This lesson focuses on facial recognition technology (FRT). Students practice making facial signatures to identify people in images. The lesson starts by describing what authentication is and explaining that there are three ways to authenticate: through something we know, something we have or something that we are physically (also known as biometrics) Students will discuss how some methods are more secure than others and conclude that two factor authentication (2FA) is the best option. Students use a website called “thispersondoesnotexist.com” to create fake faces, to draw facial signatures, to use in a team guessing activity. Students also watch a video to discover that FRT has many applications and benefits. However, there are also some ethical concerns including equity, accuracy, and bias. These can be discussed as a class.

Origami can be a useful tool for teaching the concept of algorithms, as it provides a tangible and visual representation of the process of following a series of steps to achieve a desired outcome. This activity can be used in conjunction with the Matariki online course. Matariki (Pleiades) is an important cluster of stars in New Zealand. The rising of the Matariki star cluster marks the Māori New Year, a time of rejoicing and rejuvenation in New Zealand. This activity involves making origami stars.

Through colours, stickers, and sensory play, this activity helps younger children remember keyboard finger placement effectively. It can be done standalone or used to support the learning in the Computer Systems 100 course. Students practise identifying their left and right hands, pinky, ring, middle pointer and thumbs. Students use finger painting to help them remember where their fingers go on the keyboard. They are reminded that finger placement on the keyboard is important for learning how to type.

This activity teaches children about international electricity plugs and sockets while sparking creativity. Students craft funny socket faces in an art project. It can be done standalone or used to support the Computer Systems 100 course. It could also be integrated into a Science lesson. The activity also promotes KS2 Geography and helps students develop location knowledge. Students are shown a world map or globe and asked to to locate their country, and any others they know of e.g. that they’ve visited or have family from.

This activity supports the development of a range of Computational Thinking skills such as decomposition, pattern recognition, algorithmic thinking and logical reasoning. Students learn what a tangram is and practice making different designs. This helps them recognize patterns in how shapes fit together and identify similarities between different configurations, allowing them to develop the ability to see connections and common structures, a key part of computational thinking. Tangram puzzles often require trial and error. This iterative process, where you make adjustments based on feedback, mirrors the approach used in debugging code or refining algorithms. Students are also introduced to screen coordinates and practice following algorithms including coordinates to draw tangram designs. Students then use their own tangram designs and write their own algorithms using coordinates that other people can follow.

This activity on big data and computer vision can be used standalone or to support the online course IC600 | AVATAR: Big Data & Digital Footprints. It combines digital and unplugged elements including watching a computer vision video, exploring Quickdraw AI, and an unplugged game similar to Pictionary. Learners grasp how data and processing power impact drawing interpretation, mirroring computer vision principles with big data.

This is lesson 1/9 of a pick-a-path programming project. Students create a story with multiple endings. In Scratch, they will use conditionals and branching techniques to make decisions and trigger actions. They will test, debug, and refine their program. This resource includes: 1 lesson plan 9 teaching slides 1 project unit plan Lesson 1 Description Students will investigate and discuss a range of innovations that technology has adapted or improved over time. They will explore how the concept of storytelling has allowed us to interact and tell stories in a new way; with linear and non -linear structures. Unit Lesson Summary: Evolution of Storytelling - Explore how the concept of storytelling has allowed us to interact and tell stories in a new way; with linear and non -linear structures. Hook, Line, and Sinker - Identify multiple story hooks and try their hand at writing their own Audience and Purpose - Develop a plan for their story characters, setting, problem and solution, and then collaborate by swapping stories with their peers Planning a Project - Examples of Scratch pick-a-path adventures Story Planning - Use graphic organizers to sequence the main points of the stories. Share their story plan and provide constructive feedback. Split Ends -Explore alternative endings to stories. Turning Text Into Code - Break down their story into key decisions made by a user. Testing & Debugging - Test one another’s programs and use a bug map to record feedback. Finishing Touches - Polish and refine their programs. Share their projects in a walk around gallery and reflect on the skills they have learned and the success of their project. Please contact sarah@codeavengers.com if there are any issues with the resource.

