Acknowledgments

Advisory & Creative Inputs

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

Editorial and Creative Inputs

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

Value adder, Curator and Co-ordinator

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

Content Inputs Team

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

Content Preparation Team

• Ms. Leelambika Srinivasan, Air Force School, Bangalore
• Ms. Soumya Iyer, D A V Public School, Pune
• Ms. Mehreen Shamim, Delhi Public School, Bangalore East
• Ms. Dolly Dhawan, G D Salwan Public School, New Delhi
• Ms. Madhubala, JR Dani Girls Sr Secondary School, Raipur
• Mr. Abhijit Mondal, Salwan Public School, New Delhi
• Ms. Phalguni Tiwari, Stepping Stones Sr Secondary School, Chandigarh
• Ms. Shelly Bakshi, The Olive School, Thol, Kurukshetra
• Mr. Sohil Patel, Director, Jayso Foundation
• Intel® AI for Youth Coaches
Foreword

Dr Chintan Vaishnav
Mission Director
Atal Innovation Mission, NITI Aayog

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

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

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

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

Dr Biswajit Saha
Director
Skills Education, Central Board of Secondary Education

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

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

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

We look forward to the effective implementation of the program and help promote better learning outcomes
and inculcate relevant future skills. Currently the program is going to be initiated in the schools which have
operational Atal Tinkering Labs and have opted for AI as a vocational subject. These pioneer schools would
be the hubs of innovation and are intended to be the model for rest of the school communities in the country.
Foreword

Shweta Khurana
Senior Director - Asia Pacific Japan, Government Partnerships & Initiatives
Global Government Affairs Group, Intel

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

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

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

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

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

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

Stages of development of the document

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

Identified Created Organized

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

Disclaimer: Individual lesson plans have been created and edited

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

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

1.1. Atal Innovation Mission and Atal Tinkering Labs initiative 1
1.2. Introduction of Artificial Intelligence Curriculum by CBSE 1
1.3. AIoT Integration in Curriculum Program – Joint Initiative of CBSE, NITI Aayog and Intel India 1
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 6
4. Chapter 4: Integrating AI and Tinkering across Curriculum 7
4.1 Integrating AI and Tinkering in Formal Subject Pedagogies 7
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 215
AIoT Integrated project Evaluation Rubric 215
Repository of Sensors available in the ATL Labs 216
Repository of online resources 217
Index of AIoT Integration in Curriculum Lesson Plans

Class Lesson Chapter/Topic Book (NCERT) Page

No. Number

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

6.2 Electricity and Circuits- Chapter 12 Class 6 Science Text Book 20
6.3 Geography- The earth our
6 Major Landforms of the Earth - Chapter 6
habitat 29
6.4 India: Climate, Vegetation and Wildlife - Geography- The earth our
Chapter 8 habitat 36
7.1 Electric Current and its Effects - Chapter 14 Class 7 Science Text Book 45
7.2 Light - Chapter 15
Class 7 Science Text Book 53
7 7.3 Rulers and Buildings – Chapter 5 History- Our Past II 62
7.4 Geography- Our
Water- Chapter 5
Environment 71
8.1 Combustion and Flame - Chapter 6 Class 8 Science Text Book 84
8.2 Pollution of Air and Water - Chapter 18 Class 8 Science Text Book 94
8.3 Land, Soil, Water, Natural Vegetation and Geography- Resources and
8
Wildlife - Chapter 2 Development 106
8.4 Geography: Resources &
Industries- Chapter 5
Development 114
9.1 Why do we fall ill? - Chapter 13 Class 9 Science Text Book 124
9.2 Improvement in Food Resources- Chapter 15 Class 9 Science Text Book 134
9
9.3 A story of Village Palampur- Chapter 1 Economics 145
9.4 Food Security in India- Chapter 4 Economics 158
10.1 Electricity: Chapter 12 Class 10 Science Text Book 170
10.2 Sustainable Management of Natural
Class 10 Science Text Book
Resources- Chapter 16 180
10 10.3 Economics- Understanding
Consumer Rights – Chapter 5
Economic Development 190
10.4 Geography: Contemporary
Manufacturing Industries – Chapter 6
India II 201
1. Chapter 1 – AIoT Integration in Curriculum - About the Program

1.1. Atal Innovation Mission and Atal Tinkering Labs initiative

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

1.2. Introduction of Artificial Intelligence Curriculum by CBSE

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

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

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
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.

3
 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.

4
Development of an Artificially Intelligent machine is similar to the way in which humans learn and evolve.
For example, in elementary school, we learn about alphabets and eventually we move ahead to making
words with them. As we grow, we become more and more fluent in the language as we keep learning new
words and use them in our conversations. Similarly, machines become intelligent once they are trained on
data (raw information) which helps them achieve their tasks. Like humans, an AI machine can also learn
from its experiences to avoid making same mistakes and optimise its output.

Applications of Artificial Intelligence

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

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

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.
5
 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.

6
 The amalgamation of Subject pedagogy, AI and Tinkering leads to enhancement of the learning
outcomes in the students and development of skills

AI
Subject
Pedagogy

Tinkering

Enhancement of Learning Outcomes and

development of Future skills in students

It is further visualised that all the students at the school should be oriented to the spirit of innovation,
invention and discovery by giving them opportunities to tinker and transact while using AI and envisions
to bring all these initiatives under one umbrella and make ‘AI and Tinkering for all’, a possibility.
Principals as Innovation Leaders
The most critical ‘agent of change’ to bring about the paradigm shift proposed by the ‘AIoT Integration in
Curriculum’ program will be the school leaders; they would have to play a significant role in this
transformation and lead the programme as innovative leaders. They would be the pioneers to develop a
conducive ecosystem in the school engaging all stakeholders.

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

● Lead the way towards effective integration and implementation of Artificial Intelligence and
Tinkering enhance student learning.
● Encourage and motivate teachers to get trained and implement the program in regular classroom
teaching and learning.
● Ensure effective and judicious use of Artificial Intelligence and Tinkering in the curriculum.
● Ensure optimum use of available resources to promote the use of Artificial Intelligence and
Tinkering.
● Closely monitor effective implementation of the program.
● Finding creative ways of dealing with Artificial Intelligence and Tinkering funding.

4. Chapter 4: Integrating AI and Tinkering across Curriculum

4.1 Integrating AI and Tinkering in Formal Subject Pedagogies
While the approach to AI and Tinkering is different from the traditional formal approach, there are
similarities between them and the curricular concepts. It has the element of scientific method which is used
in various subjects. Just like a science or a math’s problem, AI and Tinkering also begin by stating a
hypothesis and then, through various inputs, suggestions, and permutations and combinations it moves
toward forming a model or theory. While articulating the problem statement the students are able to see
7
the alignment of their projects with the social problems covered in Social Science curriculum. Language -
Listening, Speaking, Reading and Writing (LSRW) skills are developed along the AI and Tinkering project
life cycle and when the students use various medium to present and communicate about their projects.
Thus AI and Tinkering integration can be a way to gain knowledge and skills that can lead to enhancing
the learning levels of the students
Following are some activities and skills that can be considered relevant in academic teaching which can
be supported by AI and Tinkering integration : -
● Questioning Skills: In AI and Tinkering project development, raising questions is the initiating point
of each project. Considering from the pedagogical aspect, asking questions is one of the driving
factors of formal education. Thus, these projects enable the students to develop skill of
questioning and thus instilling the skills of curiosity and interest.
● Reflection : Reflection is an essential part of AI and Tinkering cycle as students actively observe
and interpret throughout the project. This enables them to understand the application of the
curricular concepts in better manner. They are able to understand the world around them and also
express themselves better
● Learning by doing: AI and Tinkering provides impetus to the ‘learning by doing’ pedagogical
approach that is an integral part of teaching and learning pedagogy .
● Practical application of concepts: AI and Tinkering enabled projects enable students to gain
practical aspects of the concepts of math, engineering and scientific knowledge such as
operational principles of tools, devices or components, knowledge of various materials,
construction principles, etc.
Integrating AI and Tinkering with pedagogical practices has a very strong theoretical basis. The
integration employs the concepts of constructivism and constructionist theories of learning. Social
science theories of learning enable the students the understand the purpose and importance of the
solutions they come up with by connecting it with Sustainable Development Goals.

4.2 AI and Tinkering Integration alignment with Skill Development

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

8
 AI and Tinkering Integration outcome Skill Map

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

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

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

Pre-Implementation - Suggestive Stages

2 teachers to be nominated by the school.

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

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

training
Stage 2

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

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

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

10
During Implementation – Suggestive Stages

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

Stage 1

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

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
Stage 3 projects.

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

Post Implementation – Suggestive Stages

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

5.2. Some more guidelines

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

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

Parameters Description Note for

teachers

This Lesson
Chapter Chapter 16: Garbage in Garbage out Plan contains
Covered pre-preparation
activity,
mapped with
Chapter 16
Garbage in
Garbage out

Name of the NCERT, Science Textbook for Class VI

Book

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

To enable learners to:

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

AI+ Tinkering
Stage 2: Contextualization by applying Design Thinking Framework
● Identify viable solutions for proper garbage management.
● Brainstorm ways to deal with garbage generation and segregation.
● Collect data and understand ways to analyse it.
Stage 3: Introduction to Teachable Machine for waste identification
● Come up with an AI-enabled tinkering solution for waste identification
and segregation.

12
 ● 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.

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

Knowledge

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

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

The teacher may conduct a composting activity to explain the

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

13
 ● How to make a conveyor belt
https://www.youtube.com/watch?v=UsF5Isjdgw4

Teachers may go through the following videos for more information:

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

Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)

● Teacher explains the concept of rotting to learners through a video:

https://www.youtube.com/watch?v=c0En-_BVbGc&ab_channel=webiocosm.

● Learners make observations and deliberate.

● Teacher explains the concept of biodegradable substances, non-biodegradable

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

Contextualization:
AI and Tinkering:

Stage 2: Apply Design Thinking framework (refer to chapter 2.1 for details on Design
thinking Framework) on the given scenario (Subject Teacher and ATL In charge)
Problem Statement / Scenario:
Varuna is a 26-year-old Masters graduate from Bengaluru, and a senior project leader in
an architectural firm. Recently, she was touring Delhi with her college friends. When her
14
car was passing the Ghazipur area, she mistook the landfills of Ghazipur with Aravalli hills.
Such was the size of those landfills, that she was horrified. According to her driver, the
landfill is used for dumping domestic as well as construction waste. It was supposed to be
shut down almost 15 years back, but it is still in use. She noticed many rag pickers,
especially children playing on the unhygienic garbage hills.
This experience made Varuna realize the magnitude of the problem of waste
management. With her qualifications and experience, she wants to help her people and
environment, by coming up with a plan that would help in safe garbage disposal and
segregation.

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

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

Define: Ask learners to identify the problem from the scenario above. Post brainstorming,
the Teacher highlights the importance of waste segregation and how it can help in the
proper disposal of waste. The Teacher also sheds light on the fact that limited data exists
about segregated domestic waste and how a collection of data can be the first step to
tackle Varuna’s problem.

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

Plastic Packaging Metal Packaging

Tetra Pack cartons Glass

Paper & Cardboard Textile

Organic/Kitchen waste Other

15
 ● 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 100 gm … 324 gm XXX gm

Packaging

… … … … …

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)
● 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?

16
● Can we come up with a solution to help improve their working conditions?
● How do you think the management plans to get rid of this dump yard? (Hint: by
burning plastic, rag pickers segregating manually, transferring waste using an
excavator etc.)

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

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

Using Teachable Machine for waste segregation

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

Learners visit the Teachable Machine platform and explore the image project section.

The Teachable Machine tool works in four steps:

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

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

17
 ● OR click on upload to put pre-clicked images in both classes
3.5 Train - Post upload, click on the ‘Train Model’ button and wait till the process is
finished
3.6 Execute - The AI model is now ready to be tested. Bring objects of Biodegradable and
non-biodegradable types in front of the camera and see if the AI model is able to identify
them correctly or not.

Stage 4: Create their motor operated or manually operated Conveyor Belt (Subject
teacher and ATL Incharge)
Learners work in groups of 3 and create their own motor operated or manually operated
Conveyor Belt that can take the load of at least 5 waste items at a time while running.
Watch the YouTube video on how to make a conveyor belt.
https://www.youtube.com/watch?v=UsF5Isjdgw4
Based on the AI model execution, ask learners to share their observation on the following
grounds -
● Was the AI model accurate?
● Did the AI model work for objects whose pictures were not fed into the computer?
● How can we increase the efficiency of the AI model?
● How do you think the model was working? [Higher Order Thinking Skills]
● Ask learners to create a system where the conveyor belt carries the waste in front
of the webcam and the AI model identifies it as Biodegradable or Non-
Biodegradable

18
 The learners will be able to
Learning ● Classify recyclable and non-recyclable substances.
Outcomes ● Categorizes various types of non-recyclable wastes (plastic, Tetra Pak etc).
● Relate the rotting and biodegradability with the action of bacteria on substances.
● Conduct simple investigations and measure physical quantities of waste
generated in SI units.
● Apply to learn garbage segregation in day-to-day life and make efforts to
protect the environment.
● Construct a conveyor belt model using material from the Atal Tinkering Lab.
● Classify waste-article images, and label them in an AI classification model.
● Train an AI model to identify waste-articles.

● Teachable Machine: It is an online tool that enables a fast and easy way to create
Glossary 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
● Empathy
Collaboration
Intrapersonal skill
● Organizational Skill
●Creative Mindset

19
Class 6
Lesson 6.2
Electricity and Circuits- Chapter 12

Parameters Description Note for teachers

Chapter Chapter 12: Electricity and Circuits This lesson plan can
Covered 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

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

To enable learners to:

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

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

Stage 3: Hands-on experience on developing paper circuit

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

20
 Stage 4: Introduction to an Image classification tool for
classifying material as good or poor conductors of electricity
● Leveraging Artificial Intelligence to distinguish between
conductors and insulators.
● Training an AI model with image data.
● Basics of Scratch coding.
● Integration of Scratch with AI models.

Time Required 4 periods of 45 minutes each

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

Previous Basic knowledge of the use of electricity.

Knowledge

21
Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)
The Teacher will initiate the session by asking the generic meaning of a circuit. Further
the Teacher will build up the session by:

● Explaining electrical circuit

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

Contextualization:
AI and Tinkering:

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?

22
 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.
3.2 Post this, learners use their own creativity to create their own circuits.

Stage 4: Introduction to an Image classification tool for classifying material as good or

poor conductors of electricity (Subject Teacher and AI Faculty)

After building the paper circuits, learners develop an AI algorithm to identify

conductors and insulators through images. Here are the steps to follow:

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

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

23
4.5 Now to train the model, go to the learn and test section of the project. Simply click
on the “Train new machine learning model” to start the process.

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

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

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

Empathize: Learners are asked to answer the following questions:

● 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.

24
 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:

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

25
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:

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

26
 Learners may now test this AI model and try to make the interface more interesting by
adding sounds and animations.

Learning The learners will be able to

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

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

27
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

28
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 Teachers
Objectives about major land form Like: - mountains their formation and can develop
classification. Plateaus and why are they also called table top, a ppt on
plains and the role of human being in preservation of mother minerals and
earth. Also, we will be learning about the government’s initiative of energy
Swachh Bharat Mission. resources,
landforms
To enable learners to and factors
Stage 1: Conceptualization Scholastic: influencing
● Identify two types of forces acting upon the surface of the
the Earth – Internal and External. formation of
● Recognize the changes on the surface of the Earth due land form.
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.

