1. WARM-UP Word Sort Directions:
Write the following words in your notes in order of importance for being successful in this class. If you do not know what the word means put it at the bottom of your list. Number 1 would be what you think is most important.
WORDS
Class, FFA, SAE, CDE, Homework, Notes, Socializing, Class work, Projects

2. FFA HISTORY AND BACKGROUND

3. Know Understand Do! Importance of FFA in Ag Education
Important Symbols within FFA
How FFA can benefit you Do
Explain the importance of FFA in Ag Education
Define FFA’s symbols and their meaning
Evaluate SAE’s, CDE’s and their role in preparing for the future
Understand
FFA’s influence in Ag Education
The meaning and history behind FFA’s symbols
FFA’s benefits to students, school, and community

4. Key Learning: FFA and ME
Unit EQ: Why is FFA important in
Ag Education?
Concept : History
Lesson EQ:
What is FFA?
Vocab
FFA, Leadership, Ag Education
Concept : Future
Lesson EQ:
How can FFA prepare me for a career?
Vocab
Active, Career Development Event, Degree, Proficiency, Supervised Agricultural Experience
Concept : Symbols
Lesson EQ:
What are the major symbols of FFA?
Vocab
Emblem, Creed, Motto

5. WHAT ARE YOU LEARNING?
The importance of FFA, how to get involved, and its benefits to you and your future

6. Essential Question
What is FFA?

7. 1. What is FFA? Youth Organization Nationwide Real world experiences !
Concentrates on 3 main areas
Premier Leadership
Personal Growth
Career Success

8. 1. What is FFA? Student run organization Three basic levels
Middle School
High School
Collegiate
Levels of Membership
Active , Alumni, Collegiate, Honorary
FUN!
What does Collegiate mean?

9. COPY THIS FOR YOUR NOTES!

10. How did it all start? Timeline Activity
You will be working in your group of 4.
Each table will receive two FFA manuals.
You will be given a section of time in years. Find important events in the history of FFA within your group’s portion of time.
Groups will construct a timeline including a short description of what happened during each event.

11. Timeline Construction
Each group will present what they have found
All groups timelines will be put in order into one complete FFA Timeline and hung up in the classroom

12. RallyRobin Directions for Constructing Timeline:
Student 1 will choose a date from the timeline and name the event.
Student 2 will explain to the group what happened during that event.
Student 3 will write the event on the timeline.
Student 4 will check the book to make sure all of the information written down is correct.
Roles will change each time so that after 4 events are added everyone has completed each job.

13. Justify!
Your partner offered up their opinion as to what FFA was important and why…
Write a letter to another Animal Science Student and FFA member explaining the importance of your 3 events in FFA history

14. 2. Where did FFA start?
1890: Morril Act: Established land grant universities
1914: Smith Lever Act established cooperative extension services connected to land grant universities
1917: Smith Hughes Act established Vocational Education
Started in the 1928
Future Farmers of Virginia
Boys with farming background met in Kansas City
Henry Groseclose
“Father of FFA”
1965- NFA Joins FFA
1969- Females join FFA
1998- Congress passes law outlining the importance of FFA in vocational education
2008- DE0036 AHS Chapter became officially chartered

15. QUIZ!! What Act? When? What does it mean to be
Establish Cooperative Extension?
Vo Tech Education?
Land Grant universities?
When?
AHS Chartered?
NFA Joined?
AHS Affiliated?
Girls join?
What does it mean to be
Charted?
Affiliated?

16. Where is FFA now?
Current enrollment=557,318 student members in grades seven through 12
Number of Chapters= 7,498 local FFA chapters throughout the U.S., Puerto Rico and the Virgin Islands.
Largest Annual Event= National FFA Convention 2012 Attendance:56,176 attendees

17. 3. Why did FFA start? Vocational Education Socialization
Many students required further education during the industrialization of farming and agriculture
Socialization
Most up-to-date material
Competitions
Career preparation

18. 4. What purpose does FFA serve?
To provide students the opportunity to increase leadership skills and explore career possibilities and interests through local, state, and nationwide competitions
Put this statement into your own words for your notes.

