Computer Vision

 Teacher resources  Printing Options

This unit introduces students to the fundamentals, applications, and ethical implications of computer vision
technologies. The unit starts with basic concepts and gradually builds up to complex topics, including data
collection, model training, prototype development, and the integration of user feedback. Each lesson is designed to
enhance students' understanding through hands-on activities and discussions culminating in the development of a
prototype. The curriculum emphasizes critical thinking, problem-solving, and ethical considerations, equipping
students with the skills to develop and evaluate technology that addresses real-world problems. Through iterative
design and user-centered approaches, students not only learn the technical aspects of computer vision but also its
impact on society, preparing them to be thoughtful innovators in a rapidly advancing technological landscape.

What do I need to teach this module?

Take a look at the Getting Started with Computer Vision for information about what you and your students will
need for this module.

How can I prepare to teach this module?

If you are interested in teaching this module, we recommend completing the free Computer Vision Self-Paced
Professional Development Module. The module is designed to take 2-3 hours to complete. No previous computer
science experience is required.

 Lesson 2:
Lesson 1: Lesson 3: Lesson 4:
Introduction to Lesson 5: Data
Week 1 Getting Empathizing Gathering User
Computer Visualizations
Started with Users Data
Vision

Lesson 6: User
Lesson 9: Lesson 10:
Stories and Lesson 7: Pixels Lesson 8: Edge
Week 2 Datasets and Training Data
Problem and QR Codes Detection
Models and Bias
Statements

Lesson 12: Lesson 13: Lesson 14:

Lesson 11: Impacts of Prototype Prototype Lesson 15: User
Week 3
Training a Model Computer Development, Development, Feedback
Vision Part 1 Part 2

Lesson 16:  Lesson 17:

Week 4 Implementing Assessment
Feedback Day

Key ■ Instructional Lesson  Assessment ✀ Unplugged Lesson

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 Getting Started
  Lesson 1: Getting Started
This lesson is locked - you need to become a verified teacher to unlock it. Learn more.

Students complete a pre-assessment to gauge their prior knowledge related to the module's
content.

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Pre-Assessment

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Pre-Module Survey

 Content

 Lesson 2: Introduction to Computer Vision

How can computer vision be used to solve problems?

In this introductory lesson on computer vision, students explore the fundamentals of how computers
interpret visual data. The lesson begins with a warm-up activity where students hypothesize
algorithms to differentiate between "X" and "O". They then engage with a video that discusses the
basics of machine learning and the recognition of complex shapes in computer vision. The core
activity, "The Search for Pixel," provides a hands-on approach to understanding image processing
through a series of problem-solving rounds. By the end of the lesson, students should be able to
construct a working definition of computer vision and identify its real-world applications.

↗ 1 The Search for Pixel

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Check for Understanding

 3 JuiceMind Assessment

 Lesson 3: Empathizing with Users

How can we put ourselves in the shoes of our users?

This lesson introduces the unit project and has students review the rubric. Next, this lesson delves
into understanding user needs and problems through qualitative and quantitative data collection.
Students are introduced to the Design Thinking Process, particularly the "Empathize" phase, using
real-world examples like FarmWise's approach to understanding farmer needs. Students then
practice developing empathy and tailored research questions for community-specific issues. The aim
is for students to learn effective strategies for gathering user data that will inform the design of
practical solutions.
  1 Career Explorations: The Sports Industry

 2-3 Check for Understanding

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 4 JuiceMind Assessment

 Lesson 4: Gathering User Data

How can we collect data that helps us better understand our users?

In this lesson, students learn to distinguish between qualitative and quantitative data, which are vital
skills for understanding user needs and behaviors. This lesson uses a workout tracking device as a
case study to discuss privacy concerns and user demographics. Students then develop a data
collection plan that includes crafting questions that yield both data types. By the end of the lesson,
students should be able to apply these skills to create surveys tailored to collecting useful user data,
which they will use to inform their project designs.

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 2 JuiceMind Assessment

 Lesson 5: Data Visualizations

How can data visualizations give insight into a community's needs?

This lesson focuses on the pivotal role of data in shaping product features and services. Students
learn to translate user data into actionable insights through visual representations. Using examples
like robotic vacuum cleaners, students explore how data visualizations can highlight user concerns
and inform feature development. Activities guide them through creating and interpreting their own
visualizations using tools like Google Sheets, culminating in a deep understanding of how visual data
can reveal trends and needs within a community.

 1 Visualizing Data

↗ 2 From Data to Visualization

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 4 JuiceMind Assessment
 Lesson 6: User Stories and Problem Statements
How can we identify the core problem our product or service should address?

This lesson equips students with the tools to deeply understand user needs and articulate problem
statements effectively. The lesson focuses on constructing user stories from gathered data and
using these to develop specific, insightful problem statements that address real user concerns.
Activities will challenge students to analyze user behavior patterns and to think critically about the
underlying reasons for these behaviors, using iterative questioning to refine their understanding. By
the end of the lesson, students should be able to create user stories and corresponding problem
statements that guide the development of user-centered solutions.

 1-3 Check for Understanding

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 4 JuiceMind Assessment

 Lesson 7: Pixels and QR Codes

How should we tell computers what a pixel represents in an image?

This lesson introduces students to the fundamental concepts of digital image processing and
information encoding. Students explore how images are represented on screens using pixels and
color values (RGB) and how QR codes use these principles to encode data. Students engage in
activities that illustrate the conversion of binary data into visual patterns and explore decoding
mechanisms. By the end of the lesson, students should be able to explain the information stored
within a pixel and apply their knowledge to encode and decode QR codes.

↗ 1-2 QR Code Exploration

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 4 JuiceMind Assessment

 Lesson 8: Edge Detection

Why do we use image filters?

This lesson focuses on developing algorithms that help computers identify and outline distinct
boundaries within images. Students learn how edge detection algorithms work and their applications
in computer vision, particularly in image processing and enhancement. They engage in activities that
involve writing and optimizing their own edge detection algorithms and discussing their efficiency
and practical applications. By the end of this lesson, students should understand the technical
aspects and importance of edge detection in various computer vision tasks.
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 4 JuiceMind Assessment

 Lesson 9: Datasets and Models

How do we know a dataset is appropriate for a specific problem?

In this lesson, students explore the role of datasets in training computer vision models and learn how
to evaluate the suitability of datasets for specific applications. The lesson includes hands-on
exploration of the COCO dataset and object detection models using MediaPipe, allowing students to
understand the practical aspects of using pre-trained models and the importance of confidence
scores in model predictions. By the end of this lesson, students should be able to assess the
relevance and quality of a dataset for solving a particular problem in computer vision.

 1 Career Spotlight: Healthcare

 2 Solving Healthcare Issues with Computer Vision

↗ 3 COCO Dataset

↗ 4 MediaPipe Object Detection

 5 Garden Image Files

↗ 6 MediaPipe Image Classification

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 10 JuiceMind Assessment

 Lesson 10: Training Data and Bias

How might bias affect users who engage with computer vision applications?
This lesson addresses the critical topic of bias in computer vision systems. Students explore how
biases in training data can affect the performance and fairness of computer vision applications using
practical activities like the COCO dataset exploration and Auto-Doggie Door model testing. Students
engage in discussions and activities designed to identify potential biases and propose methods to
mitigate them, ensuring more equitable technology solutions. By the end of this lesson, students
should be able to recognize bias in datasets and understand strategies to reduce its impact.

↗ 1 MediaPipe Object Detection and Image Files

 2-3 Check for Understanding

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 4 JuiceMind Assessment

 Lesson 11: Training a Model

How does the quality and quantity of training data impact the performance of computer vision
models?

This lesson introduces students to the practical aspects of training a computer vision model using
the Teachable Machine platform. This lesson emphasizes the importance of visual data in training
models and the impact of data quality and quantity on model performance. Students engage in
hands-on activities to create, train, and test their own image or pose classification models,
understanding the challenges and considerations involved in model development. By the end of the
lesson, students should be proficient in the basics of model training and evaluating their models in
real-world applications.

↗ 1 Teachable Machine

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 5 JuiceMind Assessment

 Lesson 12: Impacts of Computer Vision

How do the benefits and challenges of computer vision technologies impact society?

This lesson examines the ethical implications, potential biases, privacy concerns, and security
challenges associated with computer vision technologies. Students are encouraged to think critically
about developing and implementing computer vision in various sectors of society and explore how to
ethically align technologies with societal needs, ensure privacy protection, and manage biases. By the
end of this lesson, students should be able to articulate thoughtful perspectives on how computer
vision technologies can be developed and used responsibly.
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 5 JuiceMind Assessment

 Lesson 13: Prototype Development, Part 1

How might we develop computer vision applications that focus on our user's needs?

This lesson is about initiating the prototyping phase in developing computer vision applications.
Students are guided through creating and refining prototypes that address societal issues and
personal interests. The iterative nature of design is emphasized, encouraging students to apply
feedback effectively to enhance their projects. The activities include discussing the scope of their
projects, deciding on additional features, and using various methods like storyboards and digital
mockups to visualize their ideas. By the end of this lesson, students should clearly understand how to
develop and refine a prototype that meets user needs.

 1 Career Spotlight: Creative Technologist

 2-3 Check for Understanding

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 Lesson 14: Prototype Development, Part 2

How might we develop computer vision applications that focus on our user's needs?

This lesson continues the practical work of refining and iterating on computer vision prototypes,
students began in the previous lesson. Students focus on assessing and enhancing the prototypes
based on specific criteria outlined in a rubric. Students are encouraged to identify improvement areas
and seek and incorporate feedback effectively. By the end of this lesson, students should have made
significant advances in their prototypes, with a clearer understanding of how to align their projects
with user needs.

 1 Prototype Components

 2-3 Check for Understanding

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 4 JuiceMind Assessment
  Lesson 15: User Feedback

This lesson is an essential phase in the Design Thinking Process where students learn the value of
gathering and incorporating user feedback into their computer vision projects. Students are guided
through the process of role-playing different users to understand diverse perspectives and needs.
They learn how to receive and interpret feedback constructively to refine their prototypes. By the
end of this lesson, students should have actionable insights to enhance their projects based on user
feedback.

Question of the day: How can testing a design with users help to improve it?

 1-3 Check for Understanding

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 4 JuiceMind Assessment

 Lesson 16: Implementing Feedback

How can user feedback inform the iterative nature of the Design Thinking Process?

In this lesson, students refine their prototypes based on user feedback. Students learn to evaluate,
prioritize, and effectively incorporate suggestions to enhance their computer vision projects. The
lesson emphasizes the importance of being responsive to user needs and adjusting designs
accordingly through a structured activity involving a categorization method (Must Have, Should
Have, Could Have, Will Not Have). By the end of this lesson, students should have a refined
prototype that better meets the needs of their target users.

 1-3 Check for Understanding

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 4 Personal Career Exploration

 Wrapping Up

 Lesson 17: Assessment Day

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Students complete an end-of-module-assessment to assess how much they have learned.

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Lesson 1: Getting Started
45 minutes

Overview
Students complete a pre-assessment to gauge their prior
knowledge related to the module's content.

Agenda
Before the Lesson

Pre-Assessment and Survey (45 minutes)

Pre-Assessment
Pre-Module Survey

Teaching Guide

Before the Lesson

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Pre-Assessment and Survey (45 minutes)

Pre-Assessment

 Remarks
 Before we start the unit, we will take a pre-assessment to see how much we already know about computer vision.
Don't worry about how many you get right or wrong! This is for us to get a sense of where we are starting and
also allows us to see how much we have learned by the end of the unit.

Direct students to Level 1 to complete the pre-assessment. This pre-assessment can be used to measure learning
gains by the end of the module.

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 1 Pre-Assessment

Pre-Module Survey

Direct students to Level 2 to complete a quick pre-module survey. Although their answers are anonymous, the
aggregated data will be available to you once at least five students have completed the survey.

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 2 Pre-Module Survey

While students take their survey, please complete this pre-module survey for teachers as well. Your feedback is
valued and appreciated!

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 2: Introduction to Computer Vision
45 minutes

Overview Objectives
How can computer vision be used to solve problems? Students will be able to:
In this introductory lesson on computer vision, students explore Construct a working definition of
the fundamentals of how computers interpret visual data. The computer vision
lesson begins with a warm-up activity where students
Describe several different
hypothesize algorithms to differentiate between "X" and "O".
applications of computer vision in
They then engage with a video that discusses the basics of
modern use
machine learning and the recognition of complex shapes in
computer vision. The core activity, "The Search for Pixel,"
provides a hands-on approach to understanding image
processing through a series of problem-solving rounds. By the
Preparation
end of the lesson, students should be able to construct a Print copies of The Search for Pixel
working definition of computer vision and identify its real-world
activity guide (one for each student)
applications.
Print the Clue Cards resource (one
class set)

Standards Full Course Alignment

CSTA K-12 Computer Science Standards (2017)

Links
AP - Algorithms & Programming
Heads Up! Please make a copy of any
documents you plan to share with
students.
Agenda
Warm Up (10 minutes) For the teachers

Activity (30 minutes) Clue Cards - Resource

 Make a Copy
Wrap Up (5 minutes)
How Computer Vision Works - Video
(Optional) JuiceMind Assessment
Introduction to Computer Vision -
Slides  Make a Copy

For the students

The Search for Pixel - Activity Guide

 Make a Copy

Vocabulary
Computer Vision - a field of artificial
intelligence (AI) that allows
computers to interpret and
understand visual inputs
Teaching Guide

Warm Up (10 minutes)

 Remarks
Today marks the beginning of our explorations with computer vision. We’re going to peel back the curtain and see
how computers use images & video to “see” the world around them, turning pixels into patterns, and patterns into
predictions. It’s a field of study that is ongoing, current, and with many applications now and in the near future
that promise to change the way that society looks and functions.

 Discuss: How might we create an algorithm so that a computer can see the difference between "X" and "O"?

Discussion Goal: A simple algorithm that students might come up with is to test whether the corners are filled in; if
so, then it must be an X. They might also suggest to test to see if the lines present cross each other. Encourage
students to come up with as many rules or steps as they are able to in the amount of time given.

 Teaching Tip 

Consider having students talk to a shoulder partner for a minute or two to discuss and work out an algorithm
before beginning a whole class discussion.

 Discuss: Does your algorithm work for the examples of an "X" seen here? Why or why not?

 Discussion Goal: No matter how detailed the algorithm was that students created previously, it is highly likely
that it didn’t account for some variation of the 'X' seen here. And even if it did, it was also likely that there could be
an 'X' drawn that did not account for the algorithm. Traditional algorithmic thinking has specific conditions to check
for, but even in an example as small as this 9x9 grid, we can see that it is difficult, if not impossible, to account for
all of the variations. It is important to point out that one of the main goals of computer vision technologies is to be
able to train computers to recognize an 'X'-- in addition to other objects– in new and novel implementations.

 Remarks
Let’s take a look at an introductory video that details the basics of what computer vision is, how it differs from
traditional programming and algorithm development, and what some uses might be.

