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
STeachers of practicing days’ exemplar Regrouped the
with background in teachers, lessons plans Working group
workshop to developers to
Science & Social experienced AI showcasing validated each
conceptualize finalize the
Science, AI,
and ATL integration of Lesson Plan
Integration, the framework lesson plans
coaches and and format of AIoT with multi-
Tinkering
tinkering integration disciplinary
experts 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 Intel India 1
Aayog and
 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

Lesso Page
Class Chapter/Topic Book (NCERT)
n No. Numb
er
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 27
habitat
6.4 India: Climate, Vegetation and Wildlife - Geography- The earth our 33
Chapter 8 habitat
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 Geography- Resources and
8.3 Wildlife 98
Development
- Chapter 2
Geography: Resources &
8.4 Industries- Chapter 5 10
Development 5
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 12

9 3
9.3 A story of Village Palampur- Chapter 1 Economics 13
3
9.4 Food Security in India- Chapter 4 Economics 145

10.1 Electricity: Chapter 12 Class 10 Science Text Book 15

5
Sustainable Management of Natural
10.2 Resources- Class 10 Science Text Book 164
10
Chapter 16
Economics- Understanding
10.3 Consumer Rights – Chapter 5 17
Economic Development 4
10.4 Manufacturing Industries – Chapter 6 Geography: Contemporary India 18
II 3
1. Chapter 1 – AIoT Integration in Curriculum - About the Program

 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
justone 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

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.

excelling in the curricular areas: ‐

Students will be provided with the following opportunities to enhance their Future Skills along with

● 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 1Subject 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 4ii. 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

1
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.

1
6. Chapter 6: AIoT Integration in Curriculum Lesson Plans
Class 6
Lesson 6.1
Garbage in Garbage out - Chapter 16

Parameters Descriptio Note

n for
teacher
s
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 NCERT, Science Textbook for Class VI

Book

1
Learning This chapter addresses the issue of waste management problems
Objectiv faced in the 21st century. This lesson plan will help learners come
es 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.

1
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 ● Smart Class setup/projector with speaker

Required ● 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

Knowledg
e
Pre- Keep the following links ready before the session:
preparation
Activities  Fruit and Vegetable Decomposition
[Link]
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 [Link]
v=puEWxGStQrE
● Explore the image project section of the following tool
for Stage 2 experiment:
[Link]
● How to make a conveyor belt
[Link]
v=UsF5Isjdgw4

Teachers may go through the following videos for more information:

● Recyclability, Compostability & Biodegradability Testing
[Link]
v=pVioKtzn1u8&ab_channel=EcolStudio
● Video on Benefits of plastic [Link]
v=dR1zBU2aQL0&ab_channel=GPCAorg
● What really happens to the plastic you throw away - Emma
Bryce [Link]
v=_6xlNyWPpB8&ab_channel=TED-Ed

1
Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)
● Teacher explains the concept of rotting to learners through a
video: [Link]
_BVbGc&ab_channel=webiocosm.
● Learners make observations and deliberate.

1
● 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: [Link]
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

1
how it can help in the proper disposal

1
of waste. The Teacher also sheds lighton 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 Other
waste
● 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)

1
● 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 -

[Link] 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

1
‘Hold to Record’ button. Do the same for Biodegradable objects in the section below

2
 ● 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.
[Link]

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

2
 The learners will be able to
Learning ● Classify recyclable and non-recyclable substances.
Outcom ● Categorizes various types of non-recyclable wastes (plastic, Tetra Pak etc).
es
● Relate the rotting and biodegradability with the action of bacteria on substances.

2
 ● 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
Glossary create machine 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
● Emp
athy
Collaborati
on
Intrapersonal skill
● Organizational Skill
● Creative Mindset

2
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 NCERT, Science Textbook for Class VI
Book
Learning This chapter imparts the foundational knowledge about
Objectiv electricity. Through this lesson plan, learners will be
es 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.
2
Time Required 4 periods of 45 minutes each

2
Classroom/ATL Seating arrangement -
Arrangement
● Theory Sessions – regular classroom arrangement.
● Activity Sessions – Flexible (for group/pair work).

Materials ● Smart Class setup

Required ● 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 – Teacher to keep the following resources ready before the

Preparation session:
Activities
● Circuit diagram - Simple circuits.
[Link]
otH3cY
● Open and closed circuit and energy
generation.
[Link]
v=DwHIhDrqcuw
● Science behind glowing of bulbs.
[Link]
Z1SmY
● Working of an electrical switch.
[Link]
v=x78BU7-LfgY
● The Teacher goes through the following tutorial on
Paper Circuit activity before its execution
[Link]
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.
Knowledg
e
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
[Link] otH3cY
o Open and closed circuit and energy
generation
[Link]
v=DwHIhDrqcuw
● Explain the science behind glowing of bulbs
[Link] Z1SmY
2
● The Teacher will cover the working of an
electrical switch.
[Link]
LfgY
Contextualizati
on: AI and
Tinkering:

2
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.

2
 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 [Link]
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.

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

4.5Now 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.

4.6After 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:

2
3
 ● 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:

3
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:

3
 5.11 The Scratch code with coloured blocks can be accessed here:
[Link] 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

Outcom
es ● 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

3
similar to how humans solve problems.

3
 ● 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

3
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 In the chapter Major Landforms of the Earth, we will be learning

Objectives about major land form Like: - mountains their formation and Teachers can
classification. Plateaus and why are they also called table top, develop a ppt
plains and the role of human being in preservation of mother on minerals
earth. Also, we will be learning about the government’s initiative
and energy
of Swachh Bharat Mission.
resources,
To enable learners to landforms and
Stage 1: Conceptualization Scholastic: factors
● Identify two types of forces acting upon the surface of the influencing the
Earth – 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.

3
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):
● [Link]

Pre – Scholastic: flash card

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

3
Previous Scholastic:
Knowledge 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.

3
 ● 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. [Link]
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):
[Link]
orms
2. Formation of Block Mountains
[Link]
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?
3
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

4
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: [Link]

3.2 Sign-in to the account via [Link]

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.

4
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:

[Link] 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.
[Link]
[Link]
4.4 Try and involve the AI part to predict the crop rotation and rowing cycle for
the landscape created.

4
Learning The learner
Outcomes ● 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 ● [Link]
● [Link]

Skill outcomes Tech skill

● Data gathering
● Pattern recognition
● Model
optimization Design
thinking
● Ideation
● Prototypi
ng 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

4
4
Class 6
6.4
India: Climate, Vegetation and Wildlife - Chapter 8
Parameters Description Note
for
teacher
s

Chapter Covered Chapter 8: -

India: Climate, Vegetation and Wildlife

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

Learning Summer, winter, rainy, and autumn are the four seasons that exist Teacher
Objectives in India. We will also study about the months that make up each can
season as well as the causes of the seasonal variations in the develop a
chapter India: Climate, Vegetation, and Wildlife. The following Ppt
section will teach us about India’s native flora and fauna, the focussing
significance of its forests, and the causes of deforestation there. on
To enable Comparativ
learners to e of
Scholastic weather vs
Stage 1: Conceptualization climate,
● recall the difference between weather and climate. Seasonal
● classify the seasons of India and infer the causes behind them. chart of
● describe the influence of land, climate, vegetation, and wildlife India and
factors
on
human life. effecting
flora and
● appreciate the need for conserving natural vegetation and
fauna.
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
4
 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

4
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):

● [Link]
zones

Pre – Scholastic:
Preparation For understanding the stages of plant growth and the
Activities prerequisite of a healthy plant such as moisture, soil nutrients and
good climatic conditions.
● [Link]

AI and Tinkering:
Design Thinking Flashcards to understand empathy, defining the
problem and ideation
Understand the working of Arduino and the basics of AI.
● [Link]
● [Link]
Previous Scholastic:
Knowledge ● 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.

