT2) $2

This beginning project is aimed at youthin grades 3-9. You will learn to work withleather carving tools, a swivel knife and topunch holes for lacing.

LeadershipStep Up To LeadershipGrades 3-12Youth of all ages will share in the fun asthey learn the dynamic process of leader-ship. Mentor guides include backgroundinformation and interactive activities inrelationship building, communication,group process, planning and organizing.All activities offer a cross-cultural perspec-tive. The fun continues with an interactiveweb site to enhance and support learning.

■ My Leadership Workbook,Grade 3-5, (LEAD1)

Youth practice leadership through thisaction-packed workbook. From “puttingthemselves in someone else’s shoes” to“gathering up loose ends” and freezinga conflict,” youth actively learn aboutindividual leadership skills.

■ My Leadership Journal,Grade 6-8, (LEAD2)

Continuing on the leadership journey,youth learn the importance of understand-ing themselves as a leader. Teamwork isemphasized as the youth walk the team-work tightrope and search for team talent.Youth are encouraged to keep a “journal”of their leadership journey.

■ My Leadership Portfolio,Grade 9-12, (LEAD3)

Older youth focus on “real life”leadership activities. Youth areencouraged to develop a portfolio oftheir leadership experiences. Throughyouth directed activities, individualsassume greater leadership responsibilities.

■ Leadership Mentor Guide 1,Grade K-5, (FF201)

This guide provides the mentor with ideasand suggestions for working with youth asthey follow the activities in the Grades 3-5Workbook or the K-2 activities. The K-2activities are adult driven activities andtherefore only available in this mentorguide. The purpose of K-2 activities is tohelp younger children think about leader-ship and how they can develop leadershipskills in their daily lives. My LeadershipWorkbook activities are printed in theguide with additional mentor tips andsuggestions.

■ Leadership Mentor Guide 2,Grade 6-12, (FF202)

My Leadership Journal and My LeadershipPortfolio activities are printed in theguide with additional mentor tips andsuggestions. This guide provides helpfulbackground information on workingwith youth in leadership development.The mentors can learn more abouttheir own leadership skills by usingthe leadership assessment tool.

Leisure Arts(Home or Expressive)■ Arranging Flowers –

Member Manual (HOME2) $2Basic information foryouth in grades 3-12.You will learn basicprinciples of flowerarrangement, care offresh-cut flowers andarrangements, makea fresh floral corsage,to use alternate flowermaterials, and much more.

■ Arranging Flowers –Leader’s Guide (CD222)

■ Clay and Plaster (Ceramics) –Member Manual (LEIS1) $2

This project is an introduction and outlinefor working with clay and plaster aimedat youth in grades 4-12. You will learnto make articles from clay and plasterfor decorative or practical purposes.You can mold a lump of clay, work witha piece of premolded plasterware, anduse paints, glazes or other finishes.

■ Glue Solution –Member Manual (LEIS0) $2

This project is an introduction to gluesand how they work. It is aimed at youthin grades 5-10. You will learn about gluesand their properties, selecting a glue andglue safety.

■ Scrapbooking, Genealogy, andFamily History (LEIS8) (Web)

This project is an introduction to createa scrapbook to record life’s memories.It is aimed at youth grades 3-12. Use theskills learned in this project to create a4-H portfolio.

■ Latch Hooking and Macramemoved to Fiber Arts, page 11

Money ManagementFinancialChampionsGrades 7-9Youth learn about needsand wants, moneypersonalities and values.

■ Money FUNdamentals, Level 1,Youth Activity Guide (MONE1)

Youth learn money management skills,including deciding whether to make apurchase, determining whether they canafford it, and living within a spendingplan.

■ Money Moves, Level 2,Youth Activity Guide (MONE2)

Youth learn about wants and needs,values, goal-setting, communications,ways to use and save money, the benefitsand drawbacks of credit, advertisinginfluences, consumer decision makingand how to select financial services.

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■ Helper Guide (CC201)Youth participate in group experiencesand financial activities. An interactiveweb-based game reinforces the conceptslearned in this curriculum.

Nature TrailsNature Trails is an outdoor study programdesigned to help you experience yourenvironment. It provides a wide range ofactivities so you may select those that fityour interests and resources.

■ Nature Trails, Unit 1 –Member Manual (NATU1) (Web)

This beginning project is designed foryouth in grades 6-7. You will learn aboutautumn changes, waterfowl identification,firearm safety, feeding wild birds, manag-ing land for wildlife, birds and bird nests,fish and fishing, amphibians and reptiles,water conservation, geology of NorthDakota and much more.

■ Nature Trails, Unit 2 –Member Manual (NATU2) $2

This intermediate project is designed foryouth in grades 8-10. You will learn treeidentification, growing trees from seed,bird migration, careers in naturalresources, recycling, upland game birds,small mammals, wildlife tracks, life ina wetland, wild flowers, native grassesand much more.

■ Nature Trails, Unit 3 –Member Manual (NATU3) $2

This advanced project is aimed at youthgrades 11-12. You will learn about nature’sdecomposers, soils, introducing newspecies, furbearing mammals, furbearerswith musk glands, big game animals,weeping watersheds, prairie potholes,aquatic plants, waterfowl nesting struc-tures, attracting wildlife, developing ahabitat plan, homes for birds and bats,trees, forest production and much more.

■ Nature Trails, Unit 1 –Leader’s Guide (DD221)

■ Nature Trails, Unit 2 –Leader’s Guide (DD222)

■ Needle Arts has been movedto Fiber Arts, page 11

Outdoor AdventuresGrades 3-12Youth experience thefun and excitementof the outdoors asthey explore theactivities in the Outdoor Adventure Series.They progress from day hikes to overnightcamping trips and finally to extendedbackpacking expeditions as they hikethrough the three activity guides and theHelper’s Guide. Featured are experiencesrelated to food, shelter, Leave No Traceethics, safety, navigation, equipment andcamp management.

■ Hiking Trails, OutdoorAdventures Unit 1, (OUTD1)

Youth learn shelter selection, Leave NoTrace camping skills, outdoor cooking,and environmental awareness andappreciation.

■ Camping Adventures,Outdoor Adventures Unit 2,(OUTD2)

Youth experience planning and taking aday hiking trip. There are activities thatinclude clothing needs, what to pack in adaypack, reading topographic maps andorienteering skills.

■ Backpacking Expeditions,Outdoor Adventures Unit 3,(OUTD3)

Through these activities youth focus onbeing on the trail for an extended periodof time. They consider clothing needs,setting up tents, using backcountry stoves,basic nutritional needs, menu planning formulti-day hikes, and personal hygiene andbasic first aid.

