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Acknowledgments

Advisory & Creative Inputs

• Ms. Nidhi Chhibber, IAS, Chairperson, Central Board of Secondary Education
• Dr. Chintan Vaishnav, Mission Director, Atal Innovation Mission, NITI Aayog
• Dr. Biswajit Saha, Director, Skills Education, Central Board of Secondary Education
• Ms. Shweta Khurana, Senior Director, Global Government Affairs, Intel India

Editorial and Creative Inputs

• Ms. Deepali Upadhyay, Program Director, Atal Innovation Mission, NITI Aayog
• Ms. Sarita Manuja, Educational Consultant & Program Director, NHES
• Ms. Saloni Singhal, Program Manager – Intel Digital Readiness Programs, APJ

Value adder, Curator and Co-ordinator

• Mr. Ravinder Pal Singh, Joint Secretary, Department of Skill Education, Central Board of Secondary Education
• Ms, Vishnu Priya Bijapur, Innovation Lead, AIM, NITI Aayog

Content Inputs Team

• Mr. Shubham Gupta, Innovation Lead, AIM, NITI Aayog
• Mr. Prateek Deshmukh, Innovation Lead, AIM, NITI Aayog
• Ms. Tanvi Misra, Young Professional, AIM, NITI Aayog
• Mr. Suman Pandit, Young Professional, AIM, NITI Aayog

Content Preparation Team

• Dr. Phalguni Tewari Kumar, Stepping Stones Sr. Sec. School
• Ms. Mehreen Shamim, Delhi Public School, Bangalore East
• Ms. Dolly Dhawan, G D Salwan Public School, New Delhi
• Ms. Shelly Bakshi, The Olive School, Thol, Kurukshetra
• Ms. Leelambika Srinivasan, Air Force School, Bangalore
• Ms. Soumya Iyer, D A V Public School, Pune
• Ms. Madhubala, JR Dani Girls Sr Secondary School, Raipur
• Mr. Abhijit Mondal, Salwan Public School, New Delhi
• Mr. Sohil Patel, Director, Jayso Foundation
• Intel® AI for Youth Coaches
Message from Dr Chintan Vaishnav
Mission Director
Atal Innovation Mission, NITI Aayog

Our future generation is the shaper of our world. They will be the drivers of innovation and discovery and will set India’s
pace as global powerhouse.

Atal Tinkering Lab is Atal Innovation Mission (AIM), NITI Aayog’s flagship initiative to promote innovation and creativity.
ATLs are open innovation makerspaces where young minds give shape to their ideas through hands on do-it-yourself
mode. The program has become a national movement that is revolutionising the Education Ecosystem of India. The goals
and vision of the ATL movement tie in beautifully with the National Education Policy 2020 (NEP) and play a pivotal role
in implementing the ‘Experiential and Project-Based Learning’ model in India. The Atal Tinkering Labs are challenging
our incumbent education system in the schools. When I meet students from different quarters of the country come up
with innovations regardless of how remote and resource-constrained they may be, I am filled with much hope for the
future of our country.

AIM, NITI Aayog is now partnering with CBSE and Intel to make ‘Tinkering’ a part of the formal pedagogy. I congratulate
AIM, CBSE and Intel teams for conceptualizing this program, and this manual that will take you through the
methodologies to make ‘Tinkering’ a part of the school curriculum and connect it with the subjects and the emerging
technologies of Artificial Intelligence.

Artificial intelligence is gaining spotlight across applications in our personal and professional lives. Using this book,
students will get a deep understanding of AI, access to AI-powered tools and the ability to create solutions with AI and
innovate for the future. The National Education Policy (NEP) 2020 has included all the tech-related features focussing
on artificial intelligence the most. AI is included in the education curriculum. This new initiative of AI-ATL integration in
school curriculum will help in achieving the goal of NEP of developing 21st-century skills in students and preparing them
for the fourth Industrial Revolution.
Way forward from Dr Biswajit Saha
Director
Skills Education, Central Board of Secondary Education

National Education Policy aims at developing talent for the Fourth Industrial Revolution by preparing students for an
economy that is driven by emerging technologies. To achieve this, many innovative programs have been introduced in
the schools like the establishment of ATLs (Atal Tinkering Labs) by NITI Aayog and introduction of Artificial Intelligence
curriculum in schools and integrating AI in subjects as a multidisciplinary approach by CBSE, in collaboration with Intel.

NITI Aayog and CBSE have collaborated with Intel to bring all these initiatives together as AIoT Integration - to enhance
future skills and learning outcomes of the students by integrating Artificial Intelligence and Tinkering with subject
pedagogies and making it part of the formal education system.

AIoT is transformational and mutually beneficial for both AI and Internet of Things (IoT), as AI adds value to IoT through
machine learning capabilities and improved decision-making processes, while IoT adds value to AI through connectivity,
signalling and data exchange. AIoT reinforces the learning outcomes of tinkering – fostering curiosity, creativity, and
imagination in young minds; and inculcating skills to use these technologies impactfully and responsibly in a technology-
led environment.

We look forward to the effective implementation of the program and help promote better learning outcomes and
inculcate relevant future skills. Currently the program is going to be initiated in the schools which have operational Atal
Tinkering Labs and have opted for AI as a vocational subject. These pioneer schools would be the hubs of innovation
and are intended to be the model for rest of the school communities in the country.
Foreword by Ms. Shweta Khurana
Senior Director - Asia Pacific Japan, Government Partnerships & Initiatives
Global Government Affairs Group, Intel

Emerging technologies like Artificial Intelligence (AI), Blockchain, IoT (Internet of Things), and 5G are fundamentally
altering the landscape and reshaping the world. AI is the next inflection of computing technology that will deliver
profound, pervasive benefits across our societies.

At Intel, our purpose is to create world-changing technology that improves the life of every person on the planet. We
strive to create a more responsible, inclusive, and sustainable future through our technologies and collective actions. We
are collaborating with government organizations for enabling students with AI skills and empowering them to create AI-
based indigenous social impact solutions for local and global problems.

Taking this journey ahead, we are happy to collaborate with Atal Innovation Mission NITI Aayog and CBSE Ministry of
Education to build relevant skills to converge AI and IoT as AIoT (Artificial Intelligence of Things); and integrate ithe t with
pedagogy to support better learning outcomes. “The convergence of AI and IoT will redefine the future of industrial
automation. It is set to lead the In,dustry 4.0 revolution” 1

This initiative can potentially expand the usage and impact of tinkering labs and the AI curriculum in schools. The AIoT
fusion is increasingly becoming more mainstream as it continues to push the boundaries of data processing and
intelligent learning, which can empothe wer the next generation with skills relevant to future of work.

1
https://www.forbes.com/sites/janakirammsv/2019/08/12/why-aiot-is-emerging-as-the-future-of-industry-
40/?sh=325512a3619b
About the Book

This manual aims to provide principals and teachers with content for AI and Tinkering integration with subjects. The
content is not completely exhaustive; it provides direction to teachers to develop their lesson plans in collaboration with
the AI and Tinkering lab teachers. It is recommended that teachers explore these exemplar lesson plans, develop their
lesson plans and implement them in the classroom.

Stages of development of the document

A working group of practicing teachers, education pedagogists, experienced ATL and AI coaches were formulated and
the development of this document underwent the following stages.

Identified Created Organized Working groups

competent CBSE working groups exhaustive 2 developed 20
of practicing days’ exemplar
STeachers Regrouped the
teachers, lessons plans Working group
with background in workshop to developers to
experienced AI showcasing validated each
Science & Social conceptualize finalize the
and ATL integration of Lesson Plan
Science, AI, the framework lesson plans
coaches and AIoT with multi-
Integration, tinkering and format of disciplinary
Tinkering experts integration lesson plan

Disclaimer: Individual lesson plans have been created and edited

by the contributing teachers as per their respective beliefs and
understanding. The originality of their perception has been
maintained while curating this document
Table of Contents

1. Chapter 1 – AIoT Integration in Curriculum - About the Program 1

1.1. Atal Innovation Mission and Atal Tinkering Labs initiative 1

1.2. Introduction of Artificial Intelligence Curriculum by CBSE 1

1.3. AIoT Integration in Curriculum Program – Joint Initiative of CBSE, NITI Aayog and Intel India 1

• Rational for AIoT Integrating in Curriculum program 1

• Objectives of the program are 1

2. Chapter 2: Introduction of Tinkering and Artificial Intelligence 2

2.1. Introduction to Tinkering and stages of Tinkering 2

2.2. Introduction to Artificial Intelligence 4

3. Chapter 3: Developing AI and Tinkering Integration Ecosystem 7

4. Chapter 4: Integrating AI and Tinkering across Curriculum 8

4.1 Integrating AI and Tinkering in Formal Subject Pedagogies 8

4.2 AI and Tinkering Integration alignment with Skill Development 8

5. Chapter 5: Implementation process and Guidelines 10

5.1. Suggestive Implementation Strategies 10

5.2. Some more guidelines 11

6. Chapter 6: AIoT Integration in Curriculum Lesson Plans 12

Annexures 194

AIoT Integrated project Evaluation Rubric 194

Repository of Sensors available in the ATL Labs 195

Repository of online resources 196

Index of AIoT Integrated Lesson Plans

Lesson Page
Class Chapter/Topic Book (NCERT)
No. Number

6.1 Garbage in Garbage out - Chapter 16 Class 6 Science Text Book 12

6.2 Electricity and Circuits- Chapter 12 Class 6 Science Text Book 19

6
6.3 Major Landforms of the Earth - Chapter 6 Geography- The earth our habitat 27

6.4 India: Climate, Vegetation and Wildlife - Chapter 8 Geography- The earth our habitat 33

7.1 Electric Current and its Effects - Chapter 14 Class 7 Science Text Book 41

7.2 Light - Chapter 15 Class 7 Science Text Book 49

7
7.3 Rulers and Buildings – Chapter 5 History- Our Past II 57

7.4 Water- Chapter 5 Geography- Our Environment 65

8.1 Combustion and Flame - Chapter 6 Class 8 Science Text Book 78

8.2 Pollution of Air and Water - Chapter 18 Class 8 Science Text Book 87
8
Land, Soil, Water, Natural Vegetation and Wildlife Geography- Resources and
8.3 98
- Chapter 2 Development
Geography: Resources &
8.4 Industries- Chapter 5 105
Development

9.1 Why do we fall ill? - Chapter 13 Class 9 Science Text Book 114

9.2 Improvement in Food Resources- Chapter 15 Class 9 Science Text Book 123
9
9.3 A story of Village Palampur- Chapter 1 Economics 133

9.4 Food Security in India- Chapter 4 Economics 145

10.1 Electricity: Chapter 12 Class 10 Science Text Book 155

Sustainable Management of Natural Resources-

10.2 Class 10 Science Text Book 164
Chapter 16
10
Economics- Understanding
10.3 Consumer Rights – Chapter 5 174
Economic Development

10.4 Manufacturing Industries – Chapter 6 Geography: Contemporary India II 183

1. Chapter 1 – AIoT Integration in Curriculum - About the Program

1.1. Atal Innovation Mission and Atal Tinkering Labs initiative

Atal Innovation Mission (AIM) is the Government of India’s initiative to create and promote a culture of innovation
and entrepreneurship among the students and youth of the country. Under AIM, NITI Aayog established Atal
Tinkering Laboratories (ATL) with support from Intel India in schools where students develop solutions to real-
world problems through hands-on, do-it-yourself mode and learn innovation skills. ATL aims to provide
opportunities to the students to conduct hands-on experiments and work with the latest technologies, and
develop solutions for real-world problems.

1.2. Introduction of Artificial Intelligence Curriculum by CBSE

CBSE offers various skill subjects at the secondary and senior secondary level to upgrade the skills of students
and to make them aware of various career options. As India's AI Strategy identifies that AI will play a significant
role in inclusive social development and identifies the importance of skill-based education, CBSE introduced
Artificial Intelligence as an elective skill subject for Class IX and X from the Session 2019-2020 onwards. Artificial
Intelligence Curriculum was curated by CBSE with support from Intel India and aims at developing the learner’s
mindset and skills set towards AI and how it is applied for problem-solving, creative thinking, and critically
analyzing data.

1.3. AIoT Integration in Curriculum Program – Joint Initiative of CBSE, NITI Aayog and Intel India
AIoT is transformational and mutually beneficial for AI and Internet of Things (IoT). AI adds value to IoT through
machine learning capabilities and improved decision-making processes, while IoT adds value to AI through
connectivity, signalling and data exchange. AIoT reinforces the learning outcomes of tinkering – fostering
curiosity, creativity, and imagination in young minds; and inculcating skills to use these technologies impactfully
and responsibly in a technology-led environment. NITI Aayog and CBSE are working in partnership with Intel
India to bring all these initiatives under one holistic transformational program - AIoT Integration in Curriculum to
augment pedagogical learning outcomes and future skills of the students by integrating AI and Tinkering with
formal curricular concepts.

• Rational for AIoT Integrating in Curriculum program

The need of a holistic initiative arose because it was felt by all stakeholders that success of such initiative requires
more than mere setting up of a physical space in schools. The success of this program depends on how
efficiently and effectively all the people in the ecosystem at school and outside are involved to
fulfil these expectations. Hence, there is a need to align the teachers across school disciplines engage
themselves with the basic elements on which AIoT works. AI and Tinkering should not just remain limited to the
four walls of the labs, there must be AIoT ecosystem supported by all the teachers teaching a child in the school.

• Objectives of the program are

• To nurture spirit of innovation, invention & discovery in youth and develop a design mindset
• To provide opportunities to students to demystify tinkering while using AI
• To democratize skills of tinkering and AI and make it accessible for all .
• To enhance the learning outcomes of the students and making them future-ready.

1
2. Chapter 2: Introduction of Tinkering and Artificial Intelligence
2.1. Introduction to Tinkering and stages of Tinkering
Tinkering is to find innovative and creative solutions to problems that may be local or global. It develops the aptitude
to explore and experiment. Students get involved with technology i.e., experimenting with various technology tools
like electronics and robotics to understand their potential and use them to find solutions for local and global problems.

Stages of Tinkering – Following are the stages of tinkering

1. Design Thinking
In Design Thinking students are encouraged to explore real-world problems and find solutions for them. Design
Thinking is a framework that allows them to think and brainstorm about the various aspects of the problem and
its possible solutions of it.
Stages of Design Thinking
The Design Thinking process can be defined through five distinct stages: empathize, define, ideate, prototype,
and test.

Stage 1 : Empathize
Empathy is the ability to put yourself in someone else’s shoes to start “seeing” things through his/her eyes. In
this stage students see themselves in the user’s shoes and empathize by seeing, thinking, and feeling like the
person who is facing the problem.
Stage 2: Define
In this stage students define the identified problem in detail. The Point of View (POV) statement (the user, need,
and insight) helps transition into the defined stage.
Stage 3: Ideate
Using different ideation techniques, students brainstorm solutions to the problems/challenges and from the pool
of ideas, they identify the best solution.
Stage 4: Prototype
In the prototype stage, the students validate the idea they selected in the ideate stage.
Stage 5: Test
Finally in the testing stage students determine which solution idea works and which does not. The best idea is
selected and it goes into execution.
2. Computational Thinking
Computational thinking allows us to strategize how the problem can be solved. These solutions are then
presented in a way that a computer, a human, or both, can understand. Thinking computationally is not
programming. Simply put, programming tells a computer what to do and how to do it. Computational thinking
enables us to work out exactly what to tell the computer to do.

Let’s take a look at an example

Example of Computational thinking

While playing a video game, depending on the game, in order to complete a level you would need to know:
• What items do you need to collect, how you can collect them, and how much time do you have to collect
them?
• What is the best route to complete the level in the quickest time possible?
• What kinds of enemies are there and their weak points?
From these details you can work out a strategy for completing the level in the most efficient way.

This example shows how computational thinking has been used to solve a complex problem.

3. Algorithmic Thinking
Algorithmic thinking automates the problem-solving process by creating a series of systematic logical steps that
process a defined set of inputs and produce a defined set of outputs. Algorithmic thinking is thinking about how
to solve a problem in a systematic way. It’s about:
● Defining the problem clearly
● Breaking the problem down into small, simple parts
● Define the solution for each part of the problem
● Implementing the solution
● Making it efficient (eventually)

Algorithm
An algorithm is a plan, a set of step-by-step instructions to solve a problem. In an algorithm, each instruction is
identified and the order in which they should be carried out is planned.
Flowcharts

A flowchart is a diagram that represents a set of instructions.

Flowcharts normally use standard symbols to represent the
different instructions.

4. Physical Computing

Physical Computing is building/designing/creating/making interactive systems that use different kinds of

software and hardware to sense and respond to an external stimulus – which could be a program, a problem
statement, a need, an issue or simply an Idea.
Physical computing takes a hands-on approach, which means spending a lot of time building circuits, soldering,
writing programs, building structures to hold sensors and controls, and figuring out how best to make all of these
things talk to each other and give the desired output.

2.2. Introduction to Artificial Intelligence

Artificial Intelligence (AI) is being widely recognised to be the power that will fuel the future global digital economy.
AI in the past few years has gained geo-strategic importance which makes it imperative for the current and future
generations to be familiar with the presence and possibilities of this emerging technology.

What is Artificial Intelligence?

When a machine possesses the ability to mimic human traits, i.e., make decisions, predict the future, learn, and
improve on its own, it is said to have artificial intelligence. In other words, you can say that a machine is artificially
intelligent when it can accomplish tasks by itself - collect data, understand it, analyse it, learn from it, and improve it.
Let us understand by taking an example.
Development of an Artificially Intelligent machine is similar to the way in which humans learn and evolve. For example,
in elementary school, we learn about alphabets and eventually we move ahead to making words with them. As we
grow, we become more and more fluent in the language as we keep learning new words and use them in our
conversations. Similarly, machines become intelligent once they are trained on data (raw information) which helps
them achieve their tasks. Like humans, an AI machine can also learn from its experiences to avoid making same
mistakes and optimise its output.

Applications of Artificial Intelligence

There exists a lot of applications of Artificial Intelligence around us. Almost every industrial sector worldwide has
been impacted by this technology and governments, companies and organisations are willingly adopting it to
become ready for the future.

All of us interact with an AI application almost every day. Some of them are:
1. Search Engines: Whenever we have a question, instead of digging into books, we simply go online and ask
our question to our favourite search engine. With the help of AI, these search engines not only understand
our question, but also provide us the best results within fraction of seconds!
2. Smart Assistants: We nowadays have pocket assistants that can do a lot of tasks at just one command. Alexa,
Google Assistant, Cortana, Siri are some very common examples of the voice assistants which are a major
part of our digital devices.
3. Self-Driving cars: A self-driving car (also known as an autonomous car or driverless car) is a vehicle that uses
a different number of sensors, radars, cameras, and artificial intelligence to travel to destinations without
needing a human driver.
4. Recommendation Engines: AI has not only made our lives easier but has also been taking care of our habits,
likes, and dislikes. Therefore, platforms like Netflix, Amazon, Spotify, YouTube etc. show us
recommendations based on what we like.
5.

Domains of Artificial Intelligence

A machine becomes intelligent based on the training it gets; and the training is based on data. As you may know, data
can exist in different forms – it can be attendance data, results data, comments on social media, music playlist, or even
your photo gallery! Depending upon the application, an AI machine is trained on different types of data and based on
the type of data being used, AI can be broadly classified in three domains:
1. Statistical Data
a. Under this domain, data fed to the machine is in the form of numbers and/or alpha-numeric
characters; usually put in the form of series or tables.
b. Applications of AI in this domain are – Score Prediction, Weather Forecasting, Personalised
advertisements etc.
2. Computer Vision
a. Under this domain, data fed to the machine is in the form of images and/or videos.
b. Applications of AI in this domain are – Face Unlock in Smartphones, Photo/Video filters, Auto-
editing applications etc.
3. Natural Language Processing
a. Under this domain, data fed to the machine is in the form of text or speech.
b. Applications of AI in this domain are – Chatbots, Auto-translation, Spam filters etc.
AI Project Cycle

To develop an AI-powered solution, we need to break the entire process into stages. The AI Project Cycle framework
helps us do the needful. It divides the process of developing an AI-based project into 6 stages as follows:

1. Problem Scoping: Under this stage, user defines the problem statement for which the solution is being
developed. This stage also helps in defining the goal of the AI project.
2. Data Acquisition: To train the AI model effectively, true and ample amount of data needs to be acquired from
authentic and reliable sources. Thus, Data Acquisition covers the Data Source selection and collection of
Data.
3. Data Exploration: Under this stage, the acquired data goes through manual screening to ensure no corrupt
or incorrect data gets fed to the AI model as it can hamper its output. Also, in some cases, the data collected
is visualised to identify patterns and trends being followed by the dataset that may directly affect the output.
4. Modeling: Here, user selects an appropriate AI model to be trained with the data collected and cleaned in
the previous stages. After training, the model becomes ready to be tested.
5. Evaluation: Post training, the efficiency of an AI model is tested under Evaluation stage. Based on the
efficiency percentage, it is decided whether the model needs to be fine-tuned or re-trained or is good to go.
6. Deployment: Finally, once the AI model is ready, it is deployed in the real-time scenario where it is used to
solve the actual problem for which it was developed in the first place; thereby completing the AI Project
Cycle .
3. Chapter 3: Developing AI and Tinkering Integration Ecosystem
Implementation of AI and Tinkering has brought up a very interesting observation, when students are engaged in AI
and Tinkering concepts and projects it leads to development of interest in core subjects of science, math, social
science, languages, etc which further helps to enhance the learning level of the students. AI and Tinkering projects
provides the functional / practical basis to the knowledge gained through multiple disciplines taught to the students.
It is, therefore, an effective strategy that AI and Tinkering should be integrated with the formal school education
system to enhance the learning levels of the students and develop the future skills in them.

The amalgamation of Subject pedagogy, AI and Tinkering leads to enhancement of the learning outcomes in the
students and development of skills

Subject AI
Pedago
gy
Tinkerin
g

Enhancement of Learning
Outcomes and development of
Future skills in students
It is further visualised that all the students at the school should be oriented to the spirit of innovation, invention and
discovery by giving them opportunities to tinker and transact while using AI and envisions to bring all these initiatives
under one umbrella and make ‘AI and Tinkering for all’, a possibility.

Principals as Innovation Leaders

The most critical ‘agent of change’ to bring about the paradigm shift proposed by the ‘AIoT Integration in Curriculum’
program will be the school leaders; they would have to play a significant role in this transformation and lead the
programme as innovative leaders. They would be the pioneers to develop a conducive ecosystem in the school
engaging all stakeholders.

Role of Principals’ as innovative leaders can be seen in following manner.

● Lead the way towards effective integration and implementation of Artificial Intelligence and Tinkering
enhance student learning.
● Encourage and motivate teachers to get trained and implement the program in regular classroom teaching
and learning.
● Ensure effective and judicious use of Artificial Intelligence and Tinkering in the curriculum.
● Ensure optimum use of available resources to promote the use of Artificial Intelligence and Tinkering.
● Closely monitor effective implementation of the program.
● Finding creative ways of dealing with Artificial Intelligence and Tinkering funding.
4. Chapter 4: Integrating AI and Tinkering across Curriculum
4.1 Integrating AI and Tinkering in Formal Subject Pedagogies
While the approach to AI and Tinkering is different from the traditional formal approach, there are similarities between
them and the curricular concepts. It has the element of scientific method which is used in various subjects. Just like a
science or a math’s problem, AI and Tinkering also begin by stating a hypothesis and then, through various inputs,
suggestions, and permutations and combinations it moves toward forming a model or theory. While articulating the
problem statement the students are able to see the alignment of their projects with the social problems covered in
Social Science curriculum. Language - Listening, Speaking, Reading and Writing (LSRW) skills are developed along
the AI and Tinkering project
life cycle and when the students use various medium to present and communicate about their projects. Thus AI and
Tinkering integration can be a way to gain knowledge and skills that can lead to enhancing the learning levels of the
students
Following are some activities and skills that can be considered relevant in academic teaching which can be
supported by AI and Tinkering integration : -
● Questioning Skills: In AI and Tinkering project development, raising questions is the initiating point of each
project. Considering from the pedagogical aspect, asking questions is one of the driving factors of formal
education. Thus, these projects enable the students to develop skill of questioning and thus instilling the
skills of curiosity and interest.
● Reflection : Reflection is an essential part of AI and Tinkering cycle as students actively observe and interpret
throughout the project. This enables them to understand the application of the curricular concepts in better
manner. They are able to understand the world around them and also express themselves better
● Learning by doing: AI and Tinkering provides impetus to the ‘learning by doing’ pedagogical approach that
is an integral part of teaching and learning pedagogy .
● Practical application of concepts: AI and Tinkering enabled projects enable students to gain practical
aspects of the concepts of math, engineering and scientific knowledge such as operational principles of
tools, devices or components, knowledge of various materials, construction principles, etc.
Integrating AI and Tinkering with pedagogical practices has a very strong theoretical basis. The integration
employs the concepts of constructivism and constructionist theories of learning. Social science theories of
learning enable the students the understand the purpose and importance of the solutions they come up with by
connecting it with Sustainable Development Goals.

4.2 AI and Tinkering Integration alignment with Skill Development

Students can be empowered to be future ready by developing lifelong learning skills in them by connecting their
knowledge with the world around them. AI and Tinkering integration with curriculum can prove to be effective way to
keep pace with the need and requirement of skills required due to evolving technologies and their framework. It will
enable us to nurture the students to sharpen their skills to get FUTURE READY.
Students will be provided with the following opportunities to enhance their Future Skills along with excelling in the
curricular areas: ‐
● Prepare them to demonstrate responsible and professional behaviour and apply their academic and
technical knowledge, and engage meaningfully in their communities.
● They will be able to demonstrate the ability to apply acquired knowledge to new settings. By doing this higher
order thinking skills like problem solving, critical thinking, and research and synthesis will be developed in the
students
● The integration of curriculum with AI and Tinkering will enable the education fraternity to apply the
knowledge in cross‐disciplinary contexts. This will enable the students to determine relationships among
subject areas and relate academic learning to environments beyond the classroom.
● Students will be able to make use of technology skills and become successful in an ever‐changing education
and social landscape
AI and Tinkering Integration outcome Skill Map

9
5. Chapter 5: Implementation process and Guidelines
5.1. Suggestive Implementation Strategies

‘AIoT Integration in Curriculum’ program would be implemented in the following stages

It is expected that per term per class following numbers of AI and Tinkering integrated lesson plan to be implemented
● 1 Science
● 1 Social Science
For schools which do not have ATL labs the implementation shouldn’t be a hurdle. They can utilize resources
available in the Science lab and the other locally available resources to instil the ‘Do it Yourself’ Tinkering to
understand the curricular concepts better and thus enhancing the learning level of the students.

Pre-Implementation - Suggestive Stages

2 teachers to be nominated by the school.

ATL in-charge / AI Teacher
Stage 1 Subject teacher - Science or Social Science /Academic coordinator

Teachers to undergo ‘Integrating Tinkering and AI across Curriculum’ master trainer training
Stage 2

Master trainers to develop their own lesson plans with the help of the lesson plans in the manual
Stage 3

Master trainers to train other teachers of the schools (in school training).
i. All the subject teachers
Stage 4 ii. AI teacher and ATL incharge

All the teachers to develop their own lesson plans with the help of the lesson plans in the manual.
Stage 5

10
During Implementation – Suggestive Stages

Developing an action plan for the school as well as individual class.

Stage 1

Making the resources required available to the teachers – ATL lab, AI lab, Science labs, other resources in
the school.
Stage 2

Incorporate Tinkering and AI Integration in the school timetable so that there are predefined hours in a
week when students would work on Tinkering and AI integrated projects.
Stage 3

Teachers to implement lesson plans in the classes. This implementation would require the collaborative
effort of the Tinkering in charge, subject teacher and the AI teacher.
Stage 4

Post Implementation – Suggestive Stages

● Establish a Tinkering Club. All students of classes 6-10, based on self-interest and passion should be eligible
to join.
● Students who want to explore and experience AI and Tinkering integration further would work on real-time
projects and engage in active prototyping.
● These students get an opportunity to participate in external/internal competitions, challenges, innovation
festivals etc.

5.2. Some more guidelines

● The AI and Tinkering integrated lesson plans are to be implemented with all the students of class 6-10 so that
every student is introduced and provided exposure to the concept of innovation.
● All students would go through the basic stage of the lesson plan. The students who are more inclined and
interested and desire to experiment and explore tinkering more they can go through the advanced stages of
the lesson plan.
● The lesson plans are considering the integration of AI and Tinkering which culminates into a prototype of a
project, this can add impetus to the project work that the students have to develop every academic year.
● To begin the program is being initiated in school having ATL lab and who have opted for AI as an elective
subject. Later it will be taken to other schools who will be able to implement it by using the resources available
in the school, science lab and can also purchase required resources for tinkering.

11
6. Chapter 6: AIoT Integration in Curriculum Lesson Plans
Class 6
Lesson 6.1
Garbage in Garbage out - Chapter 16

Parameters Description Note for

teachers

Chapter Covered Chapter 16: Garbage in Garbage out This Lesson

Plan contains
pre-preparation
activity,
mapped with
Chapter 16
Garbage in
Garbage out

Name of the Book NCERT, Science Textbook for Class VI

Learning This chapter addresses the issue of waste management problems faced in the
Objectives 21st century. This lesson plan will help learners come up with solutions to
improvise and/or innovate the already existing solid waste management systems.

To enable learners to:

Scholastic:

Stage 1: Conceptualization
● Revisit and understand the concepts of biodegradable and non-
biodegradable waste, plastic waste generation and disposal.
● Realize the magnitude of the problem of garbage disposal.
● Understand the concept of 3 r’s – reduce, reuse and recycle.
● Connect with 12th un sustainable development goal - responsible
consumption and production.

AI+ Tinkering
Stage 2: Contextualization by applying Design Thinking Framework
● Identify viable solutions for proper garbage management.
● Brainstorm ways to deal with garbage generation and segregation.
● Collect data and understand ways to analyse it.
Stage 3: Introduction to Teachable Machine for waste identification
● Come up with an AI-enabled tinkering solution for waste identification and
segregation.
● Understand how to train an AI model through an online user-friendly
interface.
● Understand how Artificial Intelligence can be used for waste classification
and identification.
Stage 4: Create their motor operated or manually operated Conveyor Belt
● Devise a motorized or manually-operated conveyor belt system for waste
segregation
● Appreciate how technology can be optimally used in waste identification and
segregation.

12
Time Required 5 periods of 45 minutes each.

Classroom/ATL Seating arrangement -

Arrangement ● Theory Sessions – regular classroom arrangement.
● Activity Sessions – Flexible (for group/pair work).

Material Required ● Smart Class setup/projector with speaker

● Whiteboard and marker
● Computers with webcam (3 students :1 computer)
● Good internet connectivity
● Chart papers
● Bamboo skewers
● Glue
● Cardboard
● BO DC motors
● 9V Batteries
● PVC Pipes
● Thread

Previous Design Thinking Framework

Knowledge

Pre-preparation Keep the following links ready before the session:

Activities
• Fruit and Vegetable Decomposition
https://www.youtube.com/watch?v=c0En-
_BVbGc&ab_channel=webiocosm

The teacher may conduct a composting activity to explain the concept of

biodegradability
● SDG 12 - Responsible Consumption and Production
https://www.youtube.com/watch?v=puEWxGStQrE
● Explore the image project section of the following tool for Stage 2
experiment: https://teachablemachine.withgoogle.com/
● How to make a conveyor belt
https://www.youtube.com/watch?v=UsF5Isjdgw4

Teachers may go through the following videos for more information:

● Recyclability, Compostability & Biodegradability Testing
https://www.youtube.com/watch?v=pVioKtzn1u8&ab_channel=EcolStudio
● Video on Benefits of plastic
https://www.youtube.com/watch?v=dR1zBU2aQL0&ab_channel=GPCAorg
● What really happens to the plastic you throw away - Emma Bryce
https://www.youtube.com/watch?v=_6xlNyWPpB8&ab_channel=TED-Ed

Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)

● Teacher explains the concept of rotting to learners through a video:
https://www.youtube.com/watch?v=c0En-_BVbGc&ab_channel=webiocosm.
● Learners make observations and deliberate.

13
● Teacher explains the concept of biodegradable substances, non-biodegradable substances
and recycling based on the following points:
⮚ Name some non-biodegradable substances
⮚ What is the difference between the decomposition of paper and aluminium foil?
⮚ What is recycling?
⮚ Benefits of Recycling paper.
⮚ Plastics - Boon or Bane.
⮚ Alternatives to plastic.
● Teacher then acquaints students with the concept of Sustainable Development Goals and
emphasizes on SDG-12 - Responsible Consumption and Production by showing this video:
https://www.youtube.com/watch?v=puEWxGStQrE
● Teacher revisits the concepts of 3R’s Principle (Reduce, Reuse and Recycle.)
A mind map or chart can be prepared to explain the various methods to manage waste based on
3R’s principle

Contextualization:
AI and Tinkering:

Stage 2: Apply Design Thinking framework (refer to chapter 2.1 for details on Design thinking
Framework) on the given scenario (Subject Teacher and ATL In charge)
Problem Statement / Scenario:
Varuna is a 26-year-old Masters graduate from Bengaluru, and a senior project leader in an
architectural firm. Recently, she was touring Delhi with her college friends. When her car was passing
the Ghazipur area, she mistook the landfills of Ghazipur with Aravalli hills. Such was the size of those
landfills, that she was horrified. According to her driver, the landfill is used for dumping domestic as
well as construction waste. It was supposed to be shut down almost 15 years back, but it is still in use.
She noticed many rag pickers, especially children playing on the unhygienic garbage hills.
This experience made Varuna realize the magnitude of the problem of waste management. With her
qualifications and experience, she wants to help her people and environment, by coming up with a
plan that would help in safe garbage disposal and segregation.

The Teacher leads a healthy discussion while applying the design thinking framework to Varuna’s
scenario.

Empathize: Ask learners to reflect on the above scenario and brainstorm the aspects and questions
they need to raise to find out about the exact situation of the problem. They can come up with the
following points:
● How did the waste pile up and took the form of a huge hill in 15 years?
● Why is the waste hill not reducing in size? (Hint: the extremely high presence of
non-biodegradable components + low recycling rates etc.)
● What ill-effects does this dump yard might be having on people living in the
vicinity? (Hint: polluted air, flies, odour)
● How much waste is generated in Delhi per day?
● How much waste is generated in your city?
● Is there any biodegradable component in kitchen and construction waste?
● Is waste segregation a possible solution to increase the recycling rates?

Define: Ask learners to identify the problem from the scenario above. Post brainstorming, the
Teacher highlights the importance of waste segregation and how it can help in the proper disposal

14
of waste. The Teacher also sheds light on the fact that limited data exists about segregated domestic
waste and how a collection of data can be the first step to tackle Varuna’s problem.

Ideate:
Take-Home Activity - Engage learners in a take-home activity wherein they are required to
perform a one-day study on domestic waste generation. Steps are:
● Collect the total waste produced in their house
● Segregate the waste based on the following categories:

Plastic Packaging Metal Packaging

Tetra Pack cartons Glass

Paper & Cardboard Textile

Organic/Kitchen waste Other

● Take images of individual waste elements from 2-3 different angles.

● Take 10-15 images of waste segregated in each category mentioned above (Each
category of waste to have its own set of images)
● Create a table of your observations and submit the table and images to the Teacher.
Classroom Activity - Teacher to engage students in a group activity (5 students in each group)
● Weigh the mass of the segregated waste per category – weight machine to be
arranged
● Each group prepares a table of individual and total waste generated values per
category (grams or kilograms).

