4-H Consumer Choices Judging

2. 4-H Consumer Choices Judging

3. Three Age Divisions • Beginner - 8-10 year olds • Junior – 10-13 years old* • Senior – 13 & older* *Youth age 10 and 13 may choose which division they want to participant in. Example – a 10 year old can either be in the beginner or junior division.

4. Judging Study Guide • Informative study guide on each topic. • Practice classes for each topic. • Important to study.

5. Judging Card

6. Judging Card

7. Judging Card

8. Judging Class • A class will always consist of four (4) items.

9. Standard Grid

10. Standards

11. Situation Statement 2-6 standards (important points)

12. Order of Importance(standards or important points) • 1. • 2. • 3. • 4.

13. Situation is . . . • Jane is on the school bus wondering what she will have for a snack when she gets home. For some reason, the thought of the taste of apple sounds awfully good. As soon as she gets in the kitchen she finds the items she needs. Jane knows she doesn’t need a lot of added sugar. Jane also wants to keep the calories as low as possible. Something crunchy she can really sink her teeth into sounds great.

14. Situation is . . . • Jane is on the school bus wondering what she will have for a snack when she gets home. For some reason, the taste of apple sounds awfully good. As soon as she gets in the kitchen she finds the items she needs. Jane knows she doesn’t need a lot of added sugar. Jane also wants to keep the calories as low as possible. Something crunchy she can really sink her teeth into sounds great.

15. Standard Grid

16. Situation is . . . • Jane is on the school bus wondering what she will have for a snack when she gets home. For some reason, the taste of apple sounds awfully good. As soon as she gets in the kitchen she finds the items she needs. Jane knows she doesn’t need a lot of added sugar. Jane also wants to keep the calories as low as possible. Something crunchy she can really sink her teeth into sounds great.

17. Situation is . . . • Jane is on the school bus wondering what she will have for a snack when she gets home. For some reason, the taste of apple sounds awfully good. As soon as she gets in the kitchen she finds the items she needs. Jane knows she doesn’t need a lot of added sugar. Jane also wants to keep the calories as low as possible. Something crunchy she can really sink her teeth into sounds great.

18. Standard Grid

19. Situation is . . . • Jane is on the school bus wondering what she will have for a snack when she gets home. For some reason, the taste of apple sounds awfully good. As soon as she gets in the kitchen she finds the items she needs. Jane knows she doesn’t need a lot of added sugar. Jane also wants to keep the calories as low as possible. Something crunchy she can really sink her teeth into sounds great.

20. Situation is . . . • Jane is on the school bus wondering what she will have for a snack when she gets home. For some reason, the taste of apple sounds awfully good. As soon as she gets in the kitchen she finds the items she needs. Jane knows she doesn’t need a lot of added sugar. Jane also wants to keep the calories as low as possible. Something crunchy she can really sink her teeth into sounds great.

21. Standard Grid

22. Situation is . . . • Jane is on the school bus wondering what she will have for a snack when she gets home. For some reason, the taste of apple sound awfully good. As soon as she gets in the kitchen she finds the items she needs. Jane knows she doesn’t need a lot of added sugar. Jane also wants to keep the calories as low as possible. Something crunchy she can really sink her teeth into sounds great.

23. Situation is . . . • Jane is on the school bus wondering what she will have for a snack when she gets home. For some reason, the taste of apple sounds awfully good. As soon as she gets in the kitchen she finds the items she needs. Jane knows she doesn’t need a lot of added sugar. Jane also wants to keep the calories as low as possible. Something crunchy she can really sink her teeth into sounds great.

24. Standard Grid

25. Snacks

26. Snacks

27. Snacks

28. Snacks

29. Snacks

30. Snacks

31. Snacks

32. Snacks

33. Snacks

34. Snacks

35. Standards

36. Placing Snacks Class Placing • 4 • 3 • 1 • 2

37. Placing

38. Placing on a Judging Card

39. Scoring Judging Card

40. Oral Reasons

41. Reasons • Why one item is better than the item directly below it. • Stating reasons positively • Given in order in which the standards appear in the situation. • Use notecard

42. Guide For Giving Reasons I place this class of __________________ ____, ____, ____, _____ . I place ____ over ____ because ____________________________________________ I place ____ over ____ because ______________________________________________ I place ____ over ____ because ______________________________________________ I place ____ last because ______________________________________________ For these reasons, I place this class of _______________ _____, ______, ______, ______ .

43. I place this class of SNACKS4, 3, 1, 2.

44. I place 4 over 3 because: 4 is crunchy while 3 is soft.

45. I place 3 over 1 because: 3 doesn’t have added sugar while 1 does. 3 is lower in calories having 75 while 1 has 350 calories. I grant that 1 is crunchy while 3 is not.

46. What is a Grant? A grant is a comparison where the lower item is better than the upper item. Grants come after the positive reasons.

47. I place 1 over 2 because: 1 is apple while 2 is not, 1 is more crunchy than 2. I grant that the calories in 2 are less than 1.

48. I place 2 last because: 2 is not apple flavored 2 is high in sugar 2 is high in calories 2 is not crunchy

49. For these reasons, I place this class of SNACKS 4, 3, 1, 2.

50. Oral Reasons • Information 30 • Presentation 15 • Appearance 5 50