■ Group Activity Helper’s Guide(DEA201)

This guide enables helpers to facilitate theteaching of the three levels of the OutdoorAdventures curriculum. Activities includerisk management, the role of a leader,trip planning, health care planning, menuplanning, “Leave No Trace” campingethics, adapting programs to special needspopulations and evaluation of programs.

Outdoor Skills■ Outdoor Skills (OUTD4)This project is designed to encouragemembers to explore skills developedthrough activities and opportunitiesprovided by the natural environmentof North Dakota.

Youth can learn about woodworkingfor wildlife and for leisure, waterfowl,wildlife and bird identification, makingand designing outdoor clothing, makingand using your own fishing tackle,equipment and fishing skills, outdoorcookery, learn safe and ethical shootingand hunting skills, outdoor survival, andother activities related to enjoying theoutdoors in North Dakota.

Supplemental Outdoor Skill Lessonsare available on the 4-H Web site underOutdoor Skills section.

Shooting Sports4-H Shooting Sports is an active programthat is attractive to youth and adultaudiences. The curriculum is designed toassist young people in personal develop-ment, establish a personal environmentethic and explore life-long vocational andavocational activities. The program usesexperiential learning and positive interac-tions with youth and adult role models tohelp young people develop self-concept,self-assurance and a positive self-image.

It is encouraged that each county havevolunteers be certified and providecounty-level activities for 4-H members.However, youth may sign up for theproject and work independently usingthe member materials:

• Safe Shooters members manual(OUTD6) $2

• Introduction to N.D. 4-H Shooting Sportsprogram (OUTD5) $2

• N.D. 4-H Shooting Sports Rifle Rules(DEB092) $2

For more information, check out the4-H Outdoor Skills Shooting Sports Webpage or contact your county office of theNDSU Extension Service.

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PetsGrades 3-12

■ Pet Pals, Pets Level 1 -Project Activity Guide (PETS1)

Youth learn about pets through activitiessuch as selecting a pet, identifying petparts, pet art, handling pets, providingthe right kind of housing and meetingthe daily needs of pets.

■ Scurrying Ahead, Pets Level 2 -Project Activity Guide (PETS2)

Youth develop planning anddecision making skills as theypractice feeding and caringfor their pets, observing petbehavior, exhibiting pets,debating pet sayings andcreating a story about a pet.

■ Scaling the Heights,Pets Level 3 - Youth LeadershipGuide (PETS3)

Through these activities youth exploregenetics, pet issues, reproduction, caringfor newborns, starting business andentering exciting careers.

■ Pet Helper’s Guide (GBK267)Project helpers will find many fun andengaging group games and activities tofurther expand the pet project experiencefor youth.

Photography■ 4-H Focus on Photography –

Level 1 (PHOT1) $4Youth will focus on equipment basics,taking sharper pictures, the concept oflighting and flash, photo compositionapproaches, sequencing and evaluatingphotographs.

■ 4-H Controlling theImage – Level 2 (PHOT2) $4

Youth will explore depth of field, apertureand shutter speeds, hard and soft lighting,silhouettes and flash techniques. Youth alsowill learn to evaluate composition usingthe Rule of Thirds, the Golden Triangleand the Golden Rectangle; use differentview points; and understand positive andnegative space. Additional topics includetaking candid photos, adjusting shutterspeeds, panning techniques and takingclose-ups and panoramas.

RabbitGrades 3-12

■ What’s Hoppening,Rabbit Level 1 – ProjectActivity Guide (RABB1)

Youth learn selection, handling, breeds,parts, management, equipment, feeding,health, breeding and kindling.

■ Making Tracks, Rabbit Level 2 –Project Activity Guide (RABB2)

Through activities, youth learn to select arabbit, detect diseases, tattoo their rabbit,keep records, show rabbits, and judgerabbits, including giving oral reasons.

■ All Ears, Rabbit Level 3 –Youth Leadership Guide(RABB3)

Advanced youth fully explore rabbitmanagement practices through breedinggenetics, culling, designing a rabbitry,marketing rabbits, preventing diseasesand registering a rabbit.

■ Rabbit Helper’s Guide (GBI257)Fifteen exciting rabbit group activitiesmake group learning fun and educational.

RoboticsExploring 4-H RoboticsThis robotics curriculum using the LEGOMindstorms RCX product is an ideal wayto introduce science, math, engineeringand technology skills while teaching lifeskills to youth ages 9-13. By using theactivity guides and the online resources,youth learn to build and program a robotto perform increasingly difficult tasks.When completed, youth will be readyto join the FIRST LEGO League annualnational competition.

■ 4-H Mastering Photography –Level 3 (PHOT3) $4

In this third-level book, youth will under-stand the use of wide-angle and telephotolenses, filters and special film, light meters,shooting photos with different lightsources and the use of natural and artificiallighting for effect. Youth also will learnto shoot reflections, using framing andviewpoints, still life, formal and informalportraits, symmetry, patterns and texture,color composition, pictures with a purposeand much more.

PoultryGrades 3-12

■ Scratching theSurface, Poultry Level 1 –Project Activity Guide (POUL1)

Youth participate in activities such asidentifying poultry species and breeds,selecting poultry, feeding and handling,washing and showing poultry, exploringan egg and cooking eggs.

■ Testing Your Wings,Poultry Level 2 – ProjectActivity Guide (POUL2)

Youth select layers, keep their poultryhealthy, identify pecking order in a flock,read a feed tag, explore retail products,identify poultry bones, grade carcasses,use the Standard of Perfection to evaluatepoultry, make a budget and examine anegg using an egg candler.

■ Flocking Together,Poultry Level 3 – YouthLeadership Guide (POUL3)

Youth develop leadership skills bymanaging a flock, processing chickens,exploring careers, planning a judgingclinic, conducting poultry games anddiscussing values and ethics.

■ Poultry Helper’s Guide (GBC227)Helpers learn to guide youth as theyparticipate in 15 learn-by-doing groupactivities.

Additional Poultry Project publication

“Poultry Fitting and Showmanship ContestOutline” (GBC091) $2 reference for displayingand showing poultry at an event or contest.

Secure poultry to be exhibited no laterthan June 1 of the current year from ahatchery licensed in North Dakota orMinnesota.

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■ Robotics EXPLORER (ROBO1)Programming concepts are introducedusing the RoboLab language. Youthlearn what a robot is, how to build oneand how to program the robot to usesensors to interact with its environment.Working collaboratively as membersof a team, they make decisions andorganize information to completethe 14 activities. Available on-line atwww.4-hcurriculum.org/robotics.aspx.

