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 Front Cover
 Frontispiece
 Foreword
 Main
 Acknowledgement
 Back Cover














Group Title: Circular
Title: Land judging in Florida
CITATION THUMBNAILS PAGE IMAGE ZOOMABLE
Full Citation
STANDARD VIEW MARC VIEW
Permanent Link: http://ufdc.ufl.edu/UF00084379/00001
 Material Information
Title: Land judging in Florida
Series Title: Circular
Physical Description: 30, 1 p. : ill. ; 23 cm.
Language: English
Creator: Herbert, John H ( John Henry ), 1925-
University of Florida -- Agricultural Extension Service
Publisher: Agricultural Extension Service, University of Florida
Place of Publication: Gainesville Fla
Publication Date: 1963
 Subjects
Subject: Soils -- Analysis -- Florida   ( lcsh )
Homesites -- Florida   ( lcsh )
Land use -- Florida   ( lcsh )
Genre: government publication (state, provincial, terriorial, dependent)   ( marcgt )
non-fiction   ( marcgt )
 Notes
Statement of Responsibility: by J.H. Herbert, Jr..
General Note: Cover title.
General Note: "February 1963"--P. 31
 Record Information
Bibliographic ID: UF00084379
Volume ID: VID00001
Source Institution: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: oclc - 81154788

Table of Contents
    Front Cover
        Page 1
    Frontispiece
        Page 2
    Foreword
        Page 3
    Main
        Page 4
        Page 5
        Page 6
        Page 7
        Page 8
        Page 9
        Page 10
        Page 11
        Page 12
        Page 13
        Page 14
        Page 15
        Page 16
        Page 17
        Page 18
        Page 19
        Page 20
        Page 21
        Page 22
        Page 23
        Page 24
        Page 25
        Page 26
        Page 27
        Page 28
        Page 29
        Page 30
    Acknowledgement
        Page 31
    Back Cover
        Page 32
Full Text
CIRCULAR 242
LAND

JUDGING


I N


FL OR I DA


-7


AGRICULTURAL EXTENSION SERVICE
University of Florida, Gainesville, Florida









FOREWORD



Land Appreciation Schools and Judging Contests are
designed to promote a better understanding of soils and
their best use. These activities can spark interest and
provide incentive to study an otherwise dull, dry subject.
An understanding of soil characteristics provides the
only basis for determining proper land use and selecting
the management practices necessary for the most effi-
cient sustained production.

It takes years of training and experience to become
a soil scientist. It does not take an expert, however, to
identify and appreciate major soil problems and learn
to manage soils better. To cover all of the details of land
classification is not the intent of this booklet. Students
of land judging will find it sufficiently comprehensive to
demonstrate soil differences, but simple enough to be
practical in use.

Anyone dealing with land, buying, renting or manag-
ing it, will profit by knowing something about soil. Few
people will buy a car without some investigation such as
kicking the tires, honking the horn or lifting the hood.
"Lifting the hood" of the soil will reveal much more
than the number of cylinders. A guided peek under-
ground will show why soils respond differently even
though treated similarly.

















S OILS always have been a basic resource! They will continue
to be a most important item in our individual and national
economy.

Soils differ one from another. Because of these differences
land capabilities vary from place to place. A knowledge of soil
characteristics will help to determine the capability of land, the
proper use of land and the conservation practices necessary.

These differences in soil characteristics can be described in
rather definite terms. Once we have learned the proper terms,
we can discuss soil differences with anyone else who "speaks
the language".

First we must know several things about our soils. From
this knowledge, we can determine just what our land is capable
of and just how we will have to treat it. We will need to know
about surface texture, organic matter, soil thickness, permea-
bility, slope, erosion and drainage. Soils with certain combina-
tions of these characteristics are called soil types. Groups of
similar soil types may be suited to similar uses. We arrange
these groups into land capability classes. Understanding capa-
bility classification makes it easier to plan for conservation
farming, ranching or grove management.







