Abby Wilkins – Beef Entrepreneurship SAE
“Raising the Steaks” is a National FFA lesson plan in which students learn about beef production and marketing by exploring a real student’s beef entrepreneurship supervised agricultural experience (SAE). Through a video, worksheets, and a “Four Cuts of Marketing” activity, students examine beef cattle care practices and develop marketing strategies for a farm-to-table business.
At a glance
- Learning objectives
-
- Explain the essential practices involved in raising beef cattle including nutrition, health care and safety.
- Analyze a real-world SAE to explain methods used to market farm-to-table beef products.
- Describe components of a marketing strategy for farm-to-table products.
- Time required
- 90 minutes
- Grade level
- Grades 9 and 10
- Materials
-
- A copy of "Raising the Steaks" and "Four Cuts of Marketing" worksheets for each student
- Internet access to play the video in real time or embed it in a PowerPoint ahead of time
- Four Cuts of Farm-to-Table Marketing (PowerPoint presentation)
- Vocabulary
- Beef Processing; Direct Marketing; Farm to Table; Supervised Agricultural Experience (SAE); USDA Certified
- Cross-Curricular Connections
- Science — Define and use key vocabulary related to beef cattle marketing in written and verbal explanations.
- SAE and FFA Connections
- Livestock Evaluation CDE; Agricultural Proficiency Areas: Beef Production – Entrepreneurship and Beef Production – Placement
- Resources/References
- Video: "Beef Entrepreneurship SAE," https://vimeo.com/1148062878
Downloads & Links
Lesson plan
Other
Aligned Standards
AFNR Career Ready Practices
- CRP.02Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive.
- CRP.04Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/or visual methods.
- CRP.06Demonstrate creativity and innovation.
- CRP.08Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem.
AFNR Performance Element
Career Success
- FFA.CS-N.Decision Making N1Demonstrate the decision-making process.
Common Career Technical Core
- AG5Describe career opportunities and means to achieve those opportunities in each of the Agriculture, Food & Natural Resources Career Pathways.
Common Core – Language
- CCSS.ELA-LITERACY.L.9-10.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.L.9-10.2Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
Common Core – Reading: Informational Text
- CCSS.ELA-LITERACY.RI.11-12.7Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
- CCSS.ELA-Literacy.RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Common Core – Speaking and Listening
- CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Common Core – Writing
- CCSS.ELA-Literacy.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing the development, organization, and style are appropriate to task, purpose, and audience.
NASDCTEc
- AGC09.02Select, research and examine critical aspects of career opportunities in one or more AFNR career pathways in order to gain an understanding of the breadth of occupations within this cluster.
Personal Growth
- FFA.PG-J.Mental Growth J1Think critically.
Premier Leadership
- FFA.PL-A.Action A1Work independently and in groups to get things done.
- FFA.PL-A.Action A3Plan effectively.
- FFA.PL-A.Action A4Identify and use resources.
- FFA.PL-A.Action A5Communicate effectively with others.
- FFA.PL-B.Relationships B5Participate effectively as a team member.
Also aligns to
Derived from the FFA Standards Matrix crosswalk for this resource’s aligned standards.
Common Core — Reading
- CCSS.ELA-LITERACYLiteracy.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RI.9-10.3Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them.
- CCSS.ELA-LITERACY.RI.9-10.7Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
- CCSS.ELA-LITERACY.RI.9-10.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
- CCSS.ELA-LITERACY.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
- CCSS.ELA-LITERACY.RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
- CCSS.ELA-LITERACY.RI.9-10.6Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Common Core — Writing
- CCSS.ELA-LITERACY.W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- CCSS.ELA-LITERACY.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.
- CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
- CCSS.ELA-LITERACY.W.9-10.6Use technology, including the internet, to produce, publish and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
- CCSS.ELA-LITERACY.W.9-10.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
- CCSS.ELA-LITERACY.W.9-12.9Draw evidence from literary or informational texts to support analysis, reflection and research.
- CCSS.ELA-LITERACY.W.9-10.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
- CCSS.ELA-LITERACY.W.9-10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
- CCSS.ELA-LITERACY.W.9-10.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CCSS.ELA-LITERACY.W.9-10.6Use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
- CCSS.ELA-LITERACY.W.9-10.10Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.
Common Core — Speaking & Listening
- CCSS.ELA-LITERACY.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-LITERACY.SL.9-10.2Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
- CCSS.ELA-LITERACY.SL.9-10.4Present information, findings and supporting evidence clearly, concisely and logically such that listeners can follow the line of reasoning and the organization, development, substance and style are appropriate to purpose, audience and task.
- CCSS.ELA-LITERACY.SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.
- CCSS.ELA-LITERACY.SL.9-10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
- CCSS.ELA-LITERACY.SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.
- CCSS.ELA-LITERACY.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively.
Common Core — Language
- CCSS.ELA-LITERACY.L.9-10.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
- CCSS.ELA-LITERACY.L.11-12.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
- CCSS.ELA-LITERACY.L.11-12.4Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology or its standard usage.
- CCSS.ELA-LITERACY.L.9-10.4Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech or its etymology.
- CCSS.ELA-LITERACY.L.9-10.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.L.9-10.2Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
- CCSS.ELA-LITERACY.L.9-10.5Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
- CCSS.ELA-LITERACY.L.11-12.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.L.11-12.2Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
- CCSS.ELA-LITERACY.L.11-12.5Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Common Core — History/Social Studies
- CCSS.ELA-Literacy.RH.9-10.8Assess the extent to which the reasoning and evidence in a text support the author's claims.
