1

toA Newsletter for FFA Advisors and PALS Mentors

SPRING 2001

Continued on page 2

Why PALS?LL

ooking for a way to help your studentsdevelop their leadership and personalskills? Wish there was a program that

could help them develop their self-esteemalong with character and an attitude of ser-vice? Look no further than FFA’s Partneringin Active Learning Support (PALS) program.

PALS is a structured mentoring programdesigned to help FFA members build theirskills while working with elementary studentsthat have specific needs. This program hasbeen hailed as life-changing for FFA mem-bers as well as their elementary partners.

Finding the TimeIf you’re thinking, “I’m too

busy now, I don’t have time tomanage another program,”you’d do well to consider theadvice given by veteran agri-culture teacher Bill Bartow ofAlpena, Michigan. “When Ifirst heard about this program,my initial thought was that agri-culture teachers don’t have time todo this, we’re too busy as it is!” Bartowsays. “But then, when I saw the difference itcould make in young people’s lives, I decid-ed that this program had to be a priority and

that I’d have to determine what other, lesseffective things, I could sacrifice.”

Bartow cites several examples of highschool students who would have droppedout of school without the program. “Thisprogram is just as beneficial to the highschool students as it is to their elementarypals,” Bartow says. “I have seen studentswho were on the verge of dropping outbecome active in this program and reallyturn their lives around. On top of that,these young people frequently engage in

volunteer activities far beyond theirinvolvement in PALS. It really is a

launching pad for building bet-ter citizens.”

Randy Wiggins, who teach-es agriculture in Warden,Washington, agrees. HisPALS mentors focus ondeveloping their mentees’reading skills. “This program

really works,” Wiggins says.“Last year, our third-grade

mentees’ reading scores in-creased by 14 percent. By the end of

the year, all of the third-grade studentswith whom we were working scored at orabove their grade level.”

WELCOME!The FFA Mission

FFA makes a positive difference in the lives of students by developing

their potential for premier leadership, personal growth and careersuccess through agricultural education.

PAL to PAL is sponsored by KraftFoods, Inc. as a special project of the

National FFA Foundation.

FFA Homepage: www.ffa.org

INSIDE:3 Starting a PALS Program

4 Planting the Future

4 Snack Tracks

5 The Edible Aquifer

6 PALS Resources

7 Summer Celebrations and Separations

7 Pennies and Pigs for PALS

8 Salad Project

8 Food Pyramid

2

Program ResultsResearch bears out these assertions. In a

survey conducted following the three-yearpilot program, students and teachersreported lots of positive results, including:

•• 5533 PPEERRCCEENNTT OOFF TTEEAACCHHEERRSS,, CCOOUUNNSSEELLOORRSS AANNDD

CCOOOORRDDIINNAATTOORRSS RREEPPOORRTTEEDD IIMMPPRROOVVEEDD SSCCHHOOOOLL

PPEERRFFOORRMMAANNCCEE AANNDD SSCCHHOOOOLL AATTTTEENNDDAANNCCEE..

•• 7777 PPEERRCCEENNTT OOFF TTHHEE TTEEAACCHHEERRSS,, CCOOUUNNSSEELLOORRSS

AANNDD CCOOOORRDDIINNAATTOORRSS RREEPPOORRTTEEDD TTHHAATT MMEENNTTEEEESS

FFEELLTT SSPPEECCIIAALL,, TTHHUUSS IIMMPPRROOVVIINNGG TTHHEEIIRR SSEELLFF

EESSTTEEEEMM AANNDD SSEELLFF CCOONNCCEEPPTT..

•• 7744 PPEERRCCEENNTT OOFF TTHHEE MMEENNTTOORRSS RREEPPOORRTTEEDD

TTHHEEYY DDEEMMAANNDDEEDD MMOORREE

OOFF TTHHEEMMSSEELLVVEESS

BBEECCAAUUSSEE TTHHEEYY VVIIEEWWEEDD

TTHHEEMMSSEELLVVEESS AASS RROOLLEE

MMOODDEELLSS FFOORR TTHHEEIIRR

MMEENNTTEEEESS..

