Now that Exhibitions have come to a close, it is time to reflect on the experience. You will use the remaining days in the semester to reflect. The reflection can be found on Google Classroom.
While written reflections are happening, I will be pulling you individually to conference and reflect.
ANNOUNCEMENTS
Next week Tuesday and Thursday are Exhibitions of Learning at the Arts Center! The schedule has been made, and it will be shared with you on the google classroom. If you need to CHANGE your presentation time, let me know ASAP. Today we will have dress rehearsals so that you have the opportunity to practice presenting and receive feedback before doing it in front of the school.
DO NOW | Get Ready! (10 min)
Today is our first day of dress rehearsals! Decide whose chromebook (if any) will be used, pull up your model and/or slides, and get your script ready. Figure this out even if you are not presenting today. If there is any specific feedback you are looking for, be prepared to share that with the group.
DO NEXT | Review Expectations
Each group will have up to 5 minutes to run through their presentation, then 3-5 minutes for feedback on the presentation. Presenters, please treat this as if it was your actual exhibition (just without the thinking routine). Audience members, your own technology should be off and away, and your attention given to the presenters so you can give them quality feedback. Feedback will be in the form of warm and cool feedback on the presentation itself, not necessarily the content.
If there is extra time at the end of class, you will have time to start revisions.
DRESS REHEARSALS
Thursday:
Bentley, Logan, Aidan
Axe
Riley
AJ
Alex
Gabe*
Eagan
Friday:
Sam, Kai, Charlie
TICKET OUT | Tell me at the Door
Presenters: What is one thing you want to revise about your presentation based on your dress rehearsal?
Audience: What is one thing from today's dress rehearsals that stuck out to you?
ANNOUNCEMENTS:
Exhibitions are NEXT WEEK Tuesday and Thursday, May 23rd and 25th.
We will have dress rehearsals for just our seminar Tomorrow (Thursday) and Friday
DO NOW: Goal Setting
What are you hoping to accomplish by the end of the class period?
If you're looking for a starting point, I suggest choosing and loading your sprites into Scratch, or beginning to add examples to your AI model. If you are creating a chatbot, use the pre-built text classification tool in Scratch. If you are creating an image classifier, use Teachable Machine to create your model.
Once you have made your model and added in the sprites, you should use conditional statements to code your program to give the user information related to your academic topic.
If you finish with your creation, you should use the remaining time to prepare for your presentation.
DO NEXT: Go-Around
Share your goal for this class period. If you're not sure what your goal should be, I have provided a list of suggestions for you below.
STUDIO TIME
I will be coming around to conference with individuals about project ideas and topics. You may use this time to do one of the following, depending on what stage you are at. Suggestions are below. (* indicates Think Tank)
Riley: Continue finding and adding images to Google Drive (paper is on my desk)
Axe: Continue coding in Scratch 3
Bentley*, Aidan, Logan: Continue coding in Scratch 3, Prepare for presentation (Statement for Exhibition)
Sam*, Kai*, Charlie*: Continue troubleshooting code
Isaac: Missing work for other classes
Eagan: Continue coding project
AJ: Prepare for presentation (Statement for Exhibition)
Alex: Prepare for presentation (Statement for Exhibition)
Ticket Out | Verbal
Did you accomplish your goal from today's class period? Why or why not?
ANNOUNCEMENTS:
Exhibitions are NEXT WEEK Tuesday and Thursday, May 23rd and 25th.
DO NOW: Goal Setting
What are you hoping to accomplish by the end of the class period? This can be completing the Academic Research Questions assignment (if you have not already - check the Google classroom if you're not sure)
After you finish and turn in your research, your next step is to begin on your creation! If you're looking for a starting point, I suggest choosing and loading your sprites into Scratch, or beginning to add examples to your AI model. If you are creating a chatbot, use the pre-built text classification tool in Scratch. If you are creating an image classifier, use Teachable Machine to create your model.
If you finish both Proposal and Research, you may use the remaining time to complete a silent activity.
DO NEXT: Go-Around
Share your goal for this class period. If you're not sure what your goal should be, I have provided a list of suggestions for you below:
Riley: Continue finding and adding images to Google Drive (paper is on my desk)
Axe: Use Teachable Machine to create image model using GDrive images
Bentley, Aidan, Logan: Continue coding in Scratch 3
Sam, Kai, Charlie: Continue troubleshooting code
Isaac: Missing work for other classes
Eagan: Continue coding project
AJ: Missing work for other classes
Alex: Find images and add them to google drive (ask Riley for guidance if you need it)
STUDIO TIME
I will be coming around to conference with individuals about project ideas and topics. You may use this time to do one of the following, depending on what stage you are at:
Complete the proposal document. (PAST DUE)
Research your topic - this can be reviewing assignments you completed in class, asking your academic teacher for more resources, or simply asking Google for more information. Compile the information you find in the Academic Research Questions document. (PAST DUE)
Start finding sprites and upload them to your project on Scratch
Begin adding examples to your AI model using Scratch or Teachable Machine
If you are completely lost and don't know how to get started, please raise a hand and we can work together to figure things out.
Ticket Out | Verbal
Did you accomplish your goal from today's class period? Why or why not?
Please put the Omnikin Final up on the projector for students to watch!
DO NOW: Goal Setting
What are you hoping to accomplish by the end of the class period? This can be completing the Academic Research Questions assignment (if you have not already - check the Google classroom if you're not sure)
After you finish and turn in your research, your next step is to begin on your creation! If you're looking for a starting point, I suggest choosing and loading your sprites into Scratch, or beginning to add examples to your AI model. If you are creating a chatbot, use the pre-built text classification tool in Scratch. If you are creating an image classifier, use Teachable Machine to create your model.
If you finish both Proposal and Research, you may use the remaining time to complete a silent activity.
DO NEXT: Go-Around
Share your goal for this class period. If you're not sure what your goal should be, I have provided a list of suggestions for you below:
Riley: Continue finding and adding images to Google Drive (paper is on my desk)
Axe: Use Teachable Machine to create image model using GDrive images
Bentley, Aidan, Logan: Continue coding in Scratch 3
Sam, Kai, Charlie: Continue troubleshooting code
Isaac: Missing work for other classes
Eagan: Continue coding project
AJ: Missing work for other classes
Alex: Find images and add them to google drive (ask Riley for guidance if you need it)
STUDIO TIME
I will be coming around to conference with individuals about project ideas and topics. You may use this time to do one of the following, depending on what stage you are at:
Complete the proposal document. (PAST DUE)
Research your topic - this can be reviewing assignments you completed in class, asking your academic teacher for more resources, or simply asking Google for more information. Compile the information you find in the Academic Research Questions document. (PAST DUE)
Start finding sprites and upload them to your project on Scratch
Begin adding examples to your AI model using Scratch or Teachable Machine
If you are completely lost and don't know how to get started, please raise a hand and we can work together to figure things out.
Ticket Out | Verbal
Did you accomplish your goal from today's class period? Why or why not?
DO NOW: Goal Setting
What are you hoping to accomplish by the end of the class period? This can be completing the Academic Research Questions assignment (if you have not already - check the Google classroom if you're not sure)
After you finish and turn in your research, your next step is to begin on your creation! If you're looking for a starting point, I suggest choosing and loading your sprites into Scratch, or beginning to add examples to your AI model. If you are creating a chatbot, use the pre-built text classification tool in Scratch. If you are creating an image classifier, use Teachable Machine to create your model.
If you finish both Proposal and Research, you may use the remaining time to complete a silent activity.
DO NEXT: Go-Around
Share your goal for this class period. If you're not sure what your goal should be, I have provided a list of suggestions for you below:
Riley: Continue finding and adding images to Google Drive (paper is on my desk)
Axe: Use Teachable Machine to create image model using GDrive images
Bentley, Aidan, Logan: Continue coding in Scratch 3
Sam, Kai, Charlie: Continue troubleshooting code
Isaac: Missing work for other classes
Eagan: Continue coding project
AJ: Missing work for other classes
Alex: Find images and add them to google drive (ask Riley for guidance if you need it)
STUDIO TIME
I will be coming around to conference with individuals about project ideas and topics. You may use this time to do one of the following, depending on what stage you are at:
Complete the proposal document. (PAST DUE)
Research your topic - this can be reviewing assignments you completed in class, asking your academic teacher for more resources, or simply asking Google for more information. Compile the information you find in the Academic Research Questions document. (PAST DUE)
Start finding sprites and upload them to your project on Scratch
Begin adding examples to your AI model using Scratch or Teachable Machine
If you are completely lost and don't know how to get started, please raise a hand and we can work together to figure things out.
Ticket Out | Verbal
Did you accomplish your goal from today's class period? Why or why not?
DO NOW: Goal Setting
What are you hoping to accomplish by the end of the class period? This can be completing the Academic Research Questions assignment (if you have not already - check the Google classroom if you're not sure)
After you finish and turn in your research, your next step is to begin on your creation! If you're looking for a starting point, I suggest choosing and loading your sprites into Scratch, or beginning to add examples to your AI model. If you are creating a chatbot, use the pre-built text classification tool in Scratch. If you are creating an image classifier, use Teachable Machine to create your model.
If you finish both Proposal and Research, you may use the remaining time to complete a silent activity.
DO NEXT: Go-Around
Share your goal for this class period.