 Video: How AI Works: Computer Vision (2:24 to 3:46)

Questions to consider with the video:

When teaching a computer to "see", how does machine learning differ from traditional programming?

 Discussion Goal: With traditional programming, we often hard-code in certain assumptions and conditions– like it
might be an X shape if the center pixel filled in. However, that doesn’t account for situations where the X shape is
askew or transformed across the canvas. Machine learning allows a computer to use data to develop an algorithm
for itself. The more data that the computer has, the more accurate the guess that it can make becomes. Machine
learning finds patterns by learning from its mistakes.

 Teaching Tip 

The introduction of the speakers in this video have been truncated for the sake of pacing; however, if you
would like students to know who these speakers are, consider showing them from 0:00 - 1:14 of the video.

 Video: How AI Works: Computer Vision (4:16 to 6:25)

Questions to consider with the video:

What does a computer have to do to recognize complex shapes?

 Discussion Goal: A computer often begins by looking at the edges within an image, and then to break down what
is left into smaller, simpler patterns. An eye, in the example given, can have its edges highlighted to reveal that it
contains two arcs with two concentric circles inside. By training a machine learning model using lots of data, the
computer can keep increasing its accuracy with its guesses until it learns how to “see” correctly.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)

Group: Place students in pairs or small groups of three.

 Distribute: Give each student a copy of The Search for Pixel activity guide.

 Teaching Tip 

The Search for Pixel activity is an interactive mystery game in which students will use a clickable slideshow that
will navigate them to various locations around a fictional town. The goals of the activity are to:

Learn about and experience various computer vision techniques

Use those techniques to find out what happened to Pixel

The game is divided into 6 rounds – each should take about 5 minutes to complete. We recommend modeling
the first round to demonstrate how to interact with the slideshow.

 Remarks
To learn a bit more about computer vision, you are all going to assume the roles of digital detectives today. Pixel
the cat has gone missing! You will visit different locations around the city, searching for information about what
happened to the cat, and aided by use of computer vision techniques to reveal these clues.

☑ Do This: Introduce The Search for Pixel activity.

 Transition: Direct students to Level 1 to complete The Search for Pixel activity.

↗ 1 The Search for Pixel

 Teaching Tip 

It might be helpful to assign roles in the group. In a group of three, those roles might look as follows:

Driver - Responsible for clicking and navigating the group.

Narrator - Reads important directions and clues that pop up on the screen.
Scribe - Takes notes about what the team has discovered on the activity guide.

Set up the clue cards at the front of the room. There are two cards for each round (a total of 12 cards). Clue 1
for each round hints at the solution, while Clue 2 walks through how to solve the round. You might suggest that
students send up a representative to read what is on the card, rather than taking the card back to their work
 stations. This way, you only need to print one community set of cards for everyone to use. The cards should be
printed double-sided, if possible, so that they can be laid face down and the students know which one to flip
over.

Wrap Up (5 minutes)
☑ Do This: Review the lesson objectives.

☑ Do This: Review the Question of the Day.

 Transition: Direct student to Level 2 to respond to the Check for Understanding question.

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 2 Check for Understanding

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

 3 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 3: Empathizing with Users
45 minutes

Overview Objectives
How can we put ourselves in the shoes of our users? Students will be able to:
This lesson introduces the unit project and has students review Develop research questions for one or
the rubric. Next, this lesson delves into understanding user more problems impacting a
needs and problems through qualitative and quantitative data
community
collection. Students are introduced to the Design Thinking
Identify a problem impacting a
Process, particularly the "Empathize" phase, using real-world
community
examples like FarmWise's approach to understanding farmer
needs. Students then practice developing empathy and tailored
research questions for community-specific issues. The aim is
for students to learn effective strategies for gathering user data
Preparation
that will inform the design of practical solutions. Print copies of the Project Rubric (one
for each student)
Print copies of the Communities I
Standards Full Course Alignment
Belong To activity guide (one for each
student)
CSTA K-12 Computer Science Standards (2017)
Print copies of the Problem
AP - Algorithms & Programming
Observations to Research Questions
IC - Impacts of Computing activity guide (one for each group of
students)

Agenda
Warm Up (10 minutes)
Links
Activity (30 minutes) Heads Up! Please make a copy of any
documents you plan to share with
Wrap Up (5 minutes)
students.
(Optional) JuiceMind Assessment

For the teachers

Empathizing with Users - Slides

 Make a Copy

For the students

Communities I Belong To - Activity

Guide  Make a Copy
Farmwise - Video
Problem Observations to Research
Questions - Activity Guide
 Make a Copy
Project Rubric - Resource
 Make a Copy
 Vocabulary
Empathy - in design, paying attention
to a user's feelings and needs when
designing a product
User - someone who uses an object,
including software and hardware

Teaching Guide

Warm Up (10 minutes)

 Video: Show the video "Computer Vision and On-Field AI".

Questions to consider with the video:

How was computer vision used to assist this athlete?

 Discussion Goal: Use this discussion to get students to see that computer vision was able to convert the
positioning of the athlete into a series of lines that represent their legs, arms, body, and head. The application was
able to measure angles, speeds, and locations between these vectors and compute a possible way to increase the
efficacy of the kick in a more scientific way than a traditional coach might be able to do.

 Teaching Tip 

Move on from the discussion after 5 minutes. It’s okay if these career explorations bring up more questions than
answers! If you find your class generating a lot of questions, you could consider capturing these in a Parking Lot
or on a KWL Chart.

 Transition: Direct student to Level 1 to brainstorm a way in which computer vision might have an impact on a
sports-related job of their choosing.

 1 Career Explorations: The Sports Industry

 Circulate: Assist students in quickly choosing a sample career and beginning the more important work of
exploring how computer vision might be used within the profession.

 Teaching Tip 

It might help to think in reverse– students could choose a technique first and then brainstorm about how it
might be used for a particular profession. If students get stuck, encourage them to approach the warm-up with
this strategy.

 Discuss: How were you able to use computer vision to enhance some aspect of the sports-related job that you
selected?

Discussion Goal: Students should be encouraged to share their ideas for how to incorporate computer vision into
the sporting world. Make sure to reiterate that computer vision is maturing and developing and so being able to
think up and incorporate solutions to common issues that arise within these different jobs will be an important skill
in the jobs of the near future.
☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)

☑ Do This: Explain to students that they will be working on a prototype for a computer vision application
throughout the unit, and introduce the steps students will take to do this.

 Distribute: Give each student a copy of the Computer Vision Application Project Rubric.

☑ Do This: Have students read over the project rubric and write down what they notice and wonder.

 Teaching Tip 

You may choose to have students share some of what they wrote out loud, but since this is the first time
students are seeing this, it can be more helpful to have students write down their noticings and wonderings and
collect them to review later. This activity will most likely lead to students generating lots of questions. You don't
need to address all of these questions now and can instead collect them to see which things will be addressed
throughout the unit and which things may need additional information to answer.

☑ Do This: Introduce the Design Thinking Process.

 Teaching Tip 

Design Thinking is a larger framework for creatively addressing community issues that we’ve adapted here. For
more tips and background on Design Thinking, consider reading these articles here and here.

☑ Do This: Explain that the Design Thinking Process is an iterative process with no clear start or end.

☑ Do This: Introduce the empathizing step.

☑ Do This: Ask a student to read the quote out loud to the rest of the class.

 Discuss: What do you think the FarmWise employees learned from interviewing farmers about the difficulties
they faced?

 Discussion Goal: You’ll return to some possible examples for this later in the lesson, so for this discussion, try to
encourage as wide a range of possibilities as possible instead of going into depth on any one idea.

 Distribute: Give each student a copy of the Communities I Belong To activity guide.

 Teaching Tip 

You may choose to use examples from the class discussion earlier in place of the ones provided on the slide if
you think those are issues that your class will better understand and resonate with.

 Remarks
Next, we are going to start the process of being designers ourselves. To start the process, we need to figure out
who we are designing for, which involves finding a community with a need. To help with this, we are all going to
brainstorm a list of communities that we belong to. These can be general communities related to characteristics
such as age, interests, location, pets, or any number of other characteristics. A community can be however you
define it, so feel free to include any community you belong to.

☑ Do This: Click through the animated slide to show examples of communities.

☑ Do This: Give students a few minutes to complete the Communities I Belong To activity guide.

☑ Do This: Direct students to participate in a Give One, Get One. Use the musical cue on the slides to facilitate the
timing of students walking around the room to share responses with each other.

 Remarks
Next, we are going to practice turning observations about problems facing a community, into questions that will
allow us to gather more information about our users' needs. For this, let's return to the example of FarmWise
employees volunteering on farms, and interviewing farmers. We already discussed some things that the FarmWise
employees might have learned from their interviews. Let's break down the process of gathering that information a
little bit more, starting with some observations that the designers might have made while volunteering as part of
the farming community.

☑ Do This: Click through the animated slide to introduce the observations.

 Remarks
These problems and the needs associated with them might be obvious to members of the community, but as
designers, our job is to find out more about what our users need instead of making assumptions. To do this, we
need to dig a bit deeper by talking with users, just like the FarmWise employees interviewed farmers. Turning
these observations into research questions will help you as a designer gather more data about your users and help
you more clearly define the problem you are trying to solve. Here is an example of a question that the employees
at FarmWise might have asked to learn more about the issue of water scarcity.

☑ Do This: Have students brainstorm additional possible questions.

☑ Do This: Show examples of other questions that might have been helpful. Point out that these are framed in an
open-ended way.

☑ Do This: Explain that students will get into groups of three to develop research questions. Click through the
animated slide to introduce the roles, and explain that each student will be assigned a role while they are working in
their groups:

Timekeeper: Makes sure the group stays on time with each chunk of work.
Scribe: Records key points from discussions and documents the group's work.
Task Manager: Makes sure the group understands the task at hand and keeps the group on task throughout the
work.

☑ Do This: Place students into groups of 3.

 Distribute: Give each group a copy of Problem Observations → Research Questions activity guide.

☑ Do This: Direct students to complete the Problem Observations → Research Question activity guide.

 Circulate: As groups work together, walk around the room to observe and listen to how students are doing with
group roles, noting anything you’d like to bring up as during the wrap up.

Wrap Up (5 minutes)
☑ Do This: Review the lesson objectives.

☑ Do This: Review the Question of the Day.

 Transition: Direct students to Level 2 to complete the Check for Understanding questions on Levels 2 and 3.
  2-3 Check for Understanding

●
✓ ● ✓
2 3

 Assessment Opportunity 

The responses in the levels can be used to formatively assess how well students have met the objectives of the
lesson.

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

 4 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 4: Gathering User Data
45 minutes

Overview Objectives
How can we collect data that helps us better understand our Students will be able to:
users?
Develop a data collection plan to
In this lesson, students learn to distinguish between qualitative collect qualitative and quantitative
and quantitative data, which are vital skills for understanding
data from users
user needs and behaviors. This lesson uses a workout tracking
Differentiate between qualitative and
device as a case study to discuss privacy concerns and user
quantitative data
demographics. Students then develop a data collection plan
that includes crafting questions that yield both data types. By
the end of the lesson, students should be able to apply these
skills to create surveys tailored to collecting useful user data,
Preparation
which they will use to inform their project designs. (Optional) Print copies of the Paper
Survey Template (one for each group
of students)
Standards Full Course Alignment

AI4K12 National Guidelines 2023 Links

BI-5 - AI can impact society in both positive and
negative ways
Heads Up! Please make a copy of any
documents you plan to share with
CSTA K-12 Computer Science Standards (2017)
students.
IC - Impacts of Computing

For the teachers

Agenda Gathering User Data - Slides
 Make a Copy
Warm Up (10 minutes)
For the students
Activity (25 minutes)
Collecting Data From Users - Activity
Wrap Up (10 minutes)
Guide  Make a Copy
(Optional) JuiceMind Assessment
Google Form Survey Template -
Resource
Paper Survey Template - Resource
 Make a Copy

Vocabulary
Qualitative Data - A type of
information that describes things
using words rather than numbers.
 Quantitative Data - Information that
you can count or measure with
numbers.

Teaching Guide

Warm Up (10 minutes)

 Video: Show the video "Computer Vision - Workout Tracking App".

Questions to consider with the video:

What do you notice?

What do you wonder?

 Discussion Goal: This is just to get students sharing about details they notice from the video (the dots on the
body parts, the labels and numbers on the left hand side of the screen, etc.). Anything shared in the “What do you
wonder?” section doesn’t need to be addressed here and can be useful information to inform connections that can
be made later.

 Teaching Tip 

This video clip is quite short so it could be worth playing it a second time and asking students to see if they can
notice something new the second time through.

☑ Do This: Introduce how computer vision is used in fitness.

 Discuss: Describe two possible users of this type of fitness device Brainstorm possible privacy issues that
could arise from this application.

 Discussion Goal: For the first question, push students to see there are differences between users of the same
application. While someone might be using it to train for a specific sport, someone else may be using it to
rehabilitate from an accident.

For the second question, there may be more questions generated than answers and that’s ok. Students haven’t
been given much detail about how this application works or was trained, so they may ask questions that won’t be
answered here. Some students may wonder if the users whose data it was trained on were aware that they would
be training this sort of trainer, what sort of data about each users body is being collected by the device, or if the
data the device collects is used to train future AI models.

 Circulate: As students are discussing in pairs, listen for descriptions of a variety of users that you can pull out
during the whole group discussion.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (25 minutes)

☑ Do This: Explain that today's lesson is focused on empathizing to gather more information from users.

☑ Do This: Direct students to write down all of the pieces of information they could learn about a user by looking at
their social media profile and looking at one of their social media posts.

 Circulate: As students are writing, look for both qualitative (ex: comments on posts, profile bio) and quantitative
(ex: number of likes, followers) responses, so that you can make sure to highlight some of both if needed.
☑ Do This: Define qualitative data.

☑ Do This: Define quantitative data.

 Discuss: Pick one of the pieces of information you just listed. Which category does it belong to?

 Discussion Goal: Use this discussion to get a sense of how comfortable your students are with making this
distinction.

 Assessment Opportunity 

After some students have shared out, you may choose to pick out a piece of information that hasn’t been
shared yet and ask students to vote with a hand signal if they think it’s a piece of qualitative (closed fist) or
quantitative (open palm).

 Discuss: Which of the questions you brainstormed need:

Qualitative data?
Quantitative data?

 Discussion Goal: It’s likely that groups will have questions that lead to qualitative data since most of the examples
from the previous lesson fell into this category.

 Distribute: Give each group of students a copy of the Collecting Data From Users activity guide. If you collected
the Problem Observations → Research Questions, pass these back to students for reference for this part of class.

☑ Do This: Direct students to complete the Collecting Data From Users activity guide.

☑ Do This: Introduce the example question stems students can use.

Wrap Up (10 minutes)

☑ Do This: Review the lesson objectives.

☑ Do This: Review the Question of the Day.

 Discuss: What are some of the challenges involved in collecting useful data from users?

 Discussion Goal: Since students will be testing their prototypes with users later in the module, this discussion
and the takeaways from it could be useful to document somewhere like a poster that can be visible for the rest of
the unit.

