McNeese State University

Department of Education Professions

Lesson Plan Template
Course: EDTC245 Semester: Fall 2018
Name: Brennan Uzee Email: msu-buzee@student.mcneese.edu
Primary Subject Area: Agriculture Grade Level: 9-12
Title Of Lesson: FFA Basics Approximate Duration: 3 class periods
Overview of Lesson (Danielson, 1c)
In this lesson students will explore the basic components of FFA that are necessary to understanding
the program as a whole.
Prior Knowledge Expected of Students
None, this lesson where students learn the basics of the organization.
Louisiana Student Standards (LSS)
ELA10C1-The student demonstrates understanding and control of the rules of the English language,
realizing that usage involves the appropriate application of conventions and grammar in both written
and spoken formats, SCSh6-students will communicate scientific investigations and information
clearly, SCSh9-Students will enhance reading in all curriculum areas, ELA10LSV1 (d)-Actively solicits
another person’s comments or opinion, ELA10LSV1 (i)-Employs group decision-making techniques
such as brainstorming or a problem-solving sequence (e.g., recognizes problem, defines problem,
identifies possible solutions, selects optimal solution, implements solution, evaluates solution),
ELA10LSV1 (e)-Offers own opinion forcefully without domineering; (f) Contributes voluntarily and
responds directly when solicited by a teacher or discussion leader; (g) Gives reasons in support of
opinions expresses.
Educational Technology Standard

Additional Standards
AG-APM-14: The student becomes oriented to the comprehensive program of agricultural education,
learns to work safely in the agriculture lab and work sites, demonstrates selected competencies in
leadership through the FFA and agricultural experience program (SAEP). a) Explains the role of the
Agriculture Education program and the FFA in personal development.
Interdisciplinary Connections + Standards

Student Outcomes (Danielson, 1c)

Students will acquire facts regarding the FFA which will lead to a better understanding and more
involvement in the program.
Lesson Procedures
Ti Step By Step Lesson Procedures Pre-planned Seed
me Questions
Introduction and Mental Set: Begin by giving students
statistics about FFA: 7,439 Chapters in all 50 states, Puerto Rico,
and the Virgin Islands; 507,763 members as of 2008; Georgia had
3rd largest membership with over 25,500 members

