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Supervised Agricultural Experience Lesson 2 Types of SAE Programs

Supervised Agricultural Experience Lesson 2 Types of SAE Programs. Student Learning Objectives. Instruction in this lesson should result in students achieving the following objectives:. 1 Explain the difference between entrepreneurship and placement SAEs.

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Supervised Agricultural Experience Lesson 2 Types of SAE Programs

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  1. Supervised Agricultural ExperienceLesson 2Types of SAE Programs

  2. 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.

  3. 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

  4. 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.

  5. OBJECTIVE 1 continued • A. ______________ SAE programs refer to for-profit activities conducted by students as owners or managers. They are also referred to as ownership SAEs. • 1. Students ________ the materials and inputs. • 2. Usually, students begin on a small scale and expand each year.

  6. OBJECTIVE 1 continued • 3. A _______________ enterprise is an activity in which a student owns plants or animals as part of his or her SAE program. • 4. An _______________ enterprise is an activity in which a student buys and sells an agricultural commodity for profit, rather than raising or growing the commodity.

  7. OBJECTIVE 1 continued • 5. Some examples of entrepreneurship SAE programs include: • a. Setting up a lawn care service • b. Growing and selling bedding plants • 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

  8. OBJECTIVE 1 continued • B. ________________ 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 _____ for others. • 2. Students may or may not receive _________. • 3. Students do not own the products used or produced. These belong to their employers.

  9. OBJECTIVE 1 continued • 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.

  10. OBJECTIVE 1 continued • 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

  11. 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.

  12. OBJECTIVE 2 continued • A. ______________ 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. • 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 ___________ is a wise and trusted counselor who has skills you would like to learn.

  13. OBJECTIVE 2 continued • 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

  14. OBJECTIVE 2 continued • B. ___________________________ 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.

  15. OBJECTIVE 2 continued • 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

  16. 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 ______________________(SAE) program is an application of class instruction in agriculture.

  17. OBJECTIVE 3 continued • A. A good SAE program should: • 1. Be based on the student’s interests • 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

  18. OBJECTIVE 3 continued • 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

  19. REVIEW • 1. What is the difference between entrepreneurship and placement SAE programs? • 2. What is the difference between exploratory SAEs and research and experimentation SAEs? • 3. What characteristics and student responsibilities are associated with a good SAE program?

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