Lesson 1.2 – Teacher Notes
Lesson 1.2 – Team FFA
In preparation for teaching this lesson, you should review the Concepts,
Performance Objectives, Essential Questions, and Key Terms along with the
PowerPoint® presentations prior to beginning the lesson with students. In addition,
you should review all activities in order to familiarize yourself with the student
directions, expectations, and the work students will complete.
PowerPoints®
FFA – Experience for Success
This presentation is designed to help promote student understanding of the
importance of FFA to their agricultural education experience. After students have
completed Activity 1.2.1 Joining the Team, present this PowerPoint® and discuss the
benefits of joining FFA as well as the process for your local program. You may find it
helpful to tailor this presentation by adding local information.
Activities, Projects, and Problems
Activity 1.2.1 Joining the Team
Students will explore the history and practices of FFA through the use of a trivia
game and by researching materials found in the FFA Student Handbook. Before
presenting this activity, take time to sort through the cards included in FFA Game –
Blue. Select 50-60 cards that you feel are important for students to know about FFA.
Divide these cards into groups of 10-12 for student groups to use.
Determine how you would like students to share information learned in each group
with the entire class. Suggested methods include developing posters of categories of
information, or sharing their questions from each card and the answer they
determine aloud. If the poster method is chosen, the categories may include FFA
History, FFA Facts, FFA Emblem, FFA Degrees, etc. You can either sort the cards
into such groups and have each group develop one poster, or you could have
posters with headings prepared ahead of class. Students could then add information
to each poster at the end of the trivia game.
Divide the students into groups of four. Give each group of students a set of cards to
complete. Give students approximately fifteen to twenty minutes to complete Part
One. Once they have determined the answers, have students report to the class
using the method you chose above.
Curriculum for Agricultural Science Education – Copyright 2011
AFNR – Teacher Resources – Unit 1 – Lesson 1.2 – Teacher Notes – Page 1
After information from the trivia game has been shared, instruct students to complete
Part Two individually.
Activity 1.2.2 Wearing the Uniform
Students will compare styles of dress and the purpose of professional dress.
Prepare students for this activity by emphasizing artistic design is not the objective.
Instruct students to diagram their favorite sports teams and identify the apparel used
in the uniform for that sport. Have students do the same for their own personal
apparel and FFA Official Dress. NOTE: Personal apparel will have a wide variety of
styles and serves to illustrate that variety provides a means for individual
identification.
Discuss the components of sports uniforms and describe the purpose for wearing
each item. For example in football, a helmet is for safety, a jersey indicates group
affiliation, the number on the jersey specifies individuality within the group, pants
provide added padding and protection, and shoes with cleats provide traction.
Facilitate a student discussion on the different pieces of official dress and why each
item is important to image and professionalism.
Activity 1.2.3 Game Time
In this activity, students will complete a series of stations that represent components
of ten Career Development Events. This activity takes considerable advance
preparation and you should start gathering materials on the first day of the lesson.
You may choose to exchange supplies or even some CDEs in this activity based on
what CDEs are offered in your region and state. If you make adjustments, be sure to
adjust the student activity sheet accordingly.
You will need to set up ten stations. Each station should take students approximately
three minutes to complete. A list of recommended stations, the materials needed,
and instructions to prepare each station are listed below.
Dairy Foods – Cheese Identification
 Five paper plates
 Samples of four cheeses (Cheddar, Muenster, Swiss, and Colby are
recommended)
 Box of toothpicks
 Saltine crackers
 Cut the cheese into small bite-size samples placing each type of cheese
on a numbered paper plate.
 Add toothpicks to each sample for sanitary purposes.
 Provide one plate of saltine crackers to cleanse the palate between
samples.
Food Science – Sensory Evaluation
 Four baby food jars or small vials with lids
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Select four samples of the following items – cinnamon, almond, garlic,
lemon, nutmeg, oregano, peppermint, or vanilla.
Place a small portion of each sample in an individual jar.
Number each jar 1 through 4.
Horse Evaluation – Placing Class
 A sample class is provided in Activity 1.2.3 CDE Samples
 Using the pictures provided, print the class of horses.
 You may use live animals or alternative pictures if desired. If you design
your own class, it is recommended to select a class with clear differences
as this could be the first time a student has evaluated a horse.
Meats Evaluation – Retail Cut ID
 A sample set of pictures is provided in Activity 1.2.3 CDE Samples,
however you can choose to use fresh cuts available in your area.
 Set out the samples and number 1 through 4.
 If using fresh samples, make sure each sample clearly shows
characteristics of that particular cut.
Poultry Evaluation – Placing Class
 Four frozen, precooked, breaded chicken patties
 Four paper plates
 Cut patties in half in a cross section manner to allow viewing of the inner
meat.
 Select four frozen patties that have discernable differences. If your supply
is very uniform, create differences by peeling breading away, removing a
portion of the patty, or finding a patty that is undercooked or contains an
internal defect.
Floriculture – Plant Identification
 Provide four plants from the list in the student activity or you may use the
pictures from Activity 1.2.3 CDE Samples
 Number the samples 1 through 4.
Nursery and Landscape – Problem Solving
 Provide two calculators
 One standard brick and a ruler for visual aids.
Ag Mechanics – Equipment Use
 4 3-foot sections of 2x4 boards
 2 hammers
 40 nails
 Two pair of safety glasses
 Prior to students beginning, double the thickness of each board by nailing
two sections together. You should have two double thickness sections for
student use.
Curriculum for Agricultural Science Education – Copyright 2011
AFNR – Teacher Resources – Unit 1 – Lesson 1.2 – Teacher Notes – Page 3
Agronomy – Seed Identification
 Four baby food jars or small vials with lids
 Select four samples of the following items – alfalfa, corn, Kentucky
bluegrass, oats, orchardgrass, red clover, red wheat, or soybeans.
 Place a small portion of each sample in an individual jar.
 Number the jars 1 through 4.
 A number of these items are available at local feed stores, garden supply
centers, and bulk food bins at the grocery store.
Soils – Soil Texture
 Three containers (1 quart or larger)
 Samples of pure sand, silt, and clay
 Number the containers 1 through 3.
 Place one sample in each container.
Assign students to work with a partner and distribute the clipboards. Review the
procedures to complete each station with students. When students have completed
all stations, review the correct answers for each event. Answers for select stations
are included in Activity 1.2.3 Answer Key.
Assessment
Lesson 1.2 Check for Understanding
Lesson 1.2 Check for Understanding is included for you to use as an assessment
tool for this lesson. Lesson 1.2 Check for Understanding Answer Key is provided
for grading purposes.
Curriculum for Agricultural Science Education – Copyright 2011
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