ReadyAI – Elementary School – Grades 4-6

Unit 8: Keep Away & Quick Tap

Essential Question

Is AI Better than Humans?


During this session, the instructor will introduce two advanced games. While it is unlikely students will be able to program the randomness needed for the AI unit to be a good player at Quick Tap or Keep Away, students should be encouraged more to focus on the AI skills of object recognition and manipulation. The lesson should focus on prompting students to imagine scenarios where such skills would be transferable.




  • Students may demonstrate their scenario using coding or themselves.

Written Responses

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


Students will be able to

  • Describe how the Keep Away and Quick Tap games work.
  • Implement coding that resembles that of the Keep Away and Quick Tap games.
  • Invent a scenario where such AI skills would be useful.

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 8
  • Handouts 8.1 – 8.2
  • Teacher Resources 8.1 – 8.2

Connecting to Prior Knowledge

  • What Applications does Object Manipulation and Awareness Have?

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Teaching Guide

Warm-up (5 minutes)

Teacher asks a volunteer to come and play “Whack a Mole” online using the following link:

Teacher may allow for several volunteers to play, if time permits. Alternatively, if a computer is not readily available, a teacher can invite two volunteers and lay out three colored cards for each person. The teacher can then call a card color while competitors try to hit the card the fastest. This can be with any images or words if the students are learning other materials (i.e. vocabulary, math problems, concepts from music, social studies, etc.).

The teacher then asks the class, “What is needed in order to play this game?” Possible answers include:

  • Quick reflexes
  • Vision
  • Mathematical, reasoning, etc. skills

Teacher asks, “Can your AI unit replicate this game?”

Check for understanding:

What is needed to play quick tap (i.e. whack a mole)?


Can your AI unit play this game, too?

Teacher Presentation (15 minutes)

Teacher introduces two games using the app on the device. Teacher shares Quick Tap and Keep Away. Teacher begins with Keep Away.

Teacher shows how the AI unit will “chase” the cube. Teacher asks, “What AI skills are necessary here?” Answers include

  • Object recognition
  • Movement (to be discussed more in Lesson 9)

Teacher asks how students can layer keep away onto just tracking it. Answers include

  • Adding object manipulation.

Teacher begins brainstorming with students as to what coding would be needed. (See Teacher Resource 8.1 for help)

Teacher should avoid providing all the answers as students will practice such coding in their Guided Practice.

Teacher then moves to Quick Tap. Teacher demonstrates the quick tap game in the app. Teacher asks what AI skills are necessary. Answers include

  • Object recognition
  • Object manipulation (i.e. tapping)
  • AI learning

Teacher brainstorms with students as to what coding is needed for this AI function to work.

Teacher then says, “Now I want you to practice coding these games. Let’s see what you can create.”

Teacher resources:

Teacher resource 8.1 provides help on creating the appropriate coding necessary to play Keep Away.

Teacher resource 8.2 provides help on the coding necessary for Quick Tap.

Check for understanding:


Guided Practice (20 minutes)

Students are allowed to work in groups (or independently if sufficient devices are available) to begin simulating these games. Teacher notes students should try Quick Tap first since it is an easier game.

Teacher circulates, offering help as needed. Students may be encouraged to use Handout 8.1 to document what necessary coding is needed, as well as successes and failures.

Students should be encouraged to periodically test what they have so far so as to troubleshoot.

When students have made significant progress, students may be encouraged to try creating Quick Tap. Again, teacher may circulate to offer assistance and/or monitor progress. Students can continue documenting their progress on 8.1, which may be used as a grade if the teacher so chooses.

Teacher then states, “Let’s imagine a scenario where an AI’s ability to track an object or move quickly is essential.”

Teacher resources:

Handout 8.1 may be used for formative assessment in order to check students’ understanding and document what works and/or does not work for them.

Check for understanding:

Students should demonstrate their progress to their teacher as he or she circulates.


Let’s imagine a scenario where an AI’s ability to track an object or move quickly is essential.

Student Production (15 minutes)

Teacher states that students will now take their coding and apply it to a situation where AI could potentially be better than humans.

Students may be given time to finish their coding from the student practice, but students should be prompted to invent a scenario where the AI skills seen in quick tap and keep away may be used in ways beyond just gaming.

If students need an example to begin, the teacher may prompt students with the idea of a search and rescue AI bot that navigates to people or objects that are unsafe for humans to do so. Or, to apply quick tap, AI might be quicker in assembling various forms of advanced manufacturing in a factory setting than would be humans.

Students should present their scenarios during the last five minutes of the student production period.

Teacher may end session with, “What do you think? Is AI better than humans?”

Check for understanding:

Where could the AI skills in Keep Away or Quick Tap be useful?


What do you think? Is AI better than humans?

Closure (5 minutes)

Teacher will ask students to share their thoughts on whether AI is or, in the near future, will be better and quicker than humans in various areas.

Teacher may note the limitation of AI in that it has to be designed for a certain application, whereas humans can complete various tasks with only their bodies.

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

Check for understanding:

Students share thoughts on AI units versus humans.

Students may also take the summative assessment if teacher desires (See Handout 8.2, and Answer Key).