course: biology agricultural science & technology€¦ · web viewhave students draw an...

Course: Plant and Soil Science

Unit: Supervised Agricultural Experience Programs

Unit Objectives: Students will explain the role of supervised agricultural experience (SAE) programs in agricultural education.

Objective 1: Examine the responsibilities and benefits associated with an SAE.a. Explain the meaning and benefits of supervised agricultural experience.b. Explain the characteristics of an effective SAE program and the responsibilities of

those involved.

Objective 2: Determine the types of SAE programs.a. Describe FFA opportunities that develop leadership skills, personal growth, and

career success.b. Summarize major state and national activities available to FFA members.

Objective 3: Plan an SAE Program

a. Identify the steps in planning an SAE program.b. Describe the function of a business/training plan and/or agreement in an SAE

program.c. Develop a short-range plan and a long-range plan for an SAE program.d. Relate classroom and laboratory instruction to an SAE program.

Objective 4: Maintain and use SAE records.

a. Explain the importance of keeping records on an SAE program.b. Explain how SAE records are organized.c. Follow approved procedures to make entries in the SAE records.

Materials Needed (Equipment):

White Board (or chalk Board) and dry erase markers (or chalk)Unlined paper (1 for each student)TapeSAE Introduction PowerPointSAE Sort CardsColored paper or Card stock (1 sheet each of 2 different colors)Buckets or Boxes Labeled with the four types of SAEGo and Get It sheet with seven career pathways (cut into strips)SAE Planning worksheetAccess to AET

Facilities:Agriculture ClassroomLocation for Relay Race

Interest Approach:

1. On the white board, write the words: Supervised Agricultural Experience.2. Pass out a piece of unlined paper to each student. Have the students turn the paper

horizontally and draw two lines on the paper so that there are three separate sections. At the top of the first section, write the letter “S;” at the top of the second section, write the letter “A;” and at the top of the third section, write the letter “E.” The “S” stands for Supervised; the “A” stands for Agricultural; and the “E” stands for Experience.

3. Have students draw an illustration of what they think of when they hear the words “Supervised,” “Agricultural” and “Experience.” Students will be creating a pictorial definition for each word.

4. Once the students have completed the activity, provide the students tape and direct them to post their papers on the wall.

5. Conduct a gallery walk and have students review the drawings of their peers. As students are reviewing the drawings, ask them to identify any similarities or differences that they see in the different drawings. Capture the information on a public writing surface.

Objective 1: Examine the responsibilities and benefits associated with an SAE.Curriculum (Content)(What to teach)

Instruction (Methodology)(How to teach)

1. Define Supervised Agricultural Experience (SAE).a. A practical application of

classroom concepts designed to provide “real world” experiences and develop skills in agriculturally related career areas.

b. Consists of planned activities conducted outside of class time designed to gain hands-on experience and develop skills in agricultural career areas.

2. Identify key components of Supervised Agricultural Experiences (SAE).a. Supervised – The role an adult

fulfills to monitor the progress of a student’s program.

b. Agricultural – Projects with an SAE program that are based in

SAE PowerPoint (slides 1-5)

Activity 1 - BRAINSTORM: Ask: Based on this definition, what are some examples of SAEs? (after the brainstorm session, show slide 6)


What is SAE?

some aspect of agriculture.c. Experience – This refers to the

role of the student’s work and energy that is put into the projects.

Why have an SAE?

Possible answers:

• Develop skills that can be used in getting a job

• Earn money

• Win FFA awards (FFA proficiency awards are based on your SAE)

• Develop skills to start your own business

• Obtain skills and knowledge that will be helpful in college

• Learn more about possible careers

• Develop management skills

• Learn how to keep accurate records

• Advance in the FFA (FFA degrees are based on your SAE)

• Improve decision making skills

• Develop skills that can be used as a hobby or for recreation.

Ask: Why is SAE one of the components of agricultural education? Why should students have SAEs? (slides 10-11)

Activity1 : BrainstormBased on the definition of an SAE, ask students to think of as many possible SAE examples as they can. Ask a student to record these responses on the board. Save these as they can be used during objective 2.

Objective 2: Determine the types of SAE programs.Curriculum (Content)(What to teach)


1. Explain the four types of Supervised

Agricultural Experience (SAE) areas.a. Exploratory – students experience

the “big picture” of agriculture and its many related careers.

i. This type of program is great for beginning students and those who are uncertain about their interests, but others can also benefit.

b. Research – students conduct research using the scientific process.

i. Agriculture is a science-based industry, and there are limitless opportunities for research-based SAEs.

c. Placement – students work for someone, either for pay or for the experience.

i. These SAEs may be located in agribusinesses, school labs, farms and ranches or in community facilities.

d. Entrepreneurship – students create and manage their own businesses as owners of the operations.

i. Students plan and operate an agriculturally related enterprise or business.

