ALEX Resources

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Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (5)


ALEX Learning Activities  
   View Standards     Standard(s): [ELA2015] (6) 20 :
20 ) By the end of the year, read and comprehend literary nonfiction in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.6.10]

[ELA2015] (6) 24 :
24 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.6.4]

[ELA2015] (6) 26 :
26 ) Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. [W.6.6]

[DLIT] (6) 35 :
29) Define artificial intelligence and identify examples of artificial intelligence in the community.

Examples: Image recognition, voice assistants.

Subject: English Language Arts (6), Digital Literacy and Computer Science (6)
Title: Artificial Intelligence: What Is It and Where Is It?
Description:

In this activity, students will explore Artificial Intelligence, develop their own definitions for 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.




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (6) 35 :
29) Define artificial intelligence and identify examples of artificial intelligence in the community.

Examples: Image recognition, voice assistants.

Subject: Digital Literacy and Computer Science (6)
Title: Scientist Profile: Robotic Soccer Scientist
URL: https://aptv.pbslearningmedia.org/resource/f88893c5-f386-470f-9c5f-9e2b44864c0d/f88893c5-f386-470f-9c5f-9e2b44864c0d/
Description:

Manuela Veloso is an artificial intelligence (AI) researcher from Carnegie Mellon University who programs small robot dogs to play soccer. Her primary goal is to increase the learning abilities of her robots. This video can be played for students as an introduction to a lesson on artificial intelligence.



   View Standards     Standard(s): [DLIT] (6) 35 :
29) Define artificial intelligence and identify examples of artificial intelligence in the community.

Examples: Image recognition, voice assistants.

Subject: Digital Literacy and Computer Science (6)
Title: Scientist Profile: Roboticist
URL: https://aptv.pbslearningmedia.org/resource/e42b9fdb-73c4-4ace-90a7-1743a71fc7d6/e42b9fdb-73c4-4ace-90a7-1743a71fc7d6/
Description:

This DragonflyTV segment introduces robotics engineer Dr. Una-May O'Reilly, who designs robots with the ability to function without the help of humans. Her work on artificial intelligence (AI) will eventually give human faces and personalities to robots. This video can be played as an introduction to a lesson on artificial intelligence.



   View Standards     Standard(s): [DLIT] (6) 35 :
29) Define artificial intelligence and identify examples of artificial intelligence in the community.

Examples: Image recognition, voice assistants.

Subject: Digital Literacy and Computer Science (6)
Title: Scientist Profile: Mars Rover Engineer
URL: https://aptv.pbslearningmedia.org/resource/5aa004f3-f0a8-40e7-8aea-1aa18aa9705d/5aa004f3-f0a8-40e7-8aea-1aa18aa9705d/
Description:

This DragonflyTV segment introduces NASA roboticist Dr. Ayanna Howard. Her job is to use artificial intelligence (AI) to build robots that can travel into space and other hazardous locations. In this segment, she discusses her work on a rover for use on Mars. Also available in Spanish. This video can be played as an introduction to a lesson on artificial intelligence.



   View Standards     Standard(s): [DLIT] (6) 35 :
29) Define artificial intelligence and identify examples of artificial intelligence in the community.

Examples: Image recognition, voice assistants.

[DLIT] (8) 34 :
28) Develop a logical argument for and against artificial intelligence.

Examples: Students debate the use of artificial intelligence in self-driving vehicles.
Students write a persuasive essay to argue for or against digital personal assistants.

[DLIT] (9-12) 29 :
23) Debate the positive and negative effects of computing innovations in personal, ethical, social, economic, and cultural spheres.

Examples: Artificial Intelligence/machine learning, mobile applications, automation of traditional occupational skills.

[DLIT] (9-12) 41 :
35) Appraise the role of artificial intelligence in guiding software and physical systems.

Examples: predictive modeling, self-driving cars.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Machine Learning & Artificial Intelligence: Crash Course Computer Science #34
URL: https://aptv.pbslearningmedia.org/resource/machine-learning-crash-course-cs/machine-learning-crash-course-cs/
Description:

From spam filters and self-driving cars to cutting edge medical diagnosis and real-time language translation, there has been an increasing need for our computers to learn from data and apply that knowledge to make predictions and decisions. This is the heart of machine learning which sits inside the more ambitious goal of artificial intelligence.



   View Standards     Standard(s): [DLIT] (6) 35 :
29) Define artificial intelligence and identify examples of artificial intelligence in the community.

Examples: Image recognition, voice assistants.

[DLIT] (9-12) 34 :
28) Develop a model that reflects the methods, procedures and concepts used by computing devices in translating digital bits as real-world phenomena, such as print characters, sound, images, and video.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Computer Vision: Crash Course Computer Science #35
URL: https://aptv.pbslearningmedia.org/resource/computer-vision-crash-course-cs/computer-vision-crash-course-cs/
Description:

We’re going to talk about how computers see. We’ve long known that our digital cameras and smartphones can take incredibly detailed images, but taking pictures is not quite the same thing. For the past half-century, computer scientists have been working to help our computing devices understand the imagery they capture, leading to advancements everywhere, from tracking hands and whole bodies to biometrics to unlock our phones.



ALEX Classroom Resources: 5

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