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In this lesson, students will learn the coding basics and explore a real-world example of artificial intelligence and program the Minecraft Agent to collect data about forest fires.
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Click and watch this teacher preparation video to help you understand how to teach this lesson. Here is a YouTube link of the teacher video for your reference: https://youtu.be/a3zqbS53dCI
Start Here: Teacher Preparation Video
By the end of the lesson, students will:
Get a high-level understanding of how Artificial Intelligence can be used to collect data about forest fires
Create coding solutions that include sequences, events, loops, and conditionals
Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions Iterate on solutions to complete a task
The lesson also includes free time to explore coding concepts they’ve learned through playing to deepen their understanding.
Creativity
Character
Critical Thinking
Lesson Information
A village is threatened by fire and needs you to code a solution! Meet your coding helper, the Minecraft Agent, then program the Agent to navigate the forest and collect data. This data will help the Agent predict where fires will occur. Then code the Agent to help prevent the spread of fire, save the village, and bring life back into the forest. Learn the basics of coding and explore a real-world example of artificial?intelligence (AI).
Coding and Artificial Intelligence are valuable and emerging technologies.
Using block based coding makes it easier to develop an understanding of computational thinking
Students can try each challenge repeatedly so they can learn from their mistakes
Using coding to fight fires reinforces the idea that coding can be used to tackle real world problems.
NPCs guide the student through a simple map to solve increasingly difficult equations coding
The Helper Bot is present at each challenge to allow students to reset the challenge or skip a challenge if they are unsuccessful after several attempts
You will encounter a series of researchers who will give you instructions to teach your robot helper "The Agent" how to move
You will also be instructed to code The Agent to recognize dry brush, destroy it before it becomes a fire hazard, and reporting areas that are fire hazards to a team of researchers and firefighters.
After students have learned to train the agent to fight fires, students will use what they have learned to create a fire break to stop a wildfire from spreading
There is an additional bonus activity where students can use code to regrow plants and spawn animals in an area that had been burned by wildfire.
Lesson Conclusion:
What role do computers play in preventing forest fires?
What data is important when fighting forest fires?
How can we prevent forest fires from happening?
What is reforestation? And how do you approach it?
Introducing Minecraft Hour of Code: AI for Good YouTube: https://www.youtube.com/watch?v=du7w1sCi6C8
Walkthrough of Minecraft Hour of Code: AI for Good YouTube: https://www.youtube.com/watch?v=-W26fat_Hwo
FAQ Page: https://educommunity.minecraft.net/hc/en-us/articles/360047118492
Check out the Tips & Tricks video playlist that will help you and your students better use Minecraft: Education Edition in the classroom:
https://youtube.com/playlist?list=PLkh9rrdH-ARER03ojhFYtmoFDVuACYJLa
More videos added periodically so make sure you check often for more content!
Click and watch the student pause and play video with your class, pausing and playing as needed. This will help your students understand how to navigate through this lesson and Minecraft world and complete the activities located within them. Enjoy!
Check out the YouTube link of this video for your reference: https://youtu.be/CN-iIQBc1aQ
Student 'Pause & Play' Video
General Outcome C6: Students will use technology to investigate and/or solve problems.
4.1 Investigate and solve problems of prediction, calculation and inference
4.2 Investigate and solve problems of organization and manipulation of information
4.4 Generate new understandings of problematic situations by using some form of technology to facilitate the process
Applied Design
Prototyping
Outline a general plan, identifying tools and materials
Construct a first version of the product, making changes to tools, materials, and procedures as needed
Record iterations of prototyping
Testing
Test the product
Gather peer feedback and inspiration
Make changes and test again, repeating until satisfied with the product
Making
Construct the final product, incorporating planned change
Content
multiplication and division of two- or three-digit numbers by one-digit numbers
multiplication and division facts to 100 (introductory computational strategies)
Applied Design
Prototyping
Outline a general plan, identifying tools and materials
Construct a first version of the product, making changes to tools, materials, and procedures as needed
Record iterations of prototyping
Testing
Test the product
Gather peer feedback and inspiration
Make changes and test again, repeating until satisfied with the product
Making
Construct the final product, incorporating planned change
Content
multiplication and division of two- or three-digit numbers by one-digit numbers
multiplication and division facts to 100 (introductory computational strategies)
Algebra
C3.1 :solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events
C3.2 : read and alter existing code, including code that involves sequential events, and describe how changes to the code affect the outcomes
ROVER: Recommended online videos education resources: https://rover.edonline.sk.ca/en/rover/videos?utf8=%E2%9C%93&video%5Bm%5D=and&q%5Btitle_or_description_or_entry_or_series_name_or_series_description_cont%5D=Coding
Produce to Show Understanding: P-3.2 self-assesses work in order to edit it based on feedback and according to established criteria, conventions, and/or standards
Gather and Make Sense: G-2.2 identifies whether information is sufficient and/or suitable for purpose and audience
Section : Operational Competencies
Using a computer language
• Programming algorithm
• Language structure (e.g. event programming, Internet
programming, etc.)
• Elements of computer language
- Data type, operators, keywords, markups
- Predefined controls (e.g. check boxes, scroll-down list, form
field, button, etc.)
- Instructions (e.g. loops, function calls)
- Entering code
GCO2
2.4 Students will investigate and demonstrate the relationship between technology and society.
2.5 Students will understand and demonstrate computer coding/programming concepts and terminology.
Outcome: Learners will construct a solution to a design challenge Energy, Engineering, and Innovation Rationale Challenging learners with meaningful problems that need solving helps transform them from passive recipients of information to active learners through the creation of a solution.
Learners need to develop the ability to apply problem solving skills and the use of design challenges is a great way for learners to explore, develop and improve these skills. Technology education labs can be quite different from school to school, but the building of projects is consistent throughout all.
Learners learn by doing and meaningful project-based learning is at the heart of technology education. Authentic learning can happen through the construction of a solution to a challenge regardless of the success of the final product.
Competencies:
Communication (COM)
Critical Thinking (CT)
Creativity and Innovation (CI)
Personal and Career Development (PCD)
Technological Fluency (TF) Indicators
Evaluate available materials to address a design challenge (COM/CI/CT)
Plan a solution to a design challenge (CI/CT/PCD/TF)
Analyze a prototype in relation to a design challenge (COM/CI/CT)
Investigate how prototypes can be modified to address a design challenge (CI/CT) Concepts (and Guiding Questions) Design challenge
How can the parameters of a design challenge help me to construct a solution?
How can the needs of my community help me to identify a possible challenge and/or solution?
3.2.2 identify the main components of an object-oriented programming interface.
3.2.5 demonstrate the use of operators.
3.2.6 demonstrate the use of variables
3.2.7 demonstrate the syntax and use of the definite, indefinite, and conditional looping structures available in programming.
Objective: Tutorial software should engage students in meaningful interactive dialogue and creatively employ graphs, sound, and simulations to promote acquisition of facts and skills, promote concept learning and enhance understanding.
simulation software should provide opportunities to explore concepts and models that are not readily accessible in the laboratory (e.g., those that require hazardous materials, unavailable equipment, or more time than is possible in real-time classroom).
analog-digital interface technology should be used to permit students to collect and analyze data as scientists do, and perform observations over long periods of time, enabling experiments that otherwise would be impractical
databases and spreadsheets should be used to facilitate the analysis of data by organizing and visually displaying information
networking among students and teachers should be encouraged to permit students to emulate the way scientists work and to reduce teacher isolation
using tools such as the World Wide Web should be encouraged as it provides instant access to an
incredible wealth of information on any imaginable topics