Making Schools Smarter
By MARCELLA RUNELL AND YASMIN CHIN EISENHAUER
Overview of Lesson Plan: In this lesson students increase their understanding of robotic technology by creating plans for “smart” spaces in different school environments.
Author(s):
Marcella Runell, The New York Times Learning Network
Yasmin Chin Eisenhauer, The Bank Street College of Education in New York City
Suggested Time Allowance: 1 hour
Objectives:
Students will:
1. Design their ideal personal robots and identify their potential functions; consider what defines a robot and how they are often portrayed in science fiction.
2. Learn about current trends in robotics by reading and discussing the article “If Robots Ever Get too Smart, He’ll Know How to Stop Them.”
3. Develop and propose ideas for creating “smart” spaces in schools.
4. Reflect on the pros and cons of relying more heavily on technology to improve school resources.
Resources / Materials:
-pens/pencils
-paper
-classroom board
-student journals
-copies of the article “If Robots Ever Get Too Smart, He’ll Know How to Stop Them,” found online at http://www.nytimes.com/learning/teachers/featured_articles/20060214tuesday.html
-poster board (one piece per group)
Activities / Procedures:
1.WARM-UP/DO-NOW: Upon entering class, students respond to the following prompt (written on the board prior to class): “On a piece of paper in your journal, draw your ideal personal robot. Consider how this robot might help you in your day-to-day activities, what special features it might have, and the essential qualities that you would want it to possess.” After a few minutes, ask students to share their sketches and ideas for their personal robots. Then, as a class, discuss the following: How do students define “robot”? (Merriam-Webster’s Online Dictionary defines “robot” as “a device that automatically performs complicated and often repetitive tasks.”) What qualities do robots typically lack? (Students’ responses might include robots’ lack of emotions and inability to think independently.) How are robots presented in science fiction, and in particular, what about their inhuman natures makes them scary or dangerous? Inform students that they will now read an article about a humorous new book called “How to Survive a Robot Uprising,” which gives “advice” while using actual scientific information about robots.
2. As a class, read and discuss the article “If Robots Ever Get Too Smart, He’ll Know How to Stop Them” (http://www.nytimes.com/learning/teachers/featured_articles/20060214tuesday.html), focusing on the following questions:
a. What are Isaac Asimov’s “I, Robot” stories about?
b. What does the Czech word “robot” mean?
c. What does “R.U.R.” stand for?
d. Who is Daniel H. Wilson? What does he say about popular culture and robots?
e. What is Dr. Wilson’s new book entitled?
f. What does Dr. Wilson advise if you are attempting to outsmart your “smart” house?
g. What does Dr. Wilson advise you to do if you were to engage in hand-to-hand combat with a humanoid robot?
h. Where is Dr. Wilson from? Where did he attend graduate school?
i. How does Dr. Wilson describe a smart house in his thesis?
j. What does Dr. Wilson mean when he mentions “assisted intelligent environments”?
k. What is another name for the concept of elderly people who want to remain in their homes?
l. Why did Dr. Wilson write his book “How to Survive a Robot Uprising”?
m. How did Dr. Wilson conduct research for his book?
n. What does Dr. Wilson say about the information contained in the book?
o. Who is Chris Atkeson? What is one goal of his work?
p. What is speech recognition? How can you prevent a robot from using speech recognition, according to the article?
q. Why was Dr. Wilson apprehensive about writing this book?
r. What is his second book called?
s. What does Dr. Wilson encourage people to be worried about?
t. What is Botmatrix?
u. In which section of a bookstore would you likely to find Dr. Wilson’s book?
3. Review with students that, according to Dr. Wilson, one of the most important aspects of robotic technology comes in the form of “smart” houses. “Smart” houses or “smart” rooms use Ambient Intelligence, which utilizes technology to increase the range of services that buildings can provide for their occupants. Explain to students that today they will be charged with the task of making various areas of their school “smarter.” First, brainstorm a list on the board of different distinct areas of the school that might benefit from becoming “smarter” (suggestions might include the library, cafeteria, auditorium, gymnasium, computer lab, science lab, art room, music room, faculty lounge, student lounge, etc.) Then, divide students into small groups of three or four students, and allow each group to select a different school locale listed on the board as their topic.
If possible, give students a brief (5-10 minute) assessment period in which they can visit their chosen school locale to make observations and take notes on the layout and uses of the room, as well as what technology is already being employed. If such a visit is not possible, students should brainstorm their ideas about these topics as a group. Then, each group should brainstorm potential ideas for the space, focusing on the following questions (written on the board for easier student access):
-What educational goals are met in this environment in your school?
-What technology is already in place, and how is it utilized to meet those goals? Is it effective? Can it be improved upon?
-What other needs or goals might be met in this location that might be enhanced by technology?
-How might robotics enhance the capabilities of this space?
After brainstorming ways in which they can make their school spaces “smarter,” each group should design a poster that serves as a visual diagram for their proposed robotic improvements in their selected area. Students should present the finished posters to the class and discuss the various ways in which the “smart” technology can be used and who it can potentially serve. Students might also consider the drawbacks of some of their proposals.
4. WRAP-UP/HOMEWORK: Each student writes a reflective essay highlighting the pros and cons of creating the “smart” spaces at school. Students should focus on how they might “outsmart” the “smart” spaces and consider alternative ways in which they can achieve the goals of the “smart” spaces without solely relying on robotic technology.
