ReadyAI – Elementary School – Grades 4-6

Unit 2: Scaring Contest & Rebounce

Essential Question

Where is Facial Recognition Important?

Summary

In this lesson, students will explore two mini-games in the Cozmo app. They will not only play them, but they will also be asked to reflect on how they work before using guides to approximate the AI-powered coding themselves.

Agenda

Assessment

Oral Responses

  • Students may be evaluated based on participation or speaking.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.

Objectives

Students will be able to

  • Identify uses of facial recognition in real life.
  • Analyze games programmed into the Cozmo app.
  • Create coding that utilizes Cozmo’s AI facial recognition abilities.

Tools and Materials

  • Cozmo and connected device such as a tablet, laptop, or phone (2-3 students per device)
  • Projector linked to device with Cozmo app or to a computer to share the PowerPoint Presentation
  • Pencils (1 per student)
  • Whiteboard or large sheets of paper (to be saved for future classes)
  • PowerPoint 2
  • Handouts 2.1 – 2.3
  • Teacher Resources 2.1

Connecting to Prior Knowledge

  • What Can AI Units Recognize?

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

Teaching Guide

Warm-up (5 minutes)

Using PowerPoint 2 or Handout 2.1, teacher shares images of emojis. Teacher asks how students know what emotion is being portrayed in the images. Students may complete the activity as a class, in groups, or individually.

Teacher may point out that facial structure, lip position, eyebrows, nostrils, and so forth all give indications to other humans about the emotions of the person portrayed. Teacher may use additional photos as he or she desires.

Teacher resources:

PowerPoint 2

Handout 2.1 provides images of emojis with varying emotions displayed on their faces.

Teacher Resource 2.1 provides an overview of how facial recognition works along with additional outside sources for the teacher to review if he or she choses.

Check for understanding:

What markers help you determine someone’s emotions?

Transition:

How do AI units determine emotions?

Teacher Presentation (10 minutes)

Teacher shares images used in Warm-up. Using said images, teacher then shows students how computers determine emotions by scanning facial features and inputting scores.

Teacher may point out that the computer does not definitively state that the image is displaying an emotion. Instead, the computer is determining a percentage of likelihood. Teacher may also address limitations of emotional recognition, including background, number of people, racial makeup, and so forth.

Teacher may share videos such as the following to point out the processes behind facial and emotional recognition:

Meeting An Emotional Robot | Dara Ó Briain’s Science Club | Earth Lab

Optional Resources

Much of the resources for this assignment have been drawn from https://azure.microsoft.com/en-us/services/cognitive-services/emotion/

Teachers may choose to use URLs of images online for the software to determine emotion. Additionally, teacher may pre-prepare images of the same person with different expressions so as to demonstrate power of AI software.

Check for understanding:

How do AI units determine your emotions?

Transition:

Let’s play a game using emotional recognition.

Guided Practice (15 minutes)

Teacher distributes AI devices and controlling units. Teacher says, “We will use our AI devices to play a scaring game. Please go to Code Lab. Then, go to Featured Projects and finally choose Scaring Contest.”  

Teacher asks students to practice with this game. Students may use Handout 2.2 to determine if Scaring Contest represents actual AI technology or if it is simple coding. Students may also posit how and why this works.

Teacher asks the class what they learned from this game. Teacher also asks students what they think they need to be able to do to program a similar game. Possible answers include

  • Use facial recognition
  • Use emotional recognition
  • Code AI responses to human emotions

Teacher then announces, “Let’s try another game. Go to Code Lab. Then, go to Featured Projects and finally choose Rebounce.”

Teacher asks groups to try this game for 3-5 minutes. Teacher asks students to use Handout 2.2 to document what they think this game would need them to do in order to make it work.  Possible answers include

  • Use facial recognition
  • Use facial positioning
  • Code AI responses to human emotions

Teacher may ask, “Why is the positioning of the face important? Why does the AI unit need to be able to ‘track’ the face?” Possible answers include

  • People do not stay still
  • AI must track moving images
  • Identifying photographs has limited functionality.  

Teacher resources:

Handout 2.2 is a formative worksheet that allows students to document their findings and hypotheses on why and how Scaring Contest and Rebounce work. Teachers may use said handout for a grade later on.

Check for understanding:

What functions does your AI unit need to play these two games?

Transition:

Let’s explore what you can program Cozmo to do.

Student Production (25 minutes)

Teacher asks students to begin in Code Lab. Teacher briefly shows, if it is possible to connect the device to a projector, the features of Code Lab. The teacher asks students to program Cozmo to do display an emotion when he sees an emotion on a human.

Teacher circulates as students use Code Lab to program their AI units responding to emotions they see by showing their own emotions.

Teacher then asks students to move to Constructor Lab. Teacher explains that this is a more advanced version of Code Lab, allowing greater AI functionality. Teacher asks students to present a scenario where facial and emotional recognition would be useful.

Teacher circulates as students create these scenarios. Teacher may ask students to present their ideas or even demonstrate the coding they created.

Lesson Extension:

  1. Students present all their ideas to the class.
  2. For longer classes, teacher may present students with arts and crafts objects and encourage students to begin crafting their best project ideas for facial and/or emotional recognition.

Check for understanding:

What were the tools you needed in order to have your AI unit generate responses based on your emotions?

Transition:

Where is Facial Recognition Important?

Cool Down (5 minutes)

Teacher may ask students to pack up. Once the AI units are packed up, the teacher may share the following video:

Robots becoming social companions thanks to advanced AI, emotional recognition.

Teacher asks students what they saw in the video and how it demonstrates the usefulness of facial and emotional recognition.

Optional activities & materials:

If teacher chooses, he or she may use the quiz (Handout 2.3) to assess student learning.

Check for understanding:

Have students share their thoughts on the video. Teacher may also assign the summative assessment if he or she chooses (See Handout 2.3, and Answer Key).