SAE PowerPoint (Slides 12-17)

Using the responses from the brainstorm activity in Objective 1:

Ask: Which of these are examples of exploratory SAEs? [have a student mark these with one color of marker] What other exploratory SAEs might interest you?

Ask: Which of these are examples of Research SAEs? [have a student mark these with a different color of marker] What other research SAEs might interest you?

Ask: Which of these are examples of Placement SAEs? [have a student mark these with a different color of marker] What other placement SAEs might interest you?

Ask: Which of these are examples of Entrepreneurship SAEs? [have a student mark these with a different color of marker] What other entrepreneurship SAEs might interest you?

Matching SAE activity (PPT slides 18-19)

Activity 1 – SAE Sort

What kinds of SAEs are there?

Activity1: SAE SortSAE Sort

MaterialsFour boxes labeled “Exploratory,” “Research,” “Placement,” and “Entrepreneurship”Colored paper or cardstock (1 sheet each of 2 different colors) for copying the SAE examplesSAE example sheets

PreparationCopy (or print) the SAE example sheets (below) onto colored paper or cardstock – use a different color for each sheet. Cut out the attached cards (18 per color) of SAE examples. Laminate the cards for future use (optional).

Obtain four containers (boxes, plastic tubs or paper grocery bags) and label each with one of the following: “Exploratory,” “Research,” “Placement,” and “Entrepreneurship.” Identify a location for a relay race outside, wide hallway, or gymnasium.

Activity Procedures T E N S I O N

Divide the class into two teams. Divide the SAE example cards by color. If you have used red and blue cardstock, you have a red and blue team. Each team should have 18 cards in their pile. Tell the students where they are going for the “relay race” and that they will need to line up behind one another. Their task will be to sort the SAE examples placed in front of each team into one of the four tubs. Be sure to have all cards face down. Locate the tubs 20-50 feet away from the first person in each line. Give students the following instructions: This is the SAE relay; your job is to place each SAE example in the tub that best fits the type of SAE described. When you are in the front of the line, pick up a card, read the description, then run to and place the card in the correct tub based on the SAE’s category – either “Exploratory,” “Research,” “Placement,” or “Entrepreneurship.” The next person in line goes when the person in front of them returns, crossing over the start line or handtagging the person now in front of the line. The returning player should go to the end of the line. Continue the “relay race” until all of the cards have been sorted. The first team done with the sort wins!

Or do they? [After the relay race] Now it is time to see if the pictures were sorted correctly. Ask the students to gather around you as you go through the cards in each box. As you read each card, the students can show whether they agree or disagree with the sort.Activity adapted from Source Sort (Utah Agriculture in the Classroom) which was adapted from Project Seasons.

Objective 3: Plan an SAE program.Curriculum (Content)(What to teach)


1. Identify the seven career pathways.

a. Agribusiness Systems

b. Animal Systems

c. Biotechnology Systems

d. Environmental and Natural Resource Systems

e. Food Products and Processing Systems

f. Plant Systems

g. Power, Structural and Technical Systems

2. Identify one or more career interest areas in agriculture.

3. Review the job activities and responsibilities of people working in the career interest area(s).

4. Select the type(s) of SAE programs that will be pursued.

5. Develop a long-range plan for the SAE program.

6. Develop the first year (annual) plan.

7. Re-plan the SAE program on a regular basis.

Activity 1 – Career Pathway Go and Get it e-Moment®


Activity 2 – Planning worksheet1. Pass out SAE Planning worksheet below2. Ask students to select their three favorite pathways and consider jobs, activities or learning experiences they could pursue right now to learn more about the area. a. These ideas are potential SAE ideas. b. Discuss other potential SAE ideas related to each pathway.

Additional resources:LifeKnowledge Lessons – http://ffa.learn.com/lifeknowledge

MS.68 Understanding SAEs HS.126 Taking My Trip (Understanding SAEs) HS.127 Choosing My Vehicle (Planning SAEs)

AHS.50 Developing Innovative SAEs

How do I get started with an SAE?

http://ffa.learn.com/lifeknowledge%20

Activity1: Go and Get it e-Moment® with Career Pathways:1. Before this activity begins, cut Sheet for Objective 3, activity 1 (below) into seven strips

and place them around the room.2. Go-Get-It e-Moment®

a. Once students have arrived, tell them there are eight slips of paper placed around the room.

b. The goal is to find the seven slips of paper.c. The students who find the slips of paper should stand in front of the room, those

who do not find a slip of paper should return to their seats.3. Have each student read the slip of paper aloud and write what it says on the white board.