4
 ● 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?
4
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?

4
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: [Link]
v=nL34zDTPkcs&t=3s & [Link]
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() {
5
5
 [Link](9600); // setup
}

void loop() {
val = analogRead(analogPin); // read the input pin
[Link](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 [Link]
The sensor readings should be stored in a sheet as
given below. Eg.
Sr No Moisture Value

1 x

2 z

5
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 Plant Health
Value
1 X Healthy

2 Z Unhealthy

4.4 Data Transfer and Modeling :

Step 1: An account is created on the [Link] 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.

5
Learning The learner
Outcomes ● 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

5
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.

5
Reference Links ● [Link]
sensor-with- arduino-uno-2f118b
● [Link]
● [Link]

Skill out comes Tech skill

● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern recognition
● Model
optimization
Design thinking
● Ideation
●Innovation
● Prototypi
ng 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

5
Class 7
Lesson 7.1
Electric Current and its Effects - Chapter 14
Parameters Descriptio Note
n for
teacher
s

Chapter Covered Chapter 14: Electric Current and its Effects This
Lesson
Plan must
be taken
after
teaching
the
‘Section:
14.4 –
Electroma
g net from
Chapter
14:
Electric
Current
and its
Effects
Name of the NCERT, Science Textbook for Class VII
Book

Learning This chapter talks about the various effects exhibited when
Objectiv electricity flows through a conductor. One such effects is creation
es 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

5
 ● 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

5
 ● 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 ● Smart Class setup

Required ● 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 – Teacher to keep the following links ready before the session:
Preparation ● Thermal effect of electricity
Activities [Link]
Z1SmY
● How to make an electromagnet
[Link]
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
[Link]
otH3cY
o Open and closed circuit and energy
generation [Link]
v=DwHIhDrqcuw
o Working of an electrical switch
5
[Link]
v=x78BU7-LfgY
o Demo on electromagnets for the
teacher [Link]
v=V-Gus-qIT74

6
 o How to make an electromagnetic swing
[Link]

● Teacher explores the following online tools before the

session:
o Machine Learning for Kids
[Link]
o PHET Simulations on electromagnetism
[Link]
s-and- electromagnets
● Teacher understands and develops an electromagnetic
swing
Previous Basic understanding of electricity and circuits
Knowledg
e
Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)
For this activity, the learners must be given a live demonstration on the topics:

1.1 Thermal effect: Glowing of incandescent bulbs and

heating filaments [Link]
Z1SmY
1.2 Electromagnetism:
○ 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.
[Link]
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 [Link] and start a new project

that can recognize images

6
2.2 Create new labels for identifying circuit symbols like battery, bulb,
switch, wire and motor. Learners may add more labels if needed.

2.3 Now, 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”.
2.5 After 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
[Link]
electromagnets

6
 2.7 To run the simulation in the browser, click on the Play button

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

2.9 Go 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:
[Link]

6
 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

3.4Now, 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

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

6
 3.8It 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.
Outcom
● Witness how simulation software work.
es
● 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
6
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.

6
Skill outcomes Tech skill
 Digital learning
 Algorithmic thinking
Mathematical and quantitative
skills
 Statistical analytics
 Graphical
inference Design
thinking
 Ideation
 Innovation
 Prototypi
ng AI domain
 AI for Computer
Vision Interpersonal skill
 Collaborati
on Physical
computing
 Basic electrical and electronics.
 Circuit
building
Intrapersonal skill
 Observation skill
 Persuasion
● Effective Communication

6
Class 7

Lesson 7.2
Light- Chapter 15
Parameters Descriptio Note
n for
teacher
s
Chapter Chapter 15: Light This
Covered Lesson
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
Objectiv image formation by mirrors and lenses. Convex or concave lens
es 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
6
 ● Learn the use of inklewriter for making interactive quizzes.
● Understand how AI-enabled chatbots work
Time 4 periods of 45 minutes each
Required

6
Classroom/ Seating arrangement -
ATL ● Theory Sessions – regular classroom arrangement
Arrangement ● Activity Sessions – Flexible (for group / pair work)

Materia ● White board

l ● Marker
Require ● Arduino UNO
d ● 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:
Preparati ● Reflection of Light and reflection by
on mirrors [Link]
Activities v=skGmQC87Bvg
● Laws of Reflection
[Link]
v=OrobTDEYs2M
● Concept of real and virtual image
[Link]
v=EwBK_cXUTZI
● Convex lens : [Link]
Dmk
● Concave lens: [Link]
● Facilitator to explore the inklewriter platform before the
session at [Link]
Previous Basic knowledge of sources of light.
Knowledg
e
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 [Link]
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
7
 [Link]
v=OrobTDEYs2M
○ Regular and Irregular surfaces

7
 [Link]
v=6oy0Z3s4FXo&ab_channel=Knowledge Platform
○ Real and virtual image
[Link]
v=EwBK_cXUTZI

○ Convex Lens: [Link]

○ Concave Lens: [Link]
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

7
experiment:

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

7
 2.2 Upload the code below in the Arduino UNO

2.3 To
const get optimum result in LDR sensor, use scale and light source with
int ldrPin
closed
= A0; void lid environment (Similar to optical bench in dark room). Set your
apparatus as showing in picture
setup()
{
[Link](9600);
pinMode(ldrPin,
INPUT);
}
void loop()
{
int ldrStatus =
analogRead(ldrPin);
[Link](ldrStatus);

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.
2.5Now open the serial terminal/serial plotter to take readings at various lengths
for ex: 5cm, 10cm, 15cm etc.

7
 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)

7
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: [Link]

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

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

3.4Options 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

7
 3.7 Add appropriate messages for right and wrong answers

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

3.9In 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
Outcom able to Scholastic:
es ● 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.

7
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.
[Link]
● 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: [Link]

7
 ● 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

7
Class 7

Lesson 7.3
Rulers and Buildings : Chapter 5
Parameters Description Note
for
teacher
s
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 The
medieval and modern architectural styles. It fosters in teacher
students an appreciation of engineering methods and the can
significance of archives in the preservation of history and develop a
legacy. ppt and
To enable learners to concept
Stage 1: Conceptualization Scholastic: map to
● Identify types and purpose of structures built by kings/rulers. explain
● Appreciate the engineering skills and construction of the topic.
monuments in
medieval times and understand different types of architecture.
● Understand the significance of the building (to establish A field trio
piety of the ruler). with a pre
● Realize the periodic influence on the style of planned
architecture. AI and Tinkering:
questionn
Stage 2: Apply Design Thinking framework
● Interpret how the structural health of a building works and air e can
the analysis is done. be
● Identify types and purpose of structures built by kings/rulers. planned
● Appreciate the engineering skills and construction of to any
nearby
monuments in
medieval times and understand different types of architecture. historical
Stage 3: prototype to use vibration sensors heritage
site.
● 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).

