LESSON PLANS USING TEACHABLE AND DANCING WITH AI

10 hours

Maths, Civics, Foreign languages

7 years old

●        Identify and describe the characteristics of square, triangle, rectangle, and circle geometric shapes.

●   Develop the ability to communicate mathematically using specific geometric terminology to describe shapes, properties, and relationships between shapes

●        Apply knowledge of geometric shapes to recognize and classify shapes in everyday objects and surroundings.

●        Gain familiarity with Teachable Machine.

●    Develop critical thinking and problem-solving skills through hands-on exploration of shape recognition technology.

1. Introduction: The teacher begins the activity by introducing the four main geometric shapes: square, triangle, rectangle, and circle and presents their main characteristics. The teacher shows examples of each shape in real-life objects and encourages students to identify them.

2. Exploration: The teacher invites students, either individually or in groups, to collect photos or images of objects that represent the four main shapes. Students can create their objects or find examples around the classroom. To facilitate this, the teacher may prepare materials before the activity and distribute them to various locations in the classroom. Subsequently, the teacher assists students in capturing images of the collected objects using school tablets or recording them using a webcam (with a white background to ensure only the object is visible, easing recognition).

3. Teachable Machine Education: The teacher introduces students to Teachable Machine, a tool that allows for machine learning experimentation. Explain how this tool can be used to train a model to recognise shapes based on images.

4. Hands-on Activity in groups:

a. The teacher assists students in uploading the collected images of squares, triangles, rectangles, and circles to Teachable Machine. 

b. The teacher guides students through the process of training the model by providing clear instructions on how to label and categorise the images. 

c. The teacher assists students in testing the application to see if it accurately recognises the shapes based on the training provided.

Reflection: The teacher facilitates a discussion where students reflect on their experience using the Teachable Machine. Encourage them to share observations and discuss any challenges they encountered.

Formative assessment through observation and/or surveying the students.

The activity respects the teaching plan and its use is correct.

45 minutes

Maths

6-7 years old

●        Learn about different geometric figures such as squares, triangles, rectangles, and circles, understanding their basic characteristics and properties.

●    Develop the ability to recognize these geometric shapes in everyday objects and surroundings, such as in buildings, signs, and natural elements.

●       Understand similarities and differences between various shapes by sorting geometrical figures into sets based on shared attributes.

●       Ability to define and discuss the properties of known geometric figures, including the number of sides, angles, and other defining characteristics.

1. Preparing Teachable Machine (TM) Programme: The teacher set up the Teachable Machine programme on a computer or tablet. This tool can be accessed online without the need to log in. After creating the programme, it is recommended to download the link to provide recipients with access. Alternatively, the entire project can be saved to Google Drive, allowing for easy access and the ability to revisit it at any time.

The teacher guides the students through the process of adding image samples to the Teachable Machine. These image samples will serve as the training data for the machine-learning model. To do this, students can use the webcam to capture images of various objects representing different geometric shapes, or they can upload images from files. The teacher then assigns specific classes within the Teachable Machine to different shapes. For example, Class 1 could represent rectangles, Class 2 could represent circles, and so on. The photos of figures must be loaded in different positions, especially in a triangle. This helps the Teachable Machine learn to recognize different shapes.

2. Grouping Students: The teacher divides the students into small groups. This encourages collaboration and active participation among students.

3. Object Search Activity: The teacher assigns a task to the students to search for 7 objects within the classroom environment that represent different geometric shapes. For example, they may search for objects such as books (rectangles), balls (circles), and square tiles (squares).

4. Figure Recognition: The teacher instructs each group of students to approach the computer or tablet with Teachable Machine installed. They will then use Teachable Machine to identify and classify the geometric shape corresponding to a given object.

5. Sorting Shapes: After identifying the shapes, students will sort the objects into sets based on their shapes. For example, they may gather all rectangular objects together, all circular objects together, and so on.

