31. FFA Salute Homework – on __________________, you will have a quiz. You need to be able to recite (by memory) the FFA Salute which is written below. Three gavel taps, then you will rise, and state the salute. FFA Salute Rubric 10 points – If memorized and spoken without any help. 5 points – If the student needed some help to finish the salute. 0 points – If student was not ready or could not recite. **The FFA Salute during the Opening Ceremony adds dignity to the beginning of all FFA business meetings. President: FFA members, why are we here? (3 gavel taps, members rise) FFA Members: To practice brotherhood, honor agricultural opportunities and responsibilities, and develop those qualities of leadership, which an FFA member should possess. 1.01.01– KEY
Directions: Now that you have completed the questions, and they have been “corrected”, your group must create a Parliamentary Procedure skit. Below is the criteria and rubric for the assignment. (The skit can be turned in on one page with each individual’s name, but the questions (above) need to be completed by each member individually. Rubric for Parliamentary Procedure Skit Here’s what you have to do… Points Read Minutes 10 points Make a Main Motion 10 points Debate a Motion 10 points Amend a Motion 10 points Call to Question 10 points Use 2 Methods of Voting 10 points Rise to a Point of Order 10 points Properly Adjourn Meeting 10 points Proper Use of Gavel 10 points Turned in on Time 10 points Total 100 points
Table 1: Breeding Horse for sale Computerize records for dad’s landscaping business Will music have an effect on plant growth? Mowing your own lawn once What is causing the fish in the pond to die? Working at a large animal veterinarian’s office Helping a neighbor after school on his farm on a regular basis What is causing my dog to get ear infections? Visiting a vet for no more than 8 hours. Building a fence around the duck coop Table 1 Answers: Analytical: What is causing the fish in the pond to die?; What is causing my dog to get ear infections? Entrepreneurship: Breeding horse for sale Experimental: Will music have an effect on plant growth? Exploratory: Visiting a vet for no more than 8 hours Improvement: Computerize records for dad’s landscaping business; Building a fence around the duck coop Placement: Working at a large animal veterinarian’s office; Helping a neighbor after school on his farm on a regular basis Supplementary: Mowing your own lawn once Table 2: Starting a dog walking business Redesign a flower bed in your yard and plant the new plants Do sports drinks make plants grow better than water? Raking leaves in your yard once Why is Smith’s Nursery losing customers to John’s Gardens? Creating a marketing plan for the chicken eggs at WHS Working in the produce section at Harris Teeter Rinsing and scrubbing out the duck pond before filling with new water Job shadow a florist for a day Building a ramp for the ducks to enter the pond
COURSE: Equine Science I - AA31 Essential Standard: 2.00 8% C2 Understand the use of records in the equine industry. Objective: 2.02 4% C2 Understand methods of financial record keeping in an equine business. Source of Information: Moore, Dr. Gary, 2000-2001. Supervised Agricultural Experience Program Record Book, Agricultural & Extension Education, Box 7607, NC State Univ., Raleigh, NC 27695 (NCSU SAE Record Book). Essential Questions: What terminology is used in financial record keeping? How do you correctly record entries in a financial record system? UNPACKED CONTENT Note to Teacher: Create guided notes and/or visual presentations for unpacked content A. Terms Asset – something tangible of value that a person owns. Current – items quickly converted to cash or that will be sold within 12 months – examples: cash, checking, savings, stock and non-depreciable inventory of crops, livestock, etc. Non-Current – items that have a useful life of more than one year – examples: land, machinery, breeding livestock, etc. Liability – debts Current – debts that are due to be paid this year – examples: fertilizer and feed bills, tractors and building payments and part of mortgage due this year. Non-Current – debts not due this year – examples: mortgages not including this year’s payment. Net Worth = Total Assets minus Total Liabilities. Current Assets + Non-Current Assets = Total Assets. Current Liabilities + Non-Current Liabilities = Total Liabilities. Inventory – an itemized list of things owned by a business with the beginning value and depreciated value. Non-Depreciable – items that will be used up or sold within a year – example: feed, supplies, etc. Depreciable – items that have a useful life of more than one year and lose value because of age, wear, or becoming out-of-date because of technology advancements. Land is NOT depreciable property.
COURSE: Equine Science I - AA31 Essential Standard: 3.00 18% C2 Understand fundamentals of equine. Objective: 3.01 10% C2 Understand nomenclature of equine and how equine are important. Activity Contributors: Mr. Brett Capps – Agricultural Education Instructor, Cleveland High School Ms. Kelly Durdock – Agricultural Education Instructor, Wakefield High School Mrs. Justine Ellis – Agricultural Education Instructor, Wake Forest High School Mr. Scott Robinson – Agricultural Education Instructor, Rolesville Middle School Suggested Activities 3.01 Activity Number Activity 3.01.01 Equine Terms Crossword – Students will use basic equine terminology to complete the crossword puzzle. 3.01.02 “Hands” Math Worksheet – Students convert the “hands” measurement into inches and feet to obtain a better understanding of equine height. 3.01.03 Breeds Project – Students gain a more in-depth knowledge of horse breeds by researching and presenting a specific breed of horse to the class. 3.01.04 Breeds Organizer – Students research different equine breeds and create a book with descriptions and information on each.