This 9+ hour programming project allows students to created a pick-a-path story with multiple endings. In Scratch, they will use conditionals and branching techniques to make decisions and trigger actions. They will test, debug, and refine their program. This project lets students explore and apply learning in a sandbox context over a series of lessons. Resource includes: 9 lesson plans including activity worksheets and planning tools A detailed project workbook 44 slides A unit plan with links to all resources in Google doc and slides format. Lesson Summary: Evolution of Storytelling - Explore how the concept of storytelling has allowed us to interact and tell stories in a new way; with linear and non -linear structures. Hook, Line, and Sinker - Identify multiple story hooks and try their hand at writing their own Audience and Purpose - Develop a plan for their story’s characters, setting, problem and solution, and then collaborate by swapping stories with their peers Planning a Project - Examples of Scratch pick-a-path adventures Story Planning - Use graphic organizers to sequence the main points of the stories. Share their story plan and provide constructive feedback. Split Ends -Explore alternative endings to stories. Turning Text Into Code - Break down their story into key decisions made by a user. Testing & Debugging - Test one anothers’ programs and use a bug map to record feedback. Finishing Touches - Polish and refine their programs. Share their projects in a walkaround gallery and reflect on the skills they have learned and the success of their project. Please email sarah@codeavengers.com if there are any issues with the resource.

Students are introduced to the topic of artificial intelligence and consider how it is embedded in everyday life. They work in expert groups to analyze how 2 different industries are utilizing AI and share their findings with their home group. Resources include a video, an interactive insutries wheel and review questions. The lesson concludes with a Kahoot! Lesson Objectives: Identify a range of ways in which AI is used in our everyday lives. Present a summary of 2 industries and how they use AI. This lesson in 1/5 in the “Silicon Synapses” Artificial Intelligence unit. Each lesson offers the option for students to work independently on the CodeAvengers online platform for part of the lesson. As well as each resource being available to download as a PDF, each lesson plan has links to Google documents for the activities so you can use them in your Google Classroom. Or alternatively download as Word documents.

This activity provides students with a range of guillotine problems to help develop spatial awareness and the ability to decompose a shape. Students learn to visualise the results of the cuts they plan to make, and sequence the cuts correctly to decompose the larger shape. As the shape is broken down into smaller pieces, the task of decomposing becomes easier. Guillotine problems can also be used to introduce students to optimization problems, where the goal is to find the most efficient way to cut a material (like paper, wood, or metal) to minimize waste. This ties into real-world applications in manufacturing and design.

This lesson allows students to evaluate and explore possible impacts, ethics, advantages, and disadvantages of futuristic AI technology: Students start by exploring the different areas of AI including machine learning, deep learning, and data science. This leads onto a video about the future of AI. Students then play a game that is based on the game “Cards Against Humanity”, where the aim is to complete sentences with funny answers. This version is suitable for younger students and focuses on digital technology themes. The lesson concludes with a short discussion on whether they think AI is beneficial or not. The lesson can be extended by running a debate around whether “AI will do more harm than good in the future”.

Students work in groups to learn about a range of computer scientists who were influential in the field of AI in the mid to late 20th century. They present their findings to the class. Students also use the Code Avengers platform to explore a number of achievements in AI in the early 21st century. Lesson Objective Identify key milestones in the history and development of various AI technologies. The lesson includes activities such as research, watching a video, a crossword and a Kahoot! This lesson can be run as a standalone lesson or run as lesson 3 of 5 in the “Silicon Synapses” unit.The lesson would be suitable for students aged 12 years+.

Students learn about the four lobes of the brain and how each contributes to human intelligence. They explore AI through an Input -Process-Output lens. Activities include watching a video, colouring in diagram, a 14 slide presentation and a research task. The research focuses on what personal voice assistants are used for and the technologies that power them. These include natural language processing, speech recognition, text-to-speech and machine learning. Lesson Objectives Compare and contrast human and artificial intelligence. Describe the functions of personal voice assistants. This is lesson 2/5 in the “Silicon Synapses” Artificial Intelligence unit. Students also have the option to work on the CodeAvengers online platform during part of the lesson. As well as each resource being available to download as a PDF, each lesson plan has links to Google documents for the activities so you can use them in your Google Classroom. Or alternatively download as Word documents.

Students start by listing movies with Artificial Intelligence themes. Then they compare the characteristics of narrow AI to general AI. The main component of the lesson involves watching clips, researching and exploring AI themed movies. Students consider the role of the AI in each movie and the impacts on mankind. Learning Objectivies: Distinguish between narrow and general AI. Explore films with AI theme This lesson can be run as a stand alone lesson or it is lesson 4/5 in the “Silicon Synapses” artificial intelligence unit. The lesson includes 14 teaching slides or students can work independently on the Code Avengers platform. The lesson is suitable for students aged 12+.