Achievement in FFA

Interest Approach

Ask students what the letters “FFA” stand for. Point out the name change from Future Farmers of America to the National FFA Organization. Why did the organization make this change?

Student Learning Objectives. Instruction in this lesson should result in students achieving the following objectives:

1 Describe the four FFA degree areas.

2 Identify the FFA proficiency awards.

3 Explain the various team and individual career development events.

Terms. The following terms are presented in this lesson (shown in bold italics):

agricultural proficiency award program American FFA Degree American Star Agribusiness American Star in Agricultural Placement American Star in Agriscience American Star Farmer career development events (CDEs) Chapter FFA Degree Chapter Star Farmer Chapter Star in Agribusiness Creed Speaking

entrepreneurship Extemporaneous Public Speaking Greenhand FFA Degree Greenhands Job Interview placement Prepared Public Speaking Stars over America State FFA Degree

Objective 1: Describe the four FFA degree areas.

Anticipated Problem: What are the four FFA degree areas?

I. The National FFA Organization has four degree areas for active members.

Objective 1 cont.

A. First-year members in FFA can earn the Greenhand FFA Degree. First-year members are called Greenhands. Greenhands receive the Greenhand pin, which is a bronze emblem of FFA.

Objective 1 cont.

1. Requirements of a Greenhand include the following:

a. Be enrolled in an agriculture class and plan a supervised agricultural experience (SAE) program.

b. Be able to learn and explain the FFA Creed, motto, salute, and mission.

c. Be able to explain the FFA emblem and colors.

Objective 1 cont.

d. Demonstrate the FFA code of ethics and the proper use of the FFA jacket.

e. Know the history of FFA, the chapter constitution and bylaws, and the chapter Program of Activities.

f. Have access to the Official FFA Manual and the FFA Student Handbook.

g. Submit a written application for the Greenhand degree.

Objective 1 cont.

2. Each year a Greenhand is selected to receive the Star Greenhand Award. The requirements of this degree are:

a. Must be an active first-year member.

b. Must demonstrate leadership skills.

c. Must have an SAE program.

Objective 1 cont.

B. After completing at least two semesters of an agriculture program, members are eligible to receive the Chapter FFA Degree. This is the highest degree a chapter can bestow on its members. This is usually awarded during the second or third year of membership. The Chapter FFA Degree pin replaces the Greenhand pin on the FFA jacket. It is a silver emblem of FFA.

Objective 1 cont.

1. Requirements for the Chapter FFA Degree include:

a. Must have received the Greenhand FFA Degree.

b. Must have satisfactorily completed the equivalent of at least 180 hours of agricultural education instruction at or above the 9th grade level, have an approved SAE program, and be enrolled in an agricultural education program.

c. Must have participated in the planning and conducting of at least three official functions in the chapter Program of Activities.

Objective 1 cont.

d. Must have earned and productively invested $150 or worked at least 45 hours outside of class time in an SAE program.

e. Must have effectively led a group discussion for at least 15 minutes.

f. Be able to demonstrate five procedures of parliamentary law.

g. Be able to show progress toward individual achievements in the FFA award program.

h. Must have a satisfactory scholastic record.

i. Must have submitted a written application for the Chapter FFA Degree.

Objective 1 cont.

2. Two members of the Chapter FFA Degree recipients may be chosen as stars.

a. The Chapter Star in Agribusiness has an outstanding agribusiness SAE program.

b. The Chapter Star Farmer has an outstanding production agriculture SAE program.

Objective 1 cont.

C. The State FFA Degree is granted by the state association. Each state is limited to a maximum number of degree recipients. Members receiving the State FFA Degree are presented with a gold emblem charm during a ceremony at their state FFA convention. The State FFA Degree charm replaces the silver Chapter FFA Degree pin on the FFA jacket.

Objective 1 cont.

1. Requirements for the State FFA Degree include:

a. Must hold the Chapter FFA Degree.

b. Must have been an active member for at least two years at the time of receiving the degree.

c. While in school, must have satisfactorily completed the equivalent of at least 360 hours of agricultural education instruction at or above the 9th grade level, which includes an approved SAE program.

d. Must have earned and productively invested at least $1000 or worked at least 300 hours outside of class time in an SAE program.

Objective 1 cont.

e. Be able to demonstrate leadership ability by:

(1) Performing 10 procedures of parliamentary law(2) Giving a six-minute speech on FFA or an agriculture-related topic(3) Serving as an officer, committee chairperson, or participating committee member

f. Must have a satisfactory scholastic record.

g. Must have participated in the planning and completion of the chapter Program of Activities.

h. Must have participated in at least five different FFA activities above the chapter level.

