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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The guide offers practical guidance, links to resources and a poster to support teaching data literacy skills and concepts across the primary curriculum.

Along with discussions of the importance of real world data and the impact of data both on our personal lives and society as a whole, the resource outlines how teachers can use the ‘PPDAC’ (Problem, Plan, 天美视频, Analysis, Conclusions) data problem-solving cycle in a variety ways.

The digital version of the handbook, which we hope will be used by schools across Scotland (and beyond) can be downloaded here:

Download ‘Teach 天美视频 Literacy: a guide for primary teacher’

If you require this document in an alternative format, such as large print or a coloured background, please contact 天美视频 by email at dataschools@ed.ac.uk

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

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How do we make sure everyone in Scotland as fast internet access?

The Scottish Government has committed to having by the end of 2021. Grants are in place for suppliers to help deliver this mission.

are the UK鈥檚 largest alternative provider of full fibre broadband networks. They would like to identify the postcodes within their current network regions that are most in need of access to full fibre broadband with a view to providing this at a lower cost.

Your Challenge:

have approached you to help them with the data analysis behind this real business problem.

The Coronavirus lockdowns have shown us how important it is for everyone in Scotland to have access to fast internet. Your challenge is to use the data from to work out a good strategy for a broadband provider.

Which postcode areas have the biggest 鈥渘eed鈥� for broadband access? The company can lay a limited amount of fibre cable. Your job is to decide which streets they should prioritise.

Get started:

These materials are available in both and

About this resource:

This exemplar is for for the National Progression Award in 天美视频 Science at Level 6 and includes worked answers and example output.聽 It has been developed by Jo Watts at and supported by the 天美视频 team using data supplied by .聽 Many thanks to and for their support.

聽 聽 聽 聽

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Download a set of PowerPoint slides for use in class

Introduction

The Scottish Witch Trials covered a 200 year period between 1550 and 1750. This resource uses the witch trials as the context to develop learners鈥� data literacy skills and to introduce the idea of a database.

The Survey of Scottish Witchcraft 天美视频base is used as the primary data source.聽 Learners will search the database and use different maps to follow the stories of different people involved in the trials.

Copyright & 天美视频 Access

All data and map screenshots used in this resource are copyright to : Julian Goodare, Lauren Martin, Joyce Miller and Louise Yeoman, ‘The Survey of Scottish Witchcraft’,

Curriculum Links

Outcomes to support data skills

• TCH 3-02a: Having used digital technologies to search, access and retrieve information I can justify my selection in terms of validity, reliability and have an awareness of plagiarism.
• MTH 3-21a: I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology.
• LIT 3-06a: I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience.
• SOC 3-01a: I can use my knowledge of a historical period to interpret the evidence and present an informed view.

Topic Introduction – Gellis Duncan

Watch a 6 minute (BBC) clip about :

The Scottish Witchcraft 天美视频base

Talk to the class about the database and provide .

Explain that we are going to use this database to both learn more about what a database is and how it works and to find out more about witches and an interesting period of Scottish History.

Activity 1 鈥� Witchcraft in Scotland

• Read
• Find out the following:
  • How many accused witches were women and how many were men?
  • What was the average age of most of the accused witches?
  • What was the name of the law that was used to prosecute accused witches?
  • Write down one other thing you found interesting

Hold a plenary to review the findings

The following layout diagram can be used to help learners understand the relationships between the data and to explain how the information has been structured. The diagram is copyright of the Scottish Witchcraft Survey.

Things to consider

• There is a 1:n relationship between accused and case, therefore an accused witch could be involved in more than one case.
• There is a 1:n relationship between a case and a trial process so a case may form part of more than one trial process.

The following activities will help learners become familiar with the architecture of the database.

Activity 2 鈥� Find out more about Gellis Duncan

Use the Scottish Witchcraft 天美视频base and read more about the (note the alternative spelling of her name).

Encourage learners to follow the links in the database and make notes about what they find. In addition look at the information about Gelie Duncan and the 天美视频base layout diagram and do the following:

• Identify biographical data about Gelie Duncan. Using this information could you update the database diagram to provide more details of the different data stored about an accused witch?
• Identify case data for Gelie Duncan, how many different examples of case data are noted in Gelie Duncan鈥檚 record?
• Identify Trial Process 天美视频 about Gelie Duncan. Which sets of data are shown in her record?

Hold a short plenary sharing information. Did the diagram help understand the data? How did they identify related data? What more we might want to know?

Activity 3 鈥� Mapping 天美视频

Use to understand more about Scotland鈥檚 witches. Find out:

• How many witches lived in your town?
• Look at the map. What do you notice about where the witches lived? Are there more witches in some places than others?

Work in small groups, using two devices.

• Use both devices and find Margaret Alexander on the map, you will find her in Livingston, a bit to the left of Edinburgh.
• 
  • On one device, open the filter section and change the map to Historic map. This will display a map of the same place from 1917.

• • • Compare the two maps.
      • How can you tell both maps are of the same place?
      • What differences can you see between the two maps?
      • How could these differences have impacted the ability to show the witches on the map?

This activity can be extended by using a

Activity 4 鈥� 天美视频 over Time

• Use the Use the filter to show different ways you can view the data.
  • Which time period had the most trials? (each 25 year block)
  • What happened to the number of witch trials over time?
  • Explore the impact of social class. Were there lots of rich accused witches or were they more likely to be poor?
  • Use the filter to find a witch that has a Wikipedia page. Make notes on your chosen witch and be ready to explain to the class.

Activity 5 鈥� Searching and Organising 天美视频

Use the search function in the to research the stories of the following witches. Select between 3 and 5 items of data and create a summary table of information. Think about how you might organise your table, would you list the information by witch name? Perhaps you might use time and display information from the earliest to the newest. Can you think of other ways to display the information?

• Issobell More McKaw
• Donald McIllmichall
• Isobel Cockie
• Andro Man
• Jonat Leisk
• Janet McGowan
• Elspeth Cuninghame
• Catharin Mactargett

By clicking on the 鈥淐ases Involving the Accused鈥� you can find out what kind of witchcraft the person was accused of. Talk to your group about what the witch was accused of. Does it sound like witchcraft? Can you think of another way of interpreting what happened?

Activity 6 鈥� Using data to tell a story

Use the to look up the following terms and develop your understanding of the witch hunters:

• Witch Pricker
• Devil鈥檚 Mark

Learn more about the Witch Hunters by following the story of John Kincaid. Start by looking him up. What can you find out?

Now use the

This is an open ended task with no specific questions. Instead, the goal is for learners to explore the stories noted in the map and use the database to search for people, places, trials etc.

At the end, each group could be asked to talk about something they found interesting or surprising. They should be encouraged to discuss how data was used to tell a story. Did they find it interesting? Compare it to reading this

Which way of presenting the information did learners prefer and why?

The goal here is to show that the same data can be presented in different ways and the choices made on how data is presented can impact people鈥檚 enjoyment, their understanding and their interest in a topic.

Follow up Activities

Computing and technologies activities:

• Work in groups. Pick a topic of interest (Avengers films, football, bands/popstars) create an example database layout for information gathered about the selected topic.

Social Studies:

• Consider the impact of witchcraft on women and the misogyny behind the allegations
• Consider the role of rumour and accusations on people, how this might relate to modern life; for example allegations made on social media.

Numeracy:

• Use an extract of the database to support information handling activities such as drawing graphs and tabulating information.

Note: (subject to copyright agreement).聽聽A version of Microsoft Access 2007 or earlier is required to open the file. If you cannot open the file please contact dataschools@ed.ac.uk for an extract in Microsoft Excel format.

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

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