Category Student 1 … Student 5 Total

Plastic Packaging 100 gm … 324 gm XXX gm

… … … … …

Textile 12 gm … 0 gm YYY gm
● Further, the entire class collaborates to calculate the total amount of waste generated per
category.
● The Teacher then guides them to calculate the approximate amount of waste generated by the
whole school, block and city (Hint: They may use online information about the number of people
living in their block/city).
Conclusion: The students focus on the fact that although biodegradable waste can be dealt with by
composting it, non-biodegradable waste needs our attention.
Stage 3: Introduction to Teachable Machine for waste identification (Subject teacher and AI
Faculty)
Empathize :
Ask learners to answer the following questions based on the previous scenario
● Ask learners if they can identify problems that might affect waste disposal at the dump yard.
● Does waste segregation play an important role in reducing the Ghazipur dump pile? If so, how?
● Do city workers at the waste disposal system identify waste before dumping or disposing of it?
(Hint: Electromagnetic cranes are used to separate iron and/or wet and dry waste separation is
done)

15
● Is this manual process of waste segregation efficient and hygienic? (Hint: The manual waste
segregation takes a lot of time and manpower due to which a lot of times this crucial step is
neglected and hence is directly sent for burial in dump yards or burnt while extremely toxic
gasses are produced making the process harmful for humans).
● How was your experience while manually segregating the domestic waste?
● Can you imagine the problems faced by people actively working at city waste management
Head Quarter/plant?
● Can we come up with a solution to help improve their working conditions?
● How do you think the management plans to get rid of this dump yard? (Hint: by burning plastic,
rag pickers segregating manually, transferring waste using an excavator etc.)

Define: Ask learners to identify several problems that exist due to the non-segregation of waste and
research on how technologies can help in the process.

Ideate: Ask learners to come up with solutions for creating systems of automatic waste segregation.
Post brainstorming, learners are introduced to the Teachable Machine tool briefly. Also ask learners
to come up with solutions for optimal waste transfer, identification and segregation. Lead them
towards creating a conveyor belt that may carry loads of waste to a segregator and automate the
entire process.

Using Teachable Machine for waste segregation

3.1 Link to access the tool - https://teachablemachine.withgoogle.com/train/image Learners visit

the Teachable Machine platform and explore the image project section.

The Teachable Machine tool works in four steps:

3.2 Gather
● Ask learners to collect waste materials they may find in their surroundings, OR
● Learners may use the images they had clicked during the take-home activity.
3.3 Feed -
● Ask learners to rename Class 1 to Non-Biodegradable and Class 2 to Biodegradable.

3.4 Put the Non-Biodegradable objects one by one in-front of the camera while holding the ‘Hold to
Record’ button. Do the same for Biodegradable objects in the section below

16
● OR click on upload to put pre-clicked images in both classes
3.5 Train - Post upload, click on the ‘Train Model’ button and wait till the process is finished
3.6 Execute - The AI model is now ready to be tested. Bring objects of Biodegradable and non-
biodegradable types in front of the camera and see if the AI model is able to identify them correctly
or not.

Stage 4: Create their motor operated or manually operated Conveyor Belt (Subject teacher and
ATL Incharge)

Learners work in groups of 3 and create their own motor operated or manually operated Conveyor
Belt that can take the load of at least 5 waste items at a time while running. Watch the YouTube video
on how to make a conveyor belt. https://www.youtube.com/watch?v=UsF5Isjdgw4

Based on the AI model execution, ask learners to share their observation on the following grounds -
● Was the AI model accurate?
● Did the AI model work for objects whose pictures were not fed into the computer?
● How can we increase the efficiency of the AI model?
● How do you think the model was working? [Higher Order Thinking Skills]
● Ask learners to create a system where the conveyor belt carries the waste in front of the
webcam and the AI model identifies it as Biodegradable or Non-Biodegradable

The learners will be able to

Learning ● Classify recyclable and non-recyclable substances.
Outcomes ● Categorizes various types of non-recyclable wastes (plastic, Tetra Pak etc).
● Relate the rotting and biodegradability with the action of bacteria on substances.

17
● Conduct simple investigations and measure physical quantities of waste generated in SI
units.
● Apply to learn garbage segregation in day-to-day life and make efforts to protect the
environment.
● Construct a conveyor belt model using material from the Atal Tinkering Lab.
● Classify waste-article images, and label them in an AI classification model.
● Train an AI model to identify waste-articles.

● Teachable Machine: It is an online tool that enables a fast and easy way to create machine
Glossary learning models for your sites, apps, and more without the need for coding. It can be used
to detect poses, images and sounds.
● Conveyor Belt: It is a mechanism that consists of two rollers and a continuous belt of some
material like fabric, rubber or plastic. It is usually powered by one or more motors
depending on the requirements. It is very commonly used in industries where parts need
to be taken from one place to another.
● Mechanism: A mechanism is a combination of parts that work together to perform a
specific action.

Skill outcomes Tech skill

● Digital literacy
● Algorithmic thinking
● Data gathering
● Model optimization

Design thinking
● Ideation
● Innovation
● Prototyping
Social skills
● Critical thinking
● Decision making

AI domain
Computer Vision
Social impact solution building
● Problem identifying
● Problem solving
● Prototyping the AI and tinkering solution
Interpersonal skill
● Empathy
Collaboration
Intrapersonal skill
● Organizational Skill
●Creative Mindset

18
Class 6
Lesson 6.2
Electricity and Circuits- Chapter 12

Parameters Description Note for teachers

Chapter Covered Chapter 12: Electricity and Circuits This lesson plan can
be taken from the
Section 12.3- Electric
circuit and beyond,
from Chapter 13:
Electricity, NCERT,
Science Textbook of
Class VI

Name of the Book NCERT, Science Textbook for Class VI

Learning This chapter imparts the foundational knowledge about electricity.

Objectives Through this lesson plan, learners will be introduced to the basics of
an electric circuit and to differentiate between good and poor
conductors.

To enable learners to:

Scholastic:
Stage 1: Conceptualization
● Identify different types of electrical components and their
symbols.
● Differentiate between series and parallel circuits.
● Differentiate between good and poor conductors of electricity.

AI + Tinkering:
Stage 2:Apply Design Thinking framework
● To instigate their understanding on parallel
And serial wiring
● To understand the basics of an electric circuit
● Develop an understanding towards
Recognizing good and poor conductors (insulators)

Stage 3: Hands-on experience on developing paper circuit activity

● Developing an electric circuit with essential
elements.
● experiment various types of arrangements to
create a closed circuit (serial or parallel wiring)

Stage 4: Introduction to an Image classification tool for classifying

material as good or poor conductors of electricity
● Leveraging Artificial Intelligence to distinguish between
conductors and insulators.
● Training an AI model with image data.
● Basics of Scratch coding.
● Integration of Scratch with AI models.

Time Required 4 periods of 45 minutes each

19
Classroom/ATL Seating arrangement -
Arrangement
● Theory Sessions – regular classroom arrangement.
● Activity Sessions – Flexible (for group/pair work).

Materials Required ● Smart Class setup

● Whiteboard & Marker
● Computers with Webcam
● Good internet connectivity
Paper Circuit Activity:
● Copper Tapes
● A4 Sheets
● Button Cells
● LEDs
● Stationery (Sketch pens, Cello Tape, etc.)

Pre – Preparation Teacher to keep the following resources ready before the session:
Activities
● Circuit diagram - Simple circuits.
https://www.youtube.com/watch?v=j0zf-otH3cY
● Open and closed circuit and energy generation.
https://www.youtube.com/watch?v=DwHIhDrqcuw
● Science behind glowing of bulbs.
https://www.youtube.com/watch?v=rp09r-Z1SmY
● Working of an electrical switch.
https://www.youtube.com/watch?v=x78BU7-LfgY
● The Teacher goes through the following tutorial on Paper Circuit
activity before its execution
https://www.instructables.com/Paper-Circuits/
The Teacher shall prepare an electrical circuit (incandescent
bulb, switch, crock wires, battery etc.) and give a live
demonstration in the class.

Previous Basic knowledge of the use of electricity.

Knowledge

Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)

The Teacher will initiate the session by asking the generic meaning of a circuit. Further the
Teacher will build up the session by:

● Explaining electrical circuit

● Showing these two videos to explain the basics of an electrical components, open and
closed electrical circuit and glowing of a bulb:
o Circuit diagram - Simple circuits https://www.youtube.com/watch?v=j0zf-
otH3cY
o Open and closed circuit and energy generation
https://www.youtube.com/watch?v=DwHIhDrqcuw
● Explain the science behind glowing of bulbs https://www.youtube.com/watch?v=rp09r-
Z1SmY
● The Teacher will cover the working of an electrical switch.
https://www.youtube.com/watch?v=x78BU7-LfgY
Contextualization:
AI and Tinkering:

20
Stage 2: Apply Design Thinking framework (refer to chapter 2.1 for details on Design thinking
Framework) to the following scenario (Subject Teacher and ATL In-charge)
Scenario:

Ram is 12 years old who lives in Chandigarh. It was during the biggest festival, Diwali, that Ram
was helping his father, Bhaskar, to decorate the house with lights. He unintentionally stepped
on and broke one of the bulbs from the fairy light set. Later, he apologized to his father about the
situation. Ram was asked by Bhaskar to plug in the fairy lights and check whether it is still
functional or not. As and when Ram touched the electric socket, he felt a mild electric shock.
Baskar noticed that Ram is barefoot and instantly advised him to wear his rubber slippers. At
first, Ram was hesitant to touch the electric socket, but his father assured him that he won’t get
hurt.

Upon checking, the fairy lights worked perfectly fine, except the bulb that was left broken. At
the same time, Ram also noticed the two wires running in parallel and connecting the bulbs of
the fairy lights. He wanted to know the reason behind using two wires in fairy lights, although
only one wire is seen in other devices, such as the hairdryer or electric iron. Ram wondered what
made the difference.

The Teacher will now apply the design thinking framework to the above scenario.

Empathize: Ask learners to reflect on the above scenario and brainstorm the aspects and
questions they need to raise to find out about the exact situation of the problem. They can come
up with the following points:

1. What was Ram doing with lights?

2. Should Bhaskar have allowed Ram to use the electric socket and fairy lights?
3. What is the wire of the fairy light made up of?
4. In general, what could be the possible reason behind the un-operational bulb in a fairy light?
5. How does plugging only two wires in the electric socket lights up multiple bulbs in a fairy
light?
6. What does ‘being barefoot’ have anything to do with electricity?
7. Was the electric shock felt by Ram ‘fatal’?
8. The second time, why didn’t Ram feel the shock?
9. Which material is used to connect bulbs in a fairy light?
10. Why do hair dryers and electric iron have only one wire? (Hint: there are two wires
concealed within an insulating polymer cladding)
Define: Learners to understand the basics of an electric circuit and develop an understanding
towards recognizing good and poor conductors (insulators).

Ideate: Learners identify various methods to develop an electric circuit. Teacher introduces
them to the concept of Paper Circuits.

After that, they are engaged in a brainstorming session to identify methods to identify
conductors and insulators.

Stage 3: Hands-on experience on developing paper circuit activity (Subject teacher and ATL
In-charge)

In the paper circuit activity, learners are provided with basic materials such as Copper Tape,
LEDs and a Button Cell.

3.1 The ATL teacher shows them how to create a paper circuit with a switch made of
copper tape.

21
3.2 Post this, learners use their own creativity to create their own circuits.

Stage 4: Introduction to an Image classification tool for classifying material as good or poor
conductors of electricity (Subject Teacher and AI Faculty)

After building the paper circuits, learners develop an AI algorithm to identify conductors and
insulators through images. Here are the steps to follow:

4.1 Go to https://machinelearningforkids.co.uk.
4.2 Create a new project by clicking on the “Add a new project” button.
4.3 Give an appropriate name for the project, and set it to recognize images.

4.4 Add two labels named conductors and insulators and start adding images of household
items to the respective labels

4.5 Now to train the model, go to the learn and test section of the project. Simply click on the
“Train new machine learning model” to start the process.

4.6 After training, test whether the model is working or not by inserting a test image from the
internet. Right-click on the image you found online and select the “Copy image address” option.
Then paste it in the text box on the webpage as shown below. And then click on the “Test with
www” button:

4.7 The AI model to classify objects as conductors and insulators is now ready.

Stage 5: Introduction to Scratch coding for classifying good and poor conductors (Subject
Teacher & AI Faculty)

Empathize: Learners are asked to answer the following questions:

22
● Is the AI solution user-friendly?

Define: Learners brainstorm on ways in which the AI model could be made more user-friendly
with Scratch coding.

Ideate: Learners are introduced to the concept of Scratch coding.

Use Scratch coding with AI Model Here are the steps to use Scratch coding with the AI model
we created earlier

5.1 Go to the Make section of the project, and then click on Open in Scratch This will
open a special version of Scratch with the plugin for our machine learning model
already included with the standard Scratch blocks.

5.2 To sense the video feed, click on the blue square in the bottom left of the screen. When
you click on it, you will see something like this:

5.3 From these extensions, choose the Video Sensing extension. As soon as you include
that extension, the background of the program starts showing your webcam’s video.
5.4 Create two new variables by going to the Variables section and clicking on Make a new
variable:

23
5.5 Then we will attach the following blocks from Events, Variables, Machine Learning plugin
and the Images section:

5.6 Create two variables named ‘label’ and ‘confidence’. ‘label’ will store whether the observed
image is identified as a conductor or insulator and ‘confidence’ will store the percentage of
confidence that the AI model has for the prediction that it has generated.
5.7 Next, create these set of blocks to be attached to the ones created previously:

5.8 We will use the blocks from Control, Variables, Operators, and the Machine Learning model
to create the above arrangement. This combination will be able to do different things based on
whether the value of “label” is conductor or not.

5.9 Now, attach some more blocks to create some output upon detection of the object:

5.10 After everything is in place, this is what it looks like:

24
5.11 The Scratch code with coloured blocks can be accessed here: https://bit.ly/cl6ch12sc and
this is the expected outcome of the project:

Learners may now test this AI model and try to make the interface more interesting by adding
sounds and animations.

Learning The learners will be able to

Outcomes
● Relate the glowing of a bulb with resistance.
● Draw labelled electrical circuits.
● Apply the learning of electricity in day-to-day life.
● Compare the working and benefits of parallel circuits to serial circuits.
● Understand how to develop an AI algorithm to work with images.
● Develop an understanding towards scratch coding.
● Understand how to acquire data and train and AI model.
● Integrate Scratch coding with AI algorithms.
● Create a machine learning model capable of distinguishing images.
● Differentiate between good and poor conductors of electricity.

Glossary ● Scratch is the world’s largest coding community for children and a coding language
with a simple visual interface that allows young people to create digital stories, games,
and animations.
● Machine learning is a subfield of artificial intelligence, which is broadly defined as the
capability of a machine to imitate intelligent human behaviour. Artificial intelligence
systems are used to perform complex tasks in a way that is similar to how humans solve
problems.

25
● Machine Learning for Kids: This free tool introduces machine learning by providing
hands-on experiences for training machine learning systems and building things with
them. It provides an easy-to-use guided environment for training machine learning
models to recognize text, numbers, images, or sounds. This builds on existing efforts
to introduce and teach coding to children, by adding these models to educational
coding platforms Scratch and App Inventor and helping children create projects and
build games with the machine learning models they train.

Skill outcomes Tech skill

● Digital learning
● Data gathering
● Model optimization
Design thinking
● Ideation
● Innovation
● Prototyping
AI domain
• AI for Computer Vision
Physical computing
● Basic electrical and electronics.
● Circuit building
Interpersonal skill
● Collaboration
● Team Work
Intrapersonal skill
● Observation skill
● Organizational Skill

26
Class 6
Lesson 6.3
Major Landforms of the Earth - Chapter 6
Parameters Description Note for teachers

Chapter Covered Chapter 6: Major Landforms of the Earth

Name of the Book NCERT, Social Science Textbook for Class VI

Learning Objectives In the chapter Major Landforms of the Earth, we will be learning about major
land form Like: - mountains their formation and classification. Plateaus and Teachers can
why are they also called table top, plains and the role of human being in develop a ppt on
preservation of mother earth. Also, we will be learning about the minerals and
government’s initiative of Swachh Bharat Mission.
energy resources,
landforms and
To enable learners to
Stage 1: Conceptualization Scholastic: factors influencing
● Identify two types of forces acting upon the surface of the Earth – the formation of
Internal and External. land form.
● Recognize the changes on the surface of the Earth due to these
forces.
● Explain the formation of mountains and differentiate between the
types of mountains.
● Explain the formation of plateaus and locate and list their
usefulness.
● Explain the formation of plains and why the plains are densely
populated as compared to other land forms.
● Relate with water pollution and land degradation and suggest
measures to prevent pollution and land degradation.
AI and Tinkering
Stage 2 : Apply Design Thinking
● Identify two types of forces acting upon the surface of the Earth –
Internal and External.
● Recognize the changes on the surface of the Earth due to these
forces.
Stage 3: Making landscape
● Explain the formation of mountains and differentiate between the
types of mountains.
● Explain the formation of plateaus and locate and list their
usefulness.
● Explain the formation of plains and why the plains are densely
populated as compared to other land forms.
● To create a landscape by creating various landforms and 3d
printing it.
● To test the created landscape against water to test for soil erosion
Stage 4: Making AI enabled software
● Relate with water pollution and land degradation and suggest
measures to prevent pollution and land degradation.
● Use arduino hardware and coding in the ide.
● Apply ai to determine crop cycle.

Time Required 5 periods of 45 minutes each.

27
Classroom/ATL Seating arrangement -
Arrangement ● Theory Sessions – regular classroom arrangement.
● Activity Sessions – Flexible (for group / pair work).

Material Required Scholastic:

● Textbook
● Smart Board / Screen
● Projector
● Globe
● Map
● Chart
● Pen and paper
● Laptop or smartphone
● White board and marker
AI and Tinkering :
● Arduino Uno
● Jumper Cables
● Soil Moisture Sensor
● DHT 11 Temperature Sensor
● USB Cable for Arduino Connect
Landforms of the Earth (Reference material):
● https://www.twinkl.co.in/teaching-wiki/landforms

Pre – Preparation Scholastic: flash card activity

Activities ● A video to show the internal forces acting upon the surface of earth. can be done on
https://www.youtube.com/watch?v=9qa0Mt7HpGY) different land
● Sand to make a sand castle for illustrating external force acting upon forms and
the surface of earth. endogenic and
AI and Tinkering: exogenic forces.
● The teacher needs to install tinkercad into the available systems. The
teacher needs to understand the basics of tinkercad. The questioning
https://www.youtube.com/watch?v=gOs6Mdj7y_4 method should be
● Design Thinking Flashcards to understand empathy, defining the practiced to keep
problem and ideation learners engaged
● Understand the working of Arduino and the basics of AI. and manage the
https://www.youtube.com/watch?v=nL34zDTPkcs&t=3s class time.
https://www.youtube.com/watch?v=2ePf9rue1Ao

Previous Knowledge Scholastic:

The teacher initiates a discussion on the places visited by the students or
their hometowns to bring out their understanding.
● of the physical features of the places.
● of difference in terms of weather and population.
● water Erosion and the way it works.
● soil fertility and components of nutrients in soil.

AI and Tinkering:
● The ability to empathise and think holistically towards a problem
statement in hand.

28
● The ability to create basic designs in tinkercad.
● Basic knowledge of data labelling and AI Modeling and how to
interface a sensor and run a code on an Arduino.

Methodology Stage 1: Conceptualization Scholastic: (Social Science Teacher)

The teacher
● shows a video to make the learners recapitulate and understand the two types of forces
of the earth. https://www.youtube.com/watch?v=9qa0Mt7HpGY
● shows a demonstration of water waves and gusty wind affecting the sand castle.
● asks the learners to list the changes in the earth due to the action of internal and external
forces.
● explains how different types of mountains are formed and makes use of maps to
highlight the location of major mountain chains.
Activity:
● Experiment with a piece of paper to see how a fold mountain is formed.
● Experiment to show the formation of Block Mountains through cutting of an eraser and
showing the positioning in a way block mountains are formed.
● The teacher asks the learners to research using Google Earth to find plateaus, in or
around their country. Students identify the features of plateaus.
● The teacher takes the students for a nature walk in the school garden, where they
observe the flat and elevated surfaces. They identify the flat surface as plains and draw
parallels to distinguish plains from the plateaus.
● The teacher further holds a class discussion on the environmental issues leading to
degradation of landforms of the earth. The suggestions to prevent pollution and land
degradation are elicited from the students.

(Reference for the teacher:

1. Landforms (Closure Activity):
https://www.twinkl.co.in/teaching-wiki/landforms
2. Formation of Block Mountains
https://www.youtube.com/watch?v=kw9mMKUgwBk )

Contextualization:
AI and Tinkering:
Stage 2 : Apply Design Thinking framework(refer to chapter 2.1 for details on Design thinking
Framework) on the given scenario (Subject Teacher & ATL in-charge)
Problem Statement / Scenario: During a nature walk, Rani, a student, notices that some piece of
land in the playground, adjoining the garden, is getting additional mounds of soil. She brings it up
during discussion with the teacher in the class.
Empathize: The students brainstorm and analyse that the school gardener switches on the
electric motor every day to pump out water for the plants in the garden and leaves the water pipe
at one place for a very long time. The water overflows causing the soil also to flow and
accumulate in the playground. The students are asked to ponder on the following questions:
1 What does Rani notice and what emotions might Rani be feeling?
2 What does he say or do?
3 What can be some advice/comments Rani gets from his friends/family?
4 Why are the students concerned?
Define: Students are asked to think deeply and try to find a solution. They are asked to think
about the following questions

29
1 Do you also witness such situations?
2 Can you think together to help school authorities solve any one or all of the problems above?
Ideate: Students will now be asked to come up with different alternatives to resolve the issue of
wastage of water and soil erosion.

Stage 3: Making landscape using 3D printer and test the created landscape against water to test
for soil erosion - tinkering (Subject teacher and ATL in-charge)
Aim:
● To create a landscape by creating various landforms and 3d printing it.
● To test the created landscape against water to test for soil erosion
● To use sensors and AI to detect and determine which part of the created landscape will
have the most fertility in it for the required crops.
The steps to do so are:

3.1 Open TinkerCad: https://www.tinkercad.com/

3.2 Sign-in to the account via TinkerCad.com

Go to the main plane of 3d model creation from the tool. From the plane section on the right
hand side, select the landscape and use the ready-made models of different landscapes to
print. The basic tools can also be made available in the software to go ahead and create
one’s own customised landform as learnt and seen in the textbook.

3.3 Create 3 similar landforms and generate a .stl file for the same.
3.4 3d print all these 3 platforms from ATL 3d printer with the help of ATL Lab Incharge.
3.5 Once 3 such different landforms are created, a small test landscape is built using a
cardboard box.

30
3.6 The cardboard box is filled with sand in such a manner that the printed landforms can stay
on the top of it. Now, place the 3d printed landforms in a box in such a manner that the least
possible soil gets eroded.
Open Arduino Uno hardware and
attach the soil sensor as mentioned in
the image below:

Step by step Guide: https://create.arduino.cc/projecthub/Dynamic_Innovator/make-

your-own-soil-moisture-sensor-with-arduino-9b3b89

Stage 4: Making AI enabled software to predict fertility and moisture of the soil (Subject teacher
and AI Faculty)

4.1 Place two such setups on different ends of the cardboard box.
4.2 Start measuring the soil moisture as and when water flows and measure it in every 15 mins
for the next 3 days.
Based on the data and entries received, fertility and moisture of the soil can be predicted
simultaneously as to which crops are relevant here to be grown.
4.3 Use the two tools mentioned to enter and train the dataset for the collected data. The
dataset can also be trained, even if a particular data is not collected, by downloading the
already given database on the links to help understand how the AI and prediction of crop
rotation works.
https://machinelearningforkids.co.uk/#!/pretrained
https://cognimates.me/home/
4.4 Try and involve the AI part to predict the crop rotation and rowing cycle for the landscape
created.

31
Learning Outcomes The learner
● identifies and understands the action of the two types of forces upon the surface of the
Earth.
● comprehends the reasons for the changes on the surface of the Earth due to internal
forces and external forces.
● understands the formation of mountains, plateaus and plains and differentiate between
three of them.
● relates with water pollution and land degradation in real-life situations and suggests
measures to prevent pollution and land degradation.
● gets familiar with 3D - Drawing and 3D Printing.
● comprehends Arduino Hardware and Coding in the IDE.
● applies AI to determine Crop Cycle.

Glossary ● TinkerCad: Tinkercad is a web app that equips with the foundational skills for 3D design.
● Arduino Uno: is a microcontroller board based on the ATmega328P (datasheet). It has
14 digital input/output pins.
● Soil moisture sensors: It measures soil moisture at the root zone and regulates the
existing conventional irrigation timer, resulting in considerable water savings when
installed and used properly.
● Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable and
authentic sources/ platforms that is required for the AI model. There can be various
ways to collect data.

Reference Links ● www.arduino.cc

● https://towardsdatascience.com/tagged/arduino

Skill outcomes Tech skill

● Data gathering
● Pattern recognition
● Model optimization
Design thinking
● Ideation
● Prototyping
AI Domain
• AI for Data
Mathematical and quantitative skills
● Probability
● Statistical analytics
Physical computing
● Basic electrical and electronics.
● Circuit building and Knowledge of sensory network
Social impact solution building
● System mapping
● Problem identifying
● Problem scoping
● Problem solving
● Prototyping the AI and tinkering solution

32
Class 6
6.4
India: Climate, Vegetation and Wildlife - Chapter 8
Parameters Description Note for
teachers

Chapter Covered Chapter 8: -

India: Climate, Vegetation and Wildlife

Name of the Book NCERT, Social Science Textbook for Class VI -

Learning Objectives Summer, winter, rainy, and autumn are the four seasons that exist in India. We Teacher can
will also study about the months that make up each season as well as the develop a Ppt
causes of the seasonal variations in the chapter India: Climate, Vegetation, focussing on
and Wildlife. The following section will teach us about India’s native flora and Comparative
fauna, the significance of its forests, and the causes of deforestation there. of weather vs
To enable learners to climate,
Scholastic Seasonal
Stage 1: Conceptualization chart of India
● recall the difference between weather and climate. and factors
● classify the seasons of India and infer the causes behind them. effecting flora
● describe the influence of land, climate, vegetation, and wildlife on and fauna.
human life.
● appreciate the need for conserving natural vegetation and wildlife.
● analyse the impact of various factors of climate on flora of a region.

AI and Tinkering
Stage 2: Apply Design Thinking framework
● recall the difference between weather and climate.
● understand the good health of soil on the basis of moisture value.
Stage3: Developing hardware to record soil moisture
● classify the seasons of India and infer the causes behind them.
● understand the good health of soil on the basis of moisture value and
data Modeling.
● learn hardware integration.
● infer how the data collection is done and how to label data.
● gain knowledge of Arduino programming and integration.
● learn about how a soil health monitoring system can be developed using
moisture data.
Stage 4: Enable the hardware developed to use the collected moisture data
to predict whether the plant is healthy or not.
● appreciate the need for conserving natural vegetation and wildlife.
● analyse the impact of various factors of climate on flora of a region.
● comprehend the Soil Moisture Sensor and its application.
● explore AI Modeling further using online tools to classify soil health.

Time Required 5 periods of 45 minutes each

33
Classroom/ATL Seating arrangement -
Arrangement ● Theory Sessions – regular class room arrangement.
● Activity Sessions – Flexible (for group / pair work).

Material Required Scholastic:

● Textbook
● Smart Board / Screen and Projector
● Atlas / Map
● Pen and Paper
● Laptop or smart phone
● White Board
● Marker

AI and Tinkering :
● Arduino Uno
● Soil Moisture Sensor
● Power Supply
● Jumper Cables

Climate Zones (Reference material):

● https://www.geo41.com/climate-natural-vegetation#climate-zones

Pre – Preparation Scholastic:

Activities For understanding the stages of plant growth and the prerequisite of a
healthy plant such as moisture, soil nutrients and good climatic conditions.
● https://www.youtube.com/watch?v=TE6xptjgNR0

AI and Tinkering:
Design Thinking Flashcards to understand empathy, defining the problem
and ideation
Understand the working of Arduino and the basics of AI.
● https://www.youtube.com/watch?v=nL34zDTPkcs&t=3s
● https://www.youtube.com/watch?v=2ePf9rue1Ao

Previous Knowledge Scholastic:

● The teacher makes the learners recall India’s weather patterns,
types of forests and wildlife through a whole class discussion
method.
AI and Tinkering
● The ability to empathise and think holistically towards a problem
statement in hand.
● Basic knowledge of data labelling and AI Modeling and how to
interface a sensor and run a code on an Arduino.

Methodology Stage 1: Conceptualization Scholastic: (Social Science Teacher)

Introduction:
● The teacher discusses the differences between weather and climate through the
questioning method.

34
● The teacher further explains the factors affecting the climate of a place: distance
from the equator, distance from the sea and height above the sea level through
examples.
Presentation:
● The teacher explains with the help of a diagram the arrival and return of the
monsoon.
● Students are then shown a video for a visual representation of Climate, Natural
Vegetation and Wildlife to help them understand better.
● The teacher brainstorms the reasons why forests are necessary.
● The students list the products obtained from forests and their uses.
● The teacher further discusses how the flora and fauna of the world together help to
maintain the balance of the ecosystem.
Evaluation:
● Students are asked to note down the temperature from the newspaper and compare
the same with the other states of India. (This will help them analyse the factors
affecting the climate of a place to understand the changes that they notice on the
natural vegetation.)
NOTE: - teacher can develop sample data collection sheet on weather pattern and share
with student as activity.
● The students are given a table with temperature and rainfall of different places in
India. They need to observe, analyze and find out about the type of vegetation they
will find in these places.

Contextualization:
AI and Tinkering:Stage 2: Apply Design Thinking framework (refer to chapter 2.1 for details on
Design thinking Framework) on the given scenario (Subject Teacher and ATL In charge)

Problem Statement/Scenario:
Rahul has planted saplings as part of his summer project. He waters the plants every day. But
when winter begins, he notices the plants dying. He brings up this concern during a discussion
with the teacher in the class.
Empathize:
Rahul and Justin have developed a habit of gardening as part of their summer vacation project.
They had planted several plants at their homes. Rahul takes care to water the plants every
morning and in the evening too. He feels happy to see the plants growing and flowering. As
winter approaches, he notices that his plants are dying despite the same routine of watering
the plants. He feels very concerned about this and discusses it with his friend Justin, whose
plants are still in bloom. He is surprised to see Rahul’s plants dying. The students might come
up with following questions to think deeply about the scenario
1 What emotions might Rahul be feeling?
2 What does he say or do?
3 What are some advice / comments Rahul gets from his friends / family?
4 What does Rahul notice?

Define:
Can you relate with this problem?
1 What do you think is the problem in Rahul’s Plant?
2 Would you like to initiate and give some suggestions by discussing it in your groups?
3 How you can help Rahul find a solution to his problem?
35
Ideate:
Learners will now be asked to come up with solutions to help Rahul in saving his plants from
dying.
Stage3: Developing hardware to record soil moisture (Subject Teacher, ATL In-charge)
In this activity, the learners will learn about how a soil health monitoring system can be
developed using moisture data.
3.1 Hardware is connected according to the following Schematics:

3.2 Algorithm : After connecting the hardware according to schematics, the real time
value of the moisture is derived from the soil as well as data from the algorithm, which is
collected for further analysis. Following steps to be followed for the process:

3.3 Data Collection : Following steps to be followed to make the circuit working and start
collecting the data.

Step 1: Make connections according to the schematics mentioned.

Step 2: Once connections are done, code using the logic given below and upload it to
Arduino to visualise the data on serial monitor.
(Reference: https://www.youtube.com/watch?v=nL34zDTPkcs&t=3s
& https://www.youtube.com/watch?v=2ePf9rue1Ao )

int analogPin = A3; // potentiometer wiper (middle terminal) connected to analog pin
3
// outside leads to ground and +5V
int val = 0; // variable to store the value read

void setup() {

36
Serial.begin(9600); // setup serial
}

void loop() {
val = analogRead(analogPin); // read the input pin
Serial.println(val); // debug value
}

Step 3: Note the values in table format and proceed for further analysis.

Stage 4: Enable the hardware developed to use the collected moisture data to predict
whether the plant is healthy or not. (Subject Teacher, ATL Incharge)

4.1 Data Processing and understanding the Use Case :

Journey in AI begins with this step, since data has already been collected in the previous
step. Making use of the data, the Use Case of the data collected is understood.
1. Use Case - Use the collected moisture data to predict whether the plant is healthy
or not.
2. Data Processing - After understanding the Use Case, the data is cleaned and
processed to make an efficient AI model.
– This section will help explore the ways data collected from various sensors and stored in
CSV files can be used in order to create an AI model.
4.2 Data Visualization is the process of presenting the data collected in the form of a
chart, diagram, picture etc. It also includes the process of cleaning the data to make it
ready to be used for training a model. In order to do so, the learner will go through
http://machinelearningforkids.co.uk
The sensor readings should be stored in a sheet as given below.
Eg.

Sr No Moisture Value

1 x

2 z

37
4.3 Data Labelling : The learner needs to make predictions based on Moisture data. In order
to do that, an experiment needs to be conducted, where they note the Moisture value.
Based on that, they label whether the plant is healthy or not.
Eg. Data from the green plant is taken and is labelled as healthy, Similar steps are followed
for the dry plant and is labelled as unhealthy.
After adding the labels, the data might look as given below.
Eg.

S No Moisture Value Plant Health

1 X Healthy

2 Z Unhealthy

4.4 Data Transfer and Modeling :

Step 1: An account is created on the http://machinelearningforkids.co.uk website.
Step 2: Once registered, a new project is created by clicking on “Go to your
Projects Page”. Next, “Add a new project” button on the top right of the screen is clicked.
Step 3: In the details, the name of the project is specified as “Plant Health”.
Under Recognising, numbers are selected and finally a value as a Moisture Sensor is
added using the Add Values button.
Step 4: Next, by clicking on Create option opens the Project page with three different
options:
a. Train
b. Learn and Test
c. Make
Step 5:Starting by clicking on Train option and selecting the “Add a new label” option,
different labels are added:
a. HEALTHY
b. UNHEALTHY
Step 6: After creating the labels, at least 10 examples are added for each label by putting the
values appearing on the serial monitor for a particular type of soil:

Step 7: After the training data is added, the ‘Learn and Test’ option helps train the neural
network with the obtained data. This is done by selecting the ‘Learn and Test’ -> ‘Train new
machine learning model’ button.
Step 8:This will lead to testing of the neural network that has just been trained by giving it
some values from the moisture sensor and noticing if the results obtained are as expected.

38
Learning Outcomes The learner
● develops appreciation of the geographical diversity of the country leading to the cultural
blend of different regions.
● understands and analyses the factors affecting the climate of a place through a mind
map.
● states similarities and differences between weather and climate.
● is sensitised towards the impact of human activities on nature.
● relates processes and phenomena with causes and effects, applies scientific concepts in
daily life to solve problems.
● analyses the good health of soil using AI Modeling.
● applies learning to hypothetical situations.

Glossary ● Soil Moisture Sensor

A soil moisture sensor measures the volumetric water content of soil. All living things need
water to survive. But for plants and agriculture, having just the right amount of water (not
under / over-watering) is crucial. Since it is impossible to visually observe moisture levels in
the soil with our naked eyes, soil moisture sensors play an important role in providing
insights into the irrigation systems.
The Soil Moisture Sensor is in the context of changes in electrical conductivity of the
earth ( soil resistance increases with drought ).

The electrical resistance is measured between the two electrodes of the sensor. A comparator
activates a digital output when an adjustable threshold is exceeded.

● Comparator: A comparator is a device that compares two voltages or currents and

outputs a digital signal indicating which is larger.
● Algorithm: An algorithm is a set of instructions for solving a problem or accomplishing a
task.
● Use Case: application of data collected for predicting the possible outcome.
● Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable and
authentic sources/ platforms that is required for the AI model. There can be various ways
to collect data.
● Data Exploration: Data Exploration refers to visualizing the data to determine the pattern,
relationships between elements and trends in the dataset that gives a clear meaning and
understanding of the dataset. Data exploration is important as it helps the user to select
an AI model in the next stage of the AI project cycle. To visualize the data, various types
of visual representations can be used such as diagrams, charts, graphs, flows and so on.
● Data Modeling: Data is the fuel of artificial intelligence. A machine is said to be artificially
intelligent if it gets trained and can make decisions/ predictions on its own and learns
from its own experience and mistakes. In the Modeling stage, data is split into a training
set and a testing set. The model is trained on the training set from which it makes its own
rules that help the machine to give an output and the model is then evaluated on the
testing set.