•• 7700 PPEERRCCEENNTT OOFF TTHHEE MMEENN--TTOORRSS RREEPPOORRTTEEDD TTHHEEYY

LLOOOOKKEEDD FFOORRWWAARRDD TTOO AANNDD

RRAARREELLYY MMIISSSSEEDD MMEENNTTOORR--IINNGG DDAAYY OORR MMEENNTTOORRIINNGG

AACCTTIIVVIITTIIEESS..

•• 6666 PPEERRCCEENNTT OOFF TTHHEE TTEEAACCHH--EERRSS,, CCOOUUNNSSEELLOORRSS AANNDD

CCOOOORRDDIINNAATTOORRSS RREEPPOORRTTEEDD

TTHHAATT MMEENNTTEEEESS LLOOOOKKEEDD FFOORRWWAARRDD TTOO AANNDD

RRAARREELLYY MMIISSSSEEDD MMEENNTTOORRIINNGG DDAAYY OORR MMEENNTTOORR--IINNGG AACCTTIIVVIITTIIEESS..

•• 5577 PPEERRCCEENNTT OOFF TTEEAACCHHEERRSS,, CCOOUUNNSSEELLOORRSS AANNDD

CCOOOORRDDIINNAATTOORRSS RREEPPOORRTTEEDD TTHHEE IINNVVOOLLVVEEMMEENNTT IINN

FFFFAA OOFF SSTTUUDDEENNTTSS WWHHOO TTRRAADDIITTIIOONNAALLLLYY WWOOUULLDD

NNOOTT BBEE IINNVVOOLLVVEEDD ((FFEEMMAALLEE,, CCUULLTTUURRAALLLLYY AANNDD

EETTHHNNIICCAALLLLYY DDIIVVEERRSSEE AANNDD AATT--RRIISSKK SSTTUUDDEENNTTSS))..

•• 7788 PPEERRCCEENNTT OOFF TTHHEE TTEEAACCHHEERRSS,, CCOOUUNNSSEELLOORRSS AANNDD

CCOOOORRDDIINNAATTOORRSS RREEPPOORRTTEEDD IINNCCRREEAASSEEDD SSUUPPPPOORRTT

FFRROOMM AADDMMIINNIISSTTRRAATTOORRSS AANNDD SSCCHHOOOOLL PPEERRSSOONNNNEELL

FFOORR PPRROOJJEECCTT AACCTTIIVVIITTIIEESS..

Making the AgricultureConnection

Many teachers can see the value in theprogram, but don’t necessarily see how itfits into the agricultural education pro-gram. On its face, PALS is a mentoringprogram designed to develop student’s

leadership and personal relation skills.However, it becomes ag-related whenag-based activities are used.

“Elementary students love plantsand animals,” Bartow says. “We can takeadvantage of that and teach them allsorts of things about where their foodcomes from and the important role agri-culture plays in all our lives. There arelots of neat activity ideas that are easy toimplement. There is a great collection ofthese in the PALS Training Materials Kitand in the PALS activity handbooks.”

For more detailed information onstarting a PALS program in your school,click on [www.ffa.org/activities/pals/html/info.html], or contact Becky Meyerat the National FFA Organization via e-mail at bmeyer@ffa.org or by calling317-802-6272. The PALS Activity Handbookis available on the 2001-2002 Local ProgramResource Guide, which will be provided to allagriculture teachers this summer.

PAL to PAL is the newsletter of PALS (Partners inActive Learning Support), the National FFAMentoring Program.

The Agricultural Education Mission

Agricultural education prepares students forsuccessful careers and a lifetime of informedchoices in the global agriculture, food, fiberand natural resources systems.

