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| K – 12 FRAMEWORK |
| Grades K-2 |
Grades 3-5 |
Grades 6-8 |
Grades 9-12 |
| Discover: Develop a basic understanding of what AI is and how it's used in daily life |
Experiment: Begin to play with machine learning concepts and simple AI applications |
Build: Explore more complex AI applications, AI ethics, bias, and societal impacts and develop best practices for use |
Innovate: Create new learning using advanced AI concepts, programming, and career exploration |
| Recognize AI in everyday technology (e.g., voice assistants, smart devices) |
Explain basic concepts of machine learning (training data, patterns, predictions) |
Analyze ethical considerations in AI development and deployment |
Understand advanced AI concepts (neural networks, deep learning, natural language processing) |
| Distinguish between AI and non-AI technology |
Explore basic data literacy (types of data, data collection methods) |
Understand the concept of AI fairness and its challenges |
Develop simple AI programs using appropriate tools and languages |
| Understand that AI can follow instructions and make decisions |
Understand the difference between supervised and unsupervised learning |
Identify potential biases in AI systems and their impacts |
Learn about AI in cybersecurity and privacy protection |
| Understand that AI can make mistakes |
Understand the concept of algorithms and their role in AI |
Develop critical thinking skills to evaluate AI-generated content |
Analyze real-world AI applications and their impact on various industries |
| Identify examples of AI helping people in various settings (home, school, community) |
Explore basic concepts of natural language processing |
Understand how different AI tools can be used together to solve more complex problems |
Understand AI's role in scientific research and innovation |
| Recognize that AI is created by humans |
Explore simple AI applications (e.g., image recognition, chatbots, tutors) |
Craft complex, multi-stage prompts for AI tasