Lesson Plan
Smart Machines
Created: 09/2015 by the National FFA Organization
STUDENT LEARNING OBJECTIVES
After completing these activities students will…
1. Understand potential career opportunities available in power, structural and technical systems.
2. Explain the need for using precision agriculture tools.
3. Discuss agricultural problems that could benefit from technology and “smart machines.”
TIME REQUIRED: 90 minutes
RESOURCES:
1.
FFA.org – My Journey
2.
Video: John Deere Electronic Solutions - Smart machines, innovative performance (https://youtu.be/Ym23k1YOYNk)
EQUIPMENT AND SUPPLIES NEEDED:
1.
2.
A copy of the “Smart Machines Rubric” for each group of students.
Internet access to play the video in real time and for students to research their agricultural problem.
THIS QUICK LESSON PLAN WOULD WORK WELL AS:
1.
2.
3.
Part of an agricultural mechanics unit or course.
A wrap-up activity in a precision agriculture unit.
Part of a production agriculture unit.
THESE ACTIVITIES ARE ALIGNED TO THE FOLLOWING STANDARDS:
AFNR Performance Element

PST.01. Apply physical science principles and engineering applications to solve problems and improve performance in
AFNR power, structural, and technical systems.
FFA Precept
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FFA.PL-A.Action: Assume responsibility and take the necessary steps to achieve the desired results, no matter what
the goal or task at hand.
FFA.PG-J.Mental Growth: Embrace cognitive and intellectual development relative to reasoning, thinking, and coping.
FFA-CS-M.Communication: Effectively interact with others in personal and professional settings.
FFA.CS-N.Decision Making: Analyze a situation and execute an appropriate course of action.
Common Career Technical Core

AG-PST1 Apply physical science principles and engineering applications to solve problems and improve performance
in AFNR power, structural, and technical systems.
NASDCTEc
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AGPD01.01 Apply physical science principles to engineering applications with mechanical equipment, structures,
biological systems, land treatment, power utilization, and technology to facilitate work in the power, structural and
technical systems.
Common Core- Reading: Informational Text

CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Common Core- Speaking and Listening

CCSS.ELA-Literacy.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections
in light of the evidence and reasoning presented.
Common Core- Science & Technical Subjects
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CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts,
attending to the precise details of explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including
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relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual
form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation)
into words.
CCSS.ELA-Literacy.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources
(including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Common Core- Math Practices
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CCSS.MP1: Make sense of problems and persevere in solving them.
CCSS.MP4: Model with mathematics.
CCSS.MP5: Use appropriate tools strategically.
AFNR Career Ready Practices
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CRP.02. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the
knowledge and skills acquired through experience and education to be more productive.
CRP.04. Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas
and action plans with clarity, whether using written, verbal and/or visual methods.
CRP.05. Consider the environmental, social and economic impact of decisions. Career-ready individuals understand
the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative
impact on other people, organizations and the environment.
CRP.06. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems
in new and different ways, and they contribute those ideas in a useful and productive manner to improve their
organization.
CRP.07. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and
using new information to make decisions, change practices or inform strategies.
CRP.08. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals
readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to
solve the problem.
CRP.11 Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of
existing and new technology to accomplish workplace tasks and solve workplace problems."
Partnership for 21st Century Skills
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Critical Thinking and Problem Solving
Environmental Literacy
Information Literacy
Initiative and Self-direction
Productivity and Accountability
LESSON PLAN:
1.
2.
3.
4.
Introduction: Show the video “John Deere Electronic Solutions - Smart machines, innovative performance.” This
video is available on the October 2015 Explore page of My Journey. The direct url is
https://youtu.be/Ym23k1YOYNk.
a. Note: Parts of this video are content heavy; depending on the prior knowledge of the class, it might be
necessary to explain certain terminology and concepts.
Discussion: As a class discuss the following questions:
a. What kind of jobs and skills might be needed to work for John Deere’s electronic solutions?
b. What kind of products does this division of John Deere create?
c. In what agricultural areas are these products used?
d. Why are “smart machines” and technology needed in agriculture today?
Activity: In groups, students will research an agricultural problem and develop an idea for a machine or other piece
of technology that would help solve this problem.
a. Give each group a copy of the document “Smart Machines Rubric.” Student will use this rubric to guide their
research and idea development.
b. A high scoring assignment will include all of the following:
i. A written explanation of the agriculture problem they chose with facts proving it is indeed a
problem.
ii. A written explanation of existing solutions to the problem with an evaluation of the effectiveness of
those solutions.
iii. A list of at least three technological solutions to the problem. These solutions should be original
ideas developed by the group. They must choose one of these solutions to further develop, and
explain the reason the idea was chosen.
iv. A clear written description of the proposed technological solution, which includes how it works and
how it will help solve the problem.
v. All students in the group were involved in the work.
Follow-up: Have students share the agricultural problem they chose and the technological solution they developed.
“Smart Machines” Rubric
Criteria
Excellent
16 – 20 points
Above Average
11 – 15 points
Average
6 – 10 points
Below Average
0 – 5 points
Identification of
the Problem
The problem has been
clearly shown to exist
with supporting factual
evidence.
A problem is stated, but
has weak supporting
evidence.
A problem is stated, but
lacks supporting evidence.
A problem is not stated.
Research and
Information
Gathering
Existing solutions to the
problem, including their
good and bad points,
have been stated.
Existing solutions have
been stated, but those
solutions are not evaluated
for effectiveness.
A review of existing
solutions is stated, but it is
not complete and/or related
research is not shared.
Little to no research was
completed.
Brainstorming
Ideas
At least three possible
technological solutions
were generated. The
most appropriate solution
was selected, and the
reason for the choice was
clearly explained.
Three possible technological
solutions were generated.
An appropriate solution was
selected, and the choice is
somewhat explained.
Two possible technological
solutions were generated.
A solution was selected, but
no explanation is provided.
On possible technological
solution was generated.
Design
A clear description of the
proposed technological
solution is provided,
including an explanation
of how it works and how
it will help solve the
problem. If applicable,
rough sketches of the
design are provided.
A clear description of the
proposed technological
solution, including an
explanation of how it
works, is provided, but the
explanation of how it will
help the problem is limited.
If applicable, rough
sketches of the design are
provided.
A vague description of the
proposed technological
solution is provided, but the
explanation of how it works
and how it will help the
problem is limited.
A vague description of the
proposed technological
solution is provided, and no
explanation is provided.
Teamwork
Team members worked
well together and settled
differences in a positive
manner. Each member
contributed in a valuable
way to the project.
The majority of the team
demonstrated good team
working skills. Most
members contributed in a
valuable way to the project.
Demonstrated good team
working skills only part of
the time, and some
members did not contribute
to the project.
Demonstrated few team
working skills, and the
majority of the assignment
was completed by only one
or two members of the
group.
Points
Earned
Total Points:
Rubric adapted from: PLTW Project 1.1.6 Compound Machine Design Rubric (http://blog.cvsd.k12.pa.us/energypowertrans/files/2014/04/1.1.6.P.RUCompoundMachineDesignRubric.docx) and ECCS Department Technical Design Rubric (http://course1.winona.edu/shatfield/air/TechnicalDesignRubric2.pdf)