39
Reference Links ● https://create.arduino.cc/projecthub/biharilifehacker/soil-moisture-sensor-with-
arduino-uno-2f118b
● https://lastminuteengineers.com/soil-moisture-sensor-arduino-tutorial/
● https://www.youtube.com/watch?v=EjbHXMzeX4c

Skill out comes Tech skill

● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern recognition
● Model optimization
Design thinking
● Ideation
● Innovation
● Prototyping
AI domain
● AI for Data
Mathematical and quantitative skills
● Probability
● Statistical analytics
Interpersonal skill
● Empathy
Intrapersonal skill
● Observation skill
Persuasion
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
● Prototyping the AI and tinkering solution

40
Class 7
Lesson 7.1
Electric Current and its Effects - Chapter 14
Parameters Description Note for
teachers

Chapter Covered Chapter 14: Electric Current and its Effects This Lesson
Plan must
be taken
after
teaching the
‘Section:
14.4 –
Electromag
net from
Chapter 14:
Electric
Current and
its Effects

Name of the Book NCERT, Science Textbook for Class VII

Learning This chapter talks about the various effects exhibited when electricity flows
Objectives through a conductor. One such effects is creation of magnetic field around the
conductor, that are used in making Electromagnets. This lesson plan will help
the learners to understand the design as well as the various parameters
required to build an electromagnet.
To enable learners to
Scholastic:

Stage 1: Conceptualization
● Identify the basic electrical symbols used
● list some everyday uses for electromagnets
● understand the correlation between magnetism and electricity

AI Tinkering:
Stage 2: Contextualization upon introduction to electric symbol classification
and identification, and understanding magnetic effects of electricity using
PHET simulations
● Create a machine learning algorithm that can recognize electrical
schematic symbols
● Simulate an electrical circuit
● Understand how solenoids work and how to change the magnetic
properties by changing some parameters

Stage 3: Building a perpetual swing toy using DIY construction kits based on
electromagnetism
● Hands-on experience with creating solenoids/electromagnets
● Independently create a closed circuit

41
● Get a basic idea on relation between the number of turns in a copper
coil with the strength of the produced magnetic field.
● Verify the phet simulation with the real self-created electrical circuit
● Draw conclusions whether the phet simulations correlated with the
handmade electrical circuit

Time Required 4 periods of 45 minutes each

Classroom/ATL Seating arrangement -

Arrangement ● Theory Sessions – regular classroom arrangement
● Activity Sessions – Flexible (for group/pair work)

Material Required ● Smart Class setup

● White board and marker
● Computer with webcam
● Good internet connectivity
For scholastic activity:
● Battery
● Wire
● Iron nail
● Paper clips
● Tape
● Safety Pins
For DIY Swing activity:
● Enamelled copper wire
● Permanent magnet
● 9V battery
● Connecting wires
● Cardboard
● Scissors
● Battery connectors
● Tape

Pre – Preparation Teacher to keep the following links ready before the session:
Activities ● Thermal effect of electricity
https://www.youtube.com/watch?v=rp09r-Z1SmY
● How to make an electromagnet
https://www.youtube.com/watch?v=na_FpTXLFa8&t=15s&ab_chan
nel=GoodStuffExperiments
● Teacher may use the following links during the session for better
understanding of concepts:
o Circuit diagram - Simple circuits
https://www.youtube.com/watch?v=j0zf-otH3cY
o Open and closed circuit and energy generation
https://www.youtube.com/watch?v=DwHIhDrqcuw
o Working of an electrical switch
https://www.youtube.com/watch?v=x78BU7-LfgY
o Demo on electromagnets for the teacher
https://www.youtube.com/watch?v=V-Gus-qIT74

42
o How to make an electromagnetic swing
https://www.youtube.com/watch?v=9ZwOvOVlljg

● Teacher explores the following online tools before the session:

o Machine Learning for Kids www.machinelearningforkids.co.uk
o PHET Simulations on electromagnetism
https://phet.colorado.edu/en/simulations/magnets-and-
electromagnets
● Teacher understands and develops an electromagnetic swing

Previous Basic understanding of electricity and circuits

Knowledge

Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)

For this activity, the learners must be given a live demonstration on the topics:

1.1Thermal effect: Glowing of incandescent bulbs and heating filaments

https://www.youtube.com/watch?v=rp09r-Z1SmY
1.2Electromagnetism:
○ Teacher will perform an activity using a 3-inch-long iron nail and try lifting small
paper clips or safety pins by bringing them in the vicinity of the iron nail.
○ Next, the Teacher will wrap a copper wire around the 3-inch-long nail and then
connect the ends of the copper wire (the starting piece and ending piece) with
the battery terminals. Again, the Teacher will try lifting small paper clips or safety
pins with the copper wire and iron nail arrangement.
○ This time, the learners will notice that the properties of the iron nail have changed,
and the battery has imparted some invisible attractive force to the nail. The object
has temporarily turned magnetic under the effect of electricity.
https://www.youtube.com/watch?v=na_FpTXLFa8&t=15s&ab_channel=Good
StuffExperiments
Contextualization: AI and Tinkering:

Students are presented with a problem statement to make an electromagnetic swing. They
are also presented with a task to classify electrical symbols and understand the magnetic
effects of electricity.

Stage 2: Introduction to electric symbol classification and identification and understanding

magnetic effects of electricity using PHET simulations (Subject Teacher and AI Faculty)

For this activity, learners will develop a machine learning program that recognizes different
circuit symbols. Here are the steps to follow:

2.1Go to www.machinelearningforkids.co.uk and start a new project that can

recognize images

43
2.2 Create new labels for identifying circuit symbols like battery, bulb, switch, wire and
motor. Learners may add more labels if needed.

2.3Now, learners put drawings or images of the electrical symbol for each component
they added as label. Add at least 10 samples per label.

2.4 After adding 10 different images for each label, train the model by going to “Learn
and Test” and clicking on the “train new machine learning model”.
2.5After the new model has been created, test the model by choosing the “Test by
drawing” button. This opens a new window where you can draw the symbol and test
the model with it.

2.6 At this stage, learners explore an online simulation software to understand the
dynamics of electromagnetism. Here’s how: Visit
https://phet.colorado.edu/en/simulations/magnets-and-electromagnets

44
2.7To run the simulation in the browser, click on the Play button

2.8The following window would open by clicking on the Play button

2.9Go to the electromagnet tab

2.10 Keep adjusting different parameters and observe their effects in the simulation.

The Teacher can ask learners to express the relation between the number of turns in the coil
with the strength of the magnetic field produced in the form of artwork.

Stage 3: Building a perpetual swing toy using DIY construction kits and applying
electromagnetic concept (Subject teacher and ATL in charge)
In this activity, we will be making an electromagnetic swing using enamelled copper wire, also
known as magnet wire, a Permanent magnet, a 9V battery and some hardware. You can also
watch the following video for reference: https://www.youtube.com/watch?v=9ZwOvOVlljg

45
3.1 Wrap the wire around a cylindrical object like a metal can or a cardboard tube to
make a coil of at least 30 turns, leaving about two inches of wire on each end

3.2 Use a cutter to remove the enamel coating on the wire from the ends so that it can
be connected with other wires

3.3 Now, connect the coil to the battery while keeping a compass very close to the
coil. As soon as you connect the coil to the battery, you should notice a deflection
in the compass

3.4 Now, create a frame of the swing

3.5 Now, connect two wires of 40 cm length on each end of the copper coil

3.6 Next, thread the wires through the hooks in the frame to make the swing

3.7After this, attach some permanent magnets to the middle of the base

46
3.8 It is now time to test the system! Connect the coil with the battery and then observe
what happens. If it gets attracted to the permanent magnet, we need to reverse the
connections of the coil with the battery. Otherwise, the swing should move back and forth
every time the coil is powered by the battery

3.9 Learners can improvise the system by:

o Using more or stronger magnets
o Increasing the number of turns
o Adding an Iron core to the coil
o Making the coil stationery and magnet as a part of the swing
o Using a more powerful battery
The teacher will ask the learners to compare the PHet simulation predictions with the actual
experiment they performed, and validate or dismiss the predictions.

The learners will be able to

Learning ● Identify magnetism as one effect of electricity.
Outcomes ● Witness how simulation software work.
● Visualize the electromagnetism effect and understand it better by working the
dynamics of it.
● Understand and visualize the magnetic effect of electric current.
● Develop a better understanding towards the different types of electrical symbols
used to represent electric components.
● Construct their own electromagnets and tweak their properties.

Glossary ● Machine Learning for Kids: This free tool introduces machine learning by providing
hands-on experiences for training machine learning systems and building things with
them. It provides an easy-to-use guided environment for training machine learning
models to recognize text, numbers, images, or sounds. This builds on existing efforts to
introduce and teach coding to children, by adding these models to educational coding
platforms Scratch and App Inventor and helping children create projects and build
games with the machine learning models they train.
● Machine learning is a subfield of artificial intelligence, which is broadly defined as the
capability of a machine to imitate intelligent human behaviour. Artificial intelligence
systems are used to perform complex tasks in a way that is like how humans solve
problems.

47
Skill outcomes Tech skill
• Digital learning
• Algorithmic thinking
Mathematical and quantitative skills
• Statistical analytics
• Graphical inference
Design thinking
• Ideation
• Innovation
• Prototyping
AI domain
• AI for Computer Vision
Interpersonal skill
• Collaboration
Physical computing
• Basic electrical and electronics.
• Circuit building
Intrapersonal skill
• Observation skill
• Persuasion
● Effective Communication

48
Class 7

Lesson 7.2
Light- Chapter 15
Parameters Description Note for
teachers

Chapter Chapter 15: Light This Lesson

Covered Plan must be
taken after
teaching the
‘Section:15.2
– reflection of
light, or at the
end of the
Chapter

Name of the NCERT, Science Textbook for Class VII

Book

Learning This chapter covers the laws of reflection and refraction. As well as image
Objectives formation by mirrors and lenses. Convex or concave lens exhibit a fixed focal
point, which determines the distance of real or virtual images formations. This
lesson plan will make learners identify the unknown focal length of any lens type,
and also experience real/virtual image formations.

To enable learners to

Scholastic:
Stage 1: Conceptualization
● Unravel the two laws of reflection.
● Understand the concept of reflection by mirrors/shiny surfaces.
● Comprehend the working of plane mirrors and spherical mirrors to
propagate light.
● Differentiate between real and virtual image.

AI+Tinkering:
Stage 2: Contextualization by applying Design Thinking framework and
develop an LDR-based light intensity meter (Subject Teacher & ATL In-
charge)
● Understand how to use microcontrollers to collect data.
● Witness the working of an LDR sensor.
Stage 3: Making interactive quiz on Light using Inklewriter
● Learn the use of inklewriter for making interactive quizzes.
● Understand how AI-enabled chatbots work

Time Required 4 periods of 45 minutes each

49
Classroom/ATL Seating arrangement -
Arrangement ● Theory Sessions – regular classroom arrangement
● Activity Sessions – Flexible (for group / pair work)

Material ● White board

Required ● Marker
● Arduino UNO
● LDR
● 10kOhm resistor
● Jumper wires
● Breadboard
● Laptop/computer,
● 2 scales or an optical bench
● Light source (phone/flashlight, candle, led)
● Double sided tape.

Pre – Facilitator to keep the following links ready before the session:
Preparation ● Reflection of Light and reflection by mirrors
Activities https://www.youtube.com/watch?v=skGmQC87Bvg
● Laws of Reflection
https://www.youtube.com/watch?v=OrobTDEYs2M
● Concept of real and virtual image
https://www.youtube.com/watch?v=EwBK_cXUTZI
● Convex lens : https://www.youtube.com/watch?v=3G_6Kfk-Dmk
● Concave lens: https://www.youtube.com/watch?v=sXx_jj8H7-k
● Facilitator to explore the inklewriter platform before the session at
https://www.inklewriter.com/

Previous Basic knowledge of sources of light.

Knowledge

Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)

Quote Charles Lindbergh by saying: ''I think the light of science is so dazzling that it can be
evaluated only by studying its reflection from the . . . mirror of life.''
● The facilitator will now ask learners to share their understanding about light, reflection,
and why is required for us to see?
● The following video on reflection of light will be shown
https://www.youtube.com/watch?v=skGmQC87Bvg

● The information from the video will be reinforced in a discussion, covering these topics
○ Luminous objects and non-luminous objects
○ Examples of luminous and non-luminous object around us
○ What makes us see non-luminous objects? (Hint: Reflection of light)
○ What is an Image?
○ Is an Image the same as a Shadow?
● Now, following videos will be shown to the learners
○ Laws of Reflection
https://www.youtube.com/watch?v=OrobTDEYs2M
○ Regular and Irregular surfaces

50
https://www.youtube.com/watch?v=6oy0Z3s4FXo&ab_channel=Knowledge
Platform

○ Real and virtual image

https://www.youtube.com/watch?v=EwBK_cXUTZI

○ Convex Lens: https://www.youtube.com/watch?v=3G_6Kfk-Dmk

○ Concave Lens: https://www.youtube.com/watch?v=sXx_jj8H7-k
The teacher can make learners prepare ray diagrams with the help of demonstrations, making
them physically observe and comprehend the meaning of real and virtual images.

Contextualization:
AI and Tinkering:

Stage 2: Apply Design Thinking framework (refer to chapter 2.1 for details on Design thinking
Framework) on the given scenario and develop an LDR-based light intensity meter (Subject
Teacher & ATL In-charge)
Scenario:

Suhas is a grade 7 learner, and is currently building a telescope for a school science exhibition.
He followed a DIY online tutorial, and ordered a range of different concave and convex lenses as
required for that project. But upon arrival, he noticed that the lenses were not marked with the
type of lenses and their focal lengths. So he has to figure out a way to quickly and reliably measure
the focal length of various different lenses. How can you help him?
The facilitator will lead a healthy discussion while applying the design thinking framework on
Suhas’s scenario.

Empathize: Ask learners to reflect on the given scenario based on the following points and
understand Suhas’ problem and empathize with him:

● What is a telescope?
● Suhas is taking help from online tutorials. What does this information tell us about Suhas?
● What do you think the problem is which Suhas is facing?
● If he is unable to solve the problem what will be the repercussions?
● If he is not able to identify the type of lenses and their focal lengths, do you think the
lenses would be usable in the manner they are supposed to be in the project?
Define: Ask Learners to identify the problem from the scenario above. Post brainstorming, the
teacher highlights the importance of knowing the type of lens for using it in the most efficient
manner.

Ideate: Learners will be asked to brainstorm various ways they can use the concept of light, laws
of reflection, images formed by plane mirrors, image formed by concave lens and convex lens to
find out the type of lens and their focal length.

Prototype:

In this Stage, learners determine whether the image produced by the surface is real or virtual
based on LDR sensor readings. Here are the steps to perform this experiment:

2.1 Here is the schematic diagram of the circuit. Develop the circuit based on the schematic

51
2.2 Upload the code below in the Arduino UNO

const int ldrPin = A0;

void setup()
{
Serial.begin(9600);
pinMode(ldrPin, INPUT);
}
void loop()
{
int ldrStatus = analogRead(ldrPin);
Serial.println(ldrStatus);
delay(800);
}

2.3 To get optimum result in LDR sensor, use scale and light source with closed lid
environment (Similar to optical bench in dark room). Set your apparatus as showing in
picture

2.4 Now use a measuring scale to place the LDR circuit at different lengths from the lens and fix
the position of the light source.
2.5 Now open the serial terminal/serial plotter to take readings at various lengths for ex: 5cm,
10cm, 15cm etc.

52
2.6 Check the LDR sensor values in Serial monitor/ Plotter for Concave lens

2.7 Now repeat the steps above and replace the concave lens with a convex lens and
observe the values in Serial monitor/ Plotter.

Thus, we can conclude that the light intensity keeps on falling as we go further away from the
concave lens, which indicates that there is no converging point and hence no real image.
Whereas with the convex lens, we can see that the light intensity goes from low to high and then
high to low, indicating that it converges at one point, hence the image made by a convex lens is
real.

Stage 3: Making interactive quiz on Light using Inklewriter (in doing so the students will also
understand how AI enabled chatbots work(Subject Teacher & AI Faculty)

53
Learners will create a small quiz using inklewriter on the topic of light based on their learnings from
the chapter. Here are the steps to follow:

3.1 Go to: https://www.inklewriter.com/

3.2 Change the title of the story from “Untitled Story” to “Light Quiz”. Also replace the
Anonymous with your actual name:

3.3 Rename the “Section 1” to “Introduction”. In this section, you should describe what this
quiz is about give an exciting introduction to it

3.4 Options can be added by clicking on the dotted box and typing the name of the option.
Add a single option “Let’s begin”

3.5 After that, click on the dotted circle with an arrow inside to define what should happen
when we click on “Let’s begin”

3.6 In this new section, add the first question related to the chapter and then in the
options, add one right answer option and one wrong answer option. Here’s an example

54
3.7 Add appropriate messages for right and wrong answers

3.8 Now go back to the right answer option and add a “Next question” option so that one
could advance to the next step

3.9 In the “Next Question” section, you can now add a new question and repeat the steps
above.
3.10 After writing all the questions above, you can switch to read mode and then share the
quiz with your friends

Learning The learners will be able to

Outcomes Scholastic:
● apply the laws of reflection in real life.
● apply the concepts of concave lens /convex lens and real image/virtual image. for
solving the problem of identifying the type of lens and their focal length.
Tinkering and AI:
● learn how to use inklewriter to write interactive stories.(understand how chatbots work).
● learn how to use Arduino to read Analog data.

Glossary ● Inklewriter: Inklewriter is a free tool designed to allow anyone to write and
publish interactive stories. It’s perfect for writers who want to try out interactivity, but also for
teachers and students looking to mix computer skills and creative writing.
https://www.inklestudios.com/inklewriter/
● Arduino microcontroller: Arduino is an open-source development board. It consists of
an integrated circuit, which can be programmed (referred to as a microcontroller) and a ready-
made software called Arduino IDE (Integrated Development Environment), which is used to
write and upload programs to the physical board.
Download the Arduino Software from: https://www.arduino.cc/en/Main/Software

55
● Light Dependent Resistor: LDR is a Light Dependent Resistor. LDRs are made from
semiconductor materials to enable them to have their light-sensitive properties. Their resistance
decreases as the light intensity increases, used as street light control circuits.

Tech skill
Skill outcomes • Digital learning
• Algorithmic thinking
• Data gathering
• Pattern recognition
• Model optimization

Design thinking
• Ideation
• Prototyping

AI domain
• AI for Data

Mathematical and quantitative skills

• Graphical inference
Interpersonal skill
• Collaboration

Intrapersonal skill
• Observation skill
Social impact solution building
• Problem identifying
• Problem solving
Physical computing
• Basic electrical and electronics.
• Circuit building

56
Class 7

Lesson 7.3
Rulers and Buildings : Chapter 5
Parameters Description Note for
teachers

Chapter Covered Chapter 5: Rulers and Buildings

Name of the Book NCERT, Social Science Textbook for Class VII (History-Our Pasts-II)

Learning Objectives The rulers and construction chapter will teach us about India’s medieval The teacher
and modern architectural styles. It fosters in students an appreciation of can develop
engineering methods and the significance of archives in the preservation a ppt and
of history and legacy. concept
To enable learners to map to
Stage 1: Conceptualization Scholastic: explain the
● Identify types and purpose of structures built by kings/rulers. topic.
● Appreciate the engineering skills and construction of monuments in
medieval times and understand different types of architecture.
● Understand the significance of the building (to establish piety of the A field trio
ruler). with a pre
● Realize the periodic influence on the style of architecture. planned
AI and Tinkering: questionnair
Stage 2: Apply Design Thinking framework e can be
● Interpret how the structural health of a building works and the analysis planned to
is done. any nearby
● Identify types and purpose of structures built by kings/rulers. historical
● Appreciate the engineering skills and construction of monuments in heritage
medieval times and understand different types of architecture. site.
Stage 3: prototype to use vibration sensors
● Realize the periodic influence on the style of architecture.
● Gain knowledge of hardware integration arduino programming and
integration.
● Understand the process of data collection and labelling.
● Understand the analog vibration sensor and the theory behind it.
Stage 4: enable the hardware
● Deduce ai modeling and its application.
● Explore python libraries like numpy, pandas, matplotlib and scikit learn.

Time Required 5 periods of 45 minutes each.

Classroom/ATL Seating arrangement -

Arrangement ● Theory Sessions – regular classroom arrangement.
● Activity Sessions – flexible (for group/pair work).

Material Required Scholastic:

● Smart Board / screen and projector
● Laptop or smart phone
● White board and marker

57
AI and Tinkering :
● Arduino UNO
● Vibration sensor
● Wires
● LED
● Power supply/Batteries
● Male/Female Jumper Wires

Pre – Preparation Scholastic::

Activities For providing learners with first-hand experience, a field trip to historical
monuments is organized.
AI and Tinkering:
Check the availability of
● The Minisense 100 (vibration sensor)
Account on https://machinelearningforkids.co.uk/
● Refer to the following link
https://brewminate.com/ancient-and-medieval-hindu-
architecture/

Previous Knowledge AI and Tinkering

The teacher prepares the learners through flipped learning methodology
by sharing the following video links for the understanding and discussion
of the concepts to relate to the topic to be taught in the class.
● Difference between Analog and Digital :
https://learn.sparkfun.com/tutorials/analog-vs-digital/all
● Basics of Arduino :
https://www.youtube.com/watch?v=nL34zDTPkcs
● Analog Read :
https://www.youtube.com/watch?v=JwpBn1mPGMc
● Analog Write :
https://www.youtube.com/watch?v=eVbuRAn-pZA
● Serial Print :
https://www.youtube.com/watch?v=RUnUaE_hoHs
● Basics of AI and its application:
https://ai-for-all.in/#/home
● Basics of AI Modeling :
https://www.youtube.com/watch?v=yN7ypxC7838
● Machine for Kids Tutorial
https://www.youtube.com/watch?v=EjbHXMzeX4c&ab_channe
l=DaleLane

Methodology Stage 1: Conceptualization Scholastic: (Social Science Teacher)

The teacher leads the learners into the understanding of historical monuments.
Warm-up Activity:
The teacher gives a background of historical monuments from the 8th to 18 th century and
discusses with them their observations of historical monuments.
Introduction:

58
● The teacher shows a video to make the learners recapitulate their knowledge and
understanding of historical monuments.
https://www.youtube.com/watch?v=Rt8Xb5mJXzs
● The learners appreciate the similarities and differences of monuments built by the
Hindu and Mughal rulers.
Presentation:
● The learners make a ppt on their field trip of historical monuments and present it to
share their learning.
● They discuss the evolving/ changing methods of construction/ engineering and
architecture in different eras.
● The learners also understand the periodic influence on the architecture of the
monuments.
Contextualization:
AI and Tinkering:

Stage 2: Apply Design Thinking framework (refer to chapter 2.1 for details on Design
thinking Framework) on the given scenario ( Subject Teacher & ATL In-charge)
Problem Statement/Scenario: When students visited the historical monument, Red Fort in
Delhi, they were first excited to see an old monument built in the 17th century, which still
appeared very strong in the 21st century. On observing closely, they noticed the intricate
stone setting turning black in places with cracks all over it. This made them feel concerned
about the deteriorating condition of the monument as a heritage site.
Empathize: The students think deeply about the problem and ponder on it in detail. They
might come up with the following points
● How do the pillars still hold the monument together, which was built in the 17th
century?
● What did they notice about the intricate stone?
● What was the reason for stones turning black in places with cracks all over them?
● Is it a matter of concern for you?
Define: Have you also noticed historical monuments in dilapidated conditions? Would you
like to take up this initiative to spread awareness and be a problem-solver? Can you think
together to help solve these problems of upkeep of monuments?
Ideate: Learners will now be asked to reflect on different alternatives to resolve the issue
and help preserve the monuments.

Stage 3: Prototype to use vibration sensors to predict the health of the buildings (Subject
teacher and ATL in-charge).

In this activity, vibration sensors are used to predict the health of historical buildings/
monuments.

Sensor Theory : The Minisense 100 is a low cost vibration sensor used to measure the
continuous vibration or its impacts. It is highly sensitive at low frequency and is designed
for easy installation. All in all, this is a perfect module for vibration or tilt sensors.

3.1 Develop hardware based on the following circuit diagram :

59
3.2 Algorithm: After connecting the hardware according to schematics, the algorithm is
designed in a way to get the real time value of the vibration sensor from the building
structure as well as to collect data for further analysis.

3.4 Data Collection : Following steps to be followed to make the circuit working and start
collecting the data.
o Make connections according to the schematics mentioned
o Use the following code and upload it to Arduino.
⮚ Define the Pins through which data is collected from Arduino UNO
⮚ Take input from the Vibration sensor i.e. Analog Input
⮚ Display value for the real time analysis on serial monitor
int analogPin = A3; // potentiometer wiper (middle terminal) connected to analog
pin 3
// outside leads to ground and +5V
int val = 0; // variable to store the value read

void setup() {
Serial.begin(9600); // setup serial
}

void loop() {
val = analogRead(analogPin); // read the input pin
Serial.println(val); // debug value
}

60
o Record the values of vibrations and store it in a readable format.
https://www.ardumotive.com/piezo-vidration-sensor-en.html
https://grobotronics.com/piezo-vibration-sensor-small-vertical.html

Stage 4: Enable the hardware developed to use the collected vibration data to predict
whether the building is strong or not. (Subject Teacher, ATL Incharge)

4.1 Data Processing and understanding the Use Case :

Journey in AI begins with this step, since data has already been collected in the
previous step. Making use of the data, the Use Case of the data collected is
understood.
● Use Case - Use the collected vibration data to predict whether the plant is
healthy or not.
● Data Processing - After understanding the Use Case, the data is cleaned and
processed to make an efficient AI model.
In this section we will explore the ways that data collected from various sensors and
stored in CSV files can be used in order to create an AI model.
4.2 Data Visualization: is the process of presenting the data collected in the form of a
chart, diagram, picture etc. It also includes the process of cleaning the data to
make it ready to be used for training a model. In order to do so the learner will go
through machinelearningforkids.co.uk.
The sensor readings should be stored in a sheet as given below

Sr. No Vibration Value

1 X

2 Z

4.3 Attaining vibration values and labelling : The learner needs to make predictions
based on Vibration data. In order to do that, an experiment needs to be
conducted, where they note the Vibration value. Based on that, they label
whether the structure is strong or not. Eg. The learner collects data from their
house walls and gets the vibration levels at various time stamps, angles, which will
be considered as the healthy (strong) structures of any building. Similar steps are
followed for the weak structures that might be tilted or shaking structures in
buildings, which will be considered as non-healthy buildings.
After adding the labels, the data might look as given below

Sr. No Vibration value Building Health

1 X Good

2 Z Bad

4.4 Data Modeling is the process of training the model on the available dataset in order to
get a prediction when provided with an input.
In the present Use Case, the data is labelled for the health of the building on the basis of
the vibration value. To create a data model, following steps need to be followed.

61
Step 1: An account is created on the http://machinelearningforkids.co.uk
website.
Step 2: Once registered, a new project is created by clicking on “Go to your
Projects Page”. Next, “Add a new project” button on the top right of the screen is
clicked.
Step 3: In the details, the name of the project is specified as “Building Health”.
Under Recognising, numbers are selected and finally, a value as a Vibration
Sensor is added
Step 4: Next, clicking on Create option opens the Project page with three
different options:
⮚ Train
⮚ Learn and Test
⮚ Make
Step 5: Starting by clicking on the Train option and selecting the “Add a new
label” option, different labels are added:
⮚ GOOD
⮚ BAD
Step 6: After creating the labels, we have to add at least 10 examples for each
label. We can do this by putting the values appearing on the serial monitor for a
particular type of building:

Step 7: After the training data is added, the ‘Learn and Test’ option helps train the
neural network with the obtained data. This is done by selecting the ‘Learn and
Test’ -> ‘Train new machine learning model’ button.
Step 8: This will lead to testing of the neural network that has just been trained by
giving it some values from the Vibration sensor and noticing if the results
obtained are as expected.

Learning Outcomes The learner

● identifies and understands the importance of historical monuments.
● appreciates the engineering skills used to build the monuments in the medieval period.
● understands different types of architecture used like ‘trabeate’ or ‘corbelled’ between
8th to 13th centuries.
● gains knowledge of two technological and stylistic developments noticeable from the
12th century – the ‘arcuate’ and use of Limestone cement in construction.
● verifies the facts, principles, phenomena and seeks answers to queries on their own.
● relates processes and phenomena with causes and effects, applies scientific
concepts in daily life to solve problems.
● Communicates the findings and conclusions effectively and applies learning to
hypothetical situations.

62
Glossary ● Algorithm: An algorithm is a set of instructions for solving a problem or
accomplishing a task.
● AI Modeling is utilizing a set of data that enables it to recognize certain patterns. This
allows it to reach a conclusion or make a prediction when provided with sufficient
data
● This is especially useful for solving complex problems using huge amounts of data
with high accuracy
● Use Case: application of data collected for predicting the possible outcome.
● Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable
and authentic sources/ platforms that is required for the AI model. There can be
various ways to collect data.
● Data Exploration: Data Exploration refers to visualising the data to determine the
pattern, relationships between elements and trends in the dataset that gives a clear
meaning and understanding of the dataset. Data exploration is important as it helps
the user to select an AI model in the next stage of the AI project cycle. To visualise
the data, various types of visual representations can be used such as diagrams,
charts, graphs, flows and so on.
● Data Visualization: Data is the fuel of artificial intelligence. A machine is said to be
artificially intelligent if it gets trained and can make decisions/ predictions on its own
and learns from its own experience and mistakes. In the Modeling stage, data is split
into training set and testing set. The model is trained on the training set from which it
makes its own rules that helps the machine to give an output and the model is then
evaluated on the testing set.
● Neural networks are loosely modelled after how neurons in the human brain behave.
The key advantage of neural networks is that they are able to extract data features
automatically without needing the input of the programmer. A neural network is
essentially a system of organising machine learning algorithms to perform certain
tasks.

Reference Links ● https://circuitdigest.com/microcontroller-projects/arduino-sw-420-vibration-

sensor-module-interfacing
● https://www.sparkfun.com/datasheets/Sensors/Flex/MiniSense_100.pdf
● https://grobotronics.com/piezo-vibration-sensor-small-vertical.html

Skill outcomes Tech skill

● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern recognition
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
● Statistical analytics
● Graphical inference
AI domain
● AI for Data

63
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Persuasion
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
● Leadership
Computational Thinking
● C programming (Arduino)

64
Class 7
Lesson 7.4
Water - Chapter 5
Parameters Description Note for
teachers

Chapter Covered Chapter 5: Water

Name of the Book NCERT, Social Science Textbook for Class VII (Our Environment)

Learning Objectives We will learn about the distribution of water across the globe in this chapter, A picture of the
from freshwater to ocean water. ocean currents, the value of water, and water cycle can
practical methods for water conservation. be shared with
To enable learners to students to
Stage 1: Conceptualization Scholastic: trigger
● Understand the Water Cycle and its importance. discussion or
● Learn about the distribution of water in water bodies and understand the recall what they
available amount of usable water. have learned in
● Explain how ocean waters are continuously moving unlike calm waters of previous
ponds and lakes. classes.
● Explain waves and factors affecting the height of the waves.
● Explain tides and how they are caused. A ppt can be
● Explain ocean current and its influence on the temperature conditions of developed to
the area. elaborate the
topic in detail.
AI and Tinkering
Stage 2: Apply Design Thinking
● Understand the Water Cycle and its importance.
● Learn about the distribution of water in water bodies and understand the
available amount of usable water.
● Understand applicability of the concepts of water cycle and build
solutions to provide waterflow of the dam.
Stage3: Developing hardware
● Infer how colour water level sensing works.
● Develop algorithms to use microcontrollers with water level sensors.
● Explain how ocean waters are continuously moving unlike calm waters of
ponds and lakes.
● Explain waves and factors affecting the height of the waves.
Stage 4: Making the software using AI
● Build an AI model to predict accuracy of the sensor.
Stage 5: Making complex Modeling
● Combine their knowledge around sensor technology with electronics and
AI to create their own project.

Time Required 5 periods of 45 minutes each

65
Classroom/ATL Seating arrangement -
Arrangement ● Theory Sessions – Regular classroom arrangement.
● Activity Sessions – Flexible (for group/pair work).

Material Required Scholastic:

● Smart Board/Screen and Projector
● Globe and Map
● Ziplock bag
● Burner
● Beaker
● Laptop or smartphone
● White board and marker

AI & Tinkering
● Water level sensor
● Arduino Uno
Reference for teachers: Distribution of water bodies
https://youtu.be/4HSFKwho7MQ?list=PL_8hVmWnP_O258ZS4-
HKumKTfX7f72LHA

Pre – Preparation Scholastic:

Activities Activity:
The teacher makes the students perform the activity 3 to 4 days before
beginning the lesson.
● The learner draws the water cycle on a Ziplock bag, and adds some water
to it, then tapes it to the window and observes it for a few days.
AI and Tinkering:
● Check the availability of hardware components
i. Water level sensor - to measure the water level.
ii. Arduino Uno:
● Create an account on https://machinelearningforkids.co.uk/

Previous Scholastic:
Knowledge The teacher shows a globe / map and initiates a whole-class discussion that
three-fourth of earth’s surface is covered with water and elicits from the
students why the resources of water are limited and should not be wasted.

The discussion helps the learners understand:

● the reason for ocean water being salty and can’t be used for drinking.
● that water is a precious resource and therefore should not be wasted.

AI and Tinkering:
Basic knowledge of the following would be needed

● Programming an Arduino UNO Board.

● Sensor connections and usage.
● Acquainted with machine learning for kids website.

66
Introduction to Machine Learning for Kids Website
https://www.youtube.com/watch?v=EjbHXMzeX4c

Methodology Stage 1: Conceptualization Scholastic: (Social Science Teacher)

The teacher leads the learners into the understanding of the Water cycle.
Warm-up Activity:
● To explain the phenomenon, the teacher performs an activity to show heating of water,
which is converted into water vapours. The vapours are then cooled down, which
change back into the liquid form.
Introduction:
● The teacher shows a video to make the learners recapitulate and understand the Water
Cycle.
https://www.youtube.com/watch?v=ncORPosDrjI
● Use of AI tool loopy to help the learners understand the process of water cycle
Presentation:
● The teacher refers to the pre-activity and shows the Ziplock bag to the students to
explain the water cycle and its importance.
● The students observe that the water that evaporates condenses and falls back in the
form of drops of water.
● The learners are able to explain different phases of the water cycle.
● The teacher holds a class discussion on the distribution of water bodies and helps
learners understand its distribution as saline water and freshwater.
● The teacher further shows a video on the Ocean circulation
https://www.youtube.com/watch?v=DZppjdczUpM
● The students discuss and understand the movements that occur in oceans.
● The teacher broadly categorizes ocean circulation as: waves, tides and currents and
how they are caused.
● A video is then shown on the ocean currents causing a change in climatic conditions.
https://www.pbslearningmedia.org/resource/ttv10.sci.ess.watcyc.currents/the-role-of-
ocean-currents-in-climate/

Contextualization:
AI and Tinkering:

Stage 2: Apply Design Thinking framework (refer to chapter 2.1 for details on Design thinking
Framework) on the given scenario (Subject Teacher and ATL In charge)
Problem Statement /Scenario:
Children enjoy the monsoon season and like to play in the rains. While playing on their rooftop,
Anith and Bhavik noticed the water getting collected due to debris on the cover of the drain pipe.
They cleaned the debris but due to heavy rain shower, the water started flowing and overflooded
the railings of the roof. They also noticed the rainwater falling down from the rooftops of most of
the houses in their locality. They felt great concern at the water getting wasted as it was running
down into the drains.

