All agriscience students have supervised agricultural experience programs based on career
SAE
Competency pathways/clusters/interests and agricultural curriculum standards.
I
Course Objective 2: Agriculture teacher candidates will be able to provide models for the four SAE types
as recognized in the National Quality Program Standards for Secondary School Agricultural Education
as they relate to the process of student SAEP selection, creation, and growth toward college and/or career
readiness according to the state’s interpretation of Career Clusters and Pathways.
Lesson Objectives: Students will be able to:
a. create a comprehensive SAE program that involves all four SAE Types (Entrepreneurship; Placement;
Research; Exploratory) for one of the Agriculture, Food and Natural Resources Cluster Areas
(Agribusiness Systems; Animal Systems; Biotechnology Systems; Environmental Services Systems;
Food Products and Processing Systems; Natural Resources Systems; Plant Systems; and Power
Structural & Technical Systems) to instructor satisfaction.
b. develop an evaluation process for each student, assessing selection, development and growth of SAE
toward achieving college and/or career goals to peer satisfaction.
Equipment, Supplies, References, and Other Resources:
References:
 Reardon, M. & Derner, S. (2008). Strategies for Great Teaching: Maximize Learning Moments. Zephry
Press: Chicago.
 National FFA Organization Educator Resource: https://www.ffa.org/resources/educators/sae
 North Carolina State University SAE Central:
http://harvest.cals.ncsu.edu/agscience/resources/sae-central/
 Georgia Agricultural Education/FFA:
http://georgiaffa.org/curriculum/topic.aspx?ID=9&TID=62
 SAE Builder from AET: http://www.exploresae.com/
Handouts:
 Assignment: SAE Process for Implementation
 Guided Lecture Notes
 Student SAE Choose Your Own Adventure
 Internship CASE Studies
 Printed Materials for Each of the FIVE JigSaw Folders
Computer and video projection equipment:
 Planning an SAE PowerPoint Presentation
 LCD projector and internet access
Equipment & Supplies:
 Flip charts
 Markers
 Post-It notes
 Timing device
Teacher Directions
Content Outline and/or Procedures
Please develop an answer or list of characteristics to the following questions.
 What constitutes an SAE?
REVIEW

What is not an SAE?

What do you need to know about SAE as a Teacher?
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Unpack “Do Now”
Capture on roving flip charts utilizing a “Gallery Walk” learning structure.
INTEREST APPROACH
OBJECTIVES AND
TEACHING
STRATEGIES

Give students 2 minutes at each flip chart.

Rotate through all three questions.

Allow 5 minutes to “reflect” and post questions with post-it notes.
o NOTE: Gallery Walk is a discussion technique that gets students out
of their chairs and into a mode of active engagement. The advantage
of the method is its flexibility and the variety of benefits for students
and instructor alike. For more information:
o http://serc.carleton.edu/introgeo/gallerywalk/what.html
Use a “modified” Dickens E-Moment/Round Robin Cooperating Writing exercise
 Divide the class into writing groups of approximately 4 students. Allow
Objective
each group to select one prompt from the Student SAE Choose Your Own
a. create a
Adventure writing prompt list. Tell them that they will be writing 5
comprehensive SAE
different stories using the prompt. At the end of the timed writing, they will
program that involves
select the version they like best to share with the class.
all four SAE Types
(Entrepreneurship;
Placement; Research;
 Instruct the students to begin by writing the prompt as an opening. Then
Exploratory) for one of
give them exactly 2 minutes to write. At the end of the 2 minutes, they must
the Agriculture, Food
stop, even if they are in a middle of a sentence. They pass their papers to
and Natural Resources
the right. This time you give them 3 minutes. During that time, they must
Cluster Areas
read what the previous author has written and continue that story. At the
(Agribusiness Systems;
end of the 3 minute segment, they again stop and pass their papers. The
Animal Systems;
third writer has 4 minutes to write, and the fourth writer has 5 minutes. The
Biotechnology Systems;
final writing session should return the paper to its original owner for 5
Environmental Services
minutes, where the story is ended.
Systems; Food Products
and Processing Systems;
 The stories are then shared within the small groups. After they read them,
Natural Resources
each group may select one version to share with the class. Each group may
Systems; Plant Systems;
collaborate to combine, revise, and edit a final version of the story using the
and Power Structural &
best plot, images, and details from all their stories.
Technical Systems) to
instructor satisfaction
Teaching Options
 Have students illustrate their stories and post them on a bulletin board for
Handout Student SAE
all to share and enjoy.
Choose Your Own
Adventure
Jig Saw approach to essential SAE questions
Objective
b. develop an evaluation
 Utilize Guided Lecture Notes
process for each
student, assessing
STEP ONE
selection, development
Divide students into 5 jigsaw groups. The groups should be diverse in terms of
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gender, ethnicity, race, and ability.
and growth of SAE
toward achieving college
STEP TWO
and/or career goals to
Share the essential questions [note: each folder has different article resources
peer satisfaction
(listed below), there is a pdf file of all the resources combined]:
Handout Printed
– Folder #1 – Why have SAE?
Materials for Each of the
 Materials in folder include:
FIVE JigSaw Folders
– Article: The connection between Supervised Agricultural
Experiences (SAE) and academic success in agricultural
education.
– Article: The need for Supervised Agricultural Experiences
(SAE) in agricultural education.
– Fact Sheet: Benefits of SAE
– PowerPoint: Why have an SAE?
– Folder #2 – What are they types of SAE?
 Materials in folder include:
– Handout: Flowchart for selecting SAE Types
– Handout: National FFA Ideas for Student SAE Activities
– Handout: Skills/Proficiencies for 36 Common SAE Programs
– PowerPoint: Types of SAEs
– Handout: 2015 Proficiency Award Area Descriptions
– Folder #3 – What are the Characteristics of a successful SAE?
 Materials in folder include:
– Article: The 16 Theorems of SAE
– Handout: Promoting SAE to students
– Folder #4 – How do you conduct SAE visits?
 Materials in folder include:
– Form: LPS SAE Site Visit
– Handout: Collected information for SAE visits
– Folder #5 – How do you grade/evaluate SAE?
 Materials in folder include:
– Form: LPS On Site Evaluation
– Examples: 5 Sample Grading Policies
– Example: SAE Activity Pack
STEP THREE
Assign each student to learn one essential question. Make sure students have direct
access only to their own question material.
STEP FOUR
Form temporary “expert groups” by having one student from each jigsaw group
join other students assigned to the same essential question.
Give students in these expert groups time to discuss the main points of their
essential question and to rehearse the presentations they will make to their jigsaw
group.
STEP FIVE
Bring the students back into their jigsaw groups.
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REVIEW/SUMMARY
STEP SIX
Ask each student to present her or his essential question to the group.
Encourage others in the group to ask questions for clarification.
Internship Case Studies
Handout Internship CASE Assign 2-3 students to one of the 6 case studies provided in the handout. Have
studies
them complete an evaluation in 5 minutes and share out.
EVALUATION
Students will complete a comprehensive project entitled, SAE Process for
Implementation.
Handout assignment SAE
Spend time reviewing expectations.
Process for
See Handout (Assignment: SAE Process for Implementation)
Implementation
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