■ Robotics PROBE (ROBO2)More advanced topics in bothprogramming and mechanics take shape inthis second level book. Youth advance theirprogramming techniques, use subroutinesand variables to achieve more precisemovements for their robots and build theirown custom functions. Youth practice anddevelop creative thinking, decision-makingand leadership skills. Available on-line atwww.4-hcurriculum.org/robotic.aspx

■ Helper’s Guide – RoboticsCOACH (HCF201)

Robotics Coach is designed to providehelpers with additional group activitiesrelated to the life skills and roboticsskills introduced in the youth guides.This guide provides the helper withactivities to build teamwork and effectivecommunication skills while expanding theyouth’s knowledge of robotics. Availablein hard copy (36 pages) or online atwww.4-hcurriculum.org/robotics.aspx.

SheepGrades 3-12

■ Lambs, Rams and You, SheepLevel 1 – Project Activity Guide(SHEE1)

Youth who own sheep or are just curiousabout them will learn about sheep parts,breeds and how to care for sheep throughhands-on experiences.

■ Shear Delight, Sheep Level 2 –Project Activity Guide (SHEE2)

Youth with sheep will explore how to keeptheir sheep healthy, feed them for optimalproduction, prepare for lambing, developjudging skills, develop a business planand explore genetics, careers and nationalindustry issues.

■ Leading the Flock, SheepLevel 3 – Youth LeadershipGuide (SHEE3)

Experienced sheep project youth will findtheses advanced activities challenging andfun as they develop leadership and teachingskills, develop a business plan and exploregenetics, career and national industry issues.

■ Sheep Helper’s Guide (GBJ262)Helpers will look forward to conductingproject meetings that get youth involvedand excited about learning. Youth willenjoy playing sheep word games, conduct-ing skillathons, participating in showman-ship contests and experiencing many otherfun and educational group activities.

Additional Sheep Project publications

“Live Animal Evaluation Manual (GB090) $2,reference for evaluation of a live animal andpreparing for livestock judging activities.

“4-H Showmanship Manual” (GB092) $2,reference for preparing sheep for show.

“4-H Sheep or Beef Breeding Record” (GB095)(Web) record for keepinginformation on sheep raised for breeding.

“Market Animal Project Record” (GB096)(Web) record for keeping information on sheepraised for market.

“4-H Sheep Breeding Project Lifetime Record”(GBJ095) (Web) individual record for keepinginformation on a breeding ewe.

Sheep used for exhibits must be securedby May 1 of the current year. Any animalborn after May 1 must be progenyanimals owned from the date of theirbirth by the exhibitor.

Small EnginesGrades 3-12Lawn mowers, snow blowers, personalwater-craft, go carts, model airplanesand ATVs are just a few of the literallyhundreds of machines powered bysmall engines. With over 60 fun activities,the Start Your Engines curriculum helpsyouth understand how small engineswork and how to keep them working.

■ Crank It Up! Small Engines,Level 1 – Youth Activity Guide(SMAL1)

Youth focus on basic small engineknowledge, study external engine parts,discover tools of the trade and learn aboutthe concepts behind what makes smallengines work. They explore the uses ofsmall engines and safety issues.

■ Warm It Up! Small Engines,Level 2 – Youth Activity Guide(SMAL2)

Youth explore the internal parts of engines,learn about engine sizes, compressionratios, seasoning their engines and safetyissues. Youth also learn about occupationalpossibilities and about starting their ownbusiness.

■ Tune It Up! Small Engines,Level 3 – Youth Activity Guide(SMAL3)

Youth tear down and rebuild an engine,use diagnostic tools, research rules andregulations about using small enginemachines and select replacement engines.

■ Small Engines Helper’s Guide(HCG256)

The Helper’s Guide includes groupactivities, helpful hints for each activityin the three youth guides and additionalsmall engine project meeting ideas.

SwineGrades 3-12Youth will go “hogwild” over these swineactivity guides. The Swine Facts sectionin each activity is filled with subjectmatter for those who want to know more.

■ The Incredible Pig,Swine Unit 1, (SWIN1)

Naming breeds, learning body parts,judging market hogs, exploring adigestive system, examining a healthypig, identifying pork cuts, practicingfitting and showing are just a few ofthe activities for youth.

■ Putting the Oink in Pig,Swine Unit 2, (SWIN2)

Exciting challenges for youth includemanaging baby pigs, balancing a ration,exploring swine diseases, preparing pork,discovering swine careers and packing ashow box.

■ Going Whole Hog,Swine Unit 3, (SWIN3)

Advanced youth plan a breeding system,judge breeding gilts, design a swineoperation, complete a job applicationplus many more activities.

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■ Group Activity Helper’s Guide,(GBL272)

Group activities such as quiz bowls,skillathons, glossary games, swinepyramid, exploring a meat counter andunderstanding quality assurance keepyouth involved.

Additional Swine Project publications

“Live Animal Evaluation Manual” (GB091)$2, reference for learning about evaluation of alive animal and preparing for livestock judgingactivities and teams.

“4-H Showmanship Manual” (GB092) $2,reference for preparing swine for show.

“4-H Market Animal Project Record” (GB096)(Web), record for keepinginformation on swine raised for market.

“North Dakota 4-H Swine Breeding ProjectRecord” (GBL095) (Web), record for swineraised for breeding.

Swine used for exhibit must be ownedand managed by May 1 of the currentyear. Any animal born after May 1,must be progeny animals owned fromdate of their birth by the exhibitor.

Biological SciencesVeterinary ScienceGrades 3-12The Veterinary Science project is designedto help you better understand animals.Veterinary science goes beyond dealingwith just the animal. It involves theprotection of human welfare by applyingthe arts and science of medicine to animals.The improvement of animal healthsafeguards our food supply. Inspectionof meat and poultry, along with the careof all food and pet animals, controlsdiseases which already affect mankind.

■ From Airedales to Zebras,Vet Science Unit 1, (VETS1)

Youth learn about the normal animal, basicanatomy and systems, elementary prin-ciples of disease and careers with animals.

■ All Systems Go, Vet ScienceUnit 2, (VETS2)

Youth examine health and disease topics,normal and abnormal conditions in animals,and veterinary careers.

■ On the Cutting Edge,Vet Science Unit 3, (VETS3)

Youth participate in deeperinvestigations of normaland abnormal systems,preparation for collegeand exploration of thediversity of theveterinary profession.

■ Group Activity Helper’s Guide,(HBI211)

These supplemental materials providehelpers with activities to facilitate learningfor various ages of youth. Numerous groupactivities help youth develop essential lifeskills as they pursue their interest inveterinary medicine.

