Summer School Program

Scope and Sequence

Summer Program Overview

Course / Grade Title: ReadyAI 30 Hour Summer School Core Curriculum

Course ObjectivesStudent ActivitiesAssessment(s)

Students should be able to

  1. Define basic concepts in the field of AI.
  2. Describe functions of AI as well as current limitations.
  3. Apply principles of coding to demonstrate understanding of AI concepts
  4. Evaluate applications of AI technologies.
  5. Create a project that uses AI to solve real-world problems.

AI’s Big Ideas for K-12

  • Big Idea #1: Computers can perceive the world using sensors.
  • Big Idea #2: Agents create and maintain internal representations/models of the world and use them for reasoning.
  • Big Idea #3: Computers can learn from data.
  • Big Idea #4: AI systems strive to interact comfortably with humans.
  • Big Idea #5: AI applications can impact society in positive and negative ways.

*David Touretzky, Christina Gardner-McCune, Fred Martin, Deborah Seehorn.AI4K12.org. Envisioning AI for K-12: What should every child know about AI?

What will students do to demonstrate their learning?

What cross-content integration is there with literacy? (Include CCSS for History, Science, and the Technical Subjects where applicable)

What common assessments (formative and/or summative) will be used to measure student progress and achievement?

(These may remain the same or require minimal changes for subsequent units)

Content

Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 1

Meet Your AI Friend

What can AI units recognize?Students will be able to

  • Contrast AI vision from robotic vision
  • Program Cozmo to recognize their faces
  • Brainstorming applications for facial recognition
Demonstration of Learning

  • Students can program basic functions of Cozmo

Classroom Discussion

  • Student-generated ideas of AI applications

Oral Responses

  • Students can explain how they might use AI facial recognition

Written Responses

  • Students create a brainstorming map
  • Students complete the formative worksheet
Written Responses

  • Students may complete the summative mastery quiz
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 2

Scaring Contest & Rebounce

Where is Facial Recognition Important?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.
Demonstration of Learning

  • Students can program more advanced functions of Cozmo’s facial recognition.

Classroom Discussion

  • Students evaluate facial recognition abilities.

Oral Responses

  • Students can explain how they might use AI emotional recognition.

Written Responses

  • Students complete the formative worksheet  
Oral Responses

  • Students may be evaluated based on participation or speaking.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 3

Peekaboo AI

How Does Facial Recognition Work?Students will be able to

  • identify coding necessary to code peekaboo.
  • build a scenario where peekaboo may be applicable.
  • create coding that programs Cozmo to play peekaboo as both the player and the recipient.
Demonstration of Learning

  • Students can program a small game like peekaboo.

Classroom Discussion

  • Students discuss how peekaboo demonstrates AI.

Oral Responses

  • Students can explain how they might use principles in peekaboo for larger, more practical purposes.

Written Responses

  • Students complete the formative worksheet  
Oral Responses

  • Students may be evaluated based on participation or presentation.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 4

Emo-AI 

Does AI Have Emotions?Students will be able to

  • identify the emotions an AI Unit can display.
  • link emotions with facial recognition.
  • evaluate AI emotions relative to human emotions.
Demonstration of Learning

  • Students can connect emotions to facial recognition.

Classroom Discussion

  • Students discuss how AI do not have independent emotions.

Oral Responses

  • Students can explain how they might use AI emotions.

Written Responses

  • Students complete the formative worksheet  
Oral Responses

  • Students may articulate the differences between human emotion and AI emotion.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 5

Project 1: AI Security Guard

How Can AI Facial Recognition Be Practically Used?Students will be able to

  • describe the functions necessary of AI to be an effective security guard.
  • experiment with coding that allows the AI unit to function as a security guard.
  • critique the effectiveness of an AI security guard.
Demonstration of Learning

  • Students can program their AI units to function as a basic security guard.

Classroom Discussion

  • Students discuss what AI security guards can do and cannot do.

Oral Responses

  • Students can what they discovered in this project.

Written Responses

  • Students complete the formative worksheet  
Oral Responses

  • Students may express the challenges an AI unit would currently face.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 6

Speech Generation

Why is Speech Recognition AI?Students will be able to

  • summarize the steps to program speech.
  • connect facial recognition to speech recognition.
  • design a mini-project where Cozmo uses speech generation as well as facial recognition.
Demonstration of Learning

  • Students can program a small scenario where Cozmo uses speech after recognizing a face.

Classroom Discussion

  • Students discuss how speech generation is AI.

Oral Responses

  • Students can explain their mini-project and how it demonstrates three AI functionalities.

