SAE Lesson 6

The Filing Cabinet - Lesson 6

Unit: Supervised Agricultural Experience (SAE) Programs

Lesson: Does The Lab Coat Fit: Research (Lesson 6)

Objectives:

At the end of the class the learner will be able to:
1. Describe the steps in the research process.

2. Indentify the 3 requirements for a true experiment.

3. Define independent and independent variable.

4. Identify potential research-based SAE projects.

5. Discuss the Agriscience Student of the Year award.

6. List the five categories of participation in the FFA Agriscience Fair

References and Teaching Aids: 1. Computer with PowerPoint 97 and a projection device or an overhead projector.

2. "Agriscience" PowerPoint 97 presentation (agriscience.ppt)

3. Agriscience crossword puzzle and clue sheet.

4. Record keeping pages for agriscience projects that your state uses.

5. A lunch bag size paper sack (or sock), knife or scissors, two walnuts or plastic Easter eggs, clear tape, and a flat shoestring or thin piece of elastic.

6. Video "Create a Reaction" (available from the National FFA Organization) and VCR player

7. Agriscience Student of the Year Application Form and Certificate

Teaching Procedure:

A. Interest Approach:
Two different interest approaches are suggested. Use the one most appropriate for your situation.
Interest Approach 1
Preparation: Construct an artificial scrotum using the items listed above (in number 5). Cut the shoestring or thin piece of elastic into two strips 6-8 inches long. Take each strip and securely tape the end of each strip to a walnut (or plastic Easter egg). Take the free end of each shoestring (or elastic) and tape or staple them to the inside of the lunch bag (about halfway up the inside). The walnuts (or Easter eggs) should be laying loosely in the bottom of the sack. There should be enough play in the string or elastic so that when the bottom of the sack is cut off the two objects will extend below the sack by a couple of inches.
When the class starts announce that you will teach them a very valuable skill that they will probably use a lot. The skill is how to neuter an animal like a steer or lamb. Have one student to come forward to help with the demonstration. Hold the lunch bag up and tell the class this represents the scrotum of a beef animal. Have the student cut off the bottom of the bag. The two "artificial" testicles should drop down. Then have the student remove the two testicles. Ask the students if this is a skill they will be using a lot. Explain that at one time, this skill was commonly taught in agriculture when many students were from the farm and had livestock for their entrepreneurship program. But times have changed. Most agricultural students are not from the farm and in a technologically changing world a new set of skills are needed - skills focusing on research and agriscience.
Interest Approach 2
Divide the class into small groups of 3-4 students and have them answer the following questions.
1. In 1917 what percent of the population in this state lived on farms? (this will be 50-60 percent in most states)
2. Today what percent of the population lives on farms? (the current U.S. figure is 1.9%)
3. Given these figures, what are the implications for SAE? (there are fewer opportunities for entrepreneurship, so we should consider other types of SAE such as research!)

B. Problem Statement: (to be written on the board or overhead)
"How does one conduct a research based SAE program?"

C. Teaching Steps:

1. After the interest approach and posting the problem statement on the board, show the video "Create a Reaction" and discuss

2. Show the PowerPoint presentation on Agriscience and discuss.

3. Show the class the Agriscience Student application form and discuss.

4. Divide the class into small groups and have them brainstorm possible agriscience experiments they could perform.

5. Distribute the type of research record keeping pages used in your state. Explain how the records are to be kept. If you state does not have a SAE record book, record books that match these lessons (The North Carolina SAE Record Book) can be ordered from Dr. Jim Flowers at North Carolina State. Contact him for more information at jim_flowers@ncsu.edu
D. Review:
1. Pass out the agriscience crossword puzzle and clue sheet and have students complete in class or as a homework activity.

Additional Background Information for the Teacher

Read the article by Joe Harper and Jonathan Atherton entitled "Supervised Agricultural Experimentation."

Read the article by Barry Croom entitled "Non-Occupational Supervised Experience."

Read the article by James Spiess entitled "Using Experimentation as Experiential Learning."

Read the article by Glen Miller entitled "Using Experiments to Teach Agriscience."

FFA members who have experimental SAE programs can enter the FFA Agriscience Fair and Agriscience Student Competition.

The Florida Department of Agriculture has a neat web site called Planet Ag with lots of ideas for agriscience fair projects.

Discover what our colleagues at the University of Arkansas are doing with their Agriscience Project!

The Wisconsin Fast Plants can be used in experimental SAE programs. If you are not familiar with them, you need to be.

Students conducting experimental SAE projects need a knowledge of the research process. Dr. Jacqueline S. McLaughlin of the LeHigh Valley campus of Penn State has a nice web site with information on conducting science experiments. Pay special attention to the Scientific Investigation section.

This Western Michigan University site contain additional information about scientific investigation terminology and procedures that students should use in conducting experimental SAE activities.

Frank Potter's Science Gems web site contains a plethora of information and resources that an agriculture teacher will find useful in helping students with experimental SAE activities.