Welding■ Arcs and Sparks –

Member Manual(WELD1) $4

This beginning welding projectis aimed at youth in grades 7-12.You will learn to join metals, aboutwelding equipment and electrodes, tostrike the arc and run flat beads, to cut,make butt lap and fillet welds, to solderand much more. (Ohio publication)

■ Arc Welding, Unit 2 –Member Manual (WELD2) $2

This advanced welding project is aimedat youth in grades 8-12. You will learnto weld in the horizontal, vertical andover-head positions, weld high carbonspring steel and alloy steel and much more.

Wildlife■ Wildlife, Level A –

Member Manual (DDC121) $4Introduces youth to 12 animal species andencourages them to explore basic animalconcepts by studying information aboutthe featured species. Grades 3-4.

■ Wildlife, Level B –Member Manual (DDC122) $4

Basic wildlife concepts are introduced.Youth are challenged to observe differencesbetween species. Grades 5-6.

■ Wildlife, Level C – MemberManual (DDC123) $4

Advanced wildlife concepts and topicsare introduced and discussed. Youth areencouraged to understand these conceptsby completing inquiry-based activities.

■ Wildlife, Level D –Member Manual (DDC124) $4

Youth are encouraged to locate their ownresources (using books, Internet, etc.)to learn all they can about wildlife asthey move into the adult world. Someguidance is given to help them explorewildlife management, careers, andcurrent wildlife topics.

Supplemental Wildlife Publications

• Wildlife Conservation 1, The Worthof Wild Roots, by Ron Johnson, Ph.D.,University of Nebraska Extension. (2009)Order online at http://4hcurriculum.unl.edu/wildlifeconservation.html.

• Wildlife Conservation 2, Living Wildin an Ecosystem, Ron Johnson, Ph.D.,University of Nebraska Extension. Orderonline at http://4hcurriculum.unl.edu/wildlifeconservation.html.

• Wildlife Conservation 3, Managingin a World with You and Me, byRon Johnson, Ph.D., University ofNebraska Extension. (2009) Orderonline at http://4hcurriculum.unl.edu/wildlifeconservation.html.

• Amphibians & You: A Look at theAmphibian Crisis Leader’s Guide.Order online at http://4hcurriculum.unl.edu/catalog/environmental/amphibians-leadersguide.html.

• Amphibians & You: A Look at theAmphibian Crisis Student Journal.(2009) Order online athttp://4hcurriculum.unl.edu/catalog/environmental/amphibian.html.

• Leapfrogging Through Wetlands, NatureActivity Book, by Margaret Anderson,Nancy Field and Karen Stephenson.(2005) For ages 5 to 9. Order online atwww.amazon.com, www.acornnaturalist.comor www.journeyk12.com.

The 4-H Web PageCheck out the North Dakota 4-H Web Page at

www.ndsu.edu/4h

Look here for current news about 4-H programs,staff, and ideas for kids and volunteers.

The home page also tells about 4-H andwhat it offers to young people and adults.

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Wind EnergyThe activities in The Power of the Windinvolve young people in the engineeringdesign process as they learn about thewind and its uses. Youth design, create,build and test a wind-powered device. Thedevice must solve a problem and requiresthe designer to balance options andconstraints. The youth learn about transferof energy and using machines to makework easier and they explore properties ofelectromagnetism while using wind power.

■ The Power of the Wind YouthGuide (WIND1) Grades 6-8

The Power of the Wind activities involveyoung people in the engineering designprocess as they learn about the wind andits uses.

■ The Power of the WindFacilitator Guide (DC201)

This guide provides the facilitator withchallenge (problem), investigation andexploration activities to help youthbroaden their understanding of engineer-ing design through wind power.

Woodworking(Constructing with Wood)Woodworking WondersGrades 3-12Youth create and construct using woodand woodworking tools. From the basics ofa tape measure and hammer to advancedequipment like routers and table saws,there’s something for everyone. Youthdevelop life skills like decision-making,planning, organization and problemsolving while making fun and useful items.

■ Measuring Up,Woodworking Wonders,Level 1 Project Activity Guide(WOOD1) Grades 3-4

Youth will develop the basicskills that woodworkers usesuch as measuring, squaringand cutting a board, drivingnails, and using clamps and screws.The final project may be a picture frame,a letter holder, a box or an airplane.

■ Making the Cut,Woodworking Wonders, Level 2Project Activity Guide (WOOD2)Grades 4-6

More experienced youth who have usedbasic hand tools, will measure, cut, sand,drill, use advanced hand and power tools,apply paint and use bolts and staples.Woodworking project choices includebuilding a sawhorse, birdhouse, toolboxor stool.

■ Nailing It Together,Woodworking Wonders, Level 3Project Activity Guide (WOOD3)Grades 7-9

Youth who are competent with hand toolsand have used power tools practicemeasuring angles, cutting dado and rabbetjoints; use a circular saw, a table saw anda radial arm saw; smooth lumber with ahand planer and sand and stain wood.

■ Finishing Up,Woodworking Wonders, Level 4Project Activity Guide (WOOD4)Grades 10-12

Youth who are wood craftsmen andcompetent with a table saw, radial armsaw, drill press and jig saw, move up tousing a router, portable planer and jointer;making a blind mortise and tenon joint;making dovetail joints; and experimentingwith adhesives and various chemical woodstrippers.

■ Woodworking WondersHelper Guide (HCH265)

This guide provides the helper with avariety of group activities that help youthbroaden their understanding of the basicwoodworking concepts. Each chaptercontains ideas to reinforce a life skill.For example, chapter three has a varietyof games that youth can play whichpromote communication.

Additional Woodworking publication

“Supplemental Woodworking Project Plans”(HCH099) $2. Plans for several woodworkingitems.

Cloverbud/Exploring4-H(Program description on page 2)

■ Cloverbud, Leader Resource(FD240)

Lessons and Leader Guide containsinformation for volunteers workingwith youth in the general “Cloverbud”program. Includes 33 activities.

■ Cloverbud Member Book(FD040)

Youth record their participation in thegeneral program (order 1 per member).

■ Cloverbud Button (FD090)

■ Exploring the Treasures of4-H Youth Activity Guide(EXPL1)

Grades 2-4

This youth activity guide provides a“treasure hunt” for youth to explore thejoys of 4-H by discovering their interests,potential 4-H projects and finding 4-Hwhere they live with the guidanceof parents or other adult helpers.(Use with older age Cloverbuds)

■ Treasures of 4-H Helper’s Guide(FD201)

This activity-packed guide is designedfor teachers, volunteer leaders and othereducators. The activities help groups ofyouth explore the many treasures of 4-H.Activities are organized into eight catego-ries linked to national education standardswith suggestions provided for continuedstudy in related 4-H projects.