STUDIO TIME
I will be coming around to conference with individuals about project ideas and topics. You may use this time to do one of the following, depending on what stage you are at:
Complete the proposal document. (PAST DUE)
Research your topic - this can be reviewing assignments you completed in class, asking your academic teacher for more resources, or simply asking Google for more information. Compile the information you find in the Academic Research Questions document. (PAST DUE)
Start finding sprites and upload them to your project on Scratch
Begin adding examples to your AI model using Scratch or Teachable Machine
If you are completely lost and don't know how to get started, please raise a hand and we can work together to figure things out.
Ticket Out | Verbal
Did you accomplish your goal from today's class period? Why or why not?
DO NOW: Goal Setting
What are you hoping to accomplish by the end of the class period? This can be completing the Academic Research Questions assignment (if you have not already - check the Google classroom if you're not sure)
After you finish and turn in your research, your next step is to begin on your creation! If you're looking for a starting point, I suggest choosing and loading your sprites into Scratch, or beginning to add examples to your AI model. If you are creating a chatbot, use the pre-built text classification tool in Scratch. If you are creating an image classifier, use Teachable Machine to create your model.
If you finish both Proposal and Research, you may use the remaining time to complete a silent activity.
DO NEXT: Go-Around
Share your goal for this class period.
STUDIO TIME
I will be coming around to conference with individuals about project ideas and topics. You may use this time to do one of the following, depending on what stage you are at:
Complete the proposal document. (PAST DUE)
Research your topic - this can be reviewing assignments you completed in class, asking your academic teacher for more resources, or simply asking Google for more information. Compile the information you find in the Academic Research Questions document. (PAST DUE)
Start finding sprites and upload them to your project on Scratch
Begin adding examples to your AI model using Scratch or Teachable Machine
If you are completely lost and don't know how to get started, please raise a hand and we can work together to figure things out.
Ticket Out | Verbal
Rate your habits of work during today's studio time on a scale from 0-4. What is your next step?
DO NOW: Goal Setting
What are you hoping to accomplish by the end of the class period? This can be completing the Academic Research Questions assignment (if you have not already - check the Google classroom if you're not sure)
After you finish and turn in your research, your next step is to begin on your creation! If you're looking for a starting point, I suggest choosing and loading your sprites into Scratch, or beginning to add examples to your AI model. If you are creating a chatbot, use the pre-built text classification tool in Scratch. If you are creating an image classifier, use Teachable Machine to create your model.
If you finish both Proposal and Research, you may use the remaining time to complete a silent activity.
DO NEXT: Go-Around
Share your goal for this class period.
STUDIO TIME
I will be coming around to conference with individuals about project ideas and topics. You may use this time to do one of the following, depending on what stage you are at:
Complete the proposal document. (PAST DUE)
Research your topic - this can be reviewing assignments you completed in class, asking your academic teacher for more resources, or simply asking Google for more information. Compile the information you find in the Academic Research Questions document. (PAST DUE)
Start finding sprites and upload them to your project on Scratch
Begin adding examples to your AI model using Scratch or Teachable Machine
If you are completely lost and don't know how to get started, please raise a hand and we can work together to figure things out.
Ticket Out | Verbal
Did you accomplish your goal from today's class period? Why or why not?
DO NOW: Goal Setting
What are you hoping to accomplish by the end of the class period? This can be completing the Academic Research Questions assignment (if you have not already - check the Google classroom if you're not sure)
After you finish and turn in your research, your next step is to begin on your creation! If you're looking for a starting point, I suggest choosing and loading your sprites into Scratch, or beginning to add examples to your AI model. If you are creating a chatbot, use the pre-built text classification tool in Scratch. If you are creating an image classifier, use Teachable Machine to create your model.
If you finish both Proposal and Research, you may use the remaining time to complete a silent activity.
DO NEXT: Go-Around
Share your goal for this class period.
STUDIO TIME
I will be coming around to conference with individuals about project ideas and topics. You may use this time to do one of the following, depending on what stage you are at:
Complete the proposal document. (PAST DUE)
Research your topic - this can be reviewing assignments you completed in class, asking your academic teacher for more resources, or simply asking Google for more information. Compile the information you find in the Academic Research Questions document. (PAST DUE)
Start finding sprites and upload them to your project on Scratch
Begin adding examples to your AI model using Scratch or Teachable Machine
If you are completely lost and don't know how to get started, please raise a hand and we can work together to figure things out.
Ticket Out | Verbal
Did you accomplish your goal from today's class period? Why or why not?
DO NOW: Goal Setting
What are you hoping to accomplish by the end of the class period? This can be continued brainstorming, meeting with a teacher, completing your proposal, etc.
As of writing this agenda, only ONE group has turned in their Proposal. That is the first priority.
After you finish and turn in your proposal, your next step is to complete the Academic Research Questions assignment. This is where you will include information and references to the knowledge you gained on your chosen topic.
If you finish both Proposal and Research, you may use the remaining time to complete a silent activity.
DO NEXT: Go-Around
Share your goal for this class period.
STUDIO TIME
I will be coming around to conference with individuals about project ideas and topics. You may use this time to do one of the following, depending on what stage you are at:
Continue brainstorming and ideating using your mind map.
Message an academic teacher and see if they are able to meet with you and help you brainstorm.
Complete the proposal document.
Begin researching your topic - this can be reviewing assignments you completed in class, asking your academic teacher for more resources, or simply asking Google for more information.
Start drafting some initial plans/idea
If you are completely lost and don't know how to get started, please raise a hand and we can work together to figure things out.
Ticket Out | Verbal
Did you accomplish your goal from today's class period? Why or why not?
DO NOW| EoL Compass Points
N: Need to Know - What questions do you have about Final Exhibitions? What are the things you need to know in order to be successful?
E: Excitements - What are you excited about? What are the things you're looking forward to?
W: Worries - What are you concerned about? What are things you are worried will happen?
S: Suggestions - What are things that would help you be successful? What do you think could improve this experience? (Serious responses only)
DO NEXT: Brainstorming & Mind Maps
What are three topics you have covered that interested you? What is one thing you have learned in Project Seminar?
We will use the ideas you generated to create Mind Maps of different topics you have learned in each class. Over the course of the week, we will use these mind maps to aid in developing ideas for your Final Exhibition project.
STUDIO TIME
If there is time, we will shift into ideation for your own project. There is paper and markers for you to create your own Mind Map and do brainstorming for your project.
This time can be used to think of problems related to Academic topics that you could design a product to solve, replicas or scale models you want to create in Onshape, etc.
TICKET OUT: Verbal
What Academic Class do you feel most drawn to right now? (This does not lock you in to any decision--this is just to gauge where people are at right now.)
DO NOW| EoL Compass Points
N: Need to Know - What questions do you have about Final Exhibitions? What are the things you need to know in order to be successful?
E: Excitements - What are you excited about? What are the things you're looking forward to?
W: Worries - What are you concerned about? What are things you are worried will happen?
S: Suggestions - What are things that would help you be successful? What do you think could improve this experience? (Serious responses only)
DO NEXT: Brainstorming & Mind Maps
What are three topics you have covered that interested you? What is one thing you have learned in Project Seminar?
We will use the ideas you generated to create Mind Maps of different topics you have learned in each class. Over the course of the week, we will use these mind maps to aid in developing ideas for your Final Exhibition project.
STUDIO TIME
If there is time, we will shift into ideation for your own project. There is paper and markers for you to create your own Mind Map and do brainstorming for your project.
This time can be used to think of problems related to Academic topics that you could design a product to solve, replicas or scale models you want to create in Onshape, etc.
TICKET OUT: Verbal
What Academic Class do you feel most drawn to right now? (This does not lock you in to any decision--this is just to gauge where people are at right now.)
DO NOW| EoL Compass Points
N: Need to Know - What questions do you have about Final Exhibitions? What are the things you need to know in order to be successful?
E: Excitements - What are you excited about? What are the things you're looking forward to?
W: Worries - What are you concerned about? What are things you are worried will happen?
S: Suggestions - What are things that would help you be successful? What do you think could improve this experience? (Serious responses only)
DO NEXT: Brainstorming & Mind Maps
What are three topics you have covered that interested you? What is one thing you have learned in Project Seminar?
We will use the ideas you generated to create Mind Maps of different topics you have learned in each class. Over the course of the week, we will use these mind maps to aid in developing ideas for your Final Exhibition project.
STUDIO TIME
If there is time, we will shift into ideation for your own project. There is paper and markers for you to create your own Mind Map and do brainstorming for your project.
This time can be used to think of problems related to Academic topics that you could design a product to solve, replicas or scale models you want to create in Onshape, etc.
TICKET OUT: Verbal
What Academic Class do you feel most drawn to right now? (This does not lock you in to any decision--this is just to gauge where people are at right now.)
DO NOW: Goal Setting
Today you have guided work time. This is time meant to catch up on any missing work you may have, or, as it is the beginning of the semester, to work ahead on any new assignments. Your priorities for this time are as follows:
Missing assignments for this class
Missing assignments for a different class
Upcoming assignments/projects for another class
If you are all caught up, you may either continue working on your chatbot, or explore at least one of the AI activities below! They are also linked on the Google Classroom. Based on what you already know, how do you think these work?