Produced by the National FFA Organization incooperation with the U.S. Department ofEducation as a service to state and localagricultural education agencies. The NationalFFA Organization affirms its belief in the valueof all human beings and seeks diversity in itsmembership, leadership and staff as an equalopportunity employer.

© 2001 National FFA Organization

$25 for Your PALS Program!

We pay $25 for each idea we publish! If you havean activity idea to share with other PALS pro-grams, send it to PAL to PAL, National FFAOrganization, P.O. Box 68960, Indianapolis, IN46268-0960. We hope to hear from you!

National FFA Organization6060 FFA DriveP.O. Box 68960, Indianapolis, IN 46268-0960FFA Homepage: www.ffa.org

Printed on recycled paper.

PALS Conference

Mark your calendars now! The8th Annual PALS MentoringConference will be held

Wednesday, October 24, in Louisville,Kentucky, in conjunction with thenational FFA convention. In addition tolots of fun, the conference will give FFAmembers a chance to discover newideas and develop hands-on skills foruse in their local PALS programs.

Make sure your FFA chapter sends sev-eral representatives to be a part of thisinformative and inspiring event! All FFAchapters, advisors, state staff, schooladministrators and sponsors are invited toparticipate. To register or for more infor-mation, contact Becky Meyer at theNational FFA Organization via e-mail atbmeyer@ffa.org or phone at 317-802-4262.

3

DOO YYOOUU TTHHIINNKK YYOOUURR SSTTUUDDEENNTTSS,, schooland community could benefitfrom a PALS program? With all of

the challenges today’s young people face,most communities could.

When you get ready to start a PALS pro-gram in your chapter, take to heart advicefrom Kevin Woodrow, agriculture teacherat Cabot, Arkansas. Woodrow has had aPALS program since the program waslaunched in 1991. “I encourage teachersto employ the KIS system—Keep itSimple,” he says. “Take the time to getorganized and try to limit the numberof participants until you’ve beenthrough a year. Use this time to buildquality relationships and get a smoothlyworking system in place. Then, you canadd more students.”

Getting OthersInvolved

One of the big keys to success in estab-lishing a PALS program is getting theright group together initially. In additionto the agriculture teacher, the key playersinclude:

•• HHIIGGHH SSCCHHOOOOLL PPRRIINNCCIIPPAALL//AADDMMIINNIISSTTRRAATTOORR

•• HHIIGGHH SSCCHHOOOOLL GGUUIIDDAANNCCEE CCOOUUNNSSEELLOORR

•• EELLEEMMEENNTTAARRYY SSCCHHOOOOLL PPRRIINNCCIIPPAALL

•• EELLEEMMEENNTTAARRYY SSCCHHOOOOLL GGUUIIDDAANNCCEE CCOOUUNNSSEELLOORR

•• EELLEEMMEENNTTAARRYY TTEEAACCHHEERR((SS))

•• CCOOMMMMUUNNIITTYY VVOOLLUUNNTTEEEERR

This group is called the local PALSteam and is responsible for imple-menting the training necessary andadministering the program.

You should set aside a full day forthe training session. By the end ofthe day, you’ll have a solid plan thatdetails the program’s objectives andwhere you’re headed in your schoolsystem. If possible, get a few chapterstogether in your state and plan atraining workshop. Contact BeckyMeyer at the National FFA

Organization, 317-802-4262, for moreinformation. Another possibility is gettingtogether with another school in your areathat has an active PALS program and hav-ing them help walk you through the neces-sary planning steps.

Engaging StudentsOnce the adult team is ready to go, it’s

time to get your students involved. “I tellmy students a story about three stone cut-ters,” relates Mark Zimmerman, the agri-culture teacher at Spencer High School inSpencer, Wisconsin. “When asked what heis doing, the first stone cutter replies, ‘I’mcutting stone.’ The second stone cutter,when asked the same question, says, ‘I’mmaking a living.’ The third stone cutterresponds, ‘I’m building a cathedral.’ Iexplain that we need to have the same kindof outlook as that third stone cutter. Whatwe teach the next generation will outlast allof us. It is up to us to teach the younger stu-dents lessons of good character, honesty,warmth and encouragement.”