Empathize:
Ask learners to reflect on the above scenario and brainstorm the aspects and questions they
need to raise to find out about the exact situation of the problem. They can come up with following
points:

67
1. Why do you think Bhavik and Anith loved the monsoon season?
2. What were their reaction when they noticed water getting flooded and overflowing
from the railings and through the walls?
3. What were they concerned to see rainwater falling down from the rooftops of most
of the houses in their locality?
Define: Students are asked to reflect on the following
1. Have you witnessed such a situation at your home or nearby?
2. Can you think of some solution to solve this problem?
Ideate: Students will now be asked to come up with different alternatives to resolve the issue of
water wastage.

Stage3: Developing hardware to sense water Level for the Dams

(Subject Teacher, ATL Incharge)

3.1 Making the Hardware:

In this module, the learners will learn to detect the water level of a Dam using a water level
sensor and thereby create necessary control Connect the hardware using the following
schematics

3.2 Algorithm

After connecting the hardware according to the schematic, the learners make an
algorithm on which the programming will be based.

Following steps to be followed to understand the key steps and their structure:
Step 1: Data Collection: In order to understand and thereafter control the dam supply, the
learner needs to know the water level of the dam.
⮚ Defining the Pins through which data is collected from Arduino UNO.
⮚ Take Input from Analog pH sensor.
⮚ Store the values in variables.
Step 2: Data Processing: The data collected is in the raw stage and needs to be
processed for further understanding and analysis. Process the data received from water
level sensor
Step 3: Data Transfer: Once the data is processed, it is transferred to the system through
serial communication using USB Cable.
⮚ Store all the processed data to be transferred in a String.
⮚ Send the data using Serial Communication every time the water level crosses
the threshold.

68
/* Change these values based on your calibration values */

int lowerThreshold = 420;

int upperThreshold = 750;

// Sensor pins

#define sensorPower 7

#define sensorPin A0

// Value for storing water level

int val = 0;

// Declare pins to which LEDs are connected

int redLED = 2;

int yellowLED = 3;

int greenLED = 4;

void setup() {

Serial.begin(9600);

pinMode(sensorPower, OUTPUT);

digitalWrite(sensorPower, LOW);

// Set LED pins as an OUTPUT

pinMode(redLED, OUTPUT);

pinMode(yellowLED, OUTPUT);

pinMode(greenLED, OUTPUT);

// Initially turn off all LEDs

digitalWrite(redLED, LOW);

digitalWrite(yellowLED, LOW);

digitalWrite(greenLED, LOW);

void loop() {

69
int level = readSensor();

if (level == 0) {

Serial.println("Water Level: Empty");

digitalWrite(redLED, LOW);

digitalWrite(yellowLED, LOW);

digitalWrite(greenLED, LOW);

else if (level > 0 && level <= lowerThreshold) {

Serial.println("Water Level: Low");

digitalWrite(redLED, HIGH);

digitalWrite(yellowLED, LOW);

digitalWrite(greenLED, LOW);

else if (level > lowerThreshold && level <= upperThreshold) {

Serial.println("Water Level: Medium");

digitalWrite(redLED, LOW);

digitalWrite(yellowLED, HIGH);

digitalWrite(greenLED, LOW);

else if (level > upperThreshold) {

Serial.println("Water Level: High");

digitalWrite(redLED, LOW);

digitalWrite(yellowLED, LOW);

digitalWrite(greenLED, HIGH);

delay(1000);

//This is a function used to get the reading

int readSensor() {

digitalWrite(sensorPower, HIGH);

delay(10);

val = analogRead(sensorPin);

70
digitalWrite(sensorPower, LOW);

return val;

The hardware developed will be able to detect the water level by using a water level sensor.

Stage 4: Making the software using AI for the hardware developed

(Subject Teacher, ATL Faculty)

4.1 Importing data from Hardware

In the previous section, a hardware prototype was made using the following
components:
● Water level sensor - to measure the water level.
● Arduino Uno: to collect data from the sensors and control them.
⮚ Once the hardware is set up, data is collected from the sensors at regular
intervals.
Steps to use data:
The first and the foremost step is to store this data. In order to do so, the data must be
captured from the serial monitor and stored in a csv (comma separated values) file for
further usage. The learner notes down the values in the csv by measuring from the
arduino.
4.2 Data Exploration
Once the data acquisition part of the AI Project cycle is complete, the next stages are
Data Exploration.
After introduction to the hardware of the IR sensor and the production object, the next
step is to create a model which can predict the accuracy based on the above parameters.
In this section the learner explores the ways the data collected from various sensors and
stored in a CSV file can be used in order to create an AI model. Students create a labelled
dataset which can be used to train the model for classifying the accuracy of water level
as per the analog data.
This can be done by deliberately using glasses with different water levels:
● Option 1: Glass with half filled water
● Option 2: Glass with water filled till full level
● Option 3: Empty glass

The data captured after following either of the above-mentioned steps needs to be
labelled as per the labels: Over-Threshold or Below-Threshold.
An example of the data is given below. (Threshold=750)
Stage Water level data Label
Empty 0 0
Half water 500 0

Here,
0 – Below-Threshold
1 – Over-Threshold
You will need to label the data captured in this manner in order to make it ready for
training a model.

71
Stage 5: Making complex Modeling technique for AI-enabled software (Subject teacher and AI
Faculty)

In the previous stage, it started with taking the water level measurements in order to control the
water flow of the dam.
To take this forward, the next step is to try complex Modeling techniques on the same data set
and compare the performance of both models. The method is explained as follows

● To train a model based on the data fetched from the sensor, a tool to work on the water
level dataset will be used. The technique used to create the machine learning model is
called a Decision Tree Classifier.
● This is not the only way to train a machine learning model. It is being used as it is very
quick and easy to train, and it is one of the easiest techniques to understand. This page
shows the decision tree that was created based on the training examples collected by
the learners.
● When the learners test their model, the computer starts at the top of the tree, and follows
a path until it reaches the bottom. The class at the bottom of the tree is the prediction that
the machine learning model makes.
● At each box in the tree, it reads the test described at the top of the box. If the test values
of the learners pass the test described in the box, it follows the arrow to the left. If it doesn't
pass the test, it follows the arrow to the right.

● The samples are shown in each box show how many examples in the learner’s training
data match that part of the decision tree.
● The value shown in each box shows how many examples in the learner’s training data
passed the test shown at the top (following the left arrow) and how many examples didn't
pass the test at the top (following the right arrow).
Machine Learning for Kids - This tool will help learners train their model with their own
dataset, thereby leading them to their results very easily.

72
Steps to develop the Modeling technique
5.1 Get started > Go to projects

5.2 Add new project

5.3 Project Name: Water Level Sensing, Type: Numbers (as the water level data is analog &
in numbers)

5.4 Add a value: WaterLevel, type of value: number

5.5 Create the project

5.6 Train the project model

73
5.7 Add new Label to the training model
● Label-1: BelowThresh (For determining the water levels below the threshold set)
● Label-2: AboveThresh (for classifying the water levels above the threshold value.

5.8 Add examples to each of the labels. The examples are the data gathered from the water
level sensor and labelled as above threshold and below threshold.

5.9 Now Test the dataset that has been added to the training model.

74
5.10 Explore the tool and make something cool with it.
UNDERSTANDING OF THE MODEL DEVELOPED:

5.11 Observation:
After the model is trained, the prediction of water level is received using Machine
learning for kids tool.
It is observed that the performance of both the models is different. The next step is to try
and check the performance of the model by increasing the amount of data.
This is to observe that the performance of the model varies as per the amount of data
used for training a model. The relation between the model performance and data size
varies as per the below mentioned graph.

Must Try: One can try changing the dataset size and map it with the performance of the models.

75
Learning Outcomes The learner
● identifies and understands the water cycle and its importance for life on Earth.
● comprehends the distribution of water bodies and why water should not be wasted or
polluted.
● relates with water pollution in real life situation and suggests measures to prevent
pollution
● understands the formation of waves, tides and ocean currents and their effect on climate.
● understands the cause of high tides and their benefits.
● verifies the facts, principles, phenomena and seeks answers to queries on their own.
● relates processes and phenomena with causes and effects, applies scientific concepts
in daily life to solve problems.
● communicates the findings and conclusions effectively and applies learning to
hypothetical situations.

Glossary ● Water Level Sensor: The water sensor or water level sensor is used to detect water
leakage, rainfall, tank overflow, or to measure the water level.
● Digital Signals: A digital signal, on the other hand, has only two values: HIGH and LOW.
● Analog signals: An analog signal is one that can take on any number of values, unlike a
digital signal which has only two values: HIGH and LOW.
● The decision tree classifier creates the classification model by building a decision tree.
Each node in the tree specifies a test on an attribute, each branch descending from that
node corresponds to one of the possible values for that attribute.
● Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable and
authentic sources/ platforms that is required for the AI model. There can be various ways to
collect data.
● Data Exploration: Data Exploration refers to visualising the data to determine the pattern,
relationships between elements and trends in the dataset that gives a clear meaning and
understanding of the dataset. Data exploration is important as it helps the user to select an AI
model in the next stage of the AI project cycle. To visualize the data, various types of visual
representations can be used such as diagrams, charts, graphs, flows and so on.
● Data Visualization: Data is the fuel of artificial intelligence. A machine is said to be artificially
intelligent if it gets trained and can make decisions/ predictions on its own and learns from its
own experience and mistakes. In the Modeling stage, data is split into the training set and
testing set. The model is trained on the training set from which it makes its own rules that
helps the machine to give an output and the model is then evaluated on the testing set.

Skill outcomes Tech skill

● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern recognition
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
● Statistical analytics
● Graphical inference

76
AI domain
● AI for Data
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Persuasion
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
● Leadership
Computational Thinking
● C programming (Arduino)

77
Class 8
Lesson 8.1
Combustion and Flame - Chapter 6

Parameters Description Note for

teachers

Chapter Covered Chapter 6: Combustion and Flame This Lesson Plan

essentially is to
enable students
to tinker on
Topic 6.2 - ‘How
Do we Control
Fire?’ from
Chapter 6:
Combustion and
Flame, NCERT,
Science
Textbook of
Class VIII.

Name of the Book NCERT, Science Textbook for Class VIII

Learning This chapter aims at imparting knowledge on the chemical process of

Objectives burning and the necessary requirement for creating fire. In order to avoid
or stop an accidental fire, timely identification of fire is extremely critical.
This lesson plan aims at ideating and designing automated devices that
can identify an accidental fire and inform the concerned authorities for
taking timely action.
To enable learners to
Stage 1: Conceptualization
● Recognize the essential requirements to create a ‘Fire Triangle’.
● Differentiate between various types of accidental fire.
● Identify the role of extinguishers in breaking the fire triangle.
AI and Tinkering:
Stage 2: Contextualisation by applying design thinking framework
● Understand how AI can be used to predict forest fires.
● Use a camera to detect a flame.
Stage 3: Developing image-based AI model to predict fire based on image
data
● Use www.machinelearningforkids.co.uk website to create an
image based project.
● Download the program that predicts/evaluates whether fire has
taken place or not.
Stage 4: Introduction to automated fire fighting device
● Understand the circuitry that enables starting of a motor
● Draw nexus between arduino board, its programming and the
motor operations
● Programming the arduino to trigger the motor

78
Stage 5: Identification of an ongoing wildfire
● Develop a fire extinguishing prototype
● Make use of prediction made by AI model (stage 3) to activate or
deactivate a water pump.

Time Required 4 periods of 45 minutes each.

Classroom/ATL Seating arrangement -

Arrangement ● Theory Sessions – regular classroom arrangement.
● Activity Sessions – Flexible (for group/pair work).

Material Required Overall:

● Smart Class setup/ projector and speaker
● Whiteboard and marker
● Computers with webcam (3 students :1 computer)
● Good internet connectivity
For Stage 2 & 3 Activity:
● Arduino UNO
● Arduino adapter
● Arduino connector cable
● Water pump
● Relay
● Jumper wires
● Power supply

Pre – Preparation ● To help learners understand the role of oxygen in combustion, a live
Activities demonstration of Activity 6.2 from the textbook shall be conducted,
or the learners can be asked to perform the activity at home in
presence of their parents.
● To explain the role of temperature, the teacher will demonstrate
activity 6.5 from the textbook, by burning two identical paper cups,
one empty and one filled with water using a burner. The temperature
of the water before and after a few minutes (say 6 minutes) can also
be recorded for reference.
● Teacher to keep the following links ready before class
demonstration:
Accidental Fire video:
https://www.youtube.com/watch?v=whlymAuRtzU&ab_channel=Ho
meFireSprinklerCoalition

Previous The learner understands the concept of:

Knowledge
Scholastic:
● combustion
● combustible substances/fuel
● role of oxygen as a supporter of fire

79
Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)

The teacher will conduct the first session in a regular classroom set up and cover the following
topics:
● Key requirements for a Fire and explain the concept of the Fire Triangle.
● Applications of fire.
● Potential fire hazards in different situations leading to accidental fire, especially at home.
● Video on accidental fire, to help identify the extinguisher used and the type of fire
https://www.youtube.com/watch?v=whlymAuRtzU&ab_channel=HomeFireSprinklerC
oalition (Hint: The Fire Triangle)

The teacher can show a powerpoint presentation on ‘fire triangle’ and explain the use of fire
extinguishers in breaking the fire.
Contextualization:
AI and Tinkering:

Stage 2: Apply Design Thinking framework(refer to chapter 2.1 for details on the Design
thinking Framework) and develop an AI model to detect the presence of forest fire (Subject
Teacher and AI teacher ).

Problem Statement / Scenario:

Today was Khushboo’s English exam for the Class 10 CBSE board examinations. It was also the
last examination of the Board exam series, after which she and her family were finally bound for
an amazing holiday. Khushboo had always heard of the untouched beauty of North-East India
so her father had gifted her a 10-day vacation to Mizoram.
While attempting her English exam, Khushboo read a comprehension passage, which talked
about forest fires in India. According to the passage, March-April was the month when most
wildfires took place, citing that, north-east Indian forests were most prone to such hazards. This
piece of information alarmed Khushboo. She started having second thoughts about her trip.

Empathize: Ask learners to reflect on the above scenario and brainstorm the aspects and
questions they need to raise to find out about the exact situation of the problem. They can come
up with the following points:
1. Why is Northeast India called the land of untouched beauty?
2. Which states comprise the North-Eastern Indian states?
3. Khushboo was super excited about her trip to Mizoram. Which of her qualities is
depicted from her excitement? (Hint: she is a nature lover)
4. Why do most wildfires take place during the months of March-April?
5. Why are North-eastern states risk-prone to wildfires?
6. Why did Khushboo get alarmed after reading the passage?
Define: Ask learners to identify several reasons behind the spread of wildfires based on the
current cases worldwide.
Share with them the concept of AI and how AI is being used to solve social problems. Ask them
if there exists a possibility to use Artificial Intelligence to detect the presence of a forest fire?

Ideate: Learners identify ways in which Artificial Intelligence can be used to detect forest fires.
Post brainstorming, the teacher introduces them to an image-based AI model that can predict
if the forest fire is present or absent based on image data. Here are the steps:

80
Stage 3: Developing image-based AI model to predict fire based on image data (Subject
Teacher and AI Faculty)
3.1 Go to www.machinelearningforkids.co.uk and create a project with a name ‘Flame
sensor’.
3.2 Choose the project to work with images.

3.3 Create two labels under it: fire and safe.

3.4 Now, search from google, images depicting forests with and without fire. Download at
least 10 such images for each case.
3.5 Then upload no fire images under safe label and forest fire images under fire.

3.6 After adding images under each label, we move to learn and test.

3.7 Clicking on “Train new machine learning model”, gives us a working AI module that
predicts the presence of fire based on images.

81
3.8 Now, go to Make> Python and follow the steps mentioned there to download your
project for 64-bit version of Python.
3.9 After completing all the steps, copy the code given on the website, open Python IDE
on your system and paste as a new program.

3.10 Now, download some more images that will be used to test the AI model. Whichever
you wish to feed into the model, rename that image as “my-test-image.jpg” and move it to
the same folder as your project code.
3.11 Finally, you have an AI model that can predict the presence of fire in forests.

Stage 4: Introduction to automated firefighting device (Subject teacher and ATL in-charge)

Empathize: The learners will now reflect on the scenario:

1. Why are forest fires called wildfires?
2. Is it humanly possible to control an ongoing wildfire?
3. Can the exact source of wildfires be detected, without putting lives at risk?

Define: Ask learners to identify methods used by firefighters to put the fire out.
Ideate: Ask learners to think of methods to develop a firefighting device that automatically gets
triggered when the fire is detected. Here is one way to develop an automatic fire extinguisher
circuit.
(learners can come up with other models also):
4.1 Here is the schematic diagram of the circuit:

4.2 After making the connections, upload the following code in the Arduino

int x;
void setup() {
pinMode(12,OUTPUT);
Serial.begin(115200);
Serial.setTimeout(1);
}
void loop() {
while (!Serial.available());

82
x = Serial.readString().toInt();
digitalWrite(12,x);
}

4.3 Now, based on the readings that appear on the Serial monitor, the pump gets
triggered. Thus, if the readings indicate the presence of fire, the pump turns on to
extinguish the fire
4.4 The readings can directly be taken from the AI model we created previously to
indicate the presence of fire based on the image data.

Stage 5: Identification of an ongoing wildfire (Subject teacher and AI Faculty)

Empathize: The learners will now reflect on the scenario:

1. Can wildfires be controlled if identified on time?

2. What are the success rates of such measures in North-East India?

Define: Ask learners to brainstorm about the identification of the location of an ongoing wildfire
and implement timely action to reduce loss of property and life.

Ideate: Ask learners to combine stage 1 and stage 2 to develop an automatic fire extinguisher
enabled with Artificial Intelligence. Here are the steps to do so:
5.1 Install the OpenCV package for Python using this command
pip install opencv-python.
5.2 Once the library is installed, add the following code to take pictures from the video
feed of the webcam.

import cv2
import time

videoCaptureObject = cv2.VideoCapture(0)
result = 0
while(result<2):
time.sleep(2)
ret,frame = videoCaptureObject.read()
cv2.imwrite("my-test-image.jpg",frame)
result += 1
videoCaptureObject.release()
cv2.destroyAllWindows()

5.3 The final code will look like this:

import cv2
import time

import serial
arduino = serial.Serial(port='COM22',
baudrate=115200, timeout=.1)

# treat this key like a password and keep it secret!

83
from mlforkids import MLforKidsImageProject

key = "Insert-API-Key"

videoCaptureObject = cv2.VideoCapture(0)
result = 0
while(result<2):
time.sleep(2)
ret,frame = videoCaptureObject.read()
# cv2.imwrite("my-test-image.jpg",frame)
result += 1
videoCaptureObject.release()
cv2.destroyAllWindows()

# this will train your model and might take a little

while
myproject = MLforKidsImageProject(key)
myproject.train_model()

# CHANGE THIS to the image file you want to

recognize
demo = myproject.prediction("my-test-
image.jpg")

label = demo["class_name"]
confidence = demo["confidence"]

# CHANGE THIS to do something different with

the result
print ("result: '%s' with %d%% confidence" %
(label, confidence))

if label=="fire" and confidence>=90 :

arduino.write(bytes("1", 'utf-8'))
print("Starting Pump")
elif label=="safe" or confidence>=90:
arduino.write(bytes("0", 'utf-8'))
print("Pump is off")

5.4 To test the system in real-time, run the program and capture an image. The code will
then analyze it, and send data to the Arduino, which will turn a pump motor on or off
based on the data provided by the python sketch.

84
The learners will be able to
Learning Scholastic:
Outcomes ● conduct simple investigations to seek answers to the requirements of creating fire.
● relate the Heat Transfer phenomenon with increased time to catch fire.
● apply the learning of fire triangle in taking precautions for fire hazards or right actions
to combat accidental fire.

Tinkering:
● understand the applicability of the concepts of the physics and chemistry of
combustion.
● understand how to use the webcam as a flame detector.
● understand how to create a machine learning program that can sense things.
● develop a python code that reads an image.
● control an Arduino using the serial monitor.

● Machine Learning for kids: An educational tool for teaching kids about machine learning,
Glossary by letting them train a computer to recognize text, pictures, numbers, or sounds.
● OpenCV: (Open Source Computer Vision Library) is an open-source computer vision
and machine learning software library. OpenCV was built to provide a common
infrastructure for computer vision applications and to accelerate the use of machine
perception in commercial products.
● Machine learning is a subfield of artificial intelligence, which is broadly defined as the
capability of a machine to imitate intelligent human behavior. Artificial intelligence systems
are used to perform complex tasks in a way that is similar to how humans solve problems.
● Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable and
authentic sources/ platforms that are required for the AI model. There can be various
ways to collect data.
● Data Exploration: Data Exploration refers to visualizing the data to determine the pattern,
relationships between elements and trends in the dataset that gives a clear meaning and
understanding of the dataset. Data exploration is important as it helps the user to select an
AI model in the next stage of the AI project cycle. To visualize the data, various types of
visual representations can be used such as diagrams, charts, graphs, flows and so on.
● Data Modeling: Data is the fuel of artificial intelligence. A machine is said to be artificially
intelligent if it gets trained and can make decisions/ predictions on its own and learns from
its own experience and mistakes. In the Modeling stage, data is split into a training set and
a testing set. The model is trained on the training set from which it makes its own rules that
help the machine to give an output and the model is then evaluated on the testing set.

85
● Arduino Uno: is a microcontroller board based on the ATmega328P (datasheet). It has 14
digital input/output pins and 6 analogy-input pins which can be used to control a large
variety of input and output devices such as displays, sensors, buttons and motors.
● Relay module: A 5v relay is an automatic switch that is commonly used in an automatic
control circuit to control a high-current using a low-current signal. The input voltage of the
relay signal ranges from 0 to 5V.
● DC Pump: A pump is a device that moves fluids (liquids or gases), or sometimes slurries,
by mechanical action, typically converted from electrical energy into hydraulic energy.

Reference Links: ● How to capture an image using opencv: https://www.studytonight.com/post/capture-

videos-and-images-with-python-part2
● How to send data from a python program to Arduino:
https://create.arduino.cc/projecthub/ansh2919/serial-communication-between-python-
and-arduino-e7cce0
● Burning of dry and fresh leaf
https://www.youtube.com/watch?v=qtcrWoueEJw&ab_channel=MriduPrakashSaxena
● Heating Water in a Paper Cup activity
https://www.youtube.com/watch?v=YZl7O0nogzQ&ab_channel=NCERTOFFICIAL
● Fire Hazard at home
https://www.youtube.com/watch?v=QTkYkNRJyHk&ab_channel=FireandRescueNSW

Skill outcomes Tech skill

● Digital learning
● Algorithmic thinking
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
AI domain
● AI for Computer Vision
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
Computational Thinking
● C programming (Arduino)

86
Class 8
Lesson 8.2
Pollution of Air and Water - Chapter 18

Parameters Description Note for teachers

Chapter Covered Chapter 18: Pollution of Air and Water This Lesson Plan shall be
taken up when teaching about
Air Pollutants and Section 18.3
– Case Study – The Taj Mahal?
From Chapter 18 - Pollution of
Air and Water, NCERT,
Science Textbook of Class VIII

Name of the Book NCERT, Science Textbook for Class VIII

Learning This chapter covers all the aspects of pollution. Many a times,
Objectives pollutants make way to the soil, and disturb the soil ph, which is
one of the most important factors affecting the plant growth. This
in turn influences the crop yield. Here, learners will be asked to
think of ways to identify and rectify the nature (acidic/basic) of
the soil using natural indicators and commonly available
chemicals respectively.
To enable learners to
Scholastic:
Stage 1: Conceptualization
● Learn about the effects of air pollution on non-living things.
● Reason for the discoloring of natural white marble of the Taj
Mahal.
● Realize the various pollutants/factors behind ‘Marble
Cancer’.
● Analyze the occurrence of acid rain in the present day.
● Identify various measures taken by govt. Authorities to
reduce air pollution.
AI + Tinkering:
Stage 2 : Contextualization by applying Design Thinking
framework
● Identify the nature of soil using natural indicators and
commonly available chemicals.
● Try different methods to reverse the acidity of soil
Stage 3: Develop ph monitor
● Learn how to use a colour sensor.
● Understand how to develop a ph monitor
Stage 4: AI integration with the ph sensor for automatic
identification of soil’s acidic or basic conditions
● Model an AI tool on deciphering ph scale to acidic and basic
conditions.
● Develop an easy-to-use AI-enabled ph monitor.

Time Required 4 periods of 45 minutes each

87
Classroom/ATL Seating arrangement -
Arrangement ● Theory Sessions – regular classroom arrangement.
● Activity Sessions – Flexible (for group / pair work).

Material Required Smart Class setup

● White board and marker/ projector and speaker
● Computer (1 system for 5 students)
● Good internet connectivity
● Fresh garden soil
● Acidic Soil
● Acidic and Basic readily available chemicals
● Litmus paper
For Stage 2 & 3:
● Arduino UNO
● Arduino power adapter
● Arduino connector cable
● TCS3200 Colour Sensor
● Jumper Wires
● pH paper strips
● Glass slides
● Dropper optional
● Colour paper
● Cardboard
● Black Paper
● Cello tape
● Glue

Keep the following links ready before the session:

Pre – Preparation ● Article on the usage of marbles in home furnishing:
Activities https://www.livspace.com/in/magazine/renovating-
vitrified-tiles-vs-marble-quest-for-the-better-flooring-
option/
● Explore the following tool for a virtual tour to several
historical monuments: https://artsandculture.google.com/
● Picture gallery for Taj Mahal:
https://miro.medium.com/max/1300/1*5H31O9b6S73qH5T
khysMMQ.jpeg
● The teacher can show a youtube video on Taj Mahal
Discolouration from the link :
https://www.youtube.com/watch?v=qS8Cc9Bdum8
● Video on Acid Rain:
https://www.youtube.com/watch?v=1PDjVDIrFec&t=29s&a
b_channel=NationalGeographic
● Acid Rain equations explained:
https://www.youtube.com/watch?v=k9CK5IE5ieA
For the tinkering activity teacher should try the entire activity
with support from ATL in-charge and ensure the availability of
required materials.

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● Watch the video on Arduino Colour Sensing Tutorial -
TCS230 TCS3200 Colour Sensor:
https://www.youtube.com/watch?v=CPUXxuyd9xw&t=249
s&ab_channel=HowToMechatronics
● Teacher explore the following platform.
http://machinelearningforkids.co.uk and execute the entire.
activity with support from ATL in-charge and AI teacher.

Previous Knowledge of pH
Knowledge

Stage 1: Conceptualization Scholastic: (Science Teacher)

Methodology
To begin with this topic, the Teacher will conduct a session in regular classroom setup and:
● Ask the learners who have marble flooring at their home and discuss the advantages and
disadvantages of using it.(Hint: it is a natural and cold stone, maintenance cost of Marble is
rather high, in comparison to tiles).
https://www.livspace.com/in/magazine/renovating-vitrified-tiles-vs-marble-quest-for-the-
better-flooring-option/
● Take learners on an e-tour of famous monuments, for example Taj Mahal (priority), Fatehpur
Sikri, Thomas Jefferson Memorial etc, via Google Arts and Culture App on the web Browser:
https://artsandculture.google.com/
● Learners will observe pictures of Taj Mahal to recognize and discuss the discoloration over
the years thereby explaining what Marble Cancer is.
https://miro.medium.com/max/1300/1*5H31O9b6S73qH5TkhysMMQ.jpeg
● Learners will watch this video on Acid Rain:
https://www.youtube.com/watch?v=1PDjVDIrFec&t=29s&ab_channel=NationalGeographic
● Learners then write the chemical equations that define acid rain formations and conclude by
reiterating the factors causing the discolouring of the Taj Mahal and other ill-effects of acid rain
and watch this video:
https://www.youtube.com/watch?v=k9CK5IE5ieA

Contextualization:
AI and Tinkering:

Stage 2: Apply Design Thinking framework (refer to chapter 2.1 for details on Design thinking
Framework) on the given scenario and Design pH sensor for identifying acidic or basic nature of
the soil (Subject teacher and ATL in charge).

Problem Statement / Scenario:

Chandan is a fourth-generation farmer. Unlike his father who is a traditionalist, Chandan took help
of the modern agricultural practices, owing to which his crop produce started increasing over the
years. He even supported the installation of various industries in his village, which eventually
brought employment and prosperity to his village. But since the last 2 years, Chandan has started
observing stunted plant growth, and decreased yield. Earlier he thought it was the bad quality of
seeds or infertility of the soil, but when he got his soil tested, it indicated the soil to be in extremely
acidic conditions. Chandan had been doing everything exactly the same way, but what went wrong
this time?

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The Teacher will now apply the design thinking framework on Chandan’s scenario.

Empathize: Ask learners to reflect on the above scenario and brainstorm the aspects and questions
they need to raise to find out about the exact situation of the problem. They can come up with the
following points:

1. Unlike his father, why did Chandan choose a modern approach towards agriculture?
2. What is wrong with being a traditional agriculturist? (Hint: intensive farming)
3. Do you happen to know any farmer who thinks like Chandan?
4. Do you think whether soil exhibits any optimal pH or not at all? (Hint: yes, Soil exhibits pH
[range 0 to 14], and an optimal soil pH is a prerequisite for healthy plant growth, and it varies
from plant to plant)
5. Can the air quality of the village be influenced by the industrial setup?
6. Do you think Chandan’s father will understand the theory behind soil-pH?
7. Will the farmers benefit if the soil-pH scale is made easy to understand for all?
8. Chandan is an educated farmer. Do you think Chandan will be able to perform soil-pH tests
using natural indicators or universal indicators?

Define: Ask learners to answer the following questions:

1. What are the possible reasons behind the acidic or basic conditions of the soil? (Hint:
overuse of fertilizers, Poor drainage, industrial effluents mixing in water bodies and used for
irrigation, improper soil preparation, or acid rains due to industrial setup).
2. If soil pH is not favourable for plant growth, what should be done?
3. Is the current method to determine pH levels easy to conduct for anyone?
4. Does a person need to have previous knowledge about pH and the testing apparatus
before conducting the experiment?
5. How to make the pH testing process simple enough for anyone, anywhere?

Ideate: The learners will be asked to think of ways to identify and rectify the nature of soil using
natural indicators and commonly available chemicals respectively. They will also have to
brainstorm on several possible solutions and discuss the advantages and disadvantages while
comparing them (keeping in mind the solution needs to be simple enough to be operated by
anyone, anywhere).

Activity 1: Preparation of a homemade pH indicator.

● Learners come up with several out of the box solutions to develop their own pH indicators
at home and bring them to class.
● Teacher to get some fresh garden soil for learners to test its pH level with their homemade
indicators. The results of this activity are then compared with results achieved by testing
the soil’s pH using universal pH indicators (litmus paper, etc.)

Activity 2: Teacher to provide an acidic soil sample (made acidic with vinegar) and learners are
asked to:

1. Test the pH of soil

2. Check if the acidic nature of the soil is reversible or not

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3. Try different methods to reverse the acidity of soil using various commonly used chemicals
(e.g. soda water, shampoo, tap water, calcium hydroxide, vinegar, milk, dishwashing liquid
soap etc).
Stage 3: Develop pH monitor in the ATL lab (Subject Teacher and ATL In-charge)

Learners develop their own pH monitor in the ATL Lab with the help of ATL in-charge.
3.1 Following connections are to be made between Arduino UNO and TCS3200 colour sensor:

3.2 For the apparatus to work optimally, the colour sensor is to be put in a box with a lid. Learners
may create an opaque box out of black paper or cardboard to ensure the light does not go out of
the box. The box should ideally look like this:

From top to bottom, we have the slide holder, the glass slide for putting the pH paper on, and the lid
with the sensor and the LEDs of the sensor cut out through the lid.

3.3 Once the box is ready and the connections are made as shown above, learners put the code
given below in Arduino UNO:

#define S0 4
#define S1 5
#define S2 7
#define S3 6
#define sensorOut 8
int frequency = 0;
void setup() {
pinMode(S0, OUTPUT);
pinMode(S1, OUTPUT);
pinMode(S2, OUTPUT);
pinMode(S3, OUTPUT);
pinMode(sensorOut, INPUT);

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// Setting frequency-scaling to 20%
digitalWrite(S0,HIGH);
digitalWrite(S1,LOW);

Serial.begin(9600);
}
void loop() {
// Setting red filtered photodiodes to be read
digitalWrite(S2,LOW);
digitalWrite(S3,LOW);
// Reading the output frequency
frequency = pulseIn(sensorOut, LOW);
// Printing the value on the serial monitor
Serial.print(frequency);//printing RED color frequency
delay(100);
// Setting Green filtered photodiodes to be read
digitalWrite(S2,HIGH);
digitalWrite(S3,HIGH);
// Reading the output frequency
frequency = pulseIn(sensorOut, LOW);
// Printing the value on the serial monitor
Serial.print(",");//printing name
Serial.print(frequency);//printing RED color frequency
delay(100);
// Setting Blue filtered photodiodes to be read
digitalWrite(S2,LOW);
digitalWrite(S3,HIGH);
// Reading the output frequency
frequency = pulseIn(sensorOut, LOW);
// Printing the value on the serial monitor
Serial.print(",");//printing name
Serial.println(frequency);//printing RED color frequency
delay(100);
}

3.4 Once the code is uploaded and executed, you can open the Serial Monitor to read readings of
the colour in front of the sensor.

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3.5 Test different colours with the colour sensor (by putting different colour paper strips on the
glass slide and placing it inside the closed box) and make a note of their RGB values. Label each
reading with the name of the colour paper strip that you used to get the reading. Your list of
observations might look like this:

[Note: Your readings might differ from the ones mentioned here]
3.6 Now, test the pH levels of different chemicals using litmus paper and put those strips between
the glass slides to get their readings on the monitor. Note down the observations in the same format
as before. It may look like this:

With this, you have made your own pH monitor and a chart that
contains colour values for all different observations.

Stage 4: AI integration with the pH sensor for automatic

identification of soil’s acidic or basic conditions (Subject Teacher
and AI Faculty).

Empathise: Ask learners to answer the following questions:

1. Is the device built-in Stage 1 simple enough for a farmer to use in the field?
2. How can the device be further improved?

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Define: Ask learners to ponder upon the possibility of using Artificial Intelligence into making a
device that can give direct results based on the nature of the soil and how can the user interface of
this device be simplified for everyone to use.

Ideate: Learners further the experiment by adding the element of Artificial Intelligence to their
device. Here’s how they may do so:
4.1 Navigate to https://machinelearningforkids.co.uk/#!/welcome and click on Get Started.
4.2 Click on Try without registering and then click on Add a new project.
4.3 Give a name to your project and in Recognising, select Numbers.
4.4 Since we are working with 3 values of color (R,G,B), click on add a value button and add Value
Name as R and select value type as numbers. Do the same for G and B.
4.5 After adding values, click on Create. This will lead to your first project. Click on it.
4.6 First, to train the model, click on the Train button and then click on Add new Label button.
4.7 Create four labels: Acidic, Basic, Neutral, Blank (for when there is nothing in the box)
4.8 Post creation of labels, click on Add example for each of the labels and add values that fit under
that label from the observations you had made
4.9 You may also do this by putting the values appearing on the serial monitor for a particular
type of chemical and filling the values of R, G ,B. This is how it should look like:

4.10 Once you have added enough samples to each label, click on Back to Project button and
select the Learn and Test option.
4.11 Under this, click on the Train New Machine Learning model.
4.12 Once the training is complete, your model will be able to identify any RGB value as acidic,
basic, neutral or blank. Test the model with different values to see if it works properly or not.

