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Chapter Summaries provide an additional
review tool for students and reinforces key
learning outcomes.
Know and
Understand
review questions
allow students
to demonstrate
knowledge,
identification, and
comprehension of
chapter material.
Thinking Critically questions
develop higher-order thinking,
problem solving, personal, and
workplace skills.
STEM and
Academic
Activities are
provided in the
areas of science,
technology,
engineering,
math, social
science, and
language arts.
Words to
Know matching
activities reinforce
vocabulary
development
and retention.
All key terms are
included in the
text glossary and
are connected to
numerous online
review activities.
26 Horticulture Today
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Chapter Summary
• Leadership is the act of directing, guiding, or motivating a person or group of
people. Leadership characteristics include traits such as integrity, tact, honesty,
courage, and enthusiasm.
• A leadership path is a plan or map showing steps and activities to complete to
develop and exhibit leadership skills.
• Agricultural leadership organizations that relate to horticulture include 4-H,
the National Junior Horticulture Association (NJHA), and FFA.
• The agricultural education program is comprised of three components:
agricultural instruction, supervised agricultural experience (SAE), and FFA.
• The FFA structure includes local, state, and national levels. Some states also
have federal, regional, and/ or district levels.
• Developing leadership skills is an important part of the FFA mission.
Leadership development is achieved through training and service as an offi cer
at local, state, or national levels and through earning degrees.
• The FFA chapter is guided by the program of activities (POA) that focuses on
student, chapter, and community development. The POA can include activities
such as banquets, conventions, and leadership conferences.
• Chapter, state, and national FFA activities may include National FFA Week,
chapter banquets, leadership conferences, conventions, and career
development events.
• Supervised agricultural experiences (SAEs) provide opportunities for
students to gain hands-on work experience, skills, and knowledge. Activities
that are part of developing an SAE project include investigating, planning,
coordinating, keeping records, and improving the program.
Review and Assessment
CHAPTER
1
Photo Credit: USDA/Lance Cheung
Chapter 1 Agricultural Leadership 27
Copyright Goodheart-Willcox Co., Inc.
Words to Know
Match the key terms from the chapter to the correct defi nition.
A. confi dence
B. delegate
C. empathy
D. intuition
E. leadership
F. leadership path
G. loyalty
H. parliamentary procedure
I. perseverance
J. priority
K. procrastination
L. SMART goals
M. supervised agricultural
experience (SAE)
N. tact
1. The ability to understand and share feelings of others.
2. A plan or map showing steps and activities to complete to develop and exhibit leadership
skills.
3. A feeling of self-assurance and belief in one’s ability to be successful.
4. A determination or ranking of the importance or urgency of a task or activity.
5. The quality of being dependable and showing support or allegiance to others.
6. The ability to deal with others in a sensitive manner.
7. A democratic and effi cient way of conducting business based on guidelines in Robert’s
Rules of Order.
8. To assign or entrust a task or responsibility to another person.
9. The ability to continue trying to do something regardless of setbacks or diffi culties.
10. The ability to understand or know something without the use of reason.
11. Objectives that are specifi c, measurable, attainable, realistic, and timely.
12. Delaying or postponing a task or activity.
13. The act of directing, guiding, or motivating a person or group of people.
14. A student-developed project that involves hands-on learning in agriculture and natural
resources.
Know and Understand
Answer the following questions using the information provided in this chapter.
1. Defi ne leadership and list fi ve characteristics of a leader.
2. What steps are involved in developing a leadership path?
3. What are three youth agricultural leadership organizations that offer a focus on
horticulture?
4. What is the mission of the FFA?
5. What is the FFA motto?
6. What are the three levels in the FFA structure? What additional level is used in some states?
7. List important leadership skills and explain how the FFA helps develop leadership skills.
8. What are the offi cer titles of an FFA chapter?
9. List and describe the fi ve degrees (awards) that an FFA member may earn.
58 Horticulture Today
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Thinking Critically
1. A local farm manager has more than 50 employees that speak several different languages.
Some of the employees have very limited English profi ciency. What could this farm
manager do to ensure that all his employees are effectively trained and understand safety
and protocol on the farm?
2. Your teacher wants to take a fi eld trip to a local farm. The farm has very strict biosecurity
measures and will not allow anyone from a farm to enter the facility for fear that they
will contaminate the farm with soil, insects, and diseases from other farms. Three
students in your class live on farms. What should your teacher do?