Written Responses

  • Students complete the formative worksheet.  
Mini-Project

  • Students may be evaluated using a rubric for their project.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 7

American Idol AI

If AI Can Talk, What Else Can AI do?Students will be able to

  • identify the challenges to program music.
  • connect facial recognition to speech recognition.
  • compose a brief tune using Cozmo’s speech functions and link it to previously coded material.
Demonstration of Learning

  • Students can make their AI Usit “sing” a tune.

Classroom Discussion

  • Students discuss why singing goes beyond basic speech generation.

Oral Responses

  • Students can explain how to program a brief tune.

Written Responses

  • Students complete the formative worksheet.  
Oral Responses

  • Students may explain how to program a tune as well as the challenges that come with it.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 8

Therapy AI

How Can AI Help People with Emotional Challenges?Students will be able to

  • apply AI emotions to situations involving humans.
  • produce basic coding for AI to simulate empathy.
  • evaluate the usage of AI in helping people with emotional trauma.
Demonstration of Learning

  • Students can make their AI unit simulate human emotional responses.

Classroom Discussion

  • Students discuss AI could assist people with emotional challenges.

Oral Responses

  • Students discuss the challenges in replicating human emotions.

Written Responses

  • Students complete the formative worksheet.  
Oral Responses

  • Students may explain how to program a tune as well as the challenges that come with it.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 9

Possibilities of Human-AI Interaction

What Possibilities Are There for Human-AI Interaction? Students will be able to

  • identify three Google AI Experiments.
  • experiment with those AI projects.
  • apply those experiments to real life problems.
Demonstration of Learning

  • Students can apply Google AI Experiments to solve real life problems.

Classroom Discussion

  • Students discuss how much AI prediction should be used.

Oral Responses

  • Students express where the AI skills discussed may be used in real life.

Written Responses

  • Students take notes on their ideas and the applications of AI.
Presentation

  • Students may present one a situation where a skill from Google AI is useful.

Written Responses

  • Students may be evaluated using their notes and the applications they think of for Google AI Experiments and the skills demonstrated therein.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 10

Project 2: Fortune Cookie AI

Can AI Be Creative?Students will be able to

  • list characteristics of a common fortune cookie.
  • replicate getting a fortune cookie using AI technology.
  • determine whether AI can be creative.
Demonstration of Learning

  • Students can make their AI unit offer a fortune.

Classroom Discussion

  • Students discuss what creativity requires from humans and/or AI.

Oral Responses

  • Students explain the limitations of AI creativity.

Written Responses

  • Students complete the formative worksheet.
Presentation

  • Students may present one situation with their AI unit generates creativity.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 11

Object Recognition & Manipulation

Why Is Object Recognition Key to AI?Students will be able to

  • describe the challenges in identifying objects.
  • implementing code to make the AI unit engage an object.
  • plan a scenario where the AI unit uses an object it can manipulate as a representation of something.
Demonstration of Learning

  • Students can make the AI unit manipulate an object.

Classroom Discussion

  • Students discuss why object manipulation is key to real life uses of AI.

Oral Responses

  • Students can explain the scenario they designed.

Written Responses

  • Students complete the formative worksheet.
Presentation

  • Students may present the scenario they created.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 12

Tick Tock Bot

What Applications does Object Manipulation and Aw

areness Have?

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.
Demonstration of Learning

  • Students can make the AI unit identify the location of an object.

Classroom Discussion

  • Students discuss how Tick Tock Bot represents AI technology.

Oral Responses

  • Students can explain the function they designed.

Written Responses

  • Students complete the formative worksheet.
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.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 13

Keep Away & Quick Tap

Is AI Better than Humans?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.
Demonstration of Learning

  • Students can replicate basic doing from the game.

Classroom Discussion

  • Students discuss how Keep Away and Quick Tap work.

Oral Responses

  • Students can explain the need for the AI skills in Keep Away and Quick Tap.

Written Responses

  • Students complete the formative worksheet.
Demonstration

  • Students may demonstrate their scenario using coding or themselves.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 14

Memory Match

Who Has Better Memory?Students will be able to

  • explain how Memory Match works.
  • analyze the coding necessary to run Memory Match.
  • produce similar coding for their AI unit to play memory match.
Demonstration of Learning

  • Students can make the AI unit play memory match.

Classroom Discussion

  • Students discuss if AI memory is superior to human memory.

Oral Responses

  • Students can explain how memory match functions.

Written Responses

  • Students complete the formative worksheet.
Presentation

  • Students may present the scenario they created.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 15

Project 3: The AI Safety Bot

How Can AI Prevent Accidents?Students will be able to

  • explain how AI can prevent accidents
  • dramatize a situation where AI can keep humans safe.
  • produce a scenario where AI keeps humans safe.
Demonstration of Learning

  • Students can produce a scenario where AI keeps humans safe.