Further Questions for Discussion:
-Would you consider having a personal robot? Why or why not? What services would you allow the robot to provide for you? What would you not allow it to do?
-Why do you think robots are often portrayed as “evil” in science fiction works?
-Do you think Dr. Wilson’s book will change the way people relate to robots? Why or why not?
-What is your opinion about “smart” houses? Do you think it is really “smarter” to be more reliant on technology? Why or why not?
Evaluation / Assessment:
Students will be evaluated on their initial descriptions of their personal robot, participation in class discussions, contribution to the “smart” school improvement project and presentation, and thoughtful completion of final reflective essays.
Vocabulary:
humanity, exterminate, androids, menace, hilariously, deadpan, evading, hostile, swarms, inconsequential, humanoid, smear, distinctive, thermal signature, sensors, prevail, grim, addendum, foe, optioned, robotics, annoyance, brooding, cyberpunk, dystopia, plausible, outlandish, rebellious, exploit, techniques, provoked, consensus, acquires, comically, sinister, roboticists, foiling, altering, capitalizing, striving, zany, primer, marvels, fanfare, panned, domination
Extension Activities:
1. Go on a “robotics hunt” in your home, identifying all of the different robots that are used in different rooms. Then, research and create a guide that illustrates all of the ways in which robotics technology is being used in your home on a daily basis.
2. Go to Dr. Wilson’s Web site, http://www.robotuprising.com, and read the two excerpts he has published there from his new book, “How to Survive a Robot Uprising.” After you have read the excerpts, write a third that might be added to the site.
3. Imagine that you are a robot and have been given to someone your age to act as a personal assistant. From the point of view of the robot, describe what your “life” is like.
Interdisciplinary Connections:
Civics- The use of technology in immigration and homeland security in the United States has become a controversial topic. As technological advances have allowed new practices – such as retinal scanning, fingerprinting, and accessible digital passport photos – to increase border protection, some people feel that their civil liberties are being taken away. Research what other countries are doing in terms of technology and border protection, and write an opinion piece about what the technological advances mean to policy makers and citizens.
Health- Many different types of robotic technology are currently used in medical procedures. Examples include artificial hearts and limbs, as well as actual robotic assistance in surgical procedures. Write a research paper about current trends in robotics as they relate to medical advances.
Media Studies- Watch and write a film review of a movie that focuses on robots as characters, such as “I, Robot” (2004), “Artificial Intelligence: AI” (2001) or “Star Wars” (1977). Are the messages in the film consistent with Dr. Wilson’s assessment of robot stereotypes? How do you feel about the way robots are portrayed in this film? What is human and inhuman about the robots in this film? How is this juxtaposition a central theme of the film?
Teaching with The Times- Clip articles from The New York Times that present new types of technology. Choose a recent technological invention and become an expert on it. Write an article about how it might be utilized at your school or in your home. To order The New York Times for your classroom, click here.
Other Information on the Web:
Daniel H. Wilson’s Web site (http://www.cs.cmu.edu/~dwilson/) includes a blog and publications.
Robot Uprising (http://www.robotuprising.com) is the book’s Web site, with lots of excerpts from the book and information on how to survive such an attack.
The Carnegie Mellon University’s Robotics Institute (http://www.ri.cmu.edu/) provides useful information about the Robot Hall of Fame, robot camp programs, academic degree programs for students interested in studying robotics, and various links to information related to robots.
Academic Content Standards:
Grades 6-8
Technology Standard 3- Understands the relationships among science, technology, society, and the individual. Benchmarks: Knows that scientific inquiry and technological design have similarities and differences; Knows that science cannot answer all questions and technology cannot solve all human problems or meet all human needs; Knows ways in which technology has influenced the course of history; Knows ways in which technology and society influence one another
Technology Standard 4- Understands the nature of technological design. Benchmarks: Implements a proposed solution; Evaluates a designed solution and its consequences based on the needs or criteria the solution was designed to meet
Science Standard 16- Understands the scientific enterprise. Benchmarks: Knows that people of all backgrounds and with diverse interests, talents, qualities, and motivations engage in fields of science and engineering– some of these people work in teams and others work alone, but all communicate extensively with others; Knows that the work of science requires a variety of human abilities, qualities, and habits of mind
Grades 9-12
Technology Standard 3- Understands the relationships among science, technology, society, and the individual. Benchmarks: Knows that science and technology are pursued for different purposes; Knows ways in which social and economic forces influence which technologies will be developed and used; Knows that alternatives, risks, costs, and benefits must be considered when deciding on proposals to introduce new technologies or to curtail existing ones; Knows examples of advanced and emerging technologies and how they could impact society; Knows that mathematics, creativity, logic, and originality are all needed to improve technology; Identifies the role of technology in a variety of careers
Technology Standard 4- Understands the nature of technological design. Benchmarks: Implements a proposed solution; Evaluates a designed solution and its consequences based on the needs or criteria the solution was designed to meet
Science Standard 16- Understands the scientific enterprise. Benchmarks: Knows that throughout history, diverse cultures have developed scientific ideas and solved human problems through technology; Understands that individuals and teams contribute to science and engineering at different levels of complexity; Knows that science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen; Knows that creativity, imagination, and a good knowledge base are all required in the work of science and engineering