■ Aerospace (see page 3)Flight Crew, Aerospace (L-12) Helper’sGuide (HCA231) (4HCCS) Leader Resource

Stage 1 – Pre Flight Aerospace (K-2) YouthActivity Guide (AERO1) (4-HCCS)

■ Exploring Farm Animals (GB201)(see page 23)

(K-3) Helper’s Guide (4HCCS)

■ Bicycle (see page 6)K-2, Unit 1 (4HCCS)

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Group ProjectsA Palette of Fun with Artand Crafts (Grades K-6)(BC201 and BC202)Focus on teaching the principles of art anddeveloping skills for a lifetime. Youth learnart through cutting and pasting, painting,sculpting, drawing, printing and more.Enhance each art experience using thesuggestions on the “Palette” at thebeginning of each unit and sharing the“Art-i-facts.” The “Family Adventure”pages can be sent home to further thechildren’s arts and crafts experiences.

Acres of Adventure (Grades 3-5)(GA201 and GA202)This after-school agriculture programcontains 40 hands-on lessons developedin cooperation with curriculum specialistsfrom the National Consortium of StateAgriculture in the Classroom programs,Extension 4-H professionals and expertsfrom the field of child-care education.Designed for grade three to five audiences,this curriculum has two units that developthe understanding, appreciation andapplication of science through a varietyof agriculturally-based activities.

Down to Earth – ClassroomGardening (Grades 6-8)(GCC201)Down to Earth is a self-contained, garden-ing-oriented science curriculum. Workingin small teams, youth are encouraged tomake decisions like scientists as they plantand harvest their gardens. Youth get thebasics of botany, the gist of gardening,the essentials of ecology and much more.This award-winning activity guide is anexcellent resource for school enrichmentprograms, organized 4-H clubs andschool-age child-care programs.

Healthy North Dakota 4-H ClubsTo receive the Healthy North Dakota 4-HClub designation, clubs are required toincorporate at least one health, nutrition,food safety or physical activity into aminimum of six regular meetingsduring the year. 4-H clubs interested inparticipating in the North Dakota Healthy4-H Club program should contact theirlocal Extension office.

“Eat Smart. Play Hard.”Part of the Healthy North Dakota 4-HClub project is a statewide campaign thatemphasizes the importance of makinghealthy food choices, getting regularexercise and families eating together.The NDSU Extension Service and BisonAthletics teamed up to launch the initiativein 2005.

Club members receive recognition certifi-cates and Eat Smart. Play Hard. memoboards. The NDSU Extension Servicedeveloped the memo boards with fundingfrom the following sponsors: North DakotaWheat Commission, Northarvest BeanGrowers, North Dakota School NutritionAssociation, North Dakota NutritionCouncil, Midwest Dairy Association, NorthDakota Beef Commission, North DakotaDietetic Association and North DakotaDepartment of Public Instruction ChildNutrition and Food Distribution.

Family Mealtime ChallengeThe goal of the Family MealtimeChallenge is to encourage families to eatwith all members of their immediate familypresent five times per week for a month(four weeks).

Walk North Dakota for HealthyNorth Dakota 4-H Clubs4-H members and leaders involvedin the Healthy North Dakota 4-H Clubsare invited to participate in theWALK North Dakota challenge –free of charge! Please register online atwww.walknd.com/healthy4_hclubs.htmand submit your steps every two weeks.

Exploring Farm Animals(Grades K-3) (GB201)This program provides learn-by-doingactivities that explore horses, goats, rabbits,pets, beef cattle, pigs, poultry and dairycattle. Youth learn the care and feedingof farm animals, how to be safe aroundanimals and identify species, products,terms and animal body parts. Worksheetsand games are included.

Exploring the Treasures of 4-H(Grades 2-4) (EXPL1/FD201)(4HCCS) (see page 22)

Reading Makes Cents(Grades 3-5) (FH301)This is a financial literacy and readingcurriculum. It includes 53 experientialactivities developed around money,including saving, spending, sharing,earning, borrowing and lending. It alsocan be used in day camps, schools orwith other special-interest groups of youth.

Science Discovery Series(Grades 3-6) (D201 and D202)Youth in grades three to five developscience skills as they explore whales,rocks and minerals, water quality, treesand recycling in unit one. In unit two,for grades four to six, youth discoveroceanography, spiders, weather, trees andastronomy. Lesson plans include back-ground information, a lesson outline, lifeskill objectives and evaluation instruments.

Member ResourcesThe following materials are designed tohelp members in becoming acquaintedwith the North Dakota 4-H Program,selecting a project and recordingaccomplishments achieved throughtheir 4-H careers.

■ Complete Record Set(Grades 3-5)

Includes the following:

“North Dakota 4-H Complete RecordSet for 8 to 10 Year Olds Coversheet”(PA094) (Web).

“Planning My 4-H Project Adventure”(PA093) (Web) – Support piece to be usedby youth to plan and evaluate their project.Each youth completes one sheet each year.

“My 4-H Program Book” (PA092) (Web) –Place for members to copy their meetingresponsibilities planned for the year.

■ Complete Record Set(Grades 6 -12)

Includes the following:

“North Dakota 4-H Complete Record Setfor 11-18 Year Olds Coversheet” (PA097)(Web).

North Dakota Plan of Action (PA096) –Youth’s overall goals for the year andrecord of accomplishments. Each youthcompletes one record each year.

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North Dakota 4-H Project Plan (PA095) –Use one sheet to plan and evaluate eachproject.

“My 4-H Program Book” (PA092) – Youthrecord their meeting responsibilities forthe year.

■ “North Dakota 4-H ParticipationSummary” (PA098) (Web)

To be used by youth to summarizeaccomplishments for the year. (optional)

■ “Guide for the 4-H Helper”(PA200) (Web)

Guide to be used by the youth when theyneed to find a helper to assist them witha project. Same information is includedin leader/helper guides published bythe 4-H Cooperative Curriculum System.

TrunksEducational trunks are availablefor checkout free of charge.Contact your local Extension officeto request a trunk.

