Skip to main content

Agricultural Literacy Curriculum Matrix

Texas Farm Bureau

Lesson Plan

Login to Use MyBinder Print

High-Tech Farming (Grades 6-8)

Grade Level
6 - 8
Purpose

Students discover technologies that are used on farms to increase efficiency and yields and decrease costs and environmental impact. Grades 6-8

Estimated Time
2 hours
Materials Needed

Engage:

Activity 1: Agricultural Technology Timeline

Activity 2: The Future of Farming

Activity 3: Farming Challenges

Vocabulary

autonomous vehicle: a vehicle that can guide itself without a human operator

drone: an unmanned aircraft guided by remote control or onboard computers

Global Positioning System (GPS): a space-based satellite navigation system that provides location and time information in all weather conditions, anywhere on or near the Earth

laser: a device that produces a narrow and powerful beam of light

precision agriculture: an information technology-based, site-specific farm management system that collects and responds to data ensuring that crops receive exactly what they need for optimum health and productivity

robot: a mechanical device that is capable of performing a variety of tasks on command or according to instructions programmed in advance

self-driving tractor: autonomous farm vehicle that uses GPS and other wireless technologies to farm land

sensor: a device that detects or measures a physical property and records, indicates, or otherwise responds to it

variable rate application: a method of applying varying rates of a material in appropriate zones throughout a field based on the precise location or qualities of the area

Did You Know?
  • In 1850, 100 bushels of corn required 83 labor hours and 2.5 acres of land. Today, only two labor hours and .6 of an acre of land are needed.4
  • A modern combine can harvest 350 acres of corn per day (4,500 bushels per hour) and it can unload 3.8 bushels per second.4
  • If the world's farmers would have continued to grow crops at 1961 productivity levels, they would need almost 2.5 billion acres of new farmland to maintain today's food supply, which is more than the total land area of the United States.9
Background Agricultural Connections

In the 1940s, one farmer in the United States produced enough food to feed 19 people. Today, one US farmer produces enough to feed 172 people.1 The increase in U.S. food production is directly related to the advancement of agricultural technology.

The Food and Agriculture Organization (FAO) of the United Nations (UN) projects the world population to reach 9.7 billion people by the year 2050.2 With 9.7 billion people on Earth, the world's farmers will need to grow about 60-70 percent more food than what is now being produced.3 As the global production increases, farmers will need to utilize innovative technologies to produce more food with fewer resources.

Precision agriculture is an information technology-based, site-specific farm management system that collects and responds to data ensuring that crops receive exactly what they need for optimum health and productivity. Precision agriculture technologies help farmers identify and manage variability within fields and can optimize crop yields, maximize crop quality, and minimize the use of resources. Rather than apply water, fertilizer, and pesticides uniformly across entire fields, farmers can use data to target specific areas within the minimum quantities required. More efficient food production means lower costs to consumers, greater consumer choice, convenience, safer food, and greater food security.4 

Precision farming began in the 1990s when Global Positioning System (GPS) technology became available to the public. GPS uses satellites and computers to determine positions on Earth. GPS-based applications in precision farming are being used for farm planning, field mapping, soil sampling, tractor guidance, crop scouting, variable rate applications, and yield mapping.5

Self-driving tractors are autonomous vehicles that use GPS and other wireless technologies to farm land. Self-guidance systems reduce the amount of overlap caused when tractors crisscross a field. Reducing overlap cuts down on seed, fertilizer, and pesticide waste. Driving hands-free enables the farmer to manage other aspects of their operation from the cab of their tractor. Farmers are also able to continue working their fields during low visibility conditions such as rain, dust, fog, and darkness. In 2015, it was estimated that self-guidance systems were being used on about 30 percent of the farmland in North America, 50 percent of the farmland in Europe and South America, and 90 percent of the farmland in Australia.6

Agricultural robots automate repetitive farming tasks. Robots are used for harvesting, weed control, mowing, pruning, seeding, spraying, sorting, and packing. Robots can be seen as a solution to food production labor shortages. There are jobs on the farm that do not create value at or above minimum wage. By automating sub-minimum wage jobs, more food can be produced at a lower cost.7

