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Grant Miller – Exotic Animal SAE


Lesson Plans & Curriculum
High School
60 minutes

“Wild About Animals” is a National FFA Organization lesson plan that introduces students to the exotic animal industry through an animal systems supervised agricultural experience (SAE) profiled in a video about a student in Arkansas. Students watch the video, read an article comparing domesticated, wild, and exotic animals, and research legal exotic species in their state to create a best-care-practices brochure. The lesson connects animal science concepts, laws, record keeping, and SAE/career preparation in the Animal Systems pathway.

At a glance

Learning objectives
  • Differentiate between domesticated, wild and exotic animals and explain how domestication can impact agricultural production.
  • Apply animal science concepts to develop a best care practices brochures for a legal exotic species in their state.
  • Analyze how an SAE can support career preparation, skill development and record keeping in the animal systems pathway.
Time required
60 minutes
Grade level
Grades 9 and 10
Materials
  • A copy of the "Wild About Animals" worksheet for each student
  • Internet access to play the video in real time or embed it in a PowerPoint ahead of time
Vocabulary
Agritourism; Animal Systems; Domestication; Enrichment; Exotic Animal; Permit; Record Keeping; Supervised Agricultural Experience (SAE); Wild Animal
Partnership for 21st Century Skills
Collaboration; Communication; Critical Thinking and Problem Solving; Global Awareness; Information Literacy; Initiative and Self-Direction; Leadership and Responsibility; Productivity and Accountability; Technology Literacy; Think Creatively
Resources/References
Video: "Exotic Animal SAE," https://vimeo.com/1148724825; Article: "Exotic, Domesticated and Wild Pets," https://vetmed.tamu.edu/news/pet-talk/exotic-domesticated-and-wild-pets/
Cross-Curricular Connections
Science: Examine animal classification, nutrition, disease prevention, habitat needs and the biological differences between domesticated and non-domesticated species. English/Language Arts: Read an informational text, answer text-dependent questions, conduct research and develop a structured informational brochure. Technology: Use digital tools for research and to design a professional brochure.

Download Video

Exotic Animal SAE

Grant Miller, an 11th grader from the Lamar FFA chapter, manages a diverse range of animals at the Bacchus Family Adventure Farm. His daily tasks include feeding, cleaning, and monitoring animal health. He organizes events and highlights the significance of record-keeping for expenses. Aspiring to be a veterinarian, Grant values the skills and community support gained through FFA, encouraging students to let their SAE shape their futures.

Downloads & Links

Lesson plan

Worksheet

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.05Consider the environmental, social and economic impact of decisions.
  • CRP.07Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies.
  • 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.
  • CRP.10Plan education and career path aligned to personal goals. Career-ready individuals take personal ownership of their own educational and career goals, and they regularly act on a plan to attain these goals.
  • CRP.11Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems.

AFNR Performance Element

  • FPS.01Analyze how issues, trends, technologies and public policies impact systems in the Agriculture, Food and Natural Resources Career Cluster.
  • FPS.02Evaluate the nature and scope of the Agriculture, Food and Natural Resources Career Cluster and the role of agriculture, food and natural resources (AFNR) in society and the economy.
  • FPS.03Examine and summarize the importance of health, safety and environmental management systems in AFNR workplaces.
  • FPS.05Describe career opportunities and means to achieve those opportunities in each of the Agriculture, Food and Natural Resources career pathways.
  • FPS.07Recognize the value of a supervised agricultural experience (SAE) as Work-Based Learning.
  • FPS.08Utilize critical thinking to make sense of problems and persevere in solving them.
  • FPS.09Recognize the options within and participate in immersive supervised agricultural experiences.
  • FPS.14Evaluate opportunities to develop leadership, citizenship and career skills.

Career Success

Common Core – Language

  • 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.9-10.6Acquire 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.

Common Core – Reading: Informational Text

  • 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.9-10.3Analyze 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.9-10.4Determine 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.9-10.7Analyze 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.

Common Core – Speaking and Listening

  • 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.

Common Core – Writing

  • 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.
  • 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.
  • 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 flexibility and dynamically.
  • 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.9-10.8Gather 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.

FFA Precept

Personal Growth

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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.
  • CCSS.ELA-LITERACY.RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

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.9-10.6. Use 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.9-10.7Conduct 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.9-10.4Present 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.9-10.3Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.
  • 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.9-10.5Make 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.
  • CCSS.ELA-LITERACY.SL.9-10.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • CCSS.ELA-LITERACY.SL.11-12.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.