Make sure there’s enough space to make a list below each.4. The seven career pathways should now be written on the public writing surface.5. Divide students into seven groups.6. For the next seven minutes, students will rotate around the career pathways listing all the

careers they can think of that relate to that pathway. Each group will have one minute at each pathway.

7. Once each group has contributed to each list, review the pathways and the types of careers under each.

Activity2: SAE Planning Worksheet

1. Pass out SAE Planning worksheet below2. Ask students to select their three favorite pathways and consider jobs, activities or

learning experiences they could pursue right now to learn more about the area. a. These ideas are potential SAE ideas. b. Discuss other potential SAE ideas related to each pathway.

Objective 4: Maintain and use SAE recordsCurriculum (Content)(What to teach)


Good records on SAE programs help to determine if the enterprise/program is profitable or worthy of the time devoted.

Eight reasons for keeping records on a SAE program include:

1. To help in analyzing cash flow.2. To stimulate better money management

skills.

3. To determine profit or loss.

4. To observe financial progress over several years.

5. To provide a basis for sound management decisions.

6. To guide investment and purchasing activity.

7. To provide evidence needed for FFA awards and degree programs.

8. To furnish information for income tax returns.

Record keeping is an essential description utilized throughout life to assist in planning and managing for improvement.

Keeping SAE records teaches basic record keeping skills that can be used in any life experience.

As records are kept, the usefulness of complete, current, and accurate records becomes evident.

Why do we need to keep records?

Each student needs to complete the following types of records.

1. Training plan2. Budget.3. Record of receipts and expenses related

to the SAE program.4. A monthly cash flow statement.5. An inventory for both beginning and

end of the year.6. A financial statement.

A budget is a record of anticipated expense and income for the SAE program. It will show the estimated profit or loss for the program.

A record of receipts and expenses in the recording of all forms of income and expenses during the year for the SAE program.

A monthly cash flow statement is a record that shows how much money is coming in and the amount being paid out each month over the course of a year for the SAE program.

An inventory is a list of items on hand at the beginning and at the end of the SAE program.

A financial statement, sometimes called a net worth statement, determines financial worth at any point in time over the course of the SAE program.

A training plan is an agreement between the student and employer of experiences and competencies that will be accomplished as a result of the SAE program.

What kinds of records need to be kept?

Components of an ownership SAE program records include:

1. Budget estimates and project plans.2. Business agreements.3. Sales or receipt records.4. Expense records.5. Production records.6. Labor records.7. Opening and closing inventories.8. Financial statement.9. Depreciation schedule.10. Profit and loss statement.11. Cash flow statement.12. Accounts payable.13. Accounts receivable.

Components of a placement SAE program records include:

1. Experiences planned and experiences obtained.

2. Hours worked.3. Earnings and withholdings.4. Skills learned.5. Expenditures related to the job.6. Cash flow statement.’7. Financial statement.

Activity 1: AET Record book Start Up Activity

Activity 2: AET Record book

Activity1: AET record book Start up activity (see rubric below)

Activity2: AET Monthly record book check (see rubric below)

Student owns and operates a lawn care business Student raises a market

lamb for the junior livestock show

Student works 15 hours per week at a florist shop

Student leases 10 acres, grows sweet corn, and

sells it to neighbors

Student designs and installs custom waterfalls

and water gardens for residential landscapes

Student conducts an experiment on rooting

hormones

Student operates a pet sitting service

Student spends a day with fish and game

conservation officer

Student spends a day improving wildlife habitat

Student works independently as a farrier

Student buys old tractors, restores them, and sells

them for profit

Student grows and sells bedding plants in her own

greenhouse

Student works after school and weekends at a local

greenhouse

Student volunteers at humane society/animal

shelter

Student works part-time after school assembling

fruit gift boxes

Student researches careers in turf grass management

online

Student works at the golf course during the summer

in the turf maintenance department

Student volunteers occasionally at a local

nature trail

SAE Sort Activity: Print this sheet on one color of paper and the next sheet on a different color. Cut these into individual cards use for the sort activity explained in the lesson plan.

Student monitors the water quality of the Jordan River

at different locations

Student determines the effect of different hog feeds on rate of gain.

