Types of SAE Programs

Student Learning Objectives. Instruction in this lesson should result in students achieving the following objectives: 1 Explain the difference between entrepreneurship and placement SAEs. 2 Describe exploratory SAEs and research and experimentation SAEs. 3 Identify the characteristics and student responsibilities associated with a good SAE program.

Terms. The following terms are presented in this lesson (shown in bold italics): agribusiness enterprise entrepreneurship SAE exploratory SAE mentor placement SAE production enterprise research and experimentation SAE supervised agricultural experience (SAE) programs

OBJECTIVE 1 continued A. Entrepreneurship SAE programs refer to for-profit activities conducted by students as owners or managers. They are also referred to as ownership SAEs. 1. Students own the materials and inputs. 2. Usually, students begin on a small scale and expand each year.

OBJECTIVE 1 continued 3. A production enterprise is an activity in which a student owns plants or animals as part of his or her SAE program. 4. An agribusiness enterprise is an activity in which a student buys and sells an agricultural commodity for profit, rather than raising or growing the commodity.

OBJECTIVE 1 continued B. Placement SAE programs involve activities in which students are placed with employers in production units, such as farms, greenhouses, and nurseries, to produce commodities for wages. 1. In placement SAE programs, students work for others. 2. Students may or may not receive pay. 3. Students do not own the products used or produced. These belong to their employers.

OBJECTIVE 2: Describe exploratory SAEs and research and experimentation SAEs. Anticipated Problem: What is the difference between exploratory SAEs and research and experimentation SAEs? II. Students can use SAE programs to research and explore a variety of subjects about agriculture itself and careers in agriculture.

OBJECTIVE 2 continued A. Exploratory SAE programs allow students to explore subjects or careers in agriculture through specific activities. 1. Many beginning students use this type of SAE to learn what they want to study in more depth. 2. Exploratory SAEs prepare students to make better career choices and/or educational decisions. 3. Students plan this type of SAE under the direction of teachers, parents, mentors, and/or others. A mentor is a wise and trusted counselor who has skills you would like to learn.

OBJECTIVE 2 continued B. Research and experimentation SAE programs involve science-based activities that require the use of laboratory procedures to study problems. 1. Research may be done at school, at home, on the job, or wherever suitable facilities are available. 2. This type of SAE is usually not considered a profit-making activity. 3. Generally, the work involves solving a problem or investigating a new product.

What should a GOOD SAE include?

OBJECTIVE 3 continued A. A good SAE program should: 1. Be based on the student’s interests 2. Have an agricultural focus 3. Provide for the development of a large number of abilities 4. Be large enough to be challenging 5. Be diversified 6. Provide an opportunity for the student to make management decisions 7. Have the potential for profit 8. Require the student’s involvement year round 9. Provide opportunities for expansion 10. Lead to future business ownership or employment

To have an SAE you would be required to ….. 1. Keep all parties (teacher, parents, and employers) informed 2. Set goals 3. Keep records of financial concerns and experiences gained 4. Seek out advice/assistance from teacher, parents, mentor, etc. 5. Meet financial obligations 6. Carry out SAE program plans 7. Evaluate his or her progress 8. Develop a program that will be valuable to him or her 9. Give a good effort

REVIEW 1. What is the difference between entrepreneurship and placement SAE programs? 2. What is the difference between exploratory SAEs and research and experimentation SAEs? 3. What characteristics and student responsibilities are associated with a good SAE program?