29
 ● 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.

Classroom/ATL Seating arrangement -

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

Material Required Scholastic:

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

Pre – Preparation Scholastic: flash card

Activities ● A video to show the internal forces acting upon the surface activity can
of earth. be done on
different land
https://www.youtube.com/watch?v=9qa0Mt7HpGY)
forms and
● Sand to make a sand castle for illustrating external force
endogenic
acting upon the surface of earth.
and exogenic
AI and Tinkering: forces.

30
 ● The teacher needs to install tinkercad into the available
systems. The teacher needs to understand the basics of The
tinkercad. questioning
method
https://www.youtube.com/watch?v=gOs6Mdj7y_4
should be
● Design Thinking Flashcards to understand empathy,
practiced to
defining the problem and ideation
keep learners
● Understand the working of Arduino and the basics of AI. engaged and
https://www.youtube.com/watch?v=nL34zDTPkcs&t=3s manage the
https://www.youtube.com/watch?v=2ePf9rue1Ao class time.

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

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

The teacher
● shows a video to make the learners recapitulate and understand the two
types of forces of the earth.
https://www.youtube.com/watch?v=9qa0Mt7HpGY
● shows a demonstration of water waves and gusty wind affecting the
sand castle.
● asks the learners to list the changes in the earth due to the action of
internal and external forces.
● explains how different types of mountains are formed and makes use of
maps to highlight the location of major mountain chains.
Activity:
● Experiment with a piece of paper to see how a fold mountain is formed.
● Experiment to show the formation of Block Mountains through cutting of
an eraser and showing the positioning in a way block mountains are
formed.
● The teacher asks the learners to research using Google Earth to find
plateaus, in or around their country. Students identify the features of
plateaus.
● The teacher takes the students for a nature walk in the school garden,
where they observe the flat and elevated surfaces. They identify the flat
surface as plains and draw parallels to distinguish plains from the
plateaus.
31
 ● The teacher further holds a class discussion on the environmental
issues leading to degradation of landforms of the earth. The
suggestions to prevent pollution and land degradation are elicited from
the students.

(Reference for the teacher:

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

Contextualization:
AI and Tinkering:
Stage 2 : Apply Design Thinking framework(refer to chapter 2.1 for details on
Design thinking Framework) on the given scenario (Subject Teacher & ATL in-
charge)
Problem Statement / Scenario: During a nature walk, Rani, a student, notices
that some piece of land in the playground, adjoining the garden, is getting
additional mounds of soil. She brings it up during discussion with the teacher in
the class.
Empathize: The students brainstorm and analyse that the school gardener
switches on the electric motor every day to pump out water for the plants in the
garden and leaves the water pipe at one place for a very long time. The water
overflows causing the soil also to flow and accumulate in the playground. The
students are asked to ponder on the following questions:
1 What does Rani notice and what emotions might Rani be feeling?
2 What does he say or do?
3 What can be some advice/comments Rani gets from his friends/family?
4 Why are the students concerned?
Define: Students are asked to think deeply and try to find a solution. They are
asked to think about the following questions
1 Do you also witness such situations?
2 Can you think together to help school authorities solve any one or all of the
problems above?
Ideate: Students will now be asked to come up with different alternatives to
resolve the issue of wastage of water and soil erosion.
Stage 3: Making landscape using 3D printer and test the created landscape
against water to test for soil erosion - tinkering (Subject teacher and ATL in-
charge)
Aim:
● To create a landscape by creating various landforms and 3d printing it.
● To test the created landscape against water to test for soil erosion
● To use sensors and AI to detect and determine which part of the created
landscape will have the most fertility in it for the required crops.

The steps to do so are:

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

32
3.2 Sign-in to the account via TinkerCad.com
Go to the main plane of 3d model creation from the tool. From the plane
section on the right hand side, select the landscape and use the ready-made
models of different landscapes to print. The basic tools can also be made
available in the software to go ahead and create one’s own customised
landform as learnt and seen in the textbook.

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

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:

33
 Step by step Guide:
https://create.arduino.cc/projecthub/Dynamic_Innovator/make-your-
own-soil-moisture-sensor-with-arduino-9b3b89

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

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

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

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.

34
Glossary ● TinkerCad: Tinkercad is a web app that equips with the foundational
skills for 3D design.
● Arduino Uno: is a microcontroller board based on the ATmega328P
(datasheet). It has 14 digital input/output pins.
● Soil moisture sensors: It measures soil moisture at the root zone and
regulates the existing conventional irrigation timer, resulting in
considerable water savings when installed and used properly.
● Data Acquisition: Data Acquisition refers to acquiring authentic data
from reliable and authentic sources/ platforms that is required for the AI
model. There can be various ways to collect data.

Reference Links ● www.arduino.cc

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

Skill outcomes Tech skill

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

35
Class 6
6.4
India: Climate, Vegetation and Wildlife - Chapter 8
Parameters Description Note for
teachers

Chapter Covered Chapter 8: -

India: Climate, Vegetation and Wildlife

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

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

AI and Tinkering
Stage 2: Apply Design Thinking framework
● recall the difference between weather and climate.
● understand the good health of soil on the basis of moisture value.
Stage3: Developing hardware to record soil moisture
● classify the seasons of India and infer the causes behind them.
● understand the good health of soil on the basis of moisture value
and data Modeling.
● learn hardware integration.
● infer how the data collection is done and how to label data.
● gain knowledge of Arduino programming and integration.
● learn about how a soil health monitoring system can be
developed using moisture data.
Stage 4: Enable the hardware developed to use the collected
moisture data to predict whether the plant is healthy or not.

36
 ● 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

Classroom/ATL Seating arrangement -

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

Material Required Scholastic:

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

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

Climate Zones (Reference material):

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

Pre – Preparation Scholastic:

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

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

37
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.
● 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:

38
Rahul has planted saplings as part of his summer project. He waters the plants every
day. But when winter begins, he notices the plants dying. He brings up this concern
during a discussion with the teacher in the class.
Empathize:
Rahul and Justin have developed a habit of gardening as part of their summer
vacation project. They had planted several plants at their homes. Rahul takes care to
water the plants every morning and in the evening too. He feels happy to see the
plants growing and flowering. As winter approaches, he notices that his plants are
dying despite the same routine of watering the plants. He feels very concerned about
this and discusses it with his friend Justin, whose plants are still in bloom. He is
surprised to see Rahul’s plants dying. The students might come up with following
questions to think deeply about the scenario
1 What emotions might Rahul be feeling?
2 What does he say or do?
3 What are some advice / comments Rahul gets from his friends / family?
4 What does Rahul notice?

Define:
Can you relate with this problem?
1 What do you think is the problem in Rahul’s Plant?
2 Would you like to initiate and give some suggestions by discussing it in your
groups?
3 How you can help Rahul find a solution to his problem?
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

39
algorithm, which is collected for further analysis. Following steps to be followed
for the process:

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

Step 1: Make connections according to the schematics mentioned.

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

int analogPin = A3; // potentiometer wiper (middle terminal) connected to

analog pin 3
// outside leads to ground and +5V
int val = 0; // variable to store the value read

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

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

40
 Step 3: Note the values in table format and proceed for further analysis.

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

4.1 Data Processing and understanding the Use Case :

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

Sr No Moisture Value

1 x

2 z

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.

41
 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 http://machinelearningforkids.co.uk
website.
Step 2: Once registered, a new project is created by clicking on “Go to your
Projects Page”. Next, “Add a new project” button on the top right of the
screen is clicked.
Step 3: In the details, the name of the project is specified as “Plant Health”.
Under Recognising, numbers are selected and finally a value as a Moisture
Sensor is added using the Add Values button.
Step 4: Next, by clicking on Create option opens the Project page with three
different options:
a. Train
b. Learn and Test
c. Make
Step 5:Starting by clicking on Train option and selecting the “Add a new label”
option, different labels are added:
a. HEALTHY
b. UNHEALTHY
Step 6: After creating the labels, at least 10 examples are added for each label by
putting the values appearing on the serial monitor for a particular type of soil:

Step 7: After the training data is added, the ‘Learn and Test’ option helps train the
neural network with the obtained data. This is done by selecting the ‘Learn and Test’
-> ‘Train new machine learning model’ button.

42
 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.

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

43
 visualize the data, various types of visual representations can be used such as
diagrams, charts, graphs, flows and so on.
● Data Modeling: Data is the fuel of artificial intelligence. A machine is said to be
artificially intelligent if it gets trained and can make decisions/ predictions on its
own and learns from its own experience and mistakes. In the Modeling stage,
data is split into a training set and a testing set. The model is trained on the
training set from which it makes its own rules that help the machine to give an
output and the model is then evaluated on the testing set.

Reference Links ● https://create.arduino.cc/projecthub/biharilifehacker/soil-moisture-sensor-with-

arduino-uno-2f118b
● https://lastminuteengineers.com/soil-moisture-sensor-arduino-tutorial/
● https://www.youtube.com/watch?v=EjbHXMzeX4c

Skill out comes Tech skill

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

44
Class 7
Lesson 7.1
Electric Current and its Effects - Chapter 14
Parameters Description Note for
teachers

Chapter Chapter 14: Electric Current and its Effects This

Covered Lesson
Plan must
be taken
after
teaching
the
‘Section:
14.4 –
Electroma
gnet 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 electricity
Objectives flows through a conductor. One such effects is creation of magnetic
field around the conductor, that are used in making Electromagnets.
This lesson plan will help the learners to understand the design as well
as the various parameters required to build an electromagnet.
To enable learners to
Scholastic:

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

AI Tinkering:
Stage 2: Contextualization upon introduction to electric symbol
classification and identification, and understanding magnetic effects of
electricity using PHET simulations
● Create a machine learning algorithm that can recognize
electrical schematic symbols

45
 ● 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
● 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 https://www.youtube.com/watch?v=rp09r-Z1SmY
● How to make an electromagnet

46
 https://www.youtube.com/watch?v=na_FpTXLFa8&t=15s&ab
_channel=GoodStuffExperiments
● Teacher may use the following links during the session for
better understanding of concepts:
o Circuit diagram - Simple circuits
https://www.youtube.com/watch?v=j0zf-otH3cY
o Open and closed circuit and energy generation
https://www.youtube.com/watch?v=DwHIhDrqcuw
o Working of an electrical switch
https://www.youtube.com/watch?v=x78BU7-LfgY
o Demo on electromagnets for the teacher
https://www.youtube.com/watch?v=V-Gus-qIT74
o How to make an electromagnetic swing
https://www.youtube.com/watch?v=9ZwOvOVlljg

● Teacher explores the following online tools before the session:

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

Previous Basic understanding of electricity and circuits

Knowledge

Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)

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

1.1Thermal effect: Glowing of incandescent bulbs and heating filaments

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

47
Contextualization: AI and Tinkering:

Students are presented with a problem statement to make an electromagnetic swing.

They are also presented with a task to classify electrical symbols and understand the
magnetic effects of electricity.

Stage 2: Introduction to electric symbol classification and identification and

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

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

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

recognize images

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

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

48
2.4 After adding 10 different images for each label, train the model by going to
“Learn and Test” and clicking on the “train new machine learning model”.
2.5After the new model has been created, test the model by choosing the
“Test by drawing” button. This opens a new window where you can draw the
symbol and test the model with it.

2.6 At this stage, learners explore an online simulation software to understand

the dynamics of electromagnetism. Here’s how: Visit
https://phet.colorado.edu/en/simulations/magnets-and-electromagnets

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

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

49
 2.9Go to the electromagnet tab

2.10 Keep adjusting different parameters and observe their effects in the
simulation.
The Teacher can ask learners to express the relation between the number of turns in
the coil with the strength of the magnetic field produced in the form of artwork.

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

50
3.4 Now, create a frame of the swing

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

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

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

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

3.9 Learners can improvise the system by:

o Using more or stronger magnets
o Increasing the number of turns
o Adding an Iron core to the coil
o Making the coil stationery and magnet as a part of the swing
o Using a more powerful battery

51
 The teacher will ask the learners to compare the PHet simulation predictions with the
actual experiment they performed, and validate or dismiss the predictions.

Learning The learners will be able to

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

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

Skill outcomes Tech skill

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

52
Class 7

Lesson 7.2
Light- Chapter 15
Parameters Description Note for
teachers

Chapter Chapter 15: Light This Lesson

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

Name of the NCERT, Science Textbook for Class VII

Book

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

To enable learners to

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

AI+Tinkering:

Stage 2: Contextualization by applying Design Thinking framework and

develop an LDR-based light intensity meter (Subject Teacher & ATL In-
charge)
● Understand how to use microcontrollers to collect data.
● Witness the working of an LDR sensor.

53
 Stage 3: Making interactive quiz on Light using Inklewriter
● Learn the use of inklewriter for making interactive quizzes.
● Understand how AI-enabled chatbots work

Time Required 4 periods of 45 minutes each

Classroom/AT Seating arrangement -

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

Material ● White board

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

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

Previous Basic knowledge of sources of light.

Knowledge

54
Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)
Quote Charles Lindbergh by saying: ''I think the light of science is so dazzling that it can
be evaluated only by studying its reflection from the . . . mirror of life.''
● The facilitator will now ask learners to share their understanding about light,
reflection, and why is required for us to see?
● The following video on reflection of light will be shown
https://www.youtube.com/watch?v=skGmQC87Bvg

● The information from the video will be reinforced in a discussion, covering these
topics
○ Luminous objects and non-luminous objects
○ Examples of luminous and non-luminous object around us
○ What makes us see non-luminous objects? (Hint: Reflection of light)
○ What is an Image?
○ Is an Image the same as a Shadow?
● Now, following videos will be shown to the learners
○ Laws of Reflection
https://www.youtube.com/watch?v=OrobTDEYs2M
○ Regular and Irregular surfaces
https://www.youtube.com/watch?v=6oy0Z3s4FXo&ab_channel=Kno
wledgePlatform

○ Real and virtual image

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

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

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

Contextualization:
AI and Tinkering:

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

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

55
The facilitator will lead a healthy discussion while applying the design thinking
framework on Suhas’s scenario.

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

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

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

Prototype:

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

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

2.2 Upload the code below in the Arduino UNO

56
 const int ldrPin = A0;
void setup()
{
Serial.begin(9600);
pinMode(ldrPin, INPUT);
}
void loop()
{
int ldrStatus = analogRead(ldrPin);
Serial.println(ldrStatus);
delay(800);
}

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

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

57
 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)

58
Learners will create a small quiz using inklewriter on the topic of light based on their
learnings from the chapter. Here are the steps to follow:

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

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

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

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

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

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

59
 3.7 Add appropriate messages for right and wrong answers

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

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

Learning The learners will be able to

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

Glossary ● Inklewriter: Inklewriter is a free tool designed to allow anyone to write and
publish interactive stories. It’s perfect for writers who want to try out interactivity, but
also for teachers and students looking to mix computer skills and creative writing.
https://www.inklestudios.com/inklewriter/

60
 ● Arduino microcontroller: Arduino is an open-source development board. It
consists of an integrated circuit, which can be programmed (referred to as a
microcontroller) and a ready-made software called Arduino IDE (Integrated
Development Environment), which is used to write and upload programs to the
physical board.
Download the Arduino Software from: https://www.arduino.cc/en/Main/Software
● 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.

