2024

ISBN Obra independiente:

2024
 Ho
Rep w
res d
en

oe
t

st
I? Ma

he
at
c

io
A

AI
no
hi
t is

wo
ne

f kn

rk?
Wha

lea

owle
rnin

dge
g

om
C

AI

pu i th
tat hw
Et
hic
i o n a l a p p ro a c
a ct
al u i mp
s e of ial
AI and soc
Ho
ws
hould
AI be used ?
Classroom activities

Creating images

For example: If the group is working

with 'Ada Lovelace,' the following
prompt can be generated: 'Ada
Lovelace with a loom in the
background, envisioning a
computer.'

Figure 3. Images created by hotpot.ai/art-generator

 Suggestions
If necessary, the person
in charge of the group
can do the writing on
the computer.

Are the drawings made by

the group the same as those
created by the machine?

Is there anything in the AI Objectives

description they made that is Use of generative AI
not being shown? tools.
Understanding the
What did the machine
concept of prompts.
consider when creating the
images?

What does the prompt mean

in the tool used?

If the tool is used again with

the same description, is the
output the same?

Resources
To create the image they
liked the most, how many Image generation
times did they have to modify from text:
the description? Hugging Face
Craiyon.
Classroom activities

Memory

The student group is asked to create an image using an AI image

generator. Then, the prompt and the generated image are printed
separately. To make it playable, it is necessary to generate at least 5
images.

An example of two images with their respective prompts is shown

below:

Ada Lovelace with a Mary Jackson solving a

loom in the background, problem on a chalkboard.
envisioning a computer.

Figure 4. Images created by hotpot.ai/art-generator

 Suggestions
If necessary, the person
in charge of the group
can do the writing on
the computer.

AI Objectives
Can the image be easily Use of generative AI
distinguished from the text? tools.
Understanding the
What does the prompt mean
concept of prompts.
in the image generation tool?

What skills are used to relate

the image to the text?

What characteristics of the

image are taken into account?
Resources
Are there patterns that allow
Image generation
linking the image and the
from text:
prompt?
Hugging Face
Craiyon.
Classroom activities

Create your own story

Challenging students to create their own stories
based on an image and then enhance them with
generative AI tools.

What are the texts like? Highlight the relevant characteristics

based on what is being worked on: the type of text, spelling,
accuracy of facts, creativity, and originality of the story.
From the following image:
Suggestions AI Objectives

Monitor the use of the Use of generative tools.

chatbot to supervise the
Understanding the concept
responses provided.
of prompt.

Resources 5 5

Image Creator
Conversational AI
(examples: ChatGPT,
Claude, Copilot,
Gemini).
 Cat

Dog

0 35 Length of ears (cm)

 Cat Dog

Cat

Dog

0 35 Length of ears (cm)

Cat Dog

Cat

Dog

0 35 Length of ears (cm)

Classroom activities

Smile, you are being

trAIned
Challenge the group to train their own machine
learning model to classify images.

Using Teachable Machine15, we propose creating an Image Project.

To describe the activity and as an example, we will create a model

that distinguishes whether a person is smiling or not. Therefore, we
will create two classes: 'Smile Detected' and 'No Smile Detected.'
Thus, the defined problem is to create a smile detector. Now we
need a dataset with the corresponding label to build the
computer's representation of Smile and No Smile.

15 https://teachablemachine.withgoogle.com/
To include the images, you can use photos or the camera. To take
multiple captures, hold down the button.
Suggestions AI Objectives

Understand the machine

learning process, as well as
associated practices and
challenges it entails.

Recognize that computers

are capable of learning from
data, including their own
data.

Resources
Teachable Machine
Classroom activities

Animating emotions
Program a character to act according to facial
recognition.
At the beginning of the activity, we introduce the PoseBlocks
programming tool16 and challenge the group to explore it,
particularly its extensions. If the group has experience with
programming in Scratch, we can suggest comparing similarities

To access the facial recognition blocks, follow these steps:

1. Add the 2. Select the 3. Facial

extension using 'Face Sensing' detection
the button in the extension. blocks available
lower left corner.

16 https://playground.raise.mit.edu/create/
Ask students to explore
the blocks, identifying
what they do. In the case
of detecting happiness,
you can use the block
that refers to feelings or
smiles. Follow a similar
procedure for other
emotions.

After the guided

exploration, the group of
students is proposed to
create a program that
moves a character when
it detects an emotion, for
example: happiness.