19. Timeline Scramble – 2 mins
On HALF a piece of paper write down 2 events that have been included in the timeline.
Event name/Description NO YEAR
Rip the HALF sheet of paper into two pieces . Each piece should have 1 event from the timeline
Place the events in the middle of your table when finished
Collects the ripped pieces of paper. Redistribute . Have student get up from desks and put themselves into the correct order .

20. REVIEW Word Wall EXIT QUESTION NEXT CLASS: Who wrote the FFA Creed?
FFA Emblem and Symbols

21. Independent Warm Up Activity
Complete your FFA crossword puzzle
Use your FFA manuals
15mins

22. Summarizing Choose an ACT discussed in the history of FFA.
Make an acrostic that describes key elements about FFA that you learned today
S : student-run
M: made impact
I: in all DE high schools
T: taught in AG class
H: happens in and outside school
L: leadership learned
E: Education in Ag learned
V: Very wide spread
E: Everyone is eligible
R: Real World opportunities

23. Warm Up-5 mins
Answer the following questions on your warm up page. Copy the questions!!
What is the purpose of an Emblem?
Do you know any emblems?
What is the difference between an emblem and a symbol?

24. FFA EMBLEM AND SYMBOLS

25. ESSENTIAL QUESTION
What are the major parts of the FFA emblem?

26. What does it actually mean?
Emblem:
special design or visual object representing a quality, type, group, etc. a visible symbol representing an abstract idea
Symbol
something visible that by association or convention represents something else that is invisible; "the eagle is a symbol of the United States"

27. FFA Colors- 1929 CORN GOLD NATIONAL BLUE
Corn gold represents a crop grown in every state of the U.S. and national fields of crops ready for harvest – a sign of success. It helps to symbolize the commonality of the organization.
National blue represents the blue field of our flag. It signifies that the organization is national in scope and open to everyone.

28. Official Dress Black Bottoms White Collared Shirt Tie Official Jacket
Black Shoes

29. The cross section of an ear of corn …
… represents our common interest in agriculture. Corn is grown in every state.

30. The eagle...
…is symbolic of the national scope of
the FFA.

31. The rising sun...
represents progress in agriculture.

32. The plow...
...symbolizes labor
and tillage of
the soil.

33. The owl...
… represents knowledge and wisdom.

34. The words Agricultural Education surrounding FFA...
...tell us that FFA is an important part...
… of an agricultural education program.

35. This is our FFA emblem...

36. Interview a Classmate
Find a partner that you have not yet worked with in this class.
Ask your partner 5 questions about themselves
THEN
Design them an EMBLEM based on those 5 questions.

37. Review Charades! Work with your shoulder partner.
Think of a piece of the FFA Emblem that we just discussed
With your FACE partner “Act Out” your section of the emblem or give descriptions without using the ITEM’s Name
Don’t talk!
Try to get your partner to “guess” what portion of the emblem you are
Switch and allow the other person to act out a different item from the emblem.

38. Activity Break! Piece of paper Markers/ something to color with
Design your OWN emblem
Every item must have a meaning. They should describe you or things you’re interested in
Must have 6
You can trace the FFA emblem as an outline

39. FFA CREED Written by: E.M. Tiffany 1930- 3rd National Convention
Adopted!
Let’s Practice!
Each student will have their own copy of the FFA Creed.
Each group will read together one paragraph of the Creed

40. FFA Creed Activity- 1 min
Independently!
Underline or highlight words that you think are important in the FFA creed.

41. Pair Share – 1 Minute Each
Summarize the FFA Creed in a few sentences.
Why do you think the parts you highlighted are important?
Why do you think the FFA creed was written?
What purpose would a creed serve?