Skill outcomes Tech skill

• 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

61
Class 7

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

Chapter Covered Chapter 5: Rulers and Buildings

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

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

62
Time Required 5 periods of 45 minutes each.

Classroom/ATL Seating arrangement -

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

Material Required Scholastic:

● Smart Board / screen and projector
● Laptop or smart phone
● White board and marker
AI and Tinkering :
● Arduino UNO
● Vibration sensor
● Wires
● LED
● Power supply/Batteries
● Male/Female Jumper Wires

Pre – Preparation Scholastic::

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

Previous AI and Tinkering

Knowledge The teacher prepares the learners through flipped learning
methodology by sharing the following video links for the
understanding and discussion of the concepts to relate to the
topic to be taught in the class.
● Difference between Analog and Digital :
https://learn.sparkfun.com/tutorials/analog-vs-digital/all
● Basics of Arduino :
https://www.youtube.com/watch?v=nL34zDTPkcs
● Analog Read :
https://www.youtube.com/watch?v=JwpBn1mPGMc
● Analog Write :
https://www.youtube.com/watch?v=eVbuRAn-pZA
● Serial Print :
https://www.youtube.com/watch?v=RUnUaE_hoHs

63
 ● Basics of AI and its application:
https://ai-for-all.in/#/home
● Basics of AI Modeling :
https://www.youtube.com/watch?v=yN7ypxC7838
● Machine for Kids Tutorial
https://www.youtube.com/watch?v=EjbHXMzeX4c&ab_c
hannel=DaleLane

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

The teacher leads the learners into the understanding of historical monuments.
Warm-up Activity:
The teacher gives a background of historical monuments from the 8th to 18th
century and discusses with them their observations of historical monuments.
Introduction:
● The teacher shows a video to make the learners recapitulate their knowledge
and understanding of historical monuments.
https://www.youtube.com/watch?v=Rt8Xb5mJXzs
● The learners appreciate the similarities and differences of monuments built
by the Hindu and Mughal rulers.
Presentation:
● The learners make a ppt on their field trip of historical monuments and
present it to share their learning.
● They discuss the evolving/ changing methods of construction/ engineering
and architecture in different eras.
● The learners also understand the periodic influence on the architecture of the
monuments.
Contextualization:
AI and Tinkering:

Stage 2: Apply Design Thinking framework (refer to chapter 2.1 for details on
Design thinking Framework) on the given scenario ( Subject Teacher & ATL In-
charge)
Problem Statement/Scenario: When students visited the historical monument,
Red Fort in Delhi, they were first excited to see an old monument built in the 17th
century, which still appeared very strong in the 21st century. On observing closely,
they noticed the intricate stone setting turning black in places with cracks all over
it. This made them feel concerned about the deteriorating condition of the
monument as a heritage site.
Empathize: The students think deeply about the problem and ponder on it in detail.
They might come up with the following points
● How do the pillars still hold the monument together, which was built in the
17th century?
● What did they notice about the intricate stone?

64
 ● 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 :

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

65
 int analogPin = A3; // potentiometer wiper (middle terminal) connected to
analog pin 3
// outside leads to ground and +5V
int val = 0; // variable to store the value read

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

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

o Record the values of vibrations and store it in a readable format.

https://www.ardumotive.com/piezo-vidration-sensor-en.html
https://grobotronics.com/piezo-vibration-sensor-small-vertical.html

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

4.1 Data Processing and understanding the Use Case :

Journey in AI begins with this step, since data has already been collected in
the previous step. Making use of the data, the Use Case of the data collected
is understood.
● Use Case - Use the collected vibration data to predict whether the
plant is healthy or not.
● Data Processing - After understanding the Use Case, the data is
cleaned and processed to make an efficient AI model.
In this section we will explore the ways that data collected from various sensors
and stored in CSV files can be used in order to create an AI model.
4.2 Data Visualization: is the process of presenting the data collected in the
form of a chart, diagram, picture etc. It also includes the process of cleaning

66
 the data to make it ready to be used for training a model. In order to do so
the learner will go through machinelearningforkids.co.uk.
The sensor readings should be stored in a sheet as given below

Sr. No Vibration Value

1 X

2 Z

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

Sr. No Vibration value Building Health

1 X Good

2 Z Bad

4.4 Data Modeling is the process of training the model on the available dataset in
order to get a prediction when provided with an input.
In the present Use Case, the data is labelled for the health of the building on the
basis of the vibration value. To create a data model, following steps need to be
followed.
Step 1: An account is created on the http://machinelearningforkids.co.uk
website.
Step 2: Once registered, a new project is created by clicking on “Go to
your Projects Page”. Next, “Add a new project” button on the top right of
the screen is clicked.
Step 3: In the details, the name of the project is specified as “Building
Health”. Under Recognising, numbers are selected and finally, a value as
a Vibration Sensor is added
Step 4: Next, clicking on Create option opens the Project page with three
different options:
⮚ Train
⮚ Learn and Test
⮚ Make

67
 Step 5: Starting by clicking on the Train option and selecting the “Add a
new label” option, different labels are added:
⮚ GOOD
⮚ BAD
Step 6: After creating the labels, we have to add at least 10 examples for
each label. We can do this by putting the values appearing on the serial
monitor for a particular type of building:

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

Learning Outcomes The learner

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

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

68
 ● This is especially useful for solving complex problems using huge amounts of
data with high accuracy
● Use Case: application of data collected for predicting the possible outcome.
● Data Acquisition: Data Acquisition refers to acquiring authentic data from
reliable and authentic sources/ platforms that is required for the AI model.
There can be various ways to collect data.
● Data Exploration: Data Exploration refers to visualising the data to determine
the pattern, relationships between elements and trends in the dataset that
gives a clear meaning and understanding of the dataset. Data exploration is
important as it helps the user to select an AI model in the next stage of the AI
project cycle. To visualise the data, various types of visual representations
can be used such as diagrams, charts, graphs, flows and so on.
● Data Visualization: Data is the fuel of artificial intelligence. A machine is said
to be artificially intelligent if it gets trained and can make decisions/
predictions on its own and learns from its own experience and mistakes. In
the Modeling stage, data is split into training set and testing set. The model is
trained on the training set from which it makes its own rules that helps the
machine to give an output and the model is then evaluated on the testing set.
● Neural networks are loosely modelled after how neurons in the human brain
behave. The key advantage of neural networks is that they are able to extract
data features automatically without needing the input of the programmer. A
neural network is essentially a system of organising machine learning
algorithms to perform certain tasks.

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

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

Tech skill
Skill outcomes ● 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
Physical computing

69
● 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)

70
 Class 7
Lesson 7.4
Water - Chapter 5
Parameters Description Note for
teachers

Chapter Covered Chapter 5: Water

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

Learning 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 value of the water
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
understand the available amount of usable water. recall what
● Explain how ocean waters are continuously moving unlike calm they have
waters of ponds and lakes. learned in
● Explain waves and factors affecting the height of the waves. previous
● Explain tides and how they are caused. classes.
● Explain ocean current and its influence on the temperature
conditions of the area. A ppt can be
developed to
AI and Tinkering elaborate the
Stage 2: Apply Design Thinking topic in 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

71
 ● Combine their knowledge around sensor technology with
electronics and AI to create their own project.

Time Required 5 periods of 45 minutes each

Classroom/ATL Seating arrangement -

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

Material Required Scholastic:

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

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

Pre – Preparation Scholastic:

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

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

The discussion helps the learners understand:

72
 ● 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.

Introduction to Machine Learning for Kids Website

https://www.youtube.com/watch?v=EjbHXMzeX4c

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

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

73
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:
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

74
 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.

/* 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;

75
// Declare pins to which LEDs are connected

int redLED = 2;

int yellowLED = 3;

int greenLED = 4;

void setup() {

Serial.begin(9600);

pinMode(sensorPower, OUTPUT);

digitalWrite(sensorPower, LOW);

// Set LED pins as an OUTPUT

pinMode(redLED, OUTPUT);

pinMode(yellowLED, OUTPUT);

pinMode(greenLED, OUTPUT);

// Initially turn off all LEDs

digitalWrite(redLED, LOW);

digitalWrite(yellowLED, LOW);

digitalWrite(greenLED, LOW);

void loop() {

int level = readSensor();

if (level == 0) {

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

digitalWrite(redLED, LOW);

digitalWrite(yellowLED, LOW);

digitalWrite(greenLED, LOW);

76
 else if (level > 0 && level <= lowerThreshold) {

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

digitalWrite(redLED, HIGH);

digitalWrite(yellowLED, LOW);

digitalWrite(greenLED, LOW);

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

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

digitalWrite(redLED, LOW);

digitalWrite(yellowLED, HIGH);

digitalWrite(greenLED, LOW);

else if (level > upperThreshold) {

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

digitalWrite(redLED, LOW);

digitalWrite(yellowLED, LOW);

digitalWrite(greenLED, HIGH);

delay(1000);

//This is a function used to get the reading

int readSensor() {

digitalWrite(sensorPower, HIGH);

delay(10);

val = analogRead(sensorPin);

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

77
(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.

78
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.

79
Steps to develop the Modeling technique
5.1 Get started > Go to projects

5.2 Add new project

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

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

80
5.5 Create the project
5.6 Train the project model

5.7 Add new Label to the training model

● Label-1: BelowThresh (For determining the water levels below the threshold
set)
● Label-2: AboveThresh (for classifying the water levels above the threshold
value.

81
5.8 Add examples to each of the labels. The examples are the data gathered from the
water level sensor and labelled as above threshold and below threshold.

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

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.

82
 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

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
83
 meaning and understanding of the dataset. Data exploration is important as it helps
the user to select an AI model in the next stage of the AI project cycle. To visualize
the data, various types of visual representations can be used such as diagrams,
charts, graphs, flows and so on.
● Data Visualization: Data is the fuel of artificial intelligence. A machine is said to be
artificially intelligent if it gets trained and can make decisions/ predictions on its own
and learns from its own experience and mistakes. In the Modeling stage, data is split
into the training set and testing set. The model is trained on the training set from
which it makes its own rules that helps the machine to give an output and the model
is then evaluated on the testing set.

Skill outcomes Tech skill

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

84
Class 8
Lesson 8.1
Combustion and Flame - Chapter 6

Parameters Description Note for

teachers

Chapter Chapter 6: Combustion and Flame This Lesson

Covered 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 process

Objectives of burning and the necessary requirement for creating fire. In order
to avoid or stop an accidental fire, timely identification of fire is
extremely critical. This lesson plan aims at ideating and designing
automated devices that can identify an accidental fire and inform the
concerned authorities for taking timely action.
To enable learners to
Stage 1: Conceptualization
● Recognize the essential requirements to create a ‘Fire
Triangle’.
● Differentiate between various types of accidental fire.
● Identify the role of extinguishers in breaking the fire triangle.
AI and Tinkering:
Stage 2: Contextualisation by applying design thinking framework
● Understand how AI can be used to predict forest fires.
● Use a camera to detect a flame.
Stage 3: Developing image-based AI model to predict fire based on
image data

85
 ● Use www.machinelearningforkids.co.uk website to create
an image based project.
● Download the program that predicts/evaluates whether fire
has taken place or not.
Stage 4: Introduction to automated fire fighting device
● Understand the circuitry that enables starting of a motor
● Draw nexus between arduino board, its programming and
the motor operations
● Programming the arduino to trigger the motor
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 combustion,

Preparation a live demonstration of Activity 6.2 from the textbook shall be
Activities 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:

86
 Accidental Fire video:
https://www.youtube.com/watch?v=whlymAuRtzU&ab_chann
el=HomeFireSprinklerCoalition

Previous The learner understands the concept of:

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

Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)

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

87
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:

Stage 3: Developing image-based AI model to predict fire based on image data

(Subject Teacher and AI Faculty)
3.1 Go to www.machinelearningforkids.co.uk and create a project with a name
‘Flame sensor’.
3.2 Choose the project to work with images.

3.3 Create two labels under it: fire and safe.

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

88
 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.

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

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

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

Empathize: The learners will now reflect on the scenario:

1. Why are forest fires called wildfires?

89
 2. Is it humanly possible to control an ongoing wildfire?
3. Can the exact source of wildfires be detected, without putting lives at risk?

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

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

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

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

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

Empathize: The learners will now reflect on the scenario:

1. Can wildfires be controlled if identified on time?

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

90
Define: Ask learners to brainstorm about the identification of the location of an ongoing
wildfire and implement timely action to reduce loss of property and life.

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

import cv2
import time

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

5.3 The final code will look like this:

import cv2
import time

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

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

from mlforkids import MLforKidsImageProject

key = "Insert-API-Key"

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

91
 videoCaptureObject.release()
cv2.destroyAllWindows()

# this will train your model and might take a little

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

# CHANGE THIS to the image file you want to

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

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

# CHANGE THIS to do something different with the

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

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

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

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

Learning The learners will be able to

Outcomes Scholastic:
● conduct simple investigations to seek answers to the requirements of
creating fire.

92
 ● 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.

Glossary ● Machine Learning for kids: An educational tool for teaching kids about
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.
● 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.
● 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.

93
Reference Links: ● How to capture an image using opencv:
https://www.studytonight.com/post/capture-videos-and-images-with-
python-part2
● How to send data from a python program to Arduino:
https://create.arduino.cc/projecthub/ansh2919/serial-communication-
between-python-and-arduino-e7cce0
● Burning of dry and fresh leaf
https://www.youtube.com/watch?v=qtcrWoueEJw&ab_channel=MriduPraka
shSaxena
● Heating Water in a Paper Cup activity
https://www.youtube.com/watch?v=YZl7O0nogzQ&ab_channel=NCERTOF
FICIAL
● Fire Hazard at home
https://www.youtube.com/watch?v=QTkYkNRJyHk&ab_channel=FireandR
escueNSW

Skill outcomes Tech skill

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

94
Class 8
Lesson 8.2
Pollution of Air and Water - Chapter 18

Parameters Description Note for teachers

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 a

Objectives times, pollutants make way to the soil, and disturb the soil
ph, which is one of the most important factors affecting the
plant growth. This in turn influences the crop yield. Here,
learners will be asked to think of ways to identify and rectify
the nature (acidic/basic) of the soil using natural indicators
and commonly available chemicals respectively.

To enable learners to

Scholastic:

Stage 1: Conceptualization
● Learn about the effects of air pollution on non-living
things.
● Reason for the discoloring of natural white marble of
the Taj Mahal.
● Realize the various pollutants/factors behind ‘Marble
Cancer’.
● Analyze the occurrence of acid rain in the present day.
● Identify various measures taken by govt. Authorities to
reduce air pollution.

AI + Tinkering:
Stage 2 : Contextualization by applying Design Thinking
framework

95
 ● Identify the nature of soil using natural indicators and
commonly available chemicals.
● Try different methods to reverse the acidity of soil

Stage 3: Develop ph monitor

● Learn how to use a colour sensor.
● Understand how to develop a ph monitor

Stage 4: AI integration with the ph sensor for automatic

identification of soil’s acidic or basic conditions
● Model an AI tool on deciphering ph scale to acidic and
basic conditions.
● Develop an easy-to-use AI-enabled ph monitor.