Drone applications in agriculture include mapping, surveying, monitoring, planting, crop dusting, and spraying. Precise soil analysis maps produced by drones help direct seed planting patterns, irrigation, and nitrogen-level management. Nutrients, moisture levels, and overall crop health is monitored in real-time by drones equipped with hyper-spectral, multispectral, and thermal sensors. Scanning crops with visible and infrared (IR) light, drones can identify plants infected by bacteria or fungus, helping to prevent disease from spreading to other crops. This technology enables detection of some diseases before they are visible to the human eye.8

Advanced laser technology is used on farms to deter birds, level fields, guide harvesting machines, sort agricultural products, and monitor field conditions. Birds are naturally drawn to food growing in fields and can transmit diseases and damage crops. Laser beams are used to repel birds in a safe, silent manner that the birds do not become used to. Laser leveling can enhance productivity on uneven fields by improving drainage and decreasing water usage. In the laser leveling process, a tower mounted laser level is used in combination with a sensor on a tractor-scraper. Machines used to pick vegetation from fields can be guided using laser rangefinders which instantaneously communicate the height of the vegetation relative to the ground. Lasers are also used to sort agricultural products by identifying items that do not meet optimal specifications. Used in combination with sprayers, lasers can monitor for specific field conditions to ensure that only the necessary amount of chemical is applied to each specific area of the field.

Engage
  1. Show the students the Milking at the 1850 Farm video to view a reenactment of how cows were milked in 1850.
  2. Ask the students, "What tools did the pioneer girl in the video use to milk the cow?" (She used a stool and a bucket.)
  3. Show the students the 360 video Robot Milkers – Discovering Farmland from Discovery Education to view how Automatic Milking Systems in modern dairies use robots to milk cows. This video is best viewed using a virtual reality (VR) viewing device, but can also be viewed on a computer, smart phone, or tablet without VR goggles. For more information about using 360 video in the classroom, see Discovery Farmland's 360 Degree Video 5-Minute Prep PowerPoint Slides.
  4. Ask the students, "What tools were used in the modern dairy to milk the cows?" (Robotic milking system, digital responders, lasers, and computers.)
  5. Lead a discussion comparing and contrasting the ways cows were milked in 1850 and how cows can be milked today. Integrate the following points into the discussion:
    • Cows are milked two to three times a day.
    • On average, cows produce about seven gallons of milk each day.
    • It takes about fifteen minutes to milk a cow by hand and about five minutes to milk a cow using a robotic milking system.
  6. Ask the students, "How does technology impact farms?"
Explore and Explain

Activity 1: Agricultural Technology Timeline

  1. Lead a discussion about the development of agricultural technology. Integrate the following points into the discussion:
    • Agriculture began around 10,000 BC when humans started domesticating plants and animals to ensure a more reliable food source when compared to hunting and gathering. At that time, most work was accomplished by hand with few tools available.
    • The introduction of powered machinery replaced work previously performed by people and animals (horses, mules, and oxen).
    • Throughout history, scientific and technological advancements have impacted the agricultural industry by increasing food production and farm efficiency.
  2. Organize the students into small groups. Provide each group with a set of Agricultural Technology Timeline Cards.
  3. Have each group create a timeline of agricultural technology by ordering the cards and placing the year card in the space provided on the corresponding technology card.
  4. After the groups have completed their timelines, check to make sure the order is correct.
    • 1701: Jethro Tull introduced the seed drill, a device that cuts trenches and drops in seeds.
    • 1793: Eli Whitney invented the cotton gin, a machine that separates seeds from fiber.
    • 1834: Cyrus McCormick patented the McCormick reaper, a grain harvesting machine.
    • 1837: John Deere invented the steel plow, which was stronger, sharper, and more efficient.
    • 1842: Joseph Dart invented and built the first grain elevator, a wooden structure with buckets used to load and unload ships.
    • 1873: Silos, structures that store grain, came into use.
    • 1874: Glidden barbed wire, an inexpensive fencing used for livestock on rangeland, was patented.
    • 1884: The horse-drawn combine, used to harvest wheat, came into use on West Coast farms.
    • 1892: The first gasoline tractor was built by John Froelich.
    • 1959: The mechanical tomato harvester, used to harvest, sort, and load tomatoes, was developed.
    • 1980: Farmers began using computers to manage farm operations and monitor weather conditions.
    • 1992: The first commercial automatic milking system was installed on dairy farms in the Netherlands.
    • 1994: Farmers began using satellite technology to track and plan their farming practices.
    • 1999: The modern concept of vertical farming was proposed by Columbia University professor Dickson Despommier.
    • 2003: Farm equipment manufacturers install GPS systems in tractors.
    • 2012: The first self-driving, autonomous tractor was unveiled at the Big Iron Farm Show in North Dakota.
    • 2015: Software, mobile devices, and data revolutionize farming potential.
    • 2016: Widespread use of drone technology by farmers.
    • 2021: Harvesting equipment becomes even more specialized.
    • Today: Progress in agricultural technology continues.