Classroom Discussion

  • Students discuss if AI can be effective in keeping humans safe.

Oral Responses

  • Students can explain how AI functions in their safety scenario.

Written Responses

  • Students complete the formative worksheet.  
Presentation

  • Students may present their safety bot scenario.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 16

Landmark-based Navigation & World Exploration

How Does AI Navigate?Students will be able to

  • contrast robot movement with AI navigation.
  • show programming of AI navigation.
  • compete with other students in terms of navigation commands.
Demonstration of Learning

  • Students can show their ability to program AI unit navigation.

Classroom Discussion

  • Students discuss importance of AI navigation.

Oral Responses

  • Students can explain the need for AI navigation in the world.

Written Responses

  • Students complete the formative worksheet.
Demonstration

  • Students may demonstrate their ability to program their AI units around obstacles.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 17

Mini Golf (Gyroscope)

& Kitty Cat AI

How Does a Gyroscope Help AI units?Students will be able to

  • contrast robot movement with AI movement.
  • explain how the mini-golf mini game works.
  • brainstorm applications for an AI gyroscope function.
Demonstration of Learning

  • Students can share their ideas for gyroscope usage in AI units.

Classroom Discussion

  • Students discuss if gyroscopes benefit AI units.

Oral Responses

  • Students can articulate the benefits of gyroscopes.

Written Responses

  • Students complete the formative worksheet.  
Demonstration

  • Students may demonstrate their ability to program their AI unit to respond to its gyroscope sensor.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 18

Get the Right Cube

How Do AI Units Differentiate Objects?Students will be able to

  • identify objects that their AI unit can navigate to.
  • demonstrate simple coding for their AI units based on cubes, motions, and colors.
  • brainstorm applications for navigation based on objects.
Demonstration of Learning

  • Students demonstrate simple AI functions based on recognized objects.

Classroom Discussion

  • Students discuss why object based navigation is essential in AI.

Oral Responses

  • Students can share ideas for navigation based on objects.

Written Responses

  • Students complete the formative worksheet.  
Demonstration

  • Students may demonstrate their ability to program their AI unit to operate based on objects.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 19

Obstacle Course

What Challenges Does AI Navigation Need to Overcome?Students will be able to

  • build simple to challenging obstacle courses for their AI units.
  • contrast human operation in obstacle courses versus AI units’ operation in similar courses.
  • create a scenario where AI navigation successfully operates in an obstacle course.
Demonstration of Learning

  • Students demonstrate how their AI units navigate through obstacles.

Classroom Discussion

  • Students discuss why AI navigation must be able overcome obstacles.

Oral Responses

  • Students can share where AI must be able to successfully navigate around obstacles.

Written Responses

  • Students complete the formative worksheet.  
Oral Responses

  • Students may present their scenario of AI navigating an obstacle course.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 20

Project 4: The AI Home Security System  

How Can AI Units Work as Home Security Systems?Students will be able to

  • list the AI functions necessary for a unit to be an effective home security system.
  • program the functions necessary for an AI unit to be a home security system.
  • demonstrate how their AI units operate as home security systems..
Demonstration of Learning

  • Students present their AI powered home security system.

Classroom Discussion

  • Students discuss why AI home security would be effective.

Oral Responses

  • Students can identify the functions needed for an AI security system.

Written Responses

  • Students complete the formative worksheet.
Presentation

  • Students may present their AI units operating as home security systems to the class.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 21

Speech Recognition

What is Speech Recognition and How Does It Work?Students will be able to

  • arrange the steps necessary for AI to understand speech.
  • explain the challenges in AI speech recognition.
  • program a single command using speech recognition.
Demonstration of Learning

  • Students show their AI units responding to a single command.

Classroom Discussion

  • Students discuss why AI should respond to speech.

Oral Responses

  • Students can identify challenges to AI speech recognition.

Written Responses

  • Students complete the formative worksheet.
Presentation

  • Students may present their AI units responding to a command.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 22

Drop It Like It’s Hot

What Commands Are Most Essential in Speech Recognition?Students will be able to

  • identify basic necessary commands for AI units to understand.
  • evaluate the necessity for specific commands.
  • program 3-5 basic commands and AI responses in their AI units.
Demonstration of Learning

  • Students show their AI units responding to 3-5 commands.

Classroom Discussion

  • Students discuss what they feel to be the most basic AI commands.

Oral Responses

  • Students can explain the rationale for their chosen AI commands.