 Discuss: What steps can you take in the future to overcome these challenges the next time you want to get
useful data from your users?

 Discussion Goal: Since students will be testing their prototypes with users later in the module, this discussion
and the takeaways from it could be useful to document somewhere like a poster that can be visible for the rest of
the unit.

 Transition: Direct student to Level 1 to respond to the Check for Understanding question.

●
✓
 1 Check for Understanding

 Assessment Opportunity 

The responses in the level can be used to formatively assess how well students have met the objectives of the
lesson.
(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

 2 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 5: Data Visualizations
45 minutes

Overview Objectives
How can data visualizations give insight into a community's Students will be able to:
needs?
Explain how data informs features and
This lesson focuses on the pivotal role of data in shaping functions of a product or service
product features and services. Students learn to translate user
Identify trends conveyed in a data
data into actionable insights through visual representations.
visualization
Using examples like robotic vacuum cleaners, students explore
Represent a data set using a data
how data visualizations can highlight user concerns and inform
feature development. Activities guide them through creating visualization
and interpreting their own visualizations using tools like Google
Sheets, culminating in a deep understanding of how visual data
can reveal trends and needs within a community. Preparation
Students will need access to the data
that they gathered from the survey
Standards Full Course Alignment
that they created and distributed in
the previous lesson. If students don’t
AI4K12 National Guidelines 2023
have access to data, you may provide
BI-5 - AI can impact society in both positive and
them with a pre-created set of survey
negative ways
data.
CSTA K-12 Computer Science Standards (2017)
AP - Algorithms & Programming
Links
DA - Data & Analysis

Heads Up! Please make a copy of any

documents you plan to share with
Agenda students.
Warm up (10 minutes)
For the teachers
Activity (30 minutes)
Data Visualizations - Slides
Wrap Up (5 minutes)  Make a Copy
(Optional) JuiceMind Assessment
For the students

Charts in Google Sheets - Resource

Data Visualizations - Activity Guide
 Make a Copy

Vocabulary
Data visualization - The process of
using visual elements like charts,
graphs, or maps to represent data.
Teaching Guide

Warm up (10 minutes)

 Remarks
Today, we’ll begin by examining a case study of computer vision in action by looking at “smart” robot vacuum
cleaners. Let’s start by examining the unique design challenges their designers had to overcome to make create
these robotic cleaning technologies. We’ll also examine how data might be used to make informed decisions
about possible solutions.

☑ Do This: Introduce robotic vacuum cleaners.

☑ Do This: Explain that features and functions are often based on data gathered from users.

 Discuss: What insight does this graph offer about users?

 Discussion Goal: The histogram clearly shows that a majority of robot vacuum users are very concerned that
their expensive cleaning product will tumble down the stairs. Gathering and visualizing data in this way can very
quickly point out important areas of focus when designing products. There is an opportunity to make an inference
about the second largest bar in the graph which indicates folks that are not concerned about it. You might want to
prompt students and ask why people might not be worried (they live in an apartment with one floor, for instance).
This will connect to the idea of creating User Personas which will be the focus of the next lesson.

 Discuss: What feature might help address this need?

 Discussion Goal: Here, students can speculate as to how robot vacuums might overcome this challenge. A main
point is that there needs to be a camera or other sensor built into the machine that can identify and avoid areas
where there is a sudden drop. Ideally, this should be something that the robot can determine on its own, rather than
having to have users erect barriers or use other means to discourage the robot from tipping over the edge.

 Remarks
We have already identified that falling down the stairs might be a danger both for the robot and for the owner’s
wallet. Let’s take a moment to empathize with the robot vacuum itself– what challenges and dangers does it have
to overcome on a daily basis in order to do its job well?

☑ Do This: Have students work together with a partner to quickly brainstorm some obvious dangers or challenges
that a robot vacuum might face as it attempts to clean.

 Circulate: Help students ideate if they appear stuck. Possible responses to help prompt groups might include:

Obstacle navigation
Avoiding damaging household items
Stairs and drops
Overzealous (and playful) pets
Different types of surfaces
Battery life
Getting entangled / jammed
Not leaving behind dirty “blind spots”

☑ Do This: Have students select one of the dangers or challenges that they identified. Have them brainstorm a
possible solution. Mention to the groups that it is not necessary to come up with a detailed or technical solution–
being able to describe what a general solution might look like ideal.

 Remarks
 Just like you did with your groups today, the designers of robot vacuums had to examine as many challenges and
dangers to the product as possible so that they could design a product that was able to meet and overcome
them. Gathering data from users and from testing was essential to know how to create the best possible product.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)

☑ Do This: Introduce the defining step. Explain that in this step, we will see if we can use data to help define what
problem or issue is the most important to solve.

 Remarks
The focus of today’s lesson will be to explore how you might take data and represent it visually. Many times,
visualizing data is necessary in order to see patterns that might not be obvious otherwise. From these
visualizations and patterns, solid decisions can be made that keep a user’s needs in focus.

☑ Do This: Introduce key questions asked in the defining step.

☑ Do This: Place students in pairs or small groups of three.

 Transition: Direct students to Level 1. Have students make a copy of the Sample Dataset and the Data
Visualizations activity guide.

 1 Visualizing Data

☑ Do This: Direct students to Level 2 and have them explore the provided resources.

↗ 2 From Data to Visualization

☑ Do This: Have students work through creating visualizations using the sample data provided within Google
Sheets. Students should document the visualizations on the activity guide.

 Circulate: As you move through the classroom helping students, use the following tips to assist students in
need: Select the data cells that you want to visualize by mousing over them with the left mouse button down.
Histograms and line graphs are often the easiest visualizations to create for students. Introduce the Customize
menu in the Chart Editor – this allows them to have better control over the labels, looks, and presentation of their
data. Encourage the students to try different chart types within the Editor, seeing which one best fits their data.
Creating visualizations for qualitative data in Sheets is difficult! Ways that students could overcome this challenge
would be to look at the most important words in the data and to keep track of the frequency with which these
words appear. With the data presented in that fashion, a histogram could be created that would highlight the most
used terms, and thus, indicate what might be most important to users. [Advanced] Formulas such as =SUM() and
=AVERAGE() can be used to aggregate data.

 Teaching Tip 

As you find interesting visualizations while circulating, it might be helpful to take a moment to highlight a few
students’ work to share with the class what have created and the kinds of conclusions/insights/inferences that
have drawn.
☑ Do This: Have each student group join one other group. They should walk through one of the visualizations that
they created and documented in their activity guide. They should use the conversation with their peers as an
opportunity to revise their work, add detail, or formulate new questions that arise.

 Circulate: As the groups work together, use this as an opportunity to get a quick pulse check on common issues
and successes that the groups encountered. These can be useful to prime conversation in the whole class
discussion that will be held at the end of this activity.

 Discuss: What types of visualizations worked best for the data we explored? Why?

 Discussion Goal: Students likely found that histograms, bar charts, pie charts and line charts were the best types
of visualizations to use when just looking at the data for one question. These visualizations showed clear peaks and
valleys which can then be used when a group is making a observation/question/inference. For examining multiple
columns of data, a scatter plot might have been the most appropriate. Students will see that there are clusters of
points that appear on the scatter plot that might indicate different types of users and needs.

 Discuss: What data was most difficult to visualize? Were you able to find a way to overcome that challenge?

 Discussion Goal: Using Google Sheets, visualizing the qualitative data would most likely be the most difficult. If
students use scatter plots, they may also find the way that the data is presented to be difficult to work with.
Underscore the importance of productive struggle here – emphasizing that not everything that we do will yield
results. It is through the process of exploration and experimentation that we, over time, can refine our
visualizations.

 Remarks
Now that we have had some experience with creating basic data visualizations, let’s turn our attention to our own
data that we gathered in our surveys. Let’s use the techniques that we experimented with in Google Sheets in
order to create a visualization that offers an insight about what is important target community/audience.

☑ Do This: With their group partner(s), students should analyze the data that they gathered from their target
community. Students should create at least one data visualization to aid in understanding their audience’s needs
better.

 Circulate: Assist students with formatting their data into columns, if necessary. If the students used Google
Forms, they can export their results as a spreadsheet with columns directly into Google Sheets. Encourage them to
experiment with different types of visualizations in order to create a visualization that they can then use to make an
observation, ask a question, or draw an inference.

 Teaching Tip 

The easiest graphs to work with inside of Google Sheets for the type of data that students have likely gathered
includes: bar graphs, histograms, line graphs, area charts, pie charts, scatter plots.

Wrap Up (5 minutes)
☑ Do This: Review the lesson objectives.

☑ Do This: Review the Question of the Day.

 Transition: Direct students to Level 3 to respond to the Check for Understanding question.

●
✓
 3 Check for Understanding

 Assessment Opportunity 
 Review the different analyses that students performed on their data to identify which groups might need more
assistance at the next stage of project development. In the next phase of the project, they will use this to
define the type of user that might use their product and what problem they have that could be solved with a
computer vision application.

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

 4 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 6: User Stories and Problem
Statements
45 minutes

Overview Objectives
How can we identify the core problem our product or service Students will be able to:
should address?
Identify user stories based on
This lesson equips students with the tools to deeply understand research
user needs and articulate problem statements effectively. The
Write a problem statement that
lesson focuses on constructing user stories from gathered data
addresses the user's needs and core
and using these to develop specific, insightful problem
issues
statements that address real user concerns. Activities will
challenge students to analyze user behavior patterns and to
think critically about the underlying reasons for these behaviors,
using iterative questioning to refine their understanding. By the
Preparation
end of the lesson, students should be able to create user stories Print copies of the User Personas and
and corresponding problem statements that guide the
Problem Statements activity guide
development of user-centered solutions.
(one for each project group)

Standards Full Course Alignment

Links
CSTA K-12 Computer Science Standards (2017)
Heads Up! Please make a copy of any
AP - Algorithms & Programming
documents you plan to share with
IC - Impacts of Computing students.

For the teachers

Agenda
User Stories and Problem
Warm Up (10 minutes) Statements - Slides  Make a Copy

Activity (30 minutes) For the students

Wrap Up (5 minutes) User Stories and Problem
(Optional) JuiceMind Assessment Statements - Activity Guide
 Make a Copy

Vocabulary
problem statement - a statement that
describes a larger pattern or issue to
solve
user persona - a fictional character
created based on research to
 represent a type of user that might
use a product or service

Teaching Guide

Warm Up (10 minutes)

 Remarks
Let's take a look at a widely known application of computer vision – self-driving cars. While looking at this
application, we’ll focus on who or what is affected by this technology. Push yourself to think as broadly as
possible, beyond the most directly affected people or things.

 Video: Show the first 2 minutes of the "Tesla Self Driving vs Everyday Roads" video.

Questions to consider with the video:

Who or what is affected by this technology?

 Discussion Goal: In just under two minutes of driving, this video shows lots of possible impacts of this
technology on lots of different people and systems, such as the other drivers who are driving through the same
intersections, any pedestrians trying to cross the roads, the driver himself, and less visible things like designers of
roads and new intersections who might design these things differently knowing that self-driving cars would be
using it. Push students to generate as large of a class list as possible. If students share answers where the
connection to self-driving cars isn’t immediately apparent from the video, ask them to say more so that others can
hear about the thinking that connects the two.

 Teaching Tip 

The rest of this video has lots of similar moments to the ones shown in the first two minutes. If you think your
students and the resulting class discussion about impacts would benefit from everyone seeing more of this
journey, you may choose to have your students watch a longer chunk or the entire video before class.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)

☑ Do This: Explain to students that the goal of today is to identify a core issue that their group can focus on when
moving to Ideating and beyond.

☑ Do This: Introduce the example problem.

 Remarks
Here’s the data these students collected and visualized. Take a minute to look at the graph and consider these
two questions: What do you notice? What do you wonder? For both of these questions, there are no right or
wrong answers so let your ideas flow.

 Discuss: What do you notice? What do you wonder?

 Discussion Goal: The point of this discussion is to normalize throwing out lots of different ideas without
judgement of right or wrong. Push students to elaborate and explain any noticings or wonders that arise. For
example, if a student shares, “I noticed that not many students spent time talking with others during lunch,” you can
push them to point to exactly what part of the graph made them notice that, towards something like “I noticed that
only 29% of the students said they spend lunch talking with other people, which is less than half as many people
who said they spend lunch on their phones”. Some other students may wonder why the percentages add up to
more than 100% which might lead to questions about how the survey way designed.

☑ Do This: Introduce user personas.

☑ Do This: Explain that we can use what we notice from the graph to help us create user personas.

☑ Do This: Place students in their project groups.

 Distribute: Give each group a copy of the User Stories and Problem Statements activity guide.

☑ Do This: Direct students to complete the "User Stories" section of the User Stories and Problem Statements
activity guide.

 Circulate: Check to make sure students are framing things from the perspective of the user, starting with “As
a…”

☑ Do This: Click through the animated slide to introduce the example user persona and first why. Explain that
answering this question requires outside knowledge or experience.

☑ Do This: Introduce the 5 Why's strategy. Explain that the goal is to keep asking why until we get to a core issue
that might be causing this problem. Once we've discovered the core issue, we can try to create a computer vision
application to help solve it.

☑ Do This: Click through the animated slide to demonstrate applying the 5 Why's strategy.

☑ Do This: Direct students to complete the "5 Whys" section of the activity guide using the user personas they just
created for their project.
 Assessment Opportunity 

The responses in the activity guide can be used to formatively assess how well students have met the
objectives of the lesson.

☑ Do This: Introduce problem statements.

 Teaching Tip 

Problems Statements are related to Issue Statements, a component of Design Thinking, which is a larger
framework for creatively addressing community issues. For more tips and background on Issue Statements,
consider reading these articles here and here.

☑ Do This: Introduce the tips for writing a problem statement.

☑ Do This: Explain how a theme was pulled out from the answers to the Whys.

☑ Do This: Direct students to write a problem statement in their activity guide.

 Circulate: If groups have finished going through the process of turning one user persona into a core issue, have
them attempt the process again, starting with one of the other user personas they identified at the beginning of
this activity.

 Teaching Tip 

The User Stories will be revisited in an upcoming lesson, so you may consider collecting these at the end of
 class.

Wrap Up (5 minutes)
☑ Do This: Review the lesson objectives.

☑ Do This: Review the Question of the Day.

 Discuss: What problem statements did you come up with? How did you get to these statements from your
user stories?

 Discussion Goal: Get 2-3 different groups to share out to see how these statements can be framed differently.

 Transition: Direct students to Level 1 to respond to the Check for Understanding questions on Levels 1, 2, and 3.

 1-3 Check for Understanding

●
✓ ● ✓ ● ✓
1 2 3

 Assessment Opportunity 

The responses in the levels can be used to formatively assess how well students have met the objectives of the
lesson.

