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Lily Carriker – Agricultural Communications SAE Video Lesson Plan


Lesson Plans & Curriculum
High School
60 minutes

This is an FFA lesson plan in which students explore agricultural communications as a Supervised Agricultural Experience (SAE) through the story of student Lily Carriker, who built a website for a local agribusiness. Students watch a video about her SAE, analyze the design and functionality of several existing websites, and then design mockups of two webpages for a local business or organization.

At a glance

Learning objectives
  • Examine the components of a web design agricultural communications SAE.
  • Explore various websites and make observations about their appearance and functionality.
  • Design a mockup of two webpages for a local business or organization.
Time required
60 minutes (*Time requirements may vary based upon student understanding and class schedule.)
Grade level
Grades 9 and 10
Materials
  • A copy of the "Click to Create" worksheet for each student
  • A copy of the "Homepages and First Impressions" worksheet for each student
  • Internet access to play the video in real time or embed it in a PowerPoint ahead of time
  • Individual student devices to access the websites for the activities
  • Markers, colored pencils or crayons
Vocabulary
Homepage; Impression; Website; Webmaster; Web designer
Partnership for 21st Century Skills
Communication; Critical Thinking and Problem Solving; Information Literacy; Initiative and Self-Direction; Media Literacy; Productivity and Accountability; Technology Literacy; Think Creatively
Cross-Curricular Connections
English/Language Arts: Articulate the benefits of a well-designed website. Give examples of characteristics of a well-designed website. Technology: Use existing websites as examples to design two webpages for a local business or organization.
SAE and FFA Connections
Agricultural Communications CDE; Proficiency Areas: Agricultural Communications, Agricultural Services; Foundational SAE Connections: Career Exploration and Planning, Employability Skills for College and Career Readiness

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.
  • 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 Cluster Skills

  • CS.05Describe career opportunities and means to achieve those opportunities in each of the Agriculture, Food & Natural Resources career pathways.

AFNR Performance Element

  • ECL.03Evaluate the effectiveness of various communication strategies with related methods and platforms used by organizations across AFNR industries.
  • ECL.04Develop a written communication plan using various communication methods (e.g. news releases, social media, speaking opportunities, blogs, podcasts, etc.) to convey a message to an intended AFNR audience.

Career Success

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.9-10.2Integrate 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.9-10.5Make 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.9-10.2Write 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.

FFA Precept

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.

Next Generation Science

  • Practice 8Obtaining, 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).

Personal Growth

Premier Leadership

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.9-10.6. 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.9-12.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

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.9-10.4Present 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.9-10.6Adapt 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.11-12.1cPropel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify or challenge ideas and conclusions; and promote divergent and creative perspectives.
  • CCSS.ELA-LITERACYL.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.11-12.6Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
  • 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.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.11-12.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

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.9-10.4Determine 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.11-12.7Integrate 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.9-10.1.
  • 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.11-12.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
  • 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.9-10.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

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.MP5Use appropriate tools strategically. Mathematically proficient high school students analyze graphs of functions and solution using a graphing calculator.
  • 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.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.MP1Make sense of problems and persevere in solving them. Mathematically proficient students can explain the correspondences between different equations, tables, verbal descriptions and graphs.
  • CCSS.MATH.PRACTICE.MP2Reason abstractly and quantitatively. Ability to contextualize and decontextualize a problem symbolically and manipulate the representation as needed.

Next Generation Science Standards

  • Practice 1: Asking Questions and Defining Problems. Evaluate a question to determine if it is testable and relevant.
  • Practice 5: Using Mathematics and Computational Thinking. Mathematical and computational thinking in 9-
  • 12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms and computational tools for statistical analysis to analyze, represent and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.
  • 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 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 7: Engaging in Argument From Evidence. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles.
  • Practice 2: Developing and Using Models. Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems and/or solve problems.
  • Practice 4: Analyzing and Interpreting Data. Students are also expected to improve their abilities to interpret data by identifying significant features and patterns, use mathematics to represent relationships between variables and take into account sources of error.
  • HS-PS2-1. Analyze data using tools, technologies and/or models (e.g.,
  • computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design
  • solution.

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.
  • Saving: Benchmarks: Grade 12, Statement 3. Unless offered by insured financial institutions, mobile payment accounts and cryptocurrency accounts are not federally insured and usually do not pay interest to depositors.
  • Investing: Benchmarks: Grade 12, Statement 10. Financial technology can counterbalance negative behavioral factors when making investment decisions.
  • 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.
  • 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.
  • Investing: Benchmarks: Grade 12, Statement 6. When making diversification and asset allocation decisions, investors consider their risk tolerance, goals and investing time horizon.
  • Managing Risk: Benchmarks: Grade 12, Statement 5. When making decisions about purchasing insurance, consumers weigh the cost of the policy against the potential financial loss that could result without the coverage.
  • 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.
  • Investing: Benchmarks: Grade 12, Statement 7. Expenses of buying, selling and holding financial assets decrease the rate of return from an investment.
  • 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.
  • Investing: Benchmarks: Grade 12, Statement 12. Federal regulation of financial markets is designed to ensure that investors have access to accurate information about potential investments and are protected from fraud.

AFNR Career Ready Practices

  • CRP.08Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP.02Apply appropriate academic and technical skills.
  • CRP.07Employ valid and reliable research strategies.
  • CRP.11Use technology to enhance productivity.
  • CRP.10Plan education and career path aligned to personal goals.
  • 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.04Communicate clearly, effectively and with reason.

21st Century Skills

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

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