SAE Monopoly
“SAE Monopoly” is an FFA lesson plan that introduces students to the wide range of Supervised Agricultural Experience (SAE) opportunities through a Monopoly-style game. Students draw property, chance, and community chest cards to brainstorm SAE ideas for mock students and peers, then apply what they learn to plan an SAE for themselves. The resource includes a PowerPoint, game cards, a multi-part student worksheet, and an answer key.
At a glance
- Learning objectives
-
- Identify SAE ideas for different student interests.
- Develop SAE ideas for their peers.
- Explore various SAEs they can start based on their interests.
- Time required
- 120 minutes (*Time requirements may vary based upon student understanding and class schedule.)
- Grade level
- Grades 9 and 10
- Materials
-
- A copy of the "SAE Monopoly" worksheet for each student
- A copy of the "SAE Monopoly Cards" printed and cut out before the lesson
- A set of blank "SAE Monopoly Cards," one card per student
- "SAE Monopoly" PowerPoint
- SAE Idea Cards printed out or online
- Internet required to access SAE Idea Cards
- Vocabulary
- 1. Supervised Agricultural Experience (SAE); 2. SMART Goal
- Partnership for 21st Century Skills
- Communication; Critical Thinking and Problem Solving; Flexibility and Adaptability; Information, Communications and Technology Literacy; Initiative and Self-direction; Leadership and Responsibility
- Cross-Curricular Connections
- Science: Identify and describe agriculture experiences students can have. English/Language Arts: Read and synthesize information; Make decisions based on criteria; Create an SAE plan.
- Description
- Introduce students to the vast SAE opportunities available to them through playing SAE Monopoly, thinking critically and brainstorming SAE for themselves and their peers.
Downloads & Links
Lesson plan
Presentation
Worksheet
Non-Designed_Student Activity Sheets_SAE Monopoly (DOCX)
Student Activity Sheets_SAE Monopoly (PDF)
Student Activity Sheets_SAE Monopoly (DOCX)
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.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 Cluster Skills
- CS.05Describe career opportunities and means to achieve those opportunities in each of the Agriculture, Food & Natural Resources career pathways.
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 – Reading: Informational 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).
Common Core – Speaking and 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.9-10.4Present 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.9-10.1Write 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.
FFA Precept
- FFA.CS-MCommunication: Effectively interact with others in personal and professional settings.
- FFA.CS-NDecision Making: Analyze a situation and execute an appropriate course of action.
- FFA.PG-IProfessional Growth: Assume responsibility for attaining and improving upon the skills needed for career success.
- FFA.PG-JMental Growth: Embrace cognitive and intellectual development relative to reasoning, thinking and coping.
- FFA.PL-AAction: Assume responsibility and take the necessary steps to achieve the desired results, no matter what the goal or task at hand.
- FFA.PL-CVision: Visualize the future and how to get there.
- FFA.PL-EAwareness: Understand personal vision, mission and goals.
- FFA.PL-FContinuous Improvement: Accept responsibility for learning and personal growth.
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.