ReadyAI – Elementary School – Grades 4-6

Unit 10: Project Planning

Essential Question

How Does AI Navigate?

Summary

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

Demonstration

  • Students may demonstrate their project in front of the class.

Written Responses

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

Objectives

Students will be able to

  • Rehearse their project presentations in front of a class.
  • Troubleshoot problems in their projects.
  • Create projects that demonstrate their learning of AI and their collaboration.

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 10
  • Handouts 10.1 – 10.3
  • Teacher Resources 10.1

Connecting to Prior Knowledge

  • How Does AI Navigate?

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

Teaching Guide

Warm-up (10 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 shows the following video: https://www.youtube.com/watch?v=2BNcjTnvmtE

Teacher asks, “Why can it be said that this robot uses AI?”

Teacher resources:

Teacher Resource 10.1 draws comparisons between Beetle’s unit and AI functions such as those demonstrated by the students’ AI unit.

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 10.1).

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 for the presentation. Teacher asks, “What do you need in order to complete this project?” Using example from the warm-up, 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 your AI unit?
    • 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 it 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 10

Handout 10.1 prompts students to begin proposing a project, much like they will have to do in higher grades and in college. Students should work in groups to complete the proposal, submit it, and receive feedback before they begin.The most common issue noted among student projects is the difficult challenges they create in terms of programming. Instructors should assist students in striking a balance between overly simple and overly complex AI programming.

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 10.1). 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 10.2).

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:

Handout 10.2 articulates roles students can take on as they move forward with their project. Because of the interdisciplinary STEAM approach to project-based learning, more is required than just operating the AI unit.

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 units and connected devices. In accord with Handout 10.2 roles, groups should begin writing a script for their project.

  • If groups are large, students can create subgroups, one to prepare script for the AI unit and one to prepare group script and/or artwork.

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

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 unit and device.

Check for understanding:

Have students share their progress thus far.

Students may also take the summative assessment if teacher chooses (See Handout 10.3, and Answer Key).