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

 4 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 7: Pixels and QR Codes
45 minutes

Overview Objectives
How should we tell computers what a pixel represents in an Students will be able to:
image?
Encode and decode data to represent
This lesson introduces students to the fundamental concepts of information within a pixel
digital image processing and information encoding. Students
Explain what information is stored
explore how images are represented on screens using pixels
within a pixel
and color values (RGB) and how QR codes use these principles
to encode data. Students engage in activities that illustrate the
conversion of binary data into visual patterns and explore
decoding mechanisms. By the end of the lesson, students
Preparation
should be able to explain the information stored within a pixel Print or provide a digital copy of the
and apply their knowledge to encode and decode QR codes. QR Code Exploration Activity Guide
Print or provide a digital copy of the
Lotus Blossom diagram
Standards Full Course Alignment

CSTA K-12 Computer Science Standards (2017) Links

AP - Algorithms & Programming

DA - Data & Analysis Heads Up! Please make a copy of any

documents you plan to share with
IC - Impacts of Computing
students.

Agenda For the teachers

Warm Up (10 minutes) Pixels and QR Codes - Slides

 Make a Copy
Activity (30 minutes)
For the students
Wrap Up (5 minutes)
(Optional) JuiceMind Assessment Images, Pixels, and RGB - Video
Lotus Blossom Diagram - Activity
Guide  Make a Copy
QR Code Exploration - Activity Guide
 Make a Copy

Vocabulary
RGB - Red, green, and blue values (0-
255) used to construct 16,777,216
unique colors on a monitor.
pixel - one of the small dots or
squares that make up an image on a
computer screen.
Teaching Guide

Warm Up (10 minutes)

 Remarks
Today we are going to explore how computers actually "see" images. We'll take a look at the most basic units that
make up images within a computer – whether on a monitor, in memory/storage, or through the lens of a digital
camera.

 Video: Show the video "Images, Pixels, and RGB" (0:43 to 1:36).

Questions to consider with the video:

How are images displayed on a computer screen?

 Discussion Goal: Pixels are displayed by a combination of pixels that make up a monitor/screen. Each pixel
contains a red, green, and blue light within. The blending of these colors together form every color that is visible on
the screen.

 Teaching Tip 

If students are interested in learning more about Pixels and the RGB color mode, then they can watch the whole
video here.

 Video: Show the video "Images, Pixels, and RGB" (2:07 to 5:50).

Questions to consider with the video:

How do computers represent the colors in pixels?

 Discussion Goal: Pixels are made up of a combination of red, green, and blue light. The intensity of that light is
measured as a number from between 0 (completely off) to 255 (as bright as it can be). The blending of different
intensities of red, green, and blue makes all of the hues of color on a monitor that we are familiar with.

 Video: Show the video "Images, Pixels, and RGB" (3:32 to 4:01).

Questions to consider with the video:

What is the relationship between RGB values and binary?

 Discussion Goal: Since computers store information as binary numbers, we can also store the RGB color value of
pixels as a series of 3 bytes (a byte contains 8 bits, representing 1s or 0s). This would mean that it would take 24
bits (8 bits x 3 colors) to store the color information of one pixel.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)

 Remarks
Let's start by examining a computer vision technology that we see almost everyday- the QR Code? Most of us
have a QR code scanner built right into our phones and our computers.

 Discuss: Where have you seen QR codes before? What function did they serve?
 Discussion Goal: The goal here is to activate prior knowledge about QR Codes in practice. Some examples that
students might share include: Payments and Transactions Event Tickets and Boarding Passes Restaurant Menus
Public Transport Educational Resources and Libraries Product Information and Reviews Social Media Augmented
Reality Experiences

☑ Do This: Place students in pairs or small groups of three.

 Discuss: What patterns repeat across the cards and what purpose do they serve?

 Discussion Goal: It is likely that most students have seen QR Codes before, but they are now being asked to
compare and find patterns that exist between all of the samples that they are shown. The first pattern that they
may see is the bullseye-looking one in the upper left/right and bottom left corners. These are called Position
Markers. Students might realize that they are there to help align the image when it is scanned so that the scanner
knows which end is up and which end is down. On the larger QR Codes, they might also see smaller bullseye
patterns repeating at regular intervals. These are designed to help the QR Code scanner normalize an image – that
is, correct is perspective if the camera takes an image at an angle and warps the QR square.

 Discuss: How do you think QR codes store information?

 Discussion Goal: Discuss the structure of QR codes, including the black and white squares, and how these
patterns translate into digital data that can be read by a scanner or smartphone camera. Since there are only filled
and non-filled squares, make a connection to the Warm-up in which you discussed bits (binary digits). The squares
could represent 1s or 0s if they are filled or not filled. Some students might point out that you need set an order in
which to “read” the bits of data, otherwise any binary message that is contained in the QR Code would get
scrambled. Therefore, it is important to agree to a set of rules that helps us to encode and decode the bits in a
certain order.

 Video: Show the video "How do QR Codes Work: Explained in Minutes".

Questions to consider with the video:

What surprises you about how QR codes work?

 Discussion Goal: Students highlight different aspects of QR codes that surprised them, such as the different
elements, error correction, or how it encodes data.

 Teaching Tip 

This article is also a helpful resource for explaining how QR codes work. You may want to share this article with
the class, focusing specifically on the section starting at "Finally we get to the actual data" to highlight how the
data is encoded into the QR code.

☑ Do This: Explain how data is encoded using bits (1s and 0s) represented by white and black colors in a QR code.

 Remarks
Knowing the order that these bits are read in a QR code is important! Here is one of the ways that bytes of data
can be read from a QR Code. The order that the QR code bits are read represents a corresponding place within a
binary number, starting with the left-most digit and moving right.

☑ Do This: Click through the animated slide to demonstrate reading data from a QR code.

☑ Do This: Place students in pairs or small groups of three.

 Distribute: Give each pair a copy of the QR Code Exploration activity guide.

☑ Do This: Direct students to complete the QR Code Exploration activity guide.

↗ 1-2 QR Code Exploration

 1 2

 Teaching Tip 

This might be a good place to model how to input binary numbers into the resource website that is provided to
make the conversion between binary and base 10. If this particular site is blocked on your campus, search for
“Binary to Base 10”-- there are a number of alternate sites that might be available for use.

As students work through the decoding, consider the following roles: have one group member use their finger
to trace the zig zag pattern, have another group member call out whether it is a 1 (white) or a 0 (black) and have
a third student jot down the digit in the proper location within binary string (starting on the left, moving to the
right). Have the team members switch roles for every QR Code byte that they are decoding.

☑ Do This: Explain the key takeaway from the activity.

☑ Do This: Introduce the Ideating step. Explain that in this step, we will take the user personas that we have
created and brainstorm solutions that might address the problem statement.

☑ Do This: Introduce some of the tasks done in the Ideating phase.

☑ Do This: Place students in their project groups.

 Distribute: Give each group a copy of the Lotus Blossom Diagram activity guide.

 Teaching Tip 

There are three project work days that are devoted to this Ideating phase, so students will not need to
complete this activity in class today. The next lessons build in more time to add and refine what they begin
today.

☑ Do This: Introduce the first two steps of creating the lotus blossom.

☑ Do This: Introduce the next two steps of creating the lotus blossom.

☑ Do This: Explain the sample lotus blossom.

 Teaching Tip 

Notice that there is no need to come up with one solution that solves every possible problem. The problem
statement can and should be broken up into many solutions that each tackle one aspect of the larger problem
which the community faces.

☑ Do This: Direct students to work on their Lotus Blossom activity guide.

Wrap Up (5 minutes)
☑ Do This: Review the lesson objectives.

☑ Do This: Review the Question of the Day.

 Transition: Direct students to Level 3 to respond to the Check for Understanding question.
  3
●
✓
Check for Understanding

 Assessment Opportunity 

The responses in the level can be used to formatively assess how well students have met the objectives of the
lesson.

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

 4 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 8: Edge Detection
45 minutes

Overview Objectives
Why do we use image filters? Students will be able to:
This lesson focuses on developing algorithms that help Develop an image processing
computers identify and outline distinct boundaries within algorithm
images. Students learn how edge detection algorithms work
Explore how image filters might be
and their applications in computer vision, particularly in image
used in computer vision applications
processing and enhancement. They engage in activities that
involve writing and optimizing their own edge detection
algorithms and discussing their efficiency and practical
applications. By the end of this lesson, students should
Preparation
understand the technical aspects and importance of edge Print a classroom set of the Algorithm
detection in various computer vision tasks. Hint Cards

Standards Full Course Alignment Links

CSTA K-12 Computer Science Standards (2017)
Heads Up! Please make a copy of any
AP - Algorithms & Programming documents you plan to share with
DA - Data & Analysis students.

For the teachers

Agenda
Algorithm Hint Cards - Resource
Warm Up (10 minutes)  Make a Copy
Edge Detection - Slides
Activity (30 minutes)
 Make a Copy
Wrap Up (5 minutes)
For the students
Mid-Module Survey
(Optional) JuiceMind Assessment Edge Detection Algorithm Guide -
Handout  Make a Copy

Vocabulary
edge detection algorithm - a
computer process that identifies and
highlights lines and boundaries within
an image
sampling - the process of selecting
specific pixels from an image to
create a new version.
Teaching Guide

Warm Up (10 minutes)

 Remarks
In the previous lesson, we learned about the pixels and the information that they can contain. We are going to
build upon our knowledge about pixels in order to envision how we might use filters to change the values stored
within pixels in order to make the information more useful for computer vision applications.

☑ Do This: Have student consider their favorite image filters that they use on social media or camera apps and
what they like about those filters. They will share these with classmates in the next activity.

☑ Do This: Direct students to participate in a Give One, Get One by sharing their favorite filter from various
applications and what they like about it.

 Circulate: Listen to student conversations that are taking place, and use some of the responses that you hear to
help highlight certain applications in the class discussion that will occur next.

 Teaching Tip 

Give One, Get One Give One, Get One is an excellent way to get students excited and sharing. Make sure that
you click the sound icon present on the slide in order to play an accompanying song. When the song ends (48
sec.), then the students will return to their seats. Encourage them to move quickly from person to person, and
challenge them to speak to at least two other classmates before the activity ends.

 Discuss: What does your favorite filter do to an image?

 Discussion Goal: There will be many different responses to this question. Use what you overheard when
circulating the classroom to prime possible responses if the discussion becomes too focused on one type of filter.
Possible filter ideas include: Beauty Filter – smoothes one’s face, giving a more youthful appearance Vintage Filter -
uses sepia or other tones to make the image seem older Funny Face Filter - distorts a face that is detected in an
image in a variety of ways Dance Light Filter - A filter that uses lighting and flashes inspired by one’s hands Animal
Filter - Overlays a person in the image / video with some type of trait from an animal Artistic Filter - Changes an
image into an interpretation of a classic or neo art style. The main goal with the conversation is to activate prior
knowledge from students and to get them thinking about filters that they already know in practice.

 Discuss: How long does it take to process?

 Discussion Goal: Many filters these days are very quick! It may appear as though the filter is instant. However,
other more complex filters might have a brief delay before the image is rendered completely. Students might point
out that the size of the image affects how long it takes to process – the bigger the image, the slower the
processing. It might also depend on the device that is used. Chromebooks, iPads, phones, and MacBook Pros all
have different speeds that they can process information. Students might also point out that processing a video
takes longer than an image since each frame of a video is essentially an image in and of itself.

 Remarks
Just like we have our own favorite filters, image detection applications have their own filters that they prefer as
well. Today, we are going to take a look at one of the more common filters: edge detection.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)
☑ Do This: Introduce the problem.

☑ Do This: Introduce the concept of an edge detection algorithm.

☑ Do This: Place students in pairs or small groups of three.

☑ Do This: Direct students to create an algorithm that can be used to detect edges within an image.

 Circulate: Spend some time with each group listening to their conversations and seeing the algorithms that
develop. Encourage the students to use the Algorithm Hint Cards if they appear stuck.

 Teaching Tip 

For the hint cards, you might consider taping them backwards and upside-down to a whiteboard or at the front
of the room. That way, students can come up and flip the hint that they need. The back should be numbered 1
through 4 to let them know the order with which they should flip the cards. The hints are scaffolded in such a
way as to gradually release more and more pertinent and directive advice as they are revealed.

You can also lay them face down, flipping up only the edge with the number on it to reveal the numbering of
the clue (1 - 4)

There are two different sets of Hint Cards for the two parts of this activity (algorithm and efficiency) for the
two steps in this activity. Only lay out one set at a time, or make sure that the students know which ones to
consult.

☑ Do This: Direct students to partner with another group to compare and contrast the algorithms that they have
constructed thus far.

 Discuss: What were some of the steps in your algorithm?

 Discussion Goal: Students will come up with different algorithms, and have different steps involved. Some of the
more important ones to discuss and point out are as follows: Looking for Changes in Brightness– edges are often
delineated visually, and examining the underlying brightness of pixels might be important From this discussion
point, students might ponder which color they should investigate since there are red, green, and blue values in each
pixel. This is a good point and we will circle back around to this when students look to revise their algorithms.
Students might also point out that differences in brightness might occur horizontally or vertically. Set a threshold
value– if a pixel’s value is below (or above) the threshold value, then it is discarded. In this way, we can begin to
segment or slice up an image. Finding a good threshold value might be a challenge. Use a grid to overlay the image
so that you are focused on a small space at a time.

 Remarks
Now let’s see if we can figure out a way to try to make our algorithm run more efficiently, so that we can perform
our edge detection on lots of images (or even video) almost instantaneously. As before, there are hint cards that
are available if you get stuck and need some guidance.

☑ Do This: Direct students to modify their algorithm to make it more efficient.

 Circulate: Spend some time with each group listening to their conversations about proposed efficiencies.
Encourage the students to use the Efficiency Hint Cards that you set up to give them a nudge towards a concept
to explore.

 Discuss: What were some of the revisions that you made to your algorithm?

 Discussion Goal: There will be many possible student responses made here, but the two most important to bring
up in discussion would be the following: Sample the image - rather than looking at a high resolution image, we can
sample pixels to reconstruct a smaller version of the image. This greatly boosts performance of filtering algorithms.
Reduce the color values - we learned that all pixels contain at least a red, green, and blue value (some also include
an alpha, or transparency value). We can average the three values together to form one number which will display
as grayscale (0 - black / 255 - white / all other values - shades of gray).

 Discuss: To increase the processing speed of your algorithm, was there a compromise that needed to be made
elsewhere?

 Discussion Goal: An important point here is that introducing efficiencies often means reducing the fidelity of the
image in some way. In the two examples referenced above, sampling an image permanently gets rid of lots of pixels
within an image, and while we can infer what those might be, it is impossible to recover that data. This is similar to
working with color. When we convert an image to grayscale, we lose the unique color values that are present in the
pixels.

 Remarks
Imagine you have a huge, detailed wall mural, and you want to recreate a smaller version of it on a piece of paper.
You can't capture every single detail because your paper is much smaller, so you decide to pick just the most
important bits to draw.