Written Responses

  • Students complete the formative worksheet.  
Presentation

  • Students may present their AI units responding differently to different commands.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 23

Polite AI & AI Ethics

Does AI Interaction Need to Be Positive?Students will be able to

  • apply formalities to the coding of AI.
  • demonstrate speech recognition using politeness.
  • determine whether AI interactions should be polite.
Demonstration of Learning

  • Students show their AI units responding to polite commands.

Classroom Discussion

  • Students discuss whether AI interactions need to be positive.

Oral Responses

  • Students can explain how they used politeness in their AI programming.

Written Responses

  • Students complete the formative worksheet.  
Presentation

  • Students may present their AI units responding differently to different polite commands.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 24

Guess the Number & Machine Learning

What is Machine Learning?Students will be able to

  • identify principles of machine learning.
  • articulate examples of machine learning in everyday life.
  • create a protocol for their AI units to demonstrate machine learning.
Demonstration of Learning

  • Students demonstrate their AI units learning and adjusting to oral prompts.

Classroom Discussion

  • Students discuss why AI Machine Learning is important.

Oral Responses

  • Students can explain how they programmed machine learning into their AI unit.

Written Responses

  • Students complete the formative worksheet.
Presentation

  • Students may play “Guess the Number” with their AI unit.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 25

Project 5: Storytime AI

Can AI Tell a Story?Students will be able to

  • select a story their AI unit can participate in.
  • create a script that involves the AI unit as a character.
  • demonstrate the six basic AI functions through their story.
Demonstration of Learning

  • Students show their AI units participating or retelling a story.

Classroom Discussion

  • Students discuss the limitations of AI creativity.

Oral Responses

  • Students can explain how they integrated AI functions into their story.

Written Responses

  • Students complete the formative worksheet.
Demonstration

  • Students may present their stories to the class.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 26

Project Brainstorming

What Major Challenges does the World Face? What Challenge Do You Think AI Can Help with Cest?Students will be able to

  • identify applications for AI in a teacher provided example.
  • brainstorm 3-5 ideas for a creative STEAM project using AI.
  • select the most actionable project their group brainstormed.
Demonstration of Learning

  • Students can present their varied ideas to the class.

Classroom Discussion

  • Students discuss what is needed in for their AI projects.
  • Students can explain the relevancy of their brainstormed ideas.

Written Responses

  • Students complete the formative worksheet.
Demonstration

  • Students may present their 3-5 ideas to the class

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 27

Project Planning

What Do You Need for Your Project?Students will be able to

  • list needs for their project.
  • apply their understanding of AI to a real life project.
  • create a plan for their own project.
Demonstration of Learning

  • Students can present their plan to their teacher.

Classroom Discussion

  • Students discuss what is needed in project planning.
  • Students can explain their project goal.

Written Responses

  • Students complete the formative worksheet.
Demonstration

  • Students may create plans for AI applications project.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 28

Project Creation

How Can AI Connect Many Different Kinds of Jobs and Interests?Students will be able to

  • rehearse their project presentations.
  • apply their understanding of AI to project creation.
  • synthesize their technical and creative knowledge.
  • create their projects.
Demonstration of Learning

  • Students can present their plans to their teacher.

Classroom Discussion

  • Students discuss what is needed in project creation.
  • Students can articulate what problems they encounter.

Written Responses

  • Students complete the formative worksheet.  
Demonstration

  • Students may create an AI project.

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 29

Project Rehearsal

Why is Rehearsing Important?Students will be able to

  • rehearse their project presentations in front of a class.
  • critique one another’s projects.
  • create projects that demonstrate their learning of AI and their collaboration.
Demonstration of Learning

  • Students can present their plans to their classmates.

Classroom Discussion

  • Students discuss what problems they encountered.
  • Students can comment and critique each other’s projects.

Written Responses

  • Students complete the formative worksheet.  
Demonstration

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

Written Responses

  • Students may be evaluated using the complete the summative mastery quiz.
Lesson Number and NameEssential QuestionObjectivesStudent ActivitiesAssessment(s)
Unit 30

Project Troubleshooting

What Is Involved in Troubleshooting, and Why Is it Important?Students will be able to

  • analyze why example presentations do not work according to plan.
  • identify areas where their own projects and/or presentation can be improved.
  • troubleshoot problems that arose during the rehearsal of their projects.
Demonstration of Learning

  • Students can identify problems in their projects and/or presentations.

Classroom Discussion

  • Students discuss effective methods of troubleshooting.
  • Students can articulate what they did to overcome those problems.

Written Responses

  • Students complete the formative worksheet.  
Demonstration

  • Students may demonstrate their troubleshooted project to their teacher.

Written Responses

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