During the first year, you might wantto be fairly selective regarding the stu-dents who will be involved. Theyshould be very responsible and be will-ing to devote their time to this effort.

“We hold a full-day training sessionduring the summer,” Zimmerman says.

“I feel that if the students are willingto make that commitment,

they’ll do well once the schoolyear starts.”

Training the high schoolmentors is a critical compo-nent to success. “We use the

Mentor Training ActivitiesBooklet in the PALS kit,”

Zimmerman says, “and feel it doesa good job of preparing our students

for their PALS responsibilities.”

CommunicatingOne of the most important, and some-

times most challenging, parts of this pro-gram is communicating—keying all theright people in the loop. You’ll want todevelop a communication strategy at thebeginning of the year so you don’t spendunnecessary time attempting to establishone when things get out of hand.

For more informationabout starting a PALS program in your chapter,contact Becky Meyer atthe National FFAOrganization via e-mailat [bmeyer @ffa.org] orby calling 317-802-4262.

Starting a PALS Program

4

ACTIVITIESLook for more ideas in the PALS Activity Handbook.

Planting the Future

KEEVVIINN WWOOOODDRROOWW’’SS AAGGRRIICCUULLTTUURREE stu-dents at Cabot High School, Cabot,Arkansas, developed an activity

designed to help their young pals learn totransplant bedding plants. As a bonus,the elementary students get to take homethe plant they pot. Woodrow’s studentsimplement this activity in early May sothat they plant can be presented as aMother’s Day gift.

SUPPLIES:Each PALS pair will need one each of

the following items:

•• AANN OORRNNAAMMEENNTTAALL BBEEDDDDIINNGG PPLLAANNTT ((CCAANN BBEE

GGRROOWWNN IINN TTHHEE SSCCHHOOOOLL GGRREEEENNHHOOUUSSEE))

•• 66--IINNCCHH PPOOTT ((CCAANN BBEE RREECCYYCCLLEEDD FFRROOMM OOTTHHEERR

UUSSEESS))

•• PPOOTTTTIINNGG SSOOIILL

•• PPAAIINNTT SSTTIIRR SSTTIICCKK ((AASSKK LLOOCCAALL HHAARRDDWWAARREE OORR

PPAAIINNTT SSTTOORREE((SS)) TTOO DDOONNAATTEE))

•• SSMMAALLLL AAMMOOUUNNTT OOFF AARRTT//CCRRAAFFTT FFOOAAMM ((AAVVAAIILL--AABBLLEE AATT DDIISSCCOOUUNNTT AANNDD CCRRAAFFTT SSTTOORREESS))

•• AASSSSOORRTTMMEENNTT OOFF CCOOLLOORREEDD MMAARRKKEERRSS

•• PPLLAASSTTIICC CCRRAAFFTT EEYYEESS ((OOPPTTIIOONNAALL))EQUIPMENT:

The following items can be shared bymultiple pairs:

•• WWHHIITTEE LLAATTEEXX PPAAIINNTT ((OOPPTTIIOONNAALL,, CCAANN

LLEEAAVVEE SSTTIICCKKSS NNAATTUURRAALL))

•• SSMMAALLLL PPAAIINNTT BBRRUUSSHH ((OOPPTTIIOONNAALL,, CCAANN LLEEAAVVEE SSTTIICCKKSS NNAATTUURRAALL))

•• FFAACCIILLIITTIIEESS TTOO CCLLEEAANN UUPP PPAAIINNTT

BBRRUUSSHHEESS

•• PPOOTTTTIINNGG TTOOOOLLSS ((TTRROOWWEELL,, EETTCC..))

