Part of Unit: FFA Supervised Agricultural Experiences (SAE)
Lesson Plan Overview / Details
Students will identify four benefits of a properly selected, well managed SAE: earning money, making employment connections and skill development/experience (Lesson 2 of 5 in SAE unit).
California's 2008 CTE Standards
- ANR.FS.10.2 Manage and actively engage in a career-related, supervised agricultural experience.
- ANR.FS.9.3 Understand how to organize and structure work individually and in teams for effe...
California Academic Content Standards (Reinforced)
- ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
Objectives and Goals
At the end of the lesson, students will be able to describe three benefits of a high-quality, well managed SAE.
Activities in this Lesson
- SAE CSI Hooks / Set
Show your class the accompanying video "CSI: Southpark". Ask them to describe what happens in the show "Southpark" (responses should range- but generally should fall into the idea that these crazy kids cause mischief in their small town). After a few responses, ask them if they have ever seen the show "CSI". For those who have, ask them to briefly summarize what happens in CSI (people try to figure out what happens at a crime scene). Next, ask the class what skills the CSI investigators use to do their jobs (observation skills, using tools and equipment, communication, etc.) Today, the class will be similar to Southpark CSI. A bunch of crazy teens will do some investigative work and use their observation and communication skills to draw conclusions about topics and scenarios that may be unfamiliar. Yesterday the class discovered what an SAE is. Review with the class the information they learned about SAEs- what it stands for, the different types, and examples of SAEs that will fit into the different types. This information comes from the SAEP power point presentation. Today we will be discovering new information to add to our current knowledge of SAEs. Specifically, we're going to look at how creating and managing a high-quality SAE can be more than merely a task for this class, but can add some huge benefits to our lives!
Manipulate the layout of your classroom to create three "learning stations". Label each learning station as A, B and C so all students can see the location of each learning station. Set the instruction sheets and materials for each at the appropriate learning stations. For A, put 10-12 copies of "Station A" directions (with the hieroglyphics). For B, put 5-6 copies of the "Station B" directions and 10-12 copies of the Station B song lyrics. For C, put 10-12 copies of "Station C" directions. Have students pull out their SAE notes packet from the previous day and direct them to the "Learning Stations- SAE Benefits" page. Instruct students to read the directions silently. Review the directions as a class. Demonstrate the sound that will be their cue to rotate between stations (bell, whistle, etc.). Remind them how long they have to use their CSI skills at each station (5-6 minutes). Split up your class into three equal groups and label them as A, B and C. This will indicate where they will start. Direct them as to how they will rotate (A to B. B to C. C to A, etc.). Send them to their groups and point them at the clock so they can monitor their own time. During this time, circulate throughout the room to monitor their progress and answer any questions. After 6 minutes, indicate it is time to switch groups by ringing the bell, blowing the whistle, etc. Send them to their next location. Repeat this process until every group has completed all three stations. After everyone is done, go through each station and process the desired result. Ask students what they believed was the answer to the clues presented to them. Process to the point where you get the correct answer. For A, it is Job Skills/Experiences. For B, it is Money. For C, it is Contacts. Have them record each correct benefit on the "Final Benefits" portion of the page. Once they've recorded each benefit, discuss the "how" and "why" part of each. How might an SAE build job skills and experiences? Look at the notes they took yesterday about different examples of SAEs and decipher from one SAE example how it builds employable skills. Repeat this process with the two other benefits. Now that we know this information, let's make something fun out of it!
Resources and Materials
- SAE benefits learning stations [ Download ] Use for Rotating Learning Stations activity
- Benefits Rap Assessment
Many years ago, a rapper named Puff Daddy (now known as PDiddy) performed a rap that highlighted one of the biggest benefits of being a rap star. The rap was called "All About the Benjamins". Ask them what the specific message of the song is (money is a benefit to being a rapper). The task of your students is to make a 30 second rap about one of the benefits of an SAE. Put them back into their original groups (A, B and C). They are to make a rap that corresponds to the benefit associated with that letter. Indicate that it must be 30 seconds long to earn points. They must write it as a group and perform it as a group. Each person must play a role in the development and presentation. The rap must center on the benefit they've been assigned and its affiliation with SAEs. For example, it should really say how an SAE helps them earn that benefit. Give them 5-6 minutes to develop the rap and then have them perform it as a group. Evaluate the knowledge of content based on the quality of information given in the rap.
To wrap up the day, let's review a few key pieces of information. We began the day by putting ourselves in the mindset of a Southpark CSI investigator. We used our keen observation and communication skills to determine the major benefits of having a good SAE. What was one benefit? (Review all three). Tomorrow, we'll take a look at how we then reap these benefits by planning a quality SAE for you in the coming years. Thanks for a great day!
- Assessment Types:
- Observations, , SAE benefits rap,