About 12 years ago I attended a presentation at SXSW EDU conference by an early childhood professor at the University of Wisconsin Madison. She talked about how important it was to start to talk to our youngest students about robots and robotics even if they could not developmentally understand the complexity of robotics. The presenter talked about the need for preschoolers to start to think about how robots could be used to help people and the world at a young age so as they got older they were more prepared to understand the ethical implications of robots, that machines have the potential to help society but also have the potential to have negative impacts. When we start to introduce complex topics with young students in developmentally appropriate ways we are building a foundation for them to have more complex conversations and think about how to use technology in ethical ways. This is true for robots and robotics and for artificial intelligence.
I am always trying to find new ways to have conversations with my younger students about artificial intelligence. I think this is important because AI has the potential to have an impact on all of our lives, the potential for positive and negative impacts. I think it is important to start to have conversations with students when they are younger to not only have the conversations about the ethical implications of AI, the negatives, and when it should and should not be used. I want to model some ways that AI could be a helpful tool. That idea sparked this idea to introduce AI as a tool to help third graders code in HTML.
Third graders do a study of the city of Chicago. This year, they focused on the history of the elevated train system. They did research on the history of the Chicago "L." Learning about when and why it started, what came before, how the train evolved from steam engines to an electric rail system. They learned how the train lines expanded from elevated tracks, to a subway and to street level in some areas. The research involved reading about the history, looking at and collecting data from historic pictures and even watching videos about what it is like to live right next to the elevated train tracks and the famous CTA Holiday train.
Next, students made connections with what they learned in their classrooms about different neighborhoods in Chicago. We talked about how Chicago is a city of neighborhoods, each with distinct histories and unique features and identities. The "L" train connects them all together. I introduced the idea of maps as storytelling. They examined all kinds of Chicago maps—maps of parks, murals throughout the city, and even every Chicago hot dog restaurant. Each map revealed something special and told its own story about our city.
For the project, students were tasked with creating a 3D map of the CTA that tells the story of the diverse and amazing neighborhoods of Chicago. They researched different neighborhoods and the train line that you can take to the neighborhood. Students created websites with facts and pictures from their research. Then they designed 3D prints using the website Tinkercad.com for 3D design and printed out symbols from their neighborhoods or train systems. The designs were connected to the websites using NFC tags. When someone taps the design to a smartphone the student website pops up on their phone.
The AI add-on
In past years the project would have stopped at the last step. This year, I decided to think of a way to engage students on AI and model how it might be used as a tool to help. I thought it would be interesting to present the idea of adding a quiz to the end of their website using the research they did on the history of the "L" train. Students loved the idea! We talked about how the code for a website is HTML and that is a way more advanced coding language **than** they are ready to do. Students have only used Scratch block based coding. We talked about and looked at the HTML code that makes up websites. I showed them the thousands of lines of codes that go into the functions of websites. Next I introduced the idea of using AI as a coding collaborator. What if we collaborated with our school's AI program Flint to write the code with the research the third graders did adding the features to the quiz they wanted. Third graders were up for the idea!
I started by introducing the Flint AI program. This program is new to my school this year and right now only sixth through twelfth graders have logins. Teachers in those grades have access to the students' accounts and are able to share assignments that AI might be a helpful tool. Teachers can see all communications and information shared by the students. Flint is also a closed model, none of the information or prompts that students or educators share in the program is used to train the model or collected. I explained to the third graders how Flint works and we talked about how AI works, how it can be a helpful tool and also some of the negatives about AI. We talked about the limitations of AI.
Then we looked at the Flint AI site and introduced our first prompt, asking the machine to generate a HTML webpage quiz and shared all the research that students did to generate the questions. Students tested the first iteration of the game and gave the machine feedback, asking for a timer, sounds, changing up the questions, giving points and a hint button. Third graders kept giving feedback and asking for different features and iterations of the quiz. Some of the feedback the machine correctly fixed some it did not. This led to another discussion about the limitations of AI and how it is not a perfect machine or replacement for human creativity. Even if you use AI, you need to edit and check everything and go in and fix aspects of what it produced. Third graders talked about how they knew if the quiz answers were correct because they did the research and used reliable sources and would know if the AI quiz was wrong. This helped them to understand that AI can be a tool but should not be their only resource, they needed a strong understanding of the subject matter.
When it came to the HTML code, third graders expressed frustration that the AI did not generate the code correctly and we talked about how it was still an important skill for them to learn how to code independently. If they had the HTML coding experience and skills they could have fixed the code to make the quiz work the way they wanted it to. This was another way of highlighting that AI is not a replacement for human knowledge and creativity.
The AI add-on for this project was a great way to continue to have discussions with younger students about artificial intelligence, the positives and negatives. The hope is as students have these experiences and discussions at a younger age they will be thoughtful, ethical users of AI as they get older as learners and adults.
