ReadyAI – Middle School

Lesson 6: Project Planning

Essential Question

What major challenges does the world face? What challenge do you think AI can help with best?

Summary of Lesson

After synthesizing the functions of their AI units, students will begin to plan their project, identifying what they would like to accomplish, what they can do, what they need, and what will require additional assistance.

Agenda

Assessment

Can students …

  • identify the AI functions in a sample project?
  • synthesize learning to propose a project?
  • create a plan for their project?

Objectives

The students will be able to

  • identify applications for AI in a teacher provided example
  • apply his or her understanding of AI to a real life project
  • create a plan for his or her own project

Tools and Materials

Connecting to Prior Knowledge

What can AI manipulate? What can it not manipulate?

Support
If you have any question about the lesson plan, please contact info@ReadyAI.org

Teaching Guide

Ice Breakers (5 minutes)

Teacher asks, “What silly uses can you think of for AI?”

  • Teacher gives students 2 minutes to brainstorm ideas.

Teacher asks for student input and writes the ideas on a board/screen/etc.

Teacher asks, “Would you like to see a silly idea for AI?”

Teacher resources:

Teacher Resource 6.1 – Why can it be said that the Beetl robot manifests AI?

Check for understanding:

Why can it be said that this robot uses AI?

Transition:

What is necessary to create a project?

Teacher Presentation (10 minutes)

Teacher introduces students to project proposal document (Handout 6.1).

Teacher overviews the project from ice breaker. Teacher may ask such questions as:

  • What areas of the world can use AI?
  • Think about your own classes (i.e. history, science, language arts, etc.). How can AI help in some of these areas?
  • Think about your parents’ jobs. How can AI help them do their jobs?

Teacher then leads a classroom discussion as a presentation. Teacher asks, “What do you need in order to complete this project?” Using the example from the icebreaker, teacher fills in the proposal document with students:

  • What is the problem?
    • No one wants to clean up after their dog.
  • What is the solution?
    • An AI unit could clean up after the dog.
  • What would the AI unit need to be able to do?
    • The AI would need to recognize the dog and its poop
    • The AI would need to map the backyard or the location
    • If not fenced in, the AI would need to not go too far away
    • The AI would need to navigate and be able to pick up
    • The AI would need to dispose appropriately
    • The AI would need to be able to clean itself up
  • In order to create such a simulation, what would you need to teach Cozmo?
    • Teacher uses such opportunity to review 6 AI Concepts:
      • Facial Recognition
      • Object Recognition
      • Object Manipulation
      • Landmark-based Navigation
      • Speech Generation
      • Speech Recognition
  • Using what AI we do have, what can Cozmo simulate?
    • Detecting dog.
    • Navigating to cube.
    • Picking up cube.
    • Disposing of cube.
    • Returning to charger for “cleaning.”
  • Which of the 6 AI Concepts are being used?
    • Object Recognition
    • Object Manipulation
    • Landmark-based Navigation
  • In order to create such a simulation, what would I need?
    • Art supplies, such as large sheets of paper, crayons, etc.
    • Cubes
    • Charger

Teacher resources:

PowerPoint 6

Handout 6.1

Check for understanding:

What will this project require you to do?

Transition:

Let’s begin planning your own projects.

Guided Practice (15 minutes)

Teacher distributes project proposal sheet (Handout 6.1). Teacher asks student groups to begin answering the questions.
Teacher circulates to ask students what they might need to complete their plan.
Teacher also introduces revised role sheet (Handout 6.2).

Teacher asks,

  • “What student will be the designer? What student will be the artist? What student write the script? What student can create a PowerPoint? etc.”

Teacher prompts students to prepare a brief presentation of their ideas to the class.

Teacher resources:

Check for understanding:

What project would your group like to propose?

Transition:

Share your group’s idea with the class!

Student Production (20 minutes)

Teacher begins by asking each group to share their ideas.

Then, teacher distributes AI-IN-A-BOXTM. Using previous roles, students set up the AI-IN-A-BOXTM.

Groups should begin writing a script for their project.

  • If groups are large, students can create subgroups, one to prepare script for Cozmo and one to prepare group script and/or art work.

Teacher announces that the next class will be a workshop, but that students should complete their projects during the next session.

Teacher resources:

Check for understanding:

What AI scripts are necessary for your projects?

Transition:

What have you completed so far? What will you still need to complete?

Closure (5 minutes)

Teacher will ask students to share their accomplishments thus far as well as what they need to do.

Students assist in putting away their group’s AI-IN-A-BOX™.

Check for understanding:

Have students share their progress thus far.