Activity 2: The Future of Farming

  1. View the video The Future of Farming & Agriculture.
    https://cdn.agclassroom.org/media/uploads/2018/10/12/Farming_Challenges_6-8_4.pdf
  2. Ask the students to identify the different types of technology showcased in the video.
  3. Have each student choose one of the following agricultural technologies from the video:
    • Autonomous pickers
    • Robotic weed/pest eliminator
    • Weed-eliminating lasers
    • Agriculture sensors
    • Robotic soil-sampler
    • Drone-assisted crop monitoring
    • Aerial crop imaging
    • CubeSat whole farm imaging
    • Agriculture data analytics
    • Agriculture data-sharing collectives
    • High density vertical farming
    • Livestock activity monitors
    • Livestock breath analysis
    • Livestock automated thermal imaging analysis
    • Livestock 3-D camera measuring
    • Livestock health monitoring
    • Automated behavior analysis
    • Inland saltwater fish farms
    • Zero waste fish farming
    • Bacteria-based fish food
    • Insect flour and protein powder
    • Cultured meats
    • CRISPR
  4. Provide time for the students to research their technology and create an Adobe Express (free online and mobile graphic design app) presentation that includes the following information:
    • Name of the technology
    • Photograph(s) or video(s) of the technology
    • Description of the technology
    • Explanation of the agricultural uses of the technology
  5. Allow time for the students to share and discuss their presentations with the class.

Activity 3: Farm Scenarios

  1. Watch the Agricultural Engineers video to discover what agricultural engineers do and what types of problems they are trying to solve.
  2. Arrange students into groups of 4-5. Give each group one of the Farming Challenges cards so that at least two different groups have the same scenario. Ask the groups to work as agricultural engineers to propose a solution for their challenge.
  3. Provide each group with poster paper. Have the groups draw a picture/diagram of their technology or invention on the poster paper.
  4. Invite each group to share their challenge and propose their solution with the class.
  5. Discuss the proposals, pointing out that there can be more than one solution to a problem, and that, typically, an idea must be tested and revised several times before it is successful. Even when ideas are not successful, much can be learned from the process. Use the following questions to guide the discussion:
    • How were the different solution proposals for the same challenge similar or different?
    • What are the pros and cons of the proposed solutions
    • What type of technology (robots, drones, lasers, etc.) were utilized in the proposed solutions?
Elaborate

  • How will technology change farming in the future? See one version of how farmers might control their operations in the future by viewing the video Farm Forward. Have the students create a picture that illustrates their version of how farmers will operate in the future.

  • View the 15 Modern Agricultural Machines That are at Another Level video. From huge harvesters to entirely new processes, explore some of the latest developments in agrciultural machines.

     
Evaluate

After conducting these activities, review and summarize the following key concepts:

  • As the world population increases, farmers need to produce more food.
  • The increase in U.S. food production is directly related to the advancement of technology.
  • Farmers, scientists, and engineers work to find solutions to agricultural challenges.
Sources
  1. https://www.agfoundation.org/resources/food-and-farm-facts-2021
  2. https://www.un.org/development/desa/pd/sites/www.un.org.development.desa.pd/files/wpp2022_summary_of_results.pdf
  3. http://unsdsn.org/resources/publications/solutions-for-sustainable-agriculture-and-food-systems/
  4. https://johndeerejournal.com/2016/03/agricultures-past-present-and-future/
  5. https://www.gps.gov/applications/agriculture/
  6. https://www.nasa.gov/feature/directorates/spacetech/spinoff/john_deere
  7. https://www.theautomationengineer.com/markets-sectors/automated-agriculture-robots-future-farming/
  8. https://www.microdrones.com/en/content/drones-and-precision-agriculture-the-future-of-farming/
  9. https://croplife.org/news/agriculture-then-and-now/
Acknowledgements
Recommended Companion Resources
Author
Lynn Wallin
Organization
National Center for Agricultural Literacy (NCAL)
We welcome your feedback! If you have a question about this lesson or would like to report a broken link, please send us an email. If you have used this lesson and are willing to share your experience, we will provide you with a coupon code for 10% off your next purchase at AgClassroomStore.
State Standards for Texas
Investigating Careers: 7/8.127.2.c.1

The student investigates one or more careers within the 16 career clusters.