•• SSCCIISSSSOORRSS

•• GGLLUUEE ((HHOOTT GGLLUUEE WWOORRKKSS WWEELLLL AANNDD SSEETTSS FFAASSTT))

INSTRUCTIONS:Assemble materials and have each

older PAL gather the items necessary andplace at their workstation. The older palshould help the younger pal select whichbedding plant he or she would like to use.

Together, each group of pals maypaint their paint stir stick and set it asideto dry. While it is drying, they can repottheir selected plant into a 6-inch pot andcreate something out of the art foam with

which to decorate their stick (bird,frog, turtle, star, etc.).

When the paint is dry, theyounger pals should be instruct-

ed to write their names ontheir sticks using a colored

marker. Then, the decorative foampiece can be affixed to the stickwith glue.

When the activity is completed,have the older pals let the youngerstudents know that they get to taketheir plant home and can present it asa gift if they’d like. To enhance thisactivity, students may want to teach alesson about the water cycle or a sim-ple lesson on photosynthesis.

Students in Randy Wiggin’s Warden,Washington, FFA chapter use thisactivity to help their elementary pals

develop math skills. It works well follow-ing a lesson on percentages.

SUPPLIES:•• PPOOPPCCOORRNN PPOOPPPPEERR

•• PPOOPPCCOORRNN,, OOIILL,, SSAALLTT

•• BBLLAANNKK PPAAPPEERR

•• TTAAPPEE

•• YYAARRDD SSTTIICCKKSS

•• AASSSSOORRTTEEDD MMAARRKKEERRSS

•• DDIISSPPOOSSAABBLLEE BBOOWWLLSS

INSTRUCTIONS:Each PALS pair should have a sheet of

paper and access to markers. Instruct the

younger pals to write their name on theirpaper and draw a picture of their favoritefood. When they are finished, tape all thepages into a single block, using a blanksheet or two in the middle on which to setthe popcorn popper.

Lay the taped-together papers on thefloor and set the popcorn popper in themiddle (on the blank pages). Add a little bitof popcorn and oil, and pop the popcornleaving the lid off. When it is finished, haveeach elementary student count the numberof pieces of popcorn on their sheet ofpaper, then place the popcorn in a bowl.

Distribute paper so that each youngsterhas a blank sheet of paper and a pencil.Going around the room, have each stu-

dent call out the number of pieces of pop-corn on their paper. The students shouldrecord each number on their papers in acolumn. When everyone is finished, askthe students to add the columns. Whenthey have the totals, ask them to figurewhat percentage of the popcorn fell ontheir sheet (number of pieces ÷ total).

While the elementarystudents are working themath, several of thehigh school studentscan be poppingmore corn. When allof the youngsters arefinished, invite everyoneto fill their bowls and enjoy a snack.

Snack Tracks

5

THHEE EELLEEMMEENNTTAARRYY SSTTUUDDEENNTTSS CynthiaShaffer’s PALS participants workwith ate up this activity! Shaffer

teaches agriculture at West Snyder HighSchool in Beaver Springs, Pennsylvania.She recommends using this activity toteach students about groundwater and hasfound it especially popular on warm,spring days.

SUPPLIES:Each PALS pair will need:

•• CCLLEEAARR PPLLAASSTTIICC CCUUPP ((88 OOZZ.. OORR LLAARRGGEERR))

•• SSTTRRAAWW

•• TTWWOO SSPPOOOONNSS

EQUIPMENTThe whole group can share the follow-

ing items:

•• CCHHIIPPPPEEDD IICCEE

•• IICCEE CCRREEAAMM AANNDD SSCCOOOOPP

•• CCOOLLOORREEDD SSPPRRIINNKKLLEESS

•• LLAARRGGEE BBOOTTTTLLEE((SS)) OOFF 77--UUPP

•• FFOOOODD CCOOLLOORRIINNGG ((PPRREEFFEERRAABBLLYY IINN BBOOTTTTLLEESS TTHHAATT

CCAANN DDIISSPPEENNSSEE BBYY TTHHEE DDRROOPP))INSTRUCTIONS

Have the high school students tell theelementary students about groundwaterand how important it is to keep ourgroundwater clean. They should let theyoungsters know that the activity they willdo next illustrates how groundwater movesthrough the soil.