DEFINITIONS OF

LAND CHARACTERISTICS


Texture is a term used to describe the proportion of sand, silt
and clay that a soil contains. The soil should be moist to de-
termine its texture by sense of touch. When soil is rubbed be-
tween the fingers: (a) sand is gritty, (b) silt is smooth and
(c) clay is slick and sticky. Fine textured soils contain mostly
silt and clay. Medium textured soils contain mostly clay and
sand. Coarse textured soils contain mostly sand.

SCoarse
Feels and sounds
gritty. Ball
usually breaks in
." your hand.



Almost
no ribbon.


Medium
Usually smooth.
Ball shows some
finger marks and
holds its shape.



Has short
thick
ribbon.

Fine
Feels smooth and
sticky. Ball
shows finger marks.
Holds shape.



Long thin
ribbon.












This is the residue of plant and animal material in various
stages of decomposition. Its presence in the surface soil tends
to darken the color. The darker the color the higher the organic
matter content.



































i^ v
















- -~ ~


This is the total thickness of surface and subsoil layers
readily penetrated by plant roots. Dense hardpan, clay pan,
rock or a permanently high water table limits soil thickness.


Thin
Thick
Very Thick


0-18 inches
18-30 inches
30 inches or more










(PERMEABILITY):


This is limited by the soil layer through which air and water
move the slowest. Permeability can be estimated from texture,
compaction, arrangement of soil particles and soil color.










RAPID .


Coarse textured soils with uniform color
(gray, brown, yellow or red), and no defi-
nite arrangement of particles; or finer
textured soils with visible water channels
and/or soil particles favorably arranged.


MODERATE *.


Medium textured soils with visible water
channels and soil particles arranged into
groups favoring free movement of water
and air. May be uniformly colored or
faintly mottled with red and/or yellow.


SLOW . .


Fine textured soils with no definite ar-
rangement of particles or with groups of
particles unfavorably arranged. May be
compacted and/or distinctly mottled with
red, yellow, gray or olive colors.









Slope is measured in feet fall per 100 feet of horizontal travel
and is expressed in percent.
A Nearly level 0- 2 percent
B Gently sloping 2- 5 percent
C Moderately sloping 5- 8 percent
D Strongly sloping 8-12 percent
E Steep 12-17 percent
F Very steep 17 percent or more


Erosion is the loss of soil by forces of water and wind. Fol-
lowing are the definitions of erosion terms.
None to slight: Less than 25 percent of surface soil removed.
No gullies.
Moderate: 25 to 75 percent of surface soil removed with or
without gullies.
Severe: 75 percent or more of the surface soil removed with
or without occasional uncrossable gullies.
Very severe: All of the surface soil removed and up to 75
percent of the subsoil lost.


v

























This is the rate at which water is removed.
Poor: Water is removed so slowly that the soil remains wet for
a large part of the time.
Fair: Water is removed slowly-the soil remains wet for a part
of the time.
Good: This is the normal condition-no water problem.
Excessive: Water is removed in excessive amount and rate
causing drought conditions.


'^-'-I


)Xtj


- Qiyp














LAND CAPABILITY CLASSES:


Class I: Soils in this class are suitable for cultivation over
a long period of time. They are well-drained, deep,
productive, nearly level, not subject to more than
slight erosion regardless of treatment and are free
from overflows that interfere with planting, grow-
ing, or harvesting of crops.

Class II: This class includes soils which are suitable for
cultivation over a long period of time; however,
they have some hazards and limitations such as
gentle slopes, slight erosion, or moderate wetness.
Following are some of the practices which may be
needed to overcome the hazards and limitations of
soils in this class: rotations that include soil con-
serving and improving crops at least one-half of
the time, water control, contour sloping lands, di-
version of overhead water and applications of fer-
tilizers and lime as needed.