Teachable Snake (you'll need paper and a marker for this one)
You may also do silent reading, ALEKS Skills, or Lexia
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out your goals.
STUDIO TIME
You have the remainder of the class period to work towards accomplishing your goals. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer if they can assist.
TICKET OUT: Reflection
Did you accomplish your goal from the beginning of the class period? Why or why not?
ANNOUNCEMENT: I will not be here Monday-Wednesday this week. Please welcome your guest teacher!. I expect you to be polite and respectful. If I get a good report, I will bring in a treat for you next Friday!
DO NOW: Quick Jot
In a moment I will hand you a Crash Course Video worksheet. You will then have 3 minutes to response to Questions 1 and 2, which are "What do you already know about how search engines find answers? How do you think they find and order results?" and "What online search engine(s) do you use on a regular basis?
DO NEXT: Share
As a class, we will go through what you wrote for the questions. Each person is expected to share at least one of their answers.
CRASH COURSE VIDEO + WORKSHEET
Today, we are going to watch a Crash Course video about search engines and how they work. In addition, you will be following along using a worksheet. All of the questions will be answered by the video, in the order they are written in. There are times listed next to each question that tell you at what point the answer is stated in the video. It is your job to listen closely, and fill in as many answers as you can while the video is playing. We will go over the worksheet during our conversation after the video.
CLASS CONVERSATION
First, turn and talk to the people at your table to compare answers. If someone found the answer to something you didn't, write it down! I'll be using business cards for cold calls, so you'll want to be ready. As we go, if we come across a question that confused a lot of you, or that needs further clarification, we will discuss it as a whole group.
TICKET OUT: Turn In
Hand me your worksheet as you leave! Make sure your name is on it!
ANNOUNCEMENT: I will not be here Monday-Wednesday next week. This means that you will have a substitute. I expect you to be polite and respectful. If I get a good report, I will bring in a treat for you next Friday!
DO NOW: Quick Jot
In a moment I will hand you a Crash Course Video worksheet. You will then have 3 minutes to response to Questions 1 and 2, which are "What do you already know about how search engines find answers? How do you think they find and order results?" and "What online search engine(s) do you use on a regular basis?
DO NEXT: Share
As a class, we will go through what you wrote for the questions. Each person is expected to share at least one of their answers.
CRASH COURSE VIDEO + WORKSHEET
Today, we are going to watch a Crash Course video about search engines and how they work. In addition, you will be following along using a worksheet. All of the questions will be answered by the video, in the order they are written in. There are times listed next to each question that tell you at what point the answer is stated in the video. It is your job to listen closely, and fill in as many answers as you can while the video is playing. We will go over the worksheet during our conversation after the video.
CLASS CONVERSATION
First, turn and talk to the people at your table to compare answers. If someone found the answer to something you didn't, write it down! I'll be using business cards for cold calls, so you'll want to be ready. As we go, if we come across a question that confused a lot of you, or that needs further clarification, we will discuss it as a whole group.
TICKET OUT: Turn In
Hand me your worksheet as you leave! Have a great weekend!
DO NOW: Goal Setting
Today you have guided work time. This is time meant to catch up on any missing work you may have, or, as it is the beginning of the semester, to work ahead on any new assignments. Your priorities for this time are as follows:
Missing assignments for this class
Missing assignments for a different class
Upcoming assignments/projects for another class
If you are all caught up, you may either continue working on your chatbot, or explore at least one of the AI activities below! They are also linked on the Google Classroom. Based on what you already know, how do you think these work?
Teachable Snake (you'll need paper and a marker for this one)
You may also do silent reading, ALEKS Skills, or Lexia
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out your goals.
STUDIO TIME
You have the remainder of the class period to work towards accomplishing your goals. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer if they can assist.
TICKET OUT: Reflection
Did you accomplish your goal from the beginning of the class period? Why or why not?
Goal: Continue coding dialogue with AI using If-statements
CHATBOTS!
You have all been tasked with creating a chatbot unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it. We have spent time preparing for this, and today we begin the coding!
DO NOW: Get Ready!
Pull up your Chatbot Planning & Structure document, and have it at the ready. Go to Scratch, and upload your code to continue working.
DO NEXT: Goal Setting
What task will you accomplish by the end the hour? (i.e., "finish the background", "code 5 lines of dialogue", "upload sprites" etc.)
CODING
Your goal for today is to use the "Chatbot Planning and Structure" document to continue coding your chatbot.
At this point in time, you should have all of your sprites set up, and be ready to begin coding in dialogue. I will walk you through this process, and leave an example on the screen for you. This example is available as a picture on the Google Classroom "Identity Chatbot image".
On your own, you will need to replicate this process for your individual chatbot, and the conversation your AI will be having with the intended user. I will be coming around to check on your progress, and to answer any questions you may have.
MAKE SURE TO SAVE AS YOU GO. This version of scratch will not autosave; you must do it yourself if you don't want to lose your work everyday.
STUDIO TIME
You have the remainder of the class period to continue coding dialogue on Scratch. The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
I will be working to help students catch up on what they have missed. Please behave so that I can focus on that task.
TICKET OUT:
Did you accomplish the goal you set at the beginning at the class period? Why or Why not?
Goal: Continue coding dialogue with AI using If-statements
CHATBOTS!
You have all been tasked with creating a chatbot unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it. We have spent time preparing for this, and today we begin the coding!
DO NOW: Get Ready!
Pull up your Chatbot Planning & Structure document, and have it at the ready. Go to Scratch, and upload your code to continue working.
DO NEXT: Goal Setting
What task will you accomplish by the end the hour? (i.e., "finish the background", "code 5 lines of dialogue", "upload sprites" etc.)
CODING
Your goal for today is to use the "Chatbot Planning and Structure" document to continue coding your chatbot.
At this point in time, you should have all of your sprites set up, and be ready to begin coding in dialogue. I will walk you through this process, and leave an example on the screen for you. This example is available as a picture on the Google Classroom "Identity Chatbot image".
On your own, you will need to replicate this process for your individual chatbot, and the conversation your AI will be having with the intended user. I will be coming around to check on your progress, and to answer any questions you may have.
MAKE SURE TO SAVE AS YOU GO. This version of scratch will not autosave; you must do it yourself if you don't want to lose your work everyday.
STUDIO TIME
You have the remainder of the class period to continue coding dialogue on Scratch. The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
I will be working to help students catch up on what they have missed. Please behave so that I can focus on that task.
TICKET OUT:
Did you accomplish the goal you set at the beginning at the class period? Why or Why not?
Goal: Continue coding dialogue with AI using If-statements
CHATBOTS!
You have all been tasked with creating a chatbot unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it. We have spent time preparing for this, and today we begin the coding!
DO NOW: Get Ready!
Pull up your Chatbot Planning & Structure document, and have it at the ready. Go to Scratch, and upload your code to continue working.
DO NEXT: Goal Setting
What task will you accomplish by the end the hour? (i.e., "finish the background", "code 5 lines of dialogue", "upload sprites" etc.)
CODING
Your goal for today is to use the "Chatbot Planning and Structure" document to continue coding your chatbot.
At this point in time, you should have all of your sprites set up, and be ready to begin coding in dialogue. I will walk you through this process, and leave an example on the screen for you. This example is available as a picture on the Google Classroom "Identity Chatbot image".
On your own, you will need to replicate this process for your individual chatbot, and the conversation your AI will be having with the intended user. I will be coming around to check on your progress, and to answer any questions you may have.
MAKE SURE TO SAVE AS YOU GO. This version of scratch will not autosave; you must do it yourself if you don't want to lose your work everyday.
STUDIO TIME
You have the remainder of the class period to continue coding dialogue on Scratch. The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
I will be working to help students catch up on what they have missed. Please behave so that I can focus on that task.
TICKET OUT:
Did you accomplish the goal you set at the beginning at the class period? Why or Why not?
Goal: Set up format for dialogue with AI using If-statements
CHATBOTS!
You have all been tasked with creating a chatbot unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it. We have spent time preparing for this, and today we begin the coding!
DO NOW: Get Ready!
Pull up your Chatbot Planning & Structure document, and have it at the ready. Go to Scratch, and upload your code to continue working.
DO NEXT: Goal Setting
What task will you accomplish by the end the hour? (i.e., "finish the background", "code 5 lines of dialogue", "upload sprites" etc.)
CODING
Your goal for today is to use the "Chatbot Planning and Structure" document to continue coding your chatbot.
At this point in time, you should have all of your sprites set up, and be ready to begin coding in dialogue. I will walk you through this process, and leave an example on the screen for you. This example is available as a picture on the Google Classroom "Identity Chatbot image".
On your own, you will need to replicate this process for your individual chatbot, and the conversation your AI will be having with the intended user. I will be coming around to check on your progress, and to answer any questions you may have.
MAKE SURE TO SAVE AS YOU GO. This version of scratch will not autosave; you must do it yourself if you don't want to lose your work everyday.
STUDIO TIME
You have the remainder of the class period to continue coding dialogue on Scratch. The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
I will be working to help students catch up on what they have missed. Please behave so that I can focus on that task.
TICKET OUT:
Did you accomplish the goal you set at the beginning at the class period? Why or Why not?
Goal: Set up format for dialogue with AI using If-statements
CHATBOTS!