42. FFA Motto
Students will be required to memorize FFA motto

43. FFA Degree Activity- 30 mins
Create an FFA Degree hierarchy Use the Student Manual to determine the FFA degrees available to students. Include in your hierarchy what it takes to receive each degree.
Each group will share what is required for each degree

44. WANTED: FFA MEMBERS PART ONE PART TWO Read the FFA Creed
Read the FFA Motto
Read the degree requirements for
Greenhand
Chapter
State
American
Design a WANTED AD for an FFA member you must include information about
What requirements must be fulfilled to be a member
What type of “responsibilities” they might have (in order to earn all 4 FFA degrees
Include information like who to contact

45. WANTED: FFA MEMBER MUST BE: Responsibilities In an Ag Class
In High School, Middle school or College chapter
Participate in the community and school actively
Portray a positive image of FFA in the following ways:
………………………
Be Friendly
Be Willing to travel
National Convention
Complete an SAE
Opportunities to move up in ranks include
Greenhand
(list requirements)
Chapter

46. REVIEW Word Wall EXIT QUESTION: NEXT CLASS:
What is the FFA members mission?
To practice brotherhood, honor agriculture opportunities and responsibilities, and develop those leadership qualities which an FFA member should possess.
NEXT CLASS:
Parliamentary Procedure/ SAEs/CDEs

47. Closing Activity What are the FFA officer positions?
What are the jobs descriptions and responsibilities for the FFA officer positions you know?
Do you know the FFA officers in your school?

48. Concept Map! Unit Name: FFA
Unit EQ: Why is FFA important in Ag Education?
VOCAB:
FFA, Greenhand, Chapter, State, American
EQs: 1. What is FFA?
2. What are the main parts of the FFA emblem?

49. FFA: Parliamentary Procedure and CDEs

50. ESSENTIAL QUESTION
Why do we use Parliamentary procedure?

51. Warm-Up- 5 mins
Explain what is happening in this photo

52. Parliamentary Procedure
1. What is it ?
2. When do we use it?
3. Why do we have it?
4. How does it work?

53. 1. What is it?
Parliamentary procedure is the body of rules, ethics, and customs governing meetings and other operations of clubs, organizations, legislative bodies, and other deliberative assemblies

54. 2. When do we use it? At any meeting !
When important decisions need to be made by an entire group or club
When trying to discuss or present new ideas

55. 3. Why do we have it? TO KEEP ORDER!!
Make sure every member has the chance to be heard
Each member has the chance to vote
Each member has the chance to bring up new topics for discussion or that need decisions

56. 4. How does it work? Parliamentary Procedure Activity 30mins
Break up into groups.
Read Script 1, 2 and 3
Read 1 and 3 first. Use teacher’s version with notes about what is incorrect in script 2. Discussion about any visible items in common between Scripts 1 and 3 . What is different/wrong in Script 2?

57. CDEs Career Development Event Compete Locally Compete State wide
Compete Nationally!

58. Examples
Ag Mechanics
Forestry
Floriculture
Dairy Foods

59. CDE Activity- 30 Minutes Research a CDE
Summarize on your own sheet of paper
What your CDE is
How you compete in your CDE
What types of subjects are covered in your CDE competition
What are the career possibilities ?
Are there proficiency awards? If so what are they?
What are the SAE Opportunities?

60. Concept Map! Unit Name: FFA
Unit EQ: Why is FFA important in Ag Education?
VOCAB:
FFA, Greenhand, Chapter, State, American, SAE, Parliamentary Procedure
EQs: 1. What is FFA?
2. What are the main parts of the FFA emblem?
3. Why do we use Parli Pro?