Educational TrunksTrunks available for checkoutat NDSU Ag CommunicationAgriculture• Healthy Soils Trunk

Outdoor Skills• Camouflage Box Trunk

• Bird Study Trunk

• Deer Aging Trunk

• Dutch Oven Cooking Trunk

• In-line Spinners Trunk

• Maple Sugar Candy Making Trunk

• Outdoor Cooking Trunk

• Raptors (Hawks and Owls)

• Under Water World (Macro invertebrate)

• Upland Game Bird Identification Trunk

• Waterfowl Identification Trunk

• Whistling Dakota Style

• Wildlife Call Trunk

• Wildlife Tracks

Trunk available for checkoutat Benson County• Fly Fishing Educational Trunk

Trunk available for checkoutat Burleigh County• Outdoor Survival Skills Educational

Trunk

Trunk available for checkoutat Morton County• Bird Watching Trunk

Science and TechnologyEducation TrunksTrunks available for checkoutat NDSU Ag Communication• Advanced Engine Trunk

• Astronomy Trunk

• Chemical Energy Trunk

• Digital Camera Trunk 1

• Electronic Snap Kits

• Energy in Motion

• Geocaching Trunk

• GPS – Garmin eTrex Legend

• Heat & Heating Trunk

• Lawn and Garden Equipment LearningLaboratory Kit

• Lego Crazy Action Contraption

• Lego Trunk

• Light & Lighting Trunk

• Orienteering Trunk

• Pop Bottle Rocket Trunk

• Professor Franklin’s Photo T-shirtProgram

• Science of Energy

• Weather Trunk

Trunks available for checkoutat Morton County• Digital Camera Trunk 2

• Garmin eTrex GPS Trunk

• Garmin eTrex Lengend GPS Trunk 2

• Geocaching

• Lego – Control Lab Starter Kit

• Lego – Simple and Motorized Machines

• Lego – Cities and TransportationConstruction Set

• Lego Crazy Action Contraption

• Orienteering Trunk

• Pop Bottle Rocket Trunk

Animal and PlantScience TrunksTrunks available for checkoutat NDSU Ag Communication• Beef Learning Laboratory Kit

• Dairy Learning Laboratory Kit

• Dog Learning Laboratory Kit

• Goat Learning Laboratory Kit

• Horse Learning Laboratory Kit

• Plant Identification Learning LaboratoryKit

• Poultry Learning Laboratory Kit

• Rabbit Learning Laboratory Kit

• Sheep Learning Laboratory Kit

• Swine Learning Laboratory Kit

Trunks available for checkoutat Morton County• Beef Learning Laboratory Kit

• Horse Learning Laboratory Kit

• Sheep Learning Laboratory Kit

• Swine Learning Laboratory Kit

Expressive Arts TrunksTrunks available for checkoutat NDSU Ag Communication• Advanced Leathercraft Trunk

• Scrapbooking Trunk

• Quilting for Fun

Trunks available for checkoutat Morton County• Scrapbooking Trunk 2

• Quilting for Fun

Nutrition andWellness TrunksTrunk available for checkoutat NDSU Ag Communication• Eat Smart! Play Hard! Trunk 1

Trunk available for checkoutat Morton County• Eat Smart! Play Hard! Trunk 2

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Understanding 4-HMember Recognitionin North DakotaRecognition is an important part of 4-H.Recognition helps to motivate you. It canencourage you and increase your interestin learning. This section provides somebasic questions about the various levelsof member recognition used in theNorth Dakota 4-H program.

4-H identifiesfive levels ofrecognition tomeet the diverseneeds andinterests oftoday’s youth.

Level 1: Member ParticipationQ. Can members be recognized simply

for being active in their projectand club?

A. Yes you can. 4-Hers who regularlyattend club meetings, take part inclub and project events, providedemonstrations or other communica-tion arts involvement, communityservice and the like may receive aribbon, certificate or other recognitionfor your participation. Cloverbudsreceive a button for participation.Other appropriate recognition maybe given to youth for participatingin an educational experience.

Level 2: Achievement of GoalsQ. Can you be recognized for making

progress toward self-set goals?

A. In most projects you can plan goalsfor what you want to accomplish.Recognition can be provided foryouth who make progress towardself-set goals, gain experience ingoal setting, and realistic assessment.

Level 3: Achievement of StandardsQ. How do youth prepare themselves

if they plan to participate in countylevel judging, such as fairs orachievement days?

A. County level judging in events such asfairs or communication arts assesses

the “quality” of each individuals’project or other performance. Forexample, a youth who planned severalthings to accomplish within a projectand completed those well, wouldreceive a higher evaluation or ribbonplacing than a member who plannedand completed several areas poorly.Typically, ribbons are awarded toreflect member achievement.

Most county exhibit and projectjudging is done in an interviewsituation where youth bring theirproject manual with the completedproject planning section as well as aproject exhibit. Exhibit items mightinclude such things as a posteror something that you made orproduced. This evidence will guidethe judge in assessing “how well”you completed what you planned.Working to achieve predeterminedstandards gives young people a set ofcriteria for their learning experiencesagainst which they can assess theirprogress and gain insights into theirown interests, efforts and abilities.

Level 4: Competing AgainstOthersQ. How is this level different from

the previous levels?

A. This level focuses on comparingindividual performances. This meansbeing assessed against standardsof excellence while comparedagainst the achievements of others.For example, completing a floorpillow to meet all the standards maynot be enough. Additional comparisonof quality of the finished product ismade among all pillows that met allthe standards for consideration asa “champion.” Typically trophies,rosettes and other special honors areawarded to “winners” at this level.

Peer competition identifies the bestindividual or team in a designatedcompetition.

Q. Where does this level ofrecognition occur?

A. This level of recognition occurs atextension county or district widejudging. It is also provided through

state events. Additional opportunitiesfor recognition at this level areprovided through opportunitiesto participate in national programsand events. This includes state 4-Hscholarships, events and award trips.

Level 5: Cooperation with OthersQ. Can youth be recognized for

cooperating with others?

A. Yes. When a group works togetherthe total group is recognized fortheir accomplishments. Cooperationhelps young people learn and workcooperatively to prepare for living intoday’s interdependent, global society.

Saying Thank YouMany 4-H members will receive medals,certificates, scholarships, trips and otherawards in recognition of efforts put forthin the 4-H program. Among the manylessons to be learned from receivingawards is the importance of saying“thank you.”

Without thank you’s from the awardwinners, many of the donors woulddecide 4-Hers are ungrateful for theiraward. If we don’t have donors, wewon’t have awards. Please be sure tothank your sponsor or donors and otherswho helped you to achieve your award.

25

The North Dakota 4-H Foundationfinancially supports state and local 4-Hprograms that provide opportunitiesfor youth to develop leadership,citizenship and life skills.The foundation is a charitable 501(c)3organization with a governing boardand a development director. It is ourchoice to invest in North Dakota’sfuture by helping fund and buildprograms that benefit our youth andthe adult volunteers who assist them.

Today’s 4-H is built on the samebasic principles and continues tooffer traditional programs in subjectssuch as livestock judging, crops andcommunication arts. However, toensure that 4-H remains a modern,vibrant, relevant organization thatresponds to current and future needs, italso offers programs in areas includingaerospace, geospatial science, energy,robotics, natural resources/environ-mental education and youth citizenship.

