Identify the role of supervised agricultural experiences (SAEs) in agricultural education.
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
- 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
- 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
The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.
- Identify word origins and derivations.
- Use roots, affixes, synonyms, and antonyms to expand vocabulary.
- Identify and analyze the construction and impact of figurative language.
- Identify connotations.
- Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
- Use word-reference materials to determine meanings and etymology.
- Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
The student will read and demonstrate comprehension of a variety of nonfiction texts.
- Skim materials using text features including type, headings, and graphics to predict and categorize information.
- Identify an author’s organizational pattern using textual clues, such as transitional words and phrases.
- Make inferences and draw logical conclusions using explicit and implied textual evidence.
- Differentiate between fact and opinion.
- Identify the source, viewpoint, and purpose of texts.
- Describe how word choice and language structure convey an author’s viewpoint.
- Identify the main idea.
- Summarize text identifying supporting details.
- Create an objective summary including main idea and supporting details.
- Identify cause and effect relationships.
- Organize and synthesize information for use in written and other formats.
- Analyze ideas within and between selections providing textual evidence.
- Use reading strategies to monitor comprehension throughout the reading process.