Introduction (approx. 30 min)

• Brief introduction to generative artificial intelligence, language models and chatbots.
• Brief introduction to algorithmic art and about using code as a brush
• Introduction to block-based programming and the sand printer Sisyphus
• Introduction to the use of a chatbot as a learning assistant
• Competition where students are given 5 challenges which they must solve using programming. The tasks deal with scaling, rotation, repetition, variables.
• Joint review of the assignments.

Activity (approx. 30 min)

• The students create their own creative design based on their own ideas and print them on the sand printer.
• The students create their own creative design based on their own ideas and interaction with the chatbot and print them on the sand printer

Reflection (approx. 15 min)

• Reflection: how can chatbots work as learning assistants.
• Discussion: "AI literacy": What is good and what is bad use. What have we experienced that we can take with us further?

The teacher's role

Vi ønsker at du som voksen er aktiv, deltakende og nysgjerrig. Lærere er ansvarlig for gruppen under hele besøket og kan bli bedt om å hjelpe til underveis (ikke faglig/programmering). Explainer har ansvar for gjennomføring av programmet. 

Before the visit

Våre undervisningsopplegg krever ikke forarbeid, men det er alltid nyttig å forberede elevene på et museumsbesøk. Vis gjerne bilder eller video fra museet, fortell om hva som skal skje, og se våre digitale ressurser som kan brukes til for- og etterarbeid.

After the visit

Reflect and discuss with the students after the lesson, preferably in groups.

Core elements and competence targets 8.–10. steps

Mathematics

• Explore how algorithms can be created, tested and improved using programming (Step 8).
• Describe, explain and present structures and developments in geometric patterns and in number patterns (9th stage).

Arts and crafts

• Exploring how digital tools and new technology can provide opportunities for forms of communication and experiences in creative processes and products (10th stage)

Core elements and competence targets VGS

Mathematics – 1T

• Formulate and solve problems using algorithmic thinking, various problem-solving strategies, digital tools and programming.

Mathematics – 1P

• Digital skills in mathematics P involves being able to use graphing, spreadsheets, CAS, dynamic geometry programs and programming to explore and solve mathematical problems.

Science – VG1 SF

• Drøfte hvordan utvikling av naturvitenskapelige hypoteser, modeller og teorier bidrar til at vi kan forstå og forklare verden.
  vurdere og lage programmer som modellerer naturfaglige fenomener.
• Digital skills in science are being able to use digital tools to explore, record, calculate, visualize, program, model, document and publish data from experiments, fieldwork and other people's studies.