FFA HISTORY AND BACKGROUND Ms Wiener Agriculture Department
FFA HISTORY AND BACKGROUND Ms. Wiener Agriculture Department
How Units are Run • Day One: Set up your concept map • (Learn the lesson) • Answer your EQs at the end of each lesson • Complete your test review • Pass your test! • (Keep your concept maps! You’ll need them for the final!)
Concept Map • • • Unit Name: FFA Unit EQ: Explain FFA’s importance in an Ag class Daily EQs: – – • What is FFA? What are the major parts of the FFA Emblem? Why do we use parliamentary procedure? What benefits do SAEs provide to students? Vocabulary: 1. FFA, CDE, SAE, Chapter, Greenhand, American, Leadership, Active, Proficiency, State, Agriculture Education
Objectives • Define FFA and its importance in Agriculture Education
WARM-UP- 5 mins • Word Sort Directions: – Write the following words in your notes in order of importance (TO YOU!). If you do not know what the word means put it at the bottom of your list. 1. Being most important and so on. Think of this question when sorting: – What is most important to being successful in this class? – WORDS • Class, FFA, SAE, CDE, Homework, Notes, Socializing, Class work, Projects
Essential Question • What is FFA?
1. What is FFA? • • Youth Organization Nationwide Real world experiences ! Concentrates on 3 main areas – Premier Leadership – Personal Growth – Career Success
Copy this for your notes then Answer the Question: What is this diagram trying to represent ?
1. What is FFA? • Student run organization • Three basic levels – Middle School – High School – Collegiate • Levels of Membership – Active , Alumni, Collegiate, Honorary • FUN!
2. Where did FFA start? • Started in the 1920 s – Future Farmers of Virginia – Boys with farming background – Henry Groseclose • “Father of FFA” • 1965 - NFA Joins FFA • 1969 - Females join FFA Soon a nationwide organization was formed!
Where is FFA now? • Current enrollment=507, 763 • Number of Chapters= 7, 439 in all 50 states, Puerto Rico and the Virgin Islands • Largest Annual Event= National FFA Convention 2008 Attendance: 54, 731
3. Why did FFA start? • Vocational Education classes were growing • Socialization opportunities • Most up-to-date material is easier to provide with collaboration • Competitions to earn money and awards for your school • Career preparation in areas of agriculture and beyond!
4. What purpose does FFA serve? • Put this statement into your own words for your notes. • To provide students the opportunity to increase leadership skills and explore career possibilities and interests through local, state, and nationwide competitions
TIMELINE ACTIVITY -30 mins • Make a group with students at your table • Each group will get 2 FFA Student Manuals per table • You will be given a section of time in years. Find important events in the history of FFA within your groups portion of time. • Groups will construct a timeline including a short description of what happened during that year.
Timeline Construction • Each group will present what they have found • All groups timelines will be put in order into one complete FFA Timeline and hung up in the classroom
Discussion • What events are most important? • What event was REQUIRED to happen in order for FFA and Agriculture Education to be developed? • What types of future advancements will FFA and Agriculture education need to adapt for?
Timeline Scramble – 2 mins • On HALF a piece of paper write down 2 events that have been included in the timeline. – Event name/Description NO YEAR • Rip the HALF sheet of paper into two pieces. Each piece should have 1 event from the timeline • Place the events in the middle of your table when finished
Independent Activity • Complete your FFA crossword puzzle and put in the class drawer when finished
REVIEW • Vocab you learned: – FFA • Answer your Daily EQ on your Map: – What is FFA? • EXIT QUESTION (Think about it) – Who wrote the FFA Creed and what is it? • NEXT CLASS: – FFA Emblem and Symbols
FFA EMBLEM AND SYMBOLS Ms. Wiener Agriculture Department
Objectives • Understand the symbolize within the FFA – Emblem and Colors • Explore the FFA Creed
ESSENTIAL QUESTION –What are the major parts of the FFA emblem?
Warm Up-5 mins • Answer the following questions on your warm up page • What is the purpose of an Emblem? Do you know any emblems? What is the difference between an emblem and a symbol?