61. FFA: Supervised Agricultural Experiences

62. J-O-B _ _ _ S-A-E WARM-UP Turning SAE into JOB!
A word ladder starts with one word and changes into a new word.
Change one letter at a time into a new word.
Try to turn SAE into a JOB
J-O-B
_ _ _
S-A-E

63. Wanted: Landscape Maintenance worker, Operate a lawn mower and power blower. Need a person who can work with out supervision. Experience required. Call

64. Vet Assistant needed. Mayflower Animal Hospital needs an experienced individual to work 20 hours a week. Duties including bathing animals, grooming and feeding of animals. Apply in person at 316 Walnut Street.

65. Wanted: Dependable person to handle over the counter sales in a busy garden center. Pay is $7.50 an hour. Neat appearance important along with the ability to work with people. Experience in working with plants a must. Call for an interview.

66. Essential Question
What benefits do SAEs provide to students?

67. What was the same in all 3 ads?
Each advertisement wanted the person to be experienced. People who have experience have the edge in landing a job. But:
How do you get experience without first having a job?
How do you get a job without first having experience?
Job
Experience

68. Gaining Experience!! SAE Question: Answer:
How can you gain experience to get a job (or prepare for college)?
Answer:
Supervised Agricultural Experience (SAE)
SAE

69. SAE
Supervised Agricultural Experience- Programs consist of planned practical activities conducted outside of class time in which students develop and apply agricultural knowledge and skills.

70. How Does a SAE Help Me?
Develop skills that can be used in getting a job
Provides the opportunity to make money
Develops skills that can be used in starting you own business
Helps development management skills

71. How Does a SAE Help Me...? Learn record keeping skills
Improves analytical and decision making skills
Teaches responsibility
Provides the opportunity to explore possible careers

72. How Does a SAE Help Me...?
Develops knowledge and skills that could be helpful in college, as a hobby or for recreation.
Provides the opportunity to win awards: FFA proficiency awards are based on the SAE program. In addition to winning awards, money can be won at regional, state and national levels

73. How Does a SAE Help Me...?
FFA degrees are partially based on the SAE. You must have a SAE program to advance.
In order to be a state or national officer, you first must have an advanced FFA degree which is partially based on SAE.
Could help the grade in Agriculture class.

74. Types of SAE Entrepreneurship Placement Research Exploratory
Experimental
Non-Experimental
Exploratory
Improvement
Supplemental

75. Entrepreneurship
The student plans, implements, operates and assumes financial risks in a farming activity or agricultural business. In Entrepreneurship programs, the student owns the materials and other required inputs and keeps financial records to determine return to investments.

76. Entrepreneurship examples:
Growing an acre of corn
Operating a Christmas tree farm
Raising a litter of pigs
Running a pay-to-fish operation
Growing bedding plants in the school greenhouse
Owning and operating a lawn care service
A group of students growing a crop of poinsettias

77. Placement
Placement programs involve the placement of students on farms and ranches, in agricultural businesses, in school laboratories or in community facilities to provide a "learning by doing" environment. This is done outside of normal classroom hours and may be paid or non-paid.

78. Research
An extensive activity where the student plans and conducts a major agricultural experiment using the scientific process. The purpose of the experiment is to provide students "hands-on" experience in:
1. Verifying, learning or demonstrating scientific principles in agriculture.
2. Discovering new knowledge.
3. Using the scientific process.

79. Research Examples
Comparing the effect of various planting media on plant growth
Determining the impact of different levels of protein on fish growth
Comparing three rooting hormones on root development
Determining if phases of the moon have an effect on plant growth

80. Examples, continued
Analyzing the effectiveness of different display methods on plant sales in a garden center
Demonstrating the impact of different levels of soil acidity on plant growth
Determining the strength of welds using different welding methods

81. Non-Experimental Research
Students choose an agricultural problem that is not amenable to experimentation and design a plan to investigate and analyze the problem. The students gather and evaluate data from a variety of sources and then produce some type of finished product.

82. Non-Experimental Examples:
A marketing plan for an agricultural commodity
A series of newspaper articles about the environment
A land use plan for a farm
A landscape design for a community facility
An advertising campaign for an agribusiness

83. Exploratory
Exploratory SAE activities are designed primarily to help students become literate in agriculture and/or become aware of possible careers in agriculture. Exploratory SAE activities are appropriate for beginning agricultural students but is not restricted to beginning students.