Objective 1 cont.

2. The state association selects a State Star Farmer and State Star Agribusiness winner. These winners receive a plaque and cash awards.

Objective 1 cont.

D. The American FFA Degree is the highest degree awarded to members by the National FFA Organization. Obtaining this degree requires a solid commitment to FFA and to agriculture. American FFA Degree recipients receive a gold key during a ceremony at the national FFA convention. The American FFA Degree key replaces the State FFA Degree charm. It should be worn either pinned on the jacket or on a standard key chain.

Objective 1 cont.

1. To receive the American FFA Degree, a member must:

a. Hold the State FFA Degree and have been an active member for at least three years or have completed the program of agricultural education offered at the school last attended.

b. Complete at least three years or 540 hours of agriculture classes or complete the equivalent of 360 hours of agricultural education at the secondary level and one full year of enrollment in a post-secondary agriculture program or complete the program of studies in agricultural education offered in the secondary school last attended.

Objective 1 cont.

c. Graduate from high school at least 12 months prior to receiving the degree.

d. Have an operation and records to substantiate an outstanding SAE program.

e. Have earned and productively invested at least $7,500, or earned and productively invested at least $1,500 and worked at least 2,250 unpaid hours outside class time in an SAE program.

f. Have a record of outstanding leadership abilities and community involvement.

g. Have a high school scholastic record of “C” or better.

Objective 1 cont.

2. The chapter president, chapter advisor, superintendent or principal, and state advisor or state executive committee must certify all statements in the application and that the applicant conducted himself or herself in a proper manner.

3. The National FFA Organization selects four national finalists for the titles of American Star Farmer, American Star Agribusiness, American Star in Agricultural Placement, and American Star in Agriscience. These award recipients are known as Stars over America.

Objective 1 cont.

a. The National FFA Organization selects a top American FFA Degree recipient in production agriculture as the American Star Farmer, in an outstanding agribusiness SAE as the American Star in Agribusiness, in agricultural placement as the American Star in Agricultural Placement, and in an outstanding agriscience SAE as the American Star I Agriscience.

b. Each recipient receives cash awards, plaques, and medals.

c. All finalists receive part of their travel expenses to the national FFA convention and a European agriculture tour.

d. These are the highest honors FFA bestows on its membership.

Objective 2: Identify the FFA proficiency awards.

Anticipated Problem: What are the various FFA proficiency awards available to FFA members?

II. The National FFA Organization provides an agricultural proficiency award program to recognize members who have outstanding SAE (supervised agricultural experience) programs. Students compete at the chapter, state, and national levels based on their SAE records.

Objective 2 cont.

A. Most of the award areas are for both placement and entrepreneurship.

1. Placement is work performed for someone else, either for pay or for the experience.

2. Entrepreneurship involves the planning and operation of an agriculture- related business.

3. Some award areas, however, allow students to seek recognition for proficiency in either placement or entrepreneurship.

Objective 2 cont.

B. There are 47 proficiency areas recognized at the national level.

1. Agricultural Communications—typically includes student placement at a newspaper, radio or TV station, fair media room, or other business requiring writing or speaking skills and knowledge of agriculture

2. Agricultural Education—for students with SAEs related to education and extension, including youth mentoring, agricultural education departmental assistants, and PALS mentors

3. Agricultural Mechanics Design and Fabrication—involves the design and construction of agricultural equipment and/or structures and the structural materials selection and/or implementation of plans for utilizing concrete, electricity, plumbing, heating, ventilation, and/or air conditioning into agricultural settings

Objective 2 cont.

4. Agricultural Mechanics Energy Systems (Ag Power)—involves the adjustments, repairs, and maintenance of agricultural power systems, including mechanical power, electrical power, chemical power, wind power, solar power, and/or water power

5. Agricultural Mechanics Repair and Maintenance—involves the repair and maintenance of agricultural equipment and/or structures

6. Agricultural Processing—involves students working in assembling, transporting, processing, fabricating, mixing, packaging, and storing food and nonfood agricultural products

7. Agricultural Sales (Entrepreneurship)—involves students working in sales of feed, seed, fertilizer, or agricultural chemicals. Students may also own businesses that involve the sales of agricultural equipment, machinery, and/or structures.

Objective 2 cont.

