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Chapter Visits

Exploring SAE Projects

Pre-Work

Session Title: Exploring SAE Projects

Session Length: 45 minutes

Session Length: 45 minutes

Participant Demography: Middle School and New Members

How large is my audience? What age range is my audience?

Supplies:

 

Proficiency Area handout.

What does my audience really care about? How will I relate to them?

SAE project idea posters

What is the room set up and A/V

Worksheets:

requirements/availability?

 

o

Has six project idea categories listed on each side

What is the length of the workshop?

 

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.

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 we’re headed? How can I engage participants in the overarching topic of this workshop?

Objective 3: Make an SAE project action plan.

Engagement – Link

 

Approximately 9 minutes

Approximately 9 minutes

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. Can’t 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 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?

We will dive into what an SAE is, what different types are, brainstorm some ideas, and make a plan to start our own.

Wisdom – Evidence 1

Outlook 1: Identify the types of SAE projects.

Approximately 3 minutes

● What will I do and say to prove the Main Point to be factual?

What will I do and say to prove the Main Point to be factual?

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.

How will I illustrate the Main Point for the participants?

Examples: Non-profits, chain stores, mom and pop shops, etc. Shoes, clothes, electronics, office, agriculture, cars, equipment.

How will I engage the participants in learning the information associated with the Main Point?

Wisdom – Main Point 1

 

Approximately 4 minutes

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

Ownership/Entrepreneurship

within FFA we have different types of Supervised Agricultural Experience, or SAE, projects. An SAE is

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.

SAE’s 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 bro ken down into categories.

The student plans, implements, operates and assumes financial risks in a productive or service activity or agriculture, food or natural resources- related 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 non- profit 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 SAE’s, 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.

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

Now that we know the different types of SAE’s, let’s dig into some

Approximately 0 minutes

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

Outlook 2: Brainstorm SAE project ideas.

Approximately 10 minutes

Print on bigger paper and hand around room

● What will I do and say to prove the Main

What will I do and say to prove the Main

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

Point to be factual?

Give members two minutes at each poster. Write down three ideas from each list that interest them.

How will I illustrate the Main Point for the participants?

Remind members that if they would like to see the list later it

How will I engage the participants in learning the information associated with the Main Point?

is located at www.ffa.org

 

Wisdom – Main Point 2

 

Approximately 3 minutes

Have members circle one SAE project from each category that interests them the most. Discuss the

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.

they think is the most attainable.

 

How will I help students act on the Wisdom 2 Main Point?

 

Transition

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

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

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

https://www.youtube.com/watch?v=Nr - EEqkQMv8

3

minutes

In the movie, Ben, Riley, Abigail, and other characters discuss the Declaration of Independence numerous times

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.

Have members fill out SAE action plan handout.

What is the Main Point?

 

Wisdom – Action 3

 

Approximately

Pair share action plans with an accountability partner in

3

minutes

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

Chapter Visits

Exploring SAE Projects

● How will I help students act on the Main Point explored during Wisdom 3? Final
 

How will I help students act on the Main Point explored during Wisdom

3?

Final Review

 

Approximately 2 minutes

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

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

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 didn’t 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?