This course helps students adopt experiential learning resulting towards competency-based learning and education. Game based learning will be explained along with some hands-on activities and increase the fluency in the platform.

Number of Classes - 2
Number of Activities - 1

The course is made up of lessons where students learn the fundamental concepts of AI. The conceptual development of AI in a series of steps, including the collection of data, dataset creation, AI deployment and analysing results. In these unit students will learn via experiential learning - how to gather and prepare a photographic data for a dataset, the concept of pattern recognition, use pattern recognition concepts, detect anomalies in geographical data etc.

Exploring ‘My subjects with GBL’ –
Sample Activity- Use of big AI and big data supporting wildlife tracking efforts
Aligned to Geography Chapter ‘Climate Vegetation and Wildlife’ - Due to cutting of forests and hunting, several species of wildlife of India are declining rapidly. Many species have already become extinct.

Number of Classes - 5
Number of Activities in this Unit - 20

Standards-
CSTA K-12
IA-DA-06 - Collect and present the same data in various visual formats.
2-AP-12 - Design and iteratively develop programs that combine control structures.
IB-AP-II - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.

ISTE
7A- Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
3B- Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
6B- Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

Students will learn to use command a computer agent to do different actions. Understand how code can be used to create large-scale actions that would manually take longer. Explore new coding types and how they can assist students when building their own worlds. This unit focus on logical skills understanding with experiential learning.

Exploring ‘My subjects with GBL’ –
Sample Activity- how to build a bridge?
Aligned to Science Chapter ‘Sorting Materials into groups’ – What kind of materials are used in bridges and cities?

Number of Classes - 10
Number of Activities in this Unit - 10
Standards-
CSTA K-12
1B-AP-08 Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
IB-AP-10 Create programs that include sequences, events, loops, and conditionals.
IB-AP-11 Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
1B-AP-12 Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more features that are advanced.
1B-AP-15 Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
1B-AP-17 Describe choices made during program development using code comments, presentations, and demonstrations.

This unit is an extension of Unit B. Students will expand their logical skills with experiential learning by doing multiple activities. Explore how can be used to facilitate the imagination and code more creatively with increasingly complex code. Students expand on their fluency in coding via experiential learning platform. Merge mathematics with code to create calculated in-game actions.

Exploring ‘My subjects with GBL’ –
Sample Activity- Creating a fence around a park using GBL
Aligned to Mathematics Chapter ‘Mensuration’ – An athlete takes 10 rounds of a rectangular park, 50 m long and 25 m wide. Find the total distance covered by him.

Number of Classes - 14
Number of Activities in this Unit - 15

Standards-
CSTA K-12
1B-AP-08 Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
IB-AP-10 Create programs that include sequences, events, loops, and conditionals.
IB-AP-11 Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
1B-AP-12 Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more features that are advanced.
1B-AP-15 Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
1B-AP-17 Describe choices made during program development using code comments, presentations, and demonstrations.

BBC micro:bit is a half debit/credit card sized computer that introduces students to how software and hardware work together. It is power packed with LED display, sensors and many input/outputs feature that, when programmed, let it interact with us and world around.

Exploring ‘My subjects with GBL’ –
Sample Activity- Heart rate monitor aligned to Class 7 Science ‘Transportation in plants and animals’ – Human heart.

Number of Classes - 12
Number of Activities in this Unit - 15

Standards
CSTA K12
2-CS-01 - Recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices.
2-CS-02 - Design projects that combine hardware and software components to collect and exchange data.
2-AP-10 – Use flowchart to address complex problems as algorithms
2-AP-11 - Create clearly named variables that represent different data types and perform operations on their values.

ISTE
5A - Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.
5B- Students collect data or identify relevant data sets, use digital tools to analyse them, and represent data in various ways to facilitate problem-solving and decision-making.