Artificial Intelligence Curriculum For Class 9th (Inspire And Acquire Module)
Objective of AI Curriculum for Class 9
The Class IX AI curriculum has a dual objective of inspiring and acquiring knowledge related to Artificial Intelligence (AI) and its practical applications. The curriculum is designed to help students appreciate the world of AI through interactive and engaging learning experiences. The key focus areas of the curriculum are as follows:
- Building AI Readiness: The curriculum employs games, activities, and multi-sensorial learning to help students become familiar with AI concepts and their practical applications. This prepares them to understand and apply AI concepts in real-life scenarios.
- Introduction to Three Domains of AI: The curriculum introduces students to the three domains of AI, such as machine learning, computer vision, and natural language processing, in a developmentally appropriate manner. This allows students to explore different areas of AI and understand their practical applications.
- Developing Understanding of AI: The curriculum emphasizes interactive participation and hands-on activities to allow students to construct their own understanding of AI. Through problem-solving, critical thinking, and collaborative activities, students develop a deep comprehension of AI concepts and their real-world implications.
By incorporating these elements, the Class IX AI curriculum aims to equip students with the knowledge and skills needed to understand, appreciate, and apply AI in various contexts.
For More Information refer to the link CBSE Artificial Intelligence Book For Class 9
| UNIT | NAME OF THE UNIT | SUB-UNIT | DURATION | PERIODS |
| 1 | Introduction to AI | Excite | 2 Hours and 40 minutes | 4 Periods |
| Relate | 2 Hours | 3 Periods | ||
| Purpose | 2 Hours | 3 Periods | ||
| Possibilities | 2 Hours | 3 Periods | ||
| AI Ethics | 3 Hours and 20 minutes | 5 Periods | ||
| 2 | AI Project Cycle | Problem-Scoping | 14 Hours | 21 Periods |
| Data-Acquisition | 2 Hours | 3 Periods | ||
| Data Exploration | 4 Hours | 6 Periods | ||
| Modeling | 6 Hours | 9 Periods | ||
| 3 | Neural Network | 4 Hours | 6 Periods | |
| 4 | Introduction to Python | 70 Hours | 105 Periods | |
| Total | 112 Hours | 168 Periods |
CBSE Class 9 Artificial Intelligence: Course Outline
For Artificial Intelligence CBSE Handbook click this cbse artificial intelligence handbook
| UNIT 1: INTRODUCTION TO AI | ||
| Sub unit | Session / Activity / Practical | Learning Outcomes |
| Excite | Session: Introduction to AI and setting up the context of the curriculum | To identify and appreciate Artificial Intelligence and describe its applications in daily life. |
| Ice Breaker Activity: Dream Smart Home idea Students are encouraged to brainstorm and create a basic blueprint of a floor plan for a smart home of their imagination. | ||
| Recommended Activity: The AI Game Students will engage in three interactive games that are focused on different domains of AI. The first game is called “Rock, Paper, and Scissors” and is based on data. The second game is “Mystery Animal” and is centered on Natural Language Processing (NLP). Lastly, the third game is “Emoji Scavenger Hunt” and focuses on Computer Vision (CV). | To foster an understanding of the Human-Machine Interactions, apply AI concepts in practical settings, and encourage reflection on their implications, the curriculum focuses on relating, applying, and reflecting on AI in real-world scenarios. Students are encouraged to identify and interact with the three domains of AI: Data, Computer Vision, and Natural Language Processing. | |
| Recommended Activity: AI Quiz (Paper Pen/Online Quiz) | To assess the progress of students towards acquiring AI-Readiness skills, the curriculum includes assessments that aim to analyze their understanding and application of AI concepts. | |
| Recommended Activity: To write a letter Writing a Letter to one’s future self • Learners to write a letter to self-keeping the future in context. They will describe what they have learnt so far or what they would like to learn someday | The curriculum encourages students to imagine, examine, and reflect on the skills that may be required for futuristic job opportunities in the field of AI. Students are encouraged to think critically about the evolving landscape of the job market and consider the skills that may be in demand in the future. | |
| Relate | Video Session: To watch a video Introducing the concept of Smart Cities, Smart Schools and Smart Homes | The curriculum encourages learners to relate to the applications of Artificial Intelligence in their daily lives. Through real-world examples, case studies, and practical scenarios, students are encouraged to explore how AI is already being integrated into various aspects of their daily lives, such as communication, transportation, healthcare, entertainment, and more. |
| Purpose | Recommended Activity: Write an Interactive Story Learners to draw a floor plan of a Home/School/City and write an interactive story around it using Story Speaker extension in Google docs. | It instigates learners to unleash their imagination towards the concept of smart homes and build interactive stories around it. Students are prompted to think creatively and envision how Artificial Intelligence can be integrated into homes to create smart living spaces that enhance convenience, comfort, and sustainability. |
| Session: Introduction to sustainable development goals | To understand the impact of Artificial Intelligence on Sustainable Development Goals to develop responsible citizenship. | |
| Recommended Activity: Go Goals Board Game Learners to answer questions on Sustainable Development Goals | ||
| Possibilities | Session: Theme-based research and Case Studies Learners will engage in listening to real-life case studies of inspiring start-ups, companies, or communities that have implemented AI in their operations or services. This will expose them to practical examples of how AI is being used in various domains and industries. • Learners will be assigned a specific theme related to AI, such as healthcare, transportation, agriculture, education, or entertainment, among others. They will then conduct research to identify current AI trends within their respective theme, and envision the future possibilities of AI in and around that theme. | The objective is to enable students to research and gain awareness of the skills required for the jobs of the future. By exploring different futuristic opportunities, students can imagine, examine, and reflect on the skills that are most relevant and important. The curriculum also emphasizes the development of effective communication and collaboration skills, as these are crucial for success in any field. Through various activities and projects, students can enhance their critical thinking, problem-solving, and creativity skills, which are highly valued in the job market of the future. Additionally, the curriculum encourages students to explore their passions and interests and align them with the skills required for future jobs, helping them to make informed decisions about their career paths. |
