This activity follows on from the ‘Is this a Zegah?‘ and ‘Let’s generate a sentence‘ activities about AI.

The ‘Let’s generate a sentence’ activity might not have gone so well.聽 Our sentence didn鈥檛 really reflect a prompt.聽 Also, the sentence you wrote was maybe more like 鈥淭he elephant flew under the train鈥� than 鈥淭he cat sat on the mat鈥�, with no connection between the individual words.

For example, if the animal selected was a cat, then verbs like 鈥榩urred鈥� and 鈥榩ounced鈥� and 鈥榣azed鈥� would be far more likely than verbs such as 鈥榖arked鈥� and 鈥榝etched鈥�.

So, we鈥檙e going to try again. We鈥檙e going to write a story.聽聽This time, we鈥檙e going to be able to see the last few words in the sentence.聽聽We will also have a prompt.

This activity is very similar to the game Consequences where you write words and fold over the paper and pass it on (or Cheddar Gorge where you try to keep a sentence going as long as possible).聽 We鈥檙e going to adapt this a little so we can see the last three words in the sentence, which reflects the limited ‘memory’ in AI systems like Chat-GPT.

Powerpoint Slides and script / instructions

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Following on from the ‘Is this a Zegah?’ activity, lets work together to train a baby Chat GPT to write a sentence!

This activity uses an online survey tool like Wooclap to create wordclouds from responses, but you could instead ask learners to write their responses on individual sticky notes which could then be arranged into a sticky note bar graph to find the most frequent responses.

Together the learners or participants will ‘write’ a sentence like “The cat sat on the mat” …or “The elephant flew under the train”.

Let’s generate a sentence – script / instructions

This image was generated by AI.聽 We are quite impressed at the child’s ability to write upside down in crayon.聽 That must be why she wrote ‘sat’ twice!

You might want to try the next activity in this AI series: Let’s write a story.

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At the end of the day, they are software, they鈥檙e prediction engines, to make decisions based on images or data it has already encountered.

This is an activity called 鈥淚s this a Zegah?鈥� and it was developed by Dr Marc Cicchino for the New Jersey AI Literacy Summit.聽 Marc asked his young kid for a made up word, and the child very seriously thought about it and responded 鈥淶egah鈥�.

Can your learners work out what a Zegah is?

Powerpoint slides and script

You can at SXSW Edu (you can listen to him talk about planning an AI teachers conference, or skip to the Zegah activity at around 12 minutes in) and .

The next activities in this AI series are ‘Let’s generate a sentence‘ and ‘Let’s write a story‘.

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Step 1: Materials

Something to weave with: You can use ribbon, yarn, or cut strips of recycled fabric (see this 聽for example) for the weaving material. You will need as many different colours as the number of categories in the data you are collecting.

Somewhere to weave on: You could use a fence in the school playground, a climbing frame or trim trail, furniture, or stick netting onto a classroom wall, like in the images below.

Step 2: 天美视频

We have previously used this activity to collect data on how learners or teachers usually travel to school, but you can also choose your own question to investigate! It helps to collect categorical data, so that each category can be represented by a different colour of ribbon, and to provide a key (see image below).

Step 3: Weave your data and discuss the results!

In our travelling-to-school topic, you can ask questions like “What is the most common mode of transport for getting to our school?”, “Why do we think most people travel by car/bus/walk (delete as appropriate)? “Is this mode of transport sustainable?”, “What could we do to encourage more sustainable travel to our school?”. You could also compare two schools (urban versus rural? primary versus secondary?) or run the activity across a cluster.

Further Information

You might be interested in a . This art installation was created in honour of Edinburgh’s first female medical students.

漏听, University of Edinburgh, 2024. This resource is licensed聽, unless otherwise indicated.

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In this activity that requires both creativity and understanding a data set, learners will create a fun, physical representation of a provided data set using the materials and tools available.

Take a look at our slides introducing the activity, data set, and some inspiration from past workshop participants’ creations!

Slides

The Kits

The kits can contain whatever reusable crafting materials or random objects you have lying around (the idea is to reduce waste by encouraging repurposing of objects, and also to use objects which can be easily dissembled and used again and again). However, if you’d like to get an idea of what you could use, or assemble a kit from scratch, we have a priced-up list of items you could purchase:

Fizzy 天美视频 Kit List

The 天美视频

We have used a simplifed version of a data set from a of American undergraduate students about appropriateness of different behaviours in different locations.

This slide deck contains a version appropriate for secondary school learners: Secondary data set

This slide deck contains a version appropriate for primary school learners: Primary data set

If you would like to collect your own data on appropriateness of different behaviours, you can use this as a template.

We are in the process of gathering more data sets that would work well for this activity, which we will keep adding to below. You can also look through our 天美视频 Sets resource聽for more ideas!

Planets data set: This data table, perfect for tying into a unit on space, compares features of the eight planets such as mass, orbital distance, length of day, and number of moons.

Inspiration

Here is what some of our previous teacher workshop participants have created!

Note: This activity was inspired by a some of our team members attended at the Information+ 2023 conference in Edinburgh. The workshop was organised by Sarah Hayes, Trevir Hogan, Rebecca Noonan and Denise Heffernan (Munster Technological University); (University of Bath); and Martin Lindrup (Aalborg University).

漏听, University of Edinburgh, 2024. This resource is licensed聽, unless otherwise indicated.

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Briefing for Agents: Create an escape room activity for your fellow Agents. This will be a set of puzzles where a group of players will need to find all the clues and keys, decrypt all the codes and solve all the puzzles to exit the room within a time limit.