Class III: These are good soils for cultivated crops but they
have severe limitations that reduce the variety of
plants that can be grown, require special conserva-
tion practices or both. Following are the treat-
ments which may be needed: terracing and contour
cultivation, strip cropping and crop residue man-
agement. They also need intensive crop rotations
which include soil conserving and improving crops
at least two-thirds of the time, diversion of over-
head water and application of fertilizers and lime
as needed. If the soils are wet they need water
control for crop production.





Class IV: Soils making up this class have very severe limita-
tions that restrict the choice of plants, require very
careful management, or both. Some of the limita-
tions are steep slopes, excessive wetness or poor
soil characteristics. They should be managed in
a rotation which includes soil conserving and im-
proving crops at least three-fourths of the time.
When cultivated, sloping land should be broken in
strips and will require practices such as terracing
and contour farming. Wet lands will require water
control. Both sloping and wet land will require
conservation of all organic residues and the appli-
cation of fertilizers and lime as needed. As a rule
they are best suited for pasture or hay.

Class V: These soils are not suitable for cultivation. They
may be used for permanent vegetation. They are
not more than slightly susceptible to deterioration
and therefore require no special conservation prac-
tices or restrictions in use. These soils may be fre-
quently flooded or poorly drained. The treatment
needed is good grazing management if utilized for
pasture or range and good timber management if
used for woodland. All areas should be protected
from wildfire.

Class VI: Soils in Class VI have severe limitations that make
them generally unsuited for cultivation and limit
their use largely to pasture or range, woodland, or
wildlife food and cover. Restrictions commonly
needed on pasture and range are deferred and rota-
tional grazing to maintain a good soil cover at all
times. Timber land should be protected from graz-
ing. All areas should be protected from wildfire.

Class VII: Soils in Class VII have very severe limitations that
make them unsuited for cultivation and that re-
strict their use to woodland or wildlife. Practices
required are protection from grazing, protection
from wildfire and other practices to increase wood-
land production and wildlife population.








Class VIII:


This is land that is not suitable for cultivation and
not suitable for useful permanent vegetation or
woodland. It is land of little or no economic value
agriculturally, except for wildlife or recreational
purposes. It needs protection from wildfire and
restriction from grazing.


LAND CLASSES AND SAFE LAND USES


THE LENGTH OF BAR SHOWS THE SAFE USES FOR EACH CLASS OF LAND
NOTE: THE SHORTER THE BARS THE FEWER THE SAFE USES


VERY
LIMITED MODERATE INTENSIVE LIMITED MODERATE INTENSIVE
WILDLIFE FORESTRY INTENSIVE
GRAZING GRAZING GRAZING CULTIVATION CULTIVATION CULTIVATION CULTIVATION
CULTIVATION












Note: Local conditions may require some modifications of the
following recommendations; consult your County Agricultural
Agent or Work Unit Conservationist.



VEGETATIVE:


Numbers 1, 2, 3 and 4. Use soil conserving and improving
crops: Prevent or retard erosion, maintain or improve rather
than deplete soil organic matter, improve soil structure-tilth,
increase water intake, increase fertility. Use practice No. 1 on
Class I, practice No. 2 on Class II, practice No. 3 on Class III
and practice No. 4 on Class IV.

Number 5. Discontinued, see practice number seven.

Number 6. Contour strip crop: Grow row crops and strips
or bands of close growing cover crops in a systematic arrange-
ment on the contour. Use on Class II through IV where the
slope is two percent or more and the surface texture is coarse.

Number 7. Manage crop residue: Turn in rather than burn
off crop residue or provide a protective cover leaving the residue
of any previous crops as a mulch on the surface. Use on Classes
I through IV.

Number 8. Use sod based rotation: Grow crops in recurring
succession on the same land using grass pasture three years out
of four. Use on Class IV.

Number 9. Wind strip cropping: Produce row crops in long,
relatively narrow strips between strips of tall growing grasses
or legumes, placed across the direction of the prevailing wind.
Use when a wind erosion problem is indicated on the conditions
poster.





Number 10. Use field windbreaks: Use a border of trees and
shrubs, usually three or more rows, to reduce or check the force
of the wind. Established for the protection of fields, orchards,
groves, feedlots, and homesteads. Use when a wind erosion
problem is indicated on the conditions poster.

































Number 11. Control noxious plants: Keep to a minimum un-
desirable vegetation. Mowing and spraying with chemicals are
two methods of control. Use on Classes I through VII.

Number 12. Establish recommended grasses and/or legumes:
Establish a protective cover on land not producing suitable per-
manent vegetation or on unprotected land not suitable for culti-
vated crops. Use on Classes V and VI.


























Number 13. Manage pasture or range properly: Apply
practices to keep plants growing actively over as long a period
as possible and encourage the growth of desirable grasses and
legumes through controlled grazing and use of fertilizers and
lime. Use on Classes V and VI.

Number 14. Protect from wildfire: Self-explanatory. Use on
Classes V through VIII.

Number 15. Discontinued; see practice No. 11.

Number 16. Plant recommended trees: Use recommended
varieties of trees for post lots and woodland plantings. Use on
Class VII.

Number 17. Harvest trees selectively: Remove mature or un-
desirable trees and encourage reproduction under the remaining
stand. Use on Class VII.

Number 18. Use for wildlife or recreational area: Protect
or develop areas that are not suitable for cultivation, grazing
or forestry. Use on Class VIII.




MECHANICAL:


Number 22. Terrace: Use terraces which are ridges or em-
bankments of soil constructed across the slope to control runoff,
minimize erosion and increase percolation of water into the soil.
Use when slope is more than 2 percent but less than 12 percent
and surface texture is fine or medium.
Number 23. Farm on the contour: Conduct field operations
such as plowing, planting, and cultivation on the contour or at
right angles to the direction of slope with or without the use of
terraces and/or contour strip cropping. Use on Classes II
through IV where the slope is 2 per cent or more.




















Number 24. Maintain terraces: Keep terraces in shape to
work effectively. Do not cultivate across them. Use with prac-
tice No. 22.
Number 25. Construct diversion terraces: These are larger
terraces constructed to handle a larger flow of water than a nor-
mal field terrace. Use when an overhead water problem is in-
dicated on the conditions poster.
Number 26. Develop waterways: Use natural or constructed
courses to accommodate a flow of water. Generally seeded to
grass or hard-surfaced. Use on all contoured land.
Number 27. Install water control system: Control water on
land by means of surface or sub-surface drains and structures.
Use where there is a high water table.
Number 28. Control gullies: Prevent further erosion in gul-
lies. Use where gullies are present.
18





Number 29. Subsoil: Till soil below the normal plow depth.
Sometimes referred to as chiseling. The intended purpose is
to break or shatter a hardpan, claypan or plowpan which has
been limiting the rooting depth and/or impeding internal soil
drainage. Use where a compaction problem is indicated on the
conditions poster.

FERTILIZER AND SOIL AMENDMENTS:

Use soil analysis as a basis for fertilizer and soil amendment
recommendations. Use limestone where pH is below 6.0.
Number 33. Dolomitic limestone (dolomite): Use dolomitic
limestone to adjust the soil pH (reduce soil acidity) and supply
calcium and magnesium.
Number 34. High calcic limestone: Apply high calcic lime-
stone to adjust soil pH (reduce soil acidity) and supply calcium.
Number 35. Sulphur: Sulphur can be used to adjust soil pH
(increase soil acidity).
Number 36. Manure or Compost: Apply manure or compost
whenever available to improve soil conditions, add organic mat-
ter and supply some plant foods.



















Numbers 37-43. Nitrogen, Phosphorus and Potash: Apply
these plant foods to correct soil deficiencies. These are major
plant foods.

Number 44. Minor or trace elements: Apply minor elements
to correct soil deficiencies. These are required by plants in very
small quantities.





