Funding for the VITAL/Ready to Teach collection was secured through the United States Department of Education under the Ready to Teach Program.
Loading StandardsStudents watch a video segment that discusses developing intelligent robots, and then write paragraphs that provide detailed hypotheses of results that could come from this endeavor.
In order to create a hypothesis, a learner needs to be able to analyze the information that’s presented and utilize it to make inferences about possible outcomes. This process requires advanced critical thinking skills; the learner must first be able to separate relevant from irrelevant information, draw conclusions based on this information, combine the information with the learner’s background knowledge, use this combined knowledge to draw conclusions, and then use these conclusions as an aid in predicting results.
(1) 45-minute period and (1) 20-minute period
1. Provide the purpose for this activity: to write a paragraph that thoroughly details the hypothesis and possible outcomes of developing intelligent robots that can think for themselves. Begin by asking students to state the definition of a hypothesis. After discussing various answers, ask what it means when someone asks you to support your hypothesis. Discuss student responses in a teacher-guided question and answer session.
2. Tell students that they will be watching a video about developing intelligent robots that can learn like humans. Distribute The Intelligent Robot Video Questions handout. Ask students to answer these questions as they watch the video the first time.
3. After viewing, discuss the video with students. Ask them to share their answers with the class during a teacher-guided question and answer session. Focus on the video details students use to support and explain their answers. Students add to their answers as needed.
4. Students watch the video segment a second time. After this viewing, they should use their inference skills to create a list of possible uses for an intelligent robot by completing The Intelligent Robot Graphic Organizer handout. Remind them that they must include the details or examples that they used as a basis for their inferences.
5. After watching the video again, ask students to compare the graphic organizers they completed while watching the video the second time. Based on their lists of uses, how many feel that the creation of an intelligent robot is mostly positive? How many feel it is mostly negative? During a teacher-guided question and answer session, ask on what information did they base these inferences. Help students elaborate on these areas of their graphic organizers by discussing the details as a large group.
6. Distribute Hypothesis Paragraph rubric. Tell students to use their graphic organizers to help them write paragraphs that state hypotheses and possible outcomes related to the creation of intelligent robots. Students use details from their graphic organizers to support their hypotheses. Review the rubric so students know the expectations of the paragraph.
7. Using their graphic organizers and rubric, students write a draft of the hypothesis paragraph. Students may complete the draft paragraphs for homework if additional time is needed.
1. Students exchange paragraph drafts with fellow students to peer-edit and discuss needed revisions and/or additions.
2. After making needed revisions, students complete final versions of paragraphs and hand in with the first drafts and rubrics.
For students who need additional guidance:
Standards