84. Exploratory Examples:
Observing and/or assisting a florist
Growing plants in a milk jug "greenhouse"
Assisting on a horse farm for a day
Interviewing an agricultural loan officer in a bank
Preparing a scrapbook on the work of a veterinarian
Attending an agricultural career day

85. Improvement (minor component)
Improvement activities include a series of learning activities that improves the value or appearance of the place of employment, home, school or community; the efficiency of an enterprise or business, or the living conditions of the family. An improvement activity involves a series of steps and generally requires a number of days for completion.

86. Improvement Examples:
Landscaping the home
Building a fence
Remodeling and painting a room
Overhauling a piece of equipment
Building or reorganizing a farm shop
Renovating and restocking a pond
Computerizing the records of an agricultural business

87. Supplementary (Minor)
A supplementary activity is one where the student performs one specific agricultural skill outside of normal class time. This skill is not related to the major SAE but is normally taught in an agricultural program, involves experiential learning and does contribute to the development of agricultural skills and knowledge on the part of the student. The activity is accomplished in less than a day and does not require a series of steps.

88. SAE and the Full Plate
When thinking about the different components of a SAE program, it might help to think of a meal. No one likes an empty plate!

89. SAE and the Full Plate
If we add a steak to the plate, this is similar to having an Entrepreneurship SAE. For decades, Entrepreneurship has been the foundation of SAE. But a steak by itself doesn’t make a balanced meal!

90. SAE and the Full Plate
The passage of the Vocational Education Act of 1963 caused more interest in off-farm agriculture. This resulted in adding Placement as a type of SAE. We can think of the potato as Placement on our SAE plate.

91. SAE and the Full Plate
With the increased emphasis on science in agriculture, a need arose in the 1990s for a new type of SAE activity - Research. The green beans represent this addition to our SAE plate.

92. SAE and the Full Plate
We now have a full plate. However, our meal would be improved by the addition of several additional items. These additional items help round our our SAE plate. We call them minor SAE components.

93. SAE and the Full Plate
The addition of a soup or salad helps start a meal. Exploratory activities are designed to help students start their SAE programs.

94. SAE and the Full Plate
A beverage would help compliment the meal. Supplementary SAE activities help complement the SAE program.

95. SAE and the Full Plate
Adding a dessert rounds our our meal. Improvement activities help round out the SAE plate.

96. SAE and the Full Plate
While a SAE program can contain just one or two different types of activities, the goal should be to have a full plate of different activities. This maximizes learning.

97. SAE: Fill Your Plate Exploratory Supplementary Placement Research
Entrepreneurship
Improvement

98. Planning an SAE Activity
I chose this project because
Practice Journal Entry
My Visual would look like , and include
Pretend you chose this project. Write 3 sentences explaining why you chose it (relate to a possible career or something you like, or learned in ANSC
Write a 3 sentence journal entry
Basic design of your visual
SAE General idea (1 sentence)
SAE Type is _____ because ______
Basic Planning
Who would help you with this?
What items would you need ?
How long would it take? How would you complete your records
3 possible problems you might face while completing this SAE
2 Ways you prevent these problems from occurring
1 question you try to answer while completing this SAE
3 Good Things
3 things they should add to their plan

99. Summary: On the back of your “Practice SAE Plan”
Summarize the Activity
Explain what we did in this activity
What did we do?
Why did we do this?
What did you learn?
Write a Step by Step Guide
Summarize the steps of planning an SAE project (modeled after when we did today in class)
Should be 5-10 steps in length
How would you explain this to someone who knows NOTHING about an SAE project or where to start.
What steps ensure a successful project?

100. SAE Frayer Model

101. Each student will be responsible to have a completed SAE upon graduation
Record Books are required for all SAEs
What interests you ?