8
Material Required Scholastic:
● Smart Board / screen and projector
● Laptop or smart phone
● White board and marker

8
 AI and Tinkering :
● Arduino UNO
● Vibration sensor
● Wires
● LED
● Power supply/Batteries
● Male/Female Jumper Wires

Pre – Scholastic::
Preparation For providing learners with first-hand experience, a field trip to
Activities historical monuments is organized.
AI and Tinkering:
Check the availability of
● The Minisense 100 (vibration sensor)
Account on [Link]
● Refer to the following link
[Link]
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 :
[Link]
digital/all
● Basics of Arduino :
[Link]
v=nL34zDTPkcs
● Analog Read :
[Link]
v=JwpBn1mPGMc
● Analog Write :
[Link]
v=eVbuRAn-pZA
● Serial Print :
[Link]
v=RUnUaE_hoHs
● Basics of AI and its
application: [Link]
[Link]/#/home
● Basics of AI Modeling :
[Link]
v=yN7ypxC7838
● Machine for Kids Tutorial
[Link]
v=EjbHXMzeX4c&ab_channe l=DaleLane

8
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 18th
century and discusses with them their observations of historical monuments.
Introduction:

8
 ● The teacher shows a video to make the learners recapitulate their
knowledge and understanding of historical monuments.
[Link]
● 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 :

8
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() {
[Link](9600); // setup
}

void loop() {
val = analogRead(analogPin); // read the input pin
[Link](val); // debug value
}

8
 o Record the values of vibrations and store it in a readable
format. [Link]
[Link] [Link]
[Link]

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
[Link].
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

4.4Data Modeling is the process of training the model on the available

dataset in order to get a prediction when provided with an input.

8
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.

8
 Step 1: An account is created on the
[Link] 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

8
 concepts in daily life to solve problems.
● Communicates the findings and conclusions effectively and applies
learning to hypothetical situations.

8
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 ● [Link]
vibration- sensor-module-interfacing
● [Link]
● [Link] l

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

9
9
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)

9
Class 7
Lesson 7.4
Water - Chapter 5
Parameters Description Note
for
teacher
s

Chapter Covered Chapter 5: Water

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

Learning We will learn about the distribution of water across the globe in this
A picture of
Objectives chapter, from freshwater to ocean water. ocean currents, the the water
value of water, and practical methods for water conservation. cycle can be
To enable learners to shared with
Stage 1: Conceptualization Scholastic: students to
● Understand the Water Cycle and its importance. trigger
● Learn about the distribution of water in water bodies and discussion or
recall what
understand the
available amount of usable water. they have
● Explain how ocean waters are continuously moving unlike learned in
calm waters of ponds and lakes. previous
● Explain waves and factors affecting the height of the waves. classes.
● Explain tides and how they are caused.
● Explain ocean current and its influence on the temperature A ppt can
conditions of be
the area. developed
to elaborate
AI and Tinkering the topic in
Stage 2: Apply Design Thinking detail.
● 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.

9
Time Required 5 periods of 45 minutes each

9
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
[Link]
list=PL_8hVmWnP_O258ZS4- HKumKTfX7f72LHA

Pre – Scholastic:
Preparation Activity:
Activities 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 [Link]

Previous Scholastic:
Knowledg The teacher shows a globe / map and initiates a whole-class
e 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.

9
 Introduction to Machine Learning for Kids
Website [Link]
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.
[Link]
● 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 [Link]
● 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.
[Link]
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:

9
9
 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.

9
/* 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() {

[Link](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() {

9
 int level = readSensor();

if (level == 0) {

[Link]("Water Level: Empty");

digitalWrite(redLED, LOW);

digitalWrite(yellowLED, LOW);

digitalWrite(greenLED, LOW);

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

[Link]("Water Level: Low");

digitalWrite(redLED, HIGH);

digitalWrite(yellowLED, LOW);

digitalWrite(greenLED, LOW);

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

[Link]("Water Level: Medium");

digitalWrite(redLED, LOW);

digitalWrite(yellowLED, HIGH);

digitalWrite(greenLED, LOW);

else if (level > upperThreshold) {

[Link]("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);

1
 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.

1
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.

1
Steps to develop the Modeling technique
5.1Get started > Go to projects

5.2Add new project

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

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

5.5Create the project

5.6Train the project model

1
5.7Add 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.

5.8Add 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.

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

1
 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.

1
Learning The learner
Outcomes ● 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.

1
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

1
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)

1
Class 8
Lesson 8.1
Combustion and Flame - Chapter 6

Parameters Descriptio Note

n for
teacher
s
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 NCERT, Science Textbook for Class VIII
Book
Learning This chapter aims at imparting knowledge on the chemical
Objectiv process of burning and the necessary requirement for creating
es 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 [Link] 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

1
● 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

1
 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 Overall:
Required ● 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 – ● To help learners understand the role of oxygen in

Preparation combustion, a live demonstration of Activity 6.2 from the
Activities 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: [Link]
v=whlymAuRtzU&ab_channel=Ho meFireSprinklerCoalition

Previous The learner understands the concept of:

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

1
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
[Link]
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:
1
Stage 3: Developing image-based AI model to predict fire based on image data
(Subject Teacher and AI Faculty)
3.1 Go to [Link] 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.

3.4Now, 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.

1
 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-
[Link]” 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,OUTP
UT);
[Link](1152
00);
[Link](
1);
}

1
 x=
[Link]().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 =
[Link](0) result = 0
while(result
<2):
[Link]
p(2)
ret,frame =
[Link]()
[Link]("my-test-
[Link]",frame) result += 1
5.3 The final code will look like this:

import cv2
import time

import serial
arduino =
[Link](port='COM22',
baudrate=115200, timeout=.1)

# treat this key like a password and keep it

1
 from mlforkids import

MLforKidsImageProject key = "Insert-

API-Key"

videoCaptureObject =
[Link](0) result = 0
while(result<
2):
[Link](
2)
ret,frame =
[Link]() #
[Link]("my-test-
[Link]",frame)
result += 1
[Link]()
[Link]()

# 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 =
[Link]("my-test-
[Link]")

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

# CHANGE THIS to do something

different with the result
print ("result: '%s' with %d%%
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.

1
 The learners will be
Learning able to Scholastic:
Outcom ● conduct simple investigations to seek answers to the requirements of
es 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
Glossary machine learning, 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.

1
● 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.

