Agricultural Literacy Curriculum Matrix

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 6-8

computer: an electronic device for storing and processing data according to instructions given to it in a variable program

computer program: a collection of instructions that tell a computer to perform a specific task

input: a device through which information enters a system

labor: the services performed by workers for wages

output: a place where power or information leaves a system

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

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

A robot is a mechanical device that is capable of performing a variety of tasks on command or according to instructions programmed in advance. Robots can do jobs that are repetitive, messy, boring, difficult, or hazardous for humans. Robots have several advantages over human workers. Unlike humans, robots can work virtually nonstop without becoming strained or injured by repeated movements. They can be built to be much stronger than people, and they deliver consistent results. Robots can perform tasks faster, longer, more accurately, and more efficiently than humans. All robots are machines, but not all machines are robots. Robots take inputs from the environment and use those inputs to make decisions. Robots are reprogrammable and multipurpose. One robot has the potential to preform a variety of different tasks.

A robot is made up of four main components—a computer, inputs, outputs, and a power source. The computer is the brain of the robot. A robot follows specific instructions in the form of a computer program. Sensors are inputs that provide information to the computer and determine what a robot will do according to how it has been programmed. An output is a command sent by the robot's computer to another part of the robot. For example, the computer can send a command to the robot's motor to make it move. Robots are typically powered by batteries which provide energy for the robot to function.

Agricultural robots perform farming tasks. Robots are used on crop farms for harvesting, weed control, mowing, pruning, seeding, monitoring, spraying, sorting, and packing. On livestock farms, robots can perform the tasks of feeding, milking, monitoring, cleaning, and herding. Robot applications in precision agriculture can save time, money, and resources and be more profitable, efficient, environmentally friendly, and safer.

Robots cab be seen as one solution to food production labor shortages. With an aging agricultural workforce and changes to immigration laws, labor scarcity is a big issue facing the agriculture industry. 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.¹

Robot technologies enable more reliable monitoring and management of natural resources, such as air, soil, and water quality. They also give producers greater control over plant and animal production, processing, distribution, and storage resulting in greater efficiencies and lower prices, safer growing conditions and food, and reduced environmental and ecological impacts.²

Career Highlights This lesson introduces students to the following career opportunities: agricultural technician, agricultural engineer, automation technician/coordinator, design engineer, electrical engineer, general and operations managers, mechanical engineer, precision agriculture technician, process engineer, robotics engineer, robotics technician, software developer. Explore the career profiles to discover job outlooks, education requirements, and average salaries.

1. View the Wallace and Gromit Cracking Contraptions video Autochef.
2. Have the students identify the tasks Wallace wanted the robot to perform. Ask the students, "Why do you think Wallace wanted the robot to perform these tasks?" 
3. Emphasize the idea that during the process of engineering design, it is unusual to have immediate success. As Wallace's robot illustrates, failure is part of the process. Typically, engineers test, modify, and redesign prototypes multiple times before they finalize a product. 

Activity 1: What is a Robot? 

1. Handout the What is a Robot? activity sheet to each student and have them fill out the sheet. Have the students share their ideas with a partner.
2. View the What is a Robot video.
3. After viewing the video, allow time for the students to work with their partner to make changes and additions to their activity sheets based on the information presented in the video. Check the answers as a class.
4. Show the students the Edison robot. Explain that a robot has four main components—a computer, inputs, outputs, and a power source. Point to the microchip located just above the play button. Explain that the robot has a computer chip inside that is the brain of the robot. The robot will follow specific instructions that are programmed to the computer chip.
5. Point out the infrared, light, and sound sensors. Explain that sensors are inputs that provide information to the computer and determine what the robot will do according to how it has been programmed.
6. Explain that an output is a command sent by the robot's computer to another part of the robot. Demonstrate how the robot moves by the robot's computer sending a command to it's motor.
7. Show the students where the robot's batteries are located. Explain that a robot requires a power source which provides energy for the robot to function.
8. Ask the students, "Why do engineers design robots?" Lead a discussion about this question. Integrate the following points into the discussion:
   • Robots can do jobs that are repetitive, boring, messy, difficult, or hazardous for humans.
   • Unlike humans, robots can work virtually nonstop without becoming strained or injured by repeated movements.
   • Robots can be built to be much stronger than people.
   • Robots deliver consistent results.
   • Roots can perform tasks faster, longer, more accurately, and more efficiently than humans. 