8. Agricultural Sales (Placement)—involves students working in sales of feed, seed, fertilizer or agricultural chemicals. Students may also own businesses that involve the sales of agricultural equipment, machinery, and/or structures.

9. Agricultural Services—involves students working in custom equipment operation and maintenance, agricultural management and financial services, animal breeding services, custom baling, crop scouting, horse shoeing, taxidermy services, animal hospital services, custom and contract feeding services, and other appropriate services offered through agricultural enterprises

10. Aquaculture—using the best management practices to produce and market aquatic plants and animals

11. Beef Production (Entrepreneurship)—using the best management practices available to efficiently produce and market beef

12. Beef Production (Placement)—using the best management practices available to efficiently produce and market beef

Objective 2 cont.

13. Dairy Production (Entrepreneurship)—using the best management practices available to efficiently produce and market dairy cattle and dairy products

14. Dairy Production (Placement)—using the best management practices available to efficiently produce and market dairy cattle and dairy products

15. Diversified Agricultural Production—using the best management practices available to efficiently produce and market a combination of two or more livestock and crop-related proficiencies (must include at least one livestock and at least one crop-related proficiency)

16. Diversified Crop Production (Entrepreneurship)—using the best management practices available to efficiently produce and market two or more crop-related proficiencies, such as grain production, fiber/oil production, forage production, specialty crop production, vegetable production, and fruit production

17. Diversified Crop Production (Placement)—using the best management practices available to efficiently produce and market two or more crop-related proficiencies, such as grain production, fiber/oil production, forage production, specialty crop production, vegetable production, and fruit production

Objective 2 cont.

18. Diversified Horticulture—using the best management practices in two or more of the following proficiency areas: Floriculture, Landscape Management, Nursery Operations, and Turf Grass Management

19. Diversified Livestock Production (Entrepreneurship)—using the best management practices to efficiently produce and market a combination of two or more livestock-related proficiencies, such as beef, dairy, swine, equine, specialty animals, small animal production, and poultry

20. Diversified Livestock Production (Placement)—using the best management practices to efficiently produce and market a combination of two or more livestock related proficiencies, such as beef, dairy, swine, equine, specialty animals, small animal production, and poultry

21. Emerging Agricultural Technology—involves students gaining experiences in new and emerging agricultural technologies, such as agriscience, biotechnology lab research, and computers

Objective 2 cont.

22. Environmental Science and Natural Resources Management—concerns the principles and practices of managing and/or improving the environment and natural resources. Activities may include management of agricultural waste; recycling of agricultural products; environmental clean-ups; conservation corps; agricultural energy usage; multiple uses of resources; land use regulations, including soil, water, and air quality; preservation of wetlands, shorelines, and grasslands; wildlife surveys; erosion prevention practices; public relations; and education concerning pollution.

23. Equine Science (Entrepreneurship)—typically provides insights into horse production, breeding, marketing, showing, and other aspects of the equine industry

24. Equine Science (Placement)—typically provides insights into horse production, breeding, marketing, showing, and other aspects of the equine industry

Objective 2 cont.

25. Fiber and Oil Crop Production—using the best management practices available to efficiently produce and market crops for fiber and/or oil

26. Floriculture—using the best management practices available to produce and market field or greenhouse production of flowers, foliage, and related plant materials for ornamental purposes, including the arranging, packaging, and marketing of these materials

27. Food Science and Technology—involves students applying microbiology and biochemistry or food product research and development to improve taste, nutrition, quality, and/or value of food

28. Forage Production—using the best management practices to efficiently produce and market crops for forage, such as sorghum not used for grain, alfalfa, clover, brome grass, orchard grass, grain forages, corn and grass silages, and all pastures

29. Forest Management and Products—using the best management practices to conserve or increase the economic value of a forest and/or forest products

Objective 2 cont.

30. Fruit Production—using the best management practices available to produce and market crops for fruit, such as stone fruits, pome fruits, citrus fruits, pineapples, coconuts, berries, watermelon, grapes, nuts and all common fruits.

31. Grain Production (Entrepreneurship)—using the best management practices to efficiently produce and market crops for grain production, such as corn, barley, millet, buckwheat, oats, grain sorghum, milo, wheat, rice, and rye

32. Grain Production (Placement)—using the best management practices to efficiently produce and market crops for grain production, such as corn, barley, millet, buckwheat, oats, grain sorghum, milo, wheat, rice, and rye

33. Home and/or Community Development—typically involves improving and protecting the beauty of an area by using plants and/or modernizing the home for better health and comfort through installation or improvement of water and sanitary facilities, heating and air conditioning, and labor-saving devices; also includes community development activities, such as volunteerism, community development, and community betterment activities

Objective 2 cont.