Time Required 4 periods of 45 minutes each

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

Smart Class setup

Material ● White board and marker/ projector and speaker
Required ● 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

96
 Keep the following links ready before the session:
Pre – ● Article on the usage of marbles in home furnishing:
Preparation https://www.livspace.com/in/magazine/renovating-
Activities vitrified-tiles-vs-marble-quest-for-the-better-flooring-
option/
● Explore the following tool for a virtual tour to several
historical monuments:
https://artsandculture.google.com/
● Picture gallery for Taj Mahal:
https://miro.medium.com/max/1300/1*5H31O9b6S73
qH5TkhysMMQ.jpeg
● The teacher can show a youtube video on Taj Mahal
Discolouration from the link :
https://www.youtube.com/watch?v=qS8Cc9Bdum8
● Video on Acid Rain:
https://www.youtube.com/watch?v=1PDjVDIrFec&t=2
9s&ab_channel=NationalGeographic
● Acid Rain equations explained:
https://www.youtube.com/watch?v=k9CK5IE5ieA
For the tinkering activity teacher should try the entire
activity with support from ATL in-charge and ensure the
availability of required materials.
● Watch the video on Arduino Colour Sensing Tutorial -
TCS230 TCS3200 Colour Sensor:
https://www.youtube.com/watch?v=CPUXxuyd9xw&
t=249s&ab_channel=HowToMechatronics
● Teacher explore the following platform.
http://machinelearningforkids.co.uk and execute the
entire. activity with support from ATL in-charge and AI
teacher.

Previous Knowledge of pH
Knowledge

Stage 1: Conceptualization Scholastic: (Science Teacher)

Methodology
To begin with this topic, the Teacher will conduct a session in regular classroom setup and:
● Ask the learners who have marble flooring at their home and discuss the advantages
and disadvantages of using it.(Hint: it is a natural and cold stone, maintenance cost of
Marble is rather high, in comparison to tiles).
https://www.livspace.com/in/magazine/renovating-vitrified-tiles-vs-marble-quest-
for-the-better-flooring-option/
● Take learners on an e-tour of famous monuments, for example Taj Mahal (priority),
Fatehpur Sikri, Thomas Jefferson Memorial etc, via Google Arts and Culture App on
the web Browser: https://artsandculture.google.com/

97
 ● Learners will observe pictures of Taj Mahal to recognize and discuss the discoloration
over the years thereby explaining what Marble Cancer is.
https://miro.medium.com/max/1300/1*5H31O9b6S73qH5TkhysMMQ.jpeg
● Learners will watch this video on Acid Rain:
https://www.youtube.com/watch?v=1PDjVDIrFec&t=29s&ab_channel=NationalGeo
graphic
● Learners then write the chemical equations that define acid rain formations and
conclude by reiterating the factors causing the discolouring of the Taj Mahal and
other ill-effects of acid rain and watch this video:
https://www.youtube.com/watch?v=k9CK5IE5ieA

Contextualization:
AI and Tinkering:

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

Problem Statement / Scenario:

Chandan is a fourth-generation farmer. Unlike his father who is a traditionalist, Chandan

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

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?

98
 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
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:

99
3.2 For the apparatus to work optimally, the colour sensor is to be put in a box with a lid.
Learners may create an opaque box out of black paper or cardboard to ensure the light
does not go out of the box. The box should ideally look like this:

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

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

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

// Setting frequency-scaling to 20%

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

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

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

101
3.5 Test different colours with the colour sensor (by putting different colour paper strips
on the glass slide and placing it inside the closed box) and make a note of their RGB values.
Label each reading with the name of the colour paper strip that you used to get the reading.
Your list of observations might look like this:

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

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

Stage 4: AI integration with the pH sensor for automatic

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

Empathise: Ask learners to answer the following questions:

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

102
Define: Ask learners to ponder upon the possibility of using Artificial Intelligence into
making a device that can give direct results based on the nature of the soil and how can
the user interface of this device be simplified for everyone to use.

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

4.10 Once you have added enough samples to each label, click on Back to Project
button and select the Learn and Test option.
4.11 Under this, click on the Train New Machine Learning model.
4.12 Once the training is complete, your model will be able to identify any RGB value as
acidic, basic, neutral or blank. Test the model with different values to see if it works
properly or not.
Now it's time to integrate the AI model with the device. Here is how we do it:
Step 1: To run your AI model with your device, you will need the API key. For this, click
on the Make button and select Python.
Step 2: There, you will find the API key written for your AI model. Note it down and put
it in the code where it asks for the API key.
Step 3: Here is the Python code:

103
import requests
import serial

arduino_port = "COM24" #serial port of Arduino, change this to the serial port of your arduino
baud = 9600 #arduino uno runs at 9600 baud
ser = serial.Serial(arduino_port, baud)
print("Connected to Arduino port:" + arduino_port)

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

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

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

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

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

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

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

# CHANGE THIS to do something different with the result

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

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

104
 Step 6: Now, you may test the pH of the soil by putting the pH strip of the tested soil in
the glass slide. As soon as the strip is put inside the box, the code will display the
output as acidic, basic, neutral or blank.

Learning The learners will be able to:

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

Glossary ● Arduino Uno: is a microcontroller board based on the ATmega328P

(datasheet). It has 14 digital input/output pins.
● TCS3200 Color Sensor: TCS3200 chip is designed to detect the colour of light
incident on it. It has an array of photodiodes (a matrix of 8x8, so a total of 64
sensors)
● Machine learning is a subfield of artificial intelligence, which is broadly defined as
the capability of a machine to imitate intelligent human behaviours. Artificial
intelligence systems are used to perform complex tasks in a way that is similar to
how humans solve problems.
● Data Acquisition: Data Acquisition refers to acquiring authentic data from reliable
and authentic sources/ platforms that are required for the AI model. There can be
various ways to collect data.
● Data Exploration: Data Exploration refers to visualizing the data to determine the
pattern, relationships between elements and trends in the dataset that gives a
clear meaning and understanding of the dataset. Data exploration is important as
it helps the user to select an AI model in the next stage of the AI project cycle. To
visualize the data, various types of visual representations can be used such as
diagrams, charts, graphs, flows and so on.
● Data Modeling: Data is the fuel of artificial intelligence. A machine is said to be
artificially intelligent if it gets trained and can make decisions/ predictions on its
105
 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.
● 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)

106
Class 8
Lesson 8.3
Land, Soil, Water, Natural Vegetation and Wildlife: Chapter 2

Parameters Description Note for

teachers

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

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

Learning Students will study about land as one of the most significant natural Teacher can
Objectives resources, many physical variables that affect how land is used, and develop a ppt
the reasons why people move from rural to urban regions in this to elaborate
different
chapter. Along with learning about soil preservation, students will
concepts of
also study about soil, elements affecting soil profile, and causes of
soil
soil degradation. Enhancing the study of plants and fauna beginning
formation,
in class six also entails. importance
To enable learners to of soil
conservation,
Stage 1: Conceptualization Scholastic: flora and
fauna.
● Understand the land use and conservation of land resources.
● Know about soil, factors of soil formation and conservation
measures.
● Identify the problem of water availability, conservation of water
availability and its resources.
● 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.

107
 Stage 3: Making a hardware

● Identify the problem of water availability, conservation of water

availability and its resources.
● Interpret distribution of natural vegetation and wildlife
conservation.
● Understand how to classify healthy and unhealthy plants
automatically.
Stage 4: Making AI enabled software
● Develop awareness about resource conservation and take
initiatives towards the conservation process.
● Analyse the importance of proper use of resources for
sustainable development.
● Apply the knowledge of Data Acquisition and methods of data
collection, and how to label data.
Stage 5: Making complex Modeling
● Comprehend the image classification and theory behind it.
● Understand AI Modeling and its application.

Time Required 5 periods of 45 minutes each.

Classroom/ATL Seating arrangement -

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

Material Required Scholastic:

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

● Webcam
● Personal Computer/Laptop with Internet Connection

Pre – Preparation Scholastic: students

Activities can be ask
● A brainstorming session about the significance of three most
to make
important natural resources: Land, Soil and Water, without which
concept
humans cannot exist and how these are important to sustain life
chart or
on earth.
mind map of
the lesson.

108
 ● Teacher shows pictures to students to elicit information related
to different types of natural vegetation and their 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.

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

● Image Classification and Processing.

● Basics of Data Collection and Data Evaluation.

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

Warm-up Activity:

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

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

Introduction to soil, water availability and its conservation :

2. Teacher shows samples of different kinds of soil to students to make them

understand about their similarities and differences.
3. The teacher shows a video to make the learners recapitulate and understand
the formation of soil and its layers.
Video: Formation of soil and its layers

https://youtu.be/vqtdFaclWf0

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

https://youtu.be/NS6SQ6vcJFk

Introduction to Natural Vegetation:

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

Tree Plantation Activity:

109
The teacher organizes a Tree Plantation drive in the school and explains how the
well-being of nature is essential to the well-being of humans.
6. to make the students understand the importance of Van Mahotsav and its
relevance in their lives.
7. to realize the necessity of forests in our lives and the need for conservation of
wildlife.

Following videos can be used for reference

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

Contextualization:
AI and Tinkering

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

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

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

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

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

1. Do you also witness such situations?

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

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

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

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

110
plant disease will be further used to train the model for making predictions for plant
disease.

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

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

● Select the appropriate dataset and start downloading the dataset.

111
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).

112
 The next step is to test the model by uploading the image for plant health
analysis.

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

Learning Outcomes The learners will be able to:

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

● Data Acquisition: Data Acquisition refers to acquiring authentic data from

reliable and authentic sources/ platforms that is required for the AI model.
Glossary
There can be various ways to collect data.

113
 ● 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 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)

114
Class 8
Lesson 8.4
Industries - Chapter 5

Parameters Description Note for

teachers

Chapter Covered Chapter 5: Industries

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

Students will study the secondary sector of the economy in this

Learning session, particularly the industries that deal with the extraction of The
Objectives` resources, the production of goods, or the delivery of services. teacher
Additionally, students will be able to comprehend why urban can
Expansion and growth are frequently caused by industrialization develop a
(urbanisation). Industries are divided into different categories ppt or
according to their size, ownership, and raw material requirements. concept
To enable learners to map to
elaborate
Stage 1: Conceptualization Scholastic: the topic.

● 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.

115
 Stage 4: Making AI enabled software
● Develop algorithms to use microcontrollers with object
counting.
Stage 5: Making complex Modeling
● Combine their knowledge around sensor technology with
electronics and AI to create their own project.

Time Required 4 periods of 45 minutes each

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 smartphone
● White board and marker
AI and Tinkering:
● IR sensor
● Arduino Uno

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

Previous Scholastic: students

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

116
 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:

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?

117
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:

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

118
#define buzzer 5 // buzzer at pin 5

#define sensor 6 // ir sensor at pin 6

int sound=250; // set buzzer sound

int count=0;

boolean state = true;

void setup()

Serial.begin(9600);

pinMode(sensor,INPUT);

pinMode(led,OUTPUT);

pinMode(buzzer,OUTPUT);

void loop()

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

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

digitalWrite(led,HIGH); // led on

tone(buzzer,sound); // buzzer sounds

count++;

else{

digitalWrite(led,LOW);

noTone(buzzer);

delay(300);

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

o IR sensor - to detect the object

119
 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:

o The 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

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.

120
 ● This simple linear regression calculator uses the least squares
method to find the line of best fit for a set of paired data, allowing the
learners to estimate the value of a dependent variable (Y) from a
given independent variable (X).
● For example, if a line of best fit is generated for the association
between height and shoe size, allowing the learners to predict shoe
size on the basis of a person's height, then height would be the
independent variable and shoe size the dependent variable.
● Hence, data is needed to predict the production quantity in the future.
For that the learners will need to run a Linear regression model that
will be run on the dataset of the counter.

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

5.2 The plot of data as given below is generated.

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

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

121
 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.

122
 Code Snippets(1): (only for understanding and reference)
def Lin_Reg(x, a, b):

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).

123
 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.

● 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

124
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)

125
Class 9
Lesson 9.1
Why do we fall ill? - Chapter 13

Parameters Description Note for teachers

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

Name of the Book NCERT, Science Textbook for Class IX

Learning This chapter aims at informing the learners about disease

Objectives 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

126
 ● 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.

Classroom/ATL Seating arrangement -

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

Material Required ● Smart Class setup

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

Pre – Preparation
Activities Keep the following links ready:
● WHO: Vaccine-derived polio viruses?
https://www.youtube.com/watch?v=CZxqz4bX048
&ab_channel=WorldHealthOrganization%28WHO
%29
● Communicable diseases
https://www.youtube.com/watch?v=LBkXQ_mBO3
Q&ab_channel=NationalInstituteforCommunicable
Diseases
● Cross Contamination and Food Safety.
https://www.youtube.com/watch?v=gzsV-
neH3SI&ab_channel=LitmosHeroes
Teachers can use mind mapping/system mapping tools
such as coggle or loopy to demonstrate multiple ways in
which the food is spoilt

127
 Facilitators may go through the following videos for more
information:
● Polio Vaccination drive in India.
https://www.youtube.com/watch?v=q084duwxo74&ab_ch
annel=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.

Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)

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

128
Problem Statement / Scenario:

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

129
 3.2 Upload the code below in the Arduino UNO and get readings on the
Serial Monitor.

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

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

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

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.

130
Stage 4: Automatic food hygiene checks (Subject Teacher & AI in-charge).

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

import serial

arduino_port = "COM5" #serial port of Arduino

baud = 9600 #arduino uno runs at 9600 baud
fileName="sensor-data.csv" #name of the CSV file generated
ser = serial.Serial(arduino_port, baud)
print("Connected to Arduino port:" + arduino_port)
file = open(fileName, "a")
print("Created file")
samples = 10 #how many samples to collect
print_labels = False
line = 0 #start at 0 because our header is 0 (not real data)
while line <= samples:
# incoming = ser.read(9999)
# if len(incoming) > 0:
if print_labels:
if line==0:
print("Printing Column Headers")
else:
print("Line " + str(line) + ": writing...")
getData=str(ser.readline())
data=getData[2:][:3]
data=data.strip("\n")
print(data)

file = open(fileName, "a")

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

print("Data collection complete!")

file.close()

131
4.2 Now we write a separate code to organise the incoming data in an
understandable format with the help of the Pandas Library. Name the file as
analysis.py

import pandas as pd

#reading csv file

data=pd.read_csv(‘sensor-data.csv’)

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

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

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

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

#printing first 5 rows of feature matrix

print(“\nFeature Matrix:\n”,x.head())

#printing first 5 values of response vector

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

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

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.

132
4.4 : After manually labelling the data, we create a model that can predict the state
of the food based on the readings from the gas sensor. From the SciKitLearn
package, we use the K-Nearest Neighbour classifier model.

from sklearn.neighbors import KNeighborsClassifier

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

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

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

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

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

import pandas as pd
from sklearn.neighbors import KNeighborsClassifier

#reading csv file

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

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

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

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

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

#printing first 5 values of response vector

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

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

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

133
 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.
● 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

134
 ● SKLearn Package: scikit-learn is an open source Machine Learning Python
package that offers functionality supporting supervised and unsupervised
learning.
● Pandas: Pandas is an open-source Python package that is most widely
used for data science/ data analysis and machine learning tasks.
● CSV: A comma-separated values (CSV) file is a delimited text file that uses
a comma to separate values. Each line of the file is a data record. Each
record consists of one or more fields, separated by commas.
● Serial Monitor : Serial Monitor allows you to both send messages from your
computer to an Arduino board (over USB) and also to receive messages
from the Arduino.