4-H programs provide the youngpeople involved with hands-on,experiential training and theopportunity to develop skills thatwill serve them all their lives.Directed by high-quality staff anddedicated volunteer leadership, theseprograms enable the future leadersof our state to participate in youthdevelopment programs designedto create opportunities at the county,state, national and international levels.

The foundation also provides financialassistance for youth to participate inprograms and funds scholarships,recognition trips to the National 4-HConference and National 4-H Congress,judging experiences, and volunteertraining and materials.

The foundation depends on gifts andgrants from corporations, organizations,individuals and families to help providethese programs to the young people

Opportunities and Awards for4-H Members in 2010-2011

of North Dakota. We welcome yourparticipation in this important effort.

The foundation board, a group ofdedicated adults and youth from acrossthe state, is committed to ensuring thateach gift received is used efficiently andeffectively. The careful stewardship ofthese gifts is a priority.

To invest in NorthDakota’s future andhelp 4-H continue“growing great leaders,”please contact us at:

North Dakota 4-H Foundation Inc.NDSU Dept. 7280P.O. Box 6050Fargo, ND 58108-6050Phone: (701) 231-8569Fax: (701) 231-7068E-mail: ndsu.4hfoundation@ndsu.eduInternet: www.ndsu.edu/4h/foundation

(Availability and deadlines vary.See your county Extension officefor details.)

1. Participation in County Events andPrograms

Activity Description

Project and activity achievement Award medals

Overall achievement Special awards

Project achievement Fair and achievementday ribbons

General achievement Key club pins

Participation Membership cardsand pins

Participation and achievement Recognitioncertificates

Achievement Recognition pins

Participation Volunteer leader pins

Participation Volunteeridentification cards

County and County 4-H Council-sponsored awards vary from county tocounty. Counties may purchase ribbons,gifts, trophies, T-shirts, etc. locally orfrom the National 4-H Supply Service.The Source Book (catalogue) is mailedto county offices annually.

Communication ArtsLearn to improve your communicationskills! Participate in your club andcounty communication arts programby giving a commercial, a short take, abroadcast, a speech, a demonstration, anillustrated talk, a dramatic presentationor an interpretive reading.

County Achievement Days or FairsMost counties hold an achievement dayor fair. Interview judging is generallyused for evaluating a member’s projectand completed items for exhibit.

2. Participation in Area andState Events

Aerospace CampThe Aerospace Camp is a two-dayprogram at the UND Aerospace Centerin Grand Forks. Highlights includehands-on opportunities to use flightand air traffic control simulators,touring the Grand Forks InternationalAirport, and learning more aboutcareers in aerospace.

The North Dakota 4-H Foundation:Supporting Youth Across Our State

26

4-H Extension Youth ConferenceJoin Teens from across the state at theNorth Dakota 4-H Extension YouthConference! Held during the thirdweek in June at North Dakota StateUniversity, conference provides achance to meet people, make newfriends, have fun, and learn aboutthings that are important to YOU!Conference is open to anyone whohas completed 7th grade.

North Dakota Winter ShowThe North Dakota Winter Show isheld in early March in Valley City.The Winter Show providesopportunities for 4-H members toexhibit crop and animal project workin various 4-H and open class divisions.It is also host to the state 4-H Livestockand Crops Judging contests.

North Dakota State FairThe North Dakota State Fair is heldin Minot in July. The 4-H divisionincludes: Clothing Revue, Project Expo,Livestock Shows, Horse Show, Rabbitand Poultry Show, and the ConsumerChoices Contest. Static exhibits qualifyto be entered at the state fair by placingin the blue ribbon or other comparablehonorable mention group at a fair orachievement day conducted, underthe supervision of the NDSU ExtensionService county office.

Western 4-H CampAn outdoor experience campnear Washburn offers numerousopportunities for youth of all ages.Camp operates on a “learn by doing”philosophy and specializes in thefollowing areas: Livestock, TractorSafety, Horsemanship, Science &Technology, Outdoor Skills, andgeneral camping.

3. Opportunities for IndividualsNorth Dakota 4-H AmbassadorsBeing an Ambassador can be fun andprovide an opportunity for leadershipgrowth. Ambassadors age 16-22 asof Sept. 1 are selected through anapplication, screening and interviewprocess either in January or at theNorth Dakota 4-H Extension YouthConference in June.

4. Participation in National EventsAll applications must be postmarkedor delivered to the Center for 4-H YouthDevelopment by August 1 of the current4-H year, except CWF.

Citizenship Washington Focus (CWF)Spend a week in Washington, D.C.See the sights and learn about ourgovernment in action. CWF is heldin June or July for youth age 15-19and open to any youth who apply.The cost is approximately $1,500.

National 4-H ConferenceNational 4-H Conference is a weeklong program held at the National4-H Center, near Washington, D.C.Its two purposes are 1) to involveyouth with program development2) to strengthen and continuedevelopment of 4-H public relationsprograms. The program also providesopportunities to make new friendsand see sites in our nation’s capitol.

National 4-H CongressNational 4-H Congress is held inNovember-December in Atlanta,Georgia. The program providesopportunities for education, culturalenrichment and service learning.

5. North Dakota 4-H FoundationScholarships(Statewide Competition)

All scholarship application forms aredue in the North Dakota Center for4-H Youth Development on March 1of the current 4-H year. The scholarshipaward forms are available on the NorthDakota 4-H Web site.

Eleanor R. Schulz MemorialScholarship – $300, given to a 4-Hmember or former member and firstyear student at NDSU.

North Dakota 4-H FoundationScholarship in honor of John Norgaardand Erwin Klusmann – $350 given toa present or former 4-H member.

Rosevold Memorial Scholarship –$400, given to a 4-H member or formermember enrolled in a N.D. post second-ary school in the fall of the current year.

Jerome Striegel Memorial Scholarship –$150 given to a youth selected as analternate to National 4-H Congressor National 4-H Conference.

Farm and Ranch Guide – $250, given tocurrent or former 4-H member enteringa N.D. university or college as a fresh-man. Selection based on academicpotential and 4-H participation.

4. 4-H Contests

Time First PlaceTeam Location of Year State Team

Crops Judging N.D. Winter Show, March Self designated tripValley City

Consumer Choices N.D. State Fair, July Participation in national eventMinot in Denver, Colo.

Dairy Judging New Salem area June Participation in national eventin Madison, Wis.

Hippology NDSU April Participation in national eventin Denver, Colo.

Horse Judging NDSU April Participation in national eventin Denver, Colo.

Land Judging varies Aug. Participation in national eventin Oklahoma

Livestock Judging N.D. Winter Show, March Participation in national event inValley City Louisville, Mo. – 1st place team

Denver, Colo. – 2nd place team

Range Judging varies Sept. Participation in national eventin Oklahoma

State Shooting Bismarck Aug. Participation in national eventSports Tournament in Nebraska (pending)

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William Bloom Scholarship (StarkCounty only) – one $100 scholarship.Contact the Stark County Extensionoffice for details.