1
 ● 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:
[Link] videos-and-images-with-
python-part2
● How to send data from a python program to Arduino:
[Link]
between-python-
and-arduino-e7cce0
● Burning of dry and fresh leaf [Link]
v=qtcrWoueEJw&ab_channel=MriduPrakashSaxena
● Heating Water in a Paper Cup activity [Link]
v=YZl7O0nogzQ&ab_channel=NCERTOFFICIAL
● Fire Hazard at home [Link]
v=QTkYkNRJyHk&ab_channel=FireandRescueNSW

Skill outcomes Tech skill

● Digital learning
● Algorithmic
thinking Design
thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probabili
ty 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)

1
Class 8
Lesson 8.2
Pollution of Air and Water - Chapter 18

Parameters Descriptio Note for teachers

n
Chapter Chapter 18: Pollution of Air and Water This Lesson Plan shall be
Covered 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 NCERT, Science Textbook for Class VIII
Book
Learning This chapter covers all the aspects of pollution. Many
Objectiv a times, pollutants make way to the soil, and disturb the
es 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.
1
Time Required 4 periods of 45 minutes each

1
Classroom/ATL Seating arrangement -
Arrangement ● Theory Sessions – regular classroom arrangement.
● Activity Sessions – Flexible (for group / pair work).

Material Smart Class setup

Required ● 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 – ● Article on the usage of marbles in home
Preparation furnishing:
Activities [Link]
ting- vitrified-tiles-vs-marble-quest-for-the-
better-flooring- option/
● Explore the following tool for a virtual tour to
several historical monuments:
[Link]
● Picture gallery for Taj Mahal:
[Link]
3qH5T [Link]
● The teacher can show a youtube video on
Taj Mahal Discolouration from the link :
[Link]
v=qS8Cc9Bdum8
● Video on Acid Rain:
[Link]
v=1PDjVDIrFec&t=29s&a
b_channel=NationalGeographic
● Acid Rain equations explained:
[Link]
v=k9CK5IE5ieA
For the tinkering activity teacher should try the entire

1
activity with support from ATL in-charge and ensure
the availability of required materials.

1
 ● Watch the video on Arduino Colour Sensing
Tutorial - TCS230 TCS3200 Colour Sensor:
[Link]
v=CPUXxuyd9xw&t=249
s&ab_channel=HowToMechatronics
● Teacher explore the following platform.
[Link] and execute the
entire. activity with support from ATL in-charge
and AI teacher.
Previous Knowledge of pH
Knowledg
e
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).
[Link]
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:
[Link]
● Learners will observe pictures of Taj Mahal to recognize and discuss the
discoloration over the years thereby explaining what Marble Cancer is.
[Link]
● Learners will watch this video on Acid Rain: [Link]
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:
[Link]
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

1
acidic conditions. Chandan had been doing everything exactly the same way, but what went wrong
this time?

1
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

1
 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.

3.3Once 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);
1
1
 // Setting frequency-scaling to
20% digitalWrite(S0,HIGH);
digitalWrite(S1,LOW);

[Link](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
[Link](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
[Link](",");//printing name
[Link](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
[Link](",");//printing name
[Link](frequency);//printing RED color
frequency delay(100);
}

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

1
3.5Test 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]
3.6Now, 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?

1
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 [Link] and click on Get
Started.
4.2 Click on Try without registering and then click on Add a new project.
4.3Give a name to your project and in Recognising, select Numbers.
4.4Since 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.
4.5After adding values, click on Create. This will lead to your first project. Click on it.
4.6First, 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)
4.8Post 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
4.9You 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
1
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

1
ser = [Link](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 = "[Link] key +

"/classify" response = [Link](url, json={ "data" : numbers

})

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

getData=str([Link]
e()) data=getData[2:]
[:-5] print(data)
dataSplit=[Link](','
)

# 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:

1
 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:

Outcom ● relate soil fertility and acid rain with air pollution.
es ● 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,
1
 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

1
 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)

1
Class 8
Lesson 8.3
Land, Soil, Water, Natural Vegetation and Wildlife: Chapter 2

Parameters Description Note

for
teacher
s
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 Teacher can
natural resources, many physical variables that affect how develop a
land is used, and the reasons why people move from rural to ppt
urban regions in this chapter. Along with learning about soil to elaborate
preservation, students will also study about soil, elements different
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 importance
resources. of soil
● Know about soil, factors of soil formation and conservation conservatio
measures. n,
● Identify the problem of water availability, conservation of flora and
water availability and its resources.
fauna.
● Interpret distribution of natural vegetation and wildlife
conservation.
● Develop awareness about resource conservation and take
initiatives 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.
1
Classroom/ATL Seating arrangement -
Arrangement ● Theory Sessions – regular class room arrangement.
● Activity Sessions – Flexible (for group / pair work).

1
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 – Scholastic: students

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

● The teacher makes the arrangements for hardware and good

Internet connection required to conduct the activity.

Previous Scholastic:
Knowledge
● 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.
[Link]

● 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

[Link]

1
1
4. The teacher further shows another video to show water availability and its
conservation.
Video: To show water availability and its conservation

[Link]

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

● [Link]
● [Link]

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).
1
1
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 [Link]
● 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.

1
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
1
analysis.

1
 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
Glossary
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 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
1
1
 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)

1
Class 8
Lesson 8.4
Industries - Chapter 5
Parameters Descriptio Note
n for
teacher
s

Chapter Covered Chapter 5: Industries

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

Learning Students will study the secondary sector of the economy in The
Objectives` this session, particularly the industries that deal with the teacher
extraction of resources, the production of goods, or the can
delivery of services. Additionally, students will be able to develop a
comprehend why urban ppt or
Expansion and growth are frequently caused by concept
industrialization (urbanisation). Industries are divided into map to
different categories according to their size, ownership, and raw elaborate
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.
1
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).

1
 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 – ● Check the availability of hardware components.
Preparation ● Availability of a system with good internet
Activities connection and data collected.

Previous Scholastic: students

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

1
 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:

1
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:

1
1
 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()

[Link](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

1
1
count++;

else{ digitalWrite(led,L

OW); 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

1
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:
[Link]

1
1
 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):

1
1
 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 The learners will be able to

Outcomes ● 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.

1
1
 ● 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)
1
1
Class 9
Lesson 9.1
Why do we fall ill? - Chapter 13
Parameters Descriptio Note for teachers
n
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 This chapter aims at informing the learners about

Objectives 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.

1
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 Keep the following links ready:
Activities ● WHO: Vaccine-derived polio viruses?
[Link]
v=CZxqz4bX048&ab_cha
nnel=WorldHealthOrganization%28WHO%29
● Communicable diseases
[Link]
v=LBkXQ_mBO3Q&ab_ch
annel=NationalInstituteforCommunicableDisease
s
● Cross Contamination and Food
Safety.
[Link]
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.
[Link]
v=q084duwxo74&ab_channel
=UNICEF
Previous Scholastic:
Knowledge 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.

1
1
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.
[Link]
v=CZxqz4bX048&ab_channel=WorldHealthO rganization%28WHO
%29
● Post discussion, facilitator shows a video on communicable
diseases.[Link]
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.
[Link]
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?

1
8. Which one of our senses plays the most important role in detecting food
spoilage?

