Introduction (approx. 15 min)

• Brief introduction to AI and pattern recognition
• Brief introduction to self-driving cars
• Discussion of ethical dilemmas

Practical activity (approx. 50 min)

• The students train an AI model for image recognition
• Introduction to micro:bit/MakeCode
• Introduction to programming with AI
• Three challenges of increasing difficulty

Closing (approx. 10 min)

• Discussion, experience sharing and reflection

Competence target after 8th-10th grade

Mathematics

• explore how algorithms can be created, tested and improved using programming (level 8)

Social Studies:

• assess the ways in which different sources provide information on a social science topic, and reflect on how algorithms, unidirectional sources or a lack of sources can shape our understanding (10th stage)
• explore how technology has been and still is a factor of change, and discuss the impact technology has had and is having on individuals, society and nature (10th stage)

Competency goals according to VGS

Science (core elements):

• understand, create and use technology, including programming and modelling, in work with science.
• consider how technology can contribute to solutions, but also create new challenges.

Social studies (core elements):

• the students must acquire the competence to take part in democratic processes and shaping society.

The teacher's role

We want you as an adult to be active, participating and curious. Teachers are responsible for the group throughout the visit and may be asked to help along the way. Explainer is responsible for implementing the program. 

Before the visit

Our teaching plans do not require preparatory work, but it is always useful to prepare students for a museum visit. Feel free to show pictures or video from the museum, tell us about what will happen, and see our digital resources.

After the visit

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