Artificial Intelligence is a topic that so many people are trying to understand and to understand how, when and if to use at all. AI is being discussed in all sectors of our society, business, law, government and especially education. Many educators are wrestling with when and if to allow students to use AI and how to present this tool to students. In my practice I have been thinking about AI and when to share it with students. Over the current school year, I have introduced the AI tool in Canva to fourth and fifth grade students to integrate in a project, but how might I introduce and share AI with younger students?
Several years ago, I attended a presentation at SXSW about robotics and younger learners. The presenter, a professor from the University of Wisconsin, shared that it was essential to introduce robots and robotics to the youngest learners and start to have conversations about how they might be used. Her theory was that if you wait till students could understand all the complexities of a concept it is too late. Educators need to start having developmentally appropriate conversations about complex technology at a young age so that students can build their understanding about a technology that has the potential to have a great impact on their lives and on society. When thinking about AI it has the same potential to have a positive impact or negative impact on society and it is essential to start introducing the technology to young students, so as they grow and are able to more deeply understand the potential and pitfalls of AI they are better equipped to have those conversations.
I set out to design a project that made connections for my younger students, in this case kindergarten, that introduced AI and was an opportunity for students to learn about this technology, engage in a project with their classmates and start to build the understanding about AI and how this tool might be used.
I started the project out with my kindergarten students by reading some books that would lead to a conversation about machine learning. We read The Hug Machine by Scott Campbell. The book follows a boy who pretends to be a hug machine and gives hugs to everyone and everything he sees, until he meets a porcupine and the usual way of hugging does not work. The hug machine needs to learn a new way to hug a porcupine. After reading the book, we talked about how people learn and try new things and we made connections with how a machine learns. Kindergarten students had spent time learning to code different robots. They were given different challenges to make the robot move to different spaces using the direction code. They learned that if the robot did not get to where it needed to go, students had to change the code to try again. We talked about how in the book the machine learned how to change and hug a different animal but the robots they coded could not learn what was wrong with the code and try a different way, the human needed to enter new code.
Next, we talked about machine learning and introduced the term artificial intelligence. We talked about how artificial intelligence is a type of computer that can learn. We shared a short simple video for young learners that was a simple explanation of machine learning. We talked about how different machines/devices that have AI are able to learn from the information that is collected, and students made connections with having an Alexa or Google Hub at home.
During the next session, we did an “experiment.” I introduced the Canva AI image generator and talked about how a user can describe what they want the picture to look like and explained how AI machine learning would try and create it for the user.
Students brainstormed together and gave Canva AI the name of an animal, a piece of clothing, and a type of food. We typed in the description of what we wanted the computer to make a picture of (for example: a dog wearing a dress and eating an ice cream cone). In some cases the AI was able to generate a great picture of what we were looking for, in other cases, the machine could not, and we had to give it a simpler idea, or describe what we wanted in a different way. These activities showed students some of the ways AI can produce something we are looking for, but also, how there are limitations with using AI.
Then, during the next class I read the book What If… by Samantha Berger. The descriptive picture book explores the idea of using your imagination and creativity. Kindergartners thought about making or creating something new. Then, we talked about students using their imaginations to make a creature. We brainstormed what it might look like: its head, ears, eyes, what would it be wearing, etc. Students used the kid pix app to draw a sketch of their idea. I then asked each student to pick the part of their creature they liked the best. I collected one idea from each student. Then, we used the AI program ChatGPT to input all of the descriptions of the creature. ChatGPT produced an image of that creature. The first time the creature was not exactly what the class wanted, so we added new descriptions and instructions to ChatGPT to help it make a cool new creature and mascot for each kindergarten class.
Then our new creature needed a name. Each student nominated a name and the whole class voted on the first, middle and last name for their class’s creature. Students had a fun time coming up with silly, fun names for their creatures. The final three names for each class: Lovey Pickle Seaweed, Sparkle Gribble Bill and Rosie Rocket Mega-Dave.
The final step in this project was to create a story about our new creatures that incorporated ideas from each student. Again, we went around the room and each student offered a hobby, activity, or something our creature likes to do. We asked ChatGPT to write a story about our creature that included all of the activities. Students also asked that our character be kind and funny and help others. Then, we imputed all of that data and the picture of our creature into ChatGPT. Each class had a fun story about their character that included one of their suggestions.
As a way to share this project with students and families, I had buttons and stickers made with each class’s character. Each student received a sticker and button in a little bag. I also included a QR code that linked to a website, sharing all about the project and the connections students made and the stories they wrote with ChatGPT. The website and stickers and buttons were also shared with the classroom teachers so they could see the work students had been engaging in during their library time.