1
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: [Link](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:
[Link](sensorValu
e);
delay(1); // delay in between reads for stability
}

1
 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="[Link]" #name of the CSV file
generated ser = [Link](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

1
 line = 0 #start at 0 because our header is 0 (not real
data) while line <= samples:
# incoming =
[Link](9999) # if
len(incoming) > 0:
if print_labels:
if line==0:
print("Printing Column
Headers") else:
print("Line " + str(line) + ":
writing...")
getData=str([Link]())
data=getData[2:][:3]
data=[Link]("\n")
print(data)

file = open(fileName, "a")

[Link](data + "\n") #write data with a
newline line = line+1

print("Data collection
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 [Link]
4.3Open up the csv file that was created with the previous code, and add a
import“label”,
column titled pandas asadd
and pd some labels based on whether the food is absent,
present, or spoiled. (Note: The readings might differ for each case)
#reading csv file
data=pd.read_csv(‘[Link]’)

#shape of dataset
print(“Shape”, [Link])

#column names
print(“\nFeatures: ”, [Link])

#storing the feature matrix (x) and response

matrix (y) x=data[[Link][:-1]]
y=data[[Link][-1]]

#printing first 5 rows of feature matrix

print(“\nFeature Matrix:\n”,[Link]())

#printing first 5 values of response vector

print(“\nResponse vector:\n”, [Link]())

1
 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 [Link] import KNeighborsClassifier

knn =
KNeighborsClassifier(n_neighbors=3)
4.5 : Post [Link](x,y)
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 = [Link]([[1,25]]) #manually input the
values from arduino in the arguments of the
[Link]() print(predicted)

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

import pandas as pd
from [Link] import KNeighborsClassifier

#reading csv file

data=pd.read_csv('[Link]')

#shape of dataset
print('Shape',[Link])

#column names print('\

nFeatures: ', [Link])

#storing the feature matrix (x) and response

matrix (y) x=data[[Link][:-1]]

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

#printing first 5 values of response vector

print('\nResponse vector:\n', [Link]())

knn = KNeighborsClassifier(n_neighbors=3)
[Link](x,y)

predicted=
[Link]([[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 The learners will be able to
Outcomes ● 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.

1
 ● 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
● Probabili
ty 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)

1
1
Class 9
Lesson 9.2
Improvement in Food Resources- Chapter 15
Parameters Descriptio Note for
n teachers

Chapter Chapter 15: Improvement in Food Resources This Lesson

Covered Plan 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

Objectiv population, the demand for agricultural commodities is increasing
es 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

1
 ● 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 5 periods of 45 minutes each.
Required

1
Classroom/ Seating arrangement -
ATL ● Theory Sessions – regular classroom arrangement.
Arrangement ● Activity Sessions – Flexible (for group / pair work).

Materia ● Smart Class setup

l ● Whiteboard & Marker
Require ● Computers with Webcam
d ● Good internet connectivity
● Smartphone

Pre – Teacher to keep the following resources ready before the

Preparati session: How cropping patterns increase the farm yield
on ● [Link]
Activities v=FAjIxWtQ19Y&ab_channel=CBSE

Previous Scholastic:
Knowledg The learner understands the concept of:
e ● 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:
[Link]
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

1
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 [Link] and "Add a new

1
project"

1
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.

1
1
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

1
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

1
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

1
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:

1
1
Learning Learners will be able to
Outcom
es ● 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 ● Video on Climate [Link]
Links v=vH298zSCQzY&ab_channel=NASAClimateChange
● Kharif, Rabi and Zaid Season
[Link]
● Good read on Crop Yield:
[Link]
_of_Crops
● Cash Crops:
[Link] 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:
[Link]
1
 du/
● Machine Learning for Kids:
[Link]
[Link]/

1
 ● MIT App Inventor App link: [Link]
id=[Link].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
● Probabili
ty 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)

1
Class 9
Lesson 9.3
A story of Village Palampur- Chapter 1
Parameters Descriptio Note
n for
teacher
s

Chapter Covered Chapter 1: A story of Village Palampur

Name of the NCERT, Social Science Textbook for Class IX

Book
Learning Students will be able to comprehend the lives of the people Teacher can
Objectiv in the countryside through a case study of Palampur in this conduct
es chapter. After comprehending the case study, students will BRAINSTORM
be able to recognise the changes that have occurred in I
Indian villages, grasp that factors of production are NG session
necessary for the production of goods and services, and list to introduce
the fundamental factors of production. the topic. EX.
Sharing of
To enable learners to experiences
of children
Stage 1: Conceptualization Scholastic:
who have
● Understand different factors of productions: land, labour, been to a
capital. village, about
● Comprehend the farming activities in Palampur as a different
case study covering land as fixed resource, growing aspect of
pattern, distribution of land and land sustainability. village life.
● 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.

1
Time Required 5 periods of 45 minutes each.

1
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 – Scholastic: Debate can

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

Previous Scholastic:
Knowledg The teacher initiates a whole-class discussion:
e ● 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

1
● Sensor connections and usage
● Python Packages: MatPlotLib and Pandas
● AI Modeling in Python
● Understand the working of Arduino and the
basics of AI. [Link]
v=nL34zDTPkcs&t=3s
[Link]
v=2ePf9rue1Ao
● Understand the basics of python and its
packages
[Link]
021
● Understanding of Modeling
techniques in AI
[Link]
● Understand the basics of neural networks.
[Link]
introduction-to- neural-networks-series-part-1-
2b90b87795bc [Link]
● Basics of evaluation of AI
Models.
[Link]
Y

1
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)

1
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:

1
 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);

1
digitalWrite(S1,LOW);

// Begins serial
communication
[Link](9600);

2
}
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 [Link]("R = ");
[Link](redFrequenc
y); 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 [Link](" G = ");
[Link](greenFrequenc
y); 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 [Link](" B = ");
[Link](blueFrequen
cy); 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:

2
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:", [Link])
# column names print("\

2
nFeatures:", [Link])

2
 # storing the feature matrix (X) and response
vector (y) X = data[[Link][:-1]]
y = data[[Link][-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", [Link]())

# printing first 5 values of response

vector print("\nResponse vector:\n",
[Link]())

● 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

2
 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 [Link] import

KNeighborsClassifier knn =
KNeighborsClassifier(n_neighbors=3)
[Link](X, y)
output = [Link]([[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 -
[Link]') # shape of dataset
print("Shape:",
[Link]) # column
names
print("\nFeatures:", [Link])
# storing the feature matrix (X) and response
vector (y) X = data[[Link][:-1]]

2
y = data[[Link][-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", [Link]())

2
 # printing first 5 values of response
vector print("\nResponse vector:\n",
[Link]())

5.2 Model designing and

training: import

numpy as np
from [Link] import Input,
Dense from [Link]
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])

[Link](
optimizer='adam',
loss=['mean_squared_error']
)
history = [Link](X, y, epochs=1000, batch_size=2)

5.3 Output :

y_predict = [Link]([2])
5.4Observation:

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.

2
 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:

Outcom
es ● 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
2
Machine Learning algorithms based on Supervised Learning

2
Skill outcomes Tech skill
● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition
● Model
optimization Design
thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probabili
ty 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)

2
Class 9
Lesson 9.4
Food Security in India- Chapter 4
Parameters Descriptio Note for
n teachers
Chapter Covered Chapter 4: Food Security in India

Name of the NCERT, Economics Textbook for Class IX

Book
Learning Food security refers to the constant availability, affordability, The teacher can
Objectiv and accessibility of food for all people. Students will learn develop a ppt
es about and comprehend the role played by the government in to elaborate the
guaranteeing a supply of food in this session. Food security topic.
issues are brought on by a
Variety of natural and man-made disasters. Describe the Discussion
fundamental components of food security and the difficulties method can be
the government faces. I’ll discuss the benefits and drawbacks practiced to
of PDS and other options. understand the
three
To enable learners to dimensions of
Stage 1: Conceptualization Scholastic: food security,
● Analyze the contribution of the government in ensuring namely -
food supply. availability,
● Infer the basic features of food security and challenges affordability and
faced by the 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
2
with electronics and AI to create their own project.

