People Behind AI

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First / Then

First: We will learn how people make AI through a fun role-play.
Then: You will act as an AI trainer and teach your "AI" friend.

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Interest Anchor

Today’s lesson connects technology and computers with Amani's love of drawing and anatomy: just like people learn about the heart or organs, AI learns from people’s instructions.

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Learning Objectives

• Florida B.E.S.T. Standards Addressed:

  • MA.K12.MTR.5.1 — Explore concepts using models, including human role-play, to understand math and STEM ideas.
  • SC.1.N.1.1 — Use observations and descriptions to understand how people create technology.
  • ELA.1.R.1.3 — Describe the role of a narrator or character (role-play: Amani as AI trainer).

• Explain that AI works by following instructions given by people, not by thinking on its own.

• Demonstrate understanding through a role-play activity where Amani acts as an AI trainer and instructs an AI (adult or doll).

• Use drawing to illustrate the concept of people teaching AI.

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Materials

• Illustrated cards showing a human brain, a computer (AI), and human teacher/trainer
• Paper and crayons or markers for drawing
• Script cards for the role-play (simple commands)
• Comfortable open space for role-play

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Regulation Check (5 minutes)

1. Present a 5-minute review task Amani knows well (e.g., naming organs in a heart diagram, or tracing simple CVC words).
2. Observe engagement and focus.
3. If regulated, proceed. If dysregulated, engage proprioceptive input (bear hugs, wall push-ups) and sensory tools before continuing.

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Introduction to Concept (5 minutes)

1. Show illustration cards: brain, AI computer, and human trainer.
2. Explain with simple language (numbered steps):
   • "People make AI like the computers here."
   • "People teach AI how to do things by giving it instructions."
   • "Just like your heart needs to be told how to pump by people who study it, AI listens to people, not by itself."
3. Rhythmic Chant for script bank (repeat 3x):
   "AI listens, AI learns, people teach—no turns!"
4. Engage Amani by asking her to repeat the chant or echo parts of it.

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Activity: Role-Play as AI Trainer (15 minutes)

Step 1: Set the Scene

Explain:

• Amani will be the "trainer" who teaches the AI (adult or doll).
• The AI does exactly what Amani says, no extra thinking.
• Amani gives simple commands to the AI (e.g., "Clap your hands," "Touch your nose," "Jump up").

Step 2: Role-Play Commands

1. Give Amani command cards with pictures and words describing simple actions.
2. Amani chooses or draws a card, then tells the AI what to do.
3. The AI follows the command exactly.
4. If AI does something wrong or incomplete, Amani can try a new command or clarify—Amani discovers errors through watching AI respond (Control of Error).

Step 3: Drawing Reflection

1. After role-play, invite Amani to draw herself teaching the AI.
2. Prompt: “Draw yourself telling the AI what to do, like the human teacher card.”
3. Have Amani label or dictate a short sentence describing her drawing (educator scribes).

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Low-Sensory Alternative Version

• Use only paper command cards, no loud role-play.
• Instead of physical acting, Amani moves AI picture cards on a table while giving commands aloud.
• Use quiet breathing or soft rhythmic chant.

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Station Version (Independent Work)

• Set out the command cards alongside a puppet or robot toy on a tray.
• Amani can independently select commands and ‘teach’ the puppet by pointing or gesturing.
• Provide a paper with a drawing prompt: “Draw your AI friend doing what you say.”

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Portfolio Notes

• Photograph Amani’s drawing showing her as AI trainer and the command cards she used.
• Record a short video or audio of Amani giving AI commands.
• Archive educator-scribed dictation of Amani’s description of her drawing.

Standard Evidenced:

• Florida B.E.S.T. MA.K12.MTR.5.1 – model use through role-play.
• Florida B.E.S.T. SC.1.N.1.1 – observation of human-created technology.
• Florida B.E.S.T. ELA.1.R.1.3 – recognizing narrator/character role via role-play.

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Regulation Notes

• If Amani is dysregulated at start, do not introduce new concept; do proprioceptive calming first and return later.
• If she becomes dysregulated during activity, pause, offer sensory break, resume only when regulation returns.
• Maintain rhythmic chant repetitions during breaks to support script bank and engagement.

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Delivery Script (Conversational)

1. “Amani, today we will learn how people make AI. First, let’s see these pictures.” (Show cards.)
2. “People teach AI by giving instructions. AI can only do what people say, like when you follow mommy or daddy’s words.”
3. “Let’s chant together: AI listens, AI learns, people teach—no turns!” (Repeat 3 times.)
4. “Now you get to be the teacher! You tell the AI (me or your doll) what to do. Use the cards to help.”
5. (Role-play with Amani giving commands and AI responding.)
6. “Great! Now can you draw yourself teaching AI?”
7. (After drawing) “Tell me about your picture. What are you doing?” (Scribe her response.)

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By using role-play and drawing anchored in Amani’s technology and anatomy interests, this lesson activates meaningful scaffolding for understanding AI’s human creators. The Control of Error built into watching AI’s responses reinforces her ownership of errors. Rhythmic chants add natural echolalia integration. This sensory- and interest-respectful approach aligns tightly with Florida B.E.S.T. and Montessori principles in a home environment.

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End of Plan