Skill outcomes Tech skill

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

135
Class 9

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

Chapter Chapter 15: Improvement in Food Resources This Lesson

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

Objectives population, the demand for agricultural commodities is increasing day
by day. This lesson plan will help the learners think from a perspective
of an amateur or new farmer, about all the pre-requisite agricultural
practices necessary to implement before sowing the crop and to
ensure high productive yield
To enable learners to:
Scholastic:

Stage 1: Conceptualization

● Identify different crops grown depending on the season.

● Access the prerequisites before sowing a crop.
● Differentiate between Rabi, Kharif and Zaid season crops.
● Understand the relevance of environmental conditions in
farming.
AI + Tinkering:

Stage 2 : Contextualization by applying Design Thinking framework

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

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

136
 ● Understand how to develop an AI-enabled image
classification model.
● Learn how to create mobile applications using Scratch.
● Brainstorm and ideate ways to use technology for better
farming.

Stage 4: Developing Farmer’s App for automatic identification and

generating information about the crop of interest

● Come up with ideas to develop a mobile application that helps

farmers stay up to date with crop-related information
automatically using App Inventor.

Time Required 5 periods of 45 minutes each.

Classroom/AT Seating arrangement -

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

Material ● Smart Class setup

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

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

Previous Scholastic:
Knowledge
The learner understands the concept of:

● Agricultural practices (grade 8).

● Cropping seasons (Rabi and Kharif).
● Season based sown crops.

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

1. Ask learners to list the natural phenomena or physical quantities
(external stimuli) like rainfall, sunlight, humidity, etc. that directly
affect the plant growth.
2. Now, ask them to highlight the weather phenomena that affect
the plant growth out of their list.

137
3. Ask learners to list down the reasons behind farmers adhering to
cropping seasons when growing crops. (Hint: To enhance crop
yield, which means more cash flow)
4. Explain the various cropping patterns that farmers use to
enhance their farm yield with this video:
https://www.youtube.com/watch?v=FAjIxWtQ19Y&ab_channel
=CBSE

Teachers can use PowerPoint presentations to create graphs that

plots the various types of crops against its profits

Contextualization:

Stage 2 : Apply Design Thinking framework(refer to chapter 2.1 for

details on Design thinking Framework) on the given scenario
Segregation of various crops based on cropping seasons (Subject
Teacher & ATL in-charge).

Problem Statement / Scenario:

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

138
3. Did Deen Dayal have time to pass on his knowledge and legacy
to Ameya?
4. Did Ameya have any plans of coming back to Satara?
5. Does he know what cropping patterns mean?
6. Does Ameya understand the meaning of Rabi, Kharif and Zaid
seasons?
7. Instead of growing cash crop in his entire farm, he is planning to
co-grow a cash crop and Jowar. Is it a good idea? (Hint: Perhaps,
he is playing safe, in case the experiment doesn’t work, he won’t
end up losing a everything
8. Is Ameya equipped with sufficient knowledge about farming?
9. Has he decided which cash crop to grow?
10. Was Ameya’s uncle knowledgeable?
11. Did Ameya have anyone to depend upon on his decision on
choosing the crop?

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

Ideate: Students to arrive at the solution to identify crops with high

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

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

(Subject Teacher and AI Faculty).

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

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

project"

3.2 As name of your project put ‘crop_identification’ and select

images under Recognizing and click on the Create.

139
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.

3.7 Your AI model is now ready to be tested!

140
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

141
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

142
d. Button block from the User Interface
e. Two labels
f. Web Viewer block

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

143
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:

144
Learning Learners will be able to
Outcomes
● Classify the various factors governing crop yield in the form of a flowchart or a
mind map.
● Apply learning on agricultural practices into providing a complete solution to a
farmer.
● Apply the interdependency and interrelationship in biotic and abiotic factors of
the environment in the context of crop yield.
● Create a machine learning model that can identify (visually) different crop
categories.
● Create mobile applications with customizable interfaces.
● Integrate a machine learning model with a phone app.

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

● MIT App Inventor :MIT App Inventor is a visual programming platform that offers us
to build apps for Android and iOS smartphones and tablets right in your web
browser. Students are encouraged to use their own Android devices for hands-on

145
 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

Links https://www.youtube.com/watch?v=vH298zSCQzY&ab_channel=NASACli
mateChange
● Kharif, Rabi and Zaid Season
https://learnnaturalfarming.com/cropping-seasons-of-india-kharif-rabi-and-
zaid/
● Good read on Crop Yield:
https://www.researchgate.net/publication/342994002_Factors_Affecting_
Yield_of_Crops
● Cash Crops:
https://www.99businessideas.com/cash-crops-for-small-
farms/#:~:text=Saffron%2C%20Cardamom%2C%20Pure%20Vanilla%20bea
ns%2C%20etc%20are%20considered,profitable%20and%20commercial%2
0cash%20crops%20to%20grow.%20%2315.
● App Inventor:
https://appinventor.mit.edu/
● Machine Learning for Kids:
https://machinelearningforkids.co.uk/
● MIT App Inventor App link:
https://play.google.com/store/apps/details?id=edu.mit.appinventor.aicompa
nion3&hl=en_IN&gl=US

Skill outcomes Tech skill

● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
AI domain
● AI for Data and Computer Vision

146
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)

147
Class 9
Lesson 9.3
A story of Village Palampur- Chapter 1
Parameters Description Note for
teachers

Chapter Covered Chapter 1: A story of Village Palampur

Name of the NCERT, Social Science Textbook for Class IX

Book

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

148
 Stage 3: Making a hardware
● Understand how colour detection works.
Stage 4: Making AI enabled software
● Develop algorithms to use microcontrollers with color
sensor.
Stage 5: Making complex Modeling
● Build an AI model to predict Fruit quality.

Time Required 5 periods of 45 minutes each.

Classroom/ATL Seating arrangement -

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

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

Pre – Preparation Scholastic: Debate can

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

149
Previous Scholastic:
Knowledge The teacher initiates a whole-class discussion:
● to elicit information on various sectors of economy in
India.
● to enable learners to observe and list out different
economic activities undertaken in their area.
● brainstorm ideas and make a chart on sector-wise
distribution of activities.
● on different types of economic activities in rural and
urban setup.
The discussion helps the learners to understand different types
of activities undertaken and the pattern followed in the rural and
urban sector.

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

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

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

Activity 1.1
● The learners will be asked to fill the proforma based on their interaction with
farmers. (Reference Table 1.1 Part C from NCERT book, The story of Village
Palampur, at page 4)

150
● 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)

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?

151
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:

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.

152
 3.3 Below mentioned code is written in the Arduino IDE and uploaded to start
getting values from the sensor.

// TCS230 or TCS3200 pins wiring to Arduino

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

// Stores frequency read by the photodiodes

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

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

// Setting the sensorOut as an input

pinMode(sensorOut, INPUT);

// Setting frequency scaling to 20%

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

// Begins serial communication

Serial.begin(9600);
}
void loop() {
// Setting RED (R) filtered photodiodes to be read
digitalWrite(S2,LOW);
digitalWrite(S3,LOW);

// Reading the output frequency

redFrequency = pulseIn(sensorOut, LOW);

// Printing the RED (R) value

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

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

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

// Reading the output frequency

greenFrequency = pulseIn(sensorOut, LOW);
153
// Printing the GREEN (G) value
Serial.print(" G = ");
Serial.print(greenFrequency);
delay(100);

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

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

// Reading the output frequency

blueFrequency = pulseIn(sensorOut, LOW);

// Printing the BLUE (B) value

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

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

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

154
In the previous section, a hardware prototype was made using the following
components:

● TCS3200 color sensor - to scan the colour of fruit

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

Step1: Data Visualization & Exploration

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

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

# printing first 5 values of response vector

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

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

155
 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

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

156
 Once the data is labelled and ready for use, the next step is to train the
model.

In the current project, the example is a classification problem, and using

the Scikit learn cheat sheet, the learner will use the SciKitLearn package
to train the classification model.

from sklearn.neighbors import KNeighborsClassifier

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

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

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

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

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

5.1 Data Reading

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

157
5.2 Model designing and training:

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

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

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

5.3 Output :

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

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

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

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

158
 Must Try: One can try changing the dataset size and map it with the performance
of the models.

Learning The learner will be able to:

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

Glossary ● Color Sensor: The TCS3200 color sensor can detect a wide variety of
colours based on their wavelength. This sensor is especially useful for color
recognition projects such as color matching, color sorting, test strip reading
and much more.
● Arduino Uno: is a microcontroller board based on the ATmega328P
(datasheet). It has 14 digital input/output pins.
● Serial Communication: Serial is used for communication between the
Arduino board and a computer or other devices. All Arduino boards have at
least one serial port (also known as a UART or USART): Serial. It
communicates on digital pins 0 (RX) and 1 (TX) as well as with the computer
via USB.
● Data Labelling: In machine learning, data labelling is the process of
identifying raw data (images, text files, videos, etc.) and adding one or more
meaningful and informative labels to provide context so that a machine
learning model can learn from it.
● CSV: A comma-separated values (CSV) file is a delimited text file that uses a
comma to separate values. Each line of the file is a data record. Each record
consists of one or more fields, separated by commas.
● SKLearn Package: scikit-learn is an open source Machine Learning Python
package that offers functionality supporting supervised and unsupervised
learning.
● MatplotLib: Matplotlib is a plotting library for the Python programming
language and its numerical mathematics extension NumPy.
● Modeling is the process of training the model on the available dataset in
order to get a prediction when provided with an input.

159
 ● Neural Networks :Neural networks are loosely modelled after how neurons in
the human brain behave. The key advantage of neural networks is that they
are able to extract data features automatically without needing the input of
the programmer. A neural network is essentially a system of organising
machine learning algorithms to perform certain tasks.
● KNN Model : K-Nearest Neighbour is one of the simplest Machine Learning
algorithms based on Supervised Learning

Skill outcomes Tech skill

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

160
Class 9
Lesson 9.4
Food Security in India- Chapter 4
Parameters Description Note for teachers

Chapter Covered Chapter 4: Food Security in India

Name of the NCERT, Economics Textbook for Class IX

Book

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

161
 ● Understand how Temperature/ Humidity detection works.
Stage 3: Making a hardware
● Get familiarized with the problems in the public distribution
system and look for alternative solutions.
● Explain the merits and demerits of PDS and alternative
solutions.
● Build an AI model to predict accuracy of the Temperature /
Humidity and its effect on the buffer stock.
Stage 4: Making AI enabled software
● Develop algorithms to use microcontrollers with DHT
sensor.
Stage 5: Making complex Modeling
● Combine their knowledge around sensor technology with
electronics and AI to create their own project.

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

● DHT11 sensor
● Arduino Uno

Pre – Preparation Scholastic:

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

● buffer stock.
● the sources of procurement of food grain.
● arrangement made to ensure the quality of food grain.
AI and Tinkering :

162
 The teacher makes arrangements for the hardware required and
installs the following softwares to conduct the class activity.
● Anaconda Prompt.
● Jupyter notebook.
● Python 3.6
● Packages: MatplotLib, Pandas, Scikit Learn, keras and
tensorflow.

Previous Scholastic:
Knowledge
The teacher facilitates the learners to recall the related terms by
initiating a discussion through the following questions, before
introducing the chapter.
● What steps have been taken by the government to remove
hunger and malnourishment?
● Why has the government started the midday meal
scheme?

AI and Tinkering :

The facilitator helps the learners recapitulate basic knowledge of

the following.

● Programming an Arduino UNO Board

● Sensor connections and usage
● Python Packages: MatPlotLib and Pandas
● AI Modeling in Python
● Understand the working of Arduino and the basics of AI.
https://www.youtube.com/watch?v=nL34zDTPkcs&t=3s
https://www.youtube.com/watch?v=2ePf9rue1Ao

● Understand the basics of python and its packages.

https://aistudent.community/single_course/2021
● Understanding of Modeling techniques in AI
https://youtu.be/7ZoQt2XlykY
● Understand the basics of neural networks.
https://towardsdatascience.com/a-gentle-introduction-
to-neural-networks-series-part-1-2b90b87795bc
https://youtu.be/7ZoQt2XlykY
● Basics of evaluation of AI Models.
https://youtu.be/7ZoQt2XlykY

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

1. Introduces the topic – food security by a news report by CNN IBN LIVE and asks
students why food security is essential in India.

163
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?
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)

164
3.1 Making the Hardware: In this module the learners will learn how to measure ambient
temperature and humidity using Arduino Uno & the DHT11 sensor and thereby detect
optimum environment conditions for the buffer stock.

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

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

Step 1 :Data Collection

In order to understand the ambient temperature and humidity, there is a need to

collect the data from the DHT sensor.

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

Step 2 :Data Processing

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

o Data received is processed through Humidity sensor

o Data Transfer:

Step 3: Data Transfer

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.

165
 The data is sent using Serial Communication every time the sensor data is read.
Below mentioned code is written in the Arduino IDE and uploaded to start getting
values from the sensor.
#include "DHT.h"
#define DHTPIN 2 // what pin we're connected to
// Uncomment whatever type you're using!
#define DHTTYPE DHT11 // DHT 11
//#define DHTTYPE DHT22 // DHT 22 (AM2302)
//#define DHTTYPE DHT21 // DHT 21 (AM2301)
// Initialize DHT sensor for normal 16mhz Arduino
DHT dht(DHTPIN, DHTTYPE);
void setup() {
Serial.begin(9600);
Serial.println("DHTxx test!");
dht.begin();
}
void loop() {
// Wait a few seconds between measurements.
delay(2000);
// Reading temperature or humidity takes about 250 milliseconds!
// Sensor readings may also be up to 2 seconds 'old' (it’s a very slow sensor)
float h = dht.readHumidity();
// Read temperature as Celsius
float t = dht.readTemperature();
// Read temperature as Fahrenheit
float f = dht.readTemperature(true);

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

166
 Serial.print(hi);
Serial.println(" *F");
}

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

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

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

4.1 Importing data from Hardware

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

4.2 Store the data

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

4.3 Data Visualization & Exploration

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

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

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

167
 print("\nFeatures:", data.columns)
# storing the feature matrix (X) and response vector (y)
X = data[data.columns[:-1]]
y = data[data.columns[-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", X.head())

# printing first 5 values of response vector

print("\nResponse vector:\n", y.head())
● As visualized, the relation is between temperature and humidity, the next step is
to create a model which can predict the quality of buffer stock according to the
storage temperature and humidity.
● In order to achieve this, there is a need to create a labelled dataset, which can be
used to train the model for classifying analog readings as per the AQI data.
This can be done by deliberately using different buffer stock samples:
1) Option 1: sprinkle water over/around the buffer stock
2) Option 2: Put the buffer stock around water pot / jug

● The data captured after following either of the above-mentioned steps needs to be
labelled as per the labels: Long-time stock or short-time stock. An example of the
data is given below.

Stage Temp Humidity Label

Long-time stock 121 121 1

Short-time stock 199 199 1

Here,
0 – long-time stock
1 – short-time stock
● The data captured needs to be labelled in this manner in order to make it ready for
training a model.

4.4 Modeling & Evaluation

● Once the data is labelled and ready for use, the next step is to train the model. In the
current project, the example is a classification problem, and using the Scikit learn
cheat sheet, we will use the SciKitL earn package to train our classification model.

from sklearn.neighbors import KNeighborsClassifier

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

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

168
 ● This can be done by real time temperature and humidity monitoring to predict the
food quality.