| Recommended Activity: Job Ad Creating activity Students will be challenged to use their critical thinking skills to predict how AI will impact the job market in 10 years and create a job advertisement for a firm based on those predictions. They will be asked to describe the nature of the job available and the skills required for it, taking into account how AI is transforming the nature of work. Through this exercise, students will develop their ability to think creatively and adapt to changes in the job market. | ||
| AI Ethics | Video Session: Discussing about AI Ethics | To understand and reflect on the ethical issues around AI. |
| Recommended Activity: Ethics Awareness Students play the role of major stakeholders and they have to decide what is ethical and what is not for a given scenario. | ||
| Session: AI Bias and AI Access • Discussing about the possible bias in data collection • Discussing about the implications of AI technology | To gain awareness around AI bias and AI access. | |
| Recommended Activity: Balloon Debate • Students divide in teams of 3 and 2 teams are given same theme. One team goes in affirmation to AI for their section while the other one goes against it. • They have to come up with their points as to why AI is beneficial/harmful for the society. | To let the students analyse the advantages and disadvantages of Artificial Intelligence. | |
| UNIT 2: AI PROJECT CYCLE | ||
| Sub unit | Session / Activity / Practical | Learning Outcomes |
| Problem Scoping | Session: Introduction to AI Project Cycle • Problem Scoping • Data Acquisition • Data Exploration • Modelling • Evaluation | Identify the AI Project Cycle framework. |
| Activity: Brainstorm around the theme provided and set a goal for the AI project. • Brainstorm and explore different topics within the given theme. Once the topics have been identified, create a mind map to outline the problems related to each topic. From there, select one problem that will serve as the goal for the project. | Learn problem scoping and ways to set goals for an AI project. | |
| Activity: To take action towards achieving the project goal, learners will need to: Brainstorm possible solutions and select the most feasible one. Create an action plan with clear steps and timelines to implement the selected solution. Identify the resources required to carry out the plan. | Identify stakeholders involved in the problem scoped. Brainstorm on the ethical issues involved around the problem selected. | |
| Activity: Data and Analysis • What are the data features needed? • Where can you get the data? • How frequent do you have to collect the data? • What happens if you don’t have enough data? • What kind of analysis needs to be done? • How will it be validated? • How does the analysis inform the action? | Understand the iterative nature of problem scoping for in the AI project cycle. Foresee the kind of data required and the kind of analysis to be done. | |
| Presentation: Presenting the goal, actions and data. | Share what the students have discussed so far. | |
| Data Acquisition | Activity: Introduction to data and its types. Students work around the scenarios given to them and think of ways to acquire data. | Identify data requirements and find reliable sources to obtain relevant data. |
| Data Exploration | Session: Data Visualisation • Need of visualising data • Ways to visualise data using various types of graphical tools. | To understand the purpose of Data Visualisation |
| Recommended Activity: Let’s use Graphical Tools • To decide what kind of data is required for a given scenario and acquire the same. • To select an appropriate graphical format to represent the data acquired. • Presenting the graph sketched. | Use various types of graphs to visualise acquired data. | |
| Modelling | Session: Decision Tree To introduce basic structure of Decision Trees to students. | Understand, create and implement the concept of Decision Trees. |
| Recommended Activity: Decision Tree To design a Decision Tree based on the data given. | ||
| Recommended Activity: Pixel It • To create an “AI Model” to classify handwritten letters. • Students develop a model to classify handwritten letters by diving the alphabets into pixels. • Pixels are then joined together to analyse a pattern amongst same alphabets and to differentiate the different ones. | Understand and visualise computer’s ability to identify alphabets and handwritings. | |
| UNIT 3: NEURAL NETWORK | ||
| Session: Introduction to neural network • Relation between the neural network and nervous system in human body • Describing the function of neural network. | Understand and appreciate the concept of Neural Network through gamification. | |
| Recommended Activity: Students will participate in a group activity that simulates a human neural network. The class will be divided into four teams, each representing a different layer of the neural network: input layer (X students), hidden layer 1 (Y students), hidden layer 2 (Z students), and output layer (1 student). The input layer will receive data from a given source and process it before passing it on to the next layer. The hidden layers will further process the information and pass it along until it reaches the output layer, which will provide the final output based on the input. Through this activity, students will gain a better understanding of how neural networks function and how information is processed in the brain. They will also develop their teamwork and communication skills as they work together to accomplish a common goal. | ||
| UNIT 4: INTRODUCTION TO PYTHON | ||
| Recommended Activity: Introduction to programming using Online Gaming portals like Code Combat. | Learn basic programming skills through gamified platforms. | |
| Session: Introduction to Python language Introducing python programming and its applications | Acquire introductory Python programming skills in a very user-friendly format. | |
Practical: Python Basics • Students will learn Python basics, including variables, arithmetic operators, expressions, and data types such as integers, floats, and strings. Additionally, they will become familiar with using the print() and input() functions for displaying information and gathering user input.To reinforce their understanding, students will complete a set of problem-solving exercises using an online Python compiler. These exercises will range in difficulty and require students to apply their knowledge of Python basics to solve real-world problems. | ||
| Practical: Python Lists • Students go through lessons on Python Lists (Simple operations using list) • Students will try some basic problem solving exercises using lists on Python Compiler. |
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