You have all been tasked with creating a chatbot unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it. We have spent time preparing for this, and today we begin the coding!
DO NOW: Get Ready!
Pull up your Chatbot Planning & Structure document, and have it at the ready as you go through.
DO NEXT: Sorting
Looking at the questions and conversation starters you outlined in your document, what sections of Scratch do you think we'll be using to code conversation pathways? Sections are: Motion, Looks, Sound, Events, Control, Sensing, Operators, Variables, Text Classification.
CODING
Your goal for today is to use the "Chatbot Planning and Structure" document to continue coding your chatbot.
At this point in time, you should have all of your sprites set up, and be ready to begin coding in dialogue. I will walk you through this process, and leave an example on the screen for you.
On your own, you will need to replicate this process for your individual chatbot, and the conversation your AI will be having with the intended user. I will be coming around to check on your progress, and to answer any questions you may have.
MAKE SURE TO SAVE AS YOU GO. This version of scratch will not autosave; you must do it yourself if you don't want to lose your work everyday.
STUDIO TIME
You have the remainder of the class period to continue coding dialogue on Scratch. The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
I will be working to help students catch up on what they have missed. Please behave so that I can focus on that task.
TICKET OUT: Tell me at the door
What is one challenge you had today?
Goal: Complete sprites, create and test text classes
CHATBOTS!
You have all been tasked with creating a chatbot unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it. We have spent time preparing for this, and today we begin the coding!
DO NOW: Overview of Today
Last week, we began planning out the look and general structure of your Chatbot. Today, you will be implementing the choices you've made through that process. By the end of today, you should have: imported any images you need for sprites or backgrounds; decided upon text classes for your AI model; begun adding examples to your text classes.
DO NEXT: Get Ready!
Pull up your Chatbot Planning & Structure document, and have it at the ready as you go through
CODING
Your goal for today is to use the "Chatbot Planning and Structure" document to start preparing your chatbot and coding it.
Your first task is to use the Appearance section to select the sprites and background characters you want to be in your chatbot, then import them into your program.
After that, use the Structure/Dialogue section to create classes for your AI text model. Label the classes with a name that makes sense "yes" "no" "greetings" "questions" etc. And then add examples that fit with the class you are working on.
MAKE SURE TO SAVE AS YOU GO. This version of scratch will not autosave; you must do it yourself if you don't want to lose your work everyday.
STUDIO TIME
You have the remainder of the class period to complete the document on Google Classroom. The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
I will be working to help students catch up on what they have missed. Please behave so that I can focus on that task.
TICKET OUT
What is one element that you added to your program today?
Goal: Set up format for dialogue with AI using If-statements
CHATBOTS!
You have all been tasked with creating a chatbot unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it. We have spent time preparing for this, and today we begin the coding!
DO NOW: Get Ready!
Pull up your Chatbot Planning & Structure document, and have it at the ready as you go through.
DO NEXT: Sorting
Looking at the questions and conversation starters you outlined in your document, what sections of Scratch do you think we'll be using to code conversation pathways? Sections are: Motion, Looks, Sound, Events, Control, Sensing, Operators, Variables, Text Classification.
CODING
Your goal for today is to use the "Chatbot Planning and Structure" document to continue coding your chatbot.
At this point in time, you should have all of your sprites set up, and be ready to begin coding in dialogue. I will walk you through this process, and leave an example on the screen for you.
On your own, you will need to replicate this process for your individual chatbot, and the conversation your AI will be having with the intended user. I will be coming around to check on your progress, and to answer any questions you may have.
MAKE SURE TO SAVE AS YOU GO. This version of scratch will not autosave; you must do it yourself if you don't want to lose your work everyday.
STUDIO TIME
You have the remainder of the class period to continue coding dialogue on Scratch. The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
I will be working to help students catch up on what they have missed. Please behave so that I can focus on that task.
TICKET OUT: Tell me at the door
What is one challenge you had today?
DO NOW: Goal Setting
Today you have guided work time. This is time meant to catch up on any missing work you may have, or, as it is the beginning of the semester, to work ahead on any new assignments. Your priorities for this time are as follows:
Missing assignments for this class
Chatbot Documentation: Eagan, Riley, Isaac
Chatbot Sprites and Text Models: Bentley, Eagan, Aidan, Axe, Riley, Isaac, AJ, Gabe, Logan
Missing assignments for a different class
Upcoming assignments/projects for another class
If you are all caught up, you may either continue working on your chatbot, or explore at least one of the AI activities below! They are also linked on the Google Classroom. Based on what you already know, how do you think these work?
Teachable Snake (you'll need paper and a marker for this one)
You may also do silent reading, ALEKS Skills, or Lexia
Think Tank: Sam, Charlie, Kai, Bentley
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out your goals.
STUDIO TIME
You have the remainder of the class period to work towards accomplishing your goals. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer if they can assist.
TICKET OUT: Reflection
Did you accomplish your goal from the beginning of the class period? Why or why not?
Goal: Complete sprites, create and test text classes
CHATBOTS!
You have all been tasked with creating a chatbot unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it. We have spent time preparing for this, and today we begin the coding!
DO NOW: Overview of Today
Last week, we began planning out the look and general structure of your Chatbot. Today, you will be implementing the choices you've made through that process. By the end of today, you should have: imported any images you need for sprites or backgrounds; decided upon text classes for your AI model; begun adding examples to your text classes.
DO NEXT: Get Ready!
Pull up your Chatbot Planning & Structure document, and have it at the ready as you go through
CODING
Your goal for today is to use the "Chatbot Planning and Structure" document to start preparing your chatbot and coding it.
Your first task is to use the Appearance section to select the sprites and background characters you want to be in your chatbot, then import them into your program.
After that, use the Structure/Dialogue section to create classes for your AI text model. Label the classes with a name that makes sense "yes" "no" "greetings" "questions" etc. And then add examples that fit with the class you are working on.
MAKE SURE TO SAVE AS YOU GO. This version of scratch will not autosave; you must do it yourself if you don't want to lose your work everyday.
STUDIO TIME
You have the remainder of the class period to complete the document on Google Classroom. The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
I will be working to help students catch up on what they have missed. Please behave so that I can focus on that task.
TICKET OUT
What is one element that you added to your program today?
Goal: Import images, sprites, and decide upon text classes
CHATBOTS!
You have all been tasked with creating a chatbot unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it. We have spent time preparing for this, and today we begin the coding!
DO NOW: Overview of Today
Last week, we began planning out the look and general structure of your Chatbot. Today, you will be implementing the choices you've made through that process. By the end of today, you should have: imported any images you need for sprites or backgrounds; decided upon text classes for your AI model; begun adding examples to your text classes.
DO NEXT: Get Ready!
Pull up your Chatbot Planning & Structure document, and have it at the ready as you go through
CODING
Your goal for today is to use the "Chatbot Planning and Structure" document to start preparing your chatbot and coding it.
Your first task is to use the Appearance section to select the sprites and background characters you want to be in your chatbot, then import them into your program.
After that, use the Structure/Dialogue section to create classes for your AI text model. Label the classes with a name that makes sense "yes" "no" "greetings" "questions" etc. And then add examples that fit with the class you are working on.
MAKE SURE TO SAVE AS YOU GO. This version of scratch will not autosave; you must do it yourself if you don't want to lose your work everyday.
STUDIO TIME
You have the remainder of the class period to complete the document on Google Classroom. The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
I will be working to help students catch up on what they have missed. Please behave so that I can focus on that task.
TICKET OUT
What is one element that you added to your program today?
CHATBOTS!
Two weeks ago we began on a new project, using the skills you developed with text classification and intent reasoning. You will all be tasked with creating a chatbot, unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it.
DO NOW: Overview of Today
This week, we began planning out the look and general structure of your Chatbot. Today, you will be documenting the choices you've made through that process.
DO NEXT: Get Ready!
Pull up your Project Statement document, and any Scratch project you have been working on for your project. Additionally, go to the Google Classroom and open the assignment titled Chatbot Planning & Structure
APPEARANCE & STRUCTURE
Your goal for today is to use the "Chatbot Planning and Structure" document to keep track of the choices you have already made regarding the appearance of your chatbot, and to begin scripting the dialogue: what will interacting with this chatbot be like?
Your first task is to complete the Appearance section, according to the choices you have already made regarding your chatbot.
After that, start working on the Structure/Dialogue section. This is where you will be creating the user experience of your chatbot. This is the CONTENT of your chatbot, where your chatbot will need to fulfill the purpose you outlined in your project statement. As you answer those questions, try to use quotations of the actual phrases you will be coding into your creation.
If you have already finished and turned in your Documentation assignment, you may have a Free Code Friday.
STUDIO TIME
You have the remainder of the class period to complete the document on Google Classroom. The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
TICKET OUT
Turn in the Chatbot Planning and Structure document on the Google Classroom!
Please welcome your guest teacher, Ms. Murray!
CHATBOTS!
Two weeks ago we began on a new project, using the skills you developed with text classification and intent reasoning. You will all be tasked with creating a chatbot, unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it.
DO NOW: Overview of Today
This week, we began planning out the look and general structure of your Chatbot. Today, you will be documenting the choices you've made through that process.
DO NEXT: Get Ready!
