Grade 4 Artificial Intelligence
Grade 4 Artificial Intelligence
Unit Overview
In the Artificial Intelligence unit students will explore foundational concepts like machine learning, algorithms, and automation to understand how AI systems work. They'll examine the ethical and legal implications of AI, including issues related to bias, privacy, and intellectual property, recognizing the importance of responsible use of technology. Through hands-on activities, students will creatively apply AI tools to solve problems and develop original projects, fostering both their understanding of AI and their ability to use it innovatively.
Content Standards
Transfer
T2 Value change, uncertainty, and risk taking as opportunities to explore identity and refine solutions to problems.
T3 Work effectively with, and learn from, others in a variety of situations, in school and beyond.
T5 Exchange information effectively for varied audiences and purposes using appropriate formats.
Enduring Understandings and Essential Questions
| Enduring Understandings | Essential Questions | |
|---|---|---|
| U1 |
Introductory AI concepts include machine learning, algorithms, and automation. |
|
| U2 |
Ethical and legal impacts related to AI extend to bias, privacy, intellectual property, etc. |
|
| U3 |
AI technologies can be used creatively to solve problems and create original projects. |
|
Acquisition
| Students will know... | Students will be skilled at... | |
|---|---|---|
| 1 | the definition of Artificial Intelligence. | Identifying artificial intelligence tools |
| 2 | the three steps to machine learning. | Selecting the three steps from a list. |
| 3 | how machines use data sets to learn. | creating datasets to help machine learn. |
| 4 | identify what an AI can do based on the data it was trained on. | matching/sorting items as human inputs or AI outputs |
Cornerstone Task
Cornerstone tasks provide students with an opportunity to create authentic products that are based on standards and connect to real-world careers. Students will be empowered to create a product of lasting value by engaging in meaningful tasks facilitated by an educator. Each task will provide equity, differentiation, and student choice to allow students to reach milestones for success.
At this time there is not a Cornerstone Task for the Artificial Intelligence Unit.Assessment Evidence
TBD
Performance Task
| Understandings/Skills | Assessment Evidence | |
|---|---|---|
| U1 | Introductory AI concepts include machine learning, algorithms, and automation. | TBD |
| U2 | Ethical and legal impacts related to AI extend to bias, privacy, intellectual property, etc. | TBD |
| U3 | AI technologies can be used creatively to solve problems and create original projects. | TBD |
Curriculum Map
Lesson Seeds
Lesson 1: What is AI & Machine Learning (Q1)
Lesson 2: How is AI Trained? (Q1)
Lesson 3: Understanding AI Bias (Q3)
Lesson 4: Image Generation Using AI (Q3)
Feedback
As always we appreciate feedback from our technology teachers on these documents in terms of format and content. If you have any suggestions for future changes please be sure to visit our feedback form below.
AI Resources
- Day of AI Links to an external site.
- AI4K12 Links to an external site.
- 5 Big Ideas of AI Links to an external site.
Intentional Supports For Access and Opportunity for Multilingual Learners
Native Language Supports
At the beginning of the year and with each newly arriving Multilingual Learners (MLs):
- Connect with the ELD Teacher/s to obtain and discuss students’ English proficiency levels.
- Determine with ELD Teacher if individual students would benefit from native language support (reading/ listening to directions on Canvas) and obtain a list of students’ home languages from Synergy (grades 3-5 may benefit from reading option; K-5 may benefit from listening option)
- Arrange to show students how to set a Canvas page to their native language.
- Allow student to use Immersive Reader Links to an external site. in any digital tool, if needed. Immersive Reader allows students to listen to or read information in their native language.
- Ensure this feature is active when students are reading/listening when using Canvas.
Throughout the year:
- Review native language support periodically and determine if students need or prefer to activate it (check with ELD Teacher and students)
Instructional Accommodations
*This is not an exhaustive list
Sensory Support (Green)
- Real-life objects (realia)
- Manipulatives
- Pictures & photographs
- Illustrations & diagrams
- Physical activities
- Videos & films
- Broadcasts
- Tapping (manipulating the screen)
Graphic Support (Yellow)
- Charts
- Tables
- Graphs
- Timelines
- Word Bank
- Bilingual Dictionaries
- Visuals
- Graphic Organizers
- Sentence Starters, Frames,
Interactive Support (Red)
- In pairs or partners
- In triads or small groups
- In whole group
- Using cooperative group structures
- Using the Internet or software programs
- Jamboard/Pear Deck
- In the native language
- With mentors/paras
Additional ML Support
- Maryland Assessment, Accessibility, and Accommodations Manual Fact Sheet
- WIDA Go-TO Strategies for MLs
General Resources
This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.