Lesson Plan

Integrating AI Into Community Innovation

Grade Level: 3rd Grade

Subject: Social Studies

Texas Essential Knowledge and Skills (TEKS)

3.1(A) describe how individuals, events, and ideas have changed communities, past and present
3.1(B) identify individuals, including Pierre‐Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities
3.1(C) describe how individuals, including Daniel Boone and the Founding Fathers have contributed to the expansion of existing communities or to the creation of new communities

ISTE Student Standards

1.3.c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
1.3.d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
1.4.a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
1.4.b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
1.4.c: Students develop, test and refine prototypes as part of a cyclical design process.
1.7.c: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
1.7.d: Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.

Duration: 3 class periods (45 minutes each)

Objectives:

Students will identify historical figures who have shaped communities and started new businesses (TEKS 3.1B, 3.6D).
Students will describe the contributions of these individuals to community expansion or creation (TEKS 3.1C).
Students will explain the significance of ethnic and cultural celebrations in local and other communities, and compare them (TEKS 3.10A, 3.10B).
Students will utilize chatbots to research historical figures and generative AI to develop a plan for adding something new to their community.
Students will present their community innovation plan and justify its significance.

Materials:

Day 1: Researching Historical Figures

Introduction (10 minutes):

Introduce the lesson by discussing the importance of historical figures in shaping communities and starting new businesses.
Explain to students that they will be using chatbots to research specific historical figures who have made significant contributions to communities and businesses.

Activity 1: Researching Historical Figures (25 minutes):

Assign each group of students a historical figure to research, such as Pierre-Charles L'Enfant, Benjamin Banneker, Benjamin Franklin, Daniel Boone, Henry Ford, or Sam Walton.
Provide students with resources such as books, articles, and websites to conduct their research.
Instruct students to use chatbot platforms or applications to ask questions and gather information about their assigned historical figure's contributions to community growth and business development.

Activity 2: Discussion and Reflection (10 minutes):

Facilitate a class discussion on the research findings. Encourage students to share interesting facts and insights about the historical figures they studied.
Discuss the significance of these individuals in shaping communities and starting new businesses. Ask students to reflect on how their contributions have impacted society.

Day 2: Generating Community Innovation Ideas

Introduction (10 minutes):

Review the previous day's discussion on historical figures and their contributions.
Introduce the concept of using DeepArt to develop a visual of what their contribution to the community would look like.

Activity 1: Brainstorming Session (20 minutes):

Divide students into small groups and explain that they will be using generative AI tools to brainstorm ideas for community innovation.
Provide a prompt such as, "What can we add to our community in Springtown, TX, to enhance the quality of life for residents?"
Guide students in using DeepArt to generate ideas based on the prompt. Encourage creativity and collaboration within the groups.

Activity 2: Plan Development (15 minutes):

Instruct each group to select one idea generated during the brainstorming session.
Guide students in developing a detailed plan for their community innovation idea. They should consider factors such as feasibility, impact on the community, and resources required.

Day 3: Presenting Community Innovation Plans

Introduction (5 minutes):

Remind students of the previous day's activity and the importance of their community innovation plans.

Activity: Presentation and Justification (35 minutes):

Each group will present their community innovation plan to the class. They should include:
- An overview of their idea.
- How it addresses a need or enhances the community.
- How it relates to the contributions of historical figures studied.
- A justification for why their idea should be implemented.
- A visual of what they think this would look like
Encourage classmates to ask questions and provide feedback on the presentations.

Wrap-Up (5 minutes):

Conclude the lesson by discussing the importance of innovation in community development and the role of historical figures as inspiration for new ideas.

Assessment:

Use the following rubric to evaluate students' performance:
- Research on historical figures: Accuracy of information and understanding of contributions (25%)
- Participation in brainstorming session: Creativity and collaboration in generating ideas (20%)
- Development of community innovation plan: Clarity, feasibility, and relevance to community needs (30%)
- Presentation and justification: Organization, persuasiveness, and connections to historical figures (25%)

Extension:

Encourage students to explore an urban planning simulation, such as SimCityEDU: Pollution Challenge! to see the potential impact of their idea on the community.