Student’s Name: Instructor’s Name: _____________________________________________________________________________________
REFLECTION: Allow 15-30 minutes for discussion and debrief, based on questions such as: How did your loan committee evaluate the plan? Would you be satisfied if a lending institution evaluated your business plan using the same method? How did you feel being “on the other side of the fence,” making the decision to loan or not to loan? Did you feel qualified to make the decision? Why or why not? Did Doc Green’s letter affect your opinion of the plan? How? What insights did this activity give you about your own business plan?  What do you need to do to prepare your plan for a review like this one? EXPANSION & APPLICATION: JOURNAL: Finish and elaborate on this sentence: “If I had $1,000,000 to lend, I would look for entrepreneurs who...” The same review procedure may be used for students’ actual business plans. Add impact by putting “outsiders” (CST members, REAL staff members, students from other classes, etc.) on each committee. Reviewing and critiquing the Country Roads Natural Produce plan will be easier for most participants than reviewing each other’s plans. With Country Roads Natural Produce, they won’t be worried about hurting someone’s feelings or about what the next person might say about their plan. Help students recognize that constructive criticism can be valuable and appreciated, especially if it is delivered with respect for the author’s work, ideas, and feelings. Be sure that the necessary support is available for students to make the improvements they identify as needed in their business plans! Copyright © 2014 NC REAL Enterprises, Inc. COUNTRY ROADS NATURAL PRODUCE, p. 3
Core Describe in detail the typical customer the business will attract: How do you intend to attract customers or sell your products or services? Do you plan to use the store building on the property? If so, what do you plan to do to the outside (or facade) of the building to help attract customers? Marketing proposal must include illustrations of the business card, business sign, and mission statement (on chart paper). Copyright © 2014 NC REAL Enterprises, Inc. FARM VENTURES, p. 7
COURSE: Equine Science I - AA31 Essential Standard: 5.00 18% C2 Understand equine anatomy. Objective: 5.03 4% C2 Understand the internal organs of equine. Activity Contributors: Ms. Kelly Durdock – Agricultural Education Instructor, Wakefield High School Suggested Activities 5.03 Activity Number Activity 5.03.01 Internal Matching Worksheet – Students match the proper terminology to its definition.
COURSE: Equine Science I - AA31 Essential Standard: 5.00 18% C2 Understand equine anatomy. Objective: 5.04 5% C2 Understand the digestive system of equine. Activity Contributors: Mrs. Justine Ellis – Agricultural Education Instructor, Wake Forest High School Suggested Activities 5.04 Activity Number Activity 5.04.01 Digestion Project – Students will create a model of the digestive system using objects from home and/or baking products.
COURSE: Equine Science I - AA31 Essential Standard: 6.00 9% C3 Apply equine maintenance. Objective: 6.01 5% C2 Understand the benefits of a routine maintenance program. Activity Contributors: Ms. Kelly Durdock – Agricultural Education Instructor, Wakefield High School Suggested Activities 6.01 Activity Number Activity 6.01.01 Grooming 4x4 – Students use terminology to piece together the grooming puzzle. (teacher needs to cut up puzzle pieces prior to lesson) 6.01.02 Grooming Case Study – Student will read a scenario and determine what an individual did NOT do properly when grooming horses.
Reins Halter Lead Rope Lunge Line Girth Strap Whip Hauling Trailer 5 Fly Mask Hay Bag Blanket/Sheet Feeding Buckets (feed/water) 20 Feed Storage Drum/Trash Can Horse Treats Horse Feed (5 bags) Hay (25 bales) Supplements Feed Scoop Scale to weigh feed Barn Hay Rack 10 Wheel Barrow Water Hose Manure Fork Wide Square Shovel Broom Services Hoof Trim by Farrier (shoes optional) (every 8 weeks!) 10 Routine Vet Visit (Coggins- 1x), Well Check, Vaccines) -2 visits/yr Vet Visit with Teeth Float (* this can go on one of the vet vists above) Other Electronic & Organized Project 5 Total Price of Expected Expenses 5 Total 100
COURSE: Equine Science I - AA31 Essential Standard: 7.00 9% C3 Apply skills for equine selection. Objective: 7.01 5% C2 Understand skills necessary to make wise selection of equine. Activity Contributors: Ms. Kelly Durdock – Agricultural Education Instructor, Wakefield High School Suggested Activities 7.01 Activity Number Activity 7.01.01 Equine Selection Worksheet – Students will envision what a horse should “ideally” look like based on their new knowledge about balance and conformation.
COURSE: Equine Science I - AA31 Essential Standard: 9.00 Sup. C3 Apply equitation techniques. Objective: 9.01 Sup. C3 Apply English equitation. Activity Contributors: Mrs. Justine Ellis – Agricultural Education Instructor, Wake Forest High School Suggested Activities 9.01 Activity Number Activity 9.01.01 Riding Styles Project – Students will research multiple riding styles within the English discipline and present their findings to the class.