Now it's time to integrate the AI model with the device. Here is how we do it:
Step 1: To run your AI model with your device, you will need the API key. For this, click on the
Make button and select Python.
Step 2: There, you will find the API key written for your AI model. Note it down and put it in the
code where it asks for the API key.
Step 3: Here is the Python code:

import requests
import serial

arduino_port = "COM24" #serial port of Arduino, change this to the serial port of your arduino
baud = 9600 #arduino uno runs at 9600 baud

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ser = serial.Serial(arduino_port, baud)
print("Connected to Arduino port:" + arduino_port)

# This function will pass your numbers to the machine learning model
# and return the top result with the highest confidence
def classify(numbers):
key = "Insert-your-API-key"
url = "https://machinelearningforkids.co.uk/api/scratch/"+ key + "/classify"

response = requests.post(url, json={ "data" : numbers })

if response.ok:
responseData = response.json()
topMatch = responseData[0]
return topMatch
else:
response.raise_for_status()

getData=str(ser.readline())
data=getData[2:][:-5]
print(data)
dataSplit=data.split(',')

# CHANGE THIS to something you want your machine learning model to classify
data1 = dataSplit[0]
data2 = dataSplit[1]
data3 = dataSplit[2]

demo = classify([ data1, data2, data3 ])

label = demo["class_name"]
confidence = demo["confidence"]

# CHANGE THIS to do something different with the result

print ("result: '%s' with %d%% confidence" % (label, confidence))

Step 4: Copy the code and run it on a python IDE (Consult the AI teacher for any assistance).
Step 5: Once you run the code, the output should look something like this:

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Step 6: Now, you may test the pH of the soil by putting the pH strip of the tested soil in the
glass slide. As soon as the strip is put inside the box, the code will display the output as acidic,
basic, neutral or blank.

Learning The learners will be able to:

Outcomes ● relate soil fertility and acid rain with air pollution.
● explain the acidic nature of rain, when combined with oxides of Nitrogen and Sulphur.
● write word equation for formation of acid rain.
● apply learning of ill-effects of acid rain and coming up with neutralizing its effect, or
reducing it.
● understand the functioning of a colour sensor, and use it in a meaningful way.
● learn about the significance of conditions and how to use them in a program.
● combine their knowledge around chemistry, electronics and AI to create their own
project.
● develop algorithms to use microcontrollers with sensors.
● build an AI model to predict whether the soil is acidic, basic or neutral.

Glossary ● Arduino Uno: is a microcontroller board based on the ATmega328P (datasheet). It has
14 digital input/output pins.
● TCS3200 Color Sensor: TCS3200 chip is designed to detect the colour of light incident
on it. It has an array of photodiodes (a matrix of 8x8, so a total of 64 sensors)
● Machine learning is a subfield of artificial intelligence, which is broadly defined as the
capability of a machine to imitate intelligent human behaviours. Artificial intelligence
systems are used to perform complex tasks in a way that is similar to how humans solve
problems.
● Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable and
authentic sources/ platforms that are required for the AI model. There can be various
ways to collect data.
● Data Exploration: Data Exploration refers to visualizing the data to determine the pattern,
relationships between elements and trends in the dataset that gives a clear meaning and
understanding of the dataset. Data exploration is important as it helps the user to select
an AI model in the next stage of the AI project cycle. To visualize the data, various types of
visual representations can be used such as diagrams, charts, graphs, flows and so on.
● Data Modeling: Data is the fuel of artificial intelligence. A machine is said to be artificially
intelligent if it gets trained and can make decisions/ predictions on its own and learns from
its own experience and mistakes. In the Modeling stage, data is split into a training set and

96
a testing set. The model is trained on the training set from which it makes its own rules that
help the machine to give an output and the model is then evaluated on the testing set.
● OpenCV: OpenCV is a library of programming functions mainly aimed at real-time
computer vision. Originally developed by Intel, it was later supported by Willow Garage
then Itseez. The library is cross-platform and free for use.
● Machine Learning for Kids: This free tool introduces machine learning by providing
hands-on experiences for training machine learning systems and building things with
them. It provides an easy-to-use guided environment for training machine learning
models to recognize text, numbers, images, or sounds. This builds on existing efforts to
introduce and teach coding to children, by adding these models to educational coding
platforms Scratch and App Inventor and helping children create projects and build
games with the machine learning models they train.

Skill outcomes Tech skill

● Digital learning
● Algorithmic thinking
● Data gathering
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
● Graphical Representation
AI domain
● AI for Data
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
Computational Thinking
C programming (Arduino)

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Class 8
Lesson 8.3
Land, Soil, Water, Natural Vegetation and Wildlife: Chapter 2

Parameters Description Note for

teachers

Chapter Covered Chapter 2: Land, Soil, Water, Natural Vegetation and Wildlife

Name of the Book NCERT, Social Science Textbook for Class VIII

Learning Objectives Students will study about land as one of the most significant natural Teacher can
resources, many physical variables that affect how land is used, and the develop a ppt
reasons why people move from rural to urban regions in this chapter. Along to elaborate
with learning about soil preservation, students will also study about soil,
different
elements affecting soil profile, and causes of soil degradation. Enhancing
concepts of
the study of plants and fauna beginning in class six also entails.
To enable learners to soil
Stage 1: Conceptualization Scholastic: formation,
● Understand the land use and conservation of land resources. importance
● Know about soil, factors of soil formation and conservation measures. of soil
● Identify the problem of water availability, conservation of water conservation,
availability and its resources.
flora and
● Interpret distribution of natural vegetation and wildlife conservation.
● Develop awareness about resource conservation and take initiatives fauna.
towards the conservation process.
● Analyse the importance of proper use of resources for sustainable
development.
AI and Tinkering
Stage 2 : Apply Design Thinking framework
● Identify different kinds of soil and ways to modify soil structure to
reduce erosion.
● Identify distribution of water bodies and reasons why water should not
be wasted.
● Understand the method of its conservation.
Stage 3: Making a hardware
● Identify the problem of water availability, conservation of water
availability and its resources.
● Interpret distribution of natural vegetation and wildlife conservation.
● Understand how to classify healthy and unhealthy plants automatically.
Stage 4: Making AI enabled software
● Develop awareness about resource conservation and take initiatives
towards the conservation process.
● Analyse the importance of proper use of resources for sustainable
development.
● Apply the knowledge of Data Acquisition and methods of data
collection, and how to label data.
Stage 5: Making complex Modeling
● Comprehend the image classification and theory behind it.
● Understand AI Modeling and its application.

Time Required 5 periods of 45 minutes each.

Classroom/ATL Seating arrangement -

Arrangement ● Theory Sessions – regular class room arrangement.
● Activity Sessions – Flexible (for group / pair work).

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Material Required Scholastic:

● Textbook
● Smart Board / screen and projector
● Pen and paper
● White board and marker
AI and Tinkering

● Webcam
● Personal Computer/Laptop with Internet Connection

Pre – Preparation Scholastic: students can

Activities be ask to
● A brainstorming session about the significance of three most important
make
natural resources: Land, Soil and Water, without which humans cannot
concept
exist and how these are important to sustain life on earth.
chart or mind
● Teacher shows pictures to students to elicit information related to map of the
different types of natural vegetation and their interconnection with lesson.
wildlife.
AI and Tinkering:

● The teacher makes the arrangements for hardware and good Internet
connection required to conduct the activity.

Previous Knowledge Scholastic:

● Students recall the learning of their previous class and describe the
factors that influence the distribution and nature of natural vegetation.
AI and Tinkering:

● Basic understanding of Teachable Machine Platform.

https://teachablemachine.withgoogle.com/v1/

● Image Classification and Processing.

● Basics of Data Collection and Data Evaluation.

Methodology Stage 1: Conceptualization Scholastic: (Social Science Teacher)

Warm-up Activity:

1. Teacher encourages students to conduct a survey among their family or

neighbourhood for people above 50 years of age and ask them how land was used in
their young age and how their life has changed over the years.

Introduction to soil, water availability and its conservation :

2. Teacher shows samples of different kinds of soil to students to make them understand
about their similarities and differences.
3. The teacher shows a video to make the learners recapitulate and understand the
formation of soil and its layers.
Video: Formation of soil and its layers

https://youtu.be/vqtdFaclWf0

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4. The teacher further shows another video to show water availability and its conservation.
Video: To show water availability and its conservation

https://youtu.be/NS6SQ6vcJFk

Introduction to Natural Vegetation:

5. Teacher brings all students to the school kitchen garden to make them understand
about natural vegetation.

Tree Plantation Activity:

The teacher organizes a Tree Plantation drive in the school and explains how the well-being
of nature is essential to the well-being of humans.
6. to make the students understand the importance of Van Mahotsav and its relevance in
their lives.
7. to realize the necessity of forests in our lives and the need for conservation of wildlife.

Following videos can be used for reference

● https://youtu.be/66Qsy7fTT_k
● https://youtu.be/UNWYm3-Mz04

Contextualization:
AI and Tinkering

Stage 2 - Apply Design Thinking framework (refer to chapter 2.1 for details on Design
thinking Framework) on the given scenario (Subject Teacher & ATL In-charge)

Problem Statement /Scenario: While playing in the park, Vishal observes that some plants
are not healthy. They seem to have either dried or turned yellowish in colour or their leaves
appear to be damaged.

Empathize: Students are asked to brainstorm on the above scenario and they are made to
think deeper about it by asking the following questions:

1. What they feel when plants leaves turn yellow, damaged or dried?
2. How do you think this represents that that health of the plants is not good?

Define: To delve deeper the students are asked the following questions:

1. Do you also witness such situations?

2. Wouldn’t it be good if you can help in saving these plants from dying?
3. Would you want to think deep and solve this problem?
4. Can you think together to help solve these problems of monitoring the health of plants?
5. What solutions can you think about to check if the plants were suffering from some
disease. (hint a device can be made)

Ideate: Learners are now asked to come up with different alternatives to resolve the issue of
vegetation conservation and also how monitoring of plant health could be done.

Stage 3 : Data Collection for plant disease detection (Subject Teacher and ATL in-
charge).

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In this activity, the learners will learn about the plant disease detection and data collection
process for the same through data acquisition using the Online method of data collection
(using available websites and databases). The data collected for plant disease will be
further used to train the model for making predictions for plant disease.

3.1 Teacher helps students understand various types of plant disease and ways to identify
them. (The learners will have an understanding of the type of data they should look for
to do the disease prediction.)
o Possible QA.
o What are plant diseases?
o How to identify them?
● After understanding the students will search for databases available online.
o Possible QA :-
o What are the websites available for finding datasets?
o What databases are open-sourced and readily available?
● Once the database is found, the students will evaluate the database and clean the
dataset to make better and accurate predictions (i.e. remove unnecessary
images/data points)
● Alternatively the ATL in-charge can also suggest students to go to their playground
to collect 5 to 10 samples of leaf image and add it to their dataset.
3.2 Activity to collect data using Kaggle website:
Following is a step by step process to follow the activity to collect the data using kaggle
website:
● Open a browser and open the website www.kaggle.com
● After opening the website, create an account on the website. This is how the home page
will look after logging in.

● Since the task is to search for plant disease dataset, the learners will make a query of
plant disease detection dataset in search bar.

● Select the appropriate dataset and start downloading the dataset.

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3.3 After collecting the dataset it is cleaned for further processing, wherein the learners can
remove the unwanted images or wrong images from the dataset.
Stage 4: Disease Prediction using teachable machine (AI)(Subject teacher and AI Faculty)

4.1 Data Collection : The students will collect data as mentioned in images given below.
For each type of data to be collected, they will upload them to their respective classes,
and upload as many images as possible to build an accurate model.
Two classes are added:
● Healthy Plant
● Unhealthy Plant

4.2 Data Processing and understanding the Use Case :The students clicking on
‘Training the Model’. Teachable machine model’s Artificial Intelligence begins with
this step and the processing starts using the data uploaded

4.3 Data Transfer and Modeling : After the model is trained, it is tested.
The learner clicks on the top right button and changes the mode to File form
Webcam (as shown below).

The next step is to test the model by uploading the image for plant health analysis.

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As per the given output, it shows the plant as unhealthy with 55% probability. The
probabilities can change according to the database size and quality. The output probability
also suggests the confidence of the model in prediction.
The learners need to take care of the following parameters, if the output is not accurate.
● Add good quantity of data.
● Ensure there are no errors in data.
● Ensure the classes are labelled properly.

Learning Outcomes The learners will be able to:

● plan and conduct investigations or experiments to arrive at and verify the facts,
principles, phenomena or to seek answers to queries on their own.
● relate processes and phenomena with causes and effects, apply scientific concepts in
daily life and solve problems.
● communicate the findings and conclusions effectively.
● apply learning to real life situations.

● Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable and
authentic sources/ platforms that is required for the AI model. There can be various
Glossary
ways to collect data.
● Data Exploration: Data Exploration refers to visualizing the data to determine the
pattern, relationships between elements and trends in the dataset that gives a clear
meaning and understanding of the dataset. Data exploration is important as it helps the
user to select an AI model in the next stage of the AI project cycle. To visualize the
data, various types of visual representations can be used such as diagrams, charts,
graphs, flows and so on.
● Data Visualization: Data is the fuel of artificial intelligence. A machine is said to be
artificially intelligent if it gets trained and can make decisions/ predictions on its own
and learns from its own experience and mistakes. In the Modeling stage, data is split
into training sets and testing sets. The model is trained on the training set from which it

103
makes its own rules that helps the machine to give an output and the model is then
evaluated on the testing set.

Skill outcomes Tech skill

● Digital learning
● Algorithmic thinking
● Data gathering
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
● Statistical Analysis
● Graphical Representation
AI domain
● AI for Data
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
Computational Thinking
● C programming (Arduino)

104
Class 8
Lesson 8.4
Industries - Chapter 5
Parameters Description Note for
teachers

Chapter Covered Chapter 5: Industries

Name of the Book Resources and development: Geography NCERT, Textbook for Class
VIII

Learning Objectives` Students will study the secondary sector of the economy in this session, The teacher
particularly the industries that deal with the extraction of resources, the can develop
production of goods, or the delivery of services. Additionally, students will a ppt or
be able to comprehend why urban concept
Expansion and growth are frequently caused by industrialization map to
(urbanisation). Industries are divided into different categories according elaborate
to their size, ownership, and raw material requirements. the topic.
To enable learners to
Stage 1: Conceptualization Scholastic:
● Understand the term ‘Industries’ as a secondary economic
activity.
● Classify the industries based on raw material, size and ownership.
● Enlist the factors which influence the location of industries.
● Distribution of major industries in India in different geographical
regions.
AI and Tinkering:
Stage 2 : Apply Design Thinking framework
● Understand the term ‘Industries’ as a secondary economic
activity.
● Classify the industries based on raw material, size and ownership.
● Understand applicability of the concepts of production cycle and
build solution to improve and increase the production quantity.
Stage 3: Making a hardware
● Understand how IR sensor works as a counter.
● Build an AI model to predict accuracy of the sensor.
Stage 4: Making AI enabled software
● Develop algorithms to use microcontrollers with object counting.
Stage 5: Making complex Modeling
● Combine their knowledge around sensor technology with
electronics and AI to create their own project.

Time Required 4 periods of 45 minutes each

Classroom/ATL Seating arrangement -

Arrangement ● Theory Sessions – regular classroom arrangement.
● Activity Sessions – Flexible (for group / pair work).

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Scholastic:
Material Required ● Textbook
● Smart Board / screen and projector
● Pen and paper
● Laptop or smartphone
● White board and marker
AI and Tinkering:
● IR sensor
● Arduino Uno

AI and Tinkering:
Pre – Preparation ● Check the availability of hardware components.
Activities ● Availability of a system with good internet connection and data
collected.

Previous Knowledge Scholastic: students

can be
The students know about:
asked to
● different types of industries.
make a
● different sectors of economy.
comic strip/
poster on
AI and Tinkering:
different
The students know basic knowledge of the following, in order to make the kinds of
prototype. industries
on the basis
● Programming an Arduino UNO Board. of
● Sensor connections and usage. ownership,
● Basics of Regression and AI Modeling. raw material
https://www.socscistatistics.com/tests/regression/default.aspx used or any
other factor.

Stage 1: Conceptualization: Scholastic: (Social Science Teacher)

Methodology
The teacher leads the learners into the understanding of industries :

Activity 1: Flow Chart

o The learners draw a flowchart to understand the classification of industries

based on raw material, size and ownership.
Activity 2: Map Work
o The learners mark on map distribution of major industries in India in different
geographical areas: State wise or region wise.
o Teacher initiates a whole class discussion to identify various factors
affecting choice of industrial location.

AI and Tinkering:

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Stage 2: Apply Design Thinking framework (refer to chapter 2.1 for details on Design
thinking Framework) on the given scenario (Subject Teacher)

Problem Statement / Scenario: The school organised students’ visit to Surajkund

International Crafts Mela in Faridabad. There was a lot of excitement among students as
they moved from stall to stall at the fair. They were surprised to see a huge variety of
products from India and many other countries. Aditi and Kushal wondered at the bulk
material brought to the venue by different participating states of India and other countries.
They were curious to know how vendors estimated the amount of raw material and
finished goods they would need to meet the demand of the customers at the event.

Empathize: During the post-visit feedback session, students discussed their thoughts
with their teacher and classmates reflecting upon the problem of surplus or shortage of
products during a sale at the event. Students are asked to brainstorm on the above
scenario and they are made to think deeper about it by asking the following questions

1. What all products do you think was there at the fair?

2. Can you think about how vendors estimated the amount of raw material and finished
goods they would need to meet the demand of the customers at the event?
3. What do you think about the concern of production and sales forecasts of
manufacturing industries for the products?

Define: To delve deeper the students are asked the following questions

1. Have you also noticed and reflected on situations where the demand needs to be
predicted based on how much material or product would be required?
2. There might occur a situation when the product is less or surplus. Can you think of
some solution to solve this problem?

Ideate: Students are now asked to think and forecast about ways and solutions to check
the quantity of product to be produced, keeping in mind the expected sales.

Stage -3 IR sensor-based production counter -Tinkering: (Subject teacher and ATL in-
charge)

3.1 Making the Hardware: In this the students will learn to count objects using IR
sensors and use the produced count to emphasize on the production capacity.
Following schematics will be referred to, to connect the hardware:

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3.2 Algorithm : After connecting the hardware according to the schematic, the
learners make an algorithm on which the programming will be based. Following
steps to be followed to understand the key steps and their structure:

Step 1. Data Collection : In order to understand, the learners will need to count
the number of objects.
o Define the Pins through which data is collected from Arduino UNO
o Take Input from Analog pH sensor
o Store the values in variables
Step 2: Data Processing: The data collected is in the raw stage and needs to be
processed for further understanding and analysis.
Step 3: Data Transfer : Once the data is processed, it is transferred to the
system through serial communication using USB Cable.
o Send the processed data from Arduino to the system
o Store all the processed data to be transferred in a String
o Send the data using Serial Communication every time an object is
counted.

#define led 4 // led at pin 4

#define buzzer 5 // buzzer at pin 5

#define sensor 6 // ir sensor at pin 6

int sound=250; // set buzzer sound

int count=0;

boolean state = true;

void setup()

Serial.begin(9600);

pinMode(sensor,INPUT);

pinMode(led,OUTPUT);

pinMode(buzzer,OUTPUT);

void loop()

int detect=digitalRead(sensor); // read status of sensor

if(detect==HIGH) // if sensor detects obstacle

digitalWrite(led,HIGH); // led on

tone(buzzer,sound); // buzzer sounds

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count++;

else{

digitalWrite(led,LOW);

noTone(buzzer);

delay(300);

Stage 4 : Making the software to count data (Subject teacher with AI faculty)
4.1 Importing data from Hardware : In the previous section, a hardware prototype was
made using the following components:

o IR sensor - to detect the object

o Arduino Uno - to collect data from the sensors and make count
Once the hardware is set up, data is collected from the sensors at regular
intervals.

Now the data collected from the sensor will be used as follows:

oThe data is captured from the serial monitor and stored in a csv (comma
separated values) file for further usage.
o The students note down the values in the csv by measuring from Arduino.
4.2 Data Exploration
● After introduction to the hardware of the IR sensor and the production
object, the next step is to create a model which can predict the accuracy
based on the above parameters.
● In order to achieve this, there is a need to create a labelled dataset that can
be used to train the model for classifying the accuracy of object detection as
per the analog data.
● This can be done by deliberately using different instances of the object:

⮚ Option 1: Place the object before the sensor.

⮚ Option 2: Remove the object before the sensor.

o The data captured after following either of the above-mentioned steps

needs to be labelled as per the labels: Present or Absent. The presence of
the object will be counted as a +1 to the total count and the absence will be
counted as empty space (+0).

An example of the data is given below.

Day production IR data count

Day-1 11

Day-2 13

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The production count data then will be used for the AI Modeling and prediction of the
production quantity.

Steps 5 – Develop a model for predicting production quantity (Subject teacher and AI
faculty )

● The previous stage started with counting the production orders in-order to
understand the production capacity.
● To take this forward, the next step is to try complex Modeling techniques on
the same data set and compare the performance of both the models.
● This simple linear regression calculator uses the least squares method to
find the line of best fit for a set of paired data, allowing the learners to estimate
the value of a dependent variable (Y) from a given independent variable (X).
● For example, if a line of best fit is generated for the association between
height and shoe size, allowing the learners to predict shoe size on the basis
of a person's height, then height would be the independent variable and
shoe size the dependent variable.
● Hence, data is needed to predict the production quantity in the future. For
that the learners will need to run a Linear regression model that will be run on
the dataset of the counter.

5.1 Data is put into two different columns. Column-X corresponds to Production time,
while Column-Y has the Production quantity data.

5.2 The plot of data as given below is generated.

The above image shows the relation between the production quantity with relation to
Production time. With the relative graph, future production quantity can be predicted
using a relative dataset.

External Link: https://www.socscistatistics.com/tests/regression/default.aspx

110
Image-1
(above): shows the X - Y values of the production time and Production quantity,
accordingly and shows an image with a plot of the same for the Linear regression
method.

Image-2: shows the prediction of the production quantity using the estimate
function shown in the above table.

Hence, for the relative estimate of 23rd day - Estimated production quantity is 116.

The learners can find a similar estimation using the above tutorial.

Code Snippets(1): (only for understanding and reference)

def Lin_Reg(x, a, b):

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y = (a*x)+b

return y

Code Snippets(2): (only for understanding and reference)

while True:

x = int(input("Enter the value of estimated days"))

a = int(input("Enter the 'a' variable "))

b = int(input("Enter the 'b' variable"))

print(Lin_Reg(x, a, b))

Observation:

● After the model is trained in the above step, the prediction of production quantity is
received using the Linear Regression model.
● The learner observes the difference in the performance of both models. The next
step is to try and check the performance of the model by increasing the amount of
data.

Learning Outcomes The learners will be able to

● understand the term 'Industries' as a secondary economic activity.
● classify the industries on the basis of raw material, size and ownership.
● enlist the factors which influence the location of the industries.
● distribution of major industries in India in different geographical locations
● describe Industrial Disaster and analyze the factors responsible for such
disaster.
● plan and conduct investigations or experiments to arrive at and verify the facts,
principles, phenomena or to seek answers to queries on their own.
● relate processes and phenomena with causes and effects, apply scientific
concepts in daily life and solve problems.
● apply learning to hypothetical situations.

Glossary ● IR Sensor: An infrared (IR) sensor is an electronic device that measures and
detects infrared radiation in its surrounding environment
● Buzzer: A buzzer or beeper is an audio signalling device, which may be mechanical,
electromechanical, or piezoelectric (piezo for short).
● Digital Signals: A digital signal, on the other hand, has only two values: HIGH and
LOW.
● The line of best fit is described by the equation ŷ = bX + a, where b is the slope of the
line and a is the intercept (i.e., the value of Y when X = 0). This calculator will
determine the values of b and a for a set of data comprising two variables and
estimate the value of Y for any specified value of X.
● Linear Regression: Regression is a statistical method used in finance, investing, and
other disciplines that attempt to determine the strength and character of the
relationship between one dependent variable (usually denoted by Y) and a series
of other variables (known as independent variables).
● Analog pH sensor: is a sensor designed to measure the pH of the solution and
reflect the acidity or alkalinity.

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● The least squares method: is a statistical procedure to find the best fit for a set of
data points by minimizing the sum of the offsets or residuals of points from the
plotted curve.
● Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable
and authentic sources/ platforms that are required for the AI model. There can be
various ways to collect data.
● Data Exploration: Data Exploration refers to visualizing the data to determine the
pattern, relationships between elements and trends in the dataset that gives a clear
meaning and understanding of the dataset. Data exploration is important as it helps
the user to select an AI model in the next stage of the AI project cycle. To visualize
the data, various types of visual representations can be used such as diagrams,
charts, graphs, flows and so on.
● Data Modeling: Data Modeling is a process used to define and analyze data
requirements needed to support the business processes within the scope of
corresponding information systems in organizations.

Tech skill
Skill outcomes ● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
● Statistical Analysis
● Graphical Representation
AI domain
● AI for Data
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
● Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Persuasion
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
Computational Thinking
● C programming (Arduino)

113
Class 9
Lesson 9.1
Why do we fall ill? - Chapter 13
Parameters Description Note for teachers

Chapter Covered Chapter 13: Why do we fall ill? This Lesson Plan
must be taken after
teaching the
‘Section: 13.3.2
Means of Spread
from Chapter 13: Why
do we fall ill? NCERT,
Science Textbook of
Class IX

Name of the Book NCERT, Science Textbook for Class IX

Learning Objectives This chapter aims at informing the learners about disease
transmission, their routes and relevant preventive measures. In this
lesson plan, learners will work toward timely identification of food
spoilage. It will also help them ponder on the role of oral-faecal route
in disease transmission.
To enable learners to:

Scholastic:
Stage 1: Conceptualization
● Understand the various routes/means of disease
transmission.
● Study the spread of polio via the oral-faecal route.
● Identify the causative behind foodborne diseases.
AI & Tinkering:
Stage 2 : Contextualization by applying Design Thinking
framework
● Identify the problem in the given scenario
● Come up with possible reasons that can result in food
spoilage and how to detect whether the food is spoilt
● Ideate on how and which sensors can act as an alternative
to the humans’ sensory organs such as nose
● Understand how to track food spoilage by using sensors.

Stage 3: Prototype to make an electric nose

● Connect gas sensors to arduino board
● Write code to collect data into csv files from the serial
monitor
● Train a machine learning model using numeric data.
● Observe the reading and analyse the readings from the
sensors under different conditions
Stage 4: Automatic food hygiene checks
● Come up ideas to develop an automatic and intelligent
food spoilage detection device.

Time Required 4 periods of 45 minutes each.

114
Classroom/ATL Seating arrangement -
Arrangement ● Theory Sessions – regular classroom arrangement.
● Activity Sessions – Flexible (for group / pair work).

Material Required ● Smart Class setup

● Whiteboard and marker
● Computer (1 for a group of 5)
● Arduino UNO
● Arduino Adapter
● Arduino connector
● 5V DC power supply
● MQ3 Gas sensor
● Jumper Wires
● Python IDE
● Python Package: Pandas & Scikit-learn

Pre – Preparation
Activities Keep the following links ready:
● WHO: Vaccine-derived polio viruses?
https://www.youtube.com/watch?v=CZxqz4bX048&ab_cha
nnel=WorldHealthOrganization%28WHO%29
● Communicable diseases
https://www.youtube.com/watch?v=LBkXQ_mBO3Q&ab_ch
annel=NationalInstituteforCommunicableDiseases
● Cross Contamination and Food Safety.
https://www.youtube.com/watch?v=gzsV-
neH3SI&ab_channel=LitmosHeroes
Teachers can use mind mapping/system mapping tools such as
coggle or loopy to demonstrate multiple ways in which the food is
spoilt

Facilitators may go through the following videos for more

information:
● Polio Vaccination drive in India.
https://www.youtube.com/watch?v=q084duwxo74&ab_channel
=UNICEF

Previous Knowledge Scholastic:

The learner understands the concept of:
● Food infection

AI and Tinkering:
● Basic knowledge of sensors and their purpose.
● Using electronic components to form basic circuits by
connecting in different ways.
● Basic concepts of Python programming – how to write a code
and execute it.

115
Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)
● Teacher discusses a case study on Polio and further asks learners the following
questions:
⮚ Have you seen any Polio infected person in your life?
⮚ If yes, what was their financial condition?
⮚ Why do you think polio is not present in big cities? (Hint: Better sanitation and
hygiene practices)
● The learners will figure out other ways by which polio transmits after watching this
video - WHO: Vaccine-derived polio viruses.
https://www.youtube.com/watch?v=CZxqz4bX048&ab_channel=WorldHealthO
rganization%28WHO%29
● Post discussion, facilitator shows a video on communicable
diseases.https://www.youtube.com/watch?v=LBkXQ_mBO3Q&ab_channel=Nati
onalInstituteforCommunicableDiseases
● The facilitator will now ask the learners the following questions:
⮚ Has anyone ever had food poisoning?
⮚ Nausea? Upset stomach?
⮚ What led to the illness?
● To conclude, facilitator shows a video on Cross Contamination.
https://www.youtube.com/watch?v=gzsV-neH3SI&ab_channel=LitmosHeroes
Discussion on things / habits that cause food spoilage and the names of most common food
spoilage pathogens.
Contextualization:
AI and Tinkering:
Stage 2 : Apply Design Thinking framework(refer to chapter 2.1 for details on Design
thinking Framework) on the given scenario and integrate gas sensors as an electronic nose
to detect spoiled food (Subject Teacher & ATL in-charge)

Problem Statement / Scenario:

Prabhu is a chef and runs a restaurant in New Jersey. One day, he was visited by two of his
clients. They both complained of food poisoning 5 days later. According to them, their
symptoms appeared after having dined at Prabhu’s restaurant. Fortunately, they didn’t take
any actions against Prabhu due to his good behavior. However, Prabhu was a little worried,
thinking of a worst-case scenario, where such complaints would have cost him his
restaurant.
The facilitator will now apply the design thinking framework to Prabhu’s scenario.
Empathize: The students will now reflect on the scenario:
1. Why did Prabhu open up an Indian restaurant in New Jersey?
2. What complaints did Prabhu receive from two of his clients?
3. Why was Prabhu worried? (Hint: legal proceedings and food laws are very strict in
developed countries, and legal fees are very high, it might cost him his livelihood)
4. What are the possible routes by which food at Prabhu’s restaurant could have gotten
contaminated?
5. Can food-contaminating microbes be eradicated from the earth?
6. If food spoilage cannot be stopped, can it be detected before it reaches the customer?
7. How do we (humans) identify whether the food is contaminated or not?
8. Which one of our senses plays the most important role in detecting food spoilage?

116
Students then manoeuvre the discussion towards food contamination being the major
problem in the entire scenario.

Define: Ask learners to identify factors that may have led to food spoilage in this scenario
and to think of possible solutions to detect food spoilage.

Ideate: Ask learners to create a mind map to trace all the possible routes that can result in
food spoilage. Learners may come up with various solutions to detect food spoilage. One of
which is our nose by which we can smell and detect whether the food is spoiled.
Ask learners to think of various ways in which they can make an electric nose.
Teacher can suggest students to come up with another solution/model

Stage 3: Prototype to make an electric nose (Subject teacher and ATL In-charge)
3.1 Connect the MQ3 Gas sensor with Arduino UNO using the following
schematics

3.2 Upload the code below in the Arduino UNO and get readings on the Serial
Monitor.

void setup() {
// initialize serial communication at 9600 bits per second:
Serial.begin(9600);
}

// the loop routine runs over and over again forever:

void loop() {
// read the input on analog pin 0:
int sensorValue = analogRead(A0);
// print out the value you read:
Serial.println(sensorValue);
delay(1); // delay in between reads for stability
}

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3.3 Sensor’s output can be seen in the form of values between 0 and 1023:

3.4 Check the readings for the following states of the sensor:
a. No food near sensor
b. Food present near sensor
c. Spoilt food near sensor
Learners may see a noticeable difference in readings for each of these states. Ask learners
to wait for the readings of the gas sensor to stabilize post which they should make an
observation table entailing the change in values observed due to the above-mentioned
conditions.

Stage 4: Automatic food hygiene checks (Subject Teacher & AI in-charge).

Empathize:
1. Is it possible that some clients may have falsely claimed to have contracted food
poisoning, in order to make some money from ‘out of court settlement’?
2. In case Prabhu got accused of serving contaminated food, is there any way Prabhu
could prove his innocence?
3. Will it benefit: Can Prabhu come up with a well-documented database, that
automatically records the hygiene status of the food that is being served.
Define: Ask learners to think of ways in which food hygiene checks could be regulated and
automated.
Ideate: Ask learners to come up with a solution to develop an automatic and intelligent food
spoilage detection device.
Creating the Device
4.1 First, save the data incoming from the gas sensor in a CSV file with the following Python
code:

import serial

arduino_port = "COM5" #serial port of Arduino

baud = 9600 #arduino uno runs at 9600 baud
fileName="sensor-data.csv" #name of the CSV file generated
ser = serial.Serial(arduino_port, baud)
print("Connected to Arduino port:" + arduino_port)
file = open(fileName, "a")
print("Created file")
samples = 10 #how many samples to collect
print_labels = False

118
line = 0 #start at 0 because our header is 0 (not real data)
while line <= samples:
# incoming = ser.read(9999)
# if len(incoming) > 0:
if print_labels:
if line==0:
print("Printing Column Headers")
else:
print("Line " + str(line) + ": writing...")
getData=str(ser.readline())
data=getData[2:][:3]
data=data.strip("\n")
print(data)

file = open(fileName, "a")

file.write(data + "\n") #write data with a newline
line = line+1

print("Data collection complete!")

file.close()

4.2 Now we write a separate code to organise the incoming data in an understandable
format with the help of the Pandas Library. Name the file as analysis.py

import pandas as pd

#reading csv file

data=pd.read_csv(‘sensor-data.csv’)

#shape of dataset
print(“Shape”, data.shape)

#column names
print(“\nFeatures: ”, data.columns)

#storing the feature matrix (x) and response matrix (y)

x=data[data.columns[:-1]]
y=data[data.columns[-1]]

#printing first 5 rows of feature matrix

print(“\nFeature Matrix:\n”,x.head())

#printing first 5 values of response vector

print(“\nResponse vector:\n”, y.head())

4.3 Open up the csv file that was created with the previous code, and add a column titled
“label”, and add some labels based on whether the food is absent, present, or spoiled. (Note:
The readings might differ for each case)

119
Sensor Data Label

893 0

876 0

500 1

450 1

520 1

300 2

340 2

290 2

Here: 0 = No food | 1 = Food present | 2 = Spoiled food

Please note that these readings could be different for you and different for the
foods that you test with.
4.4 : After manually labelling the data, we create a model that can predict the state of the
food based on the readings from the gas sensor. From the SciKitLearn package, we use the
K-Nearest Neighbour classifier model.

from sklearn.neighbors import KNeighborsClassifier

knn = KNeighborsClassifier(n_neighbors=3)
knn.fit(x,y)

4.5: Post execution of the code above, test the model by executing the code below and
putting different types of food (healthy and contaminated) in front of the sensor.

predicted = knn.predict([[1,25]]) #manually input the values

from arduino in the arguments of the knn.predict()
print(predicted)

This is what the whole code looks like when it is put together

import pandas as pd
from sklearn.neighbors import KNeighborsClassifier

#reading csv file

data=pd.read_csv('current.csv')

#shape of dataset
print('Shape',data.shape)

#column names
print('\nFeatures: ', data.columns)

#storing the feature matrix (x) and response matrix (y)

x=data[data.columns[:-1]]

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y=data[data.columns[-1]]
#printing first 5 rows of feature matrix
print('\nFeature Matrix:\n',x.head())

#printing first 5 values of response vector

print('\nResponse vector:\n', y.head())

knn = KNeighborsClassifier(n_neighbors=3)
knn.fit(x,y)

predicted= knn.predict([[300]])
print(predicted)

And this is the output of the code for a sensor value of 300:

As it can be observed, the program returns a 2, which means that your device is ready to
help you detect the spoiled food

Learning Outcomes The learners will be able to

● Apply learning to hypothetical situations, such as maintaining distances in case a
friend is suffering from a communicable disease
● apply scientific concepts of food contamination and avoiding foodborne illness
transmission
● exhibit values of respect for life
● understand the process of food ripening
● learn hardware integration
● understand data collection and data labelling process
● learn Arduino programming and integration
● understand the Gas Sensor and theory behind it
● understanding AI Modeling and its application

Glossary ● Data Visualization :Data Visualization is the process of exploring the data collected
through graphs. It also includes the process of cleaning the data to make it ready to be
used for training a model. In order to do so in Python, we use the packages pandas and
matplotlib.

