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Mary Kate Okula and Reyna Ramos – Hydroponic Lettuce SAE


Lesson Plans & Curriculum
High School
90 minutes

This National FFA lesson plan, “SAEs at School,” introduces students to school-based enterprise Supervised Agricultural Experiences (SAEs) through the example of “Jackets for the Future,” a student-run hydroponics lettuce program. Students watch a video about the hydroponics SAE, analyze its components, then brainstorm and develop plans for their own potential school-based enterprise SAE using their agriculture department’s resources. The resource includes student activity worksheets and answer keys.

At a glance

Learning objectives
  • Examine the components of a school-based hydroponics SAE.
  • Describe the purpose and benefits of a school-based enterprise SAE.
  • Brainstorm and develop ideas for their own potential school-based enterprise SAE.
Time required
90 minutes
Grade level
Grades 9 and 10
Materials
  • A copy of the "Hydroponics School-Based SAE" worksheet for each student
  • A copy of the "SAEs at School" worksheet for each student
  • Internet access to play the video in real time or embed it in a PowerPoint ahead of time
Description of Lesson
Mary Kate and Reyna manage their school's hydroponics program, "Jackets for the Future," which provides fresh lettuce to their school community. Students will watch a video on this SAE and then brainstorm their own ideas and plans for a possible school-based enterprise SAE on their campus using the resources of their agricultural education department.
Vocabulary
Hydroponics; School-based enterprise SAE; Supervised agricultural experience
Resources/References
Video: "Hydroponics SAE," https://vimeo.com/1108190707; Website: SAE for All, https://saeforall.org/
Cross-Curricular Connections
English/Language Arts: Brainstorm ideas and write about a plan for a school-based enterprise SAE. Technology: Use internet resources to learn about school-based enterprise SAEs. Social Studies: Work collaboratively with a group of peers to decide on and plan a potential school-based enterprise SAE.

Download Video

Hydroponics SAE

Eighth graders Mary Kate and Reyna lead a project on growing red and green butter lettuce. They sell their produce to local schools and learn about agricultural systems under their teacher. With support from a grant, they manage daily operations like adjusting water levels and harvesting. Their experiences highlight the benefits of indoor agriculture and encourage peers to join FFA for hands-on learning.

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 Cluster Skills

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

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.

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

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.

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-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.9-10.1.
  • 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.
  • 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.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.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.
  • 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.

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.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.
  • 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 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 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.
  • 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.
  • 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.
  • 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.10Plan education and career path aligned to personal goals.
  • 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.
  • CRP.06Demonstrate creativity and innovation.

21st Century Skills

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

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