All exhibits shall be pre-entered at the Seward County Extension Office by July 1st.
*Denotes entries not eligible for State Fair
Department D – CONSERVATION AND WILDLIFE
NO FIREARMS, ITEMS WITH A BLADE (broad heads, knives, saws, etc.) or related items of any other kind, may be exhibited. This applies to actual items, replicated items, and item parts. Photos are a suitable substitution for actual items.
Show What You Did & Learned: All 4-H members shall show evidence of their personal field experiences, study, or observations that relate to their exhibit. This helps judges understand what the 4H’er did and learned in the process that led to the exhibit.
Proper Credit: Show proper credit by listing the sources of plans or other supporting information used in exhibits.
Whose Exhibit? The exhibitor’s name, county, and age shall be on the back or bottom of all displays.
Wildlife and Wildlife Laws: “Animal” or “wildlife” in the following classes includes wild fish, amphibians, reptiles, birds, or mammals. Domestic animal (i.e. domestic livestock or house pets) and insect exhibits are not appropriate for this area. 4-H members must comply with current state and federal laws. It is illegal to possess threatened, endangered, or protected wildlife, or the feathers, nests, or eggs of non-game birds. These items cannot be part of an exhibit. Game birds and game animals taken legally during an open season may be used.
Project Materials: Related project booklets include Exploring Your Environment Series, 4-H Shooting Sports, Amphibians, Bird Behavior (EC 59381), Fishing for Adventure Project Manuals, Wildlife Conservation (4-H 125), Geology, and Outdoor Adventure. Other resources include: Outdoor Skills: Learning Science in the Outdoors series (Science Signature Outcome Program) outdoornebraska.gov/afterschool/ and www.whep.org.
Board and Poster Exhibits: Mount all board exhibits on ¼ inch plywood, Masonite, or similar panel no larger than 24 inches high by 24 inches wide. Poster exhibits should be on regular poster sheets, no larger than standard size (22 by 28 inches) but half size, 22 by 14 inches, is recommended.
Scoresheets, forms, contest study materials, and additional resources may be found at https://go.unl.edu/ne4hconservation-wildlife-shooting.
Exhibit Size: Exhibits other than poster/display board should be no larger than 48 inches x 48 inches and be able to be moved by two people.
Division 100 – 4-H Flops are Educational Pay Category #7
*Class 7 Conservation or Wildlife Flop in Any Class. On a sheet of paper, explain why it was a flop and what you learned as a result.
Division 340 – Wildlife and How They Live (Classes 1-4) Pay Category #5
Wildlife and How they Live (Classes 1- 4) are board or poster exhibits. Display may show any aspect of wildlife, wildlife habitat, or related conservation. No domestic livestock, pets, or insects allowed. For more ideas, refer to project booklets. Remember to look at General Rules for this area.
Project resources: https://4h.unl.edu/resources/projects/.
Scoresheets, forms, additional resources: https://go.unl.edu/ne4conservation-wildlife-shooting.
Class 1 Mammal Display– Choose one mammal from the wild and share on your display about the mammal. Examples include life history, behavior, habitat, or other interesting facts.
Class 2 Bird Display– Choose one bird from the wild and share on your display about the bird. Examples include life history, behavior, habitat, or other interesting facts.
Class 3 Fish Display– Choose one fish from the wild and share on your display about the fish. Examples include life history, behavior, habitat, or other interesting facts.
Class 4 Reptile or Amphibian Display– Choose one reptile or amphibian and share on your display about the reptile or amphibian. Examples include life history, behavior, habitat, or other interesting facts.
Class 5 Wildlife Connections– Board or poster exhibit. The purpose of this display is to show interconnections and related aspects among animals, plants, and other habitat components. All displays should show two or more interactions (connections) that occur between/among animals or between animals and their habitat. Displays might show how animals interact with other animals, with people, or with their habitat. Examples:
- Food chain display. Use pictures, drawings, or other items to illustrate the source of food energy and where it goes—who eats whom or what. Use arrows to show the direction of the energy (food) flow.
- Show the role of predators, scavengers, insect eaters, or others in nature.
- Show how wildlife numbers (populations) change through the year.
- Show predation, competition, or other behavioral interactions of wildlife.
Choose one kind of wildlife and make observations through a season or year, keep notes of interactions, then make a display of what you saw.
Class 6 Wildlife Tracks– Board or diorama-type box exhibit. Make a display of animal tracks using plaster-of-paris casts. There are 3 options. For all options, include a brief description of your experiences in making the tracks so the judges better understand what you did and learned. Positive casts (impressions as they would be in nature) are preferred.
- Option 1 should show plaster-of-paris tracks of five or more kinds of wildlife along with a picture or illustration of each kind of animal, (OR)
- Option 2 should show two or more plaster-of-paris tracks of one specific kind of wildlife and should include a picture or illustration of the animal, what the animal may eat, and what may eat the animal. (OR)
Option 3 should show two tracks and include the animal’s habitat needs including preferred food, shelter, water, and space in addition to picture or illustration of the animal.
Class 7 Wildlife Knowledge Check– Use electrical circuits, pictures, or other methods of teaching wildlife identification or other wildlife related knowledge. Plan size and shape to fit transportation and display; maximum size 24 inches x 24 inches.
Class 8 Wildlife Diorama– Exhibit shall be no larger than 24 inches by 24 inches. The exhibit might show a grassland, prairie, agricultural, woodland, riparian (stream or river corridor), wetland, and/or other area with wildlife habitat. Example: show an area interspersed with several habitats such as windbreaks, farm fields, woods, waste areas, ditches, and pastures for edge adapted species such as white-tailed deer, northern bobwhite, mourning doves, cottontail rabbits, fox, squirrels, northern cardinals, or blue jays. Label the habitats displayed and show at least 5 kinds of wildlife in their proper habitats. Remember to include supporting information about the wildlife and habitat that is on display.
Class 9 Wildlife Essay– Learn how to share educational information by writing. Choose a conservation or wildlife topic that interests you and write an essay about it. For example, write about a particular species of wildlife that you have observed or about the values of wildlife. You might write about wildlife on a farm, in town, in a backyard, at a backyard feeder, or at other places. You might write about ethics, proper behavior in the outdoors, hunting, or fishing. The essay is between 100 and 1,000 words long and typed, double spaced on 8½ inch x 11 inch paper. You might use books, magazines, or personal interviews as resources, but you shall give credit to all sources by listing them.