121
● Pandas: Pandas is an open-source Python package that is most widely used for data
science/data analysis and machine learning tasks.
● Modeling :Modeling is the process of training the model on the available dataset in
order to get a prediction when provided with an input.
● The gas Sensor(MQ3) module can be used for gas leakage detection (in home and
industry). It is suitable for detecting Alcohol, Benzine, CH4, Hexane, LPG, CO.
● Arduino UNO :Arduino UNO is a microcontroller with 14 digital and 6 analog
input/output pins
● SKLearn Package: scikit-learn is an open source Machine Learning Python package
that offers functionality supporting supervised and unsupervised learning.
● Pandas: Pandas is an open-source Python package that is most widely used for data
science/ data analysis and machine learning tasks.
● CSV: A comma-separated values (CSV) file is a delimited text file that uses a comma
to separate values. Each line of the file is a data record. Each record consists of one or
more fields, separated by commas.
● Serial Monitor : Serial Monitor allows you to both send messages from your computer
to an Arduino board (over USB) and also to receive messages from the Arduino.

Skill outcomes Tech skill

● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
AI domain
● AI for Data
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
● Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Persuasion
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
Computational Thinking
● C programming (Arduino)

122
Class 9
Lesson 9.2
Improvement in Food Resources- Chapter 15
Parameters Description Note for teachers

Chapter Chapter 15: Improvement in Food Resources This Lesson Plan

Covered can be taken up
after teaching
them about Rabi
and Kharif crops,
from Chapter 15

Name of the NCERT, Science Textbook for Class IX

Book

Learning Indian economy is based on agriculture, and with increasing population, the
Objectives demand for agricultural commodities is increasing day by day. This lesson plan
will help the learners think from a perspective of an amateur or new farmer,
about all the pre-requisite agricultural practices necessary to implement
before sowing the crop and to ensure high productive yield
To enable learners to:
Scholastic:
Stage 1: Conceptualization
● Identify different crops grown depending on the season.
● Access the prerequisites before sowing a crop.
● Differentiate between Rabi, Kharif and Zaid season crops.
● Understand the relevance of environmental conditions in farming.
AI + Tinkering:

Stage 2 : Contextualization by applying Design Thinking framework

● Identifying the problem in the given scenario
● Ideate on finding solutions to segregate various crop based on
cropping seasons to identify crops with high yield (cash crops) to
earn maximum profit and develop an automatic crop identification
system

Stage 3: Prototype to develop an AI model for identifying crops

● Understand how to develop an AI-enabled image classification
model.
● Learn how to create mobile applications using Scratch.
● Brainstorm and ideate ways to use technology for better farming.
Stage 4: Developing Farmer’s App for automatic identification and generating
information about the crop of interest
● Come up with ideas to develop a mobile application that helps farmers
stay up to date with crop-related information automatically using App
Inventor.

Time Required 5 periods of 45 minutes each.

123
Classroom/ATL Seating arrangement -
Arrangement ● Theory Sessions – regular classroom arrangement.
● Activity Sessions – Flexible (for group / pair work).

Material ● Smart Class setup

Required ● Whiteboard & Marker
● Computers with Webcam
● Good internet connectivity
● Smartphone

Pre – Teacher to keep the following resources ready before the session:
Preparation How cropping patterns increase the farm yield
Activities ● https://www.youtube.com/watch?v=FAjIxWtQ19Y&ab_channel=CBSE

Previous Scholastic:
Knowledge The learner understands the concept of:
● Agricultural practices (grade 8).
● Cropping seasons (Rabi and Kharif).
● Season based sown crops.

Methodology Stage 1: Conceptualization Scholastic: (Science Teacher) Methodology

1. Ask learners to list the natural phenomena or physical quantities (external
stimuli) like rainfall, sunlight, humidity, etc. that directly affect the plant
growth.
2. Now, ask them to highlight the weather phenomena that affect the plant
growth out of their list.
3. Ask learners to list down the reasons behind farmers adhering to cropping
seasons when growing crops. (Hint: To enhance crop yield, which means
more cash flow)
4. Explain the various cropping patterns that farmers use to enhance their
farm yield with this video:
https://www.youtube.com/watch?v=FAjIxWtQ19Y&ab_channel=CBSE

Teachers can use PowerPoint presentations to create graphs that plots the
various types of crops against its profits

Contextualization:

Stage 2 : Apply Design Thinking framework (refer to chapter 2.1 for details on
Design thinking Framework) on the given scenario Segregation of various
crops based on cropping seasons (Subject Teacher & ATL in-charge).

Problem Statement / Scenario:

Deen Dayal was a middle-aged wealthy farmer living with his joint family in his
ancestral mansion. He owned huge farmlands in Satara district. After his
untimely death, his eldest son Ameya had to quit his job as an investment
banker and relocate to Satara to take care of the family business. His family had
always been a mass producer of Rabi Jowar and Kharif Jowar. His uncle

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explained the difference between the seed type and climatic prerequisite of
growing them.

Although Jowar farming had always been profitable, Ameya wanted to

explore some other cropping patterns that would go with cash crop farming.
Ameya was still not sure which crop to choose from and what parameters the
success depends upon. Ameya approached his uncle to take his advice on
growing a cash crop. His uncle did seem to talk a lot, but Ameya understood
that even his uncle was clueless. He told Ameya to decide fast as the season
for sowing the Rabi crop was approaching. But Ameya had still not decided on
which crop to sow along with Jowar.

The Teacher will now apply the design thinking framework to the given
scenario:

Empathize: The students will now reflect on the scenario:

1. What could be Deen Dayal’s age at the time of his death?

2. How much experience did Ameya have in the agricultural sector?
3. Did Deen Dayal have time to pass on his knowledge and legacy to
Ameya?
4. Did Ameya have any plans of coming back to Satara?
5. Does he know what cropping patterns mean?
6. Does Ameya understand the meaning of Rabi, Kharif and Zaid seasons?
7. Instead of growing cash crop in his entire farm, he is planning to co-grow
a cash crop and Jowar. Is it a good idea? (Hint: Perhaps, he is playing safe,
in case the experiment doesn’t work, he won’t end up losing a everything
8. Is Ameya equipped with sufficient knowledge about farming?
9. Has he decided which cash crop to grow?
10. Was Ameya’s uncle knowledgeable?
11. Did Ameya have anyone to depend upon on his decision on choosing the
crop?

Define: Ask students to identify the problems that Ameya might face in the
given scenario. What are the major hurdles in his way to obtaining high yields
in their farms?

Ideate: Students to arrive at the solution to identify crops with high yield (cash
crops) to earn maximum profit and develop an automatic crop identification
system based on Computer Vision. Teacher can suggest students to come up
with another solution/model.

Stage 3: Prototype to develop an AI model for identifying crops (Subject

Teacher and AI Faculty).

Students will create an AI model to identify crops (Ex: Rabi and Kharif) -
providing the name of the crop, its origin, and more information about the
recognized crop. Steps of implementation are:

3.1 Visit https://machinelearningforkids.co.uk and "Add a new project"

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3.2 As name of your project put ‘crop_identification’ and select images
under Recognizing and click on the Create.

3.3 Click on your project name to train your AI model and then click on Train

3.4 Click on Add new label to create two labels for the two different
categories of crop. Name them as ‘Rabi’ and ‘Kharif’

3.5 Now, in another tab, search and download pictures of Rabi crops. Add at
least 10 such images under Rabi label. Repeat the same process with
Kharif crop images.

3.6 Now, go to Learn & Test and click on the Train new machine learning
model.

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3.7 Your AI model is now ready to be tested!
Stage 4: Developing Farmer’s App for automatic identification and generating
information about the crop of interest (Subject Teacher ATL in charge)

Problem Statement / Scenario:

Ameya benefited a lot from a simple tool that could identify cropping season
based on crop pictures. He made another plan, in investing in a mobile app that
can help millions of farmers across India to choose from a variety of crops and
experiment with growing it on their land.

Empathize: The learners will now reflect on the scenario:

1. Do you think Ameya is a smart investor?

2. How did he benefit from the AI enabled solution?
3. Will a user-friendly mobile app help people like Ameya in obtaining
optimal yields from their harvest?

Define: Ask students to identify various features of interest to develop a mobile

application to keep farmers upto date with various crop related information.

Ideate: Students come up with a plan to develop a mobile application that

helps farmers stay up to date with crop-related information. Teacher can
suggest students to come up with another solution/model.

Here are the steps to develop a mobile application:

4.1 Go to the Make section in the AI project you made in Stage 2.

4.2 Click on the App Inventor

4.3 Copy the URL shown in red and keep it safe

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4.4 Click on Open App Inventor and Start a new project
4.5 Name your project as ‘Crop_recognization’
4.6 Click on Extension to import your machine learning project

4.7 Click on URL and enter the URL that you got in step 3. Then click on
Import. In some time, a new extension should appear named
ML4KComponent.

4.8 Drag the Machine Learning for Kids extension (ML4K) to the Viewer.
The icon will be added under the mobile screen under ‘non-visible
components’ list.

Following elements are used in the app interface:

a. Image picker block from Media
b. Image block from User Interface
c. Label block from User Interface
d. Button block from the User Interface
e. Two labels
f. Web Viewer block

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4.9 After finishing the interface layout and design, click on the Blocks
button in the top right corner of the screen to start creating your script.

4.10 This is how you add the image picker block

4.11 In the block below, copy and paste the API Key into the ML4K
component’s Key property on the Designer screen. (Note: API Key
must be set before you can use any of the ML4K extension blocks for
classification)
4.12 Now, use the ClassifyImage block with the image path to classify.

4.13 Use the Got Classification event block to retrieve the classification
once it is completed

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4.14 Now test your app using the MIT AI2 Companion. Download the app
from the Play Store by searching for MIT AI2 Companion.
4.15 Click on Connect. In the drop-down menu, click on AI Companion

4.16 Scan the QR code by clicking Scan QR code or type the code into
the text window and click Connect with code

4.17 In some time, the app will load on your phone and you can try to test
it with some pictures of crops online. This is what it looks like:

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Learning Learners will be able to
Outcomes
● Classify the various factors governing crop yield in the form of a flowchart or a mind map.
● Apply learning on agricultural practices into providing a complete solution to a farmer.
● Apply the interdependency and interrelationship in biotic and abiotic factors of the
environment in the context of crop yield.
● Create a machine learning model that can identify (visually) different crop categories.
● Create mobile applications with customizable interfaces.
● Integrate a machine learning model with a phone app.

Glossary ● Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable and
authentic sources/ platforms that are required for the AI model. There can be various ways to
collect data.
● Machine Learning for Kids: This free tool introduces machine learning by providing hands-on
experiences for training machine learning systems and building things with them. It provides
an easy-to-use guided environment for training machine learning models to recognize text,
numbers, images, or sounds. This builds on existing efforts to introduce and teach coding to
children, by adding these models to educational coding platforms Scratch and App Inventor
and helping children create projects and build games with the machine learning models they
train.

● MIT App Inventor :MIT App Inventor is a visual programming platform that offers us to build
apps for Android and iOS smartphones and tablets right in your web browser. Students are
encouraged to use their own Android devices for hands-on testing and exploitation. It has App
Inventor Designer, where you can select the components for your app and your app appears
on the phone step-by-step as you add pieces to it. And In the App Inventor Blocks Editor, you
can assemble program blocks that specify how the components should behave. You assemble
programs visually, fitting pieces together like pieces of a puzzle.
● MIT AI2 Companion: The MIT AI2 Companion is an android application tool that enables real-
time debugging on a connected device like smartphones and tablets. If you don't have an
Android phone, you can build your apps using the Android emulator, software that runs on
your computer and behaves just like the phone.

Reference Links ● Video on Climate

https://www.youtube.com/watch?v=vH298zSCQzY&ab_channel=NASAClimateChange
● Kharif, Rabi and Zaid Season
https://learnnaturalfarming.com/cropping-seasons-of-india-kharif-rabi-and-zaid/
● Good read on Crop Yield:
https://www.researchgate.net/publication/342994002_Factors_Affecting_Yield_of_Crops
● Cash Crops:
https://www.99businessideas.com/cash-crops-for-small-
farms/#:~:text=Saffron%2C%20Cardamom%2C%20Pure%20Vanilla%20beans%2C%20etc
%20are%20considered,profitable%20and%20commercial%20cash%20crops%20to%20gr
ow.%20%2315.
● App Inventor:
https://appinventor.mit.edu/
● Machine Learning for Kids:
https://machinelearningforkids.co.uk/

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● MIT App Inventor App link:
https://play.google.com/store/apps/details?id=edu.mit.appinventor.aicompanion3&hl=en_IN
&gl=US

Skill outcomes Tech skill

● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
AI domain
● AI for Data and Computer Vision
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
● Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Persuasion
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
Computational Thinking
● C programming (Arduino)

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Class 9
Lesson 9.3
A story of Village Palampur- Chapter 1
Parameters Description Note for
teachers

Chapter Covered Chapter 1: A story of Village Palampur

Name of the Book NCERT, Social Science Textbook for Class IX

Learning Students will be able to comprehend the lives of the people in the Teacher can
Objectives countryside through a case study of Palampur in this chapter. After conduct
comprehending the case study, students will be able to recognise the BRAINSTORMI
changes that have occurred in Indian villages, grasp that factors of NG session to
production are necessary for the production of goods and services, introduce the
and list the fundamental factors of production. topic. EX.
Sharing of
To enable learners to experiences of
children who
Stage 1: Conceptualization Scholastic:
have been to a
● Understand different factors of productions: land, labour, capital. village, about
● Comprehend the farming activities in Palampur as a case study different aspect
covering land as fixed resource, growing pattern, distribution of of village life.
land and land sustainability.
● Differentiate between multi-cropping and modern farming and
the capital required in farming.
● Comprehend and explain the non-farming activities in Palampur:
● Dairy
● Small scale manufacturing
● Transport (Service sector)
● Differentiate between primary, secondary and tertiary sectors of
economy.
● Understand the concept of the Green Revolution and how it
started.
AI and Tinkering :
Stage 2 : Apply Design Thinking framework
● Understand the applicability of the concepts of Consumer rights
and build solution to provide Quality fruits and reject others.
Stage 3: Making a hardware
● Understand how colour detection works.
Stage 4: Making AI enabled software
● Develop algorithms to use microcontrollers with color sensor.
Stage 5: Making complex Modeling
● Build an AI model to predict Fruit quality.

Time Required 5 periods of 45 minutes each.

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Classroom/ATL Seating arrangement -
Arrangement
● Theory Sessions – regular class room arrangement.
● Activity Sessions – Flexible (for group / pair work).

Material Required Scholastic:

● Textbook, Smart Board / screen and projector
● Pen and paper
● Laptop or smartphone
● White board and marker
AI and Tinkering :
● TCS3200 sensor
● Arduino Uno

Pre – Preparation Scholastic: Debate can be

Activities Activity: conducted on
The teacher organizes a field trip to farms of their region and facilitates any topic
an interaction of learners with farmers to develop an understanding of: related to the
● kinds of farming methods used by farmers: Traditional/ Modern/ positive impact
mixed of farming on
● the sources of irrigation nation's future.
● the sources from where farmers obtain the inputs (Factors of EX. Future
productions) that they require. belongs to the
AI and Tinkering : nation with
The teacher is required to make arrangements for the hardware Grains not
required and install the following softwares to conduct the class Guns
activity.
● Anaconda Prompt
● Jupyter notebook
● Python 3.6
● Packages: MatplotLib, Pandas, Scikit Learn, keras and
tensorflow

Previous Scholastic:
Knowledge The teacher initiates a whole-class discussion:
● to elicit information on various sectors of economy in India.
● to enable learners to observe and list out different economic
activities undertaken in their area.
● brainstorm ideas and make a chart on sector-wise distribution
of activities.
● on different types of economic activities in rural and urban
setup.
The discussion helps the learners to understand different types of
activities undertaken and the pattern followed in the rural and urban
sector.

AI and Tinkering :
The facilitator helps the learners recapitulate basic knowledge of the
following.
● Programming an Arduino UNO Board

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● Sensor connections and usage
● Python Packages: MatPlotLib and Pandas
● AI Modeling in Python
● Understand the working of Arduino and the basics of AI.
https://www.youtube.com/watch?v=nL34zDTPkcs&t=3s
https://www.youtube.com/watch?v=2ePf9rue1Ao
● Understand the basics of python and its packages
https://aistudent.community/single_course/2021
● Understanding of Modeling techniques in AI
https://youtu.be/7ZoQt2XlykY
● Understand the basics of neural networks.
https://towardsdatascience.com/a-gentle-introduction-to-
neural-networks-series-part-1-2b90b87795bc
https://youtu.be/7ZoQt2XlykY
● Basics of evaluation of AI Models.
https://youtu.be/7ZoQt2XlykY

Methodology Stage 1: Conceptualization Scholastic: (Social Science Teacher)

The teacher leads the learners into an understanding of different types of farming and
non-farming activities through hands-on-experience.

Activity 1.1
● The learners will be asked to fill the proforma based on their interaction with farmers.
(Reference Table 1.1 Part C from NCERT book, The story of Village Palampur, at page
4)
● The teacher encourages an understanding of the pattern and methods of farming
through different sources of irrigation, making the learners reflect on it.

Activity 1.2
● The learners collect details from newspaper/ magazines/ website articles and reports
related to the impact of the Green Revolution.
● They examine the information to make an association of loss of soil fertility due to
increased use of chemical fertilizers and how modern irrigation leads to reduced
groundwater levels.
● The learners discuss in their groups different ways to conserve the natural resources:
soil and water.

Activity 1.3
Teacher initiates a discussion on non-farming activities in Palampur
● Dairy
● Small scale manufacturing
● Transport (Service sector)
The discussion will make the learners differentiate between primary, secondary and
tertiary sectors of economy.

Contextualization:
AI and Tinkering :
Stage 2 : Apply Design Thinking framework (refer to chapter 2.1 for details on Design
thinking Framework) on the given scenario (Subject Teacher)

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Problem Statement / Scenario: During recess time at school, Zuhaib and Amit were eating
the fruits their mothers packed for them. Both friends always shared their food. Last week,
both of them had brought apples. Zuhaib offered his fruit to Amit and ate a slice of apple
from his tiffin box. When Amit tasted the apple from Zuhaib’s tiffin, he found it quite juicy,
while his fruit was not the same. Moreover, he found the skin of his fruit had a shine as if it
were coated with wax. Zuhaib also noticed this and told Amit that his uncle had a farm and
last week he had brought those apples when he came to visit them. Both the boys were
quite confused about the different types of the same fruit.
Empathize: : Students are asked to brainstorm on the above scenario and they are made
to think deeper about it by asking the following questions
1. What does it feel when we eat a low quality fruit?
2. What comes in your mind if you see a wax like coating on fruits?
3. Are dull looking fruit good in quality or are shiny looking fruit of good quality?
Define: To understand the problem in detail the students are asked to ponder on following
questions
1. Have you come across such a situation?
2. What do you think the wax was on the fruit?
3. Can you think of a solution to solve this problem?
Ideate: Students will now be asked to come up with different alternatives to check the
quality of fruit available in the market. (hint Fruit quality prediction using RGB sensor)

Stage 3: Developing Fruit quality prediction using RGB sensor ( Subject Teacher and
ATL Incharge)

3.1 Making the Hardware:

In this module the learners will learn how to detect colours with the Arduino and the
TCS230 / TCS3200 colour sensor and thereby detect the quality of the fruit. They
will make the Hardwar using the following Schematics

3.2 Algorithm

After connecting the hardware according to the schematic, the next step is to
make an algorithm to understand the flow of the program.

Following are the key steps to develop an understanding of the same:

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Step 1: Data Collection: In order to understand the correlation between Fruit
colour and fruit quality, there is a need to collect the data from the color sensors.
▪ Defining the Pins through which data will be collected from
Arduino UNO
▪ Input is taken from TCS3200 sensor
▪ The values are stored in variables
Step 2: Data Processing: The data that is received from the sensors is raw in its
stage, and there is a need to process them to make it ready for training. Data
received is processed through Color sensor

Step 3: Data Transfer: Finally, after processing the data, the data is transferred to
the system through serial communication using USB Cable. The processed data
is sent from Arduino to the system.
▪ All the processed data to be transferred is stored in a String.
▪ The data is sent using Serial Communication every time the
colour of fruit is scanned.

3.3 Below mentioned code is written in the Arduino IDE and uploaded to start getting
values from the sensor.

// TCS230 or TCS3200 pins wiring to Arduino

#define S0 4
#define S1 5
#define S2 6
#define S3 7
#define sensorOut 8

// Stores frequency read by the photodiodes

int redFrequency = 0;
int greenFrequency = 0;
int blueFrequency = 0;

void setup() {
// Setting the outputs
pinMode(S0, OUTPUT);
pinMode(S1, OUTPUT);
pinMode(S2, OUTPUT);
pinMode(S3, OUTPUT);

// Setting the sensorOut as an input

pinMode(sensorOut, INPUT);

// Setting frequency scaling to 20%

digitalWrite(S0,HIGH);
digitalWrite(S1,LOW);

// Begins serial communication

Serial.begin(9600);

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}
void loop() {
// Setting RED (R) filtered photodiodes to be read
digitalWrite(S2,LOW);
digitalWrite(S3,LOW);

// Reading the output frequency

redFrequency = pulseIn(sensorOut, LOW);

// Printing the RED (R) value

Serial.print("R = ");
Serial.print(redFrequency);
delay(100);

// Setting GREEN (G) filtered photodiodes to be read

digitalWrite(S2,HIGH);
digitalWrite(S3,HIGH);

// Reading the output frequency

greenFrequency = pulseIn(sensorOut, LOW);

// Printing the GREEN (G) value

Serial.print(" G = ");
Serial.print(greenFrequency);
delay(100);

// Setting BLUE (B) filtered photodiodes to be read

digitalWrite(S2,LOW);
digitalWrite(S3,HIGH);

// Reading the output frequency

blueFrequency = pulseIn(sensorOut, LOW);

// Printing the BLUE (B) value

Serial.print(" B = ");
Serial.println(blueFrequency);
delay(100);
}

3.4 Once the code has been uploaded, the serial monitor is opened to start receiving
values from the sensor. A sample snippet is mentioned below for reference:

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Now that the data from the sensor is flowing, the next step is to figure out how this data
can be used to solve the problem.

Stage 4: Making the AI enabled software to predict the quality of the food (Subject
teacher and AI Faculty)
4.1 Importing data from Hardware

In the previous section, a hardware prototype was made using the following components:

● TCS3200 color sensor - to scan the colour of fruit

● Arduino Uno: to collect data from both the sensors and control them.

Step1: Data Visualization & Exploration

● The first and the foremost step is to store this data. In order to do so, the data must
be captured from the serial monitor and stored in a csv (comma separated
values) file for further usage. The values in the csv will be noted by measuring
from the arduino.
● In this section the learners will explore the ways the data collected from various
sensors and stored in a CSV file can be used in order to create an AI model. The
data would be cleaned and made ready to be used for training a model. In order
to do so in python, the packages Pandas and MatplotLib are used.
● In the current example, data collected is RGB data of the fruit colour, which is
being stored in the form of a csv file at regular intervals of time.
● Let us now use python packages to visualize the data captured.

import pandas as pd
# reading csv file
data = pd.read_csv('file_path')
# shape of dataset
print("Shape:", data.shape)
# column names
print("\nFeatures:", data.columns)

139
# storing the feature matrix (X) and response vector (y)
X = data[data.columns[:-1]]
y = data[data.columns[-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", X.head())

# printing first 5 values of response vector

print("\nResponse vector:\n", y.head())

● As visualized, the relation is between the colour data and the fruit quality,
the next step is to create a model which can predict the fruit quality based
on the above parameters.

Step 2: In order to achieve this, there is a need to create a labelled dataset which
can be used to train the model for classifying the fruit quality as per the colour
data.

This can be done by deliberately using different types of fruits:

1. Option 1: Use rotten fruits

2. Option 2: Make the first test, and keep fruits out in the environment for a period
of a day or two and use them again.

The data captured after following either of the above-mentioned steps needs to be
labelled as per the labels: Fresh or Rotten. An example of the data is given below.

Stage R Data G data B data Label

Fresh Apple 199 57 49 1

Rotten Apple 121 63 13 0

Fresh Banana 237 195 73 1

Rotten Banana 180 168 81 0

Fresh Orange 247 202 5 1

Rotten Orange 212 98 18 0

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Here,

0 – Rotten

1 – Fresh

The data captured needs to be labelled in this manner in order to make it ready
for training a model.

Step 3: Modeling and Evaluation

Once the data is labelled and ready for use, the next step is to train the model.

In the current project, the example is a classification problem, and using the Scikit
learn cheat sheet, the learner will use the SciKitLearn package to train the
classification model.

from sklearn.neighbors import KNeighborsClassifier

knn = KNeighborsClassifier(n_neighbors=3)
knn.fit(X, y)
output = knn.predict([[200]])

Once the model is trained, the next step is to check whether the model is working
correctly or not. This comes under the stage Evaluation of the AI Project Cycle.

This can be done by real time scanning of the fruit colour and getting the
predictions out of it.

Stage 5: Use complex AI Modeling technique (Subject teacher and AI Faculty)

● In the previous stage, it started with scanning the colour of fruits in order to
understand the fruit quality
● To take this forward, the next step is to try complex Modeling techniques on the
same data set and compare the performance of both the models.
● In this stage, the learner will work around training a neural network using deep
learning techniques.
● Given below is a training of neural networks on the already available labelled data
for the RGB data of the fruit colour.

5.1 Data Reading

import pandas as pd
# reading csv file
data = pd.read_csv('/content/fruit_color_data - Sheet1.csv')
# shape of dataset
print("Shape:", data.shape)
# column names
print("\nFeatures:", data.columns)
# storing the feature matrix (X) and response vector (y)
X = data[data.columns[:-1]]
y = data[data.columns[-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", X.head())

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# printing first 5 values of response vector
print("\nResponse vector:\n", y.head())

5.2 Model designing and training:

import numpy as np
from tensorflow.python.keras.layers import Input, Dense
from tensorflow.python.keras.models import Model
input1 = Input(shape=(1,))
l1 = Dense(10, activation='relu')(input1)
l2 = Dense(50, activation='relu')(l1)
l3 = Dense(50, activation='relu')(l2)
out = Dense(2)(l3)

model = Model(inputs=input1, outputs=[out])

model.compile(
optimizer='adam',
loss=['mean_squared_error']
)
history = model.fit(X, y, epochs=1000, batch_size=2)

5.3 Output :

y_predict = model.predict([2])
5.4 Observation:

After the model is trained, the prediction of fruit quality is received using the Neural
Network and KNN model.

It is observed that the performance of both the models is different. The next step is to try
and check the performance of the model by increasing the amount of data.

This is to observe that the performance of the model varies as per the amount of data used
for training a model. The relation between the model performance and data size varies as
per the below mentioned graph.

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Must Try: One can try changing the dataset size and map it with the performance of the
models.

Learning The learner will be able to:

Outcomes
● understand different factors of productions: land, labour, capital.
● explain the differences between multi cropping and modern farming and the
capital required in farming.
● understand the concept of the Green Revolution and its positive impact.
● able to differentiate between primary, secondary and tertiary sectors of
economy.
● plan and conduct investigations or experiments to arrive at and verify the facts,
principles, phenomena or to seek answers to queries on their own.
● understand applicability of the concepts of Consumer rights and build solution to
provide Quality fruits and reject others.
● relate processes and phenomena with causes and effects, apply scientific
concepts in daily life and in solving problems.

Glossary ● Color Sensor: The TCS3200 color sensor can detect a wide variety of colours
based on their wavelength. This sensor is especially useful for color recognition
projects such as color matching, color sorting, test strip reading and much more.
● Arduino Uno: is a microcontroller board based on the ATmega328P (datasheet). It
has 14 digital input/output pins.
● Serial Communication: Serial is used for communication between the Arduino board
and a computer or other devices. All Arduino boards have at least one serial port
(also known as a UART or USART): Serial. It communicates on digital pins 0 (RX)
and 1 (TX) as well as with the computer via USB.
● Data Labelling: In machine learning, data labelling is the process of identifying raw
data (images, text files, videos, etc.) and adding one or more meaningful and
informative labels to provide context so that a machine learning model can learn
from it.
● CSV: A comma-separated values (CSV) file is a delimited text file that uses a
comma to separate values. Each line of the file is a data record. Each record consists
of one or more fields, separated by commas.
● SKLearn Package: scikit-learn is an open source Machine Learning Python package
that offers functionality supporting supervised and unsupervised learning.
● MatplotLib: Matplotlib is a plotting library for the Python programming language and
its numerical mathematics extension NumPy.
● Modeling is the process of training the model on the available dataset in order to get
a prediction when provided with an input.
● Neural Networks :Neural networks are loosely modelled after how neurons in the
human brain behave. The key advantage of neural networks is that they are able to
extract data features automatically without needing the input of the programmer. A
neural network is essentially a system of organising machine learning algorithms to
perform certain tasks.
● KNN Model : K-Nearest Neighbour is one of the simplest Machine Learning
algorithms based on Supervised Learning

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Skill outcomes Tech skill
● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
AI domain
● AI for Data
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
● Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Persuasion
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
Computational Thinking
● C programming (Arduino)

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Class 9
Lesson 9.4
Food Security in India- Chapter 4
Parameters Description Note for teachers

Chapter Covered Chapter 4: Food Security in India

Name of the Book NCERT, Economics Textbook for Class IX

Learning Food security refers to the constant availability, affordability, and The teacher can
Objectives accessibility of food for all people. Students will learn about and develop a ppt to
comprehend the role played by the government in guaranteeing a supply elaborate the topic.
of food in this session. Food security issues are brought on by a
Variety of natural and man-made disasters. Describe the fundamental Discussion method
components of food security and the difficulties the government faces. I’ll can be practiced to
discuss the benefits and drawbacks of PDS and other options. understand the
three dimensions
To enable learners to of food security,
Stage 1: Conceptualization Scholastic: namely -
● Analyze the contribution of the government in ensuring food supply. availability,
● Infer the basic features of food security and challenges faced by the affordability and
government. accessibility.
● Realize the need for food security in various situations.
● Get familiarized with the problems in the public distribution system
and look for alternative solutions.
● Explain the merits and demerits of PDS and alternative solutions.
● Develop clear understanding about the role of government to
protect the weaker sections of society.
AI and Tinkering
Stage 2 : Apply Design Thinking framework
● Infer the basic features of food security and challenges faced by the
government.
● Realize the need for food security in various situations.
● Understand the applicability of the concepts of Stock Buffer and
build solutions to prevent the germination of the grains by keeping
them in dry conditions <14% RH.
● Understand how Temperature/ Humidity detection works.
Stage 3: Making a hardware
● Get familiarized with the problems in the public distribution system
and look for alternative solutions.
● Explain the merits and demerits of PDS and alternative solutions.
● Build an AI model to predict accuracy of the Temperature / Humidity
and its effect on the buffer stock.
Stage 4: Making AI enabled software
● Develop algorithms to use microcontrollers with DHT sensor.
Stage 5: Making complex Modeling
● Combine their knowledge around sensor technology with
electronics and AI to create their own project.

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Time Required 6 periods of 45 minutes each

Classroom/ATL Seating arrangement -

Arrangement
● Theory Sessions – regular class room arrangement
● Activity Sessions – Flexible (for group / pair work)

Material Required Scholastic:

● Textbook
● Smart Board / screen and projector
● Pen and paper
● Laptop or smartphone
● White board and marker
AI and Tinkering :

● DHT11 sensor
● Arduino Uno

Pre – Preparation Scholastic:

Activities Activity:
The teacher organises a visit to Food Corporation office of their region
and facilitates an interaction of learners with officer to develop an
understanding of:

● buffer stock.
● the sources of procurement of food grain.
● arrangement made to ensure the quality of food grain.
AI and Tinkering :
The teacher makes arrangements for the hardware required and installs
the following softwares to conduct the class activity.
● Anaconda Prompt.
● Jupyter notebook.
● Python 3.6
● Packages: MatplotLib, Pandas, Scikit Learn, keras and
tensorflow.

Previous Scholastic:
Knowledge The teacher facilitates the learners to recall the related terms by initiating
a discussion through the following questions, before introducing the
chapter.
● What steps have been taken by the government to remove
hunger and malnourishment?
● Why has the government started the midday meal scheme?
AI and Tinkering :
The facilitator helps the learners recapitulate basic knowledge of the
following.
● Programming an Arduino UNO Board
● Sensor connections and usage
● Python Packages: MatPlotLib and Pandas
● AI Modeling in Python

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● Understand the working of Arduino and the basics of AI.
https://www.youtube.com/watch?v=nL34zDTPkcs&t=3s
https://www.youtube.com/watch?v=2ePf9rue1Ao
● Understand the basics of python and its packages.
https://aistudent.community/single_course/2021
● Understanding of Modeling techniques in AI
https://youtu.be/7ZoQt2XlykY
● Understand the basics of neural networks.
https://towardsdatascience.com/a-gentle-introduction- to-
neural-networks-series-part-1-2b90b87795bc
https://youtu.be/7ZoQt2XlykY
● Basics of evaluation of AI Models.
https://youtu.be/7ZoQt2XlykY

Methodology Stage 1: Conceptualization Scholastic: (Social Science Teacher)

1. Introduces the topic – food security by a news report by CNN IBN LIVE and asks students
why food security is essential in India.
2. Discusses various terms like availability, affordability, accessibility, buffer stock, MSP, issue
price, subsidy, rationing, famine and how these terms are related to food security.
3. Discusses the schemes and programmes started by the government to provide food
security in India and how PDS has been revamped by the Indian government to improve and
ensure food security.

Contextualization:
AI and Tinkering:
Stage 2 : Apply Design Thinking framework(refer to chapter 2.1 for details on Design thinking
Framework) on the given scenario (Subject Teacher & ATL in-charge)

Problem Statement / Scenario:

Alisha and Akshita read the recent news about spoiling and wastage of grains at a warehouse
due to humidity. They were shocked to read about tons of food being wasted, while innumerable
poor people sleep with an empty stomach every night. They bring up this concern during
discussion with the teacher in their Social Science class regarding the causes and precautions
to be taken for food security.
The facilitator will now apply the design thinking framework on Alisha and Akshita scenario.
Empathize: The students will now reflect on the scenario:
1. Where did Alisha and Akshita read the news about spoiling and wastage of grains at a
warehouse due to humidity.
2. Why were they shocked to read about tons of food being wasted?
3. Can you relate to this problem?
4. What do you think is the relation between temperature and humidity on food grains getting
spoiled?
5. What precautions do you think you all can come up for food security by ensuring optimum
environment conditions?

Define:
Ask students to initiate and give some suggestions by discussing in your groups how you can
help Alisha and Akshita find a solution to the problem of food wastage?

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Ideate:
Students will now be asked to come up with solutions to ensure how proper mechanisms for
storage of food grains can be carried out by measuring ambient temperature and humidity and
thereby detecting optimum environmental conditions for the buffer stock.

Stage 3: Making a hardware to measuring ambient temperature and humidity using Arduino
Uno & the DHT11 sensor- tinkering (Subject teacher and ATL in-charge)

3.1 Making the Hardware: In this module the learners will learn how to measure ambient
temperature and humidity using Arduino Uno & the DHT11 sensor and thereby detect optimum
environment conditions for the buffer stock.