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.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.9-10.3Analyze 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.11-12.5Analyze 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.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.
  • CCSS.ELA-Literacy.RH.9-10.9Compare and contrast treatments of the same topic in several primary and secondary sources.
  • CCSS.ELA-Literacy.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
  • 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.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.9-10.4Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social science.
  • CCSS.ELA-Literacy.RH.11-12.4Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
  • 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.9-10.7Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
  • 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.

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.MP1Make sense of problems and persevere in solving them. Mathematically proficient students check their answer using a different method and they continually ask, "Does this make sense?"
  • CCSS.MATH.PRACTICE.MP6Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussions with others and in their own reasoning.
  • CCSS.MATH.PRACTICE.MP2Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations.
  • CCSS.MATH.PRACTICE.MP4Model with mathematics. A student might use geometry for a design problem or use a function to describe how one quantity of interest depends on another.
  • CCSS.MATH.PRACTICE.MP1Make sense of problems and persevere in solving them. Students analyze givens, constraints, relationships and goals. They make conjectures about the form and meaning of the solution and plan a pathway rather than simply jumping into an attempt to solve the problem.
  • 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.
  • CCSS.MATH.PRACTICE.MP8Look for and express regularity in repeated reasoning. Students continually evaluate the reasonableness of their intermediate results.

Next Generation Science Standards

  • Practice 1: Asking Questions and Defining Problems. Evaluate a question to determine if it is testable and relevant.
  • Practice 6: Constructing Explanations and Designing Solutions. Apply scientific ideas, principles and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.
  • Practice 8: Obtaining, Evaluating and Communicating Information. Evaluate the validity and reliability of and/or synthesize multiple claims, methods and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible.
  • Appendix C: College and Career Readiness p. 5. Students need to be able to make sense of the world and approach problems not previously encountered — new situations, new phenomena and new information.
  • 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 1: Asking Questions and Defining Problems. Ask questions that can be investigated within the scope of the school laboratory, research facilities or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.
  • Practice 6: Constructing Explanations and Designing Solutions. The goal of engineering is to solve problems. Designing solutions to problems is a systematic process that involves defining the problem, then generating, testing and improving solutions.
  • Appendix C: College and Career Readiness p. 7. Require students to develop the skills associated with learning to imbed knowledge in real-world situations, to be lifelong learners and develop adaptive expertise.
  • 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. Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables.

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.
  • Investing: Benchmarks: Grade 12, Statement 6. When making diversification and asset allocation decisions, investors consider their risk tolerance, goals and investing time horizon.
  • Earning Income: Benchmarks: Grade 12, Statement 3. People vary in their opportunity and willingness to incur the present costs of additional training and education in exchange for future benefits, such as earning potential.
  • 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.
  • Credit: Benchmarks: Grade 12, Statement 12. Consumer credit protection laws govern disclosure of credit terms, discrimination in borrowing and debt collection practices.
  • Earning Income: Benchmarks: Grade 12, Statement 4. Employers generally pay higher wages or salaries to more educated, skilled and productive workers than to less educated, skilled and productive workers.
  • 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.
  • Investing: Benchmarks: Grade 12, Statement 3. Investors expect to earn higher rates of return when they invest in riskier assets.
  • Credit: Benchmarks: Grade 12, Statement 5. Federal student loans have lower rates and more favorable repayment terms than private student loans and may be subsidized.
  • Saving: Benchmarks: Grade 12, Statement 5. Government agencies such as the Federal Reserve, the FDIC and the NCUA, along with their counterparts in state government, supervise and regulate financial institutions to improve financial solvency, legal compliance and consumer protection.
  • 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.
  • Spending: Benchmarks: Grade 12, Statement 5. Consumers incur costs and realize benefits when searching for information related to the purchase of goods and services.

AFNR Career Ready Practices

  • CRP.08Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP.10Plan education and career path aligned to personal goals.
  • CRP.09Model integrity, ethical leadership and effective management.
  • CRP.02Apply appropriate academic and technical skills.
  • CRP.06Demonstrate creativity and innovation.
  • CRP.01Act as a responsible and contributing citizen and employee.
  • CRP.12Work productively in teams while using cultural/global competence.
  • CRP.07Employ valid and reliable research strategies.
  • CRP.04Communicate clearly, effectively and with reason.

21st Century Skills

  • Critical Thinking and Problem Solving
  • Leadership and Responsibility
  • Initiative and Self-Direction
  • Collaboration
  • Communication
  • Productivity and Accountability
  • Think Creatively
  • Information Literacy
  • Media Literacy
  • Technology Literacy

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