John DeKrey Jr. and Hannah DeKreyAward – one $500 scholarship, givento a current or former North Dakota4-H member entering a North Dakotauniversity or college as a freshman.Preference given to applicants fromKidder County.

John D. Paulson Memorial Award –two $1,000 awards given to studentswho have been involved in 4-H inWalsh County. Applicants may pursuetheir education at a vocational school,

CHARACTER COUNTS! is aregistered trademark of Josephson Institute.

www.CharacterCounts.org

1. TRUSTWORTHINESS – includeshonesty, promise keeping and loyalty.

• plans and completes goals• adheres to enrollment and entry

deadlines• develops project exhibits that show

originality and creativity

A 4-Her ofCharacter

North Dakota supportsthe character counts

six pillars of character.

2. RESPECT – includes courtesy andproper treatment of people and things.

• listens and follows advice of leaders• helps others in the project and gives

positive feedback (encouragement)• pursues victory with honor

3. RESPONSIBILITY – includes thepursuit of excellence, accountabilityand perseverance.

• observes enrollment and entrydeadlines

• willingly plans and makes exhibitsfor project

• cleans up when done• works at fairgrounds to prepare

and clean up for fair• voluntarily participates in varied

4-H activities• works independently with

leader/parent guidance

4. FAIRNESS – involves consistentlyapplying rules and standardsappropriately for different agegroups and ability levels.

• accepts winning and losingwith grace

• follows rules and regulationsfor showing

• recognizes each project has differentrules and standards

5. CARING – promoting the well beingof people and things in a person’sworld. It denotes action and not justfeelings.

• willingly assists wherever needed• exhibits projects which are well

planned and constructed• shares knowledge with others• demonstrates positive behavior

towards others• demonstrates kindness and concern

for others

6. CITIZENSHIP – Includes making thehome community and county a betterplace to live for themselves and others.

• shows leadership with younger4-Hers

• models good sportsmanship• works at fair and other 4-H activities• is involved in community

activities

Adapted from “What is the Real Purposeof 4-H Non-Livestock Projects”

by Carol Parmenter, University Outreach andExtension 4-H Youth Specialist, University of Missouri

technical school, college or university.One of the awards will show preferenceto first-year students.

Steve E. and Mary M. TuhyScholarship – one $500 scholarshipto a current or former North Dakota4-H member entering or continuingeducation at a North Dakota vocationalschool, technical school, college oruniversity. Preference is given toapplicants in the following order:McHenry, Cass, Dunn, Stark, Mercerand Ward counties. 4-H members whoalready received a scholarship throughthe North Dakota 4-H Foundation arenot eligible for this scholarship.

Kelci Jo Willson Memorial Award –$300 scholarship will be awarded toa current or former North Dakota 4-Hmember who is entering or continuingtheir education at a vocational school,technical school, college or university.

28

Adams Grand Forks Ramsey(701) 567-2735 (701) 780-8229 (701) 662-7027

Barnes Grant Ransom(701) 845-8528 (701) 622-3470 (701) 683-6128

Benson Griggs Renville(701) 473-5363 (701) 797-3312 (701) 756-6392

Bottineau Hettinger Richland(701) 228-2253 (701) 824-2095 (701) 642-7793

Bowman Kidder Rolette(701) 523-5271 (701) 475-2632 (701) 477-5671

Burke LaMoure Sargent(701) 377-2927 (701) 883-5301 (701) 724-3355

Burleigh Logan Sheridan(701) 221-6865 (701) 754-2504 (701) 363-2242

Cass McHenry Sioux(701) 241-5700 (701) 537-5405 (701) 854-3412

Cavalier McIntosh Slope(701) 256-2955 (701) 288-3465 (701) 879-6270

Dickey McKenzie Stark/Billings(701) 349-3249 (701) 444-3451 (701) 456-7665

Divide McLean Steele(701) 965-6501 (701) 462-8541 (701) 524-2253

Dunn Mercer Stutsman(701) 764-5593 (701) 873-5195 (701) 252-9030

Eddy Morton Towner(701) 947-2454 (701) 667-3340 (701) 968-4364

Emmons Mountrail Traill(701) 254-4811 (701) 628-2835 (701) 636-5665

Fort Berthold Nelson Walsh(701) 627-3446 (701) 247-2521 (701) 284-6248

Foster Oliver Ward(701) 652-2581 (701) 794-8748 (701) 857-6450

Golden Valley Pembina Wells(701) 872-4332 (701) 265-8411 (701) 547-3341

Pierce Williams(701) 776-6234 (701) 577-4595

For more information,contact your local office of

the NDSU Extension Service

5M-8-10

4-H PLEDGEI Pledge

my HEAD to clearer thinking,my HEART to greater loyalty,my HANDS to larger service, andmy HEALTH to better living

formy clubmy community,my country, and my world.

4-H MOTTO“Make the Best Better.”

4-H COLORSWhite and Green.

4-H EMBLEMThe four leaf clover with an “H” on each leaf.These H’s stand for Head, Hands, Heart, andHealth; the training and proper care of whichwill be the best assets any person can possess.

4-H CREEDI believe in 4-H work for the opportunityit will give me to become a useful citizen.

I believe in training of my HEAD for thepower it will give me to think, to plan,and to reason.

I believe in the training of my HEART forthe nobleness it will give me to become kind,sympathetic, and true.

I believe in the training of my HANDS forthe dignity it will give me to be helpful,useful, and skillful.

I believe in the training of my HEALTHfor the strength it will give me to enjoy life,to resist disease, and to work efficiently.

I believe in my World, my Country, my State,and my Community, and in my responsibilityfor their development.

In all these things I believe, and I am willingto dedicate my efforts to their fulfillment.

Revised and prepared by:

Center for 4-H Youth Development

Design and layout by:

Agnes Vernon

This publication may be copied for noncommercial, educational purposesin its entirety with no changes. Requests to use any portion of the document

(including text, graphics or photos) should be sent to NDSU.permission@ndsu.edu.Include exactly what is requested for use and how it will be used.

North Dakota State University does not discriminate on the basis of race, color,national origin, religion, sex, gender identity, disability, age, status as a U.S. veteran,sexual orientation, marital status, or public assistance status. Direct inquiries to the

Vice President for Equity, Diversity and Global Outreach, 205 Old Main, (701) 231-7708.

County Commissions, NDSU and U.S. Department of Agriculture Cooperating.This publication will be made available in alternative formats

for people with disabilities upon request, (701) 231-7881.