When we take digital pictures or videos, we're capturing a vast amount of visual information. But sometimes, we
need to reduce the size of these images for various reasons—maybe to save space on our phones, or to make
websites load faster online. When we do this, we're faced with a challenge similar to shrinking our mural: we need
to decide which details are crucial to keep and which ones we can leave out.

☑ Do This: Define sampling.

☑ Do This: Review the Ideating phase.

 Remarks
We are continuing our work from the previous lesson with the Ideate stage. As you brainstorm today, discuss if
edge detection filtering might be necessary for your computer vision application.

☑ Do This: Direct students to continue brainstorming ideas for their project.

Wrap Up (5 minutes)
☑ Do This: Review the lesson objectives.

☑ Do This: Review the Question of the Day.

 Transition: Direct students to Level 1 to respond to the Check for Understanding questions on Levels 1 and 2.

 1-2 Check for Understanding

●
✓ ● ✓
1 2

 Assessment Opportunity 

The responses in the levels can be used to formatively assess how well students have met the objectives of the
lesson.
Mid-Module Survey

Direct students to Level 3 to complete a quick mid-module survey. Although their answers are anonymous, the
aggregated data will be available to you once at least five students have completed the survey.

●
✓
 3 Mid-Module Survey

While students take their survey, please complete this pre-module survey for teachers as well. Your feedback is
valued and appreciated!

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

 4 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 9: Datasets and Models
45 minutes

Overview Objectives
How do we know a dataset is appropriate for a specific Students will be able to:
problem?
Evaluate the suitability of a dataset
In this lesson, students explore the role of datasets in training for a problem
computer vision models and learn how to evaluate the
Explain the importance of confidence
suitability of datasets for specific applications. The lesson
ratings
includes hands-on exploration of the COCO dataset and object
detection models using MediaPipe, allowing students to
understand the practical aspects of using pre-trained models
and the importance of confidence scores in model predictions.
Preparation
By the end of this lesson, students should be able to assess the Print copies of the Classifying and
relevance and quality of a dataset for solving a particular Grouping Images resource (one set
problem in computer vision.
for each pair of students)

Standards Full Course Alignment

Links
AI4K12 National Guidelines 2021
Heads Up! Please make a copy of any
BI-3 - Computers can learn from data
documents you plan to share with
students.
CSTA K-12 Computer Science Standards (2017)
AP - Algorithms & Programming
For the teachers

Classifying and Grouping Images -

Agenda Resource  Make a Copy

Warm Up (10 minutes) Datasets and Models - Slides

 Make a Copy
Activity (30 minutes)

Wrap Up (5 minutes) Vocabulary

(Optional) JuiceMind Assessment Class - the output category of one’s
data
Confidence score - A percentage that
represents a measure of the
confidence that a model has in its
prediction
Teaching Guide

Warm Up (10 minutes)

 Remarks
Let's begin today by revisiting how computer vision is and is going to impact careers, specifically within the
healthcare industry.

 Transition: Direct students to Level 1. Students should choose one of the options that are available to them on
this choice level and respond to the question.

 Circulate: As students work through their example, you might ask them to explain to you how computer vision is
being used in the example that they chose. You might also ask what jobs within the healthcare industry this
particular computer vision implementation might affect.

 1 Career Spotlight: Healthcare

☑ Do This: Direct students to Level 2 to brainstorm a way in which computer vision might help solve one of major
issues in the healthcare field listed on this level. They should explain what computer vision technology might be
implemented, how computer vision will help solve one of the major issues in healthcare, and what healthcare jobs
might benefit as a result.

 Circulate: If students need help interpreting any of the major issues that are listed, you can explain it to them as
follows:

Rising costs of healthcare: In the United States healthcare costs have risen by 290% since 1980. Costs are so
high that in a recent Kaiser Family Foundation poll, 43% of respondents said that a family member had put off
or postponed necessary health care as a result.
Shortage of healthcare workers: Despite the millions of workers employed in the healthcare industry, 132
countries are experiencing shortages of physicians, with an estimated 12.8 million more doctors needed
worldwide to alleviate this problem. The United States is expected to face a shortage of up to 124,000
physicians and supportive roles by 2034.
Time-intensive record keeping: according to a study involving 155,000 US physicians, on average, physicians
spend more than 16 minutes per patient encounter using electronic health records (EHR). This time was split
between chart review, documentation, and ordering.

 2 Solving Healthcare Issues with Computer Vision

 Discuss: How were you able to use computer vision to assist with one of the major issues facing the
healthcare industry as it relates to your chosen profession?

 Discussion Goal: Encourage students to share their computer vision solutions. A major point that should come
out of the discussion is that no one computer vision solution will solve any of the major problems facing careers in
the healthcare industry. However, a series of small and innovative uses of computer vision can, over time, add up to
have a large positive impact on healthcare.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)
 Remarks
The act of ordering, sorting, and classifying the objects in images is essential in order to train computer vision
applications to learn what they are seeing with their camera. Just like we need to learn to interpret the world
around us through repeated use of our five senses, so too must a computer vision application train in order to
make sense of what it sees in images.

 Transition: Direct students to Level 3 to access the COCO Dataset website. They should first read the purpose
of the dataset, and should then navigate to the Explore section.

↗ 3 COCO Dataset

 Discuss: What did you notice as you explored COCO?

 Discussion Goal: Students will notice that the dataset made it very easy to search for one or more common
objects that might be present in images. They might notice that the object(s) are color-coded as a segment within
the larger image. They are able to hover over the various icons in the results in order to toggle which object
segments they wish to view. Some students might have seen that there is a context toggle that they can select in
the result images that will attempt to describe the scene in five different ways. This adds another layer of
possibility with what is possible with COCOs and how it might be used to train computer vision applications.

 Discuss: What do you wonder?

 Discussion Goal: Student results will vary. They might wonder who made this dataset and how? What
applications might it be useful in creating? Are there any other objects that it can detect?

 Teaching Tip 

A great takeaway from this discussion might be that while COCO contains a lot of information and data about
objects, it is limited to certain objects. This will show up in the next activity that students do, so this important
consideration can be stressed at that point in time.

☑ Do This: Introduce classes.

 Transition: Direct students back to Level 3 to access the COCO Dataset website. Have students work with a
shoulder partner to examine the image in order to see if they can identify classes that COCO would identify in this
image.

 Teaching Tip 

Students will likely identify that the image contains a truck and people. However, when those terms are entered
into COCO, there are 4151 possible images that fit that criteria! That is too much visual data to sort through. We
will zoom out from this image to include more classes, which will speed up the process of finding the image.

☑ Do This: Have students add in new possible classes that they see – a bench, skateboard, bag, and bowl.

 Teaching Tip 

Once they enter in some additional classes, it should be easier to find the image. This highlights the highly
indexed and searchable nature of COCOs, which makes it particularly useful for training computer vision
models.
 Discuss: How might an image dataset labeled with classes help a computer vision application?

 Discussion Goal: Having a well-labeled dataset is crucial in being able to train computer vision models to
accurately identify and classify the objects that it sees. However, as seen here with COCO, the classes that it is
able to recognize are limited in scope. Oftentimes, there is a need to create and classify one’s own dataset for more
niche computer vision applications and tasks.

☑ Do This: Direct students to Level 4 to access MediaPipe's Object Detection model demo. Have students play
around with the model by uploading a sample image.

↗ 4 MediaPipe Object Detection

 Teaching Tip 

MediaPipe Alternative: If your students are unable to access the MediaPipe Model Demo, you could use this
tool as an alternative. This tool involves facial recognition instead of object detection but a similar discussion
can be had focusing on the datasets that the different models were trained on and the different results. Have
students start the investigation with the SSD MobileNet v1 model, which was trained on the COCO dataset
they just looked at. Then have students used the Tiny Face Detector model, which was trained on the WIDER
Face dataset. If you choose to use this alternative, have your students skip levels 2-4.

 Circulate: Encourage them to play around with the model. They will need to upload a sample image in order to
have the model run and to detect possible objects. While they are exploring, suggest that they change the various
options that are available within the model. However, have them focus on the score threshold. Challenge them to
infer what it might be doing to the image.

 Discuss: What did you notice as you played with the model? What do you wonder?

 Discussion Goal: Answers will vary. However, a few important items to discuss include: The purpose of the score
threshold. Students might figure out that it acts as a filter, and seems to get rid of results that are below a certain
percentage. They will learn next that the percentage represents a confidence rating that the model has with its own
guess. The higher the number, the higher its confidence that it is correct in inferring the object. The max results
toggle. This allows the model to put more predictions on the screen at once. It will display the highest confidence
objects first, and will include less confident responses as the slider value increases.

☑ Do This: Explain the role of the confidence score.

 Teaching Tip 

Being able to judge and rate its own performance at object detection is an important skill that computer vision
models rely on to make important decisions. You can encourage students to consider confidence scores as part
of their design for the computer vision application that they are developing. How might their application
respond differently when there is different confidence scores? You might even frame it as an If-Else If-Else
conditional statement.

☑ Do This: Recall the example Lotus Blossom brainstorm.

 Remarks
We will now test the Object Detection model that was created using COCO on a variety of different images of
common garden pests. This model is a proof of concept that their solution might be a good one to pursue.

☑ Do This: Direct students to Level 5 to download the image files.

  5 Garden Image Files

☑ Do This: Have students select two to three images to upload to the tool. They can adjust the inference delegate,
the model selection, the max results, and the score threshold attributes to see if they can have the model identify
the insects.

 Discuss: What were your results?

 Discussion Goal: The student groups should have come to the sad conclusion that the object detection model
was not successful in identifying the insects.

 Discuss: Was this the outcome that you expected? Why or why not?

 Discussion Goal: Some students may have recognized that amongst the 91 different classes that COCO is able
to identify, insects are not among them. As such, since this model was trained using COCO, it will not be able to be
used for an Auto-Pest Detection application. Emphasize the importance of having a dataset that is attuned to the
purpose of the application in which you want to use it. A computer vision application is only as good as the data on
which it is trained!

 Remarks
Let’s try a different model – Image Classification. As before, you do not need to upload and test all of the images.
Select a few of them and run them through the model. Make sure to try different settings in order to see if you
can maximize your results.

☑ Do This: Direct students to Level 6 to access MediaPipe’s Image Classification model demo. Have students
upload a few of the insect image files using this model.

↗ 6 MediaPipe Image Classification

 Discuss: How did the results differ?

 Discussion Goal: This model will have much higher success rates. That is because it is not trained using COCO.
Point out that under the description of the Image Classification model that is says it is trained using ImageNet. This
dataset has access to 1000 classes – a much greater amount of possibilities to train a computer vision model with!

 Discuss: Were there any unexpected results or patterns?

 Discussion Goal: Students notice that some of the insects are still misidentified (e.g. the caterpillar and the
aphids). They might notice that the confidence scores that are displayed at the bottom are not near 100% even
when the prediction is correct.

 Teaching Tip 

Underscore the importance of choosing data that can support the type of model that you want to create.
Encourage students to think about where this data comes from. If there is no existing dataset available, how
does one train a unique and novel computer vision application?

☑ Do This: Direct students to continue brainstorming ideas for their project.

Wrap Up (5 minutes)
☑ Do This: Review the lesson objectives.
☑ Do This: Review the Question of the Day.

 Transition: Direct students to Level 7 to respond to the Check for Understanding questions on Levels 7, 8, and 9.

 7-9 Check for Understanding

●
✓ ● ✓ ● ✓
7 8 9

 Assessment Opportunity 

The responses in the levels can be used to formatively assess how well students have met the objectives of the
lesson.

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

 10 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 10: Training Data and Bias
45 minutes

Overview Objectives
How might bias affect users who engage with computer vision Students will be able to:
applications?
Identify potential bias in computer
This lesson addresses the critical topic of bias in computer vision systems
vision systems. Students explore how biases in training data
Propose solutions to mitigate bias
can affect the performance and fairness of computer vision
applications using practical activities like the COCO dataset
exploration and Auto-Doggie Door model testing. Students Preparation
engage in discussions and activities designed to identify
potential biases and propose methods to mitigate them, Print copies of the Bingo Cards
ensuring more equitable technology solutions. By the end of resource (one card for each student)
this lesson, students should be able to recognize bias in
datasets and understand strategies to reduce its impact.
Links
Standards Full Course Alignment
Heads Up! Please make a copy of any
documents you plan to share with
AI4K12 National Guidelines 2021
students.
BI-3 - Computers can learn from data

CSTA K-12 Computer Science Standards (2017) For the teachers

IC - Impacts of Computing Training Data and Bias - Slides

 Make a Copy

Agenda For the students

Warm Up (10 minutes) AI: Training Data and Bias - Video

Bingo Cards - Resource
Activity (30 minutes)  Make a Copy

Wrap Up (5 minutes) Idea Outline - Activity Guide

(Optional) JuiceMind Assessment  Make a Copy

Vocabulary
Bias - Decisions that favor some
things and deprioritize or exclude
others.
Teaching Guide

Warm Up (10 minutes)

 Remarks
We are going to start today with a game of bingo. But rather than the classic version with letters and numbers,
you will be given a bingo card with a variety of statements. Your job is to walk around the classroom, talk with
your classmates, and find people who agree that one of the statements describes something that they might
think or do. If there is a match, have them put their initials in the box. Once you have that classmate’s initials,
move on to a different person– try not to have the same set of initials twice on your card. Try not to overthink it; if
the description feels generally true, then go ahead and initial it. Once you have a horizontal, vertical, or diagonal
line, call out “Bingo!”

 Distribute: Give each student a bingo card.

☑ Do This: Direct students to walk around and find classmates who agree with statements on their bingo card.
Once they have formed a line, they should yell out "Bingo!"

 Discuss: The boxes on the bingo cards all described different scenarios. Was there any pattern or connection
between them?

 Discussion Goal: All of the descriptions read described a situation where some level of bias might have been an
influencing factor. The descriptions provided were all intended to be low risk and low impact forms of bias that are
common for people to adopt without realizing that their decisions are being subtly biased.

☑ Do This: Define bias.

 Remarks
Just like we sometimes have subtle or hidden bias that can influence our decisions or actions, so, too, can
datasets and computer vision applications also have bias. Today we are going to be looking at how that might
manifest while using data to train a computer vision model and discuss ways that we might be able to remedy or
reduce bias so that any model that we train has a higher probability of acting in the manner which we expect that
it might.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)

 Video: Show the video "Training Data & Bias" (0:00 to 0:50).

Questions to consider with the video:

What are some ways that data might be collected for training models?

 Discussion Goal: The video references a few examples– pointing out that the Captcha images that are used to
verify whether we are humans or bots on websites are often used to crowdsource large datasets, usually
connected to an image-related task. It also introduces the idea that video streaming services collect user
preference data, and uses this information, along with the preferences of like-minded users, to generate
recommendations.

 Teaching Tip 
 Encourage students to think of some examples that exist outside of those mentioned in the video. If they
cannot think of anything explicitly, you can prompt them to imagine a way to collect data from users. For
example:

What data do users give freely to apps like social media?

How can your shopping patterns in an online store best used?

 Remarks
One thing to keep in mind is that the less intrusive the data-collection process is for people, the more likely they
are to participate in it, and to give accurate information.