Class 10 Wildlife Values Scrapbook– Make a scrapbook about the various values of wildlife. Value could include aesthetic, scientific, commercial, game, genetic, and/or ecological topics.
Class 11 Wildlife Arts– The purpose of this class is to allow artistic exhibits that contain educational information about conservation and wildlife. Examples might include paintings, photographs, wood carvings, painted duck decoys, or songs or poems written by the exhibitor. Entries shall be appropriate for fair display and no larger than 24 inches x 24 inches. For example, paintings or photographs should be displayed in notebook format or mounted on a sturdy display panel. All entries shall include a title and brief explanation of the purpose or message (what the exhibit is meant to show).
Outdoor Adventures
Display posters shall measure no larger than 22 inches x 28 inches. Poster material should be sturdy enough to hold display items.
Display exhibits other than posters to be no larger than 18 inches x 24 inches.
Journal/Binder exhibits measure no larger than 16 inches x 16 inches.
Consider neatness and creativity.
Division 341 – Outdoor Adventures – Level 1 Pay Category #7
4-H members in the Outdoor Adventure Series may exhibit up to 8 exhibits in any of these classes. The 4-H project/manual will help you as a reference to find more information about certain fair exhibits. All posters need to be 14 inches x 22 inches or smaller.
Hiking Trails
*Class 31 GORP– Design your own mix of GORP. Include a recipe card with ingredients. Submit a sandwich size bag or comparable size container of GORP with your recipe card.
*Class 32 Backpack Selection– Select and pack a backpack for a day hike. Include a picture of you wearing it properly adjusted, and a paper explaining what is in the backpack and the purpose of each item.
*Class 33 Hiking Fashion & Walkin’– Make a poster with pictures showing your choices of clothing for the layering principle: core, second, third, and outer. Also include your footprint and what type of foot you have. Include the appropriate hiking shoes with each outfit.
*Class 34 First Aid Kit– Make a first aid kit. Include a list of “First Aid Supplies” and what each item is used for.
*Class 35 Leave No Trace or Protect Local Resource Poster– Design a standard size poster or a flier on the Leave No Trace concepts or protecting a local resource. For ideas visit lnt.org.
*Class 36 Hiking/Camping Scrapbook or Journal– Design a scrapbook recording your trips with pictures and narrations. Include other memories you have from the trip and what you learned or discovered on each trip, sketches of what you see.
*Class 37 Weather Safety– Choose from weather safety directions and where to take shelter, or what different cloud formations signal. Make a poster with the previous information, and tips of how to stay safe for each type of weather.
*Class 38 Footprint Identification– Make a guide to take with you hiking that helps you identify different types of footprints you may come across on a trail. Keep it small, lightweight, and weather resistant for your backpack.
*Class 39 Bear Bags– Make a system to keep food away from bears/rodents in the wilderness.
Division 341 – Outdoor Adventures Level 2
Class 1 Poster–Topics may include, but not limited to one or more of the following; how to pitch a tent, knot tying, cooking over a campfire, how to start a campfire, wildlife and plants identified while camping, how to set up emergency shelter, dealing with weather, collection of photos from camping trips, “Leave No Trace” and how that was followed while camping, plan a camping trip, camping essentials, environmental issues/protecting natural resources, park or trail clean up, sanitation/hygiene while outdoors or use of GPS.
Class 2 Journal/Binder– Written report of virtual or actual camping/hiking trips with observations OR field journal (notes of actual experiences, sights, sounds, smells, etc.), OR camping or hiking trip diary. Explain growth in project, leading the hikes, planning the camping trip, now being able to identify the wildlife and nature around you and how identified (sight/sound/shape/smell/color). Feathers/leaf/flower pressings shall be securely attached, if included. Photos or drawing of observations encouraged. Exhibits measure no larger than 16 inches x 16 inches.
Class 3 Camping/Hiking Safety– Include explanation of use of item and why selected/purpose, how it fits hiking/camping needs. May include, but are not limited to, one of the following: travel sized poisonous plants guide, camping first aid kit, weather/water safety or hand hygiene kit.
Class 4 Digital Media–Use digital media to show video/slideshow/presentation of setting up a tent (include why site is chosen) or protecting natural resources or environmental issues or computer video camping/hiking game. Upload to a video streaming application, and provide a hard copy QR code. Test code or link for appropriate permissions for public viewing.
Class 5 Other Camping Items– Include what inspired the creation of the item, and its purpose. May include, but are not limited to one of the following; nature art, nature haiku poem, spider web sketches, or knot display.
Division 341 – Outdoor Adventures – Level 3
Class 6 Poster–Topics may include but not limited to one of the following: topographic map, backpacking trip plan, camp layout, plan an expedition (may be dreamed or lived), collection of photos from your expedition, trails hiked, cost comparison of rental vs purchase, or using GPS/compass.
Class 7 Journal/Binder– Written report of actual, virtual, or imagined expeditions/camping/hiking, OR field journal (notes of actual experiences, sights, sounds, smells, etc.). Explain growth in project, challenges in leading a group, teaching others about wildlife and nature identification and “Leave No Trace.” Exhibits measure no larger than 16 inches x 16 inches.
Class 8 Expedition Safety– Include an explanation of use of items, why selected/purpose of item, how it meets hiking/camping/expedition needs. May include, but are not limited to: travel sized edible plants, creepy crawly guide, tent repair kit, travel first aid kit, or weather/water safety.
Class 9 Digital Media– Use digital media to show video/slideshow/presentation of one of the following, but not limited to: building a non-tent shelter (include why needed), packing your backpack/equipment and getting it onto you, teaching others about environmental issues, or a computer video backpacking expedition game. Upload to a video streaming application, and provide a hard copy QR code. Test code or link for appropriate permissions for public viewing.
Class 10 Other Expedition Items– Include what inspired the creation of the item, and the purpose of the item. May include, but are not limited to: nature art, nature cinquain poem, backpacking food recipes, hiking/expedition conditioning plan, charcoal etching, dehydrated meal or snack (at least 1 cup displayed in re-sealable plastic bag with ingredients, instructions, and nutritional facts included). Exhibits measure no larger than 18 inches x 24 inches.
