This is a version of a comprehensive Foundational SAE or SAE for All.  It is a portfolio of lessons and activities to be copied and shared with students, which they fill in, manipulate, and track through their time in middle school and high school agricultural education. Developed by Kensie Burnside

This lesson presents a brief overview of budgeting and tracking income and expenses within a Supervised Agricultural Experience (SAE) program or project.

Students will gain a general understanding of FFA History, opportunities, and procedures, as well as a general knowledge about Agricultural Education through various structured activities.

In this report presented at a California Air Resources Board (CARB) workshop by the International Council on Clean Transportation (ICCT), the relationship between mass, size, safety, and materials are examined. After describing the factors influencing vehicle safety (drivers and environment, size and weight, crashworthiness, and materials), solutions to safer vehicles are presented. It is determined to improve safety, mass should be reduced through the use of lighter high-strength materials (aluminum and steel), while also improving vehicle geometry and design to absorb impact. An example of improved safety through high strength-materials and geometry is illustrated with design changes Honda has made to the Civic (05-06 models). Also compared in this report are material and safety studies by the Society of Automotive Engineers (SAE) and the National Highway Traffic Safety Administration (NHTSA).

These guides give an overview of Supervised Agricultural Experiences (SAEs), explain how SAEs work, and provide SAE options, implementation tips and appendices, including leaning plans, career plan templates, supervision plans and more.

Grade Level: 8th - 9thSubject: Introduction to Agriculture, Food, and Natural ResourcesDuration: 50 minutesDOK Level: 2SAMR Level: Substitution Indiana Standard: IAFNR-3.1 Explain the nature of and become familiar with those terms related to an SAE programIAFNR-3.2 Explore the numerous possibilities for an SAE program which a student might develop Objective: Students will be able to explain and identify three examples of the different types of SAEs.Essential Question: What are the different types of SAEs?Procedure: Have students draw a picture of their favorite activityThe students will explain why they choose the activity as their favorite activityHave a class discussion on interests are different among everyoneShow the video SAE Part 1Present the notes in Types of SAEsShow the video SAE Part 2Explain and provide the homework SAE worksheet through google classroomProduct or Assessment: The correct responses on the SAE worksheet

 Why Keep SAE Records? Grade Level: 8th - 9thSubject: Introduction to Agricultural, Food, and Natural ResourcesDuration: 100 MinutesDOK Level: 4SAMR Level: Modification and RedefinitionIndiana Standard: IAFNR-3.3 Develop an individual SAE program and implement record keeping skillsObjective: Students will be able to design and evaluate different record keeping systems for SAEs.Essential Question: Why keep SAE records?Procedure: Show the video SAE part 3Go through the presentation Why keep SAE recordsExplain and demonstrate the parts of the Attica FFA Record BookHave the students take out their research notebooksProvide the students with their own copy of the record book through google classroomEnter the first lab into their record books under the agriscience tabHave the students complete the next two labs on their ownThe students will adjust the tabs to fit their main SAE project.The students will enter two weeks worth of recordsProduct or Assessment: The assessment will be given on the students two week worth of records. After the initial grading of the record books, they will be graded monthly to ensure the record books are being kept up to date.