Learning Activity

Artificial Intelligence: What Is It and Where Is It?

Subject Area

Digital Literacy and Computer Science
English Language Arts

Grade(s)

6

Overview

In this activity, students will explore Artificial Intelligence, develop their own definitions of what AI is, and share examples with their classmates via Note.ly. 

This activity was created as a result of the DLCS COS Resource Development Summit.

Digital Literacy and Computer Science (2018) Grade(s): 6

DLCS18.6.29

Define artificial intelligence and identify examples of artificial intelligence in the community.

Unpacked Content

UP:DLCS18.6.29

Vocabulary

  • artificial intelligence

Knowledge

Students know:
  • that artificial intelligence is the use of computer systems to perform tasks normally requiring human intelligence and include services such as visual perception, speech recognition, decision
  • making, and translation between languages.

Skills

Students are able to:
  • identify examples of artificial intelligence.

Understanding

Students understand that:
  • while artificial intelligence is designed to aide, it also has negative side effects.
English Language Arts (2021) Grade(s): 6

ELA21.6.2

Make inferences and draw logical conclusions from the content and structures of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing.

Unpacked Content

UP:ELA21.6.2

Vocabulary

  • Inferences
  • Logical conclusions
  • Content
  • Structures
  • Informational text
  • Comparison and contrast
  • Problem and solution
  • Claims and evidence
  • Cause and effect
  • Description
  • Sequencing

Knowledge

Students know:
  • Explicit information in a text, like its content and structure, can be used to draw conclusions and support inferences.
  • Text can be structured in different ways, depending on the type of information that is being communicated.
  • A text that follows a comparison and contrast structure will describe how two or more things are alike or different.
  • Problem and solution text structure describes a problem and how the problem was solved or could be solved.
  • Claim and evidence structure proposes a particular claim, then provides evidence to support the claim.
  • Cause and effect text structure describes an event (the cause) and the consequence or result of the event (the effect).
  • A description text structure describes a topic by listing characteristics, features, attributes, and examples.
  • Sequencing text structure presents ideas or events in the order in which they happen.

Skills

Students are able to:
  • Identify the structure of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing.
  • Make inferences and draw conclusions from the content and structure of informational texts.

Understanding

Students understand that:
  • Informational text provides explicit information in its content and structure that can be used to draw conclusions and support inferences.
  • Informational text generally follows a particular structure, and identifying this structure can help them better comprehend and analyze the text.
English Language Arts (2021) Grade(s): 6

ELA21.6.13

Create and edit digital products that are appropriate in subject and purpose for a particular audience or occasion.

Unpacked Content

UP:ELA21.6.13

Vocabulary

  • Digital products
  • Subject
  • Purpose
  • Audience
  • Occasion

Knowledge

Students know:
  • Necessary skills to create and edit digital products, such as social media posts, blog posts, podcast episodes, and infographics.
  • The intended audience and occasion should be identified before selecting a subject and purpose of a digital product.

Skills

Students are able to:
  • Create digital products with attention to subject and purpose for different audiences and occasions.
  • Edit digital products with attention to subject and purpose for different audiences and occasions.

Understanding

Students understand that:
  • Digital products can be used to communicate with a variety of audiences and occasions.
  • They should modify the subject and purpose of their digital products depending on the audience and occasion.

Phase

During/Explore/Explain
Learning Objectives

Learning Objectives

Students will define artificial intelligence.

Students will identify examples of artificial intelligence.

Students will read informational texts and construct clear responses to the reading.

Students will publish responses to other classmates using technology.

Activity Details

As an introduction, have students fold a note card in half. Then, instruct them to write their own definition of the term "Artificial Intelligence." Students can share their constructed definitions before moving on.

After students have constructed and shared their definitions, the teacher will direct them to the informational article on https://www.sciencenewsforstudents.org/article/ai-can-guide-us-or-just-entertain. 

When the students have completed the reading, they will refer back to their note cards, writing a new definition for AI based on their new knowledge. Students can share their new definitions or even share what they changed.

Once the students have their definition of AI, they will be instructed to submit via Padlet examples of AI that they use or have seen used. By the end of this activity, the students will have a whole web page full of examples, hopefully understanding its prevalence in today's society.

Assessment Strategies

Assessment Strategies

-Note cards with pre-reading definition and post-reading definition

-Students responses on Padlet

Variation Tips

-Students could work individually or with a partner depending on the availability of devices, computers, or Chromebooks.

-Students could extend this activity to have a discussion about the importance of Artificial Intelligence.

Background and Preparation

Background / Preparation

Teachers should read the article beforehand and be familiar with the content.

Teachers will need to create an account on Padlet in order to have a common board for all students to join. Students do not need an account to participate.

Ideally, all students need a device. However, if this is not an option, students could share a device in groups of 2-4. 

Digital Tools / Resources

Padlet
https://padlet.com/

Approved Date

Owner (Author)

emeacham
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