Pull up your Project Statement document, and any Scratch project you have been working on for your project. Additionally, go to the Google Classroom and open the assignment titled Chatbot Planning & Structure
APPEARANCE & STRUCTURE
Your goal for today is to use the "Chatbot Planning and Structure" document to keep track of the choices you have already made regarding the appearance of your chatbot, and to begin scripting the dialogue: what will interacting with this chatbot be like?
Your first task is to complete the Appearance section, according to the choices you have already made regarding your chatbot.
After that, start working on the Structure/Dialogue section. This is where you will be creating the user experience of your chatbot. This is the CONTENT of your chatbot, where your chatbot will need to fulfill the purpose you outlined in your project statement. As you answer those questions, try to use quotations of the actual phrases you will be coding into your creation.
STUDIO TIME
You have the remainder of the class period to complete the document on Google Classroom. The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
TICKET OUT
Turn in the Chatbot Planning and Structure document on the Google Classroom!
DO NOW: Goal Setting
Today you have guided work time. This is time meant to catch up on any missing work you may have, or, as it is the beginning of the semester, to work ahead on any new assignments. Your priorities for this time are as follows:
Missing assignments for this class
Project Statement: Gabe, Eagan, Isaac
Lamp/Fan/Radio Lab: Isaac, Alex
Chameleon Lab: Riley, Alex (ML4Kids logins are on my desk)
Missing assignments for a different class
Upcoming assignments/projects for another class
If you are all caught up, explore at least one of the AI activities below! They are also linked on the Google Classroom. Based on what you already know, how do you think these work?
Google AI Experiments OR Hour of Code: Axe, AJ, Logan, Aidan
Teachable Snake (you'll need paper and a marker for this one)
You may also do silent reading, ALEKS Skills, or Lexia
Think Tank: Sam, Charlie, Kai, Bentley
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out your goals.
STUDIO TIME
You have the remainder of the class period to work towards accomplishing your goals. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer if they can assist.
TICKET OUT: Reflection
Did you accomplish your goal from the beginning of the class period? Why or why not?
DO NOW: Overview of Today
On Thursday, each of you should have finalized an idea for your Chatbot, using the Project Statement document on Google Classroom. Today, you will be planning out the look and general structure of your Chatbot.
DO NEXT: Get Ready!
Pull up your Project Statement document from the Google Classroom. and review the parameters you set on Thursday. Also pull out a piece of paper and a pencil, or open a new Google Document for you to plan in.
CHATBOTS!
Two weeks ago we began on a new project, using the skills you developed with text classification and intent reasoning. You will all be tasked with creating a chatbot, unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it.
APPEARANCE & STRUCTURE
Your task for today is to design what your Chatbot Interface is going to look like. What will a user see when they are interacting with your Chatbot? How will they interact with the AI?
Your focus should first be on the look of your chatbot. Focus on:
What is the background going to be? This should be related to the topic of your chatbot.
What sprite is going to be the "voice" of your chatbot? What will be the actual visual that will be responding to user input?
If you need to download images to use in your chatbot, now is a great time to do that!
What other details should be included, to create a positive experience for your user?
If you complete the tasks above, its time to move on to the structure of the chatbot. Begin by scripting the initial interaction between user and chatbot:
What is the first thing the chatbot will say to the user?
How will your chatbot introduce itself and it's purpose to your user?
What questions will the chatbot ask the user?
What information will your chatbot be sharing? In what order will that information be shared?
How does user input impact the flow of conversation? What are possible threads of conversation, and how would they change based on the user's responses to the chatbot?
STUDIO TIME
The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use your headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
TICKET OUT
What is the main sprite of your chatbot going to be?
DO NOW: Overview of Today
On Thursday, each of you should have finalized an idea for your Chatbot, using the Project Statement document on Google Classroom. Today, you will be planning out the look and general structure of your Chatbot.
DO NEXT: Get Ready!
Pull up your Project Statement document from the Google Classroom. and review the parameters you set on Thursday. Also pull out a piece of paper and a pencil, or open a new Google Document for you to plan in.
CHATBOTS!
Two weeks ago we began on a new project, using the skills you developed with text classification and intent reasoning. You will all be tasked with creating a chatbot, unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it.
APPEARANCE & STRUCTURE
Your task for today is to design what your Chatbot Interface is going to look like. What will a user see when they are interacting with your Chatbot? How will they interact with the AI?
Your focus should first be on the look of your chatbot. Focus on:
What is the background going to be? This should be related to the topic of your chatbot.
What sprite is going to be the "voice" of your chatbot? What will be the actual visual that will be responding to user input?
If you need to download images to use in your chatbot, now is a great time to do that!
What other details should be included, to create a positive experience for your user?
If you complete the tasks above, its time to move on to the structure of the chatbot. Begin by scripting the initial interaction between user and chatbot:
What is the first thing the chatbot will say to the user?
How will your chatbot introduce itself and it's purpose to your user?
What questions will the chatbot ask the user?
What information will your chatbot be sharing? In what order will that information be shared?
How does user input impact the flow of conversation? What are possible threads of conversation, and how would they change based on the user's responses to the chatbot?
STUDIO TIME
The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use your headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
TICKET OUT
What is the background of your chatbot going to be?
DO NOW: Overview of Today
Today we will be finalizing your ideas for your chatbots! I will be conferencing with each of you to help you develop your idea for for chatbot. I will be working with you to complete the project statement, or to continue brainstorming until you are at the point that you can begin the statement. While you are waiting, you should continue to brainstorm on your own. If you have already turned in the project statement, you may use this time as GWT for other work you need to complete. If I do not get to you today, I will meet with you tomorrow.
DO NEXT: Get Ready!
Pull up your brainstorming so far and keep working on that. If you have an idea already, you may complete the project statement on your own.
CHATBOTS!
Last week we began on a new project, using the skills you developed with text classification and intent reasoning. You will all be tasked with creating a chatbot, unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it.
IDEATION & PROTOTYPING
On the Google Classroom, there is a new assignment called Identity Chatbot Brainstorming. Place one of your identities, interests, or talents in the center of the jamboard. Using the post-it feature, write ideas for chatbots that relate to the identity you placed in the center. Repeat this process for two more identities, interests, or talents.
Please review the Project Statement assignment on Google Classroom. This is the formal way in which you will present your project idea. If you have an idea for a chatbot in mind already, you may begin working on this. If you are not sure how to answer one of the questions/prompts, please raise a hand and let me know so I can assist you.
If you have brainstormed with your Jamboard, but are still not sure of an idea, or not ready to complete the project statement, please raise a hand and let me know so we can conference on an idea together!
STUDIO TIME
The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use your headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
TICKET OUT
What is one piece of information you want to include in your chatbot?
DO NOW: Review
Pull up your brainstorming jamboard from Thursday. Select a topic and two sticky notes related to it to share with the group.
DO NEXT: Turn and Talk
Turn to a neighbor and discuss what you brainstormed for chatbot ideas. If you don't have an idea for a specific chatbot yet, talk about a topic you are interested in and see if your partner has any suggestions.
CHATBOTS!
Last week we began on a new project, using the skills you developed with text classification and intent reasoning. You will all be tasked with creating a chatbot, unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it.
IDEATION & PROTOTYPING
On the Google Classroom, there is a new assignment called Identity Chatbot Brainstorming. Place one of your identities, interests, or talents in the center of the jamboard. Using the post-it feature, write ideas for chatbots that relate to the identity you placed in the center. Repeat this process for two more identities, interests, or talents.
Today, I will be reviewing the Project Statement assignment on Google Classroom. This is the formal way in which you will present your project idea. If you have an idea for a chatbot in mind already, you may begin working on this. If you are not sure how to answer one of the questions/prompts, please raise a hand and let me know so I can assist you.
If you have brainstormed with your Jamboard, but are still not sure of an idea, or not ready to complete the project statement, please raise a hand and let me know so we can conference on an idea together!
STUDIO TIME
The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use your headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
TICKET OUT
What concept are you most leaning towards for your chatbot?
DO NOW: Review
I will pass back your identity wheels! Review what you wrote down. Is there anything you would add? Anything you would remove?
DO NEXT: Turn and Talk
Turn to a neighbor and discuss what you wrote on your identity wheel. Is there anything they wrote that you can connect to?
CHATBOTS!
Today we will begin on a new project, using the skills you have developed with text classification and intent reasoning. You will all be tasked with creating a chatbot, unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it.
IDEATION & PROTOTYPING
On the Google Classroom, there is a new assignment called Identity Chatbot Brainstorming. Place one of your identities, interests, or talents in the center of the jamboard. Using the post-it feature, write ideas for chatbots that relate to the identity you placed in the center. Repeat this process for two more identities, interests, or talents.
If you develop an idea, complete the Project Statement assignment on Google Classroom.
STUDIO TIME
The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use your headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
TICKET OUT
What progress did you make on your chatbot today? What do you believe your first task will be tomorrow?
DO NOW: Review
I will pass back your identity wheels! Review what you wrote down. Is there anything you would add? Anything you would remove?
DO NEXT: Turn and Talk
Turn to a neighbor and discuss what you wrote on your identity wheel. Is there anything they wrote that you can connect to?
CHATBOTS!
Today we will begin on a new project, using the skills you have developed with text classification and intent reasoning. You will all be tasked with creating a chatbot, unique to you: your interests and identities. Your chatbot should be designed to Inform, Entertain, or Persuade the people who will interact with it.
