Robots in High-Tech Farming (Grades 3-5)

Students discover the four main components of robots, explore how robots are used in agriculture, and program and operate a robot to address a farming challenge.

Grades
3 – 5
TX: Grades 3 – 6
Estimated Time
3 hours
Updated
September 13, 2024
robotic arm picking small tomato
Image: Kinwun/iStock

Background

Lesson Activities

Credits

Author

Lynn Wallin | National Center for Agricultural Literacy (NCAL)

Sources

  1. https://www.theautomationengineer.com/markets-sectors/automated-agriculture-robots-future-farming/
  2. https://nifa.usda.gov/topic/agriculture-technology
  3. http://www.handsfreehectare.com/
  4. https://www.sciencefriday.com/segments/the-origin-of-the-word-robot/
  5. https://nifa.usda.gov/announcement/usdas-national-institute-food-and-agriculture-announces-support-collaborative-robotics

Standards

Texas Content Area Standards

  • ELA: 4.110.6.b.1

    Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The students develops oral language through listening, speaking, and discussion.

    • ELA: 4.110.6.b.1.D: work collaboratively with others to develop a plan of shared responsibilities
    • ELA: 4.110.6.b.1.C: express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively
  • ELA: 5.110.7.b.12

    Composition: listening, speaking, reading, writing, and thinking using multiple texts -- genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

    • ELA: 5.110.7.b.12.B: compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft
  • ELA: 5.110.7.b.13

    Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

    • ELA: 5.110.7.b.13.E: demonstrate understanding of information gathered
    • ELA: 5.110.7.b.13.H: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
  • ELA: 6.110.22.b.1

    Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking- oral language. The student develops oral language through listening, speaking, and discussion.

    • ELA: 6.1.C: The student is expected to give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.
  • Social Studies: 3.113.14.c.16

    Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

    • Social Studies: 3.113.14.c.16.B: use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
  • Social Studies: 4.113.15.c.22

    Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

    • Social Studies: 4.113.15.c.22.B: use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
  • Science: 3.112.5.b.4

    Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to:

    • Science: 3.112.5.b.4.A: explain how scientific discoveries and innovative solutions to problems impact science and society
  • ELA: 3.110.5.b.1

    Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

    • ELA: 3.110.5.b.1.C: speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively
    • ELA: 3.110.5.b.1.D: work collaboratively with others by following agreed-upon rules, norms, and protocols
  • ELA: 3.110.5.b.6

    Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

    • ELA: 3.110.5.b.6.H: synthesize information to create new understanding
  • ELA: 3.110.5.b.12

    Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

    • ELA: 3.110.5.b.12.B: compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft
  • ELA: 3.110.5.b.13

    Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

    • ELA: 3.110.5.b.13.E: demonstrate understanding of information gathered
    • ELA: 3.110.5.b.13.H: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
  • ELA: 4.110.6.b.6

    Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

    • ELA: 4.110.6.b.6.H: synthesize information to create new understanding
  • ELA: 4.110.6.b.12

    Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

    • ELA: 4.110.6.b.12.B: compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft
  • ELA: 4.110.6.b.13

    Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

    • ELA: 4.110.6.b.13.E: demonstrate understanding of information gathered
    • ELA: 4.110.6.b.13.H: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
  • ELA: 5.110.7.b.1

    Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

    • ELA: 5.110.7.b.1.D: work collaboratively with others to develop a plan of shared responsibilities
  • ELA: 5.110.7.b.6

    Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

    • ELA: 5.110.7.b.6.H: synthesize information to create new understanding
  • Technology Applications: 126.8.c.1

    Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

    • Technology Applications: 126.8.c.1.A: decompose story problems into smaller, manageable subproblems and identify a solution to the problems
    • Technology Applications: 126.8.c.1.C: develop a plan collaboratively and document a plan that outlines specific steps taken to complete a project
  • Technology Applications: 126.8.c.6

    Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to analyze data in graphs to identify and discuss trends and inferences.

    • Technology Applications: 126.8.c.6: Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to analyze data in graphs to identify and discuss trends and inferences
  • Technology Applications: 126.9.c.1

    Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

    • Technology Applications: 126.9.c.1.A: decompose story problems into smaller, manageable subproblems and discuss and document various solutions to the problems
    • Technology Applications: 126.9.c.1.C: communicate design plans and solutions using a variety of options
  • Technology Applications: 126.9.c.6

    Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to transform and make inferences about data to answer a question.

    • Technology Applications: 126.9.c.6: Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to transform and make inferences about data to answer a question
  • Technology Applications: 126.10.c.1

    Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

    • Technology Applications: 126.10.c.1.A: decompose a real-world problem into smaller, manageable subproblems using graphic organizers such as learning maps, concept maps, or other representations of data
  • Technology Applications: 126.10.c.6

    Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to analyze and transform data and make inferences to answer questions.

    • Technology Applications: 126.10.c.6: Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to use digital tools to analyze and transform data and make inferences to answer questions