ReadyAI – Elementary School – Grades 4-6

Unit 7: Tick Tock Bot

Essential Question

What Applications does Object Manipulation and Awareness Have?

Summary

After having learned about object recognition and manipulation, students need to begin thinking about how the cubes can form representations for other objects an AI-powered robot might be able to engage. This, of course, would have to be designed by a team of engineers, but for the sake of learning, students can imagine the cubes as representing other objects. However, before that, students will need to begin thinking about recognition in terms of location. This lesson aims to use one of their AI unit’s games, “Tick Tock Bot,” to teach positioning. Students will also be able to identify some of the coding needed and reconstruct it themselves.

Agenda

Assessment

Demonstration

  • Students may demonstrate their code of AI object manipulation and awareness.

Written Responses

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

Objectives

Students will be able to

  • Describe how the Tick Tock Bot software works.
  • Deconstruct the coding and AI necessary for this program to work.
  • Craft a basic AI function and code to demonstrate understanding of AI object manipulation and awareness.

Tools and Materials

  • 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 7
  • Handouts 7.1 – 7.2

Connecting to Prior Knowledge

Why Is Object Recognition Key to AI?

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

Teaching Guide

Warm-up (5 minutes)

Teacher calls up volunteers to simulate “Tick Tok Bot” game. Teacher puts a student in the middle of a small circle area and designates one item as the minute hand and one item as the hour hand.

Teacher begins easy with both items pointing at 12, which would be behind the student. Teacher varies difficulty and may ask more volunteers to join in order to attempt to guess the time using the objects.

Teacher emphasizes the point: students use objects as placement markers. They don’t need a real minute hand or hour hand if they think of other objects as those items.

Teacher asks, “Can your AI unit do this as well?”

Check for understanding:

Can one object represent, or stand in, for another object?

Transition:

Can your AI unit use objects as a means of representing other objects?

Teacher Presentation (10 minutes)

Teacher states that the answer is yes. Teacher uses PowerPoint 7 to share pictures of the AI unit doing just this.

Teacher asks students, “How is this possible?” Possible answers include

  • AI unit has built-in clock (not correct)
  • AI unit programmed to say certain times (not exactly correct)
  • AI unit recognizes where objects as students did during warm-up (correct)

Teacher also asks, “How does this demonstrate AI?” Students should identify the use of computer vision, object recognition, object placement location.

Teacher may open the following webpage to demonstrate what computers see when using object recognition:

Teacher may point out that the examples were provided by a software called Google Tensorflow Object Detection API, which is a powerful recognition software that their AI units do not currently have. However, their AI units are able to recognize certain objects and make determinations based on those.

Optional Resources:

If the following video was not used yet, the teacher may show the following video:

Teacher resources:

PowerPoint 7

Check for understanding:

How does object recognition and placement demonstrate AI?

Transition:

Let’s begin playing with this game and see what you learn from it.

Guided Practice (15 minutes)

Teacher distributes AI units and connected devices.Teacher encourages students to play Tick Tok Bot and document what they can do and what they experiment with using the features of the game. Students can use Handout 7.1 to document this progress.

Teacher also encourages students to use 7.1 or make other forms of notes on how this game works. Teacher may prompt with such questions as:

  • “How do you think this game works?”
  • “What do you need to program?”
  • “What do you have to tell your AI unit to do?”
  • “How many times would your AI unit need to have programmed?”
  • “How precise is the AI unit?”

When the teacher feels the class is ready, the teacher may say, “Now it’s time to program your own Tick Tok Bot game.

Lesson Extension:

  1. (15-20 Minutes) As an additional activity, the teacher may prompt students to drive Cozmo using the Explore function on the app. For resources on this functionality, please see Teacher Resources 0.3.
  2. (5 Minutes) Teacher may use videos from Ready AI’s YouTube page to demonstrate recognition functionality:

Teacher resources:

Handout 7.1 allows students to document what they experiment with as well as what they are able to do in Tick Tok Bot. They may also make notes of what does not work.

Check for understanding:

How do you think this game works?

Transition:

Now it’s your time to program your own Tick Tok Bot game.

Student Production (25 minutes)

Teacher asks students to go into Constructor Mode. Teacher begins by noting that programming every minute of the day would require too many lines of code using this software. However, the teacher encourages the students to program a few lines in order to be able to get the grasp of the code. As students do so, the teacher circulates and helps as necessary.

Students will need to program independent and non-sequential lines of code for this to work.

After a suitable time, teacher then asks students to think of a new scenario where their AI unit responds to the location of objects it recognizes. An example that might trigger ideas is that of a self-driving car needing to recognize other cars on the road.

Teacher prompts students to begin creating a project to demonstrate their understanding of AI object recognition and awareness. Teacher may ask students to present to the entire class or just to him/her.

Check for understanding:

Can you demonstrate what you were able to make your AI unit do?

Transition:

Can you share your ideas for where AI should be able to make decisions based on the location of objects?

Closure (5 minutes)

Teacher will ask students to share their ideas about where AI should be able to make decisions based on locations of objects.

Students assist in putting away their AI units and connected devices.

Optional Resource:

The teacher may use the following video to encourage students to think beyond physical objects, including how object recognition may also include writing that would help a person who cannot see:

https://www.youtube.com/watch?v=fNXfhR08aAA

Check for understanding:

Have students share their ideas.

Students may also take the summative assessment if teacher desires (See Handout 7.2, and Answer Key).