What does it actually mean? • Emblem: – special design or visual object representing a quality, type, group, etc. a visible symbol representing an abstract idea • Symbol – something visible that by association or convention represents something else that is invisible; "the eagle is a symbol of the United States"
National blue represents the blue field of our flag. It signifies that the organization is national in scope and open to everyone. CO GO R LD N N AT BL ION U A E L FFA Colors- 1929 Corn gold represents a crop grown in every state of the U. S. and national fields of crops ready for harvest – a sign of success. It helps to symbolize the commonality of the organization.
Official Dress Black Bottoms White Collared Shirt Tie Official Jacket Black Shoes
The cross section of an ear of corn … … represents our common interest in agriculture. Corn is grown in every state.
The eagle. . . …is symbolic of the national scope of the FFA.
The rising sun. . . represents progress in agriculture.
The plow. . . symbolizes labor and tillage of the soil.
The owl. . . … represents knowledge and wisdom.
The words Agricultural Education surrounding FFA. . . tell us that FFA is an important part. . . … of an agricultural education program.
This is our FFA emblem. . .
Quick Quiz • What does not belong?
FFA CREED • Written by: E. M. Tiffany • 1930 - 3 rd National Convention – Adopted! • Let’s Practice! – Each student will have their own copy of the FFA Creed. – Each group will read together one paragraph of the Creed
FFA Creed Activity- 1 min • Independently! – Underline or highlight words that you think are important in the FFA creed.
Pair Share – 1 Minute Each – Summarize the FFA Creed in a few sentences. – Underline 5 important points made in the FFA creed – Why do you think these points are important? – Why do you think the FFA creed was written? – What purpose would a creed serve?
Create your Own Creed • • • Five Sentences Use “I believe” Express your goals in life The importance of your schooling How you aspire to act in order to become successful • Why is the creed an important way to express these ideas?
FFA Motto: Read aloud together
FFA Degree Activity- 30 mins Create an FFA Degree hierarchy/ road map Use the Student Manual to determine the FFA degrees available to students. Include in your hierarchy/ road map what it takes to receive each degree. Make sure your degrees are in order!
REVIEW • Vocab you learned: – Greenhand, American, State, Chapter • Answer your Daily EQ on your map: – What are the major parts of the FFA Emblem? • EXIT QUESTION (Think about it): – What is the FFA members mission? • NEXT CLASS: – Parliamentary Procedure/ SAEs/CDEs
FFA: Parliamentary Procedure and CDEs Ms. Wiener Agriculture Department
Objectives • Explain Parliamentary Procedure and its purpose
Warm Up – What are the FFA officer positions? – What are the jobs descriptions and responsibilities for the FFA officer positions you know? – Do you know the FFA officers in your school?
ESSENTIAL QUESTION –Why do we use Parliamentary procedure?
Let’s Read Aloud All members in unison: "To practice brotherhood, honor agricultural opportunities and responsibilities, and develop those qualities of leadership which an FFA member should possess. "
• Explain what is happening in this photo
Parliamentary Procedure • • 1. What is it ? 2. When do we use it? 3. Why do we have it? 4. How does it work?
Parli Pro Questions • Use your packet to answer the following IN COMPLETE SENTENCES. DO NOT WRITE ON PACKET! RETURN TO CENTER OF TABLE WHEN FINISHED. COMPLETED WORK GOES IN YOUR BIN! • What are the steps in making a motion? • What do you say to suspend consideration? Amend a motion? Request information? • What is parliamentary procedure? • What are unclassified motions? • How many motions can be on the “floor” at one time? • How do you amend a motion? What are common mistakes? • What are the main classifications of motions? Define each in your answer • After reading the mock script, what was done correctly concerning parliamentary procedure? • In your own thoughts: Why do we have / use parliamentary procedure? Give examples of where these procedures might me used in school, in the state, and the US
1. What is it? • Parliamentary procedure is the body of rules, ethics, and customs governing meetings and other operations of clubs, organizations, legislative bodies, and other deliberative assemblies
2. When do we use it? • At any meeting ! • When important decisions need to be made by an entire group or club • When trying to discuss or present new ideas
3. Why do we have it? • TO KEEP ORDER!! – Make sure every member has the chance to be heard – Each member has the chance to vote – Each member has the chance to bring up new topics for discussion or that need decisions
4. How does it work? • Parliamentary Procedure Activity Break up into groups. – Read Script 1, 2 and 3 – Explain what is • Correct • Incorrect
CDEs Career Development Event Compete Locally Compete State wide Compete Nationally!
