First / Then Statement

First, we will explore what people can do that computers cannot. Then, you will sort fun action cards into groups to show what only humans, only computers, or both can do.

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Interest Anchor

Since you love anatomy and technology, we'll think about what your amazing brain and heart can do that even computers can't! This will help you understand more about how your body and imagination work.

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Learning Objectives

• Identify actions only humans can perform, actions only computers can perform, and actions both can perform.
• Connect understanding of human feelings, imagination, and anatomy (brain and heart) to daily activities.
• Demonstrate sorting skills aligned with categories through hands-on classification.

Standards Alignment:

• ELA.K12.EE.1.1: Use words and phrases acquired through conversations and reading to express ideas.
• SC.1.L.14.1: Identify the five senses and their functions (connection to anatomy and feeling).
• MA.1.AR.1.1: Sort objects by attribute (shape, size, or kind).
• MA.1.DP.1.1: Organize, represent, and interpret data with up to three categories (sorting cards).

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Materials Needed

• Set of laminated picture action cards (with control of error backs color-coded in three colors: Humans only, Computers only, Both)
• Large sorting mat divided into three labeled areas ("Humans Only," "Computers Only," "Both")
• Anatomy doll or picture showing brain and heart (for brief anatomy bridge)
• Cat figurine or picture (fun anchor and attention grabber)
• Visual First/Then card for activity
• Sensory tools on hand for regulation (weighted toy, fidget, or calm corner access)
• Recording sheet with spaces for Amani to draw her favorite card in each category (portfolio documentation)
• Optional: Low-sensory version with minimal tactile (only pointing and verbal sorting from picture board)

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Rhythmic Chant (Echolalia Integration)

"Brain thinks deep, heart feels light,
Computers help, but don’t dream at night!"

Repeat 2 times together before starting activity.

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Delivery Script and Activity Steps

1. Regulation Check + Familiar Review (5 minutes)

"Let's do your counting by 5s from Monday's lesson to get ready. Can you count with me slowly?"
Wait 10 seconds for response.
If regulated: Proceed.
If dysregulated: Offer a 5-minute proprioceptive input break (wall push-ups or carry cat toy) before retrying.

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2. Introduction (5 minutes)

Show the anatomy doll/picture. "This is your brain, and this is your heart. They help you think and feel. Computers do not have a heart or feelings like you do, but they are really good at some things."
Show the cat figure and say, "The cat uses its brain and heart just like you!"
Display the sorting mat and explain the three categories with simple examples: "We will play a game with pictures that show things people or computers can do."

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3. Sorting Activity (15 minutes)

• Spread the laminated cards face-up. Example cards:
  • Humans only: Imagine, Feel happy, Draw a picture, Hug a friend, Tell a story
  • Computers only: Solve math quickly, Store lots of data, Play music, Send emails
  • Both: Listen to sounds, Play games, Follow instructions
• Invite Amani to pick one card and place it on the correct category on the mat. Use wait time and allow any communication mode (pointing, echoing the chant, commenting).
• After sorting each card, encourage her to draw one favorite picture from each category on the recording sheet (drawing before labeling).
• Provide Control of Error via card backs: matching color to category zone ensures self-correction without adult correction.

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4. Wrap-Up Discussion (5 minutes)

Ask in a calm tone: "Which things do you think your brain does best? What does your heart help you do? What do computers do really well?"
Use body gestures and pauses to allow thoughtful response or scripted phrases. Reinforce positive engagement and effort.

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Low-Sensory Alternative

If Amani is sensitive to textures or sound, provide a picture board with printed cards in clear, large images.
Ask her to point to categories and cards without handling materials. Offer drawing by tracing shapes or simple line drawings on a whiteboard instead of coloring for output.

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Station Version

Set up the sorting mat with cards independently available. Visual clue cards help her self-check sorting by matching back colors. She can complete the drawing sheet on her own, with educator scribing captions later.

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Control of Error

• Color-coded card backs align with sorting zones.
• Card shapes slightly differ (circle, square, triangle) to reinforce category by touch and sight.
• Drawing sheet guides with boxes labeled and simple line icons help self-evaluate completion.

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Portfolio Note

Photograph:

• Amani sorting cards on the mat (showing engagement and category understanding)
• Completed drawing sheet with labeled drawings
• Video or audio snippet of Amani chanting the rhythmic phrase and explaining a sorted card (if agreeable to family)

Florida B.E.S.T. Standards Evidenced:

• ELA.K12.EE.1.1 (expressing ideas)
• MA.1.AR.1.1 and MA.1.DP.1.1 (sorting and categorizing)
• SC.1.L.14.1 (human anatomy senses and functions)

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Duration

• Regulation/Review: 5 minutes
• Introduction: 5 minutes
• Sorting Activity: 15 minutes
• Wrap-up: 5 minutes

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Regulation Notes

• Strict regulation check before introducing new materials.
• Offer calming proprioceptive break if focus fades.
• If shutdown occurs, switch immediately to low-demand sensory or rest.
• Respect all communication modes, include echoing phrases naturally, and allow up to 10 seconds wait time for response after questions.

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Summary

This lesson anchors Amani’s emerging understanding of human vs computer abilities in her strong anatomy and tech interests, while respecting regulation needs and incorporating Montessori principles such as Control of Error and self-correction. The card sorting activity bridges the gap between abstract AI concepts and concrete, familiar actions, supported by visual, tactile, and drawing components. Rhythmic chants naturally support her echolalia as a communication asset. The low-sensory alternative and station version ensure access and independence, aligned with Florida B.E.S.T. Standards and the Florida Home Education Program mandates.