Description of learners鈥� task: Learners work in a group to create a themed escape room with a set of puzzles that needs solved to 鈥榚scape鈥�. Learners are encouraged to think about the logical progression of the puzzles and to think about the inputs and outputs of each puzzle.

Timing: The length of this project-style activity will depend on your learners and the depth and detail they go into for the planning. You will need to allow time for the groups to playtest their rooms and then run them with another group (or more).

Materials:

• • Slides
  • Step-by-step guide

If you require a resource in an alternative format, such as large print or a coloured background, please contact dataschools@ed.ac.uk detailing which resource(s) you require.

漏听, University of Edinburgh, 2024. This resource is licensed聽, unless otherwise indicated.

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Briefing for Agents: The VIKINGS have used their experimental time travel textual transmission technology (or 5T for short) to send information back in time to help them raise the money they need to build their secret lair. A DATA operative has snuck into each VIKINGS鈥� base to find clues about what they鈥檙e up to. Can you figure out what information each of the four VIKINGS villains have sent back to themselves?

Description of learners鈥� task: Learners will use different graphs and tables of data to solve a set of four puzzles. Along the way they will learn about cybersecurity topics such as password safety and phishing attacks.

Timing: The four puzzles in this set can be done all together or over separate sessions, in any order. Each puzzle should take 20-40 minutes.

Materials for all puzzles:

• • Slides introducing all four puzzles
  • Instructions handout for all four puzzles
  • Worksheet for filling in all answers
  • Answer key
  • Educator’s guide to further resources

Materials for individual puzzles:

• Not so noble Nobel Prize:
• • Press clipping
  • Nobel prize winners list
  • Bar chart worksheet
• Going viral to get rich:
  • Social media data
  • Line graph worksheet
• Phishing for Money:
  • Billionaire data (to be cut into strips along dashed lines)
• Bitcoin treasure hunt:
  • Press article
  • Council landfill records
  • Landfill map
  • Extra mission: when to sell the loot?

Extension activity:

What information would you send back to yourself in the past to do good, not evil? You can only send 144 characters.

If you require a resource in an alternative format, such as large print or a coloured background, please contact dataschools@ed.ac.uk detailing which resource(s) you require.

漏听, University of Edinburgh, 2024. This resource is licensed聽, unless otherwise indicated.

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Briefing for Agents: The VIKINGS are trying to build a new secret mega lair. Discover the location to foil their plans! We don鈥檛 have enough DATA Agents to check out all the possible locations. Use information to narrow down the possibilities so that we can send out Agents to the most likely target.

Description of learners鈥� task: Learners plot sets of information (bunkers, wind farms and data centres) onto a map of Scotland to work out possible locations of the secret lair. Along the way they are introduced to the basics of how the internet works with data centres and undersea fibre optic cables.

Timing: Approx. 60 minutes.

Materials:

• Slides
• Instructions handout
• Guide to using grid references
• Printable Map
• Answer key
• Background info on internet infrastructure
• Editable visual guide/social story

Extension activities:

• Draw the secret lair. Draw the floorplan to help pass on this intelligence to other agents.
• Plan a new headquarters for the DATA Agency. What will you need in your building? What would be the best location for it?

If you require a resource in an alternative format, such as large print or a coloured background, please contact dataschools@ed.ac.uk detailing which resource(s) you require.

漏听, University of Edinburgh, 2024. This resource is licensed聽, unless otherwise indicated.

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Briefing for Agents: You were working late on paperwork from your recent DATA mission and you鈥檝e realised that you鈥檝e been locked in the base. Solve the puzzles to get out without setting off the alarm.

Description of learners鈥� task: Learners use graphs and tables of data about theme park rides to answer questions. The answers to the questions provide them with the alarm code to be able to escape the base.

Timing: 45-60 minutes

Materials:

• • Slides
  • Rollercoaster data sheets
  • Alarm code entry webpage
  • Alarm code entry printable worksheet (if working offline)
  • Answers
  • (play and pause as Agent K and Agent J guide you through the activities)
  • Editable visual guide/social story (if using alarm code webpage)
  • Editable visual guide/social story – unplugged (if using printable worksheet)

Extension activities:
Plan out a secret alarm code for your class (see Competition info for more details).

If you require a resource in an alternative format, such as large print or a coloured background, please contact dataschools@ed.ac.uk detailing which resource(s) you require.

漏听, University of Edinburgh, 2024. This resource is licensed聽, unless otherwise indicated.

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Briefing for Agents: You will need to study the intelligence that the DATA Agency has on the local VIKINGS operatives. However, our information has been hacked and muddled. Use logical reasoning to work out which of the VIKINGS is which.

Description of learners鈥� task: Learners use clues and logical reasoning to work out information about each of the VIKINGS villains. They will use a logic grid to match the name, expertise, location and pet of the four VIKINGS.

Timing: This activity will take 30-60 minutes, depending on whether learners try the example puzzle as well as the main logic grid puzzle.

Materials:

• Slides
• Instruction handout
• Worksheet
• Dylsexia-friendly worksheet
• Editable visual guide/social story
• Answer key

Extension activities:

• Draw pictures of the VIKINGS villains to pass on to new DATA trainees
• Write out the backstory of one of the VIKINGS. What turned them evil?

If you require a resource in an alternative format, such as large print or a coloured background, please contact dataschools@ed.ac.uk detailing which resource(s) you require.

漏听, University of Edinburgh, 2024. This resource is licensed聽, unless otherwise indicated.

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