The following could be a possible program:

Include complexity to the program created according to the
experience and motivation of the group; you can ask them to add
another character and explore other blocks.
Suggestions AI Objectives

Understanding that
computers are
programmable agents to
which tasks can be
indicated through a
sequence of code.

Recognizing and describing

examples of how a
computer reasons and
makes decisions.
5

Resources
PoseBlocks
Classroom activities

What word is missing?

'In a village of La Mancha, the name of which I have no desire to

call to mind, there lived not long one of those gentlemen that
keep a lance on the rack, an [MASK] shield, a skinny nag and a
swift greyhound.'

17 Available at Ceibal´s Biblioteca País: https://shorturl.at/zUZ14

18 https://shorturl.at/yFKU6
Are the words from the
resource similar to those given
by the group? If it's a
well-known phrase, like the
example, does the actual word
appear in the resource? Suggestions

AI Objectives
How do you think Using tools with AI.
percentages shown are
Understanding the
calculated?
functionality of AI.
Do we humans do Introduction to the
something similar when concept of generative AI.
completing sentences?

If the machine, using AI,

completes sentences in
this way, does it always
tell the truth?

How can we make the Resources

percentages displayed
Word Masking
change?
Classroom activities

Similar phrases

Following the idea of the previous activity. Take a sentence from an

author, book, or topic you are working on in class. Let's take as an
example a part of a sentence from the book Don Quixote de la
Mancha19:

'In a village of La Mancha, the name of which I have no desire to call

to mind,'

Ask the students to write a sentence similar to the previous one.

What does 'similar sentences' mean? What characteristics do they
need to have to be considered similar? Do sentences repeat within
the group?

Use Similarity of Phrases20 to see the resemblance in terms of

percentage for each sentence, and copy some examples from the
group. In the example we write:

'In a village of Uruguay, 'I don't want to

the name of which I have remember the name of
no desire to call to mind' the place in La Mancha'

'I don't remember the Which of all the phrases

name of the place where obtains the highest
this happened.' percentage of similarity?

19 Available at Ceibal´s Biblioteca País: https://bibliotecapais.ceibal.edu.uy/info/don-quijote-de-la-mancha-0001936

20 https://huggingface.co/spaces/CeibalUY/similaridad_frases
Suggestions

AI Objectives
Use of AI tools.
Approach to how AI
works.
Introduction to the
concept of generative AI.

Resources
Similarity of phrases
¿para qué
Classroom activities

Who copies whom?

Challenging the group of students to replicate an
image using an AI image generator.
Show the group of students an image that has been previously
created with an AI image generator. For example:

Image created with

the prompt: dog
running and playing
soccer.

Ask the group of students to describe the image they see.

How would you explain the image we are seeing to someone?

What do you highlight about the image to recreate it?

Finally, the group should obtain an image very similar to the

original one, for which they will use an AI-powered image
generation tool.
Each group presents their
image along with the prompt Suggestions
used. Discuss: The original images can
be created by humans
What process did they follow or by computers.
to generate the image?
Encourage the group to
What did they learn from the
process? generation tools.

If we use the same

description more than once,
does it generate the same
image?
AI Objectives
How should the description
Use of AI tools.
be for the image to more
accurately match the Use AI for
original? problem-solving, in this
case, employing
debugging skills.
Introduction to the
concept of Generative AI.

Resources
Image generator
Classroom activities

Challenging the AI
Use an AI-powered chatbot to solve a problem.

Choose a problem that the group of students is motivated to solve.

Bebras challenges26 might be useful. Select a problem that can be
solved based on text, without the need for images.

Ask the group of students to solve it. Explore problem-solving me-

thodologies with them.

Introduce the chatbot to the group and ask them to use it to solve
the problem.

What limitations do they encounter? Can all problems be solved

using the AI-powered chatbot?

26 https://pensamientocomputacional.ceibal.edu.uy/bebras-recursos/
Suggestions AI Objectives

Using tools with AI.

Using AI to solve problems.

Resources
Chatbot con IA
Classroom activities

Recognizing text
Train your own machine learning model to classify text.
Create a text classifier with the group using Machine Learning for
Kids.27 Ask students to create a project that recognizes text (as an
example, they can explore other options later).

Each group can write the name of the project they consider, and
the language they want to work in.

Then, the model will be trained and tested.