IDEATION & PROTOTYPING
On the Google Classroom, there is a new assignment called Identity Chatbot Brainstorming. Place one of your identities, interests, or talents in the center of the jamboard. Using the post-it feature, write ideas for chatbots that relate to the identity you placed in the center. Repeat this process for two more identities, interests, or talents.
If you develop an idea, complete the Project Statement assignment on Google Classroom.
STUDIO TIME
The expectations for this time are:
The room is quiet. If you are brainstorming or workshopping with a partner, talk in a low voice.
You may listen to music, but use your headphones and set a playlist.
Personal technology should be off and away.
If you have a question, ASK! I cannot help if I don't know that you need it.
TICKET OUT
What progress did you make on your chatbot today? What do you believe your first task will be tomorrow?
DO NOW: Goal Setting
Today you have guided work time. This is time meant to catch up on any missing work you may have, or, as it is the beginning of the semester, to work ahead on any new assignments. Your priorities for this time are as follows:
Missing assignments for this class
Chameleon Lab: Logan, Aidan
Lamp/Fan/Radio Lab: Riley, Eagan, Isaac, Alex
Missing assignments for a different class
Upcoming assignments/projects for another class
If you are all caught up, explore at least one of the AI activities below! They are also linked on the Google Classroom. Based on what you already know, how do you think these work?
Google AI Experiments: Axe, AJ
Teachable Snake (you'll need paper and a marker for this one)
You may also do silent reading, ALEKS Skills, or Lexia
Think Tank: Sam, Charlie, Kai, Bentley
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out your goals.
STUDIO TIME
You have the remainder of the class period to work towards accomplishing your goals. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer if they can assist.
TICKET OUT: Reflection
Did you accomplish your goal from the beginning of the class period? Why or why not?
Do Now | Brainstorm!
What are different ways that you can say Hello?
Do Next | Debrief
When you code in scratch, how do you get users to answer questions exactly the way you code them?
How do humans and computers behave differently in conversation? What do we need to do to make a realistic chatbot?
Vocabulary:
Intent Reasoning...is an AI agent's ability to understand multiple ways humans can communicate the same idea.
Text Classification...is an AI method for categorizing different phrases in human speech and writing.
Scratch Lab | Lamp/Fan/Radio
In this lab, you will practice text classification. Both the lamp and the fan can be toggled on and off with a written command.
What happens when you test the phrase "please turn on the lamp?"
Add phrases to the Lamp and Fan classes in the the text classifier. Think broadly about how we as humans communicate things. For example: "I'm hungry" "What's for dinner" and "I haven't eaten in hours" can all mean "Please make me food".
Try to think of at least 5 additional examples for each class. The text classification tool does NOT understand single word entries; the examples you add must be phrases or complete sentences. Let's brainstorm a few together to get you started.
Testing: I will prompt you with a variety of different phrases. Type them in to your program and see what the response is.
Can you please turn off the light?
It’s so bright in here!
I’m absolutely freezing!
I can see nothing.
Fixing: Go back to your models, and fix any gaps that you noticed during testing by adding additional phrases.
Testing pt. 2: I will prompt you with phrases again, and we'll see how your models do. What are phrases that you tried that you think might stump other people's models?
The light burns my eyeballs!
It’s like Antarctica in here.
It’s as dark as night in here.
Can we get a breeze?
Ticket Out | Quick Jot (notecard)
Given the potentially infinite number of things people will say to an AI assistant like Siri or Alexa, how is the assistant able to properly respond?
Do Now | Brainstorm!
What are different ways that you can say Hello?
Do Next | Debrief
When you code in scratch, how do you get users to answer questions exactly the way you code them?
How do humans and computers behave differently in conversation? What do we need to do to make a realistic chatbot?
Vocabulary:
Intent Reasoning...is an AI agent's ability to understand multiple ways humans can communicate the same idea.
Text Classification...is an AI method for categorizing different phrases in human speech and writing.
Scratch Lab | Lamp/Fan/Radio
In this lab, you will practice text classification. Both the lamp and the fan can be toggled on and off with a written command.
What happens when you test the phrase "please turn on the lamp?"
Add phrases to the Lamp and Fan classes in the the text classifier. Think broadly about how we as humans communicate things. For example: "I'm hungry" "What's for dinner" and "I haven't eaten in hours" can all mean "Please make me food".
Try to think of at least 5 additional examples for each class. The text classification tool does NOT understand single word entries; the examples you add must be phrases or complete sentences. Let's brainstorm a few together to get you started.
Testing: I will prompt you with a variety of different phrases. Type them in to your program and see what the response is.
Can you please turn off the light?
It’s so bright in here!
I’m absolutely freezing!
I can see nothing.
Fixing: Go back to your models, and fix any gaps that you noticed during testing by adding additional phrases.
Testing pt. 2: I will prompt you with phrases again, and we'll see how your models do. What are phrases that you tried that you think might stump other people's models?
The light burns my eyeballs!
It’s like Antarctica in here.
It’s as dark as night in here.
Can we get a breeze?
Ticket Out | Quick Jot (notecard)
Given the potentially infinite number of things people will say to an AI assistant like Siri or Alexa, how is the assistant able to properly respond?
DO NOW: Pick an Activity!
Today you will have time to do some coding on a topic of your choice. This is an opportunity for you to gain new skills, or refine old ones.
You may work on an Hour of Code project, a personal Scratch project, play around with the Chameleon or Face Finder programs, etc.
Take the next 3 minutes to decide upon what you will be doing.
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out what you will be working on!
STUDIO TIME
You have the remainder of the class period to work towards completing your chosen activity. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer or myself if they can assist.
TICKET OUT: Reflection
What is one thing you accomplished or learned through your activity today?
DO NOW: Goal Setting
Today you have guided work time. This is time meant to catch up on any missing work you may have, or, as it is the beginning of the semester, to work ahead on any new assignments. Your priorities for this time are as follows:
Missing assignments for this class
Face Finder Lab: Gabe, Bentley, Alex (there are instructions on the Google Classroom)
Pen Program Lab: Isaac
Baymax lab:
Missing assignments for a different class
Upcoming assignments/projects for another class
If you are all caught up, explore at least one of the AI activities below! They are also linked on the Google Classroom. Based on what you already know, how do you think these work?
Google AI Experiments: Axe, Aidan, Eagan, Logan
Teachable Snake (you'll need paper and a marker for this one)
You may also do silent reading, ALEKS Skills, or Lexia
Think Tank: Sam, Charlie, Kai, Bentley
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out your goals.
STUDIO TIME
You have the remainder of the class period to work towards accomplishing your goals. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer if they can assist.
TICKET OUT: Reflection
Did you accomplish your goal from the beginning of the class period? Why or why not?
Entrance Procedure:
Enter silently and sit with your group.
(7 min) Do Now | Think, Pair, Share
What are different ways you could answer the question "Do you prefer to spend time indoors or outdoors?"
Try to think of at least 2
(13 min) Do Next | Scratch Text Classification Demonstration
I will demonstrate how to use the Text Classification plug-in, using the version of Scratch that you will be using for your project.
Creating labels and training models
How to insert TC blocks
If-statements
Testing
(30 min) STUDIO TIME
You will have the next 30 minutes to work with your group members to do some of the following. (If you do not finish, there will also be time tomorrow.) Identify a question your bot will ask and then choose at least 2 labels for possible answers it will receive.
Start a prototype using just those two labels.
Each group member should create their own prototype, to gain experience with the tools.
Use at least 5 examples per label - the more you can think of, the more accurate the model will be.
Test how well your bot is able to respond to input.
Revise/addend to your label examples as needed to increase the accuracy
Save your program to your chromebook so you have it for tomorrow.
You'll want to give it a unique name so that you can find it later on.
(5 min) Clean up & Ticket Out | Tell Me at the Door
You will have more time to test and play around with your model tomorrow. What are your next steps?
DO NOW: Pick an Activity!
Today you will have time to do some coding on a topic of your choice. This is an opportunity for you to gain new skills, or refine old ones.
You may work on an Hour of Code project, a personal Scratch project, play around with the Chameleon or Face Finder programs, etc.
Take the next 3 minutes to decide upon what you will be doing.
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out what you will be working on!
STUDIO TIME
You have the remainder of the class period to work towards completing your chosen activity. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer or myself if they can assist.
TICKET OUT: Reflection
What is one thing you accomplished or learned through your activity today?
DO NOW: Goal Setting
Today you have guided work time. This is time meant to catch up on any missing work you may have, or, as it is the beginning of the semester, to work ahead on any new assignments. Your priorities for this time are as follows:
Missing assignments for this class
Identity Wheel: AJ, Riley
Face Finder Lab: Gabe, Bentley, Alex (there are instructions on the Google Classroom)
Pen Program Lab: Isaac
Missing assignments for a different class
Upcoming assignments/projects for another class
If you are all caught up, explore at least one of the AI activities below! They are also linked on the Google Classroom. Based on what you already know, how do you think these work?
Google AI Experiments: Axe, Aidan, Eagan, Logan
Teachable Snake (you'll need paper and a marker for this one)
You may also do silent reading, ALEKS Skills, or Lexia
Think Tank: Sam, Charlie, Kai, Bentley
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out your goals.