Division 342 – Wildlife Habitat Pay Category #5
Class 1 Houses– Make a house for wildlife. Example: bird house (bluebird, purple martin, wood duck, kestrel, barn owl, etc.) or bat house; no insect houses. Make the house functional so that dimensions, hole size, etc. are appropriate to fit the intended species’ needs. Include the following information: 1) the kinds of animal(s) for which the house is intended, 2) where and how the house should be located for best use, 3) any seasonal maintenance needed, and 4) any evidence of your personal observations or experiences. Tips: check NebGuide on bird houses and shelves.
Class 2 Feeders/Waterers– Make a bird bath or feeder. Examples: seed, suet, or nectar feeders. Squirrel feeder okay; no insect feeders. Include the following information: 1) the kinds of animal(s) for which the water/feeder is intended, 2) where and how the water/feeder should be located for best use, 3) any seasonal maintenance needed, and 4) any evidence of your personal observations or experiences. Tips: Check NebGuide on feeding birds.
Class 3 Wildlife Habitat Design Board or Poster Exhibit– Choose a backyard, acreage, or farm, and design a habitat plan to meet the food, water, shelter, and space needs of at least three kinds of animals you would like to attract. Draw an outline of the area and show what plants or other habitat will be provided. Indicate how the various parts of your plan provide the desired habitat needs. You might include an aerial photo of the area if you have one.
Division 343 – Harvesting Equipment Pay Category #5
Class 1 Fish Harvesting Equipment– Board exhibit. Display of equipment used in fish harvesting. Examples: fishing knots, hooks (with corks over ends for safety), lures. Label all items displayed. Include in your exhibit the following information:
1) purpose of each item,
2) when or where each item is used, and
3) any personal experiences you’ve had with the item(s).
Class 2 Build A Fishing Rod–Rod building kits with instructions are available for this purpose. A fishing rod educational exhibit may not exceed 96 inches in length. Exhibit shall be mounted on a board. Include with the exhibit:
1) Explanation of cost of materials/components, where materials/components were purchased, and number of hours required for construction.
2) Label all parts. Necessary components which shall be included are grip, line guides (based on manufacturer’s specifications), guide wraps, and hook keeper. Reel seat needs to be aligned with guides, and guides aligned accurately down rod. Guide wraps of size A to D, nylon or silk thread. The exhibit will be judged on: workmanship, labeling of parts, information, and neatness.
Class 3 Casting Target– Make a casting target for exhibit and use. Target shall be under 48 inches x 48 inches. The bullseyes shall be 2 feet, outer band shall be 1 foot in diameter and can have up to 3 rings. The exhibit shall be easy to store, durable, and weather resistant. Include the purpose and rules of using your casting target.
Class 4 Wildlife Harvesting Equipment– Board exhibit. Display of equipment used in harvesting wildlife. Ex: expended ammunition casings (no live ammunition permitted), steel traps, hide stretchers, fleshers, etc. For displays of shotguns, rifles, or bows, use drawings or pictures. Label all items displayed: 1) the purpose of each item, 2) when or where it is used, and 3) any personal experiences you’ve had with the item(s).
Class 5 Inventing Wildlife/Fish Harvesting Equipment, Aid or Accessory– Use engineering principles to invent or adapt equipment that helps you harvest fish or wildlife. This could include wildlife calls, adapted fishing pole for shallow water, a blind, decoys, etc. Share your drawing (or adapted plans) of how the equipment works, how you tested it and the results of testing your prototype, and any adjustments you made.
Division 346 – Taxidermy Pay Category #5
Class 1 Tanned Hides– Exhibit of wild animal hide properly processed by the member. No requirement as to mounting, but shall meet the size requirement listed under General Rules. Include the animal’s name and the following information about the exhibitor's personal field experiences, study, OR observations that relate to the exhibit.
Class 2 Taxidermy– Any legal fish, bird, or other wild animal properly processed by the member. No requirement as to size or mounting, but shall meet the size requirement listed under General Rules. Include the animal’s name and the following information: information about the exhibitor’s personal field experiences, study, OR observations that relate to the exhibit.
Division 347 – Shooting Sports
4-H Shooting Sports requires youth to be under the direct leadership of a certified 4-H Shooting Sports Leader in either shotgun, rifle (bb gun), archery, pistol, black powder/muzzleloader, and/or hunting skills. No firearms can be entered as an exhibit, nor live ammunition, however information may be shared through pictures.
Class 1 Shooting Aid or Accessory– Any item which helps the shooter/hunter better perform their sport. Examples: rifle sling, kneeling roll, arm guard, shotgun vest, target boxes, shooting stick, etc. Include your design, or plans you adapted, what the item is and used for.
Class 2 Storage Case– An item with the purpose to safely hold a firearm, bow, ammunition, and/or arrows. Examples: soft sided shotgun case, quivers, firearm safe. Include your design or plans you adapted. Explain how the storage case is used.
Class 3 Practice Game or Activity– Invent or adapt an activity to practice or teach a project skill. Include pictures of youth playing the game, testimonials of 4-H’ers who played the game, what skill is being worked on, and directions for the game. Explain how you came up with the game or adapted it to fit the needs of your group members.
Class 4 Science, Engineering, Technology Advancement of Shooting Sports, Conservation, or Wildlife Essay or Display– Choose a specific area of shooting sports and share how it has advanced. Include a timeline and photos or illustrations. Keep your topic narrow and manageable. Essays are limited to 1,000 words and should be on 8 ½ inch x 11 inch paper.
Class 5 Healthy Lifestyles Plan– Include a shooter’s (hiker’s camper’s, angler’s) diet and exercise plan, and how the 4-H member will benefit or improve from following the plan. Ideally, the 4-H member would follow the plan and include some journal entries about adaptations or improvements made while following the plan.
Class 6 Citizenship/Leadership Project– Share a display on a citizenship project or leadership project the 4-H member took on individually or with a group to improve some aspect related to 4-H Shooting Sports. Examples could be range development, conservation planting to attract wildlife, a camp, or a 4-H recruitment event. Include who benefitted from the project, what the 4-H member’s role was, and any results.
Class 7 Career Development/College Essay, Interview or Display– Research opportunities for careers related to this area or opportunities for college majors or college activities to help discover using project skills beyond a person’s 4-H career. Essays are limited to 1,000 words and should be on 8 ½ inch by 11 inch paper. Interviews need to include a picture of the interviewee in their work setting, questions asked, and a transcript of answers.