The DHT11 is a basic, ultra low-cost digital temperature and humidity sensor. It uses a
capacitive humidity sensor and a thermistor to measure the surrounding air, and gives out a
digital signal on the data pin (no analog input pins needed). Develop the hardware using the
following schematics.

3.2 Algorithm : After connecting the hardware according to the schematic, the next step is to
make an algorithm to understand the flow of the program using the following steps:

Step 1 :Data Collection

In order to understand the ambient temperature and humidity, there is a need to collect the
data from the DHT sensor.

o Defining the Pins through which data will be collected from Arduino UNO
o Taking Input from DHT11 sensor
o Storing the values in variables

Step 2 :Data Processing

The data that is received from the sensors is raw in its stage, and there is a need to process
them to make it ready for training.

o Data received is processed through Humidity sensor

o Data Transfer:

Step 3: Data Transfer

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Finally, after processing the data, the data is transferred to the system through serial
communication using USB Cable. All the processed data to be transferred is stored in a
String.

The data is sent using Serial Communication every time the sensor data is read.
Below mentioned code is written in the Arduino IDE and uploaded to start getting values from
the sensor.
#include "DHT.h"
#define DHTPIN 2 // what pin we're connected to
// Uncomment whatever type you're using!
#define DHTTYPE DHT11 // DHT 11
//#define DHTTYPE DHT22 // DHT 22 (AM2302)
//#define DHTTYPE DHT21 // DHT 21 (AM2301)
// Initialize DHT sensor for normal 16mhz Arduino
DHT dht(DHTPIN, DHTTYPE);
void setup() {
Serial.begin(9600);
Serial.println("DHTxx test!");
dht.begin();
}
void loop() {
// Wait a few seconds between measurements.
delay(2000);
// Reading temperature or humidity takes about 250 milliseconds!
// Sensor readings may also be up to 2 seconds 'old' (it’s a very slow sensor)
float h = dht.readHumidity();
// Read temperature as Celsius
float t = dht.readTemperature();
// Read temperature as Fahrenheit
float f = dht.readTemperature(true);

// Check if any reads failed and exit early (to try again).
if (isnan(h) || isnan(t) || isnan(f)) {
Serial.println("Failed to read from DHT sensor!");
return;
}
// Compute heat index
// Must send in temp in Fahrenheit!
float hi = dht.computeHeatIndex(f, h);
Serial.print("Humidity: ");
Serial.print(h);
Serial.print(" %\t");
Serial.print("Temperature: ");
Serial.print(t);
Serial.print(" *C ");
Serial.print(f);
Serial.print(" *F\t");
Serial.print("Heat index: ");
Serial.print(hi);

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Serial.println(" *F");
}

Once the code has been uploaded, the serial monitor is opened to start receiving values from
the sensor. A sample snippet is mentioned below for reference:

● Now that the data from the sensor is flowing, the next step is to figure out how this data can
be used to solve the problem.

Stage 4: Making AI enabled software (Subject teacher and AI Faculty)

4.1 Importing data from Hardware

Once the hardware is set up, data is collected from the sensors at regular intervals. Now
the question arises, what will we do with this data?

4.2 Store the data

The first and the foremost step is to store this data. In order to do so, the data must be
captured from the serial monitor and stored in a csv (comma separated values) file for
further usage. The values in the csv will be noted by measuring from the arduino.

4.3 Data Visualization & Exploration

● Once the data acquisition part of the AI Project cycle is done, the next stages are Data
Visualization and Exploration.
● In this section the learners will explore the ways the data collected from various sensors and
stored in a CSV file, can be used in order to create an AI model.
● In the current example, data collected is analog Air quality measurements, which is being
stored in the form of a csv file at regular intervals of time.

Let us now use python packages to visualize the data captured.

import pandas as pd
# reading csv file
data = pd.read_csv('file_path')
# shape of dataset
print("Shape:", data.shape)
# column names
print("\nFeatures:", data.columns)

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# storing the feature matrix (X) and response vector (y)
X = data[data.columns[:-1]]
y = data[data.columns[-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", X.head())

# printing first 5 values of response vector

print("\nResponse vector:\n", y.head())
● As visualized, the relation is between temperature and humidity, the next step is to
create a model which can predict the quality of buffer stock according to the
storage temperature and humidity.
● In order to achieve this, there is a need to create a labelled dataset, which can be
used to train the model for classifying analog readings as per the AQI data.
This can be done by deliberately using different buffer stock samples:

1) Option 1: sprinkle water over/around the buffer stock

2) Option 2: Put the buffer stock around water pot / jug

● The data captured after following either of the above-mentioned steps needs to be labelled
as per the labels: Long-time stock or short-time stock. An example of the data is given below.

Stage Temp Humidity Label

Long-time stock 121 121 1

Short-time stock 199 199 1

Here,
0 – long-time stock
1 – short-time stock
● The data captured needs to be labelled in this manner in order to make it ready for training a
model.

4.4 Modeling & Evaluation

● Once the data is labelled and ready for use, the next step is to train the model. In the current
project, the example is a classification problem, and using the Scikit learn cheat sheet, we will
use the SciKitLearn package to train our classification model.

from sklearn.neighbors import KNeighborsClassifier

knn = KNeighborsClassifier(n_neighbors=3)
knn.fit(X, y)
output = knn.predict([[200]])

● Once the model is trained, the next step is to check whether the model is working correctly
or not. This comes under the stage evaluation of the AI Project Cycle.
● This can be done by real time temperature and humidity monitoring to predict the food
quality.

Stage 5: Making complex Modeling technique for AI enabled software (Subject teacher and AI
Faculty)

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● The next step is to try complex Modeling techniques on the same data set and compare the
performance of both the models. In this stage, the learner will work around training a neural
network using deep learning techniques. In order to do so, let us start with understanding
what a neural network is.
● Given below is a training of neural networks on the already available labelled data for the AQI
readings from the sensor.

5.1 Data Reading

import pandas as pd
# reading csv file
data = pd.read_csv('/content/TEMP_HUM_readings - Sheet1.csv')
# shape of dataset
print("Shape:", data.shape)
# column names
print("\nFeatures:", data.columns)
# storing the feature matrix (X) and response vector (y)
X = data[data.columns[:-1]]
y = data[data.columns[-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", X.head())
# printing first 5 values of response vector
print("\nResponse vector:\n", y.head())

5.2 Model designing and training:

import numpy as np
from tensorflow.python.keras.layers import Input, Dense
from tensorflow.python.keras.models import Model

input1 = Input(shape=(1,))
l1 = Dense(10, activation='relu')(input1)
l2 = Dense(50, activation='relu')(l1)
l3 = Dense(50, activation='relu')(l2)
out = Dense(2)(l3)

model = Model(inputs=input1, outputs=[out])

model.compile(
optimizer='adam',
loss=['mean_squared_error']
)

history = model.fit(X, y, epochs=1000, batch_size=2)

5.3 Output :

y_predict = model.predict([2])
Observation:

● After the model is trained, the prediction of food quality is received using the Neural
Network and KNN model.

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● It is observed that the performance of both the models is different. The next step is
to try and check the performance of the model by increasing the amount of data.
● This is to observe that the performance of the model varies as per the amount of
data used for training a model. The relation between the model performance and
data size varies as per the below mentioned graph.

Must Try: One can try changing the dataset size and map it with the performance of the models.

Learning The learner will be able to

Outcomes
● analyse the contribution of the government in ensuring food supply.
● understand the basic features of food security and challenges faced by the
government.
● relate to the problems in the public distribution system and look for alternative solutions.
● compare the merits and demerits of PDS and alternative solutions.
● determine the role of government to protect the weaker sections of society.

Glossary Arduino Uno: Arduino Uno is a microcontroller board based on the ATmega328P
(datasheet). It has 14 digital input/output pins.
● Serial Communication: Serial is used for communication between the Arduino board
and a computer or other devices. All Arduino boards have at least one serial port (also
known as a UART or USART): Serial. It communicates on digital pins 0 (RX) and 1 (TX)
as well as with the computer via USB.
● Digital Signal: A digital signal is a signal that represents data as a sequence of discrete
values. A digital signal can only take on one value from a finite set of possible values at a
given time.
● Data Labelling: In machine learning, data labeling is the process of identifying raw data
(images, text files, videos, etc.) and adding one or more meaningful and informative labels
to provide context so that a machine learning model can learn from it.
● CSV: A comma-separated values (CSV) file is a delimited text file that uses a comma to
separate values. Each line of the file is a data record. Each record consists of one or more
fields, separated by commas.
● SKLearn Package: scikit-learn is an open source Machine Learning Python package that
offers functionality supporting supervised and unsupervised learning.
● KNN Model: K-Nearest Neighbour is one of the simplest Machine Learning algorithms
based on Supervised Learning

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● String : In Python, string is an immutable sequence data type. It is the sequence of Unicode
characters wrapped inside single, double, or triple quotes.
● AI Project Cycle: project cycle is the life cycle of an A.I. project defining each and every
step that needs to be done to develop the project

Skill outcomes Tech skill

● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
AI domain
● AI for Data
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
● Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Persuasion
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
Computational Thinking
C programming (Arduino)

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Class 10
Lesson 10.1
Electricity: Chapter 12
Parameters Description Note for
teachers

Chapter Covered Chapter 12- Electricity This

Lesson
Plan shall
be taken
after
teaching
the
Chapter 12

Name of the Book NCERT, Science Textbook for Class X

Learning This chapter covers the detailed conceptual knowledge about electricity and
Objectives its effect. In addition, it also introduces the concept of electric power
dissipation and application. Through this lesson plan, learners will be able to
use the combined knowledge on electricity and power dissipation to identify
fault in home appliance.
To enhance the learner’s understanding on

Scholastic

Stage 1: Conceptualization
● Figuring out the relation between voltage and the load resistance.
● The relationship between current drawn and power consumption.
● Lending its application in detecting a faulty device and reducing the
electricity bill.

AI + Tinkering

Stage 2: Contextualization by applying Design Thinking framework

● Identifying possible reasons behind the increase in electricity

consumption
● Identifying the unintentional rise in the energy consumption owing to
the faulty devices
● New possible solutions to detect whether a device is faulty or not.
● Open and closed circuits

Stage 3: Prototype to make a device to track the electrical characteristics of a

device
● Writing code to collect data into a csv file from the serial monitor.
● Creating a system to track electrical characteristics of a device, such
as power, current etc.

Stage 4: Enable the circuit with AI for Identification and communication upon
fault detection

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● How to use sensors to track power consumption.
● Developing an efficient and smart system to inform users about real-
time efficiency and malfunctions.
● AI enabled-fault detection and notification of a faulty device

Time Required 4 periods of 40 minutes each

Seating arrangement -
Classroom/ATL ● Theory Sessions – regular classroom arrangement
Arrangement ● Activity Sessions – Flexible (for group / pair work)

● Smart Board/screen
Material Required ● Projector
● Laptop or smartphone
● Whiteboard and marker
● Copper Tape
● Cello Tape
● Button Cells
● LEDs
● Cardboard
● Arduino UNO
● ACS712 5A Current Sensor
● 9V Battery
● Connecting wires
● DC Fan
● Arduino UNO Board
● Jumper Wires
● Python IDE
● Python Packages: Scikit-learn and Pandas

Students should have basic understanding of

Pre – Preparation ● Electricity
Activities ● Python

Scholastic:
Previous ● Power = Voltage X Current.
Knowledge ● Concept of force on a current carrying conductor placed in an
external magnetic field.
● Working principle of a DC/AC motor.
Tinkering:
● Basic knowledge of copper tapes and paper circuits.
● Basic knowledge of sensors and its purpose.
● Using electronic components to form basic circuits by connecting
in different ways.
● Basic concepts of Python programming – how to write a code and
execute it.

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Stage 1: Conceptualization Scholastic: (Science Teacher)
Methodology The teacher sets the tone by asking the following questions:
● Has any electric appliances ever broken down in your house? If yes, why?
● How can you protect the electrical devices from breaking down?
● What happens when you run a faulty device? (Hint: motor draws more power than
its standard specification, increases the electricity bill, breaks-down in near future,
etc.)
Teacher manoeuvres the discussion on identifying an increase in the electricity bill as one
of the consequences of faulty devices, whose main working element is a DC or an AC motor.
The teacher must express the difference between AC and DC current through a powerpoint
presentation or a video.

Contextualization:
AI and Tinkering:

Stage 2: Apply Design Thinking framework (refer to chapter 2.1 for details on Design
thinking Framework) on the given scenario and the identification of faulty device (Subject
Teacher and ATL In charge)
Problem Statement/Scenario:
Mrs Mittal is a middle-aged teacher and lives in a joint family. She had worked very hard for
years and now wanted to bring a few electrical home appliances to make her life more
comfortable. During the Autumn Festival offer, she bought a brand-new washing machine,
a mixer grinder and a vacuum cleaner. It was working fine, but the first electricity bill
increased 3 folds. When her son Aayush, who was pursuing his engineering degree from IIT
Chennai, visited her, he advised, Mrs. Mittal to call a company technician to have all devices
checked. The technician informed them that the washing machine’s motor was faulty and
needed replacement. Mrs. Mittal was perplexed.
Empathize: Ask learners to reflect on the above scenario and brainstorm the aspects and
questions they need to raise to find out about the exact situation of the problem. They can
come up with the following points:
1. Why did Mrs. Mittal work hard for years?
2. How are the financial conditions of Mrs. Mittal?
3. How do electrical appliances make her life easier?
4. What was the problem?
5. How did his son help her?
6. What could be the reason behind the fault occurring in the motor?
7. Why was Mrs Mittal perplexed?
8. What exactly was the problem being faced in the scenario above?

Define: Ask students to identify possible reasons behind the increase in electricity
consumption and to identify the unintentional rise in the energy consumption owing to the
faulty devices that disrupt the monthly budget caused by increased electricity bills.

Ideate: Ask students to identify possible solutions to detect whether a device is faulty or not.
Facilitator talks about how circuits break and asks learners to create a paper circuit that
describes open and closed circuits.

157
With the help of copper tape,
an LED and a button cell, ask
learners to make a paper
circuit where one end is kept
open and acts as a switch.

Learners may use their

creativity to create different
designs on the switch to turn
the LED on and off
accordingly.
Ask learners to think of various ways in which they can track the electrical characteristics of
a device.

Stage 3: Prototype to make a device to track the electrical characteristics of a device

(Subject teacher and ATL in charge).
3.1 Make a circuit connecting Arduino UNO with a DC Fan and a 9V battery through a
current sensor as per the following schematic

3.2
3.3 Upload the following code to look at the data being captured by the current sensor
in the Serial monitor:

void setup() {
Serial.begin(9600); //Start Serial Monitor to display current read
value on Serial monitor
}

void loop() {
unsigned int x=0;
float AcsValue=0.0,Samples=0.0,AvgAcs=0.0,AcsValueF=0.0;

for (int x = 0; x < 150; x++){ //Get 150 samples

AcsValue = analogRead(A0); //Read current sensor values
Samples = Samples + AcsValue; //Add samples together
delay (3); // let ADC settle before next sample 3ms
}
AvgAcs=Samples/150.0;//Taking Average of Samples

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//((AvgAcs * (5.0 / 1024.0)) is converitng the read voltage in 0-5
volts
//2.5 is offset(I assumed that arduino is working on 5v so the viout
at no current comes
//out to be 2.5 which is out offset. If your arduino is working on
different voltage than
//you must change the offset according to the input voltage)
//0.185v(185mV) is rise in output voltage when 1A current flows at
input
AcsValueF = (2.5 - (AvgAcs * (5.0 / 1024.0)) )/0.185;

Serial.print(AcsValueF);//Print the read current on Serial monitor

delay(50);
}

3.4 Here’s what the output would look like – value of current:

Stage 4: Enable the circuit with AI for Identification and communication upon fault detection
(Subject Teacher and AI Faculty).
Empathise: Ask learners to discuss on the following questions:
1. What should Mrs Mittal do to avoid such situations in future?
2. Is there a way to keep such fluctuation in power demand under control?
Define: As students delve into a discussion to find a solution for the problem above, the
facilitator manoeuvres the discussion towards developing an efficient and smart system to
inform users about real-time efficiency and malfunctions.
Ideate: Students think of ways by which users could be notified of a fault occurring in devices
due to an obstructed motor, so that on-time remedy can be done.
Prototype: Use Artificial Intelligence with the circuit created before that can identify faults in
a machine and notify the user. Here are the steps:
4.1 Save the data incoming from the current sensor in a CSV file with the following
Python code:

import serial

arduino_port = "COM5" #serial port of Arduino

159
baud = 9600 #arduino uno runs at 9600 baud
fileName="sensor-data.csv" #name of the CSV file generated
ser = serial.Serial(arduino_port, baud)
print("Connected to Arduino port:" + arduino_port)
file = open(fileName, "a")
print("Created file")
samples = 10 #how many samples to collect
print_labels = False
line = 0 #start at 0 because our header is 0 (not real data)
while line <= samples:
# incoming = ser.read(9999)
# if len(incoming) > 0:
if print_labels:
if line==0:
print("Printing Column Headers")
else:
print("Line " + str(line) + ": writing...")
getData=str(ser.readline())
data=getData[2:][:3]
data=data.strip("\n")
print(data)

file = open(fileName, "a")

file.write(data + "\n") #write data with a newline
line = line+1

print("Data collection complete!")

file.close()

4.2 Write a separate code to organise the incoming data in an understandable

format with the help of the Pandas Library. Name it analysis.py

import pandas as pd

#reading csv file

data=pd.read_csv(‘sensor-data.csv’)

#shape of dataset
print(“Shape”, data.shape)

#column names
print(“\nFeatures: ”, data.columns)

#storing the feature matrix (x) and response matrix (y)

x=data[data.columns[:-1]]
y=data[data.columns[-1]]

#printing first 5 rows of feature matrix

print(“\nFeature Matrix:\n”,x.head())

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#printing first 5 values of response vector
print(“\nResponse vector:\n”, y.head())

4.3 Now, see how the current reading incoming from the sensor changes once a fault
occurs. To induce a fault in the fan, try any of the following methods:
● Use a piece of cardboard as an obstacle to stop the fan attached to the motor and
capture the readings
● Stop the power supply of the motor randomly to create fluctuation in current
consumption
● Bring a magnet close to the motor to create current fluctuation
4.4 The current readings may fluctuate due to the fault induced. Once the fault is
removed, the current readings change again.
4.5 Open the CSV file that has been created for the current sensor values and add
another column ‘Label’ to it. Under this column, put 0 if there was no fault and 1 if the fault
was present. the table might look like this:

Current Reading Label

0.8 0

0.8 0

1.2 1

1.3 1

1.2 1

0.8 0

Here: 0 = No fault detected & 1 = Fault detected

4.6 After manually labelling the data in the previous step, the next step is to create
a model which can predict a fault in the motor based on its current reading.
From the SciKitLearn package, we use the K-Nearest Neighbour classifier

from sklearn.neighbors import KNeighborsClassifier

knn = KNeighborsClassifier(n_neighbors=3)
knn.fit(x,y)

4.7 Once the model is trained, the next step is to check whether the model is
working correctly or not. This can be done by real-time testing of the current
values received from the motor and passed through the trained model to check
for the output. Here we are testing for 1 amp and 25 degrees Celsius
temperature (taken as a default)

predicted = knn.predict([[1,25]]) #manually input the values from

arduino in the arguments of the knn.predict()
print(predicted)

4.8 This is what the whole code looks like when it works together

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import pandas as pd
from sklearn.neighbors import KNeighborsClassifier
#reading csv file
data=pd.read_csv('current.csv')

#shape of dataset
print('Shape',data.shape)
#column names
print('\nFeatures: ', data.columns)

#storing the feature matrix (x) and response matrix (y)

x=data[data.columns[:-1]]
y=data[data.columns[-1]]

#printing first 5 rows of feature matrix

print('\nFeature Matrix:\n',x.head())

#printing first 5 values of response vector

print('\nResponse vector:\n', y.head())

knn = KNeighborsClassifier(n_neighbors=3)
knn.fit(x,y)

predicted= knn.predict([[1.2]]) #manually input the values from

the arduino in the arguments of the knn.predict()
print(predicted)

4.9 And this is the output of the code when it works:

As you can see, when we run the code with current reading as 1.2, the output is 1,
which means that a fault is detected by the program.

Learning Learners will be able to:

Outcomes ● learn how to handle ATL tools properly.
● measure physical quantities such as current, power etc. using appropriate
apparatus, instruments, and devices.
● correlate electricity bill with power consumption.
● understand the applicability of the concepts of electricity – current flow, electricity
fluctuations, electricity consumption, circuit building and ohm’s law.
● understand the practical application of sensors and microcontrollers.

162
● build an AI model to predict current fluctuations and faults in a circuit.
● combine their knowledge around electricity with electronics and AI to create their
own project.

Glossary ● Pandas: Pandas is an open-source Python package that is most widely used for
data science/data analysis and machine learning tasks.
● Modeling is the process of training the model on the available dataset in order to get
a prediction when provided with an input.
● ACS712 Current Sensor: ACS712 is a Hall Effect-Based Linear Current Sensor that
can measure both DC(Direct Current) and AC(Alternating Current). The sensor
chip is made by Allegro.
● Arduino UNO: is a microcontroller board based on the ATmega328P (datasheet).
It has 14 digital input/output pins.
● CSV: A comma-separated values (CSV) file is a delimited text file that uses a
comma to separate values. Each line of the file is a data record. Each record
consists of one or more fields, separated by commas.

Reference Links: How to use the ACS712 current sensor: https://www.engineersgarage.com/acs712-

current-sensor-with-arduino/

Skill outcomes Tech skill

● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
AI domain
● AI for Data and Computer Vision
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
● Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Persuasion
● Creative mindset
Interpersonal skill
● Empathy
Collaboration

163
Class 10
Lesson 10.2
Sustainable Management of Natural Resources- Chapter 16
Parameters Description Note for
teachers

Chapter Chapter 16: Sustainable Management of Natural Resources This Lesson

Covered Plan must be
taken when
teaching
‘Section:16.3
– Water for
All, from
Chapter 16:
Sustainable
management
of natural
resources,
NCERT,
Science
Textbook of
Class X

Name of the NCERT, Science Textbook for Class X

Book

Learning This chapter promotes the awareness around conserving natural resources,
Objectives and implementing the three R’s principle. In this chapter, one of the most prime
topics discussed is on preventing water wastage.
To enable learners to:
Scholastic:
Stage 1: Conceptualization
● Connect the issue of water pollution and water wastage
● Understand the severity of water wastage
● Come up with solutions to reduce water wastage
AI + Tinkering:
Stage 2 : Contextualization by applying Design Thinking framework
● Identify the problem in the given scenario
● Come up with ideas to develop a water saving tap, that promotes no-
contact
Stage 3: Developing an automatic tap
● Use IR sensor to trigger the switching of the pump
● Program an arduino unit to automate switching of the pump
● Optimize the sensitivity of IR sensor
Stage 4: Developing a Smart water dispensing system
● Understand how to control a microcontroller using python

164
● Understand how to train and utilize an image recognition-based ML
algorithm.
● Create an automated tap that operates on hand-gestures

Time Required 4 periods of 45 minutes each

Classroom/ATL Seating arrangement -

Arrangement ● Theory Sessions – Regular classroom arrangement
● Activity Sessions – Flexible (for group / pair work)

Material ● Smart Class setup

Required ● Whiteboard & Marker
● Computers with Webcam
● Good internet connectivity
● Arduino UNO
● IR sensor
● Jumper wires
● Relay
● Pump motor
● 12V DC Adapter
● Arduino Power Adapter
● Arduino connector cable

Pre – Scholastic:
Preparation ● Teacher to keep the following resources ready before the session:
Activities 3R’s principle
https://www.youtube.com/watch?v=f6fLnG71V2Q&ab_channel=Pop
ulationEducation
● Explore the following platform before execution
Machine Learning for Kids
www.machinelearningforkids.co.uk
● Teacher may also explore the following resources:
Case study on pollution of the sacred river ‘Noyyal’
https://www.youtube.com/watch?v=kaHmxZhea3M&ab_channel=D
WPlanetA

Previous Scholastic:
Knowledge The learner understands the concept of
● water pollution
● water pollutants
Tinkering:
The learner is familiar with:
● Python programming and installing libraries.
● Arduino and how to upload programs to a microcontroller

Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)

Teacher engages the learners into a discussion based on the given points:

● How water pollution poses threat to sustenance of life, and why water gets polluted in the
first place (Hint: Water is abundant on planet earth, Water is a universal solvent)

165
The teacher can prepare a powerpoint presentation that sums the various ways how water gets
polluted
● Access to hygienic and potable water is just 3% to the total water.
● There is no alternative to water.
● Alternate ways to combat water pollution, caused by dumping waste effluents in rivers by
industries such as textile industry.
● Household water consumption and wastage of water.
● 3 R’s principle
https://www.youtube.com/watch?v=f6fLnG71V2Q&ab_channel=PopulationEducation

Contextualization:
AI and Tinkering:
Stage 2 : Apply Design Thinking framework (refer to chapter 2.1 for details on Design thinking
Framework) on the given scenario and making IR-based water dispensing system (Subject
Teacher & ATL In charge)

Problem Statement/Scenario:

Manu, lives in a joint family of 15 members in a farmhouse, located at a small village in Kerala. The
family depends on the dairy farming and floriculture for their livelihood. Manu’s father looks after
the finances of the family business. While helping his father with the bills, Manu noticed the water
bill indicating increased water consumption over the months. So, he started assessing the water
consumption daily. It was noticed that a significant amount of water gets wasted when applying
soap on hands or while brushing the teeth. Many times, children did not close the tap properly,
which led to water wastage by dripping for hours. He also realized that sometimes his
clients/customers were using the taps installed on his farm, and he got apprehensive about
letting them do so, with the soaring second wave of COVID-19 infections.

Empathize: Ask learners to reflect on the given scenario based on the following points:

1. Who must be the head of Manu’s family?

2. What crops must Manu’s family be growing on their farms? (Hint: fodder for cattle and
flowers)
3. Is Manu’s family educated?
4. Does Manu have a scientific temperament?
5. Is the water used during bathing and washing hands, unhygienic?
6. Do you have any tap at your own home that keeps dripping all day long, no matter how tight
you close it?
Define: Ask learners to identify the problem in the given scenario (Hint: The need for an efficient
system that saves water from being wasted and promotes no-contact)

Ideate: Learners then delve into developing an automatic tap that turns on by sensing a hand
under it

Stage 3: Developing an automatic tap (Subject Teacher & ATL In charge)

3.1Make the circuit using the following schematic

166
3.2Here is the Arduino code to test the circuit:

void setup() {
pinMode(12, INPUT); //For the IR sensor
pinMode(8, OUTPUT); //For the Relay Module
}

void loop() {
int senseObs = digitalRead(12);

if (senseObs == 1) { //If the sensor detects something

digitalWrite(8, HIGH); //Turn the pump on

delay(20000); //Wait for 10 seconds

digitalWrite(8, LOW); //Turn the pump off

else {

digitalWrite(8, LOW); //keep the pump off when nothing is

detected

delay(100); //To avoid noisy readings

3.3After uploading the code to the Arduino board, put your hand in front of the sensor. Once
detected, it should turn on the pump for 10 seconds.
3.4You can also adjust the sensitivity of the sensor by using the potentiometer on the sensor.

167
3.5After testing, power the relay using the adapter. Now, the pump will turn on every time you
bring your hand close to the sensor.

Stage 4: Developing a Smart water dispensing system (Subject Teacher & AI Faculty)

Initially, Manu was very happy with the installation of the automatic water dispensing system at
his farm. However, as time passed, he realized that the IR sensor failed many times, to switch ON
when a hand was brought in its proximity, or sometimes accidentally turned ON when someone
walked past it. So, he called up the customer service of the automated water dispensing company
and got his problem registered. The customer service guy connected his call with the company’s
R&D unit.

Empathize: Ask learners to reflect on the given scenario based on the following points:

1. What were the limitations of the existing IR-based tap system, as per Manu?
2. Do you think that the customer service was of any help to Manu?
3. What is an R&D unit, and why was Manu connected with it?

Define: Ask learners to identify the problem in the given scenario and help them brainstorm
solutions for the same.

Ideate: Learners can develop an AI model for automated water dispensing, that gets activated
for specific intervals when triggered with certain hand gestures, thereby reducing water wastage.

Prototype:

4.1Visit https://machinelearningforkids.co.uk
4.2Create a new project called ‘Gesture recognition’ and select images in the recognizing
section.

4.3Now, go to the Train section and create four different labels - 0,1, 2 and 3. These labels will
contain the information of hand gestures.
4.4Now, click images of hand gestures to be uploaded under 1, 2 and 3 labels. Put blank
background images under label 0. Upload at least 10 images under each label.

168
4.5Now, train the model under Learn and Test section. Click on Train new machine learning
model button to start the process. After a few seconds, the model will be trained and ready
to use.
4.6After the model is done training, try the model by using a hand gesture and observe the
result.

4.7Go to the Make section of your AI Project.

4.8Now, open your Python IDE and create a new project. (NOTE: Steps mentioned here are
for PyCharm. They may vary according to the Python IDE used)

4.9After creating the project, create a New Python file, and copy the code that you got from
the Make section of your AI project.

from mlforkids import MLforKidsImageProject

# treat this key like a password and keep it secret!

key = "Insert-API-Key"

169
# this will train your model and might take a little while
myproject = MLforKidsImageProject(key)
myproject.train_model()

# CHANGE THIS to the image file you want to recognize

demo = myproject.prediction("my-test-image.jpg")

label = demo["class_name"]
confidence = demo["confidence"]

# CHANGE THIS to do something different with the result

print ("result: '%s' with %d%% confidence" % (label, confidence))

4.10 Download mlforkids-requirements.txt and mlforkids.py from your AI project and save
them in the same folder as your python code.
4.11Then, in PyCharm, click on the Terminal tab from the bottom of the screen and run the
following command to install necessary libraries:

pip install -r mlforkids-requirements.txt

4.12 Now, go to Python Packages tab and in the search bar, look for opencv-python and
pyserial. Install both packages.
4.13 Here is the final python code:

import cv2
import time
import serial
arduino = serial.Serial(port='COM5', baudrate=115200, timeout=.1)
# treat this key like a password and keep it secret!
from mlforkids import MLforKidsImageProject
key = "3bcfbc90-6f8b-11ec-be75-35273db81f36bea4c00b-774b-
46ec-ba2d-329994f6c0b5"
# this will train your model and might take a little while
myproject = MLforKidsImageProject(key)
myproject.train_model()
while True:
videoCaptureObject = cv2.VideoCapture(0)
result = 0
while(result<2):
time.sleep(2)
ret,frame = videoCaptureObject.read()
cv2.imwrite("my-test-image.jpg",frame)
result += 1
videoCaptureObject.release()
cv2.destroyAllWindows()
# CHANGE THIS to the image file you want to recognize
demo = myproject.prediction("my-test-image.jpg")
label = demo["class_name"]

170
confidence = demo["confidence"]
# CHANGE THIS to do something different with the result
print ("result: '%s' with %d%% confidence" % (label, confidence))
if label=="1" and confidence>=70 :
arduino.write(bytes("1", 'utf-8'))
print("Water will be on for 10 seconds")
elif label=="2" and confidence>=70:

arduino.write(bytes("2", 'utf-8'))

print("Water will be on for 20 seconds")

elif label=="3" and confidence>=70:
arduino.write(bytes("3", 'utf-8'))
print("Water will be on for 30 seconds")
elif label=="0":
arduino.write(bytes("0", 'utf-8'))
print("Please try again")

4.14Now, upload the following code to the Arduino:

int pump=8;
void setup() {
pinMode(pump, OUTPUT);
digitalWrite(pump, LOW);
Serial.begin(115200);
}
void loop() {
// put your main code here, to run repeatedly:
switch (Serial.read()) {
case '0':
digitalWrite(pump, LOW);
break;
case '1':
digitalWrite(pump, HIGH);
delay(10000);
digitalWrite(pump, LOW);
break;
case '2':
digitalWrite(pump, HIGH);
delay(20000);
digitalWrite(pump, LOW);
break;
case '3':
digitalWrite(pump, HIGH);
delay(30000);
digitalWrite(pump, LOW);
break;
}
}

171
4.15Now, connect the Arduino circuit and the webcam to the computer. This is the output
that we can see in the Python code:

Learning Learners will be able to

Outcomes
● plan and conduct investigations to analyze water consumption at his/her home.
● draw mind maps to track the fate of water once used at home.
● exhibits creativity in designing models.
● makes efforts to conserve water.
● Create an AI model that can distinguish between hand gestures.
● Use Python to control outputs of an Arduino.

Glossary ● Machine learning is a subfield of artificial intelligence, which is broadly defined as the
capability of a machine to imitate intelligent human behaviour. Artificial intelligence
systems are used to perform complex tasks in a way that is similar to how humans solve
problems.
● Machine Learning for Kids: This free tool introduces machine learning by providing
hands-on experiences for training machine learning systems and building things with
them. It provides an easy-to-use guided environment for training machine learning
models to recognise text, numbers, images, or sounds.
● Arduino UNO: is a microcontroller board based on the ATmega328P (datasheet). It
has 14 digital input/output pins.
● Infrared sensor: An infrared sensor is an electronic device, that emits in order to sense
some aspects of the surroundings. An IR sensor can measure the heat of an object as
well as detect motion.
● Mounting Hole: Mounting holes let you mount your PCB to an enclosure or a surface.
● Grabcad: GrabCAD is the largest online community of professional engineers,
designers, manufacturers, and STEM students on the planet. We offer three 3D
printing software applications to aid in your designs and 3D printing workflow.
● OpenCV: OpenCV (Open Source Computer Vision Library) is an open-source
computer vision and machine learning software library.

● Oil Spill Pollution https://www.noaa.gov/education/resource-collections/ocean-

Reference Links coasts/oil-spills
● Fecal Pollution https://www.ncbi.nlm.nih.gov/books/NBK572627/
● Nutrient Pollution https://jhcleanwater.org/issues/nutrient-pollution/
● Greywater and its recycling https://en.wikipedia.org/wiki/Greywater
● Case-study: How a house in the Netherlands became an energy-efficient one
https://www.youtube.com/watch?v=BZns2w3ZqAA&ab_channel=EnergyObserver
● SMART Goals https://goalsetting.org/smart-goals

172
● A comprehensive guide on PyCharm
https://www.jetbrains.com/help/pycharm/creating-and-running-your-first-python-
project.html

Tech skill
Skill outcomes ● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
AI domain
● AI for Computer Vision
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
● Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Persuasion
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
Computational Thinking
● C programming (Arduino)

173
Class 10
Lesson 10.3
Consumer Rights- Chapter 5
Parameters Description Note for
teachers

Chapter Covered Chapter 5: CONSUMER RIGHTS

Name of the Book NCERT, Social Science Textbook for Class X

Consumer awareness is the understanding and information about the

Learning Objectives goods that consumers purchase. What safeguards should consumers have teacher can
while making product purchases? The five consumer rights are examined prepare
in this lesson plan using an educational session. These ideas will be further some case
discussed in class and through activities with the students. Students will be study
able to explain the background of consumer rights after this session. situation
Moreover, describe the laws and legal actions that support consumer
ans survey
protection.
questionnair
To enable learners to
e to make
Stage 1: Conceptualization Scholastic:
students
● Understand how people might be exploited in various ways in the
aware about
market and the steps taken by consumer groups to safeguard
consumer
themselves.
exploitation.
● Comprehend and explain the Consumer Protection Act, 1986.
● Understand different consumer rights:
⮚ Right to safety
⮚ Right to be informed ppt can be
⮚ Right to choose prepared
⮚ Right to consumer education and shown
⮚ Right to seek redressal to students
⮚ Right to representation to elaborate
AI and Tinkering: the topic
Stage 2 : Apply Design Thinking further.
● Understand how people might be exploited in various ways in the
market and the steps taken by consumer groups to safeguard
themselves.
● Understand the applicability of the concepts of Consumer Rights
and build solutions to provide milk health monitoring.
Stage 3: Developing a ph sensor
● Understand different consumer rights:
⮚ Right to safety
⮚ Right to be informed
⮚ Right to choose
● Observe and infer the working of ph and Salinity sensors.
Stage 4: Making the AI enabled software
● Develop algorithms to use microcontrollers with sensors.
Stage 5: Making complex Modeling technique
● Understand different consumer rights:

174
⮚ Right to consumer education
⮚ Right to seek redressal
⮚ Right to representation
● Build an AI model to predict purity of milk.
● Integrate their knowledge of sensor technology with electronics
and AI to create their own project.