6. Group Discussion: The teacher leads a whole-class discussion where students can share their findings and observations. The teacher encourages students to explore the characteristics and properties of each geometric shape, to discuss similarities and differences between shapes and to articulate why certain objects belong to specific shape categories.

Descriptive assessment of the correctness of actions.

Checking the correctness of solutions using TM and the correctness of grouping figures into sets. You can grade according to the school's grading system.

The topic and programme do not take into account ethical considerations.

2 hours

Natural sciences – Human body

 10 – 12 years old

●        Better understanding of the human body, especially the role of muscles and bones

●        Understanding the significance of movement in daily lives and interactions

●        Enhancing teamwork and communication skills through group activities like the Project Bazaar and Charades

●        Fostering creativity and imagination by miming movements and identifying their relation to bones and muscles.

●        Getting familiar with Artificial Intelligence and its impact on movement

1. Preparation: Before the lesson, the teacher should go through the Dancing with AI platform and get familiar with its content: https://dancingwithai.media.mit.edu/, especially with the released projects. The teacher also needs to prepare the necessary equipment, such as the projector, screen, and multiple computers with web cameras.

2. Introduction to Muscles and Movement with AI Technology: The teacher introduces the aim of the lesson which is focussed on reviewing students’ knowledge about bones and muscles, using the Dancing with AI platform. The teacher initiates the lesson by inviting students to introduce themselves and share their favourite movements corresponding to their names, fostering excitement about exploring AI and movement. Following this, the teacher facilitates a discussion to review what students already know about bones and muscles, emphasising their structure and function in simple terms. Questions such as "What are bones?" and "What do muscles do?" are posed to encourage student participation and sharing of knowledge. Finally, the teacher explores with students technologies that recognize movements, such as Snapchat and Kinect, highlighting the importance of movement in communication. 

3. Project Bazaar: The teacher can use this presentation to set up Project Bazaar stations around the room with various examples of projects using movement. The teacher divides students into equal-sized groups and rotates them through the stations. The teacher encourages an open discussion of the projects and their applications.

4. Charades activity: The teacher introduces the concept of movement in AI through a Charades Activity. The teacher shows slides from this presentation illustrating different movements. Students are asked to identify and name the movement being performed, relating them to the role of bones and muscles in executing those movements. The teacher invites students to mime their own movements while classmates guess and encourages discussion on how different bones and muscles collaborate to produce various movements. Divided in groups, the teacher invites students to play the Charades game using the provided link: https://movement-charades.glitch.me/.

5. Understanding AI with Examples: The teacher explains to students what AI is (which is like a smart computer that learns) and that AI has three parts: input (like seeing or hearing), processing (thinking), and output (doing something). Then, the teacher shows how AI learns with examples:

●        Gesture recognition: Like when your tablet knows when you're swiping or pinching to zoom.

●        Activity recognition: Like when your fitness tracker knows if you're walking, running, or cycling.

The teacher invites students to review projects from the Project Bazaar, identifying input, processing  and output. Show examples of AI systems, such as recognizing objects in images and sorting marshmallows.

6. Conclusion: The teacher highlights to students that they had the chance to solidify their understanding of the human body's mechanics, while also having fun exploring AI concepts. Summarise the key points from the activity and answer any questions students might have.

Observation during activities will serve as an effective evaluation method for the lesson. By attentively observing engagement, participation, and interactions during the introductory activities, project showcase, and Charades challenge, the teacher can assess their comprehension and level of interest.

Additionally, the teacher can hold a short discussion / reflection at the end of the lesson, where students can express their thoughts on what they learned and any questions they may have. These methods are easy to implement and provide valuable insights into student understanding and engagement with the lesson content.

●        Emphasise the ethical use of AI and machine learning.

●        Discuss potential biases and limitations of AI models.

●        Encourage students to consider the ethical implications of AI applications in recognizing movement.

●        Highlight the importance of privacy and consent when using technology in educational settings.