 Video: Show the video "Training Data & Bias" (0:50 to 2:39)

Questions to consider with the video:

What are some other examples of bias in data that might exist in one of these sources?

 Discussion Goal: The video walks the students through an example of how medical imaging data that only uses x-
rays from men might be biased and unreliable when it comes to making diagnoses on women’s x-rays. Here are
some other examples that students might come up given the scenarios above: Facial recognition software - if
models are trained on a variety of different ethic groups, then it might not work as intended Voice recognition
systems - might be biased around certain types of accents over others Social media feeds - might only show
information, groups, and stories based on what the algorithm judges as most likely to engage the user

☑ Do This: Introduce the Auto-Doggie Door scenario.

 Transition: Direct students to Level 1 to access MediaPipe's Object Detection model and to download the image
files to test the model with.

↗ 1 MediaPipe Object Detection and Image Files

 Remarks
Upload the images one-by-one and examine the results of the object detection algorithm. Remember that you
can adjust max results and score threshold to change the output of your results. You can also try changing the
model or inference type that is being used within the model. If you have extra time at the end of the exploration,
see if you can find your own image of a dog and upload it.

As you explore these images, remember the original premise of the scenario: we are building an Auto-Dog Door
that will unlock when the camera built into the door recognizes a dog and stay locked if it doesn’t recognize a
dog. Therefore, you should pay close attention to the confidence score that is related to the dog images that you
are uploading into the model.

☑ Do This: Have students explore these images. Should they have extra time, encourage them to test more and
varied images to see what the output might be. They can find additional options searching an image search tool
that is available on your campus (Google Images / Pexels / Pixabay / Flickr).

 Circulate: Assist students who are having difficulties with finding / uploading images. Point out the various
settings that they can adjust while on the model and encourage them to try different combinations.

 Discuss: What were your results? Which dogs would this model let in or locked out?

Discuss as a small group first, and then bring to a whole class discussion.
 Discussion Goal: Students should note which images yield high or low confidence scores. They should share their
findings about the model's accuracy in identifying different dogs and any potential patterns or biases in its
decisions. Students may also bring up that they notice certain types of dogs (breed, size, face shape, color etc.)
were detected less often, which could be an opportunity to reinforce the concept of bias.

 Discuss: How might we mitigate some of the bias that we witnessed?

 Discussion Goal: Since this is the Object Detection model, it was trained using the COCOs image dataset. That
might seem to suggest that the image dataset is not robust enough to account for the variety of dogs that might
need to be identified. Adding more training images of different breeds, sizes, colors, face shapes, etc. could go a
long way towards alleviating low confidence scores that certain images received.

 Remarks
Today, we will be sharing the results of our design work thus far and getting feedback from our classmates about
it. These checkpoint moments in the process of creating a project are important to learn about how you might
continually iterate on your project to make it the best version possible.

 Distribute: Give each project group a copy of the Idea Outlines activity guide.

☑ Do This: Have students work with their group to complete their Idea Outline activity guide.

 Teaching Tip 

The Idea Outlines will be revisited in an upcoming lesson, so you may consider collecting these at the end of
class.

☑ Do This: Have students walk around the room and give general feedback to other groups’ projects. Instruct them
to use one sticky note per idea that they share so that it becomes easier to sort and parse through the feedback.

 Teaching Tip 

There are going to be two rounds of feedback in this activity. If you have multiple colors of sticky notes
available for students, it would be a great idea to color-code the type of feedback that students are providing.
For example, students can put things that they notice on yellow sticky notes, while posing their wonders /
questions on blue sticky notes. This will help differentiate the types of feedback that different projects are
receiving. Halfway through the activity, you can instruct students to pay attention to the predominant type of
feedback that projects are receiving and to begin to provide the other type in order to achieve better balance.

☑ Do This: Have students make another pass at projects, except this time they will be focusing on identifying
possible sources of bias that might exist in student proposals. They can also provide suggestions for how to
mitigate that bias.

 Teaching Tip 

If you have a third color of sticky notes available, this activity would benefit from being differentiated by color
as well. If you only have two colors of sticky notes available, consider just color-coding the feedback by round.

 Assessment Opportunity 

As you make your way around the room to examine the different Idea Outlines, this would be a good time to
see if students recognized the need for diverse and representative sources of data based on what sources they
mention need to be collected.
Wrap Up (5 minutes)
☑ Do This: Review the lesson objectives.

☑ Do This: Review the Question of the Day.

 Remarks
In the next class session, please come prepared with any media that you might need to train a sample model for
your computer vision application. This can take the form of physical objects, images, video, sounds, music, etc.
The more data that you bring, the better the model will likely perform. If the model does not perform as well as
you thought it might, there will be opportunities during upcoming project time when you can make adjustments
and tweaks to your model.

 Discuss: What physical objects, images, video, or other artifacts are you going to bring to class next to help
train your model?

 Discussion Goal: This is a good time to make sure that students are clear that they will need to be responsible for
bringing training data for their model in the next class period. For example, if a student is making proposing an
application that would help zookeepers know how many bananas a gorilla has eaten on a given day, then they
would need to bring in a banana to train their model with– likely one that is undisturbed, and one that has been
eaten and just the peel remains. Using this object, students could train a model to recognize both forms of banana,
and could then use this model as a part of their application.

 Transition: Direct students to Level 2 to respond to the Check for Understanding questions on Levels 2 and 3.

 2-3 Check for Understanding

●
✓ ● ✓
2 3

 Assessment Opportunity 

The responses in the levels can be used to formatively assess how well students have met the objectives of the
lesson.

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

 4 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 11: Training a Model
45 minutes

Overview Objectives
How does the quality and quantity of training data impact the Students will be able to:
performance of computer vision models?
Explain how visual data is used to
This lesson introduces students to the practical aspects of train a model
training a computer vision model using the Teachable Machine
Train, validate, and test basic AI
platform. This lesson emphasizes the importance of visual data
classification systems in computer
in training models and the impact of data quality and quantity
vision
on model performance. Students engage in hands-on activities
to create, train, and test their own image or pose classification
models, understanding the challenges and considerations
involved in model development. By the end of the lesson,
Preparation
students should be proficient in the basics of model training Print the Object Cards resource
and evaluating their models in real-world applications.
Print copies of the Training a Model
activity guide (one for each student)

Standards Full Course Alignment

Links
AI4K12 National Guidelines 2021
BI-3 - Computers can learn from data
Heads Up! Please make a copy of any
CSTA K-12 Computer Science Standards (2017) documents you plan to share with
students.
AP - Algorithms & Programming

For the teachers

Agenda Object Cards - Resource
 Make a Copy
Warm Up (10 minutes)
Training a Model - Slides
Activity (30 minutes)  Make a Copy

Wrap Up (5 minutes) For the students

(Optional) JuiceMind Assessment
Teachable Machine 2.0 - Video
Training a Model - Activity Guide
 Make a Copy

Vocabulary
model - programs that detect specific
patterns using a collection of data
sets
Teaching Guide

Warm Up (10 minutes)

 Remarks
Before we start testing and training our models today, we’re first going to warm up our creative skills and give us
a firsthand look at the challenges and considerations involved in training a computer vision model. Let's imagine
you are trying to teach a friend to recognize something they’ve never seen before. But, there’s a catch - you can
only use images! This is similar to how we can train machine learning models in computer vision. We provide them
with examples, or "training data", to help them learn. As you can see in these images, the same subject can be
represented in various ways depending on our viewpoint. Each perspective offers unique information about the
subject. These drawings range from a frontal view to a side view, and back perspectives. We could have even had
a top-down view or a zoomed in view as well. Notice how each view captures different details? Think about why
this diversity in data would be crucial for training algorithms to recognize objects.

☑ Do This: Click through the animated slide to demonstrate the example.

 Remarks
It is now your turn to train your classmates! When you get your object card, make sure you do NOT show anyone!
Keep this a secret!

☑ Do This: Place students into groups of 3-4.

 Distribute: Give each student one of the object cards.

☑ Do This: Instruct students to draw their object on their card from one perspective. This can be whichever
perspective they wish.

 Circulate: As you walk around the room, remind students that their goal with each drawing is to try to capture
the essence of the object in a way that others can recognize, despite not having it labeled.

☑ Do This: Instruct students to draw their object on their card from another perspective. This can be whichever
perspective they wish.

 Circulate: As you walk around the room, remind students that their goal with each drawing is to try to capture
the essence of the object in a way that others can recognize, despite not having it labeled.

☑ Do This: Instruct students to draw their object on their card from a third perspective. This can be whichever
perspective they wish.

☑ Do This: Instruct students to draw their object on their card from a final perspective. This can be whichever
perspective they wish.

☑ Do This: Have students number their drawings with "1" being the least accurate or detailed and "4" being the
most accurate or detailed.

☑ Do This: Instruct students to take turns presenting their drawings to the other group members. Ensure students
show one drawing at a time, starting with the one they think is the least accurate or detailed. After each drawing is
shown, the other group members will make educated guesses about what the drawing is attempting to convey.

 Discuss: How does this activity relate to how an AI model might be trained?

 Discussion Goal: Just as diverse perspectives in drawings help students guess the object more accurately,
diverse training data helps AI models improve their recognition capabilities across different conditions and
contexts. In addition, while this was not an exercise in drawing ability, the quality and the level of accuracy and
detail in the drawings potentially affected the guessing process. This is similar to how detailed and accurate data
can significantly enhance an AI model's learning accuracy and its ability to make correct identifications or
predictions
 Discuss: Why might it be important to see objects in multiple contexts? How might this assist with training an
AI?

 Discussion Goal: The goal is to further illuminate the critical need for AI systems to encounter objects in varied
contexts for robust recognition and understanding. The question aims to drive home the point that exposing AI to
multiple contexts enhances its ability to generalize across different scenarios, making it more effective in real-
world applications. In essence, diversity in data is crucial for training algorithms to recognize objects in real-world
situations, where conditions and angles can vary greatly.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)

☑ Do This: Explain that students will be moving to prototyping today as we work with making models in Teachable
Machine.

☑ Do This: Explain what prototyping means.

 Transition: Direct students to Level 1 to access Teachable Machine.

↗ 1 Teachable Machine

☑ Do This: Have students explore Teachable Machine. Encourage them to click around through the different
sample options, create at least two classes, and to run the training to see what happens.

 Discuss: What did you notice as you explored the Teachable Machine?

 Discussion Goal: Here are some key things students may notice: The Machine Learns Quickly: Students might
notice that Teachable Machine starts recognizing patterns or objects almost immediately after a few examples are
shown. Different Results with Small Changes: They may observe that slight changes (like moving the object closer
or further, changing angles, or altering lighting) can lead to different recognition results. Needs Examples to
Understand: The machine requires examples to learn what an object looks like; it doesn't "know" anything until it's
shown examples. Fun and Interactive: Students might find the process of teaching the machine and seeing instant
feedback engaging and surprising.

 Discuss: What do you wonder?

 Discussion Goal: Student results will vary. Here are some common questions students might have after a short,
five minute session with Teachable Machine: Why does it sometimes get it wrong? Students might be curious
about why the machine doesn't always recognize objects correctly, even if they've just shown it similar examples.
Does it remember what we showed it? They could wonder if the Teachable Machine retains the information from
their session for the next time it's used. Can it learn to recognize me? Some students might be intrigued by the
possibility of the machine learning to recognize them personally or specific gestures they make. How does it know
what it's seeing so fast? The immediate feedback from the Teachable Machine might lead students to question
how it processes information quickly. What else can it learn to do? Curiosity about the scope of Teachable
Machine's learning capabilities, wondering if it can learn tasks beyond simple object or gesture recognition.

☑ Do This: Direct students to discuss what kind of model(s) they want to create with their project group. Each
student in the group should create their own model.

 Teaching Tip 

There can be different models within the same group if the Computer Vision application has more complicated
functions. Otherwise, group members can create the same type of model and compare results and experiences.
 Distribute: Give each student a copy of the Training a Model activity guide.

☑ Do This: Direct students to start a new Teachable Machine project and choose either an Image or Pose project.
Students should document their model on the Training a Model activity guide as they work.

 Circulate: As you move around the room, encourage students to retrain their models to get better results.

 Discuss: What did you think was the hardest part of creating your model? How did you overcome it? Any
surprises about how your model performed?

 Discussion Goal: This discussion should encourage students to articulate the problem-solving strategies they
employed, highlighting the importance of creativity, persistence, and adaptability in the field of AI. It aims to
provide students with insight into the iterative process of model development, including the importance of
troubleshooting and refining based on performance feedback.

 Discuss: How do you envision that your model will be used?

 Discussion Goal: The goal here is to inspire students to think creatively about the practical applications of their
AI models, fostering a forward-thinking mindset. This encourages students to connect their technical skills with the
real-world problem they are trying to solve, envisioning how their work could have a tangible impact.

Wrap Up (5 minutes)
☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

 Transition: Direct students to Level 2 to respond to the Check for Understanding questions on Levels 2, 3, and 4.

 2-4 Check for Understanding

●
✓ ● ✓ ● ✓
2 3 4

 Assessment Opportunity 

The responses in the level can be used to formatively assess how well students have met the objectives of the
lesson.

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

 5 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).
If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 12: Impacts of Computer Vision
45 minutes

Overview Objectives
How do the benefits and challenges of computer vision Students will be able to:
technologies impact society?
Identify potential bias, privacy, and
This lesson examines the ethical implications, potential biases, security concerns in computer vision
privacy concerns, and security challenges associated with
systems
computer vision technologies. Students are encouraged to
think critically about developing and implementing computer
vision in various sectors of society and explore how to ethically Preparation
align technologies with societal needs, ensure privacy
protection, and manage biases. By the end of this lesson, Print copies of the Ethics Exploration
students should be able to articulate thoughtful perspectives activity guide (one for each pair of
on how computer vision technologies can be developed and students)
used responsibly.

Links
Standards Full Course Alignment

Heads Up! Please make a copy of any

CSTA K-12 Computer Science Standards (2017)
documents you plan to share with
AP - Algorithms & Programming students.
IC - Impacts of Computing
For the teachers

Agenda Impacts of Computer Vision - Slides

 Make a Copy
Warm Up (10 minutes)
For the students
Activity (30 minutes)
Ethics Exploration - Activity Guide
Wrap Up (5 minutes)  Make a Copy
(Optional) JuiceMind Assessment Ethics and AI - Video

Teaching Guide

Warm Up (10 minutes)

 Video: Show the video "Ethics and AI" (0:00 to 1:52)

Questions to consider with the video:

How can developers ensure their technologies are ethically aligned with societal needs?

 Discussion Goal: Students should recognize that developers can ensure their AI technologies are ethically
aligned with societal needs by adopting a multi-faceted approach that includes diverse stakeholder involvement,
ethical guidelines, continuous impact assessment, and transparency.
 Video: Show the video "Ethics and AI" (1:52 to 3:27)

Questions to consider with the video:

What are some of the essential checks and controls that should be in place to protect individuals' privacy and
ensure ethical use?