Examples • • Ag Mechanics Forestry Floriculture Dairy Foods
CDE Activity- 30 Minutes on Computers: FFA. org Search CDE • Research a CDE with a partner • Summarize on your own sheet of paper – What your CDE is – How you compete in your CDE – What types of subjects are covered in your CDE competition – What are the career possibilities ? – Are there proficiency awards? If so what are they? – What are the SAE Opportunities?
Importance of FFA and Agriculture: Activity • Read the Blog by Mike Rowe • Answer the questions on a separate sheet of paper.
REVIEW • Vocab you learned: – CDE, SAE, Parliamentary Procedure • Answer your Daily EQ on your map: – Why do we use parli pro? • EXIT QUESTION (Think about it): – What are you interested in related to agriculture? • NEXT CLASS: – SAEs
FFA: SAEs Ms. Wiener Agriculture Department
Objectives • Define SAEs and their purpose • Explore possible SAE Activities
WARM-UP • Turning SAE into JOB! • A word ladder starts with one word and changes into a new word. • Change one letter at a time into a new word. • Try to turn SAE into a JOB J-O-B ___ ___ S-A-E
Essential Question • What benefits do SAEs provide to students?
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What was the same in all 3 ads? • Each advertisement wanted the person to be experienced. People who have experience have the edge in landing a job. But: – How do you get experience without first having a job? – How do you get a job without first having experience?
Gaining Experience!! • Question: – How can you gain experience to get a job (or prepare for college)? • Answer: – Supervised Agricultural Experience (SAE)
SAE: definition • Supervised Agricultural Experience. Programs consist of planned practical activities conducted outside of class time in which students develop and apply agricultural knowledge and skills.
How Does a SAE Help Me? • Develop skills that can be used in getting a job • Provides the opportunity to make money • Develops skills that can be used in starting you own business • Helps development management skills
How Does a SAE Help Me. . . ? • Learn record keeping skills • Improves analytical and decision making skills • Teaches responsibility • Provides the opportunity to explore possible careers
How Does a SAE Help Me. . . ? • Develops knowledge and skills that could be helpful in college, as a hobby or for recreation. • Provides the opportunity to win awards: FFA proficiency awards are based on the SAE program. In addition to winning awards, money can be won at regional, state and national levels
How Does a SAE Help Me. . . ? • FFA degrees are partially based on the SAE. You must have a SAE program to advance. • In order to be a state or national officer, you first must have an advanced FFA degree which is partially based on SAE. • Could help the grade in Agriculture class.
Types of SAE • Entrepreneurship • Placement • Research – Experimental – Non-Experimental • Exploratory • Improvement • Supplemental
Record Book: Required for all SAEs • Accurate!!! • Record – All money put into the project – All money coming out from the project – Working experience – Hours worked – Who you worked with/for – Photos of activities • Anything Important !!!
Entrepreneurship • The student plans, implements, operates and assumes financial risks in a farming activity or agricultural business. In Entrepreneurship programs, the student owns the materials and other required inputs and keeps financial records to determine return to investments.
Entrepreneurship examples: Growing an acre of corn Operating a Christmas tree farm Raising a litter of pigs Running a pay-to-fish operation Growing bedding plants in the school greenhouse • Owning and operating a lawn care service • A group of students growing a crop of poinsettias • • •
Placement • Placement programs involve the placement of students on farms and ranches, in agricultural businesses, in school laboratories or in community facilities to provide a "learning by doing" environment. This is done outside of normal classroom hours and may be paid or non-paid.
Research • An extensive activity where the student plans and conducts a major agricultural experiment using the scientific process. The purpose of the experiment is to provide students "hands-on" experience in: – 1. Verifying, learning or demonstrating scientific principles in agriculture. – 2. Discovering new knowledge. – 3. Using the scientific process.
Research Examples • Comparing the effect of various planting media on plant growth • Determining the impact of different levels of protein on fish growth • Comparing three rooting hormones on root development • Determining if phases of the moon have an effect on plant growth
Examples, continued • Analyzing the effectiveness of different display methods on plant sales in a garden center • Demonstrating the impact of different levels of soil acidity on plant growth • Determining the strength of welds using different welding methods
Non-Experimental Research • Students choose an agricultural problem that is not amenable to experimentation and design a plan to investigate and analyze the problem. The students gather and evaluate data from a variety of sources and then produce some type of finished product.