Class 8 Community Vitality Display– Explore the difference shooting sports, conservation, fishing, and hunting make in keeping Nebraska vibrant especially in rural areas. Present facts and research in an interesting way for the public to learn from.
Class 9 Ag Literacy: Value Added Agriculture Interview or Research Project– Explore how traditional ag producers are adding value to their production agriculture operations through conservation efforts, hunting, raising pheasants, shooting sports related tourism, etc. Present finding in an interesting way for the public to learn from.
Class 10 Shooting Sports Educational Exhibit or Display– Create an educational exhibit or display relating to a topic about Shooting Sports. Displays involving firearms or bows may be exhibited as a photographic display on a poster or in a notebook. Handmade items must include information explaining how the item was made and its intended use. Photos are encouraged.
Division 361 – Other Natural Resources Pay Category #5
Class 1 Design Your Own Exhibit in Natural Resources, Conservation, Geology, or Ecology– This class is for educational exhibits about natural resources, conservation, wildlife, or ecology ONLY! Entries shall be appropriate for fair display and no larger than 24 inches x 24 inches. All entries shall include a title and should be clear (brief explanation or other method) about the intended purpose or message—what the exhibit is meant to show. Think about accuracy, creativity, educational value for viewers, and evidence of exhibitor’s personal experiences and learning.
Department D – FORESTRY
General Information
The official reference for all forestry projects is the Tree Identification Manual (4-H 332) which was recently revised and is available for purchase from UNL Marketplace. Other helpful forestry references include Trees of Nebraska (EC 92-1774-X), Leafing Out (4-H431) and Plant a Tree (EC17-11-80). Other reference materials are located in the Nebraska 4-H Share Point under Forestry. The official 2026 Nebraska 4-H Tree List will be found on the Share Point as well. Scoresheets, forms, contest study materials, and additional resources may be found at http://go.unl.edu/ne4hforestry.
Display “boards” shall be made from wood or wood composite, e.g. plywood, fiberboard, or masonite, ¼ inch to ½ inch thick and no larger than 24 inches x 24 inches. Display boards may be coated, e.g., painted or varnished on both sides to prevent warping.
Display “posters” shall be made from a material, e.g. foam board or poster board that will stand upright without buckling, and be no larger than 24 inches x 24 inches.
Display “books” shall measure no more than 16 inches x 16 inches.
At least five of the ten samples in Class 2, 3, 4 and 5 shall be from the list of tree species found on the 2026 Nebraska 4-H Tree List. Samples shall be from ten different tree species. For example, Emerald Queen Maple and Crimson King Maple are both varieties of the same species (Norway Maple), and thus have the same genus and species name, i.e. Acer platanoides. All samples shall be from trees, NO shrubs. If more than ten samples are included in the display, only the first ten samples from the current year will be judged.
Due to the lifting of the quarantine restrictions in the state of Nebraska for all true ash species regarding the threat of Emerald Ash Borer, specimens such as Green Ash and White Ash will be accepted for all collections. Collections containing true ash species will NOT be disqualified from county or state judging.
Remember that other general labeling standards apply. For example, scientific names are always italicized or underlined. Also, the first letter of a Genus name is always capitalized. The first letter of the species name is always lower case. When required, always indicate complete scientific names (Genus and species) and common names (e.g. Norway Maple), even when “variety names” are included. For example, the scientific name of Emerald Queen Maple is Acer platanoides and the common name is Norway maple. “Emerald Queen” may be included as the variety name, but variety names are not required.
How well the exhibitor follows written directions is an important factor in judging.
Scoresheets, forms, contest study materials, and additional resources may be found at http://go.unl.edu/ne4hforestry.
An explanation of projects and curriculum resources may be found at https://4h.unl.edu/resources/projects/.
Division 100 – 4-H Flops are Educational Pay Category #7
*Class 8 Environmental & Earth Science (Department D) Flop in Any Class. On a sheet of paper, explain why it was a flop and what you learned as a result.
Division 320 - Forestry Pay Category #7
Class 1 Design Your Own Exhibit– Prepare an educational exhibit about an aspect of trees, forests, or forestry that is of special interest to you. Possible topics include paper recycling, grafting fruit or nut trees, proper pruning techniques, how wildlife are impacted by forests, history about a local arboretum, information about a historical tree in Nebraska, the history of planting windbreaks in Nebraska, etc. The display shall be no larger than 24 inches x 24 inches x 24 inches. Photographs, drawings, samples, charts, posters, etc. may be used, but include enough information to adequately explain the topic being showcased. This display should be substantially different from other exhibit classes.
Class 2 Leaf Display– The leaf display shall include samples of “complete leaves” from at least ten different tree species. At least 5 of the 10 samples must be from a tree on the 2026 Nebraska 4-H Tree List. The display shall include at least two samples each of simple leaves, compound leaves and conifer leaves. Leaves should be pressed, dried, and mounted.
Collection: Collect leaves any time after they have reached full size, usually beginning in early summer. Leaf samples should be in good condition and representative of the average leaves on the tree. Keep in mind that shaded leaves are often much larger than leaves in full sun. Carefully remove leaves from the twig with the entire petiole or rachis intact. After collection, fresh leaf samples may be temporarily stored within the pages of an old magazine, but they should be properly pressed and dried for display. Be sure to record pertinent information during collection. When collecting leaves on private land, remember to get permission. All collection shall be done by the exhibitor.
Mounting: Leaves may be displayed in a notebook or on a display board. Any method may be used to mount leaves, e.g. wire, glue, tape, staples, but be sure all their features may be clearly identified.
Labeling: The label for each sample shall include:
1.) common name
2.) scientific name
3.) leaf type (broadleaf, needle-like, etc.)
4.) leaf arrangement (for broadleaf trees; i.e. alternate, opposite, whorled)
5.) leaf composition (for broadleaf trees; i.e. simple, pinnately compound, palmately compound, etc.)
6.) collector’s name
7.) collection date
8.) collection location (be specific, state and county at a minimum). If a twig is included with a sample, indicate “twig included” on the label. For example, the twig may be included with an eastern red cedar sample because the leaves are very small and difficult to remove from the twig.
Supplemental information: This may include general uses, common products, fall color, etc. to enhance educational value. These are important factors in judging, and should not exceed three printed pages including citation of sources.
Class 3 Twig Display– The twig display shall include twig samples from at least 10 different tree species. At least 5 of the 10 species must be from the 2026 Nebraska 4-H Tree List. The display shall include at least two samples each of opposite and alternate leaf arrangements from broadleaf trees.