34. Landscape Management—typically involves planting and maintaining plants and shrubs, landscaping and outdoor beautification, grounds keeping, sprinkler installations, and improvement of recreational areas

35. Nursery Operations—typically provides students with job-entry experience in areas such as turf, plants, shrubs, and/or tree production for the purpose of transplanting or propagation

36. Outdoor Recreation—typically strives to develop outdoor recreational activities as the primary land use. Some activities involve vacation cabins and cottages, camping areas, fishing, hunting, shooting preserves, guide services, riding stables, and natural scenic or historic areas.

37. Poultry Production—using the best management practices to produce and market chickens, turkeys, domestic fowl (such as ducks, geese, and guinea), and their products

Objective 2 cont.

38. Sheep Production—using the best management practices to produce and market sheep and wool

39. Small Animal Production and Care—using the best management practices to produce and market small pet animals, such as rabbits, cats, dogs, mice, hedgehogs, and guinea pigs. Programs could include working at a pet shop, groomer, or dog trainer; serving as a veterinary assistant; providing pet-sitting services; or working at a kennel.

40. Specialty Animal Production—using the best management practices to produce and market specialty animals not covered in any of the existing award categories, such as bees, goats, mules, worms, ostriches, emus, alpacas, and llamas. Placement worker or placement at any specialty animal facility.

Objective 2 cont.

41. Specialty Crop Production—using the best management practices to produce and market crops not covered in any of the existing award categories, such as sugar beets, dry edible beans, gourds, tobacco, popcorn, Indian corn, all grass seed production, herbs and spices, mushrooms, sugar cane, hops, sorghum cane, confectionary sunflowers, and production of crop seed

42. Swine Production (Entrepreneurship)—using the best management practices to produce and market swine

43. Swine Production (Placement)—using the best management practices to produce and market swine

44. Turf Grass Management—typically involves the planting and maintaining of turf for outdoor beautification, providing a lawn mowing service, improvement of recreational areas, sod produced for sale, and golf course management

Objective 2 cont.

45. Vegetable Production—using the best management practices to produce and onions, zucchini, hot peppers, all canning vegetables, and all common garden vegetables

46. Wildlife Production and Management (Entrepreneurship)—typically strives to improve the availability of fish and wildlife through practices such as land and water habitat improvement, development of new land and water habitat, trapping, fish and wildlife departments, the Forest Service, the Department of Natural Resources, and the stocking of fish and wild game

47. Wildlife Production and Management (Placement)—typically strives to improve the availability of fish and wildlife through practices such as land and water habitat improvement, development of new land and water habitat, trapping, fish and wildlife departments, the Forest Service, the Department of Natural Resources, and the stocking of fish and wild game

Objective 3: Explain the various and individual career development events.

Anticipated Problem: What career development events (CDEs) are available for FFA members to participate in?

III. Career development events (CDEs) allow FFA members to exhibit their skills in areas that are part of classroom instruction in agricultural education.

Objective 3 cont.

A. CDEs begin at the chapter level. Participants may advance to the national level.

B. Students develop skills in classes related to careers in the agriculture industry.

Objective 3 cont.

C. Team CDEs evaluate skills in the following areas at the national level:

1. Ag Communications2. Ag Issues3. Ag Mechanics4. Ag Sales5. Agronomy6. Dairy Cattle7. Dairy Handlers Activity8. Dairy Foods9. Environmental and Natural Resources

Objective 3 cont.

10. Farm Business Management11. Floriculture12. Food Science and Technology13. Forestry14. Horse Evaluation15. Livestock Evaluation16. Marketing Plan17. Meat Evaluation and Technology18. Nursery and Landscape19. Parliamentary Procedure20. Poultry Evaluation and Selection

Objective 3 cont.

D. Individual CDEs at the national level are:

1. Creed Speaking—the ability to recite and explain the FFA Creed

2. Extemporaneous Public Speaking—the ability of a student to give a speech without rehearsing or being prepared

3. Prepared Public Speaking—a speaking event in which the participants prepare and practice their presentations prior to the event

4. Job Interview—an event that requires members to develop, practice, and demonstrate skills needed in seeking employment in the agriculture industry

REVIEW

1. What are the four FFA degree areas?

2. What are the various FFA proficiency awards available to FFA members?

3. What career development events (CDEs) are available for FFA members to participate in?