Have each PALS pair place a layer ofchipped ice on the bottom of their plasticcup. The chipped ice represents a rocklayer in the soil strata. Next, they shouldadd a scoop of ice cream to represent alayer of soil. Then, sprinkle the ice creamwith the colored sprinkles. Each color rep-resents a different type of soil particle(sand, clay and silt).

Add a drop or two of food coloring.Indicate that the food coloring representspollution, but that a small amount, such as adrop or two, really shouldn’t matter (studentswill protest). Pour 7-Up over the top to rep-resent water. They will be able to watch thefood coloring dissipate throughout the cup.

Next, insert a straw through the middleof the cup to represent a well and take a sipout of the straw. Point out how “drawingwater from the well” draws the “pollution”down into the “groundwater.” Add more 7-Up (rain) and watch the “pollution” dissi-pate further. Conclude the activity with a

message about the impor-tance of keeping contami-nants out of our ground-water, then let the stu-dents eat their “aquifers.”

The Edible Aquifer

77--UUPP

FFOOOODD CCOOLLOORRIINNGG

IICCEE CCRREEAAMM

CCOOLLOORREEDD SSPPRRIINNKKLLEESS

CCHHIIPPPPEEDD IICCEE

Above: FFA members use a groundwater flow model to explain theimportance of grondwater to their fifth grade PALS. Following the

demonstration, the group made edible aquifers (right).

66

GRANTS

ANNUUMMBBEERR OOFF GGRRAANNTTSS AARREE AAVVAAIILLAABBLLEE tohelp fund mentoring activities.Cynthia Shaffer, who teaches agri-

culture at West Snyder High School inBeaver Springs, Pennsylvania, found fundingthrough the state Department ofAgriculture.

“They offer a Rural Youth IncentiveGrant Program,” Shaffer says. “we appliedfor and received $1,900 to use for sup-plies and materials.” Shaffer plans to usethe funds to purchase learning lab kitsand other supplies for the PALS pro-gram. Call your state departments of agri-culture and education to see if they areoffering any applicable grant programs.

WEBSITES[[ WW WW WW .. DD AA SS NN RR .. OO KK SS TT AA TT EE .. EE DD UU //FFOOOODD__FFIIBBEERR//IINNSSIIDDEE..HHTTMM]]

This site contains Oklahoma’s Foodand Fiber Systems Literacy information,plus links to many other sites.

[[WWWWWW..AAGGCCLLAASSSSRROOOOMM..OORRGG//]]Agriculture in the Classroom is a grass-

roots program coordinated by the UnitedStates Department of Agriculture. Its goalis to help students gain a greater aware-ness of the role of agriculture in theeconomy and society, so that they maybecome citizens who support wise agri-cultural policies. The program is car-ried out in each state by individuals rep-resenting farm organizations, agribusi-ness, education and government.

[[WWWWWW..CCFFAAIITTCC..OORRGG//]]The California Foundation for

Agriculture in the classroom siteemphasizes the importance of teach-ing agriculture for everyone’s benefit.

MATERIALS

PALS ActivitiesHandbook I

This handbook consists of a collectionof agricultural activities for use in yourPALS program. It contains 80 easy-to-use,inexpensive lesson ideas to help your highschool students prepare for their weeklyPALS activities.

•• IITTEEMM PPAALLSSAAHH,, $$55..0000 ((SSPPOONNSSOORREEDD BBYY TTHHEE

WW..KK.. KKEELLLLOOGGGG FFOOUUNNDDAATTIIOONN))

PALS ActivitiesHandbook II

A second collection of agricultural activ-ities that are easy to use and inexpensive toimplement. FFA members and their ele-mentary mentees will benefit from thesehands-on activities in horticulture, naturalresources and animal science. There is evena special events section!