Collection: Twig samples should be collected during the dormant season (approximately November-March) when the buds are mature, but before spring budbreak. Be sure to collect healthy twigs, not diseased or dead twigs. Twig samples shall be at least 6 inches long and exhibit buds. The terminal end of the twig shall be included. If present, leaves of deciduous trees shall be removed. Leaves of evergreen trees should be retained, but be sure the buds are visible. Side branches shall be trimmed to less than 1 inch in length. All twig collection shall be done by the 4-H member.
Mounting: Twigs shall be mounted on a display board. Any method, including wire, glue, tape, staples, etc., may be used to mount twigs, but be sure all features can be clearly identified. The non-terminal end shall be cut at a slant so the pith may be seen.
Labeling: The label for each sample shall include:
1.) common name
2). scientific name
3.) leaf arrangement (for broadleaf trees; i.e. alternate, opposite, whorled))
4.) collector’s name
5.) collection date
6.) collection location (be specific, state and county at a minimum).
Supplemental information: This may include general uses, common products, fall color, etc. to enhance educational value. These are important factors in judging, and should not exceed three printed pages including citation of sources.
Class 4 Seed Display– The seed display shall include seed samples from at least 10 different tree species. At least 5 of the 10 species shall be from a tree on the 2026 Nebraska 4-H Tree List.
Collection: Tree seeds should be collected at the time of year when they mature, which varies widely depending upon tree species. For example, Silver maple seeds mature in May while Norway maple seeds mature in September or October. Seed samples should be free of insect or disease symptoms. All seed collection shall be done by the 4-H member. The focus of this display is seeds; however, species identification by seeds is often greatly aided by including the fruit, since some seeds are very difficult to separate from the fruit. Use the following guidelines when preparing this display:
If the fruit is displayed along with the seeds, clearly label each.
- Seeds enclosed in a dry, papery fruit (such as maple, ash, and elm) should be left within the fruit to aid in identification.
- Seeds enclosed in a large fleshy fruit(s) (such as apple, mulberry, pawpaw) should be removed from the fruit and displayed without the fruit. Small fleshy fruits that can be dried (such as hackberry) may be displayed, but some seed should also be removed from the fruit and displayed alongside the dried fruit.
- Acorns (oaks) should be left intact to aid in identification.
- Seeds easily removed from the fruit, such as seeds within husk (walnuts, hickory, buckeye, etc.), a pod (honey locust, Kentucky coffee tree, etc.), or a capsule (poplar, sweetgum, etc.) should be removed from the fruit for display. The fruit may be displayed in addition to the seed.
- Cones from conifers (pines, spruces, fir, etc.) may be displayed along with the conifer seeds.
Mounting: Seeds may be displayed in a variety of ways, e.g. mounted on a display board, displayed in jars in a rack, etc., but they shall be securely mounted and easily viewed.
Labeling: The label for each sample shall include:
1.) common name
2.) scientific name
3.) type of fruit (e.g. samara, pod, nut, legume, etc.)
4.) collector’s name
5.) collection date
6.) collection location (be specific, state and county at a minimum).
Supplemental Information: This may include general uses, common products, fall color, etc. to enhance educational value. These are important factors in judging, and should not exceed three printed pages including citation of sources.
Class 5 Wood Display– The wood display shall include wood samples from at least 10 different tree species. At least 5 of the 10 species must be from a tree on the 2026 Nebraska 4-H Tree List.
Preparation: Samples may be of any shape, e.g. sections from a board, wood cylinders turned on a lathe, horizontal or vertical cross sections of a small log with bark attached, etc. All samples shall be the same shape, for example, all wood cylinders or all sections of a board. Each sample shall be no larger than 4 inches x 4 inches x 4 inches. Cut surfaces shall be sanded to show the grain. Treating samples with a clear finish (no stain) is optional. When power tools are used for collecting, preparing, and mounting samples, assistance from an adult is required, and proper personal protection equipment shall be utilized by both the adult and the 4-H member. Safety always comes first. All samples shall be collected by the 4-H member.
Mounting: Samples may be displayed in a variety of ways, e.g. mounted on a display board, displayed in a box or rack, etc., but they shall be securely mounted and easily viewed.
Labeling: The label for each sample shall include:
1.) common name
2.) scientific name
3.) wood type (softwood or hardwood)
4.) collector’s name
5.) collection date
6.) collection location (be specific, state and county at a minimum).
Supplemental information: This may include general uses, common fall color, etc., to enhance educational value. These are important factors in judging, and should not exceed three printed pages including citation of sources.
Class 6 Cross Section Display– A disc cut from a tree species listed on the 2026 Nebraska 4-H Tree List. The sample shall be collected, by the 4-H member, within one year of the fair judging day. When power tools are used for collecting and preparing the cross section, assistance from an adult is required and proper personal protection equipment needs to be utilized by both the adult and the 4-H’er. Safety always comes first. The disc shall measure 6 inches to 12 inches in diameter and 1 inch to 3 inches thick. The bark should be firmly attached, which may be difficult if the tree was dead when the disc was cut. Sand at least one side of the disc so the grain can be easily seen. If the disc is treated with a clear finish, both sides shall be treated to minimize warping. As the disc dries, some cracking or checking can be expected and is allowed.
Labeling: The following parts shall be clearly, accurately, and securely attached. Cross sections should be labeled with pins, paper tags, or some other form of identification:
1.) Pith
2.) Heartwood
3.) Sapwood
4.) One growth ring (beginning and end)
5) Cambium
6.) Bark
A separate label firmly attached to the back of the disc shall include:
7.) Common name
8.) Scientific name
9.) Tree classification (softwood or hardwood)
10.) Age (of the cross section)
11.) Collector’s name
12.) Collection date
13.) Collection location (be specific, state and county at a minimum)
Class 7 Parts of a Tree– (This exhibit is recommended for members ages 8-11) Prepare a poster, no larger than 24 inches x 24 inches that clearly identifies the main external parts of any tree: 1.) Trunk 2.) Crown 3.) Roots 4.) Leaves 5.) Flowers 6.) Fruit 7.) Buds 8.) Bark. Identifying other internal parts, e.g. phloem, xylem, cambium, annual ring, pith, etc., is optional. Attach a separate label on the back of the poster that includes the exhibitor’s name and age.