I think that this project was a good start to introducing and making connections with AI for young learners. They are not able to completely understand how AI works and the ethical and larger implications it can and will have on our society but I think it is essential to start the conversation even with our youngest students so as they grow their understanding can grow. The hope is that they will be better prepared to tackle the complexity of this topic because they have a good understanding and foundation. The project also made connections with books and research resources. It connected previous learning and projects to build understanding. The project also met many of the collaboration goals. Students made connections with other learners (Leaner III.A.2). Kindergarteners actively contributed to group discussions (Learner III.D.1).
The goal in the coming years is to continue to build on the knowledge kindergarteners gained this year and grow their understanding of AI as they grow as learners.
When planning projects for my kindergarteners I always look for themes that are of high interest with that age group, and have lots of books and research resources about the topic and ways to integrate technology and building projects. The goal is for this to be a months-long project. For the first several months of the school year, the several times a week I see kindergarten the focus will be on this theme and projects. In the past, I have focused on the solar system, oceans and habitats. This year the idea was cities! I was hoping the topic of cities and breaking down the systems of cities would help to build a foundation for my younger students to understand all the components of a city and how essential a well designed and throughout city can be a benefit to the people who live there. This project has become one of my favorites and the students had so much fun, retained so much information and made so many great connections.
The project started by introducing the idea of cities as a system and thinking about all the different parts and systems that connect to make a city function and work together for the people who live in the city. Students would dive deep into different systems in the city, read books and do research on the different systems and then engage in a building project about that system. This format allowed for the exploration of different types of research materials and information gathering and then for students to take what they learned and make and create something new.
In the story studio of my library there is a large bulletin board that takes up almost a full wall. This wall was where I collected all of our information and added visual images of the different systems that students learned about. I started by adding green paper on the bottom half for land and blue paper on the top for the sky. I then added a large “Welcome to SK City” sign. When students entered the library on the first day they saw the sign and were super excited and curious about what they would be learning about.
Transportation:
Transportation was the first system that we explored. We started the project by reading a variety of books that featured different types of transportation. Students talked about all the different types of transportation they are familiar with and see around the city in their daily lives. We then took a walking "field trip" to the city street just outside the doors of the library. During this short walk out our front door and around the corner, students were able to identify dozens of parts of a transportation system. Students pointed out cars, buses, scooters, taxies, delivery trucks, parking meters, cross walks, stop systems, stop lights, and more. We took lots of pictures of a;; the parts of the systems that students identified. I printed out the pictures of the different parts and added them to the bulletin board along with roads, train tracks and sidewalks.
After reading The Last Stop on Market Street, students thought about the public transportation system and buses. We talked about public transportation systems in our city. Students talked about the CTA buses and the “L” train system. Then they imagined different buses they would design. Students brainstormed different bus designs and then drew out their plans for their buses. Some of their bus ideas included: a library bus so riders had books to read, a double decker bus with a glass dome and plants so people could enjoy nature on their ride, and a stuffy bus filled with stuffed animals to cuddle during the ride. The pictures of students’ buses were added to the wall. Images of CTA buses and trains and different train stations in the city were also added to our bulletin board. Students also mentioned other transportation parts to add, water taxis on the Chicago river, airplanes and O’Hare and MIdway airports, divvy bikes and scooters as well as cars.
After making connections with the transportation systems they viewed in our own neighborhood and thinking about buses they would design, senior kindergarteners worked on mapping out a transportation system using robots. Working in small groups, students had a large sheet of paper, markers and miniature traffic signs. Students talked about the different systems they needed to add when planning their transportation map. They used markers to draw out the different paths and added miniature signs to mark cross streets and add bike paths. Then they tested out their systems with Ozobot robots. The miniature robots follow the path of the markers and move around their transportation maps to test if traffic could keep flowing.
Housing:
Next students looked at housing. We talked about and learned about the different types of housing we see in the city of Chicago, including apartment buildings and houses. We shared that housing is an essential system because everyone needs a safe place to live. We read two books. The first book, Going Up, is a book about all the neighbors in an apartment building coming together to celebrate a birthday in the community. Then we read If I Built a House, a silly story about a character named Jack and the amazing, creative over-the-top house he would build. We added images of different types of houses in Chicago to our SK City board.
Parks:
Next, kindergarteners explored parks! Students started with reading two books. The first book was Water at the Park, a delightful story about all the people and animals that use the park on a hot summer day. Students noticed the families with dogs there early in the morning to get exercise, the families with young children there in the morning to play, adults on lunch breaks getting some sun and fresh air. Students also enjoyed the part in the book where families went back to the park after dinner for some play and exercise before bed, and one last visit from the dogs before the city went to sleep. The second book, Chalk, is a wordless picture book about children using their imaginations and using chalk at the playground to create amazing images that come to life. Students then shared their experiences at parks, parks around our school, parks in their neighborhoods, what they love to do at the park, and talked about why parks are important to a city or community. They made connections with the need for parks so people have open spaces to spend time in nature, places for children to play, and green spaces for animals.
