Artificial Intelligence
Lesson Title:
Course:
Grade:
Teacher name:
Artificial Intelligence
HZB3O
11
Victoria LaForme
Lesson Description: Students will learn the definition of artificial intelligence and will be able to
identify the criteria a device must have for it to be considered artificially intelligent.
Prior Learning: Students will have an idea of what artificial intelligence is and some devices that
might be considered artificially intelligent.
Overall Learning Expectations:
Specific Expectations:
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Assessment (as, for and of)
What you need
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Students will compare two or
more answers to one of the big
philosophy questions.
(philosophical questions)
 Students will give appropriate
reasons for their own or others’
answers to one of the big
philosophy questions.
(philosophical questions)
 Students will summarize some
arguments for and against the
use of artificial intelligence in
replacing human intelligence
(philosophical questions)
 Students will identify the main
conclusions of some
philosophical positions regarding
one or more of the big
questions, and the arguments
used to support them (research
and inquiry)
 Students will discuss their own
views in Philosophical exchanges
in class with others (research
and inquiry)
 As/For: Students are asked to define artificial
intelligence and brainstorm what technological devices
might be considered intelligent.
 Of: Students are asked to create a blueprint for their
own artificially intelligent machine to gage their
understanding of the criteria required for something to
be considered artificially intelligent.
Materials Needed:
 Paper, pens, markers
 Article “Artificial Intelligence Hasn’t Peaked (Yet)”
Students will describe precisely and clearly
one of the big questions of philosophy, “what
is intelligence and artificial intelligence?” and
“can/should we develop and use artificial
intelligence to replace or supplement human
intelligence?” (philosophical questions)
Students will formulate and defend a
response of their own to one of the big
questions of philosophy (philosophical
questions)
Students will summarize their own or others’
answers to this question, and give reasons in
support of their answer (research and inquiry
skills)
Students will effectively communicate the
results of their inquiry (research and inquiry
skills)
Anticipatory Set / Minds on
(15 mins)
Action
(40 mins)
 Instructions for the “pair debate”
 Worksheet for brainstorming
Introduction
 To begin the lesson, students will work in pairs to
provide a definition to the question, “what is
intelligence?” and “what is artificial intelligence?”
and create a list of all the devices they can think of
that use artificial intelligence and briefly explain
what their function is.
 The two terms will be written on the board and
students will be asked to contribute their ideas of
what make us intelligent.
Students will:
 As a class, students will learn about the history of
artificial intelligence and the various theories related
to artificial intelligence (e.g. Alan Turing’s work)
 In pairs, they will read the article “Artificial
Intelligence hasn’t peaked (yet)” and provide
answers to the questions provided on the attached
worksheet with regards to the article.
 I robot-teacher clip: Can robots be teachers?
 Students are asked to consider the question, “what is
a robot?” and brainstorm in pairs the traits they
consider to be characteristic of robots.
 Questions for students to consider as they
brainstorm include:
o What makes a robot a robot?
o What robots do you know of from pop
culture?
o What real, functioning machines do you know
that might qualify as robots?
o What are some reasons people have
designed and built robots?
o What are some things robots already do to
help people?
o Have you encountered robots in your daily
life?
o What things do you think robots can’t yet do?
o What tasks would you not trust robots to do
any why?
 Is it possible to reach human-level intelligence with
machines? (many philosophers and scientists claims
that AI is impossible and that machines can never
reach human-level intelligence)
Consolidation/debrief
Conclusion
 Discussion of I-robot clip: Can robots be teachers?
(10 mins)
o If we teach a robot to do something, can it
teach another machine the same thing?
o
Critical questions
 What is intelligence? What can be considered
artificial intelligence?
 Can machines be intelligent?
Modifications/Accommodations
 Students are seated in pairs to allow for co-operative
and collaborative learning.
 Notes will be provided to those who require them
 Access to a resource room or to additional
instruction is available for further clarification and
deeper understanding
 Students will be given additional time to complete
tasks should they require it.
NOTES
Literacy Activity included in this lesson:
As a class, read the article "Artificial Intelligence Hasn't Peaked (Yet)," focusing on the following
questions:
a. What are some examples of artificial intelligence mentioned in the article?
b. When and where did people start researching artificial intelligence?
c. What devices fall into the spectrum of artificial intelligence? How do these devices differ in
their level of sophistication?
d. What artificial intelligence device does Microsoft plan to introduce next, and what does it
do?
e. According to Dr. Winston, what is the appeal of artificial intelligence?
f. According to Dr. Hillis, what is intelligence?