STEM and Academic Activities
1. Engineering. You or your teacher should identify one structural problem in your
classroom, greenhouse, laboratory, barn, farm, or other site around the school.
Engineer a solution for this problem. As part of your SAE project, you can design the
solution to the problem and then fi x the problem. You may be able to do some of the
work yourself. Other work may require a trained professional, such as a plumber or
electrician.
2. Math. Count the number of students in your classroom. Imagine that your teacher is
their manager and must create a budget for paying for their work. Each student will get
paid $12 an hour for the work in your class. How many hours a day does each of the
students in your class work? How many hours in a week? Next, determine how many
hours the students will be in class for the school year. How much would your teacher
have to pay for the entire class to work for the school year? Do you think receiving
money would be better than getting a grade?
3. Social Science. Create a video infomercial about your school’s SAE and FFA programs.
Take video footage of your school’s FFA program and interview some of the students.
Include coverage of your school’s SAE program. The video should be three minutes long.
Use video editing software available through your school or online. Share this video with
your local FFA and SAE sponsors. Discuss any necessary image release forms with your
teacher and obtain signatures as needed.
4. Social Science. Create an educational poster or time line that outlines the history of
agricultural education for the past 100 years since the Smith-Hughes Act of 1917.
5. Language Arts. Write a one-page paper about the land-grant college or university in
your state. (You may have more than one.) Research when the school was founded
and compare this to the date of the Morrill Act that established land-grant colleges and
universities. What role did the Morrill Act play in the foundation of your land-grant
college or university?
6. Language Arts. Contact a farm manager in your community and arrange to interview
this employer. Ask what educational and work history he or she has to prepare for this
occupation. Ask the manager questions about what she or he likes or dislikes about the
job. Find out more information about how he or she manages people and the farm.
SAE Opportunities
1. Exploratory. Job shadow a farm, ranch, or other
production facility manager.
2. Experimental. Research how to grow microgreens.
Grow a few different varieties and perform a taste
test with students, staff at your school, family, and
community members. Analyze the results and present the information to a local
restaurant owner who is using or wants to use microgreens.
3. Entrepreneurship. Purchase some red wiggler worms. Start with one bin of worms
and feed them your kitchen scraps. Harvest the worm castings and sell them to
gardeners. Harvest some of the worms to sell to local fi sherman. Add more bins and
watch your business grow. Contact the school cafeteria to ask for more food scraps to
feed your worms.
4. Analytical. Research the Colony Collapse Disorder (CCD) of bees. Create a
presentation about your fi ndings and communicate with a local beekeeper or
beekeeping organization. Team up with a beekeeper and present your information to
local children.
5. Placement. Contact your local farm bureau. Set up a paid or unpaid internship. Learn
about agricultural communication and the numerous other jobs at the Farm Bureau
offi ce.
Chapter 2 Experiential Learning: SAE 59
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Communicating about Horticulture
1. Writing and Speaking. Interview someone local who works in an agricultural fi eld.
For example, you could interview a nursery manager/owner, park ranger, or poultry
producer. Choose an area you are interested in and/or with which you are not familiar.
Ask the person to describe a typical day at work. Prepare a list of questions similar to the
following: How long have you been in the ______ industry? Did you go to school? Did
you work as an intern? What is the work environment like? What are your job duties?
What other types of professionals do you work with? Report your fi ndings to the class,
giving reasons why you would or would not want to pursue a career similar to that of
the person you interviewed. (Do not forget to send a note thanking the person for their
time and help.)
2. Reading and Writing. Select an agricultural product, and then determine how you could
improve upon it to create a niche market. Write a product description outlining the
comparative advantage that your new product would have.
3. Writing and Speaking. Using the product you created in question 2, create a 5- to
10-minute presentation to pitch your idea to potential investors, similar to television
shows where business hopefuls share their ideas in order to secure money from wealthy
investors. Be prepared to share your presentation with the class.
michaeljung/Shutterstock.com
Communicating about Horticulture
questions and activities help integrate reading,
writing, listening, and speaking skills while
extending their knowledge on the chapter topics.
SAE Opportunities help students make
real-life connections to a variety of new and
interesting SAE opportunities.