Student writes letters to universities to determine entrance requirements for pre-veterinary medicine

Several businesses are customers of the students’ interior plant care business

Student milks cows for a dairy operator every

morning before school

Student purchases a tractor and hay bailer and begins

a custom harvesting business

Student tests the resistance of leafy spurge to a variety

of control measures.

Student spends a day job shadowing the local

veterinarian

Student leases 15 acres of peach trees from his father and is responsible for the

operation

Student constructs arrangements made from

dried flowers she grew and sells them at local craft

shows

Student works at a custom meat cutting facility as an

apprentice

Student provides bees to local fruit growers, then harvests, processes and

sells honey.

Students works at a guest ranch as a guide for

horseback rides

Student raises pheasants and chuckers then sells

them live to a local hunting club

Student compares corn yield of fields using

commercial fertilizer with fields using composted

manure

Student attends field trips related to careers in

natural resources

Student boards “green” broken horses and rides

them for 30, 60 or 90 days for customers

A student maintains the equipment for a large turf

maintenance company

Sheet for Objective 3, activity 1: Cut each of these pathways into strips and use for the Go and Get it Moment.

Agribusiness Systems

Animal Systems

Biotechnology Systems

Environmental and Natural Resource Systems

Food Products and Processing Systems

Plant Systems

Power, Structural and Technical Systems

SAE Planning Worksheet

Name: _______________________________

Date: ____________________________

Class: _______________________________

Career Pathway: _______________________________________ 1. What drew you to this career possibility? Why does it sound interesting?

_______________________________________________________________

_______________________________________________________________2. What SAE would you like to investigate related to this pathway?

_______________________________________________________________

_______________________________________________________________

3. Of the four types of Supervised Agricultural Experience programs, how would you categorize this idea?

_______________________________________________________________

_______________________________________________________________

4. In order to sustain this SAE program, what types of commitments and investments would you have to personally make?

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________

2. What SAE would you like to investigate related to this pathway?

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________2. What SAE would you like to investigate related to this pathway?

_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

_______________________________________________________________


_______________________________________________________________

Name_____________________________________________ Period_________ Binder Page SAE Records

Start Up ChecklistDirections: As part of this agriculture class, you will be required to have and keep records on a SAE (Supervised Agricultural Experience) Project. Use the checklist below to start your record book and receive full credit on your first assignment.

www.theaet.comChapter # UT_____Username: First Letter of first name followed by last name. Example = AClark (CASE sensitive) My username is_________________________________Password: Same as your user name for 1st login, then it’s whatever you changed it to. DON’T FORGET IT

Criteria Points Earned

Profile Completed:1. About You – Click on all 3 links and follow the directions

2. Your Activities – If you have served as an FFA officer or on an FFA Committee, click on these 2 links to enter your position, if not, skip to next step.

3. Your Interests – Click on both links and follow the directions

/10 Pts

SAE Experience Chosen & Entered**If you have more than one SAE project, you should enter each project separately-Click on “Develop Your AET Experience” (under the profile tab) -Click on “Add New” (this is where you will create your SAE project)

Experience category: choose closest relating category to your project area Sub category: Choose the closest sub category SAE type: choose your category Name: List the name of your project.

o If you work at CAL Ranch, type “Cal Ranch”o If you raise a pig for the fair, type “Market Hog 2010”

Description: Describe your projecto Example: I work for Anderson’s Dairy. I milk 200 head of dairy cattle twice a week

and help with the feeding, bedding, and care of the milk cows, and replacement heifers.

/10 Pts

SAE Plan-From the “Experience Manager” click on the blue “Plan” button. This is where you will create your SAE plan.

-Enter a paragraph (or more) of information about your project under each of the tabs. (Description, Time Investment, etc)

-Follow the prompt at the top of EACH tab to know what to type.

***BE SURE TO SAVE BEFORE MOVING FROM TAB TO TAB OR IT WILL BE DELETED!!***

-Spelling, grammar, and punctuation count!!

/30 Pts

Journal: 3 Classroom Activities1. Select “Journal” from the menu at the top.2. Select “Time in Classroom Activities” 3. Enter the date of the activity4. Select the class from the list ~ If it is not listed check the courses on your profile and correct the

information. 5. List activity name

a. Example: Bovine Skeleton model6. Enter description:

a. Example: “I molded a bovine skeletal system using play doh. I labeled the major bones.”7. Select “in class hours” (enter the time spent in class… 1 hour)8. Select “Save”

** Enter at least 3 journals. They can be anything we’ve done in class.

/10 Pts

Journal: 3 SAE Project Related Activities1. Select “Journal” from the menu at the top.2. Select “Time in your AET Experiences” 3. Enter the date of the activity4. Type: Select the name of your SAE5. Activity: List activity name

a. Example: Aggie Classic Club Calf Sale6. Enter description:

a. Example: “I attended the Aggie Classic Club calf sale at the USU Animal Science Farm.”7. Enter the # of hours spent “Outside Class”8. Select “Save”

** Enter at least 3 journals. They can be anything you have done with your SAE project.

/10 Pts

*Note: FFA Members should also JOURNAL their FFA activity attendance as a “Time in Competition Activities,” or a “Time in other FFA Activities.”