- CCSS.ELA-Literacy.RH.9-10.9Compare and contrast treatments of the same topic in several primary and secondary sources. CCSS.ELA-Literacy.RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
- CCSS.ELA-Literacy.RH.11-12.9Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
- CCSS.ELA-Literacy.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning and evidence.
- CCSS.ELA-Literacy.RH.11-12.8Evaluate an author's premises, claims and evidence by corroborating or challenging them with other information.
- CCSS.ELA-Literacy.RH.9-10.1.
- Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
- CCSS.ELA-Literacy.RH.9-10.3.
- Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- CCSS.ELA-Literacy.RH.11-12.5.
- Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs and larger portions of the text contribute to the whole.
- CCSS.ELA-Literacy.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
- CCSS.ELA-Literacy.RH.9-10.7Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
- CCSS.ELA-Literacy.RH.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Common Core — Math Practices
- CCSS.MATH.PRACTICE.MP3Construct viable arguments and critique the reasoning of others. Students are able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed and explain any flaws.
- CCSS.MATH.PRACTICE.MP2Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations.
- CCSS.MATH.PRACTICE.MP3Construct viable arguments and critique the reasoning of others. Students at all grades can listen and read the arguments of others, decide whether they make sense and ask useful questions to clarify or improve the arguments.
- CCSS.MATH.PRACTICE.MP6Attend to precision.
- CCSS.MATH.PRACTICE.MP1Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of the problem and looking for entry points to its solution.
- CCSS.MATH.PRACTICE.MP5Use appropriate tools strategically. These tools include paper and pencil, ruler, protractor, calculator or computer/software.
- CCSS.MATH.PRACTICE.MP3Construct viable arguments and critique the reasoning of others. Students justify their conclusions, communicate them to others and respond to the arguments of others.
Next Generation Science Standards
- Practice 1: Asking Questions and Defining Problems. Evaluate a question to determine if it is testable and relevant.
- Practice 2: Developing and Using Models. Students can be expected to evaluate and refine models through an iterative cycle of comparing their predictions with the real world and then adjusting them to gain insights into the phenomenon being modeled.
- Practice 3: Planning and Carrying Out Investigations. Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for
- evidence as part of building and revising models, supporting explanations for phenomena or testing
- solutions to problems.
- evidence as part of building and revising models, supporting explanations for phenomena, or testing
- Practice 3: Planning and Carrying Out Investigations. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time) and refine the design accordingly.
- Practice 3: Planning and Carrying Out Investigations. Select appropriate tools to collect, record, analyze and evaluate data.
- Practice 8: Obtaining, Evaluating, and Communicating Information. Communicate scientific and/or technical information or ideas (e.g., about phenomena and/or the process of development and the design and
- performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually,
- mathematically).
- Practice 3: Planning and Carrying Out Investigations. Plan an investigation or test a design individually and collaboratively.
National Standards for Financial Literacy
- Saving: Benchmarks: Grade 12, Statement 9. There are many strategies that can help people manage psychological, emotional and external obstacles to saving, including automated savings plans, employer matches and avoiding personal triggers.
- Spending: Benchmarks: Grade 12, Statement 2. Consumer decisions are influenced by the price of products or services, the price of alternatives, the consumer’s budget and preferences and potential impact on the environment, society and economy.
- Earning Income: Benchmarks: Grade 12, Statement 1. Compensation for a job or career can be in the form of wages, salaries, commissions, tips or bonuses and may also include contributions to employee benefits, such as health insurance, retirement savings plans and education reimbursement programs.
- Spending: Benchmarks: Grade 12, Statement 1. A budget helps people achieve their financial goals by allocating income to necessary and desired spending, saving and philanthropy.
- Spending: Benchmarks: Grade 12, Statement 9. Keeping organized records of purchases, income and expenses makes it easier to track financial goals and prepare for tax season.
- Saving: Benchmarks: Grade 12, Statement 1. Financial institutions offer several types of savings accounts, including regular savings, money market accounts and certificates of deposit (CDs), that differ in minimum deposits, rates and deposit insurance coverage.
- Managing Risk: Benchmarks: Grade 12, Statement 6. People plan for financial risk by purchasing appropriate types and amounts of insurance.
- Earning Income: Benchmarks: Grade 12, Statement 10. Retirement income may come from various sources including Social Security, employer-sponsored retirement plans, personal savings and investments.
- Investing: Benchmarks: Grade 12, Statement 14. Criteria for selecting financial professionals for investment advice include licensing, certifications, education, experience and cost.
- Earning Income: Benchmarks: Grade 12, Statement 2. In addition to wages and paid benefits, employees may also value intangible (noncash) benefits, such as good working conditions, flexible work hours, telecommuting privileges and career advancement potential.
- Credit: Benchmarks: Grade 12, Statement 8. A credit score is a numeric rating that assesses a person’s credit risk based on information in their credit report.
- Saving: Benchmarks: Grade 12, Statement 6. Tax policies that allow people to save pretax earnings or to reduce or defer taxes on interest earned provide incentives for people to save.
AFNR Career Ready Practices
- CRP.08Utilize critical thinking to make sense of problems and persevere in solving them.
- CRP.01Act as a responsible and contributing citizen and employee.
- CRP.02Apply appropriate academic and technical skills.
- CRP.12Work productively in teams while using cultural/global competence.
- CRP.10Plan education and career path aligned to personal goals.
- CRP.07Employ valid and reliable research strategies.
- CRP.04Communicate clearly, effectively and with reason.
- CRP.09Model integrity, ethical leadership and effective management.
21st Century Skills
- Critical Thinking and Problem Solving
- Leadership and Responsibility
- Collaboration
- Communication
- Initiative and Self-Direction
- Productivity and Accountability
- Information Literacy
- Media Literacy
- Technology Literacy
- Social and Cross-Cultural Skills