Chapter Visits

Exploring SAE Projects

Pre-Work

Session Title: Exploring SAE Projects

Session Length: 45 minutes
Participant Demography: Middle School and New Members

How large is my audience?

What age range is my audience?
What does my audience really care about?
How will I relate to them?
What is the room set up and A/V
requirements/availability?
What is the length of the workshop?

Supplies:
Proficiency Area handout.
SAE project idea posters
Worksheets:
o Has six project idea categories listed on each side
One side says examples
Other side says ideas that interest me
o My SAE action plan

Candy, bouncy balls, and poppers. Mixed in plastic

sacks

Outlook

Participants will know or be able to:

Objective 1: Identify the types of SAE projects.
Objective 2: Brainstorm SAE project ideas.

What are the main points of this

workshop?
How can I draw a mental map to let
audience members know where were
headed?
How can I engage participants in the
overarching topic of this workshop?

Engagement Link
Approximately 9 minutes

Objective 3: Make an SAE project action plan.

Activity: Moon Ball

Have all members stand in a circle
Round 1: Keep beach ball in the air as long as possible.
Round 2: Each person can only hit the ball twice until
everyone has hit the ball.
Round 3: Have each person call out a mane of another person
who is responsible for hitting the ball next. Cant use the
same name multiple times.

Chapter Visits

Exploring SAE Projects

Engagement Preview

How many of you have heard your Ag Advisor talk about a

Supervised Agricultural Experience Project?
How many of you have an SAE project?

Transition
What will I say to help participants move
from the Engagement into Wisdom 1 of
the workshop?

Wisdom Evidence 1
Approximately 3 minutes

What will I do and say to prove the Main

Point to be factual?
How will I illustrate the Main Point for
the participants?
How will I engage the participants in
learning the information associated with
the Main Point?

Wisdom Main Point 1

Approximately 4 minutes

We will dive into what an SAE is, what different types are,
brainstorm some ideas, and make a plan to start our own.
Outlook 1: Identify the types of SAE projects.

Random bag of candy, bouncy balls, and poppers. Have

members sort objects. Discuss how types of things can be
sorted in different ways.
Have members brainstorm types of companies.
Examples: Non-profits, chain stores, mom and pop shops, etc.
Shoes, clothes, electronics, office, agriculture, cars, equipment.

Just as there are different types of businesses in the world,

within FFA we have different types of Supervised Agricultural
Experience, or SAE, projects. An SAE is a business or service
project AG ED students take part in outside of school. We

What is the Main Point?

recommend that every AG ED student has an SAE project.

SAEs are often experiences in agricultural related fields.
Members keep records of their SAE project and then are
eligible for awards after a few years in the experience. There
are 6 major types that are then broken down into categories.
Ownership/Entrepreneurship
The student plans, implements, operates and assumes financial risks in a
productive or service activity or agriculture, food or natural resourcesrelated business.

Chapter Visits

Exploring SAE Projects

Placement/Internship
Placement/Internship programs involve the placement of students in
agriculture, food or natural resources-related businesses, on farms and
ranches, in school laboratories, at community facilities, or in a verified nonprofit organization to provide a "learning by doing" environment. These
experiences may be paid or non-paid.

Research
As agriculture becomes more scientific, there is a need to conduct
research to meet the needs of a growing world. There are three major
kinds of research SAE programs: experimental, analytical and invention.

Exploratory
This type of SAE is appropriate for all agriculture students. This SAE
activity is designed primarily to help students become literate in agriculture
and/or become aware of possible careers in the AFNR career cluster and
results in the development of a plan to begin an SAE.

School-Based Enterprise
This enterprise is a student-managed, entrepreneurial operation in a school
setting that provides goods or services that meet the needs of an identified
market.

Service-Learning
Service-learning is a student-managed service activity where students are
involved in the development of a needs assessment, planning the goals,
objectives and budget, implementation of the activity, promotion, and
evaluation/reflection of a chosen project. It may be for a school, a
community organization, religious institution or non profit organization.
The student(s) are responsible for raising necessary funds for the project (if
funds are needed). A project must be a stand alone project and not part of
an ongoing chapter project, or community fundraiser.

Beneath the six main categories of SAEs, there are 49

proficiency area categories. Proficiency awards are the way
FFA members are recognized and awarded for their efforts in

Chapter Visits

Exploring SAE Projects

their SAE project. An SAE project is also needed for a student
to recieve their FFA degree.

Wisdom Action 1
Approximately 3 minutes

Have members write down different examples of projects for

each of the six main categories.

How will I help students act on the

Wisdom 1 Main Point?

Transition
Approximately 0 minutes

Now that we know the different types of SAEs, lets dig into some
different SAE project ideas that personally interest us.

What will I say to help participants move

from Wisdom 1 to Wisdom 2?

Wisdom Evidence 2
Approximately 10 minutes

Outlook 2: Brainstorm SAE project ideas.

Print on bigger paper and hand around room
Print SAE project idea categories on large paper and make
two posters for each category.

What will I do and say to prove the Main

Point to be factual?
How will I illustrate the Main Point for
the participants?
How will I engage the participants in
learning the information associated with
the Main Point?

Wisdom Main Point 2

Approximately 3 minutes

Give members two minutes at each poster. Write down three

ideas from each list that interest them.
Remind members that if they would like to see the list later it
is located at www.ffa.org

Have members circle one SAE project from each category

that interests them the most. Discuss the idea with a partner.

What is the Main Point?

Wisdom Action 2
Approximately 0 minute

Have members pick out their favorite SAE project idea that

Chapter Visits

Exploring SAE Projects

they think is the most attainable.

How will I help students act on

the Wisdom 2 Main Point?

Transition
What will I say to help participants
move from Wisdom 2 to Wisdom 3?

Now that we have picked out an SAE project that we would

like to pursue, lets make an action plan for the future of our
SAE project.

Wisdom Evidence 3

Outlook 3: Make an SAE project action plan.

Approximately
3 minutes

https://www.youtube.com/watch?v=N r-EEqkQM v8
In the movie, Ben, Riley, Abigail, and other characters discuss the
Declaration of Independence numerous times before they try to
reveal the map that is found on the back. They had a game plan
before they ever stole it or found the map on it.
Just like the characters had a plan, we must make a plan for our SAE
projects before we can start them.

What will I do and say to prove the

Main Point to be factual?
How will I illustrate the Main Point
for the participants?
How will I engage the participants
in learning the information
associated with the Main Point?

Wisdom Main Point 3

Approximately
10 minutes

Have members fill out SAE action plan handout.

What is the Main Point?

Wisdom Action 3
Approximately
3 minutes

Pair share action plans with an accountability partner in

the room. Discuss with our accountability partner how we
will be sure to be committed to our plan.

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Exploring SAE Projects

How will I help students act on the

Main Point explored during Wisdom
3?

Final Review
Approximately 2 minutes

How will I re-phrase my key Wisdom

points at the end?
What closing thoughts will I offer the
participants?
What is the final call to action for the
participants?
What do I want the participants to
remember?

Reflection
What worked? Why?
What didnt work? Why?
What feedback did you receive from your
audience?
What level of influence do you believe the
content/delivery had?
How will you deliver this workshop
differently next time?

Find three people in the room and discuss the ideas for each of
our SAE projects.