Lesson

Content

This lesson has all the resources required for content. Review all materials below at least once prior to the workshop. Remember: Know It, Build It, Break It!

Content Resources:
*Abbreviation Key: EN = English, FR = French

Slide deck (EN) (FR) This is the slide deck that the learners will see in the workshop. You might need to share this slide deck in your breakout rooms.
Solution Sheet (EN) (FR) This is resource for how to build the project step-by-step.
Training Video (EN) (FR) This is a project walk through via video! It explains key concepts for building this project, and approach for teaching elements in Scratch.
Machine Learning For Kids (EN) (FR) This is the first tool we will be using in the workshop to build the project. You do not need to create an account to use this tool.
Scratch 3.0 (EN) (FR) This is the second tool we will be using in the workshop to build the project. To change the language to French in Scratch, click “Create” in the top left hand corner. Then click the globe icon in the left hand corner, and scroll down to French.
You do not need to create an account to use this tool (although – we suggest it!)

Additional Information:

Workshop Overview

Learning Goal

In this workshop, learners will use machine learning for kids & scratch to build an intelligent anti-cyberbullying assistant.

Learning Objectives

I can find patterns in data
I can train an algorithm using supervised learning
I can use machine learning to tackle cyberbullying
I can use machine learning for kids to KEEP CODING!

Key Coding Concepts

Concept	Definition	Analogy/Real-World Example
Algorithm	A set of step-by-step instructions to follow in order to solve a problem	We all follow a similar algorithm when brushing our teeth. We put toothpaste on our toothbrushes, scrub our teeth with said toothbrush, and then rinse our mouths.
Variable	Allow us to store a single piece of information	Allow us to store a single piece of information
Conditional Statements	Allow computers to make decisions based on certain conditions being met; if/else statements are commonly used in conditional statements	We use conditional statements when we make decisions about our lives all the time! For example: If it is raining, then I will use my umbrella. If it’s not raining, I won’t!
Data	Pieces of information usually formatted in a specific way	Numbers can be data, pictures can be data and words can be data.
Dataset	A collection of data or examples	A T-chart containing a person’s age and height is an example of a dataset
Machine Learning	Machine learning algorithms are algorithms with the ability to automatically learn and improve from experience without being explicitly programmed.	When we were children we were able to understand that if we touch a hot surface we would get hurt. We learned this through experiences such as being told not to touch a hot stove or getting hurt by touching a warm plate.
Supervised Learning	Supervised Learning is a training process which takes a known set of data (inputs) and its known responses to the data (outputs) to learn how to perform a task.	When learning to shoot a basketball we would tweak our shot form whenever we missed the basket. This is similar to how an algorithm learns. Here the input is a shot and the output is whether the ball goes in the basket or not.
Stretch Concepts
Artificial Intelligence	Machines which simulate human intelligence often using machine learning algorithms	A machine learning algorithm which learns human behaviour. For example your phone’s keyboard finishing your sentence

Using Machine Learning for Kids

Machine learning for kids is a website which uses Scratch to create machine learning algorithms. The tool allows you to input a dataset of pictures, words or numbers and train a machine learning algorithm. It further allows you to use the output of the machine learning model in scratch.

Workshop Schedule

Introduction and Setup (30 min)
What is Cyberbullying? (10)
What is Machine Learning? (15)
Code-Along and Work Session (60 min)
Wrap-up (5 min)

Modifications & Extensions

How can the Instructor or Mentors support learners that are behind?

Send the solution sheet or link to the example code via the chat (privately or to the group)
Ask the producer to move learners who still need to complete an activity to a separate breakout room with a mentor

How can the Instructor or Mentors support learners that are ahead?

Ask learners to complete the added challenges provided in the breakout rooms
Provide free time for learners to remix (personalize!) their projects
Complete the add-on steps in the solution sheet
Have learners demo their projects (Note: If all parties are comfortable, ask the learner to share their project link with the instructor (in the main room) or mentor (in the breakout room), and the instructor/mentor will share their screen with the group!)
Ask the producer to move learners who still have questions or who might want to talk to mentors about coding to a breakout room at the end of the workshop

** UPDATED PROJECT LINKS FOR IF A STUDENT LOSES THEIR WORK **

From Steve B., CodeMo Ed Lead (with contributions from Nima Boscarino, content developer and Instructor for CLC):

In the very unlikely event that a learner loses all of their work mid-workshop on Saturday we’ve created a set of Scratch files you can share with them to get them caught up super fast! This is all being added to the training portal, but posting here just to make sure everyone knows these are available.The Scratch files are linked to a MLFK account that we’ve created with a ready-to-go model with “Nice” and “Mean” labels using the phrases in the comic. Learners do not need to access this account, this is just for them to continue building in Scratch using that existing model. Depending on where you are in the workshop, there are different files you can share with the learner:

Social Butterfly – Starter Project.sb3 is a blank Scratch project, but the model is trained and ready to go with the Nice and Mean labels
Social Butterfly – Step 1.sb3 has the blocks to recognize just the Nice phrases
Social Butterfly – Step 2.sb3 adds in the Mean phrases condition
Social Butterfly – Step 3.sb3 has the sad-face costume and forever block, so everything in the solution sheet except for the add-ons
Social Butterfly – Final Project.sb3 is the final project with the spinning and bouncing add-ons. This is the one instructors can use to demonstrate the project at the beginning of the workshop as an alternative to the gif in the slides

Drive folder with the files, all set to be shareable to anyone with the link: https://drive.google.com/drive/folders/1zWONhPjIqfsBDwqcWBjWN3QtprHRbURn
The model says it will automatically be deleted on Jun 29, so should work just fine for GLC Day but don’t count on using these files if you’re running the lesson again in the future. For a learner to load one of these projects:

Get the shareable link from Drive folder for the appropriate file, paste it in the chat and have the learner download the .sb3 file
Paste https://machinelearningforkids.co.uk/scratch3 in the chat for the learner to go to the MLFK version of Scratch (note: these files will not work with the regular Scratch site or the offline editor)
Have the learner click File > Load from your computer, and open the .sb3 file they just downloaded
If the learner sees the message “Replace contents of the current project?” have them click OK
To ensure the project is working properly, have the learner navigate to the block section “GLC Day Social Butterfly” (the special MLFK blocks) and click on the grey part of first block (not the white bubble that says “text”) and ask them what appears in the speech bubble. If it says “Nice” or “Mean” it is working and they can continue with their project. If the speech bubble says “Unknown” have the learner refresh their browser and load the .sb3 file again and re-test these steps.

In our tests we’ve seen the “Unknown” message appearing on rare occasions, so please try to get them to test that before starting to work on the project so they don’t have to do it all over again!