•• IITTEEMM PPAALLSSAAPP,, OONNEE PPEERR CCHHAAPPTTEERR FFRREEEE,, AADDDDII--TTIIOONNAALL CCHHAARRGGEE FFOORR SSHHIIPPPPIINNGG ((SSPPOONNSSOORREEDD BBYY

UUNNIITTEEDD PPAARRCCEELL SSEERRVVIICCEE))

PALS BrochureThis colorful piece can

help spread the wordabout PALS and explainthe program to key peo-ple in your community.

•• IITTEEMM PPAALLSSBBRROOCCHHUURREE,,11--5500 == $$..9900 EEAA..;; 5511 OORR MMOORREE == $$..8800 EEAA..((SSPPOONNSSOORREEDD BBYY TTHHEE WW..KK.. KKEELLLLOOGGGG

FFOOUUNNDDAATTIIOONN))

PALS Promotional PosterBuild awareness for PALS by purchasing

these two, full-color posters and displayingthem in your classroom, community orcounselor’s office (posters are shippedfolded). Development of posters sponsoredby the W.K. Kellogg Foundation.

•• IITTEEMM PPAALLSSOONNEE ((HHOORRIIZZOONNTTAALL)),, $$11..0000 EEAA..;; 33--55 == $$;;9955 EEAA..;; 66 OORR MMOORREE == $$..9900 EEAA..

•• IITTEEMM PPAALLSSTTWWOO ((VVEERRTTIICCAALL)),, $$11..0000 EEAA..;; 33--55 == $$;;9955 EEAA..;; 66 OORR MMOORREE == $$..9900 EEAA..

PALS PatchThis colorful, self-adhesive patch

includes the PALS letters over the rainbowand five figures holding hands. It is a greatgift idea and will stick to almost anything.

•• IITTEEMM PPAALLPPAATTCCHH,, $$11..0000 EEAA.. IINN BBUUNNDDLLEESS OOFF

1100,, 5500 OORR MMOORREE;; $$..7755 EEAA.. IINN BBUUNNDDLLEESS OOFF 1100

RESOURCES

With the end of the school yearcomes buckets full of summertimeactivity anticipation and children

of all ages become a little restless. Alongwith looking forward to summer fun, how-ever, there is always a little sadness as webid farewell to not only another schoolyear, but often to friends that we’ll miss.

This is the case with the PALS program, too.By this time of year, the PALS pairs have general-ly formed a solid bond and they can becomeanxious as they think about how they’ll missspending time with each other.

Keep Communicating“Separating for the summer can be

hard on both the older and the youngerstudents,” says Kevin Woodrow, agricultureteacher in Cabot, Arkansas. “We encouragethem to keep the lines of communicationopen and they do a pretty good job of stay-ing in touch over the summer. I don’t knowhow many times I have had students comein and tell me how they saw their mentee ina store and how the little one just ran upand gave them a hug.”

Many chapters address this anxietythrough some type of a celebratory,end-of-the-year event. It can be anythingfrom a barbecue to a pizza party to amore formal banquet-type activity. Thekey is to include all the pertinent people,including administrators, counselors andparents, and say thanks to everyone whohelped.

Pizza PartyIn Spencer, Wisconsin, a pizza party fills

the bill. “We order pizzas plus a big cakeand hold it during the school day,” saysMark Zimmerman, agriculture instructor.“The elementary kids get to come into thehigh school, which they really enjoy. Butthe most important part is honoring eachof the younger PALS. My students make upcertificates for their mentees recognizingthem for something they really improvedon during the year or some other facetthey enjoy. We’ve honored elementary stu-dents for everything from improved read-ing skills to having the nicest smile.”