2
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 – Scholastic:
Preparation Activity:
Activities 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:
Knowledg The teacher facilitates the learners to recall the related terms by
e 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

2
● Understand the working of Arduino and the basics
of AI. [Link]
v=nL34zDTPkcs&t=3s
[Link]
● Understand the basics of python and its
packages.
[Link]
2021
● Understanding of Modeling
techniques in AI
[Link]
● Understand the basics of neural networks.
[Link]

to-
neural-networks-series-part-1-2b90b87795bc
[Link]
● Basics of evaluation of AI
Models.
[Link]

2
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?

2
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.

3.2Algorithm : 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
2
Transfer

2
 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() {
[Link](9600);
[Link]("DHTxx
test!"); [Link]();
}
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 = [Link]();
// Read temperature as
Celsius float t =
[Link]();
// Read temperature as
Fahrenheit float f =
[Link](true);

// Check if any reads failed and exit early (to try

again). if (isnan(h) || isnan(t) || isnan(f)) {
[Link]("Failed to read from DHT sensor!");
return;
}
// Compute heat index
// Must send in temp in
Fahrenheit! float hi =
[Link](f, h);
[Link]("Humidity: ");
[Link](h);
[Link](" %\t");
[Link]("Temperature
: "); [Link](t);
[Link](" *C ");
[Link](f);
[Link](" *F\t");
2
[Link]("Heat
index: ");
[Link](hi);

2
 [Link](" *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.

4.3Data 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:", [Link])
# column names print("\
nFeatures:", [Link])

2
2
 # storing the feature matrix (X) and response
vector (y) X = data[[Link][:-1]]
y = data[[Link][-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", [Link]())

# printing first 5 values of response

vector print("\nResponse vector:\n",
[Link]())
● 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 Humidit Label

y
Long-time stock 12 121 1
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 [Link] import

KNeighborsClassifier knn =
KNeighborsClassifier(n_neighbors=3)
[Link](X, y)
output = [Link]([[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

2
 predict the food quality.

Stage 5: Making complex Modeling technique for AI enabled software (Subject

teacher and AI Faculty)

2
● 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 -
[Link]') # shape of dataset
print("Shape:",
[Link]) # column
names
print("\nFeatures:", [Link])
# storing the feature matrix (X) and response
vector (y) X = data[[Link][:-1]]
y = data[[Link][-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", [Link]())
# printing first 5 values of response
vector print("\nResponse vector:\n",
[Link]())

5.2 Model designing and

training: import

numpy as np
from [Link] import Input,
Dense from [Link]
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]) [Link](
optimizer='adam',
loss=['mean_squared_error']
)

history = [Link](X, y, epochs=1000, batch_size=2)

5.3 Output :

y_predict =

2
[Link]([2]) Observation:

● After the model is trained, the prediction of food quality is received

using the Neural Network and KNN model.

2
 ● 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
Outcom
es ● 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
2
2
 ● 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
● Probabili
ty 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)

2
Class 10
Lesson 10.1
Electricity: Chapter 12
Parameters Descriptio Note
n for
teacher
s

Chapter Covered Chapter 12- Electricity This

Lesson
Plan
shall be
taken
after
teaching
the
Chapter
12

Name of the NCERT, Science Textbook for Class X

Book
Learning This chapter covers the detailed conceptual knowledge about
Objectiv electricity and its effect. In addition, it also introduces the
es 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
2
 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

2
 ● 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 ● Projector
Required
● 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 – ● Electricity
Preparation ● Python
Activities
Scholastic:
Previous ● Power = Voltage X Current.
Knowledg ● Concept of force on a current carrying conductor
e 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.

2
 Stage 1: Conceptualization Scholastic: (Science
Methodology Teacher) 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.

2
 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() {
[Link](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
}

2
 //((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;

[Link](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

2
 baud = 9600 #arduino uno runs at 9600 baud
fileName="[Link]" #name of the CSV file
generated ser = [Link](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 =
[Link](9999) # if
len(incoming) > 0:
if
print_label
s:
if line==0:
print("Printing Column
Headers") else:
print("Line " + str(line) + ":
writing...")
getData=str([Link]())
data=getData[2:][:3]
data=[Link]("\n")
print(data)

file = open(fileName, "a")

[Link](data + "\n") #write data with a
newline line = line+1

4.2 Write a separate code to organise the incoming data in an understandable

format with the help of the Pandas Library. Name it [Link]

import pandas as pd

#reading csv file

data=pd.read_csv(‘[Link]’)

#shape of dataset
print(“Shape”, [Link])

#column names
print(“\nFeatures: ”, [Link])

#storing the feature matrix (x) and response

matrix (y) x=data[[Link][:-1]]
y=data[[Link][-1]]

#printing first 5 rows of feature matrix

print(“\nFeature Matrix:\n”,[Link]())

2
 #printing first 5 values of response vector
print(“\nResponse vector:\n”, [Link]())
4.3Now, 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 [Link] import KNeighborsClassifier

knn = KNeighborsClassifier(n_neighbors=3)
[Link](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 = [Link]([[1,25]]) #manually input the

values from arduino in the arguments of the [Link]()
print(predicted)

4.8 This is what the whole code looks like when it works together

2
 import pandas as pd
from [Link] import
KNeighborsClassifier #reading csv file
data=pd.read_csv('[Link]')

#shape of dataset
print('Shape',[Link])
#column names print('\
nFeatures: ', [Link])

#storing the feature matrix (x) and response

matrix (y) x=data[[Link][:-1]]
y=data[[Link][-1]]

#printing first 5 rows of feature matrix print('\

nFeature Matrix:\n',[Link]())

#printing first 5 values of response vector

print('\nResponse vector:\n', [Link]())

knn = KNeighborsClassifier(n_neighbors=3)
[Link](x,y)

predicted= [Link]([[1.2]]) #manually input the

values from the arduino in the arguments of the
[Link]() 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:

Outcom ● learn how to handle ATL tools properly.
es ● 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.