  • Investigating Careers: 7/8.1.A  -  The student is expected to identify the various career opportunities within one or more career clusters.
Investigating Careers: 7/8.127.2.c.2

The student investigates career pathways in one or more of the 16 career clusters.

  • Investigating Careers: 7/8.2.C  -  The student is expected to describe the technical-skill requirements for careers.
Career and College Exploration: 127.2.d.1

The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to:

  • Career and College Exploration: 127.2.d.1.C  -  identify various career opportunities within one or more career clusters.
  • College and Career Exploration: 127.2.d.1.B  -  explore and describe the CTE career cluster.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.1

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.1.A  -  identify career development, education, and entrepreneurship opportunities in the field of agriculture, food, and natural resources.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.1.B  -  apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in agriculture, food, and natural resources.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.4

The student explains the historical, current, and future significance of the agriculture, food, and natural resources industry. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.C  -  evaluate significant historical and current agriculture, food, and natural resources developments.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.E  -  describe how emerging technologies and globalization impacts agriculture, food, and natural resources.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.4.F  -  compare and contrast issues impacting agriculture, food, and natural resources such as biotechnology, employment, safety, environment, and animal welfare issues.
  • Principles, of Agriculture, Food, and Natural Resources: 130.2.c.4.D  -  identify potential future scenarios for agriculture, food, and natural resources systems, including global impacts.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.6

The student demonstrates appropriate personal and communication skills. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.A  -  demonstrate written and oral communication skills appropriate for formal and informal situations such as prepared and extemporaneous presentations.
  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.6.B  -  demonstrate effective listening skills appropriate for formal and informal situations.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.7

The student applies appropriate research methods to agriculture, food, and natural resources topics. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.7.B  -  use a variety of resources for research and development.
  • Principles of Agricultures, Food, and Natural Resources: 130.2.c.7.A  -  discuss major research and developments in the fields of agriculture, food, and natural resources.
Principles of Agriculture, Food, and Natural Resources: 130.2.c.9

The student uses information technology tools to access, manage, integrate, and create information related to agriculture, food, and natural resources. The student is expected to:

  • Principles of Agriculture, Food, and Natural Resources: 130.2.c.9.A  -  apply technology applications such as industry-relevant software and Internet applications.
Social Studies: 8.113.20.b.28

Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States.

  • Social Studies: 8.28.B  -  The student is expected to identify examples of how industrialization changed life in the United States.
Social Studies: 8.113.20.b.31

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to 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: 8.b.31  -  Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to 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.
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.D  -  The student is expected to participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.
ELA: 7.110.23.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: 7.1.D  -  The student is expected to engage in meaningful discourse and provide and accept constructive feedback from others.
ELA: 7.110.23.b.12

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: 7.12.A  -  The student is expected to generate student-selected and teacher-guided questions for formal and informal inquiry.
  • ELA: 7.12.J  -  The student is expected to use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
ELA: 8.110.24.b.12

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: 8.12.A  -  The student is expected to generate student-selected and teacher-guided questions for formal and informal inquiry.
  • ELA: 8.12.D  -  The student it expected to identify and gather relevant information from a variety of sources.
  • ELA: 8.12.F  -  The student is expected to synthesize information from a variety of sources.
  • ELA: 8.12.J  -  The student is expected to use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Social Studies: 6.113.18.c.18

Science, technology, and society. The student understands the influences of science and technology on contemporary societies. The student is expected to:

  • Social Studies: 6.113.18.c.18.A  -  identify examples of scientific discoveries, technological innovations, and scientists and inventors that have shaped the world
Social Studies: 6.113.18.c.19

Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

  • Social Studies: 6.113.18.c.19.C  -  organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Science: 6.112.26.b.1

Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

  • Science: 6.112.26.b.1.A  -  ask questions and define problems based on observations or information from text, phenomena, models, or investigations
  • Science: 6.112.26.b.1.G  -  develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
Social Studies: 6.113.18.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: 6.113.18.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: 6.112.26.b.2

Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

  • Science: 6.112.26.b.2.A  -  identify advantages and limitations of models such as their size, scale, properties, and materials;
  • Science: 6.112.26.b.2.B  -  analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
Science: 6.112.26.b.4

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

  • Science: 6.112.26.b.4.A  -  relate the impact of past and current research on scientific thought and society, including the process of science, cost-benefit analysis, and contributions of diverse scientists as related to the content;
  • Science: 6.112.26.b.4.B  -  make informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost-effectiveness, and methods used; and
Social Studies: 7.113.19.c.19

Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to:

  • Social Studies: 7.113.19.c.19.A  -  compare types and uses of technology, past and present
Social Studies: 7.113.19.c.20

Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

  • Social Studies: 7.113.19.c.20.C  -  organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Social Studies: 7.113.19.c.23

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

  • Social Studies: 7.113.19.c.23.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: 8.113.20.c.27

Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

  • Social Studies: 8.113.20.c.27.A  -  explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, the telegraph, and interchangeable parts
Social Studies: 8.113.20.c.28

Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:

  • Social Studies: 8.113.20.c.28.B  -  identify examples of how industrialization changed life in the United States
Social Studies: 8.113.20.c.29

Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

  • Social Studies: 8.113.20.c.29.C  -  organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Social Studies: 8.113.20.c.31

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

  • Social Studies: 8.113.20.c.31.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: 7.112.27.b.1

Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

  • Science: 7.112.27.b.1.A  -  ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
  • Science: 7.112.27.b.1.G  -  develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
Science: 7.112.27.b.2

Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

  • Science: 7.112.27.b.2.A  -  identify advantages and limitations of models such as their size, scale, properties, and materials;
  • Science: 7.112.27.b.2.B  -  analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
Science: 7.112.27.b.4

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

  • Science: 7.112.27.b.4.B  -  make informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost-effectiveness, and methods used; and
Science: 7.112.27.b.14

Organisms and environments. The student knows how the taxonomic system is used to describe relationships between organisms. The student is expected to:

  • Science: 7.112.27.b.14.B  -  describe the characteristics of the recognized kingdoms and their importance in ecosystems such as bacteria aiding digestion or fungi decomposing organic matter.
Science: 8.112.28.b.1

Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

  • Science: 8.112.28.b.1.A  -  ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
  • Science: 8.112.28.b.1.G  -  develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
Science: 8.112.28.b.2

Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

  • Science: 8.112.28.b.2.A  -  identify advantages and limitations of models such as their size, scale, properties, and materials;
  • Science: 8.112.28.b.2.B  -  analyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
Science: 8.112.28.b.4

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

  • Science: 8.112.28.b.4.A  -  relate the impact of past and current research on scientific thought and society, including the process of science, cost-benefit analysis, and contributions of diverse scientists as related to the content;
  • Science: 8.112.28.b.4.B  -  make informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost-effectiveness, and methods used; and
  • Science: 8.112.28.b.4.C  -  research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.
Technology Applications: 126.17.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: 126.17.c.1.B  -  analyze the patterns and sequences found in visual representations such as learning maps, concept maps, or other representations of data
Technology Applications: 126.17.c.12

Practical technology concepts--skills and tools. The student leverages technology systems, concepts, and operations to produce digital artifacts. The student is expected to:

  • Technology Applications: 126.17.c.12.C  -  select and use the appropriate platform and tools to complete a specific task or project
Technology Applications: 126.18.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: 126.18.c.1.B  -  analyze the patterns and sequences found in flowcharts
Technology Applications: 126.18.c.12

Practical technology concepts--skills and tools. The student leverages technology systems, concepts, and operations to produce digital artifacts. The student is expected to:

  • Technology Applications: 126.18.c.12.H  -  select and use productivity tools found in spread sheet, word processing, and publication applications to create digital artifacts such as reports, graphs, and charts with increasing complexity
Technology Applications: 126.19.c.12

Practical technology concepts--skills and tools. The student leverages technology systems, concepts, and operations to produce digital artifacts. The student is expected to:

  • Technology Applications: 126.19.c.12.C  -  select and use appropriate platform and tools, including selecting and using software or hardware to transfer data
  • Technology Applications: 126.19.c.12.H  -  select and use productivity tools found in spread sheet, word processing, and publication applications to create digital artifacts, including reports, graphs, and charts, with increasing complexity