7

Summer Celebrationsand Separations

Pennies and Pigs for

LOOOOKKIINNGG FFOORR AA FFUUNN WWAAYY to raisefunds for your PALS program?The FFA members in Cabot,

Arkansas, have a great idea. Each yearduring National FFA Week, they hold apenny drive, with each class competingagainst each other to raise the mostmoney.

While they collect fairly aggressivelyon campus, they also establish collectionjars in downtown business establishments,pleading patrons for their pennies. Onaverage, they raise nearly $1,000 with thisactivity.

The money is used to purchase t-shirtsfor all the mentees. They have the PALSlogo printed on the front of the shirt anda list of all the participants from eachschool printed on the back.

The Cabot FFA Chapter works withfour different elementary schools, sothey use a different color for eachschool. The mentees are instructed towear their PALS t-shirt on field trip day.“We’ve found the t-shirt colors quitehelpful in identifying which studentbelongs in which group,” says KevinWoodrow, agriculture teacher.

The Cabot members also raise a PALSpig for their local fair. They sell tickets atthe fair, which helps to promote the pro-gram. Then, they have a drawing and thewinner receives the pig processed totheir specifications by the local meatmarket. All the proceeds go toward thePALS program. “It provides a way for usto publicize the PALS program and raisemoney,” says Woodrow. “We feel itsimportant for the FFA chapter to fundthe program. We don’t ever ask the ele-mentary students to pay for anything.We don’t want to put a financial burdenon them.

8

Salad Project

The PALS participantsin Greg Pile’sSumner, Washington,

FFA Chapter developed an activity to help their elementary pals learn aboutplants and nutrition.

Known as the Salad Project, the projectstarts with a simple lesson on photosynthe-sis and what plants need to grow and thrive.At the end of the lesson, each PALS pairplants lettuce, cucumbers, tomatoes andradishes in a flat (or in individual pots).The flats (or pots) are placed in the ele-mentary school’s greenhouse and the ele-mentary students are responsible for water-ing them throughout the week. If the ele-mentary school you’re working with does-n’t have a greenhouse, a sunny spot in theclassroom will work.

During the next session, the high schoolstudents teach a lesson in nutrition and therole carbohydrates play in supplying our bod-ies with energy. The next week, the studentspresent a short program on pollination.

Each week, the PALS touch base to seehow well their plants are doing with theolder PALS providing instruction regard-

ing watering and other growing issues.After six or seven weeks, the lettuce and

radishes are harvested and everyonemunches on a fresh, healthy salad.

For more information on this activity,contact the Sumner FFA Chapter at 253-891-5500.

Food PyramidThe PALS participants in Cheryl Lowe’s

Woodstown, New Jersey, FFA Chapter havedeveloped a great way to teach their elemen-tary mentees about nutrition and agricultureby using a felt version of the food pyramid.

“We made a big food pyramid out of feltthat we could put up in the elementaryclassroom,” says Sara Colson, thePALS coordinator and FFA chapterpresident. “Then, we cut outfood labels and pictures of dif-ferent food products fromadvertisements and hadthem laminated.”

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MORE ACTIVITIES The FFA members attached velcro tothe back of each laminated food productand were ready to go. During the activity,the elementary students draw a food prod-uct out of a box and are asked to place it onthe pyramid where they think it belongs.For example, if a student draws a picture ofa cheerios box, they would place it in thebreads and cereals area on the pyramid.

As the youngsters place each item on thepyramid, an FFA member talks about whatthe product is made of, how it is grown andwhat it provides nutritionally. You can usethe appropriate number of products perfood group, or you can choose to “over-load” certain portions of the pyramid toillustrate an “out of balance” diet.

For example, many of today’s youngpeople eat far too many sweets and notenough vegetables. By loading the top ofthe pyramid with too many items, you canillustrate how the pyramid becomes unbal-anced and why its important to eat the

right amount of the pyramid foundationitems, like breads and cereals and

fruits and vegetables.

For more information onconducting this activity, contactthe Woodstown FFA Chapter

at 856-769-3475.