2
 ● 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:

[Link] 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
● Probabili
ty 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
● Empath
y
Collaborati

2
on

2
Class 10
Lesson 10.2
Sustainable Management of Natural Resources- Chapter 16
Parameters Descriptio Note
n for
teacher
s
Chapter Chapter 16: Sustainable Management of Natural Resources This
Covered Lesson
Plan must
be taken
when
teaching
‘Section:16.3
– Water for
All, from
Chapter 16:
Sustainabl
e
manageme
nt of
natural
resources,
NCERT,
Science
Textbook
of Class X

Name of the NCERT, Science Textbook for Class X

Book

2
Learning This chapter promotes the awareness around conserving natural
Objectiv resources, and implementing the three R’s principle. In this chapter, one of
es 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

2
 ● 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/ Seating arrangement -

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

Materia ● Smart Class setup

l ● Whiteboard & Marker
Require ● Computers with Webcam
d ● Good internet connectivity
● Arduino UNO
● IR sensor
● Jumper wires
● Relay
● Pump motor
● 12V DC Adapter
● Arduino Power Adapter
● Arduino connector cable

Pre – Scholastic:
Preparati ● Teacher to keep the following resources ready before the
on session: 3R’s principle [Link]
Activities v=f6fLnG71V2Q&ab_channel=Pop ulationEducation
● Explore the following platform before
execution Machine Learning for Kids
[Link]
● Teacher may also explore the following resources:
Case study on pollution of the sacred river ‘Noyyal’
[Link]
v=kaHmxZhea3M&ab_channel=D WPlanetA

Previous Scholastic:
Knowledg The learner understands the concept of
e ● 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)

2
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
[Link]
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

2
3.2 Here 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 th

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

3.3 After 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 canalso adjust the sensitivity of the sensor by using the potentiometer on
the sensor.

2
 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:

4.1 Visit [Link]

4.2 Create a new project called ‘Gesture recognition’ and select images in the
recognizing section.

4.3 Now, 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

2
under each label.

2
4.5 Now, 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.
4.6 After the model is done training, try the model by using a hand gesture
and observe the result.

4.7 Go to the Make section of your AI Project.

4.8 Now, 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)

4.9 After 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"

2
 # 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 = [Link]("my-test-
[Link]")

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

# CHANGE THIS to do something different with the result

4.10Download [Link] and [Link] from your AI project and
save
them in the same folder as your python code.
4.11 Then, 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 [Link]

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 = [Link](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 =
[Link](0) result = 0
while(result<2):
[Link](2)
ret,frame =
[Link]()
[Link]("my-test-
[Link]",frame) result += 1

2
 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 :
[Link](bytes("1", 'utf-8'))
print("Water will be on for 10
seconds")
elif label=="2" and

confidence>=70:

[Link](bytes("2", 'utf-

8'))

print("Water will be on for 20

seconds") elif label=="3" and
confidence>=70:
[Link](bytes("3", 'utf-

4.14 Now, upload the following code to the Arduino:

int pump=8;
void
setup() {
pinMode(pump,
OUTPUT);
digitalWrite(pump,
LOW);
[Link](115200);
}
void loop() {
// put your main code here, to run
repeatedly: switch ([Link]()) {
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);

2
 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

Outcom
es ● 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 [Link]
Reference collections/ocean- coasts/oil-spills
Links ● Fecal Pollution [Link]
● Nutrient Pollution [Link]

2
● Greywater and its recycling [Link]
● Case-study: How a house in the Netherlands became an energy-efficient
one
[Link]
v=BZns2w3ZqAA&ab_channel=EnergyObserver
● SMART Goals [Link]

2
 ● A comprehensive guide on PyCharm
[Link]
first-python-
[Link]

Tech skill
Skill outcomes ● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition
● Model
optimization Design
thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probabili
ty 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)

2
Class 10
Lesson 10.3
Consumer Rights- Chapter 5
Parameters Descriptio Note
n for
teacher
s

Chapter Covered Chapter 5: CONSUMER RIGHTS

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

Consumer awareness is the understanding and information

Learning about the goods that consumers purchase. What safeguards teacher
Objectives can
should consumers have while making product purchases? The
prepare
five consumer rights are examined in this lesson plan using an
some case
educational session. These ideas will be further discussed in
study
class and through activities with the students. Students will be
situation
able to explain the background of consumer rights after this
session. Moreover, describe the laws and legal actions that
ans survey
support consumer protection.
questionnai
To enable learners to r
Stage 1: Conceptualization Scholastic: e to make
● Understand how people might be exploited in various
students
ways in the market and the steps taken by consumer
groups to safeguard aware
themselves. about
consumer
● Comprehend and explain the Consumer Protection Act,
exploitatio
1986. n.
● 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
to elaborate
representation AI and
the topic

2
Tinkering: further.
Stage 2 : Apply Design Thinking
● 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:

2
 ⮚ 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 – Scholastic: students

Preparation The teacher makes the students observe the posters and can be
Activities cartoons in this chapter and makes them reflect on any asked to
particular commodity and the aspects that need to be looked collect
into as a consumer. details
The learners design a poster for this, covering all the aspects about
understood through reflection. Jago
NOTe:- survey can be conducted to make students aware of Grahak
consumer exploitation and impact of consumer awareness Jago”
programs. program
AI and Tinkering:
1. Different samples of milk from different sources
such as pure milk, diluted milk.
2. Google collaborator set up
[Link]
v=i- HnvsehuSw&t=317s

2
Previous Scholastic:
Knowledge 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?

2
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. [Link]
v=nL34zDTPkcs&t=3s
[Link]
v=2ePf9rue1Ao
● Understand the basics of python and its
packages.
[Link]
021
● Understanding of Modeling
techniques in AI.
[Link]
● Understand the basics of neural networks.
[Link]
neural- networks-series-part-1-2b90 b87795bc
[Link]
● Basics of evaluation of AI
Models.
[Link]
Y

2
 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

2
 ● 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:

2
 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
2
temperature which is being stored in the form of a csv file at regular
intervals of time.

2
 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.

2
 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 -
[Link]') # shape of dataset
print("Shape:",
[Link]) # column
names
print("\nFeatures:", [Link])
# storing the feature matrix (X) and response
vector (y) X = data[[Link][:-1]]
y = data[[Link][-1]]printing first 5 rows of feature matrix
print("\nFeature matrix:\n", [Link]())
# printing first 5 values of response vector
print("\nResponse vector:\n", [Link]())

Model designing and training:

import numpy as np
from [Link] import Input,
Dense from [Link]
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]) [Link](
optimizer='adam',
loss=['mean_squared_error']
)

history = [Link](X, y, epochs=1000,

2
batch_size=2) output :
y_predict = [Link]([2])

2
 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

2
visualise

2
 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)

2
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 Industrial
how the many industries influence the expansion of the national classification
economy. They will also be able to comprehend how industrialization chart based on
causes environmental deterioration at the same time. Educate students previous
on the 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 differently.
build 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)

2
 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
[Link] focus on
picture-role-of-industry-in-atma-nirbhar-bharat different
AI and Tinkering : classification
The teacher makes arrangements of the hardware ,importance,
required. The teacher installs the Blynk app in their mobile impact on
phone. economy, and
Google collaborator set up [Link] employment.
HnvsehuSw&t=317s

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.

[Link]
[Link]
● Understanding of the basics of Blynk App
[Link]
diy-iot-devices/
● Understand the basics of python and its packages
[Link]
● Understanding of Modeling techniques in AI
[Link]
● Understand the basics of neural networks.
[Link]
neural-networks-series-part-1-2b90b87795bc

2
 [Link]
● Basics of evaluation of AI
Models.
[Link]

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

2
The MQ-135 gas sensor senses gases like ammonia nitrogen, oxygen, alcohols,
aromatic compounds, sulfide, and smoke
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 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
[Link] 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.