GENERAL RULES FOR LAND JUDGING CONTESTS


* DO NOT USE BULLETINS, BOOKS, NOTES, LEVELS,
DRAWINGS, SOIL SAMPLES, or other devices of assistance
or information in the contest. It is permissible to carry a
small bottle of water to moisten the soil for making a de-
termination of SURFACE TEXTURE.



* DO NOT COPY information from others in the contest.


* Officials ask that there be NO TALKING BETWEEN CON-
TESTANTS DURING THE TIME OF CONTEST.



* Twenty minutes will be allowed to make the placings on
each field unless otherwise designated.


* Location of the fields for the contest will not be announced
before the start of the contest.



e It is very important that you comply with the rules. Your
cooperation will be appreciated. Please pay close attention
to guides or leaders and be prompt in following instructions.


* Field 1 will be the first tie breaker. Part 1 of field No. 1
will be the first score used to break a tie. If this does not
break the tie, Part 2 of field 1 will be considered. The tab-
ulators will continue in this manner with fields No. 2, 3, and
4, if necessary to break a tie.


* Paid agricultural workers are ineligible to compete for prizes.



* Decisions of the judges will be final!






The sheet labeled "CONDITIONS OF FIELDS FOR
LAND JUDGING" will be used for making notes on the
conditions under which the field is to be judged. Officials
will assist you in filling out this sheet.



CONDITIONS OF FIELDS FOR LAND JUDGING


CONTEST FOR----------.............. ............ GROUP AT -....... ---......

FIELD NO.........


1. The soil series is .......--------------......


2. Assumed soil tests show deficiencies in

a..............----------................... d......-...............

b ............ -- -- -- e....................................

c ...............................-------- f..................-------

3. Pay no attention to practices on the field.


4. Size of field to consider is .......--......----. acres.


5. Consider the most intensive use of the land.


6. Thickness of the surface soil was ..........................-.............


7. Barnyard manure is (--..........), is not (-...........) available.

8. Discontinued.


9. Use .-.................................. ---------- conservation practices.

10. Other conditions are ...---.................. ------




21





HOW TO USE THE LAND JUDGING SCORE CARD


1. Score cards must ALWAYS be identified with Field No. and
Name.

2. An "X" is used to mark your answers on Part 1 of the Score
Card. Land Use Capability Class should be circled.

3. In case the land is in Class I, the rule is to mark no factors!
For other classes, the rule is to mark the factors that keep
the land from being Class I.

4. The perfect score for each field is 60 points; 30 points for
Part 1, and 30 points for Part 2.

5. Conservation practices are listed on the back of the score card.

6. The blank lines on the back of the Land Judging Score Card
can be used to write in soil conserving and improving prac-
tices not listed. When they are to be used, officials will make
this announcement and everyone can write in the practice
or practices.

7. In selecting conservation practices in Part 2 of the score
card consider the most intensive use that could be made of
the land based on its limitations. These practices must be
listed in numerical order in the blocks on the face of the
score card.

8. If you use more conservation practices than are called for,
the judges will strike out the extra practices and they will
not count for score. EXAMPLE: If five practices are called
for and you use more than five, only the first five will be
considered.

9. Select the number of conservation practices called for on
each field. Use number 1 on Class I, number 2 on Class II,
number 3 on Class III, and number 4 on Class IV. Do not
use one of the first four practices on Class V, VI, VII or VIII!
Practices 1 through 11 should generally be used on Classes I
through IV. Practice 11 may also be used on pasture land.
Practices 12 through 18 will generally be used on Classes
V through VIII. Practices 22 through 29 should be used
as needed. Practices 33 through 44 are selected on the basis
of the assumed soil test. Use practice 36 ONLY when ma-
nure or compost is listed as available.






LAND JUDGING SCORE CARD

Field N o.....................

Name ...........................................