Class 8 Living Tree Display– A living tree seedling grown by the 4-H member from seed in the display container. The seed shall be from a species listed on the 2026 Nebraska 4-H Tree List. The seedling shall be 60 days to one year old (on judging day). The display container shall contain at least 8 inches of soil (potting mix or suitable natural soil) measured vertically, have drainage hole(s), and a drain pan to catch drainage water. For this display, the 4-H’er does not have to be the one to collect the seed, but they will need to plant the seed themselves.
Labeling: A waterproof label shall be attached to the pot or a stake that is in the soil of the pot and include:
1.) common name
2.) scientific name
3.) seed treatments (if any)
4.) planting date
5.) emergence date
6.) collector's name
Supplemental information about the tree: Examples include where the seed was collected, growth measurements, uses for that species, etc., may be included in an attached notebook, poster, etc. to enhance the educational value. Supplemental information will enhance the educational value and be an important factor in judging. Supplemental information needs to attached either to the pot or to a stake that is in the soil of the pot. DO NOT attach supplemental information to the living tree. Supplemental information should not exceed three printed pages, including citing sources of information.
Class 9 Forest Product Display– Prepare a visual display and/or collection tracing the origin of one non-lumber product that comes from trees and/or forests. The display shall be no larger than 24 inches x 24 inches x 24 inches. Original photographs, drawings, samples, charts, posters, etc. may be used. Posters submitted may be no larger than 24 inches x 24 inches and may be either vertical or horizontal. The 4-H’er shall identify what species of tree the product is derived from and where the product is harvested, grown, or otherwise collected. The product listed shall be partially or fully derived from trees; if partial, the approximate percentage should be articulated in the display.
- The goal of this exhibit is for 4-H’ers to learn that many products come from trees and forests, and to explore one of these products through in-depth study.
- Information about the tree or forest product: For example, information about harvesting, processing, industry information, and environmental or other benefits may be included to enhance educational value. Supplemental information will be an important factor in judging, but should not exceed three printed pages of text. Cite sources of information.
Personal interviews with industry professionals are encouraged as a source of information.
Class 10 Forest Health Display– Prepare a visual display outlining a specific forest health issue such as a tree disease, insect pest, animal- or human-caused damage, or an abiotic issue such as weather damage. The display shall be no larger than 24 inches (H) x 24 inches (W) x 24 inches (D). Original photographs, drawings, samples, charts, posters, etc. may be used. Actual specimens are strongly encouraged, but shall be properly preserved, such as insects pinned or placed in vials of alcohol, leaves pressed and dried. Posters submitted may be no larger than 24 inches x 24 inches.
- Explain through the display what species of trees the health issue affects, diagnostic features of the issue (symptoms in trees, identifying features of the pest, etc.), and management options.
- Include common and scientific names of trees and pests.
Supplemental information about the tree or forest health issue: for example, origin, proliferation in Nebraska/United States, and physiological effects on the tree may be included to enhance educational value. Supplemental information will be an important factor in judging, but should not exceed three printed pages of text, including citation of sources.
Class 11 Wildfire Prevention Poster– Prepare a poster, no larger than 24 inches x 24 inches that promotes wildfire prevention strategies. Strategies articulated in the poster may include personal and/or land management actions such as forest management plans and implementation, placement of fire breaks or fuel breaks around buildings, wildfire preparedness items, etc.
Supplemental information about wildfire prevention should be attached to the poster: for example, frequency of wildfires in Nebraska/United States, financial costs of wildfires, environmental factors that contribute to wildfires, etc. to enhance educational value. Supplemental information will be an important factor in judging, but should not exceed three printed pages of text. Include citation of sources.
Class 12 Tree Planting Project Display– Plant a tree in your community, on private or public property. Prepare a visual display where the 4-H’er articulates proper tree planting techniques and follow-up care for the tree after planting, why the individual tree species was chosen, as well as steps taken to continue care for the tree after initial planting. The display shall be no larger than 24 inches (H) x 24 inches (W) x 24 inches (D). ORIGINAL photographs, drawings, charts, posters, etc. may be used. Posters submitted may be no larger than 24 inches x 24 inches. The tree shall have been planted 60 days to one year before judging day. 4-H’ers shall obtain permission from necessary authorities and property owners before planting any trees. Diggers Hotline (811) MUST be contacted before planting. Provide documentation that permission was obtained and that Diggers Hotline was contacted.
Display: the following information about the tree shall be included in the display:
1. common name
2. scientific name
3. planting location
4. planting date
5. tree source (nursery or store where the tree was purchased)
6. planter’s name
7. proper tree planting steps
8. tree care and maintenance (after planting)
- Supplemental information about the tree: for example, why the species was chosen, growth measurements, uses for that species, etc., may be included in an attached notebook, poster, etc. Supplemental information will enhance educational value and be an important factor in judging, but should not exceed three printed pages of text. Include citation of sources of information.
Department D – AGRONOMY (Crop production)
The purpose of these exhibits is to demonstrate to the public the benefits from the study and application of crop, weed, range and soil sciences to solving problems in management, conservation, sustainability and environmental protection. For guidelines on specific projects, refer to appropriate project manuals.
Scoresheets, forms, contest study materials, and additional resources may be found at https://go.unl.edu/ne4hagronomy.
Department D – CROP PRODUCTION
(Classes 1-5) IMPORTANT: A completed Crop Production Worksheet (available at https://go.unl.edu/ne4hagronomy) shall accompany grain and plant exhibits for them to receive full credit. The worksheet shall include the exhibitor’s name and address, county, plant hybrid or variety, plant population, whether crop production was irrigated or dryland, and general information including farm cropping history, soil type and weather effects. The worksheet also shall include an economic analysis of the project, listing individual expenses and income, on a per acre basis. Other topics to discuss are the selection of variety or hybrid, impacts of tillage and conservation practices, inputs (fuel, fertilizer, irrigation, labor, pesticides, etc.), any observations made during the growing season, and what you learned from your crops project. The worksheet counts as 50% of the total when judged. Worksheet shall be the original work of the individual exhibitor. Attach the worksheet to the entry in a clear plastic cover such that it can be read without removing it from the cover.