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

teacher and AI Faculty)

● The next step is to try complex Modeling techniques on the same data set and
compare the performance of both the models. In this stage, the learner will work
around training a neural network using deep learning techniques. In order to do so,
let us start with understanding what a neural network is.
● Given below is a training of neural networks on the already available labelled data
for the AQI readings from the sensor.

5.1 Data Reading

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

5.2 Model designing and training:

import numpy as np
from tensorflow.python.keras.layers import Input, Dense
from tensorflow.python.keras.models import Model

input1 = Input(shape=(1,))
l1 = Dense(10, activation='relu')(input1)
l2 = Dense(50, activation='relu')(l1)
l3 = Dense(50, activation='relu')(l2)
out = Dense(2)(l3)

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

model.compile(
optimizer='adam',
loss=['mean_squared_error']
)

169
 history = model.fit(X, y, epochs=1000, batch_size=2)
5.3 Output :

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

● After the model is trained, the prediction of food quality is received using the
Neural Network and KNN model.
● It is observed that the performance of both the models is different. The next
step is to try and check the performance of the model by increasing the
amount of data.
● This is to observe that the performance of the model varies as per the
amount of data used for training a model. The relation between the model
performance and data size varies as per the below mentioned graph.

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

Learning The learner will be able to

Outcomes ● analyse the contribution of the government in ensuring food supply.
● understand the basic features of food security and challenges faced by the
government.
● relate to the problems in the public distribution system and look for alternative
solutions.
● compare the merits and demerits of PDS and alternative solutions.
● determine the role of government to protect the weaker sections of society.

Glossary Arduino Uno: Arduino Uno is a microcontroller board based on the ATmega328P
(datasheet). It has 14 digital input/output pins.
● Serial Communication: Serial is used for communication between the Arduino
board and a computer or other devices. All Arduino boards have at least one
serial port (also known as a UART or USART): Serial. It communicates on digital
pins 0 (RX) and 1 (TX) as well as with the computer via USB.
● Digital Signal: A digital signal is a signal that represents data as a sequence of
discrete values. A digital signal can only take on one value from a finite set of
possible values at a given time.
● Data Labelling: In machine learning, data labeling is the process of identifying raw
data (images, text files, videos, etc.) and adding one or more meaningful and

170
 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
● String : In Python, string is an immutable sequence data type. It is the sequence of
Unicode characters wrapped inside single, double, or triple quotes.
● AI Project Cycle: project cycle is the life cycle of an A.I. project defining each and
every step that needs to be done to develop the project

Skill outcomes Tech skill

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

171
Class 10
Lesson 10.1
Electricity: Chapter 12
Parameters Description Note for
teachers

Chapter Chapter 12- Electricity This Lesson Plan

Covered 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

Objectives electricity and its effect. In addition, it also introduces the concept of
electric power dissipation and application. Through this lesson plan,
learners will be able to use the combined knowledge on electricity
and power dissipation to identify fault in home appliance.
To enhance the learner’s understanding on

Scholastic

Stage 1: Conceptualization
● Figuring out the relation between voltage and the load
resistance.
● The relationship between current drawn and power
consumption.
● Lending its application in detecting a faulty device and reducing
the electricity bill.

AI + Tinkering

Stage 2: Contextualization by applying Design Thinking framework

● Identifying possible reasons behind the increase in electricity

consumption
● Identifying the unintentional rise in the energy consumption
owing to the faulty devices
● New possible solutions to detect whether a device is faulty or
not.
● Open and closed circuits

Stage 3: Prototype to make a device to track the electrical

characteristics of a device
● Writing code to collect data into a csv file from the serial monitor.
● Creating a system to track electrical characteristics of a device,
such as power, current etc.

Stage 4: Enable the circuit with AI for Identification and

communication upon fault detection
● How to use sensors to track power consumption.

172
 ● 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

Classroom/ATL Seating arrangement -

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

Material ● Smart Board/screen

Required ● Projector
● Laptop or smartphone
● Whiteboard and marker
● Copper Tape
● Cello Tape
● Button Cells
● LEDs
● Cardboard
● Arduino UNO
● ACS712 5A Current Sensor
● 9V Battery
● Connecting wires
● DC Fan
● Arduino UNO Board
● Jumper Wires
● Python IDE
● Python Packages: Scikit-learn and Pandas

Pre – Students should have basic understanding of

Preparation ● Electricity
Activities ● Python

Previous Scholastic:
Knowledge ● Power = Voltage X Current.
● Concept of force on a current carrying conductor placed in
an external magnetic field.
● Working principle of a DC/AC motor.
Tinkering:
● Basic knowledge of copper tapes and paper circuits.
● Basic knowledge of sensors and its purpose.
● Using electronic components to form basic circuits by
connecting in different ways.
● Basic concepts of Python programming – how to write a
code and execute it.

173
Methodology Stage 1: Conceptualization Scholastic: (Science 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.

174
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.

With the help of copper tape,

an LED and a button cell, ask
learners to make a paper
circuit where one end is kept
open and acts as a switch.

Learners may use their

creativity to create different
designs on the switch to turn
the LED on and off
accordingly.
Ask learners to think of various ways in which they can track the electrical characteristics
of a device.

Stage 3: Prototype to make a device to track the electrical characteristics of a device

(Subject teacher and ATL in charge).
3.1 Make a circuit connecting Arduino UNO with a DC Fan and a 9V battery
through a current sensor as per the following schematic

3.2
3.3 Upload the following code to look at the data being captured by the current
sensor in the Serial monitor:

void setup() {
Serial.begin(9600); //Start Serial Monitor to display current read
value on Serial monitor
}

void loop() {
unsigned int x=0;
float AcsValue=0.0,Samples=0.0,AvgAcs=0.0,AcsValueF=0.0;

175
 for (int x = 0; x < 150; x++){ //Get 150 samples
AcsValue = analogRead(A0); //Read current sensor values
Samples = Samples + AcsValue; //Add samples together
delay (3); // let ADC settle before next sample 3ms
}
AvgAcs=Samples/150.0;//Taking Average of Samples

//((AvgAcs * (5.0 / 1024.0)) is converitng the read voltage in 0-5

volts
//2.5 is offset(I assumed that arduino is working on 5v so the viout
at no current comes
//out to be 2.5 which is out offset. If your arduino is working on
different voltage than
//you must change the offset according to the input voltage)
//0.185v(185mV) is rise in output voltage when 1A current flows at
input
AcsValueF = (2.5 - (AvgAcs * (5.0 / 1024.0)) )/0.185;

Serial.print(AcsValueF);//Print the read current on Serial monitor

delay(50);
}

3.4 Here’s what the output would look like – value of current:

Stage 4: Enable the circuit with AI for Identification and communication upon fault
detection (Subject Teacher and AI Faculty).
Empathise: Ask learners to discuss on the following questions:
1. What should Mrs Mittal do to avoid such situations in future?
2. Is there a way to keep such fluctuation in power demand under control?
Define: As students delve into a discussion to find a solution for the problem above, the
facilitator manoeuvres the discussion towards developing an efficient and smart system
to inform users about real-time efficiency and malfunctions.

176
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

baud = 9600 #arduino uno runs at 9600 baud
fileName="sensor-data.csv" #name of the CSV file
generated
ser = serial.Serial(arduino_port, baud)
print("Connected to Arduino port:" + arduino_port)
file = open(fileName, "a")
print("Created file")
samples = 10 #how many samples to collect
print_labels = False
line = 0 #start at 0 because our header is 0 (not real data)
while line <= samples:
# incoming = ser.read(9999)
# if len(incoming) > 0:
if print_labels:
if line==0:
print("Printing Column Headers")
else:
print("Line " + str(line) + ": writing...")
getData=str(ser.readline())
data=getData[2:][:3]
data=data.strip("\n")
print(data)

file = open(fileName, "a")

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

print("Data collection complete!")

file.close()

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

format with the help of the Pandas Library. Name it analysis.py

import pandas as pd

#reading csv file

177
 data=pd.read_csv(‘sensor-data.csv’)

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

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

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

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

#printing first 5 rows of feature matrix

print(“\nFeature Matrix:\n”,x.head())

#printing first 5 values of response vector

print(“\nResponse vector:\n”, y.head())
4.3 Now, see how the current reading incoming from the sensor changes once a fault
occurs. To induce a fault in the fan, try any of the following methods:
● Use a piece of cardboard as an obstacle to stop the fan attached to the motor
and capture the readings
● Stop the power supply of the motor randomly to create fluctuation in current
consumption
● Bring a magnet close to the motor to create current fluctuation
4.4 The current readings may fluctuate due to the fault induced. Once the fault is
removed, the current readings change again.
4.5 Open the CSV file that has been created for the current sensor values and add
another column ‘Label’ to it. Under this column, put 0 if there was no fault and 1 if the
fault was present. the table might look like this:

Current Reading Label

0.8 0

0.8 0

1.2 1

1.3 1

1.2 1

0.8 0
Here: 0 = No fault detected & 1 = Fault detected
4.6 After manually labelling the data in the previous step, the next step is to
create a model which can predict a fault in the motor based on its current
reading. From the SciKitLearn package, we use the K-Nearest Neighbour
classifier

178
 from sklearn.neighbors import KNeighborsClassifier

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

4.7 Once the model is trained, the next step is to check whether the model is
working correctly or not. This can be done by real-time testing of the current
values received from the motor and passed through the trained model to
check for the output. Here we are testing for 1 amp and 25 degrees Celsius
temperature (taken as a default)

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

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

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

import pandas as pd
from sklearn.neighbors import KNeighborsClassifier
#reading csv file
data=pd.read_csv('current.csv')

#shape of dataset
print('Shape',data.shape)
#column names
print('\nFeatures: ', data.columns)

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

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

#printing first 5 rows of feature matrix

print('\nFeature Matrix:\n',x.head())

#printing first 5 values of response vector

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

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

predicted= knn.predict([[1.2]]) #manually input the values

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

4.9 And this is the output of the code when it works:

179
 As you can see, when we run the code with current reading as 1.2, the output is 1,
which means that a fault is detected by the program.

Learning Learners will be able to:

Outcomes ● learn how to handle ATL tools properly.
● measure physical quantities such as current, power etc. using appropriate
apparatus, instruments, and devices.
● correlate electricity bill with power consumption.
● understand the applicability of the concepts of electricity – current flow,
electricity fluctuations, electricity consumption, circuit building and ohm’s law.
● understand the practical application of sensors and microcontrollers.
● build an AI model to predict current fluctuations and faults in a circuit.
● combine their knowledge around electricity with electronics and AI to create
their own project.

Glossary ● Pandas: Pandas is an open-source Python package that is most widely used for
data science/data analysis and machine learning tasks.
● Modeling is the process of training the model on the available dataset in order to
get a prediction when provided with an input.
● ACS712 Current Sensor: ACS712 is a Hall Effect-Based Linear Current Sensor
that can measure both DC(Direct Current) and AC(Alternating Current). The
sensor chip is made by Allegro.
● Arduino UNO: is a microcontroller board based on the ATmega328P
(datasheet). It has 14 digital input/output pins.
● CSV: A comma-separated values (CSV) file is a delimited text file that uses a
comma to separate values. Each line of the file is a data record. Each record
consists of one or more fields, separated by commas.

Reference Links: How to use the ACS712 current sensor: https://www.engineersgarage.com/acs712-

current-sensor-with-arduino/

Skill outcomes Tech skill

● Digital learning
● Algorithmic thinking
● Data gathering
● Pattern Recognition

180
● Model optimization
Design thinking
● Ideation
● Prototyping
Mathematical and quantitative skills
● Probability
AI domain
● AI for Data and Computer Vision
Physical computing
● Basic electrical and electronics.
● Circuit building Knowledge of sensory network
Social impact solution building
● Problem identifying
● Problem scoping
● Problem solving
● Prototyping the AI and tinkering solution
Intrapersonal skill
● Observation skill
● Persuasion
● Creative mindset
Interpersonal skill
● Empathy
Collaboration

181
Class 10
Lesson 10.2
Sustainable Management of Natural Resources- Chapter 16
Parameters Description Note for
teachers

Chapter Chapter 16: Sustainable Management of Natural Resources This Lesson

Covered Plan must
be taken
when
teaching
‘Section:16.3
– Water for
All, from
Chapter 16:
Sustainable
managemen
t of natural
resources,
NCERT,
Science
Textbook of
Class X

Name of the NCERT, Science Textbook for Class X

Book

Learning This chapter promotes the awareness around conserving natural

Objectives resources, and implementing the three R’s principle. In this chapter, one
of the most prime topics discussed is on preventing water wastage.

To enable learners to:

Scholastic:

Stage 1: Conceptualization

● Connect the issue of water pollution and water wastage

● Understand the severity of water wastage
● Come up with solutions to reduce water wastage

AI + Tinkering:

Stage 2 : Contextualization by applying Design Thinking framework

182
 ● 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
● 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/AT Seating arrangement -

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

Material ● Smart Class setup

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

Pre – Scholastic:
Preparation ● Teacher to keep the following resources ready before the
Activities session:
3R’s principle
https://www.youtube.com/watch?v=f6fLnG71V2Q&ab_channe
l=PopulationEducation
● Explore the following platform before execution
Machine Learning for Kids
www.machinelearningforkids.co.uk
● Teacher may also explore the following resources:
Case study on pollution of the sacred river ‘Noyyal’

183
 https://www.youtube.com/watch?v=kaHmxZhea3M&ab_chan
nel=DWPlanetA

Previous Scholastic:
Knowledge The learner understands the concept of
● water pollution
● water pollutants
Tinkering:
The learner is familiar with:
● Python programming and installing libraries.
● Arduino and how to upload programs to a microcontroller

Methodology Stage 1: Conceptualization Scholastic: (Science Teacher)

Teacher engages the learners into a discussion based on the given points:

● How water pollution poses threat to sustenance of life, and why water gets polluted
in the first place (Hint: Water is abundant on planet earth, Water is a universal
solvent)
The teacher can prepare a powerpoint presentation that sums the various ways how
water gets polluted
● Access to hygienic and potable water is just 3% to the total water.
● There is no alternative to water.
● Alternate ways to combat water pollution, caused by dumping waste effluents in
rivers by industries such as textile industry.
● Household water consumption and wastage of water.
● 3 R’s principle
https://www.youtube.com/watch?v=f6fLnG71V2Q&ab_channel=PopulationEduc
ation

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

184
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

3.2Here is the Arduino code to test the circuit:

void setup() {
pinMode(12, INPUT); //For the IR sensor
pinMode(8, OUTPUT); //For the Relay Module
}

void loop() {
int senseObs = digitalRead(12);

185
 if (senseObs == 1) { //If the sensor detects something
digitalWrite(8, HIGH); //Turn the pump on

delay(20000); //Wait for 10 seconds

digitalWrite(8, LOW); //Turn the pump off

else {

digitalWrite(8, LOW); //keep the pump off when nothing is

detected

delay(100); //To avoid noisy readings

3.3After uploading the code to the Arduino board, put your hand in front of the
sensor. Once detected, it should turn on the pump for 10 seconds.
3.4You can also adjust the sensitivity of the sensor by using the potentiometer on
the sensor.

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?

186
Define: Ask learners to identify the problem in the given scenario and help them
brainstorm solutions for the same.

Ideate: Learners can develop an AI model for automated water dispensing, that gets
activated for specific intervals when triggered with certain hand gestures, thereby
reducing water wastage.