Finances:Your SAE record book will help you keep track of your investment of time and money for your SAE project. To do this accurately, you need to enter your finances when you started the project.

Click on “Beginning Projects and Capital items, before your first day in Ag”1. Click on “Experiences (Current Inventory)” and enter all of the current inventory you owned on your first

day of ag classes that is associated with your SAE

*Current inventory = Consumable supplies required to manage your SAE. In most cases, current inventory is owned for a year or less before it is sold or used.

-Examples: Feed, seeds, a market lamb/pig you intend to sell at the county fair, etc.

2. *Select “Capitol Items” tab and enter the capitol items associated with your SAE project that you owned on your first day of ag

Capital Items are things used by your projects that are usually expensive and last several years. Examples include: show tack, feeders, breeding animals, trailiers, and other equipment.

3. Select “Beginning Cash” tab. Enter the amount of money in your checking and savings account that was available to you on your first day of ag.

/10 Pts

Total______________/ 80 Points

Describe how YOUR SAE project can relate to your Ag class and FFA?

How will your SAE project help you achieve the mission statement of the FFA?

Striving to develop…Premier Leadership, Personal Growth, and Career Success

…Through Agricultural Education

Name_____________________________________________ Period_________ Binder Page

______________ SAE Records (Month)

Directions: As part of this agriculture class, you will be required to have and keep records on a SAE (Supervised Agricultural Experience) Project. Use the worksheet titled, “Introduction to the SAE Record Book,” to find step-by step directions for each section of the record book. Use the checklist below to keep your record book updated EACH MONTH.

www.theaet.com

Chapter # UT____Username: First Letter of first name followed by last name. Example = AClark (CASE sensitive)Password: Same as your user name for 1st login, then it’s whatever you changed it to (CASE sensitive)

Criteria Points Earned

Journal: 3 Course Related Journal Entries9. Select “Journal” from the menu at the top.10. Select “New Course Related Activity” 11. Enter “today’s date” and “Course Related Activity” 12. Select the course from the list ~ If it is not listed check the courses on your profile and correct

the information. 13. List activity name

a. Example: Bovine Skeletal System Diagram14. Enter description:

a. Example: “I molded a bovine skeletal system using play doh. I labeled the major bones.”15. Select “in class hours” (enter the time spent in class… 1 hour)16. Select “Save”

/20 Pts

Journal: 3 Experience Related Journal Entries9. Select “Journal” from the menu at the top.10. Select “New Experience (enterprise) related activity” 11. Enter the date of the activity12. Type: Select the name of your SAE13. Activity: List activity name

Example: Aggie Classic Club Calf Sale14. Enter description:

Example: “I attended the Aggie Classic Club calf sale at the USU Animal Science Farm.”15. Enter the # of hours spent “Outside Class”16. Select “Save”

/20 Pts

*Note: FFA Members should also JOURNAL their FFA activity attendance as a “New FFA Related Activity,” or a “New FFA Competition Activity.”

Finances:Log the total hours spent and/or the financial expenses and income from your SAE project This month.

Placement Projects: Paid Placement: Click on “Finances” tab, then click “New Paycheck.” Add hours worked, money earned, and tax deductions (if

applicable) Unpaid Placement: Add 1 additional “Experience Related Activity.” Make the date the last day of the month and title the

activity “January SAE hours.” Enter the total # of hours spent on your SAE for that month.Entrepreneurship Projects:

Click on “Finances” tab, then click “Cash Income” and/or “Cash expense.” Log all expenses and income related to your project. -Income examples: Earned $50 to mow 2 lawns, Sold lamb at fair for $400, Sold 6 puppies for $250 each, etc. -Expense examples: Purchased new lawn mower for $300, bought lamb for $50 to show and sell at fair, $100 Vet bill for puppy vaccinations.

/20 Pts

Total______________/ 60 Points

List ANY 3 things you did in class this month

List ANY 3 things you did with your SAE this month. You may have

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