In addition to the worksheet, grain and plant exhibits will be judged on condition, appearance (i.e. disease and insect damage, grain fill), uniformity (size, shape, color, maturity) and quality of exhibit. Refer to Scoresheet SF264. Grain exhibits shall be one gallon per sample. Grain exhibits harvested in the fall (e.g. corn or soybeans) may be from the previous year's project and brought in an appropriate sized box/container for display. Place in a clear container so it can be viewed and displayed.
Plant exhibits, with the exception of ears of corn, shall be the result of the current year’s project. • Corn–10 ears or 3 stalks (cut at ground level with no roots or soil and bound together) • Grain Sorghum–4 stalks (cut at ground level and bound together) • Soybeans–6 stalks (cut at ground level and bound together) • Small Grains (oats, barley, wheat, triticale)–sheaf of heads 2 inches in diameter at top, tied with stems about 24 inches long • Other crops (alfalfa, millet, etc.)–sheaf of stems 3 inches in diameter at top, tied with stems cut at ground level or half size small square bale.
Division 100 – 4-H Flops are Educational Pay Category #7
*Class 9 Agronomy Flop in Any Class. On a sheet of paper, explain why it was a flop and what you learned as a result.
Division 750 – Field Crops - Grain or Plant Exhibits Pay Category #7
Class 1 Corn (includes yellow, white, pop, waxy or any other type)
Class 2 Soybeans
Class 3 Oats
Class 4 Wheat
Class 5 Any Other Crop (includes grain sorghum, alfalfa, millet, barley, rye, triticale, amaranth, dry beans, sugar beet, mung bean, canola, forage sorghum, safflower, etc.)
Division 750 –Displays
(Classes 6-10) The purpose of the display is to tell an educational story to those that view the display. The display is a visual representation (pictures, charts, graphs) no larger than 28 inches wide by 28 inches tall on plywood or poster board. The display should be neatly titled. Make sure to label display with exhibitor’s name, address, and county on back side. Explain pictures and graphs clearly and concisely. Consider creativity and neatness. Refer to Scoresheet SF259.
Each display shall have a one page essay (minimum) explaining why the exhibitor chose the area of display and what they learned from their project. Include any references used. The essay should be in a clear plastic cover with the exhibitor’s name outside. If a display does not have an essay, it will automatically not receive full credit.
Class 6 Crop Production Display– The purpose of this class is to allow original and creative exhibits that contain educational information about crop production aspects, such as crop scouting, alternative crops, pest management, etc.
Class 7 Crop Technology Display– Display information about aspects of technology used in crop production, such as genetic engineering, crop breeding, GPS, yield mapping, computers, etc.
Class 8 Crop End Use Display– Display information about the final product or end uses for a crop, such as food, feed, fuel, or other products (e.g. corn can be processed into livestock feed, ethanol, plastics, etc. or soybeans can be processed into bio-diesel, pet bedding, crayons, oil, etc.) This should not be about the process of crop production, but focus on an end product.
Class 9 Water or Soil Display– Display information about water or soils, such as how soils are being used for crop production, range, conservation, wildlife, or wetland use, or ways to protect or conserve water and soil resources.
Class 10 Career Interview Display– The purpose of this class is to allow 4-H’ers to investigate a career in agronomy. Youth should interview one person that works with crops about such topics as: what parts of their job do they enjoy or dislike, why did they choose that career, what was their education, etc. Include a picture of the person interviewed.
Class 11 Special Agronomy Project—Educational Exhibit— Educational exhibit based on what was learned from the project. The crop of the year for 2026 is Popcorn. Present information on plywood or poster board no larger than 28 inches by 28 inches. The 4-H member’s name, age, and county shall be on the back of the poster or report cover. Refer to Scoresheet SF259. Each display shall have a ½ page essay (minimum) explaining why the 4-H’er chose the area of display and what they learned from their project. Include any references used.
Class 12 Special Agronomy Project—Video Presentation– 4-H exhibitor designs a multimedia presentation related to the crop. The crop of the year for 2026 is Popcorn. This could include narration of the growing process, presenting facts about the crop or any other innovative multimedia practices. The presentation should be at least 2 minutes in length and no more than 5 minutes in length. Include appropriate graphics, sound, and either a video clip, animation, or voice over and/or original video clip. Presentations are to be uploaded to a video streaming application and 4-H’er shall provide a hard copy QR code for viewing. 4-H’ers are encouraged to test their code or link on several devices to check for appropriate permissions for public viewing.
Class 13 Special Agronomy Project (Freshly Harvested Crop)— Plant exhibits shall be the result of the current year’s project. Depending on the type of crop selected for the current year: The crop of the year for 2026 is Popcorn.
- Corn - 10 ears or 3 stalks (cut at ground level with no roots or soil and bound together)
Supporting documentation (½ to 1-page in length) should include the following:
- Economic Analysis and/or research that supports feasibility of this crop in Nebraska or how the crop has evolved over time.
- Other topics to discuss are past/current commercial production of this crop. This includes: the selection of variety or hybrid, impacts of tillage and conservation practices, inputs (fuel, fertilizer, irrigation, labor, pesticides, etc.), any observations made during the growing season about this crop and what you learned from your crops project. This ½ to 1-page summary counts as 50% of the total when judged.
- In addition to the summary, grain and plant exhibits will be judged on condition, appearance (i.e. disease and insect damage, grain fill), uniformity (size, shape, color, maturity), and quality of exhibit.
Special Agronomy Project –
- Youth experience a crop that is grown, was grown, or has the potential to be grown in Nebraska by growing it, researching traits of that crop, and determining viability of that crop in the part of the state they live.
- A different seed will be selected every year. The crop of the year for 2026 is Popcorn.
- Youth will grow seeds in their garden or pots. Written resources materials will be available for youth, in addition to virtual, live, or recorded videos/field trips.
Department D – WEED SCIENCE
Field Crops projects may exhibit a weed book or weed display. At least 15 of the specimens shall represent this year's work. For assistance identifying plants, participants may use the Nebraska Department of Agriculture’s Weeds of Nebraska and the Great Plains book.
Scoresheets, forms, contest study materials, and additional resources may be found at https://go.unl.edu/ne4hagronomy.
Division 751 – Books Pay Category #7
- Plants shall be mounted on sheets that are no larger than 14 inches x 14 inches. Proper plant mount should include root as well as stem and leaf tissue. Plants should be glued rather than taped and the mounts should be protected with a clear cover.
- Exhibits will be judged based on completeness of plant mount, accuracy of identification, label, neatness, and conformity to exhibit requirements. Refer to Scoresheet SF261.