102. Record Book Accurate!!! Record Anything Important !!!
All money put into the project
All money coming out from the project
Working experience
Hours worked
Who you worked with/for
Photos of activities
Anything Important !!!

103. SAE and THE AET
Each student will complete their SAE in the online forum at theaet.com
Chapter Number: DE0036
Username and password are the same
Will be assigned to you in the computer lab
WRITE IT DOWN!

104. 3- Partially complete, lacks organization
What to expect…
Category
0- Not Present
3- Partially complete, lacks organization
5- Completed
1. Cover Page: Title of project, your name, teacher’s name, year
2. Intro: Idea Essay Typed or hand writen
3. SAE Action Plan, Mid Way Check Point, ¾ Check Point
4. Specific Paperwork:
PDF Printed Report from AET.com (varies depending on project. All students should have BOLD items)
Finances , Time Investment, Journal Entries, Description, Learning outcome (1 page double spaced in length answering the questions below)
SAE Agreement
5. At least 3 Photos (student included in photos) with captions
6. Organized (in a binder/folder) in order above
7. Oral Presentation: clear, easy to understand, answers the questions below, no reading from slides
8. Visual (poster/ PowerPoint)
Poster: Contrasting colors, legible, able to be read from at least 3 feet away
Powerpoint: Contrasting colors, at least 5 slides in length, photos included
9. All handwriting/ typing in full sentences, Legible
10. On time Due:

105. SAE In-Class Activity
Each student will complete their SAE Action Plan.
Action Plans are required to receive your Greenhand Degree from AHS
This is due at the end of class

106. SAEs @ AHS SAE Project- Put it in writing! 2 page double spaced essay
What is your SAE?
What type of SAE are your performing?
Where will this SAE take place?
What types of materials will you need?
What would success look like for your SAE?
What should your SAE look like at the end of this year?
What will your journal entries include in theaet.com?
Include a timeline for your SAE for the entire semester.

107. Review Word Wall EXIT QUESTION: NEXT CLASS: How do you join FFA?
Review for Test
TAKE TEST
Video-

108. Concept Map! Unit Name: FFA
Unit EQ: Why is FFA important in Ag Education?
VOCAB:
FFA, Greenhand, Chapter, State, American, SAE, Parliamentary Procedure
EQs: 1. What is FFA?
2. What are the main parts of the FFA emblem?
3. Why do we use Parli Pro?
4. What benefits do SAEs provide?

109. Do you have that? FFA Crossword puzzle Recite FFA Motto
Degree hierarchy
CDE Activity
SAE Action Plan worksheet completed
Vocabulary Sheet (Word Wall Words)
Essential Question/Exit Question sheet
Greenhand Degree Application filled out
(IF YOU ARE AN FFA MEMBER)

110. Time for Review!- 20mins Take out a sheet of paper .
Individually answer each of the following questions.
You can consult your neighbors for help.
KEEP A COPY TO STUDY FROM!

111. Define the following vocabulary:
FFA, CDE, SAE, Chapter (Degree), Greenhand, American (Degree), Leadership, Active, State (Degree), Agriculture Education
Who was Henry Groseclose? What did he do for FFA?
Who is E.M. Tiffany? What did he do for FFA?
Who were the NFA? Why are they important to FFA?
What are the 6 parts of the FFA emblem? What does each part stand for?
What are the 3 main areas of Agriculture Education? How do they all work together?(Remember the diagram to help you!)
List the FFA degrees. Include where each degree is awarded (state, local, national level etc)
What are the 3 major ACTS n Ag Education and what did they do for Ag Education?
What are the 5 types of SAEs? List their defining features and what should be included in their record books
How does FFA prepare you for a career? List the 2 parts and give examples

112. CONCEPTS 1. FFA SAE and Instruction work together
2. FFA has along history in agriculture
3. FFA provides opportunities for $, competitions and degrees