LAND CHARACTERISTICS-
PART ONE
Indicate your answer by an
X in the .......................-------.............--
SURFACE TEXTURE
Coarse ...................................... O
Medium ..............--- ..--- ..-..............--
F ine ...................................... .....- -
ORGANIC MATTER (SURFACE
SOIL)
High .---...... --.................-- ----.---- ....
M edium ------................................. .
Low ..........-- --- --------.----------..
THICKNESS OF SOIL
Thin ................. --- --.....................-
Thick ----.................................... --
Very thick .-..........------------
MOVEMENT OF AIR AND
WATER IN THE SOIL
(PERMEABILITY)
R apid ............................-...- -- ---
Moderate --...........................--- -----
Slow .............-......-- .........-- .......... .
SLOPE
A Nearly level ....---.....................---
B Gently sloping -................ ... ----
C Moderately sloping .....--..-..- .
D Strongly sloping ...................- O
E Steep ....................-- .................. -
F Very steep ...... ............. ....----.
EROSION-WIND AND WATER
None to slight ............. ...........-
Moderate ..-------..................................
Severe .................................--...... O
Very severe ---..............---. ....-
DRAINAGE
Poor ........----......................... --------
Fair ..........----...-------... ................. -
Good ---.................................--- ... ---
Excessive ............................... -----
FACTORS DETERMINING
LAND CLASS
Texture ........................-............. ---
Organic matter .......................... E
Thickness of soil ........................ O
Perm ability ............................... --
Slope ..... -..... ----............................
E rosion ..........- ...............................
D rainage ....--------...............................
LAND CAPABILITY CLASS
I II III IV V VI VII VIII
Circle one of the above.
SCORE PART ONE..........
Possible points-30


CONSERVATION PRACTICES
PART TWO
(Select from reverse side.)


El



El

El





El

El

























TOTAL SCORE ------------
D1

DI



D]



D7



















TOTAL SCORE .--.





INSTRUCTIONS FOR PART TWO

This is for use in selecting conservation practices for differ-
ent fields. Select from these the practices needed to conserve
soil and water and maintain or improve productivity. Record
them by number on the opposite side-Part Two. The blank
lines may be used for writing in additional practices when needed.


VEGETATIVE

1. Use soil conserving and improving crops at least one-half () of the
time.
2. Use soil conserving and improving crops at least one-half (1/2) of the
time.
3. Use soil conserving and improving crops at least two-thirds (%) of the
time.
4. Use soil conserving and improving crops at least three-fourths (%) of
the time.
5. Discontinued.
6. Contour strip crop.
7. Manage crop residue.
8. Use sod based rotation.
9. Wind strip.
10. Use field windbreaks.
11. Control noxious plants.
12. Establish recommended grasses and/or legumes.
13. Manage pasture or range properly.
14. Protect from wildfire.
15. Discontinued.
16. Plant recommended trees.
17. Harvest trees selectively.
18. Use for wildlife or recreational area.
19. ...................--------------- --------------------------------------------
20. ..-........................... -----.-------------------.---------
21. ........ ------------------------------.. ------..----..--...------


MECHANICAL


Terrace.
Farm on the contour.
Maintain terraces.
Construct diversion terraces.
Develop waterways.
Install water control system.
Control gullies.
Subsoil.


FERTILIZER AND SOIL
AMENDMENTS
.Dolomitic limestone.
SHigh Calcic Limestone.
SSulphur.
. Manure or Compost.
. Nitrogen.
SPhosphorus.
SPotash.
SNitrogen and Phosphorus.
SNitrogen and Potash.
SPhosphorus and Potash.
SNitrogen, Phosphorus and
Potash.
SMinor Elements.