Time Required 7 periods of 45 minutes each

Seating arrangement -
Classroom/ATL
Arrangement ● Theory Sessions – Regular classroom arrangement
● Activity Sessions – Flexible (for group / pair work)

Scholastic:
Material Required ● Textbook
● Smart Board / screen and projector
● Pen and paper
● Laptop or smart phone
● White board and marker
AI and Tinkering:
● Analog pH sensor
● Arduino Uno
● Wires

Pre – Preparation Scholastic: students

Activities The teacher makes the students observe the posters and cartoons in this can be
chapter and makes them reflect on any particular commodity and the asked to
aspects that need to be looked into as a consumer. collect
The learners design a poster for this, covering all the aspects understood details
through reflection. about Jago
NOTe:- survey can be conducted to make students aware of consumer Grahak
exploitation and impact of consumer awareness programs. Jago”
AI and Tinkering: program
1. Different samples of milk from different sources such as
pure milk, diluted milk.
2. Google collaborator set up
https://www.youtube.com/watch?v=i-
HnvsehuSw&t=317s

Previous Knowledge Scholastic:

The teacher initiates a whole class discussion through the following
prompts:
1. What are the various ways by which people may be exploited in the
market?
2. Think of one example from your experience where you thought that
there was some ‘cheating’ in the market.
3. What do you think should be the role of the government to protect
consumers?

175
The discussion helps the learners understand:
● Various ways by which people may be exploited:
⮚ product weighed less than it should be.
⮚ price manipulation.
⮚ adulteration.
⮚ defective goods.
⮚ rampant food shortage, hoarding, black marketing.
● The consumer movement as a ‘social force’ originated with the
necessity of protecting and promoting the interests of consumers
against unethical and unfair trade practices.
● The reason for the major step taken in 1986 by the Indian government
for the enactment of Consumer Protection Act 1986, popularly known
as COPRA.
AI and Tinkering:
Basic knowledge of the following would be needed:
● Programming an Arduino UNO Board.
● Sensor connections and usage.
● Python Packages: MatPlotLib and Pandas.
● AI Modeling in Python.

● Understand the working of Arduino and the basics of AI.

https://www.youtube.com/watch?v=nL34zDTPkcs&t=3s
https://www.youtube.com/watch?v=2ePf9rue1Ao
● Understand the basics of python and its packages.
https://aistudent.community/single_course/2021
● Understanding of Modeling techniques in AI.
https://youtu.be/7ZoQt2XlykY
● Understand the basics of neural networks.
https://towardsdatascience.com/a-gentle-introduction-to-neural-
networks-series-part-1-2b90b87795bc
https://youtu.be/7ZoQt2XlykY
● Basics of evaluation of AI Models.
https://youtu.be/7ZoQt2XlykY

Stage 1: Conceptualization Scholastic: (Social Science Teacher)

Methodology The teacher leads the learners into the understanding of the rights of consumers.
Activity 1
The learners list the safety rules to be observed by the producer for the following
products/services.
⮚ LPG cylinder.
⮚ Cinema theatre.
⮚ Fuel station.
⮚ Medicines.
⮚ High-rise building.
The teacher engages the learners in a discussion to reflect on any case of accident or
negligence on part of people around them, where they think that the responsibility lies with
the producer.
Activity 2

176
● Teacher asks the learners to bring a few packaged goods available at home or that
they can buy. The learners examine the information given on them. They discuss
in their groups how this information will be useful.
● Teacher asks the learners to analyse the information given on the package and
discuss and list down the points that they think may not have been covered.
● A member from each group shares their observations with the class.

Activity 3
Teacher initiates a discussion on buying behaviour of people, when they go shopping. The
learners reflect on the situation : Is the choice among products available to them or are they
forced to buy one product by the seller?
With the help of the above three activities, the teacher encourages the learners to reflect
on understanding different rights of consumers.
Contextualization:
AI and Tinkering:

Stage 2 : Apply Design Thinking framework(refer to chapter 2.1 for details on Design
thinking Framework) on the given scenario (Subject Teacher & ATL in-charge)

Problem Statement/Scenario: On Sundays, as a routine, Riya's entire family gets engaged

in household work to help her mother. While Riya is helping her mother in the kitchen
preparing ‘Kheer’, a sweet dish, her mother tells her that these days milk quality is not the
same as it used to be. She further adds that she has complained about the same to the
milkman, but he does not agree to the fact.
Empathize: : Students are asked to brainstorm on the above scenario and they are made to
think deeper about it by asking the following questions
1. Which dishes require milk as an ingredient?
2. If the milk quality is not good what do you think will be the consequences?
3. Have you ever heard anyone talking about low-quality milk or any other
product?
4. What actions do you think they take to address the problem?
5. Why do you think when Riya’s mother complained to the milkman, she was
not able to find a solution?
6. Do you feel we have a right to get quality products?
Define: Have you witnessed such a situation at your home or nearby? Can you think of
some solution to solve this problem?
Ideate: Students will now be asked to come up with different alternatives to check or detect
the quality of product (Milk).

Stage 3: Developing a pH sensor to check the purity of milk ( Subject Teacher and ATL -
Incharge)

3.1 Making the Hardware: Using the following circuit diagram students will make the
hardware.

Circuit Diagram:

177
3.2 Algorithm

After connecting the hardware according to the schematic, the learners make an
algorithm on which the programming will be based. Following steps to be followed to
understand the key steps and their structure:
● Data Collection
In order to understand the correlation between the pH and the milk purity, data
needs to be collected from both the sensors.
o Define the Pins through which data is collected from Arduino UNO
o Take Input from Analog pH sensor
o Store the values in variables
● Data Processing : The data collected is in the raw stage and needs to be
processed for further understanding and analysis. Process the data received from
pH sensor.
● Data Transfer :Once the data is processed, it is transferred to the system
through serial communication using USB Cable.
o Send the processed data from Arduino to the system.
o Store all the processed data to be transferred in a String.
o Send the data using Serial Communication every time milk is received.

Stage 4: Making the AI enabled software (Subject teacher and AI Faculty)

4.1 Importing data from Hardware
Once the hardware is set up, data is collected from the sensors at regular intervals. The
first and foremost step is to store this data. In order to do so, the data is captured from
the serial monitor and stored in a csv (comma separated values) file for further usage.
The learner notes down the values in the csv by measuring from Arduino.
4.2 Data visualization & Exploration
Once data acquisition part of the AI Project cycle is complete, the next stages are Data
Visualization and Exploration.
In this section the learner explores the ways data collected from various sensors and
stored in CSV files can be used in order to create an AI model.
In the current example, data collected is current consumption and temperature which
is being stored in the form of a csv file at regular intervals of time.

178
Python packages are now used to visualize the data captured.

After visualising the relation between the pH, the next step is to create a model which can
predict the purity of the milk based on the above parameters.
In order to achieve this, a labelled dataset is created to train the model for classifying the
purity of milk as per pH.
This can be done by deliberately creating an impure mixture of milk:
o Option 1: Add water to milk to create an impure milk solution.
o Option 2: Use milk powder in milk to understand the other mixture.
o Option 3: Use curd or any other milk derived products to get outliers.
The data captured after following either of the above-mentioned steps is labelled as per the
labels: Pure or Impure.
An example of the data is given below.

Stage pH reading Label

Pure 2 1

Impure 7 0

Impure 5.5 0

Pure 9 1

Pure 11 1

Impure 4 0

Here,
0 – Impure
1 – Pure
The learner needs to label the data captured in the given format in order to make it
ready for training a model.
4.3 Modeling and Evaluation
Once the data is labelled and ready for use, the next step is to train the model, which is
done first through the stage Modeling.
In the current project, the example is a classification problem, and using the Scikit learn
cheat sheet, the learner uses the SciKitLearn package to train the classification model.

179
Once the model is trained, the next step is to check whether the model is working
correctly or not. This comes under the stage Evaluation of the AI Project Cycle.
This can be done by real time testing of the pH values and getting the predictions
out of it.

Stage 5: Making complex Modeling technique for AI enabled software (Subject teacher
and AI Faculty)

The next step is to try complex Modeling techniques on the same data set and compare
the performance of both the models.
In this stage, a neural network is trained using deep learning techniques.
Following is the training of a neural network on the already available labelled data of the ph
value of the milk obtained,
5.1 Data Reading
mport pandas as pd
# reading csv file
data = pd.read_csv('/content/Ph data - Sheet1.csv')
# shape of dataset
print("Shape:", data.shape)
# column names
print("\nFeatures:", data.columns)
# storing the feature matrix (X) and response vector (y)
X = data[data.columns[:-1]]
y = data[data.columns[-1]]printing first 5 rows of feature matrix
print("\nFeature matrix:\n", X.head())
# printing first 5 values of response vector
print("\nResponse vector:\n", y.head())

Model designing and training:

import numpy as np
from tensorflow.python.keras.layers import Input, Dense
from tensorflow.python.keras.models import Model

input1 = Input(shape=(1,))
l1 = Dense(10, activation='relu')(input1)
l2 = Dense(50, activation='relu')(l1)
l3 = Dense(50, activation='relu')(l2)
out = Dense(2)(l3)

model = Model(inputs=input1, outputs=[out])

model.compile(
optimizer='adam',
loss=['mean_squared_error']
)

history = model.fit(X, y, epochs=1000, batch_size=2)

output :
y_predict = model.predict([2])

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5.2 Observation:
After the model is trained, the prediction of the purity of milk is received using the Neural
Network and KNN model.
The learner observes the difference in the performance of both the models. The next step
is to try and check the performance of the model by increasing the amount of data.
This is to observe that the performance of the model varies as per the amount of data used
for training a model. The relation between the model performance and data size varies as
per the below mentioned graph.

The learner
Learning Outcomes
● understands various ways of consumer exploitation in the market and steps taken by
consumer groups to protect their interest.
● explains the implications of Consumer Protection Act, 1986 specifically with respect to
India.
● understands different consumer rights and how these rights can help the consumers
in their day to day lives.
● plans and conducts investigations or experiments to arrive at and verify the facts,
principles, phenomena or seeks answers to queries on their own.
● relates processes and phenomena with causes and effects, applies scientific concepts
in daily life and solving problems.
● applies learning to hypothetical situations.

Glossary ● CSV : Comma separated values

● Pandas: an open-source Python package used for data science/data analysis and
machine learning tasks.
● MatplotLib: a plotting library for the Python programming language.

● Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable
and authentic sources/ platforms that is required for the AI model. There can be
various ways to collect data.
● Data Exploration: Data Exploration refers to visualising the data to determine the
pattern, relationships between elements and trends in the dataset that gives a clear
meaning and understanding of the dataset. Data exploration is important as it helps
the user to select an AI model in the next stage of the AI project cycle. To visualise

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the data, various types of visual representations can be used such as diagrams,
charts, graphs, flows and so on.
● Data Visualization: Data is the fuel of artificial intelligence. A machine is said to be
artificially intelligent if it gets trained and can make decisions/ predictions on its own
and learns from its own experience and mistakes. In the Modeling stage, data is split
to training set and testing set. The model is trained on the training set from which it
makes its own rules that helps the machine to give an output and the model is then
evaluated on the testing set.
● KNN Model : K-Nearest Neighbour is one of the simplest Machine Learning algorithms
based on Supervised Learning

Tech skill
Skill outcomes ● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
AI domain
● AI for Data
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
● Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Persuasion
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
Computational Thinking

● C programming (Arduino)

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Class 10
Lesson 10.4
Manufacturing Industries- Chapter 6
Parameters Description Note for
teachers

Chapter Covered Chapter 6: Manufacturing Industries

Name of the Book NCERT, Social Science, Economics Textbook for Class X

Learning Objectives National economy and its growth are based on its manufacturing sector. Teacher can
Students will learn through this lesson the value of manufacturing develop an
industries in the development of economies. They will be informed of how Industrial
the many industries influence the expansion of the national economy. classification
They will also be able to comprehend how industrialization causes chart based on
environmental deterioration at the same time. Educate students on the previous
significance of environmental contamination. knowledge of
To enable learners to class viii same
Stage 1: Conceptualization Scholastic: (Social Science Teacher) : topic.
● Appraise the importance of manufacturing industries in their Teacher can
economic growth. also develop an
● Understand the contribution of industries to national economic activity kit like
growth. play card or
● Classify the industries on the basis of their use. word
● Enlist the factors which influence the location of the industries. association on
● Analyse the factors responsible for environmental degradation. factors
● Sensitize themselves towards the impact of environment affecting
pollution. different
AI and Tinkering : industries or
Stage 2 : Apply Design Thinking how different
• Analyse the factors responsible for environmental industry effect
degradation. environment
• Understand the applicability of concepts of AQI and build differently.
solution to detect harmful or critical air detection, thereby
reducing the factors of it.
Stage 3: Making a hardware
● Analyse the factors responsible for environmental degradation.
● Enlist the factors which influence the location of the industries.
● Understand how AQI detection works.
● Develop algorithms to use microcontrollers with AQI sensor.
Stage 4: Making AI enabled software
● Build an AI model to predict accuracy of the Air quality.
● Integrate their knowledge of sensor technology with electronics
and AI to create their own project.

Time Required 7 periods of 45 minutes each

Seating arrangement -
Classroom/ATL
Arrangement ● Theory Sessions – regular classroom arrangement
● Activity Sessions – Flexible (for group / pair work)

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Scholastic:
Material Required ● Textbook
● Smart Board / screen and projector
● Pen and paper
● Laptop or smartphone
● White board and marker

AI and Tinkering :
● MQ135 sensor
● Arduino Uno
● HC05 module

Activity:
Pre – Preparation The teacher shows a video to explain the role of industries in economic A ppt can be
Activities development develop which
https://www.drishtiias.com/loksabha-rajyasabha-discussions/the-big- focus on
picture-role-of-industry-in-atma-nirbhar-bharat different
AI and Tinkering : classification
The teacher makes arrangements of the hardware required. ,importance,
The teacher installs the Blynk app in their mobile phone. impact on
Google collaborator set up https://www.youtube.com/watch?v=i- economy, and
HnvsehuSw&t=317s employment.

Previous Knowledge Scholastic:

The teacher initiates a discussion with the learners through the following
prompts:
● What are the different sectors of economy?
● What are the different types of industries?
AI and Tinkering :
In order to make the prototype, a basic knowledge of the following would
be needed:
● Programming an Arduino UNO Board
● Interfacing of the Blynk App
● Sensor connections and usage
● Python Packages: MatPlotLib and Pandas
● AI Modeling in Python

● Understand the working of Arduino and the basics of AI.

https://www.youtube.com/watch?v=nL34zDTPkcs&t=3s
https://www.youtube.com/watch?v=2ePf9rue1Ao
● Understanding of the basics of Blynk App
https://www.makeuseof.com/tag/getting-started-blynk-simple-
diy-iot-devices/
● Understand the basics of python and its packages
https://aistudent.community/single_course/2021
● Understanding of Modeling techniques in AI
https://youtu.be/7ZoQt2XlykY
● Understand the basics of neural networks.
https://towardsdatascience.com/a-gentle-introduction-to-
neural-networks-series-part-1-2b90b87795bc

184
https://youtu.be/7ZoQt2XlykY
● Basics of evaluation of AI Models.
https://youtu.be/7ZoQt2XlykY

Stage 1: Conceptualization Scholastic: (Social Science Teacher)

Methodology
The teacher leads the learners into the understanding of manufacturing industries:

Activity 1: Flow Chart

The learners will be asked to draw a flow chart to understand the classification of industries.
Activity 2: Concept Mapping
The learners will be asked to make a concept map to understand the location of industries. A
discussion would be initiated to identify various factors affecting choice of industrial location.
Activity 3: Debate on the Topic “Should industries be banned in city centres, as these create
a lot of pollution?”
The teacher will divide the whole group in two parts: one in favour of growth of industries
and another against the growth of industries.
After the discussion, learners will be able to justify the role of industries in economic
development and what measures can be ensured to control environmental degradation and
environment pollution.

Contextualization:
AI and Tinkering:
Stage 2 : Apply Design Thinking framework(refer to chapter 2.1 for details on Design thinking
Framework) on the given scenario (Subject Teacher & ATL in-charge)

Problem Statement/Scenario:
Schools had just opened physically after the Corona pandemic eased out. After a week, the
government again announced the closure of schools due to high levels of pollution. Vishal
and his classmates were very upset about this pollution break, which is announced
unexpectedly every year during winters. During their online class, they discussed their
concern with their social science teacher.
Empathize: The students will now reflect on the scenario:
● Why were Vishal and his classmates excited when the schools reopened?
● Why were schools closed again?
● Was this an issue that occurred every year or was it happening only this year?
Define:
Can you relate with this problem? Would you like to initiate and give some suggestions by
discussing in your groups how you can together find a solution to this problem which is
affecting the world at large?
Ideate:
Students will now be asked to come up with solutions to reflect upon the problem and ensure
the quality of air is checked before it reaches toxic levels.

Stage 3: Making a hardware to create Air Quality Index monitoring using MQ135 sensor -
tinkering (Subject teacher and ATL incharge)

3.1Making the Hardware: Make the hardware using the following Schematics

185
The MQ-135 gas sensor senses gases like ammonia nitrogen, oxygen, alcohols, aromatic
compounds, sulfide, and smoke
3.2Algorithm:

After connecting the hardware according to the schematic, the next step is to make an
algorithm to understand the flow of the program. Following are the key steps to create
an algorithm.
Step1: Data Collection
In order to understand the ambient air and the AQI, there is a need to collect
the data from the AQI sensor.
o Defining the Pins through which data will be collected from Arduino UNO.
o Input is taken from TCS3200 sensor.
o The values are stored in variables.
Step 2: Data Processing
The data that is received from the sensors is raw in its stage, and there is a need to
process them to make it ready for training. Data received is processed through AQI
sensor.

Step 3: Data Transfer

Finally, after processing the data, the data is transferred to the system through serial
communication using USB Cable and is sent from Arduino to the system.
o All the processed data to be transferred is stored in a String.
o The data is sent using Serial Communication by reading the sensor data.

Step 4: Write the below mentioned code in the Arduino IDE and upload it to start
getting values from the sensor and also configure the blynk app for output in the
mobile app.

186
#include <SoftwareSerial.h>
SoftwareSerial DebugSerial(2, 3); // RX, TX
char auth[] = "Your Auth.";
int sensorValue;
int digitalValue;
void setup()
{

Serial.begin(9600); // sets the serial port to 9600

pinMode(13, OUTPUT);
pinMode( 3, INPUT);
Blynk.begin(Serial, auth);
}

void loop()
{
sensorValue = analogRead(0); // read analog input pin 0
Blynk.virtualWrite(V1, sensorValue);
digitalValue = digitalRead(2);
if(sensorValue>400)
{
digitalWrite(13, HIGH);
}
else
digitalWrite(13, LOW);
Serial.println(sensorValue, DEC); // prints the value read
Serial.println(digitalValue, DEC);
delay(1000); // wait 100ms for next reading
}
Step 5: Once the code has been uploaded follow the steps given below to start receiving
values from the sensor and show as an output on mobile phone.
o Download the “Blynk” app from playstore/appstore.
o Setup the Blynk app by logging the credentials.

187
Step 6: After setting up click on new project and add the Bluetooth as device from the
device list.
Step 7: After adding device, the token will be generated which you will need to add it in
the code.

Step 8:From the widgetbox click on Bluetooth and select Gauge to show the output.

188
Step 9: The output window will look as given below once the gauge is selected and
pin “V1” is selected.

Step 10: Now that the data from the sensor is flowing, the next step is to figure out
how this data can be used to solve the problem. Once the code has been uploaded,
the same data can also be viewed at the serial monitor. A sample snippet is
mentioned below for reference:

Now that the data from the sensor is flowing, the next step is to figure out how this data can
be used to solve the problem.

Stage 4: Making AI enabled software (Subject teacher and AI Faculty)

4.1 Importing data from Hardware : Once the hardware is set up, data is collected from
the sensors at regular intervals. Now the question arises, what will we do with this data?
The first and the foremost step is to store this data. In order to do so, the data must be
captured from the serial monitor and stored in a csv (comma separated values) file for
further usage. The values in the csv will be noted by measuring from the arduino.
4.2 Data visualization & Exploration : Once the data acquisition part of the AI Project
cycle is done, the next stages are Data Visualization and Exploration.
In this section the learners will explore the ways the data collected from various sensors
and stored in a CSV file can be used in order to create an AI model.
In the current example, data collected is analog Air quality measurements, which is being
stored in the form of a csv file at regular intervals of time.
Let us now use python packages to visualize the data captured.
import pandas as pd

189
# reading csv file
data = pd.read_csv('file_path')
# shape of dataset
print("Shape:", data.shape)
# column names
print("\nFeatures:", data.columns)
# storing the feature matrix (X) and response vector (y)
X = data[data.columns[:-1]]
y = data[data.columns[-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", X.head())

# printing first 5 values of response vector

print("\nResponse vector:\n", y.head())

As visualized, the relation is between the gas and AQI index, the next step is to create
a model which can predict the air quality based on the above parameters.
In order to achieve this, there is a need to create a labelled dataset which can be
used to train the model for classifying analog readings as per the AQI data.
This can be done by deliberately using different gases or environments:
● Option 1: Generate Smoke using Paper / matchsticks.
● Option 2: Generate Smoke using Leaves.

The data captured after following either of the above-mentioned steps needs to be
labelled as per the labels: Critical / Moderate / Good. An example of the data is given
below.
Stage AQI data Label
Good AQI 121 1
Moderate AQI 199 1
Critical AQI 237 0

Here,
0 – Good / Moderate AQI
1 – Critical AQI
The data captured needs to be labelled in this manner in order to make it ready for
training a model.
4.3 Modeling & Evaluation: Once the data is labelled and ready for use, the next step is
to train the model. In the current project, the example is a classification problem, and
using the Scikit learn cheat sheet, the learner will use the SciKitLearn package to train
the classification model.
from sklearn.neighbors import KNeighborsClassifier
knn = KNeighborsClassifier(n_neighbors=3)
knn.fit(X, y)
output = knn.predict([[200]])

Once the model is trained, the next step is to check whether the model is working correctly
or not. This comes under the stage evaluation of the AI Project Cycle.
This can be done by real time scanning the fruit color and getting the predictions out of it.

190
Stage 5: Making complex Modeling technique for AI enabled software (Subject teacher and
AI Faculty)

The next step is to try complex Modeling techniques on the same data set and compare the
performance of both the models.
In this stage, the learner will work around training a neural network using deep learning
techniques.
Given below is a training of neural networks on the already available labelled data for the
AQI readings from the sensor.
5.1 Data Reading
import pandas as pd
# reading csv file
data = pd.read_csv('/content/AQI_readings - Sheet1.csv')
# shape of dataset
print("Shape:", data.shape)
# column names
print("\nFeatures:", data.columns)
# storing the feature matrix (X) and response vector (y)
X = data[data.columns[:-1]]
y = data[data.columns[-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", X.head())
# printing first 5 values of response vector
print("\nResponse vector:\n", y.head())

5.2 Model designing and training:

import numpy as np
from tensorflow.python.keras.layers import Input, Dense
from tensorflow.python.keras.models import Model

input1 = Input(shape=(1,))
l1 = Dense(10, activation='relu')(input1)
l2 = Dense(50, activation='relu')(l1)
l3 = Dense(50, activation='relu')(l2)
out = Dense(2)(l3)

model = Model(inputs=input1, outputs=[out])

model.compile(
optimizer='adam',
loss=['mean_squared_error']
)

history = model.fit(X, y, epochs=1000, batch_size=2)

5.3 Output :
y_predict = model.predict([2])
5.4 Observation:
After the model is trained, the prediction of air quality is received using the Neural
Network and KNN model.

191
It is observed that the performance of both the models is different. The next step
is to try and check the performance of the model by increasing the amount of
data.
This is to observe that the performance of the model will vary as per the amount of
data used for training a model. The relation between the model performance and
data size varies as per the below mentioned graph.

Must Try: One can try changing the dataset size and map it with the performance of the
models.

Learning Outcomes The learner will be able to:

● comprehend the importance of manufacturing industries in their economic growth.
● familiarize themselves with the contribution of industries to the national economy.
● classify the industries on the basis of their use.
● understand the factors which influence the location of the industries.
● analyse the factors responsible for environmental degradation.
● understand the impact of environmental pollution.
● relate processes and phenomena with cause and effects, apply scientific concepts in
daily life and solve problems.
● apply learning to hypothetical situations.
● infer how AQI detection works.
● develop algorithms to use microcontrollers with AQI sensor.
● build an AI model to predict accuracy of the Air quality.

● IOT: The term IoT, or Internet of Things, refers to the collective network of connected
Glossary devices and the technology that facilitates communication between devices and the
cloud, as well as between the devices themselves.
● Blynk App: Blynk is a new platform that allows you to quickly build interfaces for
controlling and monitoring your hardware projects from your iOS and Android device.
● Bluetooth Module HC-05: It is an easy to use Bluetooth SPP (Serial Port Protocol)
module, designed for transparent wireless serial connection setup. Its communication
is via serial communication which makes an easy way to interface with a controller or
PC.

Tech skill
Skill outcomes ● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition
● Model optimization

192
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
AI domain
● AI for Data
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
● Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Persuasion
● Creative mindset
Interpersonal skill
● Empathy
● Collaboration
Computational Thinking
● C programming (Arduino)

193
Annexures

AIoT Integrated Lesson Plan Evaluation Rubric

S No Criteria Excellent Accomplished Acceptable Needs

20 15 10 Improvement
5
1 Problem Statement A well- A well-contextualized The problem The problem
• A well-defined and contextualized and problem statement statement connects statement needs
articulated design articulated problem provides a good with real life and to be
problem statement provides understanding of the provides some contextualized
a better problem. understanding of and articulated
understanding of the problem. better.
the problem.
2 Design Concept The design concept The design concept is The design concept The design
• Novel, Creative, is novel, creative, creative, and is innovative and concept is
and Innovative and innovative innovative and greatly aligns with the simple and
concept. which perfectly aligns with the design design process somewhat aligns
• Coherency aligns with the process with the design
throughout the design process process
design process
3 Sensors & Electronics The sensors and The sensors and The sensors and The sensors and
• Age Appropriate electronics items electronics items used electronics items electronics items
• Relevance to used are age – are age – appropriate used are age – used are not age
project/problem appropriate and and address problem appropriate and – appropriate.
statement align with problem statement needs & address problem
statement needs & requirements to great statement needs &
requirements. extent. requirements to
some extent.
4 AI Toolsets & Algorithms AI Toolsets and AI Toolsets and AI Toolsets and AI Toolsets and
• Uses Appropriate algorithms used are algorithms used are Algorithms used Algorithms used
Algorithms age – appropriate age – appropriate and are age – are not age –
• Use of Age- and align with address problem appropriate and appropriate.
appropriate AI Tool problem statement statement needs & address problem
Set needs & requirements to great statement needs &
• Use of Project requirements. extent. requirements to
Relevance Ai some extent.
Toolset
5 Documentation
• Well -articulated • Methodology is • Methodology is • Methodology is • Methodology
Methodology self-explanatory explanatory somewhat is incomplete
• Well-articulated • Learning • Learning explanatory • Learning
Learning Outcome Outcomes are Outcomes are to an • Learning Outcomes
• Mapped Skill aligned with the extent aligned with Outcomes are are not
outcome concept the concept somewhat aligning with
• Skills • Skills outcomes are aligned with the concept
outcomes are defined concept • Skills are not
clearly defined • Skills are mentioned
mentioned

194
Repository of Sensors available in the ATL Labs
● Potentiometer
● LDR
● Force Sensitive Sensor
● Flex Sensor
● Air/Water Flow Sensor
● Water Level
● Rain Water Sensor
● Soil Moisture
● MQ series of Gas Sensor
● Barometric Pressure Sensor
● DHT 11 Humidity and Temperature
● Microphone Sensor
● Buzzer
● Ultrasonic Distance Sensor
● IR Sensor
● Pulse Sensor
● PIR Motion Sensor
● Tri color led
● Laser Sensor Module
● 16x2 LCD Screen Shield with buttons
● Capacitive Touch Sensor
● LED & tap switch module
● Hall Current Sensor
● Joystick
● 5V relay module
● Motor Driver Shield
● Small Servo
● DC Motor

For more details on the Sensors please visit this link http://bit.ly/SensorsDescription

195
Repository of online resources

Brief Description Resource URL

https://www.youtube.com/watch?v=a7sEoEvT8l8
Design Thinking
https://www.youtube.com/watch?v=qyoZTUGzdGY

Design thinking - IDEO Insights https://www.youtube.com/watch?v=gPqjKOA1qlo

What is Design Thinking? https://www.youtube.com/watch?v=Ee4CKIPkIik

How to brainstorm - individually/in a https://www.youtube.com/watch?v=aPnTPK0c53w

group https://www.youtube.com/watch?v=GLpZ6RZHyoM

Complex Systems Design Thinking https://www.youtube.com/watch?v=WrdSkqRypsg

(How to do it)

Five Rules of Design Thinking (TED

https://www.youtube.com/watch?v=TAV08bn5uEo&t=23s
Talk) (Why and how to do it)

Design Thinking with Elementary

https://www.youtube.com/watch?v=hvqST2ggvA0
Students (How to do it)

Design Thinking - CEO of IDEO (How

https://www.youtube.com/watch?v=U-hzefHdAMk
and why to do it)

Design Thinking, What, why and https://www.youtube.com/watch?v=Q80wUnju5YA&t=1s

when? (TED Talk)

The Launch Cycle: Design Thinking

https://www.youtube.com/watch?v=LhQWrHQwYTk
Framework for K-12 Students

Design Thinking Animation https://www.youtube.com/watch?v=uRtAzzitBmA

Computational Thinking and Thinking
https://www.cs.cmu.edu/afs/cs/usr/wing/www/talks/ct-and-tc-long.pdf
about Computing

Computational Thinking (In-depth Explanation)

https://www.youtube.com/watch?v=C2Pq4N-iE4I
Computational Thinking from code.org
More about Computational Thinking https://www.youtube.com/watch?v=injJWiSA0pw
Abstraction Computational Thinking
https://www.youtube.com/watch?v=jV-7Hy-PF2Q
Know more about Single Board
https://en.wikipedia.org/wiki/Single-board_microcontroller
Microcontrollers

http://www.build-electronic-circuits.com/free-electronic-circuits/
Basic Electricity: Current, Resistance and Ohms Law
https://www.youtube.com/watch?v=NfcgA1axPLo
All about Circuits Basic Tutorial on Introduction to Circuits by Khan Academy (Tutorial)
https://www.youtube.com/watch?v=3o8_EARoMtg
There is a course on Circuit Physics by Khan Academy. It’s very good for
beginners. (Playlist for Circuit Physics Course)
https://www.khanacademy.org/science/physics/circuits-topic
How to Use Breadboard

196
https://www.youtube.com/watch?v=6WReFkfrUIk
Paper Circuit (How to do it)
https://www.youtube.com/watch?v=BwKQ9Idq9FM

https://www.electrical4u.com/sensor-types-of-sensor/
All about Sensors
https://www.youtube.com/watch?v=q1xNuU7gaAQ

https://www.youtube.com/watch?v=6hfOvs8pY1k
What’s an Algorithm?
https://www.youtube.com/watch?v=Da5TOXCwLSg
Algorithm in Pseudo Code, Flow
https://www.youtube.com/watch?v=HhBrkpTqzqg
Diagrams and Programming
https://www.youtube.com/watch?v=XDWw4Ltfy5w
An Overview of Flowchart
https://www.youtube.com/watch?v=uCNliFuKG8I

Real-life Algorithms – Paper Airplanes

https://www.youtube.com/watch?v=AWqo8Gxtrjs

Simple Guide to Electronics (Tutorial)

https://www.youtube.com/watch?v=6Maq5IyHSuc

Basics of Coils (Part 1) (Tutorial)

Electronic Components https://www.youtube.com/watch?v=kdrP9WbJIb8

Basics of Coils (Part 2) (Tutorial)

https://www.youtube.com/watch?v=XCnI6ZOYKes

How does a Transistor Work? (Tutorial)

https://www.youtube.com/watch?v=IcrBqCFLHIY

D.C. Motor Working (Tutorial)

https://www.youtube.com/watch?v=LAtPHANEfQo&t=65s Stepper
Making the Motors Work
Motor Working (Tutorial)
https://www.youtube.com/watch?v=TWMai3oirnM

https://www.youtube.com/watch?v=8npwSASQqyk
Physical Computing

https://www.youtube.com/watch?v=grU7eNPBRxk&list=PLT6rF_I5kkn-
Arduino Getting Started
Pf2qlVFlvH47qHvqvzkknd&index=1

Why Arduino? (Ted Talk by Arduino Founder)

https://www.ted.com/talks/massimo_banzi_how_arduino_is_open_
sourcing_imagination
Anatomy of an Arduino Board
https://www.arduino.cc/en/Guide/BoardAnatomy
Arduino IDE https://www.arduino.cc/en/Guide/Environment
More about Arduino* Arduino Tutorials Playlist (Very useful for beginners,
)
https://www.youtube.com/playlist?list=PLA567CE235D39FA84
What all we can do with Arduino?
https://www.youtube.com/watch?v=grU7eNPBRxk&list=PLT6rF_I5kkn-
Pf2qlVFlvH47qHvqvzkknd&index=1
Arduino Basic Hardware Overview and Fundamental Code Commands
https://www.youtube.com/watch?v=BtLwoNJ6klE

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Programming
Programming Raspberry Pi*
https://www.youtube.com/watch?v=eObSqbe9aqU

Physical Computing into Wearable

https://www.youtube.com/watch?v=LwOLbbPcduM&t=10s
Technology (Maker Story)

L298N using Motors with Arduino

Using Motor Driver Shields with https://www.youtube.com/watch?v=nZdrWQcpb9E Stepper Motor

Arduino with Arduino using L293D
https://www.youtube.com/watch?v=nZdrWQcpb9E

How Servo Motor Works https://www.youtube.com/watch?v=gviUtLsHDtg

How to Solder basics

https://www.youtube.com/watch?v=BxeDkcAa4Fs Common
Soldering Mistakes | Soldering
Learn about Soldering Iron
https://www.youtube.com/watch?v=igqkhkff6cw

Gas Sensors with Arduino

https://www.youtube.com/watch?v=BIf_mpnsZvY
Smoke and Gas Sensors https://www.youtube.com/watch?v=YgEOnZ-
7i8o Calibrating with MQ2 Gas Sensors
https://www.youtube.com/watch?v=YgEOnZ-7i8o Thermistor for
Temperature Sensing
https://www.youtube.com/watch?v=9opuvLXAetI Force Sensor with
Tutorials showing usage of different Arduino https://www.youtube.com/watch?v=1p8AE_QA8qQ
types of sensors with Arduino Boards Barometric Pressure Sensor with Arduino
https://www.youtube.com/watch?v=s8e1eEqktm4
Ultrasonic Sensors (Very interesting project, it explains how radar
works)
https://www.youtube.com/watch?v=kQRYIH2HwfY
GPS with Arduino
https://www.youtube.com/watch?v=dy2iygCZTIM

http://www.instructables.com/tag/type-id/category-
Get inspired with series of ideas of
technology/chan- nel-arduino/
DIY

*All the links of the manual working on September 15, 2022

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