Someone asked me recently for AI resources and a scope and sequence. I couldn’t help but wonder, “Why aren’t you using AI interactively to put together a scope and sequence?” The response shown in this blog entry could be developed a lot more through some interactive questioning with AI, and exploration using several different models.
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AI Resources
Here are a few shared with me or gleaned from reading Facebook posts. I am still considering them, and haven’t gotten too deep into any of them.
- 152 Best AI Tools Of 2024
- Artificial Intelligence Tools
- aieducator.tools
- www.futurepedia.io
- theresanaiforthat.com
- topai.tools
- www.futuretools.io
- https://docs.google.com/document/d/1mO7TZIq0bTvc-ZkDf0_CqEiCbXHjiTb6l3RZ_Q9V6U/edit
- smarterthangpt.com
- https://everyday-ai.org/resources
As to coming up with a scope-n-sequence, it would have to be aligned to ISTE Standards and keep COPPA in mind. When people ask, “How are you introducing AI to students in K-8, or under 13 year olds?” I’m a bit stymied. First, why would you want to, and second, there’s a lot to learn aside from AI. Wouldn’t it be better to spend time on that first? Of course, it’s silly to think parents aren’t already giving their children, even under 13 year olds, access to AI chatbots. The problem is, the responses are a lot more “intelligent” than Alexa or Siri…and those are going to be improved on, as well.
How do you set a limit for children’s use of AI? As an adult, I am now using AI every day to do or find out stuff.
AI Generated Content Below This Point
Scope and Sequence for Teaching ChatGPT and AI Chatbots in Schools
The following table outlines a detailed scope and sequence for integrating the use of ChatGPT, AI chatbots, Microsoft CoPilot, Google Gemini, and other AI tools into K-12 education. The activities and class projects are designed with a Project-Based Learning (PBL) approach and are aligned with the ISTE Standards for Students and Computational Thinking principles where appropriate. For students under 13, AI tools will be used under the guidance of educators to ensure compliance with COPPA regulations.
| Grade Level | Unit/Theme | Activities | Projects | ISTE Standards | Computational Thinking |
|---|---|---|---|---|---|
| K-2 | Introduction to AI Helpers | - Read stories about robots and AI. - Discuss how AI can help us in daily life. |
- Create a classroom helper robot drawing and describe its functions. | 1. Empowered Learner 6. Creative Communicator |
Decomposition: Understanding what AI can do. |
| 3-5 | AI and Language | - Explore AI with teacher-led demos of ChatGPT. - Practice typing simple prompts. |
- Write a collaborative story with AI assistance. | 1. Empowered Learner 6. Creative Communicator |
Pattern Recognition: Identifying AI responses. |
| 6-8 | AI Research Assistants | - Research a topic using AI tools. - Evaluate the credibility of AI-generated information. |
- Develop a research presentation using AI for data collection. | 3. Knowledge Constructor 7. Global Collaborator |
Algorithm Design: Formulating effective prompts. |
| 9 | AI in Creative Writing | - Use AI to generate writing prompts. - Edit and improve AI-generated texts. |
- Create a portfolio of short stories with AI-generated beginnings. | 6. Creative Communicator 2. Digital Citizen |
Abstraction: Refining AI-generated content. |
| 10 | AI and Data Science | - Introduction to data analysis with AI. - Use AI to interpret data sets. |
- Analyze a local issue using AI to process data and propose solutions. | 4. Innovative Designer 5. Computational Thinker |
Algorithm Design: Using AI for data analysis. |
| 11 | AI Ethics and Society | - Discuss the ethical implications of AI. - Explore AI bias and reliability. |
- Debate the role of AI in future society and create a code of ethics for AI use. | 7. Global Collaborator 2. Digital Citizen |
Algorithm Design: Understanding AI limitations. |
| 12 | Preparing for the AI Future | - Use AI to explore career interests. - Learn about AI in various industries. |
- Develop a business plan or project proposal that incorporates AI technology. | 1. Empowered Learner 4. Innovative Designer |
Problem Solving: Applying AI to real-world scenarios. |
Note: For students under 13, direct interaction with AI tools will be limited and monitored by educators. Instead, the focus will be on understanding AI concepts and potential uses through guided activities and discussions. For older students, direct use of AI tools will be incorporated into projects with an emphasis on critical thinking and ethical considerations. Microsoft CoPilot and Google Gemini can be integrated into research and data analysis activities for grades 6-12, with educators ensuring that students understand how to use these tools responsibly and effectively.