- Each completed mount shall have the following information (see example below) in the lower right corner of the mounting sheet: 1) Scientific name (in italic or underlined), with authority, 2) Common name, 3) County of collection, 4) Collection date, 5) Collector’s name, 6) Personal collection number, indicating the order that plants were collected in your personal collection, 7) Other information depending on class selected, i.e., noxious, life form. This information should be typed or printed neatly.
Class 1 Weed Identification Book– A collection of a minimum of 15 plant mounts including at least two of the following prohibited noxious weeds (Canada thistle, musk thistle, plumeless thistle, saltcedar, leafy spurge, purple loosestrife, diffuse knapweed, spotted knapweed, Japanese knotweed, bohemian knotweed, giant knotweed, sericea lespedeza, or phragmites), and at least three weeds that are a problem primarily in lawns.
Class 2 Life Span Book– A collection of seven perennial, one biennial, and seven annual weeds.
Division 751 – Displays Pay Category #7
- The purpose of the display is to tell an educational story to those that view the display. The display is a visual representation (pictures, charts, graphs) no larger than 28 inches by 28 inches on plywood or poster board. The display should be neatly titled.
- Make sure to label display with exhibitor’s name, address, and county on back side. Explain pictures and graphs clearly and concisely. Refer to Scoresheet SF259.
- Each display shall have a one-page essay explaining why the exhibitor chose the area of display and what they learned from their project. Include any references used. The essay should be in a clear plastic cover with the exhibitor’s name outside.
Class 3 Weed Display– The purpose of this to allow original and creative exhibits that contain educational information about weeds, such as interesting information about a weed species, the effects of weed control, herbicide resistant weeds, what makes a weed a weed, or uses for weeds.
Department D – RANGE MANAGEMENT
Each exhibit shall be properly identified with Unit and Class. All plant displays and display covers shall be the result of the current year's work. Plant identification and lists of appropriate plants in each category (grasses, forbs, shrubs and grass-like plants) may be found in the Range Judging Handbook and Contest Guide (EC150, Revised July 2024), Common Grasses of Nebraska and Common Forbs and Shrubs of Nebraska (EC118). The purpose of these exhibits is to demonstrate to the public the benefits from the study and application of crop, weed, range, and soil sciences to solving problems in management, conservation, sustainability, and environmental protection. For guidelines on specific projects, refer to appropriate project manuals.
Scoresheets, forms, contest study materials, and additional resources may be found at https://go.unl.edu/ne4hrange.
An explanation of projects and curriculum resources may be found at https://4h.unl.edu/resources/projects/.
Division 330 – Books Pay Category #7
For books, plants shall be mounted on sheets that are no larger than 14 inches wide x 14 inches high. Plants should be glued rather than taped and the mounts should be protected with a clear cover. Proper plant mount should include root, as well as stem and leaf tissue. Exhibits will be judged based on completeness of plant mount, accuracy of identification, labeling, neatness, and conformation to project requirements. Each completed mount shall have the following information (see example below) in the lower right corner of the mounting sheet: 1) Scientific name (in italics or underlined), with authority 2) Common name 3) County of collection 4) Collection date 5) Collector’s name 6) Personal collection number, indicating order the plants were collected in your personal collection. 7) Other information, depending on class selected, i.e., value and importance, life span, growth season, origin, major types of range plants. This information should be typed or printed neatly.
Class 1 Value and Importance for Livestock Forage and Wildlife Habitat and Food Book– A collection of 12 different plant mounts, with four classified as high value, four as medium value, and four as low value for livestock forage, wildlife habitat, or wildlife food. Value and importance classifications may be found in the Range Judging Handbook and Contest Guide, Appendix Table 1 (EC150, Revised July 2024) starting on page 42. Plants may consist of any combination of grasses, grass-like plants, forbs, or shrubs. Assemble plant mounts in order of high, medium, and low value and importance. Label each plant mount with its value and importance classifications for each of the three areas: Livestock Forage, Wildlife Habitat, Wildlife Food.
Class 2 Life Span Book– A collection of six perennial plant mounts and six annual plant mounts selected from grasses or forbs.
Class 3 Growth Season Book– A collection of six cool-season grass mounts and six warm-season grass mounts.
Class 4 Origin Book– A collection of plant mounts of six native range grasses and six introduced grasses. Introduced grasses are not from North America and are often used to seed pastures.
Class 5 Major Types of Range Plants Book– A collection of plant mounts of three grasses, three forbs, three grass-like, and three shrubs.
Class 6 Range Plant Collection Book– A collection of 12 range plant mounts with something in common (i.e. poisonous to cattle, or historically used as food by Native Americans, or dye plants, or favorite antelope forage, etc.). Include a short paragraph at the front of the book which describes what the plants have in common and why you have chosen to collect them.
Division 330 - Displays
The purpose of the display is to tell an educational story to those who view the display. The display is a visual representation (pictures, charts, graphs) no larger than 28 inches x 28 inches on plywood or poster board. The display should be neatly titled. Make sure to label the display with exhibitor’s name, address, and county on back side.
Class 7 Parts of a Range Plant Poster– Mount a range plant on a poster board. Label the key plant parts useful for ID and correct for that plant species such as root, branch, cotyledon, petiole, midrib, stem, node, leaf, leaflet, spikelet, collar, ligule, sheath, internode, culm, crown, flower, etc. Include the plant label in the lower right corner, including the scientific and common name of the plant. Put your name and 4-H county on the back of the poster.
Division 330 – Boards Pay Category #7
The largest board accepted is 30 inches wide by 36 inches tall. Boards should be descriptively labeled.
Class 8 Special Study Board– A display of the results of a clipping study, a degree of use study, range site study, etc. Include a short essay with the display to explain the reason for the study, what was learned, and study results. Place the essay in a sheet cover attached to the board.
Class 9 Junior Rancher Board– Include a ranch map with a record book or an appropriate educational display on some phase of rangeland or livestock management. Accompany the display with a short essay to explain the purpose of the rancher board, what was learned, etc.
*Class 10 Range Plant Board– Will include 25 range forage species important to a particular county and should include:
1.) Scientific name (in italics or underlined), with authority
2.) Common name
3.) County of collection
4.) Collection date
5.) Collector's name
6.) Personal collection number—indicating the order that plants were collected in your personal collection
7.) Other information as needed.