2
 #include <SoftwareSerial.h>
SoftwareSerial DebugSerial(2, 3); // RX,
TX char auth[] = "Your Auth.";
int sensorValue;
int digitalValue;
void setup()
{

[Link](9600); // sets the serial port to 9600

pinMode(13, OUTPUT);
pinMode( 3, INPUT);
[Link](Serial, auth);
}

void loop()
{
sensorValue = analogRead(0); // read analog input pin 0
[Link](V1, sensorValue);
digitalValue = digitalRead(2);
if(sensorValue>400)
{
digitalWrite(13, HIGH);
}
else
digitalWrite(13, LOW);
[Link](sensorValue, DEC); // prints the value
read [Link](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.

2
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.

2
 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

2
2
 # reading csv file
data = pd.read_csv('file_path')
# shape of dataset
print("Shape:", [Link])
# column names print("\
nFeatures:", [Link])
# storing the feature matrix (X) and response vector (y)
X = data[[Link][:-1]]
y = data[[Link][-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", [Link]())

# printing first 5 values of response vector

print("\nResponse vector:\n", [Link]())

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 [Link] import KNeighborsClassifier
knn = KNeighborsClassifier(n_neighbors=3)
[Link](X, y)
output = [Link]([[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.

2
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 - [Link]')
# shape of dataset
print("Shape:", [Link])
# column names
print("\nFeatures:", [Link])
# storing the feature matrix (X) and response vector (y)
X = data[[Link][:-1]]
y = data[[Link][-1]]
# printing first 5 rows of feature
matrix print("\nFeature matrix:\n",
[Link]())
# printing first 5 values of response vector print("\
nResponse vector:\n", [Link]())

5.2 Model designing and training:

import numpy as np
from [Link] import Input, Dense
from [Link] 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]) [Link](
optimizer='adam',
loss=['mean_squared_error']
)

history = [Link](X, y, epochs=1000, batch_size=2)

5.3 Output :
y_predict = [Link]([2])
5.4 Observation:
After the model is trained, the prediction of air quality is received using the Neural

2
Network and KNN model.

2
 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
Glossary connected 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

2
2
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)

2
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 contextualized and problem statement statement connects statement needs
and articulated articulated problem provides a good with real life and to be
design 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, is novel, creative, creative, and is innovative and concept is
Creative, and and innovative innovative and greatly aligns with the simple and
Innovative which perfectly aligns with the design design process somewhat aligns
concept. aligns with the process with the design
 Coherency design process process
throughout
the
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/proble appropriate and and address problem appropriate and – appropriate.
m 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 algorithms used are algorithms used are Algorithms used Algorithms used
Appropriate age – appropriate age – appropriate and are age – are not age –
Algorithms and align with address problem appropriate and appropriate.
 Use of Age- problem statement statement needs & address problem
appropriate AI needs & requirements to great statement needs &
Tool Set requirements. extent. requirements to
 Use of some extent.
Project
Relevance
Ai Toolset
5 Documentation
 Well -  Methodology  Methodology  Methodology  Methodolo
articulated is self- is is somewhat gy is
Methodology explanatory explanatory explanatory incomplete
 Well-articulated  Learning  Learning  Learning  Learning
Learning Outcomes Outcomes are to Outcomes Outcomes
Outcome are aligned an extent are are not
 Mapped with the aligned with the somewhat aligning
Skill concept concept aligned with with
outcome  Skills  Skills outcomes the concept concept
outcomes are defined  Skills are  Skills are
are clearly mention not
defined ed mentioned

2
Repository of Sensors available in 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

2
Repository of online resources

Brief Description Resource URL

[Link]
Design Thinking
[Link]

Design thinking - IDEO Insights [Link]

What is Design Thinking? [Link]

How to brainstorm - individually/in [Link]

a group [Link]

Complex Systems Design Thinking [Link]

(How to do it)

Five Rules of Design Thinking

[Link]
(TED Talk) (Why and how to do it)

Design Thinking with Elementary

[Link]
Students (How to do it)

Design Thinking - CEO of IDEO

[Link]
(How and why to do it)

Design Thinking, What, why and [Link]

when? (TED Talk)

The Launch Cycle: Design Thinking

[Link]
Framework for K-12 Students

Design Thinking Animation [Link]

Computational Thinking and
[Link]
Thinking about Computing

Computational Thinking (In-depth Explanation)

[Link]
Computational Thinking from [Link]
More about Computational Thinking [Link]
Abstraction Computational Thinking
[Link]
Know more about Single Board
[Link]
Microcontrollers

[Link]
Basic Electricity: Current, Resistance and Ohms Law
[Link]
All about Circuits Basic Tutorial on Introduction to Circuits by Khan Academy (Tutorial)
[Link]
There is a course on Circuit Physics by Khan Academy. It’s very good
for beginners. (Playlist for Circuit Physics Course)
[Link]
How to Use Breadboard

2
 [Link]
Paper Circuit (How to do it) [Link]
v=BwKQ9Idq9FM

[Link]
All about Sensors
[Link]

[Link]
What’s an Algorithm?
[Link]
Algorithm in Pseudo Code, Flow
[Link]
Diagrams and Programming
[Link]
An Overview of Flowchart
[Link]

Real-life Algorithms – Paper Airplanes

[Link]

Simple Guide to Electronics (Tutorial)

[Link]

Basics of Coils (Part 1) (Tutorial)

Electronic Components [Link]

Basics of Coils (Part 2) (Tutorial)

[Link]

How does a Transistor Work? (Tutorial)

[Link]

D.C. Motor Working (Tutorial) [Link]

v=LAtPHANEfQo&t=65s Stepper Motor Working (Tutorial)
Making the Motors Work
[Link]

[Link]
Physical Computing

[Link]
Arduino Getting Started
Pf2qlVFlvH47qHvqvzkknd&index=1

Why Arduino? (Ted Talk by Arduino Founder)

[Link]
sourcing_imagination
Anatomy of an Arduino Board
[Link]
Arduino IDE [Link]
More about Arduino* Arduino Tutorials Playlist (Very useful for beginners,
)
[Link]
What all we can do with Arduino?
[Link]
Pf2qlVFlvH47qHvqvzkknd&index=1
Arduino Basic Hardware Overview and Fundamental Code Commands
[Link]

2
Programming
Programming Raspberry Pi* [Link]
v=eObSqbe9aqU

Physical Computing into Wearable

[Link]
Technology (Maker Story)

L298N using Motors with Arduino

Using Motor Driver Shields with [Link] Stepper Motor

Arduino with Arduino using L293D
[Link]

How Servo Motor Works [Link]

How to Solder basics [Link]

v=BxeDkcAa4Fs Common Soldering Mistakes | Soldering
[Link]
Learn about Soldering Iron

Gas Sensors with Arduino

[Link]
Smoke and Gas Sensors [Link]
7i8o Calibrating with MQ2 Gas Sensors
[Link] Thermistor for
Temperature Sensing [Link]
v=9opuvLXAetI Force Sensor with Arduino
Tutorials showing usage of different [Link] Barometric
types of sensors with Arduino Pressure Sensor with Arduino [Link]
Boards v=s8e1eEqktm4
Ultrasonic Sensors (Very interesting project, it explains how radar
works)
[Link]
GPS with Arduino
[Link]

[Link]
Get inspired with series of ideas
technology/chan- nel-arduino/
of DIY