# CTE Resource Center - Verso - Introduction to Agriscience Task 579249330

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify the role of supervised agricultural experiences (SAEs) in agricultural education.

Definition

Identification should include
  • defining an SAE program as an opportunity for students to consider multiple careers and occupations in the agriculture, food, and natural resources (AFNR) industries, learn expected workplace behavior, develop specific skills within an industry, and apply academic and occupational skills in the workplace or a simulated workplace environment
  • researching the Foundational SAE
    • career exploration and planning
    • personal financial planning and management
    • workplace safety
    • employability skills for college and career readiness
    • agricultural literacy
  • researching the Immersion SAE
    • entrepreneurship/ownership
    • placement/internships
    • research (experimental, analytical, invention)
    • school business enterprises
    • service learning
  • developing a plan to participate in an SAE, based on personal and career goals
  • researching available awards and degrees, based on SAE participation.

Teacher resource: SAE Resources, National Council for Agricultural Education

Process/Skill Questions

  • What are examples of SAEs related to this course and in the AFNR industries?
  • Where can a copy of the Virginia SAE Record Book be found?
  • What is an Immersion SAE?
  • How does a placement/internship SAE differ from an ownership/entrepreneurship SAE?
  • How does an SAE provide relevant work experience and contribute to the development of critical thinking skills?
  • How is the SAE an extended individualized instructional component of a student’s Career Plan of Study?
  • How can an SAE be used to provide evidence of student growth and participation in authentic, work-related tasks?
  • What are the four types of SAEs?
  • What are the advantages of participating in work-based learning experiences and projects?
  • How does one choose an appropriate SAE in which to participate?

Related Standards of Learning

English

6.5

The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry.
  1. Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
  2. Describe cause and effect relationships and their impact on plot.
  3. Explain how an author uses character development to drive conflict and resolution.
  4. Differentiate between first and third person point-of-view.
  5. Describe how word choice and imagery contribute to the meaning of a text.
  6. Draw conclusions and make inferences using the text for support.
  7. Identify the characteristics of a variety of genres.
  8. Identify and analyze the author’s use of figurative language.
  9. Compare/contrast details in literary and informational nonfiction texts.
  10. Identify transitional words and phrases that signal an author’s organizational pattern.
  11. Use reading strategies to monitor comprehension throughout the reading process.

6.6

The student will read and demonstrate comprehension of a variety of nonfiction texts.
  1. Skim materials using text features such as type, headings, and graphics to predict and categorize information.
  2. Identify main idea.
  3. Summarize supporting details.
  4. Create an objective summary including main idea and supporting details.
  5. Draw conclusions and make inferences based on explicit and implied information.
  6. Identify the author’s organizational pattern(s).
  7. Identify transitional words and phrases that signal an author’s organizational pattern.
  8. Differentiate between fact and opinion.
  9. Identify cause and effect relationships.
  10. Analyze ideas within and between selections providing textual evidence.
  11. Use reading strategies to monitor comprehension throughout the reading process.