Lesson 1.2– Teacher Notes

Lesson 1.2 – Team FFA

In preparation for teaching this lesson, you should review the Concepts, Performance Objectives, Essential Questions, and Key Termsalong with the PowerPoint®presentations prior to beginning the lesson with students. In addition, you should review all activities in order to familiarize yourself with the student directions, expectations, and the work students will complete.

PowerPoints®

FFA – Experience for Success

This presentation is designed to help promote student understanding of the importance of FFA to their agricultural education experience. After students have completed Activity 1.2.1 Joining the Team, present this PowerPoint® and discuss the benefits of joining FFA as well as the process for your local program. You may find it helpful to tailor this presentation by adding local information.

Activities, Projects, and Problems

Activity 1.2.1 Joining the Team

Students will explore the history and practices of FFA through the use of a trivia game and by researching materials found in the FFA Student Handbook. Before presenting this activity, take time to sort through the cards included in FFA Game – Blue. Select 50-60 cards that you feel are important for students to know about FFA. Divide these cards into groups of 10-12 for student groups to use.

Determine how you would like students to share information learned in each group with the entire class. Suggested methods include developing posters of categories of information, or sharing their questions from each card and the answer they determine aloud. If the poster method is chosen, the categories may include FFA History, FFA Facts, FFA Emblem, FFA Degrees, etc. You can either sort the cards into such groups and have each group develop one poster, or you could have posters with headings prepared ahead of class.Students could then add information to each poster at the end of the trivia game.

Divide the students into groups of four. Give each group of students a set of cards to complete. Give students approximately fifteen to twenty minutes to complete Part One. Once they have determined the answers, have students report to the class using the method you chose above.

After information from the trivia game has been shared, instruct students to complete Part Two individually.

Activity 1.2.2 Wearing the Uniform

Students will compare styles of dress and the purpose of professional dress. Prepare students for this activity by emphasizing artistic design is not the objective.

Instruct students to diagram their favorite sports teams and identify the apparel used in the uniform for that sport. Have students do the same for their own personal apparel and FFA Official Dress. NOTE: Personal apparel will have a wide variety of styles and serves to illustrate that variety provides a means forindividual identification.

Discuss the components of sports uniforms and describe the purpose for wearing each item. For example in football, a helmet is for safety, a jersey indicates group affiliation, the number on the jersey specifies individuality within the group, pants provide added padding and protection, and shoes with cleats provide traction. Facilitate a student discussion on the different pieces of official dress and why each item is important to image and professionalism.

Activity 1.2.3 Game Time

In this activity, students will complete a series of stations that represent components of ten Career Development Events. This activity takes considerable advance preparation and you should start gathering materials on the first day of the lesson. You may choose to exchange supplies or even some CDEs in this activity based on what CDEs are offered in your region and state. If you make adjustments, be sure to adjust the student activity sheet accordingly.

You will need to set up ten stations. Each station should take students approximately three minutes to complete. A list of recommended stations, the materials needed, and instructions to prepare each station are listed below.

Dairy Foods – Cheese Identification

  • Five paper plates
  • Samples of four cheeses (Cheddar, Muenster, Swiss, and Colby are recommended)
  • Box of toothpicks
  • Saltine crackers
  • Cut the cheese into small bite-size samplesplacing each type of cheese on a numbered paper plate.
  • Add toothpicks to each sample for sanitary purposes.
  • Provide one plate of saltine crackers to cleanse the palate between samples.

Food Science – Sensory Evaluation

  • Four baby food jars or small vials with lids
  • Select four samples of the following items – cinnamon, almond, garlic, lemon, nutmeg, oregano, peppermint, or vanilla.
  • Place a small portion of each sample in an individual jar.
  • Number each jar 1 through 4.

Horse Evaluation – Placing Class

  • A sample class is provided in Activity 1.2.3 CDE Samples
  • Using the pictures provided, print the class of horses.
  • You may use live animals or alternative pictures if desired. If you design your own class, it is recommended to select a class with clear differences as this could be the first time a student has evaluated a horse.

Meats Evaluation – Retail Cut ID

  • A sample set of pictures is provided in Activity 1.2.3 CDE Samples, however you can choose to use fresh cuts available in your area.
  • Set out the samples and number 1 through 4.
  • If using fresh samples, make sureeachsample clearly shows characteristics of that particular cut.

Poultry Evaluation – Placing Class

  • Four frozen,precooked, breaded chicken patties
  • Four paper plates
  • Cut patties in half in a cross section manner to allow viewing of the inner meat.
  • Select four frozen patties that have discernable differences. If your supply is very uniform, create differences by peeling breading away, removing a portion of the patty, orfinding a patty that is undercooked or contains an internal defect.

Floriculture – Plant Identification

  • Provide four plants from the list in the student activity or you may use the pictures from Activity 1.2.3 CDE Samples
  • Number the samples 1 through 4.

Nursery and Landscape – Problem Solving

  • Provide two calculators
  • One standard brick and a ruler for visual aids.

Ag Mechanics – Equipment Use

  • 4 3-foot sections of 2x4 boards
  • 2 hammers
  • 40 nails
  • Two pair of safety glasses
  • Prior to students beginning, double the thickness of each board by nailingtwo sections together. You should have two double thickness sections for student use.

Agronomy – Seed Identification

  • Four baby food jars or small vials with lids
  • Select four samples of the following items– alfalfa, corn, Kentucky bluegrass, oats, orchardgrass, red clover, red wheat, or soybeans.
  • Place a small portion of each sample in an individual jar.
  • Number the jars 1 through 4.
  • A number of these items are available at local feed stores, garden supply centers, and bulk food bins at the grocery store.

Soils – Soil Texture

  • Three containers (1 quart or larger)
  • Samples of pure sand, silt, and clay
  • Number the containers 1 through 3.
  • Place one sample in each container.

Assign students to work with a partner and distribute the clipboards. Review the procedures to complete each station with students. When students have completed all stations, review the correct answers for each event.Answers for select stations are included in Activity 1.2.3 Answer Key.

Assessment

Lesson 1.2 Check for Understanding

Lesson 1.2 Check for Understandingis included for you to use as an assessment tool for this lesson. Lesson 1.2 Check for Understanding Answer Keyis provided for grading purposes.

Curriculum for Agricultural Science Education – Copyright 2011

AFNR – Teacher Resources – Unit 1 – Lesson 1.2 – Teacher Notes – Page 1