Blue & Gold Experience: SAE Programs
Lesson Overview
Media: Video (10 minutes)
Seat Time: 5 Classes | 250 minutes teaching
Goal:
To apply knowledge of the three-component model and Supervised Agricultural Experiences by comparing and analyzing SAE categories and types.
Description:
This lesson was created in collaboration with the National FFA Organization. This lesson introduces students to their Supervised Agricultural Experience, or SAE. Content of Foundational and Immersion SAEs are covered while identifying the various SAE types and examples as well as essential components, such as record keeping.
Objectives:
1. To identify SAE categories.
2. To describe the importance of SAEs within the three-component model.
3. To recognize interests and how SAEs support career exploration.
Class 1
Class Overview:
Blue & Gold Experience: SAE Programs Video Segment
Action Plan
Vocabulary Handout
Key Concepts
Record Keeping Student Handout
Mini Record Book Project
Matching Experiences Exit Ticket Activity
Essential Questions:
1. What is the three-component model?
2. What is a supervised agricultural experience?
3. What are the parts a member needs to complete to initiate an SAE?
4. What are the SAE levels and types?
Step 1: Bell Ringer:
· Have students draw and label the three-component model and then discuss how SAE programs fit into the three-component model.
Step 2: Distribute the Action Plan, Vocabulary Handout and Key Concepts.
· The Action Plan lays out a list of tasks for students to complete during the lesson.
· The Vocabulary Handout is a list of terms used throughout the lesson.
· The Key Concepts is an outline which identifies the main ideas presented in the lesson which students can fill in to aid in note taking during the lesson.
Step 3: Show the Blue & Gold Experience: SAE Programs video segment.
· This video is 10 minutes long.
· Be sure to utilize the Key Concepts for this segment of the lesson.
Step 4: Distribute the Record Keeping Student Handout.
· This handout provides additional lesson content about record keeping.
Step 5: Students should begin the Mini Record Book Project.
· Students will create a mini record book detailing components which should be documented for record keeping.
· Introducing students to this project in Class 1 will ensure students have ample time to compile records for their SAE projects.
Step 6: Exit Ticket:
· Students will complete the Matching Experiences Exit Ticket Activity.
- Students will label the provided SAE projects with the correct type.
Class 2
Class Overview:
Action Plan
Grants & Awards Student Handout
Role Playing Activity
Step 1: Bell Ringer:
· Students should get into groups and discuss the Matching Experiences Exit Ticket Activity.
Step 2: Distribute the Grants & Awards Student Handout.
· The handout provides additional lesson content about FFA-related grants and awards.
Step 3: Students should begin the Role Playing Activity.
· Students will read a scenario and select a SAE type based on the individual needs and situation provided.
Step 4: Exit Ticket:
Class 3
Class Overview:
Action Plan
SAE Planning Project
· In groups of two, students should develop a 60-second elevator speech explaining the various SAE types.
Step 2: Students should begin the SAE Planning Project.
· Students will answer the question prompts to develop a SAE project plan and explore how their passions and career interests play a role in agricultural education.
Step 3: Exit Ticket:
· Students should write down a short summary of their SAE on the provided sticky note. If they do not have a SAE, they should write down one they have an interest in starting and why. Students should place their notes in the designated area prior to leaving class.
Class 4
Class Overview:
Action Plan
Blue & Gold Experience: SAE Programs Assessment
SAE Planning Project
Step 1: Bell Ringer:
· Have students review their key concepts to prepare for the assessment.
Step 2: Administer the Blue & Gold Experience: SAE Programs Assessment
· The assessment is a comprehensive assessment covering material throughout the entire lesson.
Step 3: Students should complete the SAE Planning Project.
· Students will answer the question prompts to develop a SAE project plan and explore how their passions and career interests play a role in agricultural education.
Step 4: Exit Ticket:
· Have students share what SAE project they will be participating in.
Class 5
Class Overview:
Action Plan
Mini Record Book Project
SAE Reflection Activity
Step 1: Bell Ringer:
· Provide “would you rather” statements for students to choose between for two SAE project ideas. Have students move around the classroom, if possible, to have all the students who would prefer one SAE type on one side and the remainder of the class on the other.
- Example: Would you rather have an ownership/entrepreneurship SAE where you own and operate a landscaping business or have a research SAE where you spend time in a lab documenting how different fertilizers impact plant growth for indoor plants.
Step 2: Students should complete the Mini Record Book Project.
· Students will create a mini record book detailing components which should be documented for record keeping.
Step 3: Students should complete the SAE Reflection Activity.
· Students will answer the question prompts after viewing video interviews of various SAE projects.
Step 4: Exit Ticket:
· Have students turn in all activities and projects.
Activity Overview
Role Playing
Students will read a scenario and select a SAE type based on the individual needs and situation provided.
Accommodations:
Allow students to complete the activity in groups or pairs.
Modifications:
Instruct students to complete the activity for three of the five scenarios.
Extension:
Instruct students to write a scenario about a person looking to start an SAE. Have students share their scenarios with the class and have their peers identify an appropriate SAE category and program type.
SAE Reflection
Students will view the SAE project video segments. After learning about various SAE projects, students will complete the prompt questions to reflect on a single interview.
Accommodations:
Have students check in after completing the first two answers.
Modifications:
Instruct students to respond verbally to the questions rather than writing their reflections.
Extension:
Have students develop SAE project ideas for each of the five immersion SAE types: ownership/entrepreneurship, placement/internship, research, school-based enterprise and service learning.
Project Overview
Mini Record Book
Students will create a mini record book detailing components which should be documented for record keeping. Introducing students to this project early in the lesson will ensure students have ample time to compile records for their SAE projects.
Accommodations:
Provide students with additional time to complete the project.
Modifications:
Provide students with examples of record books similar to their chosen SAE projects.
Extensions:
Have students continue their record book throughout their SAE projects.
SAE Planning
Students will answer the question prompts to develop a SAE project plan and explore how their passions and career interests play a role in agricultural education. This project helps students establish realistic goals and expectations.
Accommodations:
Have students check in after completing each question to ensure the plan is realistic.
Modifications:
Provide a completed project example for students to reference. Have students check in after completing each question to ensure the plan is realistic.
Extension:
Have students complete a second plan for an additional SAE project.
Career & Technical Student Organizations
FFA