Prototype:

4.1Visit https://machinelearningforkids.co.uk
4.2Create a new project called ‘Gesture recognition’ and select images in the
recognizing section.

4.3Now, go to the Train section and create four different labels - 0,1, 2 and 3. These
labels will contain the information of hand gestures.
4.4Now, click images of hand gestures to be uploaded under 1, 2 and 3 labels. Put
blank background images under label 0. Upload at least 10 images under each label.

4.5Now, train the model under Learn and Test section. Click on Train new machine
learning model button to start the process. After a few seconds, the model will be
trained and ready to use.
4.6After the model is done training, try the model by using a hand gesture and
observe the result.

187
4.7Go to the Make section of your AI Project.

4.8Now, open your Python IDE and create a new project. (NOTE: Steps mentioned
here are for PyCharm. They may vary according to the Python IDE used)

4.9After creating the project, create a New Python file, and copy the code that you
got from the Make section of your AI project.

from mlforkids import MLforKidsImageProject

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

key = "Insert-API-Key"

# this will train your model and might take a little while
myproject = MLforKidsImageProject(key)
myproject.train_model()

# CHANGE THIS to the image file you want to recognize

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

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

# CHANGE THIS to do something different with the result

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

confidence))

4.10 Download mlforkids-requirements.txt and mlforkids.py from your AI project and

save them in the same folder as your python code.

188
4.11Then, in PyCharm, click on the Terminal tab from the bottom of the screen and
run the following command to install necessary libraries:

pip install -r mlforkids-requirements.txt

4.12 Now, go to Python Packages tab and in the search bar, look for opencv-python
and pyserial. Install both packages.
4.13 Here is the final python code:

import cv2
import time
import serial
arduino = serial.Serial(port='COM5', baudrate=115200,
timeout=.1)
# treat this key like a password and keep it secret!
from mlforkids import MLforKidsImageProject
key = "3bcfbc90-6f8b-11ec-be75-35273db81f36bea4c00b-
774b-46ec-ba2d-329994f6c0b5"
# this will train your model and might take a little while
myproject = MLforKidsImageProject(key)
myproject.train_model()
while True:
videoCaptureObject = cv2.VideoCapture(0)
result = 0
while(result<2):
time.sleep(2)
ret,frame = videoCaptureObject.read()
cv2.imwrite("my-test-image.jpg",frame)
result += 1
videoCaptureObject.release()
cv2.destroyAllWindows()
# CHANGE THIS to the image file you want to recognize
demo = myproject.prediction("my-test-image.jpg")
label = demo["class_name"]
confidence = demo["confidence"]
# CHANGE THIS to do something different with the result
print ("result: '%s' with %d%% confidence" % (label,
confidence))
if label=="1" and confidence>=70 :
arduino.write(bytes("1", 'utf-8'))
print("Water will be on for 10 seconds")
elif label=="2" and confidence>=70:

arduino.write(bytes("2", 'utf-8'))

print("Water will be on for 20 seconds")

189
 elif label=="3" and confidence>=70:
arduino.write(bytes("3", 'utf-8'))
print("Water will be on for 30 seconds")
elif label=="0":
arduino.write(bytes("0", 'utf-8'))
print("Please try again")

4.14Now, upload the following code to the Arduino:

int pump=8;
void setup() {
pinMode(pump, OUTPUT);
digitalWrite(pump, LOW);
Serial.begin(115200);
}
void loop() {
// put your main code here, to run repeatedly:
switch (Serial.read()) {
case '0':
digitalWrite(pump, LOW);
break;
case '1':
digitalWrite(pump, HIGH);
delay(10000);
digitalWrite(pump, LOW);
break;
case '2':
digitalWrite(pump, HIGH);
delay(20000);
digitalWrite(pump, LOW);
break;
case '3':
digitalWrite(pump, HIGH);
delay(30000);
digitalWrite(pump, LOW);
break;
}
}

4.15Now, connect the Arduino circuit and the webcam to the computer. This is the
output that we can see in the Python code:

190
Learning Learners will be able to
Outcomes
● plan and conduct investigations to analyze water consumption at his/her home.
● draw mind maps to track the fate of water once used at home.
● exhibits creativity in designing models.
● makes efforts to conserve water.
● Create an AI model that can distinguish between hand gestures.
● Use Python to control outputs of an Arduino.

Glossary ● Machine learning is a subfield of artificial intelligence, which is broadly defined

as the capability of a machine to imitate intelligent human behaviour. Artificial
intelligence systems are used to perform complex tasks in a way that is similar
to how humans solve problems.
● Machine Learning for Kids: This free tool introduces machine learning by
providing hands-on experiences for training machine learning systems and
building things with them. It provides an easy-to-use guided environment for
training machine learning models to recognise text, numbers, images, or
sounds.
● Arduino UNO: is a microcontroller board based on the ATmega328P
(datasheet). It has 14 digital input/output pins.
● Infrared sensor: An infrared sensor is an electronic device, that emits in order to
sense some aspects of the surroundings. An IR sensor can measure the heat of
an object as well as detect motion.
● Mounting Hole: Mounting holes let you mount your PCB to an enclosure or a
surface.
● Grabcad: GrabCAD is the largest online community of professional engineers,
designers, manufacturers, and STEM students on the planet. We offer three 3D
printing software applications to aid in your designs and 3D printing workflow.
● OpenCV: OpenCV (Open Source Computer Vision Library) is an open-source
computer vision and machine learning software library.

Reference ● Oil Spill Pollution https://www.noaa.gov/education/resource-

Links collections/ocean-coasts/oil-spills
● Fecal Pollution https://www.ncbi.nlm.nih.gov/books/NBK572627/
● Nutrient Pollution https://jhcleanwater.org/issues/nutrient-pollution/
● Greywater and its recycling https://en.wikipedia.org/wiki/Greywater

191
 ● Case-study: How a house in the Netherlands became an energy-efficient one
https://www.youtube.com/watch?v=BZns2w3ZqAA&ab_channel=EnergyOb
server
● SMART Goals https://goalsetting.org/smart-goals
● A comprehensive guide on PyCharm
https://www.jetbrains.com/help/pycharm/creating-and-running-your-first-
python-project.html

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

192
Class 10
Lesson 10.3
Consumer Rights- Chapter 5
Parameters Description Note for
teachers

Chapter Covered Chapter 5: CONSUMER RIGHTS

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

Learning Consumer awareness is the understanding and information about

Objectives the goods that consumers purchase. What safeguards should teacher
consumers have while making product purchases? The five can
consumer rights are examined in this lesson plan using an prepare
educational session. These ideas will be further discussed in class some case
and through activities with the students. Students will be able to study
explain the background of consumer rights after this session. situation
Moreover, describe the laws and legal actions that support
ans survey
consumer protection.
questionna
To enable learners to
ire to make
Stage 1: Conceptualization Scholastic:
students
● Understand how people might be exploited in various ways in
aware
the market and the steps taken by consumer groups to
about
safeguard themselves.
consumer
● Comprehend and explain the Consumer Protection Act, 1986.
exploitatio
● Understand different consumer rights:
n.
⮚ Right to safety
⮚ Right to be informed
⮚ Right to choose
⮚ Right to consumer education ppt can be
⮚ Right to seek redressal prepared
⮚ Right to representation and shown
AI and Tinkering: to students
Stage 2 : Apply Design Thinking to
● Understand how people might be exploited in various ways in elaborate
the market and the steps taken by consumer groups to the topic
safeguard themselves. further.
● 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

193
 ● 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:
⮚ 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

Classroom/ATL Seating arrangement -

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

Material Required Scholastic:

● Textbook
● Smart Board / screen and projector
● Pen and paper
● Laptop or smart phone
● White board and marker
AI and Tinkering:
● Analog pH sensor
● Arduino Uno
● Wires

Pre – Preparation Scholastic: students

Activities The teacher makes the students observe the posters and cartoons can be
in this chapter and makes them reflect on any particular commodity asked to
and the aspects that need to be looked into as a consumer. collect
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
https://www.youtube.com/watch?v=i-HnvsehuSw&t=317s

194
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?
The discussion helps the learners understand:
● Various ways by which people may be exploited:
⮚ product weighed less than it should be.
⮚ price manipulation.
⮚ adulteration.
⮚ defective goods.
⮚ rampant food shortage, hoarding, black marketing.
● The consumer movement as a ‘social force’ originated with the
necessity of protecting and promoting the interests of
consumers against unethical and unfair trade practices.
● The reason for the major step taken in 1986 by the Indian
government for the enactment of Consumer Protection Act
1986, popularly known as COPRA.
AI and Tinkering:
Basic knowledge of the following would be needed:
● Programming an Arduino UNO Board.
● Sensor connections and usage.
● Python Packages: MatPlotLib and Pandas.
● AI Modeling in Python.

● Understand the working of Arduino and the basics of AI.

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

195
Methodology Stage 1: Conceptualization Scholastic: (Social Science Teacher)
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
● 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?

196
 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:

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

197
 ● Data Processing : The data collected is in the raw stage and needs to be
processed for further understanding and analysis. Process the data
received from pH sensor.
● Data Transfer :Once the data is processed, it is transferred to the system
through serial communication using USB Cable.
o Send the processed data from Arduino to the system.
o Store all the processed data to be transferred in a String.
o Send the data using Serial Communication every time milk is
received.

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

4.1 Importing data from Hardware
Once the hardware is set up, data is collected from the sensors at regular
intervals. The first and foremost step is to store this data. In order to do so, the
data is captured from the serial monitor and stored in a csv (comma separated
values) file for further usage. The learner notes down the values in the csv by
measuring from Arduino.
4.2 Data visualization & Exploration
Once data acquisition part of the AI Project cycle is complete, the next stages
are Data Visualization and Exploration.
In this section the learner explores the ways data collected from various
sensors and stored in CSV files can be used in order to create an AI model.
In the current example, data collected is current consumption and temperature
which is being stored in the form of a csv file at regular intervals of time.
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.

198
 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.

Once the model is trained, the next step is to check whether the model is
working correctly or not. This comes under the stage Evaluation of the AI
Project Cycle.
This can be done by real time testing of the pH values and getting the
predictions out of it.

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

teacher and AI Faculty)

The next step is to try complex Modeling techniques on the same data set and
compare the performance of both the models.
In this stage, a neural network is trained using deep learning techniques.
Following is the training of a neural network on the already available labelled data
of the ph value of the milk obtained,
5.1 Data Reading
mport pandas as pd
# reading csv file
data = pd.read_csv('/content/Ph data - Sheet1.csv')

199
 # shape of dataset
print("Shape:", data.shape)
# column names
print("\nFeatures:", data.columns)
# storing the feature matrix (X) and response vector (y)
X = data[data.columns[:-1]]
y = data[data.columns[-1]]printing first 5 rows of feature matrix
print("\nFeature matrix:\n", X.head())
# printing first 5 values of response vector
print("\nResponse vector:\n", y.head())

Model designing and training:

import numpy as np
from tensorflow.python.keras.layers import Input, Dense
from tensorflow.python.keras.models import Model

input1 = Input(shape=(1,))
l1 = Dense(10, activation='relu')(input1)
l2 = Dense(50, activation='relu')(l1)
l3 = Dense(50, activation='relu')(l2)
out = Dense(2)(l3)

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

model.compile(
optimizer='adam',
loss=['mean_squared_error']
)

history = model.fit(X, y, epochs=1000, batch_size=2)

output :
y_predict = model.predict([2])

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.

200
 The learner
Learning
Outcomes ● understands various ways of consumer exploitation in the market and
steps taken by consumer groups to protect their interest.
● explains the implications of Consumer Protection Act, 1986 specifically
with respect to India.
● understands different consumer rights and how these rights can help the
consumers in their day to day lives.
● plans and conducts investigations or experiments to arrive at and verify the
facts, principles, phenomena or seeks answers to queries on their own.
● relates processes and phenomena with causes and effects, applies
scientific concepts in daily life and solving problems.
● applies learning to hypothetical situations.

Glossary ● CSV : Comma separated values

● Pandas: an open-source Python package used for data science/data
analysis and machine learning tasks.
● MatplotLib: a plotting library for the Python programming language.

● Data Acquisition: Data Acquisition refers to acquiring authentic data from

reliable and authentic sources/ platforms that is required for the AI model.
There can be various ways to collect data.
● Data Exploration: Data Exploration refers to visualising the data to
determine the pattern, relationships between elements and trends in the
dataset that gives a clear meaning and understanding of the dataset. Data
exploration is important as it helps the user to select an AI model in the
next stage of the AI project cycle. To visualise the data, various types of
visual representations can be used such as diagrams, charts, graphs,
flows and so on.

201
 ● 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)

202
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 National economy and its growth are based on its manufacturing Teacher can
Objectives sector. Students will learn through this lesson the value of develop an
manufacturing industries in the development of economies. They will Industrial
be informed of how the many industries influence the expansion of the classification
national economy. They will also be able to comprehend how chart based on
industrialization causes environmental deterioration at the same time. previous
Educate students 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 pollution. affecting
AI and Tinkering : different
Stage 2 : Apply Design Thinking industries or
• Analyse the factors responsible for environmental degradation. how different
• Understand the applicability of concepts of AQI and build solution industry effect
to detect harmful or critical air detection, thereby reducing the environment
factors of it. differently.
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

203
Classroom/ATL Seating arrangement -
Arrangement ● Theory Sessions – regular classroom 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 :
● MQ135 sensor
● Arduino Uno
● HC05 module

Pre – Preparation Activity: A ppt can be

Activities The teacher shows a video to explain the role of industries in economic develop which
development focus on
https://www.drishtiias.com/loksabha-rajyasabha-discussions/the-big- different
picture-role-of-industry-in-atma-nirbhar-bharat classification
AI and Tinkering : ,importance,
The teacher makes arrangements of the hardware required. impact on
The teacher installs the Blynk app in their mobile phone. economy, and
Google collaborator set up https://www.youtube.com/watch?v=i- employment.
HnvsehuSw&t=317s

Previous Scholastic:
Knowledge The teacher initiates a discussion with the learners through the
following prompts:
● What are the different sectors of economy?
● What are the different types of industries?
AI and Tinkering :
In order to make the prototype, a basic knowledge of the following
would be needed:
● Programming an Arduino UNO Board
● Interfacing of the Blynk App
● Sensor connections and usage
● Python Packages: MatPlotLib and Pandas
● AI Modeling in Python

● Understand the working of Arduino and the basics of AI.

https://www.youtube.com/watch?v=nL34zDTPkcs&t=3s
https://www.youtube.com/watch?v=2ePf9rue1Ao
● Understanding of the basics of Blynk App

204
 https://www.makeuseof.com/tag/getting-started-blynk-simple-
diy-iot-devices/
● Understand the basics of python and its packages
https://aistudent.community/single_course/2021
● Understanding of Modeling techniques in AI
https://youtu.be/7ZoQt2XlykY
● Understand the basics of neural networks.
https://towardsdatascience.com/a-gentle-introduction-to-
neural-networks-series-part-1-2b90b87795bc
https://youtu.be/7ZoQt2XlykY
● Basics of evaluation of AI Models.
https://youtu.be/7ZoQt2XlykY

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

The teacher leads the learners into 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?

