Types of SAE Programs

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1 Types of SAE Programs Unit: Developing Leadership and Communication Skills Problem Area: Understanding SAEs Student Learning Objectives. Instruction in this lesson should result in students achieving the following objectives: 1 Explain the difference between entrepreneurship and placement SAEs. 2 Describe exploratory SAEs and research and experimentation SAEs. 3 Identify the characteristics and student responsibilities associated with a good SAE program. List of Resources. The following resources may be useful in teaching this lesson: E-unit: The Purpose and Types of Supervised Agricultural Experience Programs. Danville, IL: CAERT, Inc. List of Equipment, Tools, Supplies, and Facilities Writing surface Overhead projector Copies of sample test Visuals from accompanying masters Copies of student lab sheet Proficiency award plaques Page 1

2 Terms. The following terms are presented in this lesson (shown in bold italics): agribusiness enterprise entrepreneurship SAE exploratory SAE mentor placement SAE production enterprise research and experimentation SAE supervised agricultural experience (SAE) programs Interest Approach. Use an interest approach that will prepare the student for the lesson. Teachers often develop approaches for their unique class and student situations. A possible approach is included here. Ask the students to identify the different types of SAE programs. List these on the board. Use proficiency award plaques in your classroom to identify past recipients. See if any students know any of the past winners. SUMMARY OF CONTENT AND TEACHING STRATEGIES Objective 1: Explain the difference between entrepreneurship and placement SAEs. Anticipated Problem: What is the difference between entrepreneurship and placement SAE programs? I. Many enterprises for SAEs can be either entrepreneurships or placement programs. A. Entrepreneurship SAE programs refer to for-profit activities conducted by students as owners or managers. They are also referred to as ownership SAEs. 1. Students own the materials and inputs. 2. Usually, students begin on a small scale and expand each year. 3. A production enterprise is an activity in which a student owns plants or animals as part of his or her SAE program. 4. An agribusiness enterprise is an activity in which a student buys and sells an agricultural commodity for profit, rather than raising or growing the commodity. 5. Some examples of entrepreneurship SAE programs include: a. Setting up a lawn care service b. Growing and selling bedding plants Page 2

3 c. Raising sheep, beef, and swine d. Operating a horseshoeing business e. Growing corn or soybeans f. Raising and selling fish g. Running a roadside fruit and vegetable stand B. Placement SAE programs involve activities in which students are placed with employers in production units, such as farms, greenhouses, and nurseries, to produce commodities for wages. 1. In placement SAE programs, students work for others. 2. Students may or may not receive pay. 3. Students do not own the products used or produced. These belong to their employers. 4. In placement SAE programs, students can also be placed with agricultural agencies, such as the Extension Service, the Soil Conservation Service (SCS), the Agricultural Stabilization and Conservation Service (ASCS), the Forestry Service (FS), Wildlife and Environmental Services, and school laboratories. 5. Some examples of placement SAE programs include students working in the following settings: a. A flower shop b. A farm supply c. A veterinary clinic d. A biotechnology laboratory e. A dairy farm f. A pet shop Start the lesson with an interest approach. State the objectives and introduce key terms to be covered. Use VM A to point out some more examples of entrepreneurship SAE programs. Use VM B to point out some more examples of placement SAE programs. Discuss the relationship between SAE programs and other components of agricultural education. Objective 2: Describe exploratory SAEs and research and experimentation SAEs. Anticipated Problem: What is the difference between exploratory SAEs and research and experimentation SAEs? II. Students can use SAE programs to research and explore a variety of subjects about agriculture itself and careers in agriculture. A. Exploratory SAE programs allow students to explore subjects or careers in agriculture through specific activities. 1. Many beginning students use this type of SAE to learn what they want to study in more depth. Page 3

4 2. Exploratory SAEs prepare students to make better career choices and/or educational decisions. 3. Students plan this type of SAE under the direction of teachers, parents, mentors, and/or others. A mentor is a wise and trusted counselor who has skills you would like to learn. 4. Some examples of exploratory SAE programs include: a. Observing the work of a veterinarian b. Observing an agricultural scientist working in a lab c. Helping tend to plants in a greenhouse d. Caring for the aquaculture lab at school e. Helping with crop research plots B. Research and experimentation SAE programs involve science-based activities that require the use of laboratory procedures to study problems. 1. Research may be done at school, at home, on the job, or wherever suitable facilities are available. 2. This type of SAE is usually not considered a profit-making activity. 3. Generally, the work involves solving a problem or investigating a new product. 4. The national FFA organization provides an award to the outstanding agriscience student and teacher involved in a research and experimentation SAE program. 5. Some examples of research and experimentation SAE programs include: a. Working with an agronomist who is breeding a new crop variety b. Testing various media used in a lab c. Collecting and testing water samples d. Testing rates of fertilizer applications Lead a class discussion on the differences between exploratory and research and experimentation SAE programs. Use VM C to point out some more examples of exploratory SAE programs. Use VM D to point out some more examples of research and experimentation SAE programs. Discuss with students the relationship between SAE programs and other components of agricultural education. Objective 3: Explain the characteristics and student responsibilities associated with a good SAE program. Anticipated Problem: What characteristics and student responsibilities are associated with a good SAE program? III. A supervised agricultural experience (SAE) program is an application of class instruction in agriculture. A. A good SAE program should: 1. Be based on the student s interests Page 4

5 2. Have an agricultural focus 3. Provide for the development of a large number of abilities 4. Be large enough to be challenging 5. Be diversified 6. Provide an opportunity for the student to make management decisions 7. Have the potential for profit 8. Require the student s involvement year round 9. Provide opportunities for expansion 10. Lead to future business ownership or employment B. A good SAE program should require the student to: 1. Research possibilities 2. Keep all parties (teacher, parents, and employers) informed 3. Set goals 4. Keep records of financial concerns and experiences gained 5. Seek out advice/assistance from teacher, parents, mentor, etc. 6. Meet financial obligations 7. Carry out SAE program plans 8. Evaluate his or her progress 9. Develop a program that will be valuable to him or her 10. Give a good effort Lead a class discussion on the characteristics and student responsibilities associated with a good SAE program. Use VM E and VM G as visual aids during the discussion. Use VM F to explain the structural overview of SAE programs. Have the students interview recent graduates or older current students to find out how they developed and expanded their SAE programs. Show a recording or a slide presentation of current SAE programs. Invite owners, operators, and workers in various agricultural occupations in the community to serve as resource persons. Invite them to visit school to discuss the value of SAE programs in agriculture. Review/Summary. Use the objectives for the lesson as guides in reviewing and summarizing the content. Have the students explain the content associated with each objective. The anticipated problems can be used as student review questions. Application. Use the included visual masters and lab sheet to apply the information presented in the lesson. Students can apply the content of this lesson in their agricultural education and FFA activities. Evaluation. Assessing the extent to which the students have achieved the objectives can be based on student participation in reviewing and summarizing the lesson, as well as on attentiveness throughout. A written test can be given. The sample written test can also be used. Page 5

6 Answers to Sample Test: Part One: Matching 1. e 2. c 3. d 4. f 5. a 6. b Part Two: Multiple Choice 1. a 2. c 3. a 4. a 5. d Part Three: Short Answer Any five of the following: It should be based upon the interest of the student. It should be agriculturally focused. It should provide for the development of a large number of abilities. It should be sufficient in scope to be challenging. It should contain diversity. It should provide an opportunity for the student to make management decisions. It should have the potential for profit. It should require the student s involvement most of the year. It should provide opportunities for expansion. It should leads to future business ownership or employment in agriculture. Page 6

7 Sample Test Name Types of SAE Programs Part One: Matching Instructions: Match the term with the correct definition. a. production enterprise d. agribusiness enterprise b. entrepreneurship SAE e. placement SAE c. exploratory SAE f. research and experimentation SAE 1. An activity in which a student works for an employer in a production unit 2. An activity in which a student works in a greenhouse or nursery to gain experience 3. An SAE in which the student buys and sells an agricultural commodity for a profit 4. A science-based program using laboratory procedures to study a problem 5. An SAE program in which students own plants or animals 6. For-profit activities conducted by students as owners or managers Part Two: Multiple Choice Instructions: Write the letter of the correct answer. 1. Who owns the products produced in a placement SAE program? a. The employer b. The school c. The student d. The teacher 2. What is a mentor? a. A loner, or someone who goes about his or her business without interaction with others b. A person who organizes and manages a business and assumes risk for the sake of profit c. A wise, trusted, and skilled counselor from whom a student can learn d. A poor, unsociable citizen who has frequent encounters with the law Page 7

8 3. Which type of enterprise allows the student to buy and sell an agricultural commodity for profit, rather than raising or growing the commodity? a. Agribusiness b. Exploratory c. Placement d. Production 4. Which of the following is true regarding research and experimentation SAEs? a. Generally, the work involves solving a problem or investigating a new product. b. Research is restricted to on-the-job laboratory facilities. c. This type of SAE is almost always considered a profit-making activity. d. Unfortunately, the national FFA organization doesn t provide an award for involvement in this type of SAE. 5. Which of the following is the student s responsibility in conducting an SAE program? a. Giving advice/assistance to teacher, parents, mentor, etc. b. Having parents and teachers set goals and target dates. c. Informing all parties (teacher, parents, and employers) of activities at least once a year. d. Keeping records of financial concerns and experiences gained. Part Three: Short Answer Instructions: Complete the following. List five characteristics of a good SAE program. Page 8

9 VM A EXAMPLES OF ENTREPRENEURSHIP SAE PROGRAMS Production Enterprises Crop Corn production Soybean production Small-grain production Greenhouse production Nursery production Forage production Fruit production Christmas tree farm Livestock Commercial cow-calf production Breeding stock Market beef production Dairy production Feeder pig production Market swine production Sheep production Horse production Agribusiness Enterprises Lawn service Custom farm work Animal trapping and pelt sales Hunting guide service Tree service Artificial insemination service Animal care and boarding Fishing and crabbing sales Farm and garden supply service Page 9

10 VM B EXAMPLES OF PLACEMENT SAE PROGRAMS Veterinary clinic Kennels Feed or seed stores Pet shops Nursery outlets Florists Garden centers Fish hatcheries Retail fruit and vegetable stands Biotechnology laboratories Bee farms Campground or nature areas Cooperative Extension Service Parts department of an equipment dealership Ranch hand Page 10

11 VM C EXAMPLES OF EXPLORATORY SAE PROGRAMS Investigations in small animal health Biotechnology Water rights Agriscience journalism Aquaculture Hydroponics Air pollution Tissue culture Agriscience engineering Page 11

12 VM D EXAMPLES OF RESEARCH AND EXPERIMENTATION SAE PROGRAMS Stream monitoring Weather watch Forest fire watch Crop scouting Insect and weed monitoring Crop reporting Lab media testing Fertilizer rate testing Developing new methods of propagating plants Developing new methods to keep food fresh Testing water samples Page 12

13 VM E CHARACTERISTICS OF A GOOD SAE PROGRAM Based upon the interest of the student Agriculturally focused Provides for the development of a large number of abilities Sufficient in scope to be challenging Contains diversity Provides an opportunity for the student to make management decisions Has the potential for profit Requires the student s involvement most of the year Provides opportunities for expansion Leads to future business ownership or employment in agriculture Page 13

14 VM F STRUCTURAL OVERVIEW OF SAE PROGRAMS SAE Programs Ownership Placement DLE Types Components Settings Groups Student Role Ag business Production Farm Ag business School Community ownership, placement, and/or DLE improvement projects supplementary skills exploratory experience agribusiness horticultural business farms other agriculture businesses parents teacher employer student sole owner partner corporate owner employee Page 14

15 VM G STUDENT RESPONSIBILITIES IN CONDUCTING SAE PROGRAMS Consider the possibilities. Keep teacher, parents, and employers informed. Set goals for yourself. Keep records of financial concerns and the experiences gained. Seek advice/assistance from the teacher. Meet financial obligations. Carry out the SAE program plan. Self-evaluate progress. Develop an SAE program that will be valuable. Give it your best shot! Page 15

16 LS A Name Determining the Types of SAE Programs Purpose The purpose of this activity is to test your knowledge of the different types of SAE programs. Objective Identify the various types of SAE programs. Materials lab sheet writing utensil Procedure Complete the following. 1. Give five examples of an agribusiness enterprise. 2. Give five examples of an exploratory SAE. 3. Give five examples of a placement SAE. 4. Give five examples of a production enterprise. 5. Give five examples of a research and experimentation SAE. Page 16

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