STUDIO TIME
You have the remainder of the class period to work towards accomplishing your goals. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer if they can assist.
TICKET OUT: Reflection
Did you accomplish your goal from the beginning of the class period? Why or why not?
DO NOW: Matching
In a moment, I will be showing you an image with 4 sets of song lyrics and 4 musicians. Your job is to match the musician to the song lyrics. Try it by yourself first, and then after a minute you can work with others.
DO NEXT: Share Out
What lyrics did you match to which artist? How did you make those choices? What clues did you use from the lyrics? Which ones were hardest/easiest?
CREATING AND TESTING A TEXT MODEL
Today we will be learning about NLP by doing it ourselves! I have sample text conversations that we are going to use to find patterns and create a text model for. After that, we will start with new quotes, and use our models to identify who said what.
NLP PIPELINE
Together we will go over the steps of creating and testing a text model. We will then match those steps with the activities we did today. Lastly, we will reflect on the ethical choices to be made during the process.
TICKET OUT: Reflection
Today you made a language model for classifying text messages. What else could you build with NLP? What would the tool do?
DO NOW: Matching
In a moment, I will be showing you an image with 4 sets of song lyrics and 4 musicians. Your job is to match the musician to the song lyrics. Try it by yourself first, and then after a minute you can work with others.
DO NEXT: Share Out
What lyrics did you match to which artist? How did you make those choices? What clues did you use from the lyrics? Which ones were hardest/easiest?
CREATING AND TESTING A TEXT MODEL
Today we will be learning about NLP by doing it ourselves! I have sample text conversations that we are going to use to find patterns and create a text model for. After that, we will start with new quotes, and use our models to identify who said what.
NLP PIPELINE
Together we will go over the steps of creating and testing a text model. We will then match those steps with the activities we did today. Lastly, we will reflect on the ethical choices to be made during the process.
TICKET OUT: Reflection
Today you made a language model for classifying text messages. What else could you build with NLP? What would the tool do?
DO NOW: Pick an Activity!
Today you will have time to do some coding on a topic of your choice. This is an opportunity for you to gain new skills, or refine old ones.
You may work on an Hour of Code project, a personal Scratch project, play around with the Chameleon or Face Finder programs, etc.
Take the next 3 minutes to decide upon what you will be doing.
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out what you will be working on!
STUDIO TIME
You have the remainder of the class period to work towards completing your chosen activity. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer or myself if they can assist.
TICKET OUT: Reflection
What is one thing you accomplished or learned through your activity today?
Do Now | Face Recognition
Today, we will be working with a machine learning model that has been pre-trained to recognize when there is a face on the screen. What are some of the things you think the AI has to look for in order to know that the picture it's seeing has a face in it?
Do Next | Today's Activity
Our goal today is to take an AI system that has already been trained for a task, and use it to make our own creation. We will use a pre-trained model from Machine Learning for Kids to create a cartoon filter that follows your face as you move.
The Chameleon Lab focused on how we gather data to train a machine learning program. Today's "Face Finder Lab" focuses more on the coding aspect of things.
Face Finder Lab
Go to the Google Classroom and click on the "Face Finder Lab" assignment. Use the link to head to the Pre-trained Models section of Machine Learning for Kids.
I will be walking through each step of this process as we go through it. If you have a lot of previous experience with scratch and would like to work on your own, you may. I have also uploaded the worksheet for this lab to the GClassroom.
***NOTE: You will be saving and submitting your Scratch code at the end of today's class. Do not click off of the screen until you have done so. If you need instructions for how to do this, they are below. I will also go over it at the end of class.
Click "File"
Click "Save to Computer" - make sure it saves to a place you can find it later
Go to the "Face Finder Lab" assignment
Click "Upload"
Select the file you downloaded from Scratch.
Click "Submit"
Ticket Out | Assignment Comment
Before you leave, please add a comment to the "Face Finder Lab" GClassroom assignment, addressing one of the following questions: (please label which question you are answering)
What was one success and one struggle you had today?
If you were to do this lab again, how would you change it?
DO NOW: Goal Setting
Today you have guided work time. This is time meant to catch up on any missing work you may have, or, as it is the beginning of the semester, to work ahead on any new assignments. Your priorities for this time are as follows:
Missing assignments for this class (Pen Program Lab, Chameleon Lab, etc.)
Missing assignments for a different class
Upcoming assignments/projects for another class
If you are all caught up, you may do a silent activity.
I would recommend coding in Scratch, to become more familiar with that interface. If you are stuck on figuring out something to do, click on the "Tutorials" tab on the top left, and select the "Video Sensing" tutorial.
You may also do silent reading, ALEKS Skills, or Lexia
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out your goals.
STUDIO TIME
You have the remainder of the class period to work towards accomplishing your goals. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer if they can assist.
TICKET OUT: Reflection
Did you accomplish your goal from the beginning of the class period? Why or why not?
DO NOW: Think, Pair...
Think back to last Monday. What is a Neural Network?
DO NEXT: Share
Share out what you talked about with your partner during the Do Now!
CRASH COURSE VIDEO + WORKSHEET
Today, we are going to watch a Crash Course video about supervised and unsupervised learning. In addition, you will be following along using a worksheet. All of the questions will be answered by the video, in the order they are written in. It is your job to listen closely, and fill in as many answers as you can while the video is playing. We will go over the worksheet during our conversation after the video.
CLASS CONVERSATION
First, turn and talk to the people at your table to compare answers. If someone found the answer to something you didn't, write it down! I'll be using business cards for cold calls, so you'll want to be ready. As we go, if we come across a question that confused a lot of you, or that needs further clarification, we will discuss it as a whole group.
TICKET OUT: Fist to Five
What is one question you have after watching today's video?
DO NOW: Think, Pair...
Think back to last Monday. What is a Neural Network?
DO NEXT: Share
Share out what you talked about with your partner during the Do Now!
CRASH COURSE VIDEO + WORKSHEET
Today, we are going to watch a Crash Course video about supervised and unsupervised learning. In addition, you will be following along using a worksheet. All of the questions will be answered by the video, in the order they are written in. It is your job to listen closely, and fill in as many answers as you can while the video is playing. We will go over the worksheet during our conversation after the video.
CLASS CONVERSATION
First, turn and talk to the people at your table to compare answers. If someone found the answer to something you didn't, write it down! I'll be using business cards for cold calls, so you'll want to be ready. As we go, if we come across a question that confused a lot of you, or that needs further clarification, we will discuss it as a whole group.
TICKET OUT: Fist to Five
What is one question you have after watching today's video?
DO NOW | Get Ready!
Pull out your chromebooks and head to Machine Learning for Kids. Open your Chameleon project and get ready to follow along!
TODAY'S OBJECTIVE
Our goal today is to train an AI through supervised learning to recognize colors from images, and then use that system to create a program in Scratch.
CHAMELEON LAB
When I tell you, you will open your chromebook and head to the Google Classroom. Under the "Labs" topic, there is an assignment titled "Chameleon Lab". Click on that assignment, and then follow the link to Machine Learning for Kids. I will be coming around with your log in information, so that you can log on and join our class.
IMAGE UPLOAD
The first step in our lab today is to take pictures of differently colored objects, which is why the Do Now had you find those objects. I will demonstrate how to do such a thing, and then it will be your turn. Please be sure to keep your face out of the picture as much as you can, as it could skew the data.
TRAINING THE AI
Once everyone's images have been added to the data set, we will have the built-in algorithm train itself to recognize the different colors. This can take up to 5 minutes, so while it is loading, we will have a short discussion about the previous activity.
SCRATCH
Please follow along as I demonstrate how to navigate to Scratch and find the correct template for our Lab. Once this is done, we will set up our workspace to be ready for the program we want to create. We will do this by editing the costumes for the chameleon to match the colors in our data set.
Then, we will add in the code, so that our chameleon changes color to match a background image. Then it is time to Test.
REFLECTION
How did this lab meet your expectations? How was it unexpected? What do you want to know more about?
TICKET OUT | Tell Me at the Door
If you could have your project recognize one other pattern or color, what would it be?
DO NOW | Thought Experiment
What makes colors different from each other?
TODAY'S OBJECTIVE
Our goal today is to train an AI through supervised learning to recognize colors from images, and then use that system to create a program in Scratch.
CHAMELEON LAB
When I tell you, you will open your chromebook and head to the Google Classroom. Under the "Labs" topic, there is an assignment titled "Chameleon Lab". Click on that assignment, and then follow the link to Machine Learning for Kids. I will be coming around with your log in information, so that you can log on and join our class.
IMAGE UPLOAD
The first step in our lab today is to take pictures of differently colored objects, which is why the Do Now had you find those objects. I will demonstrate how to do such a thing, and then it will be your turn. Please be sure to keep your face out of the picture as much as you can, as it could skew the data.
TRAINING THE AI
Once everyone's images have been added to the data set, we will have the built-in algorithm train itself to recognize the different colors. This can take up to 5 minutes, so while it is loading, we will have a short discussion about the previous activity.
SCRATCH
Please follow along as I demonstrate how to navigate to Scratch and find the correct template for our Lab. Once this is done, we will set up our workspace to be ready for the program we want to create. We will do this by editing the costumes for the chameleon to match the colors in our data set.
Then, we will add in the code, so that our chameleon changes color to match a background image. Then it is time to Test.