 Discussion Goal: Students answers may vary but they should recognize that to protect individuals' privacy and
ensure the ethical use of machine learning, several essential checks and controls must be implemented which
might include any of the following: Data encryption Access controls Data anonymization Ethical data acquisition
Regular audits Impact assessments Compliance with regulations.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)

☑ Do This: Place students in pairs or small groups of three.

 Transition: Direct students to Level 1 to choose a source. Have students complete the Ethics Exploration activity
guide to document their findings.

 1 Ethics Exploration

 Circulate: Check that students are thoroughly engaging with the material in their packets, not just skimming
through. Encourage them to read closely and consider the implications of what they're looking at and reading.
Ensure that students are discussing their findings with their partner, sharing insights, and different perspectives.
Collaboration should be constructive, with both members contributing. Finally, make sure students are effectively
using the graphic organizer to synthesize information from their packets. They should be identifying the benefits as
well as ethical implications, potential biases, privacy concerns, or security aspects of their assigned technology.

 Teaching Tip 

Every group should have a different source that they are analyzing, so that groups can later come together to
share information. When they jigsaw out this information with other groups, each will have unique information
and context to bring to the discussion.

☑ Do This: Direct students to share what they learned, discuss potential safeguards, and brainstorm ways to ensure
equity and fairness.

 Circulate: As you walk around the room, ensure students go beyond sharing their insights and they discuss how
this technology could evolve responsibly, considering the ethical and privacy concerns raised and reflect on the
safeguards necessary and how we can ensure the technology promotes equity and fairness.

☑ Do This: Direct students to prepare a summary and to select one person to share the summary with the class.

 Circulate: As you walk around the room ensure all group members are actively participating in the preparation
process. Check that groups are effectively synthesizing their discussions into concise summaries. Groups should
be identifying and agreeing on the most important points to include in their presentation.

 Discuss: How can society navigate the ethical challenges presented by computer vision technologies to
ensure they benefit all members equitably?

 Discussion Goal: The goal here is to encourage students to think broadly about the roles of education,
transparency, public engagement and perhaps even policy in addressing ethical challenges. This discussion aims to
highlight the importance of multidisciplinary approaches, including ethics, law, and technology, in creating a
framework that safeguards individual rights while fostering innovation.

 Teaching Tip 

The main purpose of having this class discussion is to allow students to voice their thoughts and refine their
opinions. Allowing students to hear their classmate’s thoughts and ideas may help some students to better
define their own opinions. Students will get an opportunity to answer these same questions during the Wrap
Up, after having time to discuss as a class and refine their thoughts. However, if you are short on time, you
might decide to skip this class discussion and have students only answer these questions during the Wrap Up.

 Discuss: What is the single most important ethical consideration that you feel needs to be made when a new
computer vision technology is introduced? Why do you feel that way?

 Discussion Goal: This question aims to personalize the ethical considerations of computer vision technologies,
prompting students to reflect on and articulate their values and priorities. The goal is to foster a deeper
understanding of the diverse ethical dimensions these technologies entail, such as privacy, consent, transparency,
and accountability. By identifying and discussing the most pressing ethical issue from their perspective, students
can explore the rationale behind ethical guidelines and the potential consequences of overlooking these
considerations.

☑ Do This: Review the prototyping step.

☑ Do This: Direct students to discuss with their partner. Their focus should be on brainstorming and examining the
possible ethical implications as well as privacy or security concerns.

Wrap Up (5 minutes)
☑ Do This: Review the lesson objectives.

☑ Do This: Review the Question of the Day.

 Transition: Direct students to Level 2 to respond to the Check for Understanding questions on Levels 2, 3, and 4.

 2-4 Check for Understanding

●
✓ ● ✓ ● ✓
2 3 4

 Assessment Opportunity 

The responses in the level can be used to formatively assess how well students have met the objectives of the
lesson.

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.
  5 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 13: Prototype Development, Part 1
45 minutes

Overview Objectives
How might we develop computer vision applications that Students will be able to:
focus on our user's needs?
Apply computer vision technologies
This lesson is about initiating the prototyping phase in in ways that address societal issues or
developing computer vision applications. Students are guided
personal interests
through creating and refining prototypes that address societal
Iterate on project prototype based on
issues and personal interests. The iterative nature of design is
feedback
emphasized, encouraging students to apply feedback
effectively to enhance their projects. The activities include
discussing the scope of their projects, deciding on additional
features, and using various methods like storyboards and digital
Preparation
mockups to visualize their ideas. By the end of this lesson, Collect necessary materials for
students should clearly understand how to develop and refine a
prototype development, which may
prototype that meets user needs.
include paper, markers, crafting
supplies, and any specific tools
relevant to the computer vision
Standards Full Course Alignment
projects being developed.
CSTA K-12 Computer Science Standards (2017) Print the Inspiration Cards resource
AP - Algorithms & Programming (one class set)
Gather different colored cups or
IC - Impacts of Computing
colored construction paper for the
status updates (one set for each

Agenda project group)

Warm Up (10 minutes)

Links
Activity (30 minutes)

Wrap Up (5 minutes) Heads Up! Please make a copy of any

(Optional) JuiceMind Assessment documents you plan to share with
students.

For the teachers

Inspiration Cards - Resource

 Make a Copy
Prototype Development, Part 1 -
Slides  Make a Copy

For the students

Design Thinking: Prototype - Video

 Vocabulary
scope - the features and functions of
a product, and the amount of time in
which to complete them.

Teaching Guide

Warm Up (10 minutes)

 Transition: Direct students to Level 1. Students should choose one of the three interviews that are present on
this choice level. As they read through the brief interview, they should make note of what they notice and what
they wonder about the person or profession.

 Circulate: As students work, you might consider asking them to explain how the design technologist that they
chose incorporates computer vision in their work, and why it is personally meaningful to them.

 1 Career Spotlight: Creative Technologist

 Discuss: What did you learn about the job of a Creative Technologist?

 Discussion Goal: Aside from being able to explain what the three women do in their role as Creative
Technologists, the discussion should also focus on how different each woman’s work is and how computer vision
allows each woman a freedom of expression and interaction necessary to create their art.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)

 Discuss: In addition to your Teachable Machine model, what else could you add to your prototype?

 Discussion Goal: This is an opportunity to allow students to dream big. However, the main goal of this discussion,
in addition to hearing what other groups might be considering, is to help students try to constrain the scope of the
prototype. Students will often propose something more grand in scope than is possible in the time that is given to
them. Therefore, trying to keep a reasonable expectation of what is expected and possible over the next two class
periods is a useful discussion to engage in.

☑ Do This: Define scope.

☑ Do This: Introduce prototype ideas.

 Remarks
As you work with your group, we will be using a series of non-verbal communication signals in order to
communicate your group’s needs. You will be receiving a stack of different color cups, with each cup symbolizing
a different status. The cup that is on the top of the stack – the one most visible – will be what determines your
group’s status.

 Distribute: Give each group one stack of cups containing each of the four colors.
 Remarks
As you work, you may need a jolt of inspiration to find the perfect idea for how to improve your prototype. If
that’s the case, feel free to come up and use one of our Inspiration Cards! They will give you one concrete item
that you can add to your prototype.

☑ Do This: Direct students to work on their prototype with their project group.

 Assessment Opportunity 

Over the course of the two work days, you should attempt to have an assessment conference with each group.
These conferences should be quick and focused, and should ideally point out only one to two aspects of the
project that the group can revise in order to make it stronger. The idea is to focus on what will give them the
best return on their limited time.

Wrap Up (5 minutes)
☑ Do This: Review the lesson objectives.

☑ Do This: Review the Question of the Day.

 Transition: Direct student to Level 2 to respond to the Check for Understanding questions on Levels 2 and 3.

 2-3 Check for Understanding

●
✓ ● ✓
2 3

 Assessment Opportunity 

The responses in the level can be used to formatively assess how well students have met the objectives of the
lesson.

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 14: Prototype Development, Part 2
45 minutes

Overview Objectives
How might we develop computer vision applications that Students will be able to:
focus on our user's needs?
Iterate on project prototype based on
This lesson continues the practical work of refining and feedback
iterating on computer vision prototypes, students began in the
Prototype computer vision
previous lesson. Students focus on assessing and enhancing
technologies that address societal
the prototypes based on specific criteria outlined in a rubric.
issues or personal interests
Students are encouraged to identify improvement areas and
seek and incorporate feedback effectively. By the end of this
lesson, students should have made significant advances in their
prototypes, with a clearer understanding of how to align their
Links
projects with user needs.
Heads Up! Please make a copy of any
documents you plan to share with
students.
Standards Full Course Alignment

CSTA K-12 Computer Science Standards (2017) For the teachers

AP - Algorithms & Programming
Careers with Computer Science -
IC - Impacts of Computing Meow Wolf - Video
Prototype Development, Part 2 -
Slides  Make a Copy
Agenda
For the students
Warm Up (10 minutes)
Project Rubric - Resource
Activity (30 minutes)  Make a Copy

Wrap Up (5 minutes)
(Optional) JuiceMind Assessment

Teaching Guide

Warm Up (10 minutes)

 Video: Show the video "Careers with Computer Science - Meow Wolf".

Questions to consider with the video:

How does Jerome Morrison use computer vision?

 Discussion Goal: Jerome’s use of computer vision seeks to create playful, engaging experiences for people who
enter Meow Wolf. It can be something as obvious as a lighting change, a secret door opening, or a prop moving
across the room. On other occasions, he uses computer vision to impart a more subtle influence on his audience by
changing background sounds or music, adding scent, or slowly illuminating objects or pathways.
☑ Do This: With a partner, students should brainstorm a way to use computer vision within an installation that a
Creative Technologist might create for a local museum or interactive exhibit space like Meow Wolf.

 Circulate: As students work through this activity, ask them what computer vision technique they are employing,
and have them explain what it does. This is a good time to correct any misconceptions about the technology or
how it works. Students can also be encouraged to synthesize different computer vision techniques together to
create a more elaborate experience.

 Discuss: What interactive exhibit did you and your partner brainstorm? How is computer vision used in your
proposed installation?

 Discussion Goal: There will be a wide variety of ideas presented, however, students should be able to articulate
at least one computer vision technique that they might use in order to enhance the exhibit and how it works.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)

 Transition: Direct students to Level 2 to select the types of prototypes they worked on in the last class.

 1 Prototype Components

 Teaching Tip 

This level has the option to share the results with the students. This can provide good instantaneous data about
how students are choosing to tackle this assignment, and might serve as an inspiration for students who might
be moving slower through the process. If there are certain components that are more popular than others, that
might make for an interesting class discussion.

 Remarks
As you work with your group, we will be using a series of non-verbal communication signals in order to
communicate your group’s needs. You will be receiving a stack of different color cups, with each cup symbolizing
a different status. The cup that is on the top of the stack – the one most visible – will be what determines your
group’s status.

 Distribute: Give each group one stack of cups containing each of the four colors.

☑ Do This: Direct students to self-assess their project using the rubric, then continue building their prototype.
Remind students to reference an Inspiration Card if they need it.

Wrap Up (5 minutes)
 Transition: Direct students to Level 2 to respond to the Check for Understanding questions on Levels 2 and 3.

 2-3 Check for Understanding

●
✓ ● ✓
2 3
  Assessment Opportunity 

The responses in the level can be used to formatively assess how well students have met the objectives of the
lesson.

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

 4 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 15: User Feedback
45 minutes

Overview Objectives
This lesson is an essential phase in the Design Thinking Process Students will be able to:
where students learn the value of gathering and incorporating
user feedback into their computer vision projects. Students are Explain the importance of testing a
guided through the process of role-playing different users to design with prospective users
understand diverse perspectives and needs. They learn how to Give effective and actionable
receive and interpret feedback constructively to refine their feedback from the viewpoint
prototypes. By the end of this lesson, students should have presented in a user story
actionable insights to enhance their projects based on user
feedback.

Question of the day: How can testing a design with users help
Preparation
to improve it? Print copies of the User Feedback
sheets, double-sided (about 6-8
feedback sheets per group)
Standards Full Course Alignment

AI4K12 National Guidelines 2023 Links

BI-5 - AI can impact society in both positive and
negative ways
Heads Up! Please make a copy of any
documents you plan to share with
CSTA K-12 Computer Science Standards (2017)
students.
AP - Algorithms & Programming

IC - Impacts of Computing For the teachers

User Feedback - Slides

Agenda  Make a Copy

Warm Up (10 minutes) For the students

Activity (30 minutes) User Feedback Sheets - Activity

Guide  Make a Copy
Wrap Up (5 minutes)
(Optional) JuiceMind Assessment

Teaching Guide

Warm Up (10 minutes)

☑ Do This: Introduce the testing step.

☑ Do This: Introduce key questions asked during testing.

 Remarks
 Imagine the world from this user's perspective. What are their daily challenges, wants, and needs? How might our
computer vision application impact their lives, for better or worse? Consider not just the functionality of the
application but its ease of use, accessibility, and potential implications on privacy and security from your user's
standpoint.

 Discuss: What feedback might an elderly driver have about object detection?

 Discussion Goal: Students should be sharing feedback on the application from the perspective of their assigned
user. Prompt them to consider how the application meets the user's needs, any potential challenges the user might
face, and suggestions for improvement.

 Discuss: What feedback might a patient with a chronic condition have about x-ray analysis?

 Discussion Goal: Students should be sharing feedback on the application from the perspective of their assigned
user. Prompt them to consider how the application meets the user's needs, any potential challenges the user might
face, and suggestions for improvement.

 Discuss: What feedback might a retail employee have about self-checkout?

 Discussion Goal: Students should be sharing feedback on the application from the perspective of their assigned
user. Prompt them to consider how the application meets the user's needs, any potential challenges the user might
face, and suggestions for improvement.

 Discuss: What did you find interesting or challenging about role-playing as this user?

 Discussion Goal: Facilitate a reflection on the role-playing exercise to enhance students' grasp of user-centered
design. Key points to be on the lookout for and to explicitly bring out in the event students do not mention them:

Identify Assumptions: Encourage sharing of initial assumptions about the user or technology that changed
through role-playing.
Express Challenges: Prompt discussion on specific challenges faced in understanding and representing the
user's perspective, emphasizing realizations about the user's context and needs.
Share Strategies: Highlight strategies or insights that aided empathy with the user or improved role-play
accuracy.
Actionable Insights: Focus on constructive feedback from the role-play that can directly inform design
improvements or ethical considerations.

 Discuss: What are some important details that you needed to know to be able to play the role more
effectively?