LAND CHARACTERISTICS AND THEIR
LIMITATIONS ON CAPABILITY CLASS

Best Possible
Factor Land Class

Surface Texture
Coarse .--.--........-------.... ---- -..-..--...- -...-- ---........... I
Medium ...--........ ...........----------........... I
Fine -----.......--....--....--....-----....---..- ---....... -..............----- III

Organic Matter
High ..---.................. ..... -------... I
Medium .....-...-----...... ..............----------- I
Low .....--..----....... -.------ --------------- I

Thickness of Soil
Thin .- ----... --- .. ..- ..... --- III
Thick ...................-.. ..----- ....-- I
Very thick ........ ..-...----.- ......-- ....--- I

Permeability
Rapid ...----....... -----..---------------- II
Moderate ................................--------------------- I
Slow -..-..........-....-............--..----..........------ II

Slope
A Nearly level ......----........-......------ ...------- I
B Gently sloping ......-.---......~.~.----------..---- II
C Moderately sloping .----..-........-------..... --------- III
D Strongly sloping .-...-.........--............--------- IV
E Steep ..--...............-....------.... ..... ------..-. VI
F Very steep .................. .......------------------- VII

Erosion
None to slight -.........----.....--.-------------- I
Moderate ...........---.. ... .................------ II
Severe ....-- .....-......-- ......-- .....------------ III
Very severe -..-.----------- ----...--.............--. III

Drainage
Poor ---..... ... ...... ... ----. ....- .......... III
Fair --...-..-...-~.-...--.------------ ..- ------. II
Good ...--.......-- ...-.----- ---------------- I
Excessive .-..... -------...-.......-..-.. ----......-- .--- .. III
25









THE FOLLOWING EXAMPLES MAY BE HELPFUL IN LEARNING HOW THE FACTORS GO TO-
GETHER TO MAKE DIFFERENT LAND CAPABILITY CLASSES.


Surface Organic Thickness Permea-
Soil Type Texture Matter of soil ability Slope Erosion Drainage Class


1. Zuber lfs* Coarse Low Thick Mod. B Mod. Good
I I I I II II I II

2. Fellowship fsl Medium Medium Thick Slow C Mod. Fair
I I I II III II II IV

3. Bayboro sc Fine Medium Thick Slow A None Poor
III I I II I I III V

4. Arredondo Ifs Coarse Low V. thick Rapid A None Good
I I I II I I I II

5. Fort Meade fs Coarse Medium V. thick Rapid A None Excessive
I I I II I I III III

6. Scranton fs Coarse High Thick Rapid A None Fair
I I I II I I II II

7. Rutlege fs Coarse High Thick Rapid A None Poor
I I I II I I III III

8. Fellowship fsl Medium Medium Thin Slow D Mod. Fair
I I III II IV II II VI








9.


10.


11.


12.


13.


14.
-:1
15.


16.


17.


Ruston fsl


Shubuta fscl


Chiefland fs


Plummer s


Blanton fs


Norfolk fsl


Magnolia fsl


Cuthbert fsl


Lakeland fs


*1= loam or loamy
f = fine
s = sand or sandy
c = clay


Medium
I

Medium
I

Coarse
I

Coarse
I

Coarse
I

Medium
I

Medium
I

Medium
I

Coarse
I


Low
I

Low
I

Low
I

Low
I

Low
I

Medium
I

Medium
I

Low
I

Low
I


V. thick
I

Thin
III

V. thick
I

Thick
I

V. thick
I

V. thick
I

V. thick
I

Thin
III

V. thick
I


Mod.
I

Slow
II

Rapid
II

Rapid
II

Rapid





Mod.
II


Mod.
I
Mod.
I

Slow
II

Rapid
II


Severe
III

Severe
III

Slight
I

None
I

None
I

Slight
I

Mod.
II

Mod.
II

Slight
I


Good
I

Good
I

Excessive
III

Poor
III

Fair
II

Good
I

Good
I

Poor
III

Excessive
III




EXAMPLE OF SCORING (Part One)


Here is an example of how the official judges prepare a mas-
ter score card or official key.
Field No. 1


SURFACE TEXTURE
ORGANIC MATTER
THICKNESS OF SOIL
PERMEABILITY
SLOPE
EROSION
DRAINAGE
FACTORS
THICKNESS OF SOIL
PERMEABILITY
SLOPE
DRAINAGE
LAND CAPABILITY CLASS

TOTAL


Name


EXAMPLE OF SCORING (Part Two)


Here is an example of how the judges score Part Two.


