California Career and Technical Education Standards

• ANR.FS.10.1 Understand the aims, purposes, history, and structure of the FFA student organiz...
• ANR.FS.9.1 Understand the characteristics and benefits of teamwork, leadership, and citizen...
• ANR.FS.9.2 Understand the ways in which pre-professional associations, such as the Future F...

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.3 Generate relevant questions about readings on issues that can be researched.2
• ELA.9-10.W.2.3b Write expository compositions, including analytical essays and research reports ...
• ELA.9-10.W.2.3d Write expository compositions, including analytical essays and research reports ...
• ELA.9-10.W.RT.1.5 Synthesize information from multiple sources and identify complexities and discr...12

• Lesson Set Up/Hook - Hooks / Set

  Room set up is important for setting the tone for the lesson. Clear room of all items (as possible), and set out as much FFA materials as available, including posters, chapter paraphernalia, chapter banner and flag, chapter pictures and scrapbooks, etc. These items can be displayed around the room or may be covered up and unveiled at a later time to make a point to students. As students enter the room, have music playing that represents being part of a club or organization (YMCA, Me and my Gang by Rascal Flats, All the Single Ladies by Beyonce, etc). As students are finding their seats, ask them (either verbally or on the writing surface) to answer two questions: 1. List as many groups/clubs that they know of, and 2. List the clubs that they have been a part of. It would be a good idea to list some examples, possibly clubs you were a member of (CSF, Band, Football Team, 4-H, etc). When the bell rings give them a couple of minutes to create their lists. After most students have finished, ask them to share and combine their lists with a partner and be ready to share with the class in 2 minutes. After 2 minutes, randomly call on students to share a couple of the clubs they were members of. If students share "FFA", simply respond with "hmmmmm..." or "That's one..." and move on, not focusing too much on FFA just yet in the lesson. As students share, record clubs on writing surface (or you may choose student scribe to assist you). Thank the students for sharing. Asks students to share why there are so many different clubs? Who can join them? How do you join? What are the benefits to joining a club? Ask specific students why they joined the clubs they listed. At this point, unveil the FFA paraphernalia (if you had it hidden) and tell students that you would like to share with them another very exclusive club that only certain people are eligible for. Play National FFA Video. Upon completion of the video, ask students to think about reasons that they should be involved in the FFA. See next activity "A list of benefits!"

  • National FFA Video [ Watch Video ] [ Download Original Video ]
• A List of Benefits - Lecture

  After the video, ask students to share out loud benefits that they think exist (from what they know, have heard, or saw in the video). As they share, record them quickly on the writing surface. Lead discussion to the fact that all of these reasons likely fit into four categories: Friends, Travel, Money, Fun (there are other categories, but these will likely result in the most buy in from students at this point). Pass out FFA Benefits handout (attached below). Ask students to record the benefits listed on the board on their worksheet in the appropriate column. Upon completing the list, transition into the next activity.

  • Why FFA Handout [ Download ] Worksheet for students to record benefits of involvement
• Building Our List - Group Work

  Read below to prepare for FFA items to set up around the room. "Thank you all for sharing! We have a great list so far, but I think we still have a lot more opportunities out there to explore. As you look around the room, you will notice many FFA related items. There are posters, trophies and awards, scrapbooks, displays, newspaper clippings, travel and conference information and more. When you hear the word "Explore," you will have 10 minutes to travel around the room and check out all of the cool FFA information pictures and displays. As you find cool information, be sure to record it down on your worksheet, along with a description of what you saw. Feel free to write any questions you come up with on the board, like "Where was that picture with all the animals taken at?" and so on. We will answer your questions at the end of the gallery time. Please be very careful with the materials as some are very old and are very valuable to our chapter. Also please do not monopolize or crowd any station, everyone will get a chance to see everything. What can I clarify? EXPLORE!" Monitor students as they visit your stations. Assist them with writing questions on the board to be covered at the end of the activity. "Great Work!!! So who will share some of the cool items they found on their journey around the room?" Allow for some sharing and them move into the questions on the board, with a focus on how students can get involved in these activities.
• Why FFA Poster! - Assessment

  "So thanks for all your hard work today, I hope you have discovered some cool FFA opportunities! In a moment we will take a few minutes to apply what we discovered. Each of you will be given a sheet of paper and writing utensils. You will have ______ minutes (remainder of the period unless assigned as homework) to create a poster that advertises the benefits of FFA. Why should someone get involved/join? Be creative and include the information you learned today. It would be a good idea to cover your expectations for the poster, you may find the attached rubric useful. Display the posters, after evaluating them, around the room.

  • Optional Rubric for Posters [ Download ] Use to guide students and evaluate posters.
• Wrapping it up. (Optional HWK Activity) - Closure

  Thank students for all their hard work and complement them on their posters. Before they go, ask them to do a little challenge work tonight. Have them ask their parents it they are members of any groups or clubs (either now or in the past), and why they joined. What were/are the benefits? Ask students to write a brief summary of what they found and be ready to share it tomorrow. The teacher has the option of collecting the work the following day for credit or leading a discussion. Teacher can lead discussion to working in groups and teams, which matches several of the National FFA LifeKnowledge Precepts (for more information go to www.FFA.org)