Activity 2: Robots in Agriculture

1. Pose the following question to the class for a Think, Pair, Share activity. "How do you think robots can be helpful on a farm?"
2. Have the students think about the question individually, pair with a partner to discuss their ideas, and share their ideas with the class. Make a list of the ideas on the board.
3. Organize the class into five groups. Provide each group with a tablet or laptop. Assign each group one of the following videos to watch on their tablet or laptop.
   • Robotic Milker: How Robots Will Shape Agriculture's Future—Yield of Dreams
   • Automated Robot Weeder: ecoRobotix Smart Weeding Robot
   • Poultry Robot: Octopus Poultry Safe and Scarifier in ACTION
   • Autonomous Combine Harvester: Hands Free Hectare - harvest of winter wheat
   • Robotic Lettuce Harvester: Robots speed up lettuce harvest process
4. After viewing the videos, have the students work together in their groups to create a commercial to persuade farmers to buy the robot from the video their group viewed. Groups can either act out their commercial live or film and edit their commercial using a movie-making platform such as iMovie or WeVideo. The commercials should include the following.
   • Name of the robot
   • Tasks the robot can perform
   • Ways the robot can be useful on a farm
   • Ways the robot can help a farmer save time, money, and/or resources
5. Allow time for the groups to share their commercials with the class.
6. Refer back to the question, "How do you think robots can be helpful on a farm?" Ask the students if they have any other ideas to add to the list after viewing their classmates' commercials. Add new ideas to the list until it includes at least the following uses for robots on farms:
   • Harvesting
   • Weed control
   • Mowing
   • Pruning
   • Seeding
   • Monitoring
   • Spraying
   • Sorting
   • Packing
   • Feeding
   • Milking
   • Cleaning
   • Herding

Activity 3: Farm Robotics Challenge

1. Prior to this activity, familiarize yourself with the Edison robot and its functions. The EdCreate Teaching Guide provides helpful tips to complement the EdBuild instructions. Prepare the Farm Robotics Challenge Courses according to the Farm Robotics Challenge Preparation Instructions for each challenge your students will be participating in.
2. Organize the class into small groups. Provide each group with a Farm Robotics Challenge Card and access to a computer. You may choose to have all groups work on the same challenge or have different groups work on different challenges.
3. Each card contains a QR code that will take students to a video showing one way the farming task is performed without a robot. After the groups watch the video from their card, have them discuss how robots can help make the task easier and more efficient. If your class does not have the ability to scan QR codes, use the following links to view the videos:
   • Self-guided Tractor: Classic Fertilizer Spreading
   • Moving Hay Bales: Bobcat S175 Moving/Loading Hay Bales
4. If the students are working on the "Moving Hay Bales" challenge, provide them with the link for the EdDigger instructions. Have the groups work together to build their robot using parts from the EdCreate Kit and lego pieces to meet the challenge from their card.
5. Robots can be programmed using an Edison programming language. EdScratch is the recommended programming language for students ages 10+, and EdPy is appropriate for 13+. Depending on the programming option your students will be using, provide instruction about programming with EdScratch or EdPy and access to the Edscratch app or EdPy app.
6. After students have had an opportunity to program commands for the robot to perform based on the challenge from their Farm Robotics Challenge Card, have them test their robot's ability to complete the challenge. During testing, groups should check the boxes on their card for each requirement that was successfully met during the test. Adjustments should be made and tested until each box can be checked off.

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

• A robot is a mechanical device that is capable of performing a variety of tasks on command or according to instructions programmed in advance.
• A robot is made up of four main components—a computer, inputs, outputs, and a power source.
• Robots are used on crop farms for harvesting, weed control, mowing, pruning, seeding, monitoring, spraying, sorting, and packing. On livestock farms, robots can perform the tasks of feeding, milking, monitoring, cleaning, and herding.
• Agricultural robots can save time, money, and resources and increase profitability, efficiency, environmental protections, and safety.

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

• Agricultural Drones
• Agricultural Engineering Video
• Agricultural Inventions: At the Top of the Field
• Agriculture Technology Advancements Video Playlist
• Field Robots of the Future
• Fighting Weeds: Can we reduce, or even eliminate herbicides by utilizing robotics and AI?
• Precision Agriculture Technologies and Factors Affecting Their Adoption
• Robotic Farming of the Future
• The Farming Robots of Tomorrow are Here Today
• The Future of Farming & Agriculture video
• What Happens When Farming Goes High-Tech?