Part of Unit: Supervised Agricultural Experiences
Lesson Plan Overview / Details
Students will identify their SAE-related interests and potential resources at their disposal for SAE development. At the completion of the lesson, students will be guided toward the selection of potential SAE areas (Lesson 3 of 5 in SAE unit).
- lesson time
- 60 Minutes
California Career and Technical Education Standards
- ANR.FS.10.2 Manage and actively engage in a career-related, supervised agricultural experience.
- ANR.FS.11.0 Demonstration and Application
California Academic Content Standards (Reinforced)
Objectives and Goals
- Students will identify one interest areas for an SAE program.
- Students will identify resources available for an SAE program.
- Students will use the results of their interest survey and resource survey to select two potential SAE interest areas.
Activities in this Lesson
- Hit your target! - Hooks / Set
Get a soda bottle and a ping pong ball. Set the ping pong ball on top of the soda bottle. Put it on the edge of the table where students can easily access it. Explain that their goal is to run by the bottle and flick the ball off the bottle without breaking stride and/or knocking the bottle over. After explaining the directions, ask for volunteers. Give every volunteer a chance to do this activity- correcting them as they go. For example, they cannot slow down and must only "flick" it using their index and middle fingers. Very few, if anyone, should be able to do this activity successfully. Once completed, walk through a set of processing questions. Examples might include the following: -For volunteers, why did you do this activity?-What kept you from being successful?-How could this be changed to help you be more successful?-For non volunteers, what kept you from participating in this activity? Should get to: Couldn't see it anymore when running, couldn't plan, couldn't adjust or change the rules, wasn't interested in volunteering. Transition to: As with this activity, we're most successful with SAEs when we are first interested, know what we are up against for obstacles and requirements and then keep our goals in sight. Today we'll be taking one step closer to creating a larger SAE plan that will guide us through the next few years. During this period we will be examining what interests us about SAEs and what resources we have to use for creating a quality SAE.
- Interest Survey - Other
What's the relationship between things we're good at and things we're interested in? For example, if I'm 6'8", what might be a good sport for me to play? But should I play basketball if I am not interested in basketball? Why?(Because I won't care about it and therefore won't be good). The same principle can be applied to SAEs and how we select them. What might be the result of choosing an SAE we aren't interested in? Next up, we'll examine qualities of SAE areas and look at which ones might hold the greatest appeal to us. Distribute 1 Student Interest Survey to each student in class. Read the directions aloud and clarify any questions. Give students 5 minutes to complete the survey. When they are done, have them tally the check marks for each area and circle the area with the greatest number of check marks. If time allows, spend a few minutes having them brainstorm a few possible SAE ideas that fit with their interest area. For example, if they have a number of agribusiness selections, they could think of some agribusinesses in their town where they could work.
- Student Interest Survey [ Download ]
- Resource Inventory - Other
Once we know what we might be interested in, it is wise to look at what is within our grasp. Back with the ball and bottle example, we would have been much more example if we had different materials to use. Or looking at basketball- even if I love the sport but am only 5' tall, what are the odds I will be very successful? Success in planning an SAE comes when we combine interests with available resources. This next step will put us further down the road of planning our SAE by examining the different resources we have at our disposal to conduct a quality SAE. Distribute one Resource Inventory sheet to each student. Have them complete the sheet thoroughly- paying particular attention to the last question on the list. Once all students are done, review the impact available resources may have on the direction of an SAE program. Use specific examples from students resource inventory sheets, asking them to share their observations from the final question on the page: "knowing the resources available to you, what might be good options for your SAE?"
- Resource inventory [ Download ]
- Exit slip - Assessment
Post on your white board the following question: "What are two SAE areas for you that are might be interested in and have the resources to complete?" Have students pull out a piece of blank paper and record their two possible SAE intere areas on the page. Collect the paper before students leave. Thank them for a day of quality learning and share with them the following: Tomorrow we're going to blow the roof of our ideas about SAEs. There are far more than meet the eye! We're marching toward the development of an SAE master plan and the pieces are all falling into place. Only a few more days until the blueprint is done!