27 https://machinelearningforkids.co.uk/#!/projects
Training is important to include the classes you want to distinguish
and examples for each one.

To add examples, you can explore students' own ideas, as well as

search for words associated with each category on the internet. In this
case, we're working with words that have positive or negative
connotations, but you can try with the topic you're working on in class.
Once classes are uploaded, return to the project and train.
The created model is tested and challenged with questions.

In this case, why would the moon be considered negative? Is that

correct or incorrect?

Finally, you can reflect on the entire creation process and the

What does the percentage underneath the category mean?

How can we make the model respond more accurately to our

examples?

What issues do you encounter with these models? What

happens if it classifies a word in the wrong category?

Can we make a program to solve this problem without using

Artificial Intelligence? What weaknesses do you find in that
approach?
Suggestions AI Objectives

Complexify the Understanding the current

classification of emotions applications of AI: computer
and explore ways to obtain vision, speech recognition,
data easily and quickly to translation, image
create the model. generation, text, and sound,
among others.

Understanding the machine

learning process, as well as
associated practices and
challenges it entails.

Resources Recognizing that computers

are capable of learning from
Machine Learning for data, including their own
Kids data.
¿para qué
Classroom activities

The Apartment Cow

Testing a machine learning model created by others.
Using a model with labeled data of animals that live in apartments
or houses with a garden, the model is trained in Teachable
Machine32 to test it.

Create a new project and open the model using the link to Drive or
from the computer itself.

The model33
is opened,
prepared, and
tested with test
images.

An example of
images to test
can be found in
the following
folder34, but
each student
can select the
animals they
consider
Ada Lovelace with a
relevant.
loom in the background,
envisioning a computer.
32 https://teachablemachine.withgoogle.com/
33 https://drive.google.com/file/d/1qeZIKVzxe9dEi7yp3YgSQGI2jzxnShYg/view?usp=drive_link
34 https://drive.google.com/drive/folders/14bNaA4FMLJh2AqlDQ6KsXnruu2qVDIrp?usp=drive_link
35 https://pensamientocomputacional.ceibal.edu.uy/wp-content/uploads/2023/06/2022-Inteligencia
-artificial_Guia-Docentes.pdf
 Suggestions
Select a relevant
After testing the model, discuss problem for the group
the following questions with the that requires
group: classification.

How does it work? Did it

correctly predict the results of
the images it analyzed?

Would this algorithm be useful AI Objectives

for classifying any animal as a Identify that the use of
suitable pet for each space? AI has a social impact.
Why or why not?
Recognize the positive
Do you trust the result given by
your algorithm to choose your AI on society and have a
pet? Why? How can we critical perspective on
improve the prediction for the use of AI
cases where it is not correct? technology.

What about pets that can live

in both an apartment and a
house with a garden?

This particularity of the data and

how they are organized to train the Resources
algorithm reflects a preference in
Teachable Machine
the selection of the data for each
Activity taken from the
category, and consequently, the
didactic sequence of
model's prediction reflects the
the PC and AI program
values represented in those data,
of Ceibal 'Cows make
which is called bias.
good apartment pets.'
Classroom activities

What does the

autocomplete think?
Suggestions AI Objectives

Evaluating using other

languages.

Resources
Google
Classroom activities

Translation and Biases

Explore the biases present in translators to reflect
on the data used to train these systems.
Translating from one language to another, often due to the volume
of data, is done using AI. Ask students to use the online translator36
to find some biases.

At the beginning, exploration of the resource is proposed for those

who have not used an online translator. Explore with the group of
students the translation (into Spanish) of the following sentences:

'The doctor was kind and patient'

'The nurse was kind and patient'
'The teacher was kind and patient'
'My hairdresser cut my hair a lot'

In the first case, at

the time of writing
this activity, we found
the following output:

However, by adding a
period at the end, an
alternative is
included.

36 https://www.deepl.com/es/translator was used in this case.

Explore with the group other
biases that can be reproduced,
regarding gender, ethnicity, and
context, depending on the group's
needs and motivations. Reflect on
Suggestions
the following questions:
Working together with
How do these biases arise? English.

What weaknesses do they find

that could happen if we don't
do anything about it?

What other biases can be AI Objectives

reproduced in these types of
Identifying that the use
systems?
of AI has a social
impact.
Besides professions, are there
other areas where we can
Reflecting on how AI
continue exploring?
technologies can reflect
or amplify biases.

Resources
Deepl
144