Taylor and Keegan Smith – Happy Souls Socks SAE
This FFA lesson plan, “Happy Souls Socks,” uses a video case study of Taylor and Keegan Smith’s Happy Souls Socks Ministry to teach students about service-learning supervised agricultural experience (SAE) programs. Students complete worksheets to learn the purpose of service-learning SAEs, identify unmet agricultural and community needs, set goals for their own SAE, and draft an elevator speech connecting service learning to future employment.
At a glance
- Learning objectives
-
- Understand the purpose of a service-learning supervised agriculture experience (SAE) program.
- Determine what agriculture issues and community needs are not being addressed.
- Compose an elevator speech explaining how their involvement in service learning prepares them for future employment.
- Time required
- 120 minutes
- Materials
-
- A copy of the "Happy Feet" worksheet for each student
- A copy of the "Find the Need" worksheet for each student
- Internet access to play the video in real time or embed it in a PowerPoint ahead of time
- Resources/References
- Video: "Happy Souls Sock Ministry-Service-Learning SAE | Taylor and Keegan Smith," https://vimeo.com/353139348; Document: "Service-Learning Independent Learning Guide," https://FFA.box.com/s/oeelnvqwg7kxofy6s7ceifaqnwq5jzk4
- Cross-Curricular Connections
- English/Language Arts: Draft an elevator speech. Social Studies: Interview community members to determine community needs.
Downloads & Links
Aligned Standards
AFNR Career Ready Practices
- CRP.01Act as a responsible and contributing citizen and employee.
- 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.06Demonstrate creativity and innovation.
- 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.
AFNR Cluster Skills
- CS.02Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food and natural resources (AFNR) in society and the economy.
- CS.05Describe career opportunities and means to achieve those opportunities in each of the Agriculture, Food & Natural Resources career pathways.
AFNR Performance Element
- CS.01Analyze how issues, trends, technologies and public policies impact systems in the agriculture, food & natural resources career cluster.
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.
Common Core – Reading: Informational Text
- 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.9-10.1Initiate 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.9-10.2Write 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.9-10.7Conduct 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.
FFA Precept
- FFA.PG-I.Professional GrowthAssume responsibility for attaining and improving upon the skills needed for career success.
- FFA.PL-A.ActionAssume responsibility and take the necessary steps to achieve the desired results, no matter what the goal or task at hand.
- FFA.PL-C.VisionVisualize the future and how to get there.
FFA Precepts
- FFA.CS-N.Decision MakingAnalyze a situation and execute an appropriate course of action.