The next step, students looked at images of innovative parks around the world. They explored pictures of a pirate themed park in London, England and a Godzilla themed one in Tokyo, Japan. Then, I shared a short video tour of Maggie Daley Park right here in Chicago. Students talked about how different materials were used to make fun and imaginative spaces for kids to play.
Next, students took a virtual field trip to Millennium Park in Chicago. I found 360 virtual reality videos tours of Millennium Park including the famous Bean statue and ice skating on the ribbon in Maggie Daley Park. The videos were short and students used the Google VR viewers for a short period of time. This was a fun and new experience for kindergarten students to gather information and learn about a park and to take a field trip, something we would not have been able to do physically.
After exploring and learning about existing parks in Chicago and around the world. Kindergarteners took on the challenge of designing the parks of the future! Working in small groups, students planned, designed and built prototypes for new parks. They collaborated and used all different materials, from cardboard to egg cartons, pipe cleaners to streamers to build amazing prototypes of parks that had climbing walls, ropes, water features, and more for kids to play. They also designed rest spaces for people to take a break and plenty of green spaces and trees for all the animals that live in the city. The park prototype designs were put on display in the library for people to see.
Business:
Students explored businesses and how important businesses and services are to a community. I started by reading three books. The first book, Top Job, follows the story of classmates sharing the jobs their grownups have, including one child whose parent changes the light bulbs at the top of the Empire State Building. The next book, All Through the Night: Important Jobs that Happen at Night, shares the story of all the jobs that happen when many of us are sleeping, and how those jobs are essential to keep a city working. The final book, How Did That Get In My Lunchbox? A Story of Food, follows items in a lunchbox from farm to factory to store, and all the jobs and people that are necessary to fill up our lunchbox. Senior Kindergarteners kept a list of all the jobs they noticed in the books and then added to it to all of the jobs their family members have, all the different jobs they notice at the school, and jobs they see in their neighborhood.
Next, students thought about what job they would have in SK City. Students drew pictures of their job in the city. I found images based on each student's job. Then, using the green screen and the green screen app Do Ink, each student recorded a short video sharing where they work. Pictures of SK students and QR code links to their videos were also added to the SK CIty bulletin board in the Story studio.
Schools and Libraries:
Kindergarteners explored libraries and schools next. We started with reading two books: No Cats in the Library and Splat the Cat. In the first book, a cat finds its way into the library and keeps getting sent back outside. Soon the librarian realizes that the cat is a wonderful listener and is invited to stay and be the library cat. The next book follows the story of Splat the cat who is very nervous for his first day of school, but soon learns so many amazing things and has such a fun day at school that he cannot wait to go back.
Students then talked about why libraries and schools are important for communities. They shared that libraries are important places to get books and learn new things. Students pointed out that schools help students learn math and reading. They also shared that both schools and libraries are places to meet new people and share ideas.
Students used the coding app Scratch Jr to create stories about schools and libraries. They coded characters to start in a classroom and then coded characters to move to the library to find new books. During this project Kers built on their knowledge of coding. They learned new blocks including how to send messages between characters to trigger new code, how to make characters disappear and reappear, and how to use end blocks to move from one scene to the next. Students learned how to add multiple lines of code on one character and how to add code loops. This was a great way for students to make connections with what they read about and make connections with new code blocks.
City Planning and Map Making:
The final step of this project was city planning! Now that senior kindergarteners spent months thinking about cities and systems that cities need to be healthy, safe and welcoming spaces for people, it was time for them to be city planners.
I started with reading the book Mapping Penny's World. In the book, the main character learns all about the different maps and the different parts of a map, including the map key.
After reading the book, students did a short map making activity. Working with a partner, students spread out in the library ro make simple maps with a key to different spaces in the library.
After reading the book and practicing their skills with map making, students worked in small groups to map out and create their neighborhood in SK City. They started with roads, sidewalks, train tracks, water and parks. Then using different colored cardboard cylinders for the different buildings, students created wonderful SK City maps. All of the neighborhoods were placed together and are on display in the Story Studio in the library for everyone to enjoy.
This project went so well and made so many great connections. Kindergarteners were able to think more deeply about the world around them and understand how systems work and need to work together. They were also able to think about how to think about how systems need to work for the people living in cities and how they can design with other in mind. This project also made great connections with books, databases, virtual reality and other resources as way to learn and collect new information. Students were also given many opportunities to learn with and from each other. They made connections with what their classmates said during discussions and then in many of the small group building and designing opportunities in this project. Technology was woven into many parts of this project. The stages and steps of the project were shared with the larger community through displays in the library as well as website that was shared with parents. So many of the AASL collaboration standards were woven into this months long project with great success.