Class Discussion and Instruction

1) Structure: Draw the three-circle model of agricultural education on

the board for the students.
a. Explain that FFA is one part of the total experience of
agricultural education.
 b. Explain to students that FFA will be the first topic of
instruction and SAE and the history and development of
agricultural education will be covered later. However,
emphasize that parts of the Creed, the Program of
Activities, and CDEs that will be covered all include parts
of the SAE in them. Additionally, the instruction taking
place is the Class/Lab component of the model.
Essentially, the parts of agricultural education are
intertwined, hence the continual overlap in the model.
2) The FFA Creed: Begin the discussion with a video or DVD
performance of a student presenting the Creed. If none of these
resources are available, several chapters have put Creed videos
on Youtube, so a suitable example of Creed presentation should
not be difficult to locate.
a. Give students the basic information about the Creed:
written by E.M. Tiffany, adopted at the 3rd National
Convention, revised at the 38th and 63rd National
Conventions.
b. Distribute copies of the Creed for each student and have
them attempt to put the Creed in their own words.
c. Discuss the fact that the revisions of the Creed have
reflected changes in FFA, but the majority of the Creed
and its message have stayed the same throughout the
years.
d. Assign the activity of learning the Creed. This can be
done in several ways. Some teachers assign one
paragraph per day, while others give students a week to
learn each paragraph and students present the Creed
cumulatively each Friday. Other teachers have speed
drills to see which student can accurately say the Creed
the fastest, while some let the class sit and recite the
Creed one word at time, with each student saying one
word and the student behind them saying the next word,
etc. The purpose of the assignment is to help students
gain a personal understanding of the significance of the
Creed, not demand short-term memorization without
comprehension, so the method that best suits the needs
of the class should be chosen.
3) FFA Emblem: Show the students a picture of the FFA Emblem,
and then ask them to name the different parts they see.
a. Eagle: Symbolizes the National Scope of the FFA
Program
b. Cross Section of an Ear of Corn: Represents common
agricultural interests across the United States
c. Owl: Represents wisdom and knowledge
d. Plow: Represents hard work and dedication
e. Rising Sun: Promise of a new day in agriculture or
progressive agriculturists.
f. The Words: Represent the importance of FFA in
Agriculture Education
4) Official Dress: Explain to students the origins of the FFA jacket
(Gus Lintner, Fredricktown FFA Chapter, adopted in 1933.)
a. http://www.youtube.com/watch?v=mS4H0APaNC4&featur
e=related is a video of Gus Lintner talking about the FFA
jacket
b. Explain the importance of knowing about official dress.
Emphasize that tradition is a vital part of FFA; the well-
known FFA jacket is a common bond between members.
c. Also discuss the official colors, which are found on the
jacket, and their significance: National Blue and Corn
Gold (national scope of FFA and common interests).
d. Official dress for females:
i. Black skirt - Skirt is to be at least knee length,
hemmed evenly across the bottom, with a slit no
longer than 2 inches above the knee, excluding the
kick pleat
ii. White collared blouse & Official FFA blue scarf
iii. Black dress shoes with a closed heel and toe (no
boots, sandals, open-toed shoes, tennis shoes, )
iv. Black nylon hosiery
v. Official FFA jacket zipped to the top.
vi. Black Slacks may be appropriate for traveling and
outdoor activities.
e. Official dress for males:
i. Black dress pants (no jeans - blue or black, leather,
pleather, etc.)
ii. White dress shirt & Official FFA tie
iii. Black dress shoes with a closed heel and toe. (no
boots, sandals, open-toed shoes, tennis shoes, )
iv. Black socks
v. Official FFA jacket zipped to the top
f. Awards and degrees:
i. Chapter degree, officer and award medals should
be worn beneath the name of the right side of the
jacket.
ii. State FFA Degree or American Degree key should
be worn above the name or attached to a standard
key chain.
iii. No more than 3 medals should be worn on the
jacket. These should represent highest degree
earned, highest office held and the highest award
earned.

5) FFA Motto, Salute, and Mission Statement:

 a. FFA Motto: “Learning to Do, Doing to Learn, Earning to
Live Living to Serve.”
i. Ask students to explain how the motto relates to
different aspects of the program they have learned
about (SAE, practical education in the classroom,
service through FFA, etc)
ii. Have students memorize the Motto and recite it or
write a paragraph explaining the meaning.
b. Salute: Pledge of Allegiance
c. Mission Statement: FFA makes a positive difference in
the lives of students by developing their potential for
premier leadership, personal growth, and career success
through agricultural education.
i. Explain in your own words how FFA promotes
leadership, growth, and leads to career success
through career development events, SAE's and
leadership opportunities.

6) Program of Activities: the POA is the chapter’s roadmap for the

year, helping plan the activities and events the chapter will
coordinate and take part in.

a. Student
• Leadership
• Healthy Lifestyles
• Supervised Agricultural Experience
• Scholarship
• Agricultural Career Skills
b. Chapter
• Chapter Recruitment
• Financial
• Public Relations
• Leadership
• Support Group

c. Community
• Economic
• Environmental
• Human Resources
• Citizenship
• Agricultural Awareness

d. Ideally, all chapter members should be involved in the planning

process through committees.

e. A complete lesson on the POA is located on the Georgia AgEd

website (Curriculum/Lesson Plans, High School Lesson Plans,
Agricultural Leadership and Personal Development).

Conclusion: Ask students if there are any questions about specific areas of
FFA. Additionally, if students heard or saw an aspect of the agricultural
education program in which they were particularly interested, they can
choose this aspect as the topic of their paper or presentation after
obtaining teacher approval.
 Teacher Student Materials Technology References
Materials Resources
Video of Creed Paper, Pen Computer, Projector www.glenroseArkansas
Presentation, FFA.org
Handouts, FFA
Jacket, Various
Powerpoints
Relevance / Rationale

Exploration / Extension / Supplemental

Students will choose from an assortment of topics and research it. They will write a report on
their findings that answers the question or explains the concept and shows why it is relevant
to their life.
Assessment Criteria For Success
Measure student involvement in FFA post lesson vs pre lesson.
Differentiation (Danielson, 1c, 3e )

Post Lesson Reflection