CONSERVATION PRACTICE NUMBER


TOTAL


POINTS


30


Contestants are only given credit for the correct
answers in both Parts, One and Two.


.............. OFFICIAL KEY
POINTS
Medium 3
Medium 3
Thin 3
Slow 3
Gently sloping 3
None to slight 3
Fair 3



3

6

30





CONDUCTING LAND JUDGING EVENTS


Holding a land appreciation school and land judging contest
requires planning, organization and co-ordination. A county
committee made up of representatives of various agricultural
agencies and interested groups makes getting the job done
much easier. The County Agent is in a logical position to take
the initiative at this point.
Events may be held any time throughout the year-weather
permitting. Saturday have proven to be poor days and are not
recommended unless special local conditions make it necessary
to use that day.
Experience has indicated that a full day, or from 9:30 a.m.
to 3:00 p.m., is most desirable. This may require special ar-
rangements for holding events during school. However, with
advance planning, a minimum of difficulty has been experienced.






IT WORKS THIS WAY




Before the event begins, a team of official judges (technically
trained soils men) should select the sites, get the landowner's
permission, prepare the pits, and fill out a score card for each
location. This score card will then serve as the master guide
or key for grading the score cards of all the contestants.
Instructions should be given to the contestants at the land
appreciation school using about two hours in the morning. In
the afternoon, a field trip is made to the selected sites for the
contest.
As soon as the contestants finish judging each site, the score
cards should be collected and given to the tabulating committee
for grading. In this way, the tabulating committee can be
grading cards while the contest is being conducted. Within a
rather short time the committee will have the final results ready.




INDIVIDUAL OR TEAM COMPETITION


Competition may be on the individual or team basis. It is
suggested that in either case members of different organizations
not compete against each other, but in their own division.





PICK THE WINNERS


The high scoring individuals should be recognized as such
whether competition is on the individual or team basis. If
teams of four individuals compete, the scores of the high three
members are added to arrive at the team score. If teams of
three compete, the three members' scores are added for the
team score. It is recommended that teams consist of four mem-
bers.





RECOGNIZE THE WINNERS



Present whatever awards the county committee has thought
suitable and has obtained for the occasion.





EVALUATE



Take a backward glance over the land appreciation school
and judging event. Determine where there might have been a
rough spot or two. Make plans so that the event will run more
smoothly in the future.




ACKNOWLEDGMENT


Some of the ideas and material in this booklet have been obtained from
several State and Federal publications. Suggestions were made by many
individuals in the Florida Agricultural Extension Service; USDA Soil Con-
servation Service; State Soil Conservation Board; and the University of
Florida, College of Agriculture and Agricultural Experiment Station.
Special appreciation is due Mr. O. C. Lewis, State Soil Scientist and Mr.
David P. Powell, Assistant State Soil Scientist, USDA Soil Conservation
Service; Mr. L. M. Hollingsworth, Executive Secretary, State Soil Con-
servation Board; and Mrs. Elizabeth K. Ehrbar, Staff Artist, Agricultural
Extension Service.
This wealth of assistance is gratefully acknowledged.
This bulletin was originally issued by the State Soil Conservation
Board, June, 1960.


/
r '^


I \


February 1963
COOPERATIVE EXTENSION WOITK IN AGRICULTUTPE AND HOME ECONOMICS
(Acts of May 8 anu .luri: 30. i'14)
Agricultural Extension Service, University of Florida,
Florida State University and United States Department of Agriculture, Cooperating
M. O. Watkins, Director




h'J


FIELD
:\1


KEY
TO JUDGE
FLORIDA


ING
LAND


* *0* *
is people and their understand-
ing of basic soil differences. The boys in the
above photograph are developing this under-
standing.


THE




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