 Discussion Goal: The goal of this discussion if for students to reflect on this experience so that they know how to
better engage as the user for the main lesson activity where they will be user testing in the role of different users.
This discussion should highlight the importance of detailed user knowledge in developing empathy and creating
user-centric solutions. Key points to listen for or bring out:

Specific User Needs and Preferences: Encourage students to discuss the specific needs, preferences, or
challenges of their user that were crucial for accurate role-playing. This includes any particular habits,
limitations, or desires that impacted how they viewed the technology.
User Context and Environment: Prompt students to consider the user's environment or context and how it
affects their interaction with the technology. Listen for mentions of physical, social, or cultural contexts that
influence usability and accessibility.
Barriers to Technology Use: Focus on discussions about potential barriers the user might face when using the
technology, including technological literacy, physical accessibility issues, or socio-economic factors.
User Goals with the Technology: Highlight conversations on what the user aims to achieve with the
technology and how understanding these goals is crucial for effective role-playing and design thinking.
Feedback on Missing Information: Pay attention to any feedback indicating gaps in their knowledge that
hindered effective role-playing. This can guide any needed adjustments to the user testing in the main activity.

☑ Do This: Introduce the lesson objectives.

☑ Do This: Introduce the Question of the Day.

Activity (30 minutes)

 Remarks
Now that you’ve had some practice thinking about applications from the perspective of a specific user, we're
going to step into the shoes of potential users for our classmates’ CV applications. Your feedback will help them
understand diverse needs and refine their designs, so it is extremely important to engage with each project from
the perspective of the assigned user persona as you test each prototype.

 Distribute: Give each group 6-8 User Feedback sheets.

☑ Do This: Direct students to set out their idea outlines, user personas, blank User Feedback sheets, and their
prototype.

☑ Do This: Have students participate in the gallery walk, emphasizing the importance of engaging with each
project from the perspective of one of the user personas.

 Circulate: Observe student engagement, ensuring they are interacting with prototypes and discussing their
observations. Watch for thoughtful, persona-driven feedback.

 Remarks
Great work today, everyone! You've all taken a significant step in understanding the diverse perspectives of users
who might interact with your projects. Now, as we transition from the gallery walk, let’s have a quick look into the
feedback you've received. Don’t worry, we are going to do a deep dive into all of your user feedback tomorrow -
for right now, let’s just take a quick look to see if anything pops out right away!

☑ Do This: Direct students to read through their feedback and discuss with their partner. Let students know that
they will focus more on taking a deep dive into their user feedback in the next lesson and that for our purposes
right now, they should just take a moment to identify any common themes, surprises or any actionable suggestions
that they notice immediately.

 Discuss: How did role-playing as a user alter your view of the projects you reviewed, and what key insight did
you gain?

 Discussion Goal: This discussion should encourage students to articulate how adopting a user persona expanded
their understanding of user experience and to identify a pivotal insight that could influence their approach to
design thinking and empathy in future projects.

 Discuss: From your initial glance at your user feedback, what common theme or surprising insight stood out,
and how does it challenge or affirm your initial assumptions about your project?

 Discussion Goal: The goal of this discussion is to prompt students to quickly synthesize and reflect on the initial
feedback, encouraging them to identify immediate reactions that either challenge or confirm their preconceptions
about their project. The aim is to cultivate an openness to revising their work based on user input (in preparation for
tomorrow) and to underscore the importance of being adaptable and responsive to feedback in the design process.

Wrap Up (5 minutes)
☑ Do This: Review the lesson objectives.

☑ Do This: Review the Question of the Day.

 Transition: Direct students to Level 1 to respond to the Check for Understanding questions on Levels 1, 2, and 3.
  1-3 Check for Understanding

●
✓ ● ✓ ● ✓
1 2 3

 Assessment Opportunity 

The responses in the level can be used to formatively assess how well students have met the objectives of the
lesson.

(Optional) JuiceMind Assessment

You can assign students a content assessment hosted on the JuiceMind platform either within the lesson or at the
end of the lesson. To assign the assessment to your students, click here.

Click Assign on the assessment page, then have students join your unique class session. Students have a link to the
Join page on the level after the reflection level and will need to enter the class session code. After students
complete the assessment, you can view their results on the JuiceMind teacher dashboard.

Note: You will need to sign up for an account on JuiceMind to assign the assessment.

 4 JuiceMind Assessment

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 16: Implementing Feedback
45 minutes

Overview Objectives
How can user feedback inform the iterative nature of the Students will be able to:
Design Thinking Process?
Evaluate and prioritize user feedback
In this lesson, students refine their prototypes based on user Iterate on a prototype based on user
feedback. Students learn to evaluate, prioritize, and effectively
feedback
incorporate suggestions to enhance their computer vision
projects. The lesson emphasizes the importance of being
responsive to user needs and adjusting designs accordingly Preparation
through a structured activity involving a categorization method
(Must Have, Should Have, Could Have, Will Not Have). By the Gather enough of each type of object
end of this lesson, students should have a refined prototype used in the Warm-up activity for each
that better meets the needs of their target users. group of two to three students so
that each group has a physical object
to work with during the activity.
Standards Full Course Alignment
Create or arrange the materials for
students to categorize feedback (e.g.,
CSTA K-12 Computer Science Standards (2017)
sticky notes in various colors, digital
AP - Algorithms & Programming
platforms like Miro or Google Slides
IC - Impacts of Computing for virtual categorization, and printed
templates for feedback organization).
Ensure that necessary tools for
Agenda prototype iteration are ready and
Warm Up (10 minutes) accessible. This could involve
software for digital prototypes or
Activity (30 minutes)
materials like paper, markers, and
Wrap Up (5 minutes) model-making supplies for physical
prototypes.
Extension Opportunity: Personal Career Exploration

Links
Heads Up! Please make a copy of any
documents you plan to share with
students.

For the teachers

Implementing Feedback - Slides

 Make a Copy

For the students

Career Exploration - Activity Guide

 Make a Copy
Teaching Guide

Warm Up (10 minutes)

 Remarks
Today, we'll explore how design thinking is inherently iterative, requiring us to adapt to user feedback. Let's warm
up with a fun, rapid redesign activity.

☑ Do This: Place students in pairs or small groups of three.

 Distribute: Give each pair an everyday object.

 Remarks
Your challenge is to quickly brainstorm an improvement to make it better or more interesting.

☑ Do This: Give students two minutes to quickly brainstorm ideas and deduce on one way to improve the design.

 Remarks
Alright teams, you've been brainstorming some fantastic improvements to your everyday objects. Now, let's
introduce a twist to truly test the flexibility of your design thinking. You will now receive a new constraint for your
object. This constraint represents unexpected feedback or a challenge that your design must now accommodate.
Remember, great innovations often come from overcoming unexpected hurdles. Let's see how you can adapt
your original ideas to meet these new conditions. Embrace this challenge as an opportunity to think outside the
box and further refine your designs.

☑ Do This: Click through the animated slide to introduce the list of constraints.

 Circulate: Ensure all students are participating and that groups are considering the usability and practicality of
their designs in light of the introduced constraints.

 Teaching Tip 

If you have time, consider asking groups to either share their ideas to incorporate the new constraints with
another group or with the class as a whole at the end of this activity.

 Discuss: How did the introduction of a new constraint affect your original design?

 Discussion Goal: Encourage students to articulate the specific ways in which the new constraint challenged their
initial design concepts. The aim is to highlight adaptability and creative problem-solving skills in the face of
unforeseen challenges, demonstrating the dynamic nature of the design process. If you have time, you can also
extend this conversation to discuss the ways the new design is better as a whole after adapting for the one
constraint - for example, their pencil that is now usable under water may also be harder to break while not under
water as well!

 Discuss: What does this teach us about the importance of being open to feedback in the design process?

 Discussion Goal: Prompt students to reflect on the value of feedback in refining and improving a design. This
discussion should emphasize how being receptive to feedback, even when it introduces new challenges or
constraints, is crucial for achieving more versatile, effective, and user-centered solutions.
Activity (30 minutes)
 Remarks
Our main task today is to dive into the feedback you received on your computer vision prototypes during the
previous lesson. This is a crucial step in the design thinking process where we learn to evaluate and prioritize
feedback to make our projects even better.

 Distribute: If you kept each group’s User Feedback sheets, pass those back out to each group. Give each group
approximately 8-10 sticky notes. If you are able to provide each group with 4 different colors (one for each
category they will be using to classify their feedback), that would be ideal, but not necessary. Each group will also
need a large poster paper for categorizing their feedback.

 Teaching Tip 

You can also direct students to use a digital platform, such as Google Slides, Miro, Figma, or something else you
are familiar with instead of the poster paper.

☑ Do This: Direct students to divide their posters into four categories: Must Have, Should Have, Could Have, and
Will Not Have. Explain how by categorizing their feedback, they can prioritize their design efforts effectively,
ensuring that essential improvements are addressed first while managing resources and time constraints -
essentially, it will help them focus their efforts during the prototype iteration.

 Remarks
Must Have feedback are the ones that are critical for your prototype’s functionality or success. These are non-
negotiable improvements that need to be included in your next iteration.

☑ Do This: Display the description in the slide and ask students what an example of a “Must Have” might be.

 Remarks
Should Have feedback would be important features or changes that would significantly benefit the prototype but
are not as critical as 'Must Haves.' These should be included if time and resources permit.

☑ Do This: Display the description in the slide and ask students what an example of a “Should Have” might be.

 Remarks
Could Have would be features that would be 'Nice to have' that would enhance the prototype but have a lesser
impact compared to 'Must Haves' and 'Should Haves.' These are optional and dependent on available resources.

☑ Do This: Display the description in the slide and ask students what an example of a “Could Have” might be.

 Remarks
Finally, your “Will Not Have” feedback will be those that, while potentially valuable, do not align with the project’s
scope, goals, or user needs at this time. These are not planned for inclusion in the foreseeable future.

☑ Do This: Display the description in the slide and ask students what an example of a “Will Not Have” might be.

☑ Do This: Direct students to summarize their feedback.

☑ Do This: Direct students to place their sticky notes into the sections they believe they belong.
 Remarks
With your user feedback freshly organized, it's time to put that valuable insight into action. In this Iteration Sprint,
you'll make focused changes to your prototypes. Remember, quick decisions and creativity are key here. First,
review the feedback you put in the “Must Have” section of your poster. Take a couple of minutes to identify the
most critical areas for improvement - for example, might identify the the design elements in general based on the
fact that you have several pieces of feedback that all relate to that area.

☑ Do This: Direct students to review the prioritized feedback in the “Must Have” section of their poster, identifying
the most crucial areas for improvement.

 Remarks
Now that you’ve identified the most crucial areas for improvement - perhaps it is the user interface layout as the
general area in need of improvement, for example, you will now take a couple of minutes to decide which specific
feature about that general area that is the most critical for this sprint's focus. Quick decisions will set the pace for
productive updates!

☑ Do This: Direct students to decide which specific item they will address in this rapid redesign sprint.

☑ Do This: Direct students to individually sketch or write down ideas for incorporating the selected feedback they
will be incorporating into their prototype.

☑ Do This: Direct students to discuss their ideas and try to reach a consensus on the best approach to their rapid
redesign.

 Circulate: Ensure all group members are contributing ideas and actively participating in the iteration process.

☑ Do This: Direct students to implement their agreed-upon changes to their prototype’s rapid redesign.

 Circulate: As you walk around the room, check that students are not just making modifications but are
incorporating user feedback in meaningful ways. Remind students to keep the user's needs and experiences at the
forefront of their iteration process, ensuring that updates enhance usability and user satisfaction.

 Assessment Opportunity 

The updated prototype can be used as a formative assessment of student learning.

 Discuss: What was the most actionable feedback your group received? How did it influenced your prototype's
improvements?

 Discussion Goal: Encourage students to articulate the specific feedback that had a significant impact on their
design process, demonstrating the direct connection between user input and design evolution. This discussion
aims to highlight the practical application of feedback in enhancing product functionality and user experience,
fostering a deeper appreciation for the iterative nature of design thinking and more importantly, allow students to
see that the feedback that they give can be powerful and affect change.

 Discuss: What is one piece of feedback you didn't get to change this time, but you would like to change in the
future if given the chance? Why did it stand out and how could it shape your prototype's next development
phase?

 Discussion Goal: Encourage students to reflect on and articulate why certain pieces of feedback resonated with
them and how these insights could influence the direction of their project's development. This aims to cultivate a
forward-thinking mindset, recognizing the value of all feedback—not just immediate changes but also ideas that
spark innovation for future iterations.

 Discuss: How has the feedback you've given and received during this project served as a catalyst for change?
What does this reveal about the power of constructive feedback in the design process?
 Discussion Goal: Prompt students to evaluate the transformative effect of both giving and receiving feedback
throughout their project, understanding its critical role in driving improvements and fostering innovation. This
discussion aims to highlight the value of constructive feedback in challenging assumptions, inspiring new ideas,
and advancing the design process, reinforcing the concept that feedback is an essential tool for growth and
development in any creative endeavor.

Wrap Up (5 minutes)
☑ Do This: Review the lesson objectives.

☑ Do This: Review the Question of the Day.

 Transition: Direct students to Level 1 to respond to the Check for Understanding questions on Levels 1, 2, and 3.

 1-3 Check for Understanding

●
✓ ● ✓ ● ✓
1 2 3

 Assessment Opportunity 

The responses in the level can be used to formatively assess how well students have met the objectives of the
lesson.

Extension Opportunity: Personal Career Exploration

 Teaching Tip 

This is an optional extension for the project. It allows students to have the opportunity to explore careers of
personal interest more in-depth, exploring how they use computer vision currently and into the future.

 Distribute: Give each student a copy of the Career Exploration activity guide.

 Transition: Direct students to Level 4 to access the Bureau of Labor Statistics’ Occupational Outlook Handbook.
Have them spend 10 minutes exploring various careers. Once they choose one, have them complete the first page
of the activity guide, in which they describe the tasks and duties associated with the career, the projected salary,
and the job outlook in the future. On the second page, students will explain how computer vision is used in the
profession and speculate how computer vision might be incorporated

 Circulate: Students might get stuck navigating through the website and finding what they want. Show them
how to use the search bar, if necessary, in order to pinpoint a profession which they are interested in. You can also
show them how to choose a category and to explore the possible professions in that manner.

 4 Personal Career Exploration

 Discuss: What profession did you explore? How might computer vision impact the career now and into the
future?

 Discussion Goal: This is a great opportunity to hear about the students' passions and interests and to brainstorm
as a class about what effects computer vision might have on a whole host of industries.
 This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.
Lesson 17: Assessment Day
45 minutes

Overview
Students complete an end-of-module-assessment to assess
how much they have learned.

Agenda
End-of-Unit Assessment and Survey (45 minutes)
End-of-Unit Assessment
Post-Module Survey

Teaching Guide

End-of-Unit Assessment and Survey (45 minutes)

End-of-Unit Assessment

Direct students to Level 1 to complete the end-of-unit assessment.

●
✓
 1 End-Of-Unit Assessment

Post-Module Survey

Direct students to Level 2 to complete a quick post-module survey. Although their answers are anonymous, the
aggregated data will be available to you once at least five students have completed the survey.

●
✓
 2 Post-Module Survey

While students take their survey, please complete this post-module survey for teachers as well. Your feedback is
valued and appreciated!

This work is available under a Creative Commons License (CC BY-NC-SA 4.0).

If you are interested in licensing [Link] materials for commercial purposes contact us.