REFLECTION
How did this lab meet your expectations? How was it unexpected? What do you want to know more about?
TICKET OUT | Tell Me at the Door
If you could have your project recognize one other pattern or color, what would it be?
DO NOW: Pick an Activity!
Today you will have time to do an Hour of Code project. This is an opportunity for you to gain new skills, or refine old ones.
Each of the activities is designed such that it should be able to be completed in an hour. It is the expectation that you choose an activity and stick with it to the end.
Go to the Hour of Code website and explore the activities using the filters they have.
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out which activity you will be working on!
STUDIO TIME
You have the remainder of the class period to work towards completing your chosen activity. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer if they can assist.
TICKET OUT: Reflection
What is one thing you accomplished or learned while doing your Hour of Code activity?
DO NOW: Goal Setting
Today you have guided work time. This is time meant to catch up on any missing work you may have, or, as it is the beginning of the semester, to work ahead on any new assignments. Your priorities for this time are as follows:
Missing assignments for this class (Pen Program Lab
Missing assignments for a different class
Upcoming assignments/projects for another class
If you are all caught up, you may do a silent activity.
I would recommend coding in Scratch, to become more familiar with that interface. If you are stuck on figuring out something to do, click on the "Tutorials" tab on the top left, and select the "Video Sensing" tutorial.
You may also do silent reading, ALEKS Skills, or Lexia
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out your goals.
STUDIO TIME
You have the remainder of the class period to work towards accomplishing your goals. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer if they can assist.
TICKET OUT: Reflection
Did you accomplish your goal from the beginning of the class period? Why or why not?
DO NOW | Fist to Five
How comfortable are you coding in Scratch? Fist = I've never done it, Five = I could teach a class about it.
DO NEXT | The Explanation Game
In a moment, I will be handing out a printout of a Scratch program. We will use the thinking routine "The Explanation Game" to dissect it. Feel free to make notes on it as we go.
Name it: Name a feature or aspect of the program that you notice.
Explain it: What could it be? What role or function might it serve? Why might it be there?
Give reasons: What makes you say that? Or why do you think it was written in that way?
Generate alternatives: What else could an element of the program do? What is a different way the program could have been written? What makes you say that?
Bonus: What do you think the outcome of this program would look like?
PEN PROGRAM LAB
We just examined a piece of code from a program I created. I have attached the Scratch 3 file on the Google Classroom, for each of you to be able to make your own copy of it. Use this as a template for the activity. First, download the file I have attached. On Scratch 3, click "File" -> "Load from your computer" and then upload the file I have attached. Change the name to be "FirstinitialLastname Pen Program", and then work to remix the file. Your goal is to have a program that creates a unique drawing using some form of repetition. You can change the colors, you can add in other sprites, you can change the shapes created by the ben, etc, so long as it meets the requirements below.
Your code must:
Use the Pen tool
Use a Repeat loop
Be at least 20 lines of code long
Please use the default sprite that I have loaded in for this project. When you finish, click "File" -> "Save to your computer" and then upload that file to this assignment.
TICKET OUT
Turn in your program on the Google Classroom. Even if it isn't finished!
DO NOW: Think, Pair...
In the video on Thursday, it discussed that AI systems have been modeled after the human brain. What is one question you have about that process?
DO NEXT: Share
Share out what you talked about with your partner during the Do Now!
CRASH COURSE VIDEO + WORKSHEET
Today, we are going to watch a Crash Course video about supervised and unsupervised learning. In addition, you will be following along using a worksheet. All of the questions will be answered by the video, in the order they are written in. It is your job to listen closely, and fill in as many answers as you can while the video is playing. We will go over the worksheet during our conversation after the video.
The worksheet PDF has been posted to the Google Classroom. Please get out a piece of paper, or open a new Google Document to record your answers to it.
CLASS CONVERSATION
First, turn and talk to the people at your table to compare answers. If someone found the answer to something you didn't, write it down! I'll be using business cards for cold calls, so you'll want to be ready. As we go, if we come across a question that confused a lot of you, or that needs further clarification, we will discuss it as a whole group.
TICKET OUT: Fist to Five
How comfortable are you coding in Scratch? Fist = I've never done it, Five = I could teach a class about it
DO NOW: Think, Pair...
How did you learn your ABC's? What about multiplication and division?
DO NEXT: Share
Share out what you talked about with your partner during the Do Now!
CRASH COURSE VIDEO + WORKSHEET
Today, we are going to watch a Crash Course video about supervised and unsupervised learning. In addition, you will be following along using a worksheet. All of the questions will be answered by the video, in the order they are written in. It is your job to listen closely, and fill in as many answers as you can while the video is playing. We will go over the worksheet during our conversation after the video.
CLASS CONVERSATION
First, turn and talk to the people at your table to compare answers. If someone found the answer to something you didn't, write it down! I'll be using business cards for cold calls, so you'll want to be ready. As we go, if we come across a question that confused a lot of you, or that needs further clarification, we will discuss it as a whole group.
TICKET OUT: Tell me at the Door
Which way do you prefer to learn? Supervised (with a teacher) or unsupervised (learn as you go along)?
DO NOW: QUICK JOT
In your own words, please try to define Artificial Intelligence and explain what they are meant to do. Failing that, write down anything you can remember about AI from the Kahoot on Monday.
DO NEXT: Popcorn Share
What did you write? If you would like to share, please "pop" out of your seat (stand up) and you may start whenever someone else finishes. Once you have shared, please sit back down.
CRASH COURSE VIDEO + WORKSHEET
Today, we are going to watch a Crash Course video about AI and it's history. In addition, you will be following along using a worksheet. All of the questions will be answered by the video, in the order they are written in. It is your job to listen closely, and fill in as many answers as you can. We will go over the worksheet during our conversation after the video.
CLASS CONVERSATION
First, turn and talk to the people at your table to compare answers. If someone found the answer to something you didn't, write it down! I'll be using business cards for cold calls, so you'll want to be ready. As we go, if we come across a question that confused a lot of you, or that needs further clarification, we will discuss it as a whole group.
TICKET OUT: QUICK JOT
Tomorrow, we are going to take a break from neural networks. What is one thing you want to make sure you remember about them? Write at least one complete sentence.
DO NOW: Goal Setting
Today you have guided work time. This is time meant to catch up on any missing work you may have, or, as it is the beginning of the semester, to work ahead on any new assignments. Your priorities for this time are as follows:
Missing assignments for a class
Upcoming assignments/projects for another class
If you are all caught up, you may do a silent activity.
I would recommend coding in Scratch, to become more familiar with that interface. If you are stuck on figuring out something to do, click on the "Tutorials" tab on the top left, and select the "Video Sensing" tutorial.
DO NEXT: Share Goals
In a whip-around fashion, we will go around the room and share out your goals.
STUDIO TIME
You have the remainder of the class period to work towards accomplishing your goals. During this time, the expectation is that:
The room is silent, unless you are receiving help from a peer.
You may listen to music, you must use headphones. Please choose a playlist/album, and then let it run while you work. If your music becomes too much of a distraction, it will be taken away.
To that end, phones and other personal technology are to be off and away.
If you need help, ask a peer if they can assist.
TICKET OUT: Reflection
Did you accomplish your goal from the beginning of the class period? Why or why not?
DO NOW: Think, Pair, Share
What is one thing that creates a positive learning environment for you? What about one thing that makes it harder for you to learn?
DO NEXT: Trash talk
Each of you will receive a piece of scratch paper.
On the paper, write 2-3 things you want to see in our classroom. Things that should be included.
When you are done, crumple your piece of paper into a ball and try to toss it into the container at the front of the room. You only get one try each, so make it count.
I will then come around and you will select a piece of paper from the container. We will go around the room and share out what was written on them while I keep track of what's been said on the board.
Rate and Rank
Of the ins and outs that have been shared, which do you feel will have the most impact on your ability to learn? If someone points something out and you agree, please raise a silent hand.
Classroom Contract
Let's create a 2-3 sentence statement that we can all agree to abide by and follow this semester. Once it is done, I will write it on a poster board and post it in the room so we can all remember.
Ticket Out | Sign the Contract
I will bring set up a station for everyone to sign the statement to show their agreement. Once I dismiss you, please come to the station, sign, and then you may leave.
DO NOW: Business Cards
I will hand out index cards for everyone. On the blank side, please write your name and pronouns in the center, then draw an image of an interest you have. On the other side, write one reason why you chose Responsible AI, and one piece of information about yourself.
DO NEXT: Share out
We will stand up and share out the information on your notecard! Once you have shared, you may sit back down. During this time, voices should be off, and attention should be on the person who is sharing their notecard.
GOOGLE CLASSROOM CHECK
Just to make sure, please pull out your chromebooks and head to Google Classroom. Make sure that you have the "Responsible AI" classroom. If you do not, let me know so I can add you to it.
A BRIEF HISTORY OF AI
Today, we will dip our toes into the world of AI through a Kahoot. This Kahoot has questions about the history of AI, as well as about AI in media and it's use in our everyday lives. The goal of this Kahoot is NOT to get every answer correct, but to give it your best guess, and then learn from the information presented. I hope to go over much of what's in this Kahoot over the course of this class, so this gives me a baseline of where your knowledge is at.
TICKET OUT
What is one new thing you learned today?