Non-Experimental Examples: • A marketing plan for an agricultural commodity • A series of newspaper articles about the environment • A land use plan for a farm • A landscape design for a community facility • An advertising campaign for an agribusiness
Exploratory • Exploratory SAE activities are designed primarily to help students become literate in agriculture and/or become aware of possible careers in agriculture. Exploratory SAE activities are appropriate for beginning agricultural students but is not restricted to beginning students.
Exploratory Examples: • Observing and/or assisting a florist • Growing plants in a milk jug "greenhouse" • Assisting on a horse farm for a day • Interviewing an agricultural loan officer in a bank • Preparing a scrapbook on the work of a veterinarian • Attending an agricultural career day
Improvement (minor component) • Improvement activities include a series of learning activities that improves the value or appearance of the place of employment, home, school or community; the efficiency of an enterprise or business, or the living conditions of the family. An improvement activity involves a series of steps and generally requires a number of days for completion.
Improvement Examples: • • Landscaping the home Building a fence Remodeling and painting a room Overhauling a piece of equipment Building or reorganizing a farm shop Renovating and restocking a pond Computerizing the records of an agricultural business
Supplementary (Minor) • A supplementary activity is one where the student performs one specific agricultural skill outside of normal class time. This skill is not related to the major SAE but is normally taught in an agricultural program, involves experiential learning and does contribute to the development of agricultural skills and knowledge on the part of the student. The activity is accomplished in less than a day and does not require a series of steps.
SAE and the Full Plate When thinking about the different components of a SAE program, it might help to think of a meal. No one likes an empty plate!
SAE: Fill Your Plate
SAE Frayer Model: Activity. Complete for each type of SAE discussed in class
• Each student will be responsible to have a completed SAE upon graduation • Record Books are required for all SAEs –What interests you ? –Don’t have any ideas!?
SAE-Exploration: 20 minutes • Each student will pick 2 SAE idea cards • Answer the following questions about your SAE – What is your SAE? – How much time a day/week/month would you need to complete this project? – What type of materials would you need to complete this project? – Is this a project you could do? Why or why not?
SAE In-Class Activity • Each student will complete their SAE Action Plan. • Action Plans are required to receive your Greenhand Degree from AHS • Use complete sentences for full credit. This will help you begin your SAE project
SAEs @ AHS • SAE Project- Put it in writing! – 2 page double spaced essay What is your SAE? What type of SAE are your performing? Where will this SAE take place? What types of materials will you need? What would success look like for your SAE? What should your SAE look like at the end of this year? • Include a timeline for your SAE • • •
• Vocab you learned: – SAE • Review Answer your Daily EQ on your Map: – What benefits do SAEs provide to students? • EXIT QUESTION: – How do you join FFA? • NEXT CLASS: – Review for Test – TAKE TEST – Hand out SAE Paperwork and Due Dates Videohttp: //www. ffa. org/index. cfm? method=c_about. mission
Completed Concept Map: Are your questions answered? VOCAB: FFA, Greenhand, Chapter, State, American, SAE, Parliamentary Procedure
Do you have that? FFA Crossword puzzle Recite FFA Motto Degree hierarchy CDE Activity SAE Action Plan worksheet completed Vocabulary Sheet (Word Wall Words) Concept map completed with all questions answered • Greenhand Degree Application filled out • •
FFA: Review Ms. Wiener Agriculture Department
CONCEPTS TO KNOW: Fill this in on your concept map • FFA Degrees, FFA Emblem and its meaning, FFA Motto, 3 main areas of AGED, SAEs and CDEs and their purpose, FFA Colors, FFA History
Time for Review!- 20 mins • Take out a sheet of paper. • Individually answer each of the following questions. • You can consult your neighbors for help. • KEEP A COPY TO STUDY FROM!
1. Define the following vocabulary: 1. FFA, CDE, SAE, Chapter, Greenhand, American, Leadership, Active, Proficiency, State, Agriculture Education 2. Who was Henry Groseclose? What did he do for FFA? 3. Who is E. M. Tiffany? What did he do for FFA? 4. Who were the NFA? Why are they important to FFA? 5. What are the 6 parts of the FFA emblem? What does each part stand for? 6. What are the 3 main areas of Agriculture Education? How do they all work together? (Remember the diagram to help you!) 7. List the FFA degrees. Include where each degree is awarded (state, local, national level etc)
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