205
● 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

The MQ-135 gas sensor senses gases like ammonia nitrogen, oxygen, alcohols,
aromatic compounds, sulfide, and smoke
3.2Algorithm:
After connecting the hardware according to the schematic, the next step is to make
an algorithm to understand the flow of the program. Following are the key steps to
create an algorithm.
Step1: Data Collection
In order to understand the ambient air and the AQI, there is a need to collect
the data from the AQI sensor.
o Defining the Pins through which data will be collected from Arduino UNO.
o Input is taken from TCS3200 sensor.
o The values are stored in variables.
Step 2: Data Processing
The data that is received from the sensors is raw in its stage, and there is a need
to process them to make it ready for training. Data received is processed through
AQI sensor.

Step 3: Data Transfer

Finally, after processing the data, the data is transferred to the system through
serial communication using USB Cable and is sent from Arduino to the system.
o All the processed data to be transferred is stored in a String.
o The data is sent using Serial Communication by reading the sensor data.

206
 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.

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

Serial.begin(9600); // sets the serial port to 9600

pinMode(13, OUTPUT);
pinMode( 3, INPUT);
Blynk.begin(Serial, auth);
}

void loop()
{
sensorValue = analogRead(0); // read analog input pin 0
Blynk.virtualWrite(V1, sensorValue);
digitalValue = digitalRead(2);
if(sensorValue>400)
{
digitalWrite(13, HIGH);
}
else
digitalWrite(13, LOW);
Serial.println(sensorValue, DEC); // prints the value read
Serial.println(digitalValue, DEC);
delay(1000); // wait 100ms for next reading
}
Step 5: Once the code has been uploaded follow the steps given below to start
receiving values from the sensor and show as an output on mobile phone.

207
o Download the “Blynk” app from playstore/appstore.
o Setup the Blynk app by logging the credentials.

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.

208
Step 8:From the widgetbox click on Bluetooth and select Gauge to show the
output.

Step 9: The output window will look as given below once the gauge is selected
and pin “V1” is selected.

209
 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.

210
In this section the learners will explore the ways the data collected from various
sensors and stored in a CSV file can be used in order to create an AI model.
In the current example, data collected is analog Air quality measurements, which is
being stored in the form of a csv file at regular intervals of time.
Let us now use python packages to visualize the data captured.
import pandas as pd
# reading csv file
data = pd.read_csv('file_path')
# shape of dataset
print("Shape:", data.shape)
# column names
print("\nFeatures:", data.columns)
# storing the feature matrix (X) and response vector (y)
X = data[data.columns[:-1]]
y = data[data.columns[-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", X.head())

# printing first 5 values of response vector

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

As visualized, the relation is between the gas and AQI index, the next step is to
create a model which can predict the air quality based on the above parameters.
In order to achieve this, there is a need to create a labelled dataset which can be
used to train the model for classifying analog readings as per the AQI data.
This can be done by deliberately using different gases or environments:
● Option 1: Generate Smoke using Paper / matchsticks.
● Option 2: Generate Smoke using Leaves.

The data captured after following either of the above-mentioned steps needs to
be labelled as per the labels: Critical / Moderate / Good. An example of the data is
given below.
Stage AQI data Label
Good AQI 121 1
Moderate AQI 199 1
Critical AQI 237 0

Here,
0 – Good / Moderate AQI
1 – Critical AQI
The data captured needs to be labelled in this manner in order to make it ready for
training a model.
4.3 Modeling & Evaluation: Once the data is labelled and ready for use, the next step
is to train the model. In the current project, the example is a classification problem, and

211
 using the Scikit learn cheat sheet, the learner will use the SciKitLearn package to train
the classification model.
from sklearn.neighbors import KNeighborsClassifier
knn = KNeighborsClassifier(n_neighbors=3)
knn.fit(X, y)
output = knn.predict([[200]])

Once the model is trained, the next step is to check whether the model is working correctly
or not. This comes under the stage evaluation of the AI Project Cycle.
This can be done by real time scanning the fruit color and getting the predictions out of it.
Stage 5: Making complex Modeling technique for AI enabled software (Subject teacher
and AI Faculty)
The next step is to try complex Modeling techniques on the same data set and compare
the performance of both the models.
In this stage, the learner will work around training a neural network using deep learning
techniques.
Given below is a training of neural networks on the already available labelled data for the
AQI readings from the sensor.
5.1 Data Reading
import pandas as pd
# reading csv file
data = pd.read_csv('/content/AQI_readings - Sheet1.csv')
# shape of dataset
print("Shape:", data.shape)
# column names
print("\nFeatures:", data.columns)
# storing the feature matrix (X) and response vector (y)
X = data[data.columns[:-1]]
y = data[data.columns[-1]]
# printing first 5 rows of feature matrix
print("\nFeature matrix:\n", X.head())
# printing first 5 values of response vector
print("\nResponse vector:\n", y.head())

5.2 Model designing and training:

import numpy as np
from tensorflow.python.keras.layers import Input, Dense
from tensorflow.python.keras.models import Model

input1 = Input(shape=(1,))
l1 = Dense(10, activation='relu')(input1)
l2 = Dense(50, activation='relu')(l1)
l3 = Dense(50, activation='relu')(l2)

212
 out = Dense(2)(l3)

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

model.compile(
optimizer='adam',
loss=['mean_squared_error']
)

history = model.fit(X, y, epochs=1000, batch_size=2)

5.3 Output :
y_predict = model.predict([2])
5.4 Observation:
After the model is trained, the prediction of air quality is received using the
Neural Network and KNN model.
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 The learner will be able to:

Outcomes ● 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.

213
 ● 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
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)

214
Annexures
AIoT Integrated project Evaluation Rubric
S No Criteria Excellent Accomplished Acceptable Needs
20 15 10 Improvement
5
1 Problem Statement A well- A well- The problem The problem
• A well-defined contextualized contextualized statement statement
and articulated and articulated problem connects with real needs to be
design problem problem statement life and provides contextualized
statement provides a good some and articulated
provides a better understanding of understanding of better.
understanding of the problem. the problem.
the problem.
2 Design Concept The design The design The design The design
• Novel, Creative, concept is novel, concept is concept is concept is
and Innovative creative, and creative, and innovative and simple and
concept. innovative which innovative and aligns with the somewhat
• Coherency perfectly aligns greatly aligns with design process aligns with the
throughout the with the design the design design process
design process process process
3 Sensors & Electronics The sensors and The sensors and The sensors and The sensors
• Age Appropriate electronics items electronics items electronics items and electronics
• Relevance to used are age – used are age – used are age – items used are
project/problem appropriate and appropriate and appropriate and not age –
statement align with problem address problem address problem appropriate.
statement needs & statement needs & statement needs &
requirements. requirements to requirements to
great extent. some extent.
4 AI Toolsets & AI Toolsets and AI Toolsets and AI Toolsets and AI Toolsets and
Algorithms algorithms used algorithms used Algorithms used Algorithms
• Uses Appropriate are age – are age – are age – used are not
Algorithms appropriate and appropriate and appropriate and age –
• Use of Age- align with problem address problem address problem appropriate.
appropriate AI statement needs & statement needs & statement needs &
Tool Set requirements. requirements to requirements to
• Use of Project great extent. some extent.
Relevance Ai
Toolset
5 Documentation
• Well -articulated • Methodology is • Methodology is • Methodology is • Methodology
Methodology self-explanatory explanatory somewhat is incomplete
• Well-articulated • Learning • Learning explanatory • Learning
Learning Outcomes are Outcomes are • Learning Outcomes
Outcome aligned with the to an extent Outcomes are are not
• Mapped Skill concept aligned with the somewhat aligning with
outcome • Skills concept aligned with the concept
outcomes are • Skills outcomes concept • Skills are not
clearly defined are defined • Skills are mentioned
mentioned

215
Repository of Sensors available in the ATL Labs
● Potentiometer
● LDR
● Force Sensitive Sensor
● Flex Sensor
● Air/Water Flow Sensor
● Water Level
● Rain Water Sensor
● Soil Moisture
● MQ series of Gas Sensor
● Barometric Pressure Sensor
● DHT 11 Humidity and Temperature
● Microphone Sensor
● Buzzer
● Ultrasonic Distance Sensor
● IR Sensor
● Pulse Sensor
● PIR Motion Sensor
● Tri color led
● Laser Sensor Module
● 16x2 LCD Screen Shield with buttons
● Capacitive Touch Sensor
● LED & tap switch module
● Hall Current Sensor
● Joystick
● 5V relay module
● Motor Driver Shield
● Small Servo
● DC Motor

For more details on the Sensors please visit this link http://bit.ly/SensorsDescription

216
Repository of online resources

Brief Description Resource URL

https://www.youtube.com/watch?v=a7sEoEvT8l8
Design Thinking
https://www.youtube.com/watch?v=qyoZTUGzdGY

Design thinking - IDEO Insights https://www.youtube.com/watch?v=gPqjKOA1qlo

What is Design Thinking? https://www.youtube.com/watch?v=Ee4CKIPkIik

How to brainstorm - https://www.youtube.com/watch?v=aPnTPK0c53w

individually/in a group https://www.youtube.com/watch?v=GLpZ6RZHyoM

Complex Systems Design https://www.youtube.com/watch?v=WrdSkqRypsg

Thinking (How to do it)

Five Rules of Design Thinking

https://www.youtube.com/watch?v=TAV08bn5uEo&t=23s
(TED Talk) (Why and how to
do it)

Design Thinking with

https://www.youtube.com/watch?v=hvqST2ggvA0
Elementary Students (How to
do it)

Design Thinking - CEO of

https://www.youtube.com/watch?v=U-hzefHdAMk
IDEO (How and why to do it)

Design Thinking, What, why and https://www.youtube.com/watch?v=Q80wUnju5YA&t=1s

when? (TED Talk)

The Launch Cycle: Design

https://www.youtube.com/watch?v=LhQWrHQwYTk
Thinking Framework for K-12
Students

Design Thinking Animation https://www.youtube.com/watch?v=uRtAzzitBmA

Computational Thinking and
https://www.cs.cmu.edu/afs/cs/usr/wing/www/talks/ct-and-
Thinking about Computing
tc-long.pdf
Computational Thinking (In-depth Explanation)
https://www.youtube.com/watch?v=C2Pq4N-iE4I
Computational Thinking from code.org
More about Computational https://www.youtube.com/watch?v=injJWiSA0pw
Thinking Abstraction Computational Thinking
https://www.youtube.com/watch?v=jV-7Hy-PF2Q
Know more about Single Board
https://en.wikipedia.org/wiki/Single-board_microcontroller
Microcontrollers
http://www.build-electronic-circuits.com/free-electronic-
circuits/
Basic Electricity: Current, Resistance and Ohms Law

217
All about Circuits https://www.youtube.com/watch?v=NfcgA1axPLo
Basic Tutorial on Introduction to Circuits by Khan Academy
(Tutorial) https://www.youtube.com/watch?v=3o8_EARoMtg
There is a course on Circuit Physics by Khan Academy. It’s
very good for beginners. (Playlist for Circuit Physics Course)
https://www.khanacademy.org/science/physics/circuits-topic
How to Use Breadboard
https://www.youtube.com/watch?v=6WReFkfrUIk
Paper Circuit (How to do it)
https://www.youtube.com/watch?v=BwKQ9Idq9FM

https://www.electrical4u.com/sensor-types-of-sensor/
All about Sensors
https://www.youtube.com/watch?v=q1xNuU7gaAQ

https://www.youtube.com/watch?v=6hfOvs8pY1k
What’s an Algorithm?
https://www.youtube.com/watch?v=Da5TOXCwLSg
Algorithm in Pseudo Code, Flow
https://www.youtube.com/watch?v=HhBrkpTqzqg
Diagrams and Programming
https://www.youtube.com/watch?v=XDWw4Ltfy5w
An Overview of Flowchart
https://www.youtube.com/watch?v=uCNliFuKG8I

Real-life Algorithms – Paper

https://www.youtube.com/watch?v=AWqo8Gxtrjs
Airplanes

Simple Guide to Electronics (Tutorial)

https://www.youtube.com/watch?v=6Maq5IyHSuc

Basics of Coils (Part 1) (Tutorial)

Electronic Components https://www.youtube.com/watch?v=kdrP9WbJIb8

Basics of Coils (Part 2) (Tutorial)

https://www.youtube.com/watch?v=XCnI6ZOYKes

How does a Transistor Work? (Tutorial)

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

D.C. Motor Working (Tutorial)

https://www.youtube.com/watch?v=LAtPHANEfQo&t=65s
Making the Motors Work
Stepper Motor Working (Tutorial)
https://www.youtube.com/watch?v=TWMai3oirnM

https://www.youtube.com/watch?v=8npwSASQqyk
Physical Computing

https://www.youtube.com/watch?v=grU7eNPBRxk&list=PLT
Arduino Getting Started
6rF_I5kkn- Pf2qlVFlvH47qHvqvzkknd&index=1

218
 Why Arduino? (Ted Talk by Arduino Founder)
https://www.ted.com/talks/massimo_banzi_how_arduino_is_o
pen_ sourcing_imagination
Anatomy of an Arduino Board
https://www.arduino.cc/en/Guide/BoardAnatomy
Arduino IDE https://www.arduino.cc/en/Guide/Environment
More about Arduino* Arduino Tutorials Playlist (Very useful for
beginners, )
https://www.youtube.com/playlist?list=PLA567CE235
D39FA84
What all we can do with Arduino?
https://www.youtube.com/watch?v=grU7eNPBRxk&list=PLT
6rF_I5kkn- Pf2qlVFlvH47qHvqvzkknd&index=1
Arduino Basic Hardware Overview and Fundamental Code
Commands
https://www.youtube.com/watch?v=BtLwoNJ6klE
Programming
Programming Raspberry Pi*
https://www.youtube.com/watch?v=eObSqbe9aqU

Physical Computing into

https://www.youtube.com/watch?v=LwOLbbPcduM&t=10s
Wearable Technology (Maker
Story)

L298N using Motors with Arduino

Using Motor Driver Shields with https://www.youtube.com/watch?v=nZdrWQcpb9E

Arduino Stepper Motor with Arduino using L293D
https://www.youtube.com/watch?v=nZdrWQcpb9E

How Servo Motor Works https://www.youtube.com/watch?v=gviUtLsHDtg

How to Solder basics

https://www.youtube.com/watch?v=BxeDkcAa4Fs
Common Soldering Mistakes | Soldering
Learn about Soldering Iron
https://www.youtube.com/watch?v=igqkhkff6cw

219
 Gas Sensors with Arduino
https://www.youtube.com/watch?v=BIf_mpnsZvY
Smoke and Gas Sensors
https://www.youtube.com/watch?v=YgEOnZ-7i8o
Calibrating with MQ2 Gas Sensors
https://www.youtube.com/watch?v=YgEOnZ-7i8o
Thermistor for Temperature Sensing
Tutorials showing usage of https://www.youtube.com/watch?v=9opuvLXAetI Force
different Sensor with Arduino
types of sensors with Arduino https://www.youtube.com/watch?v=1p8AE_QA8qQ
Boards Barometric Pressure Sensor with Arduino
https://www.youtube.com/watch?v=s8e1eEqktm4
Ultrasonic Sensors (Very interesting project, it explains how
radar works)
https://www.youtube.com/watch?v=kQRYIH2HwfY
GPS with Arduino
https://www.youtube.com/watch?v=dy2iygC
ZTIM

http://www.instructables.com/tag/type-id/category-
Get inspired with series of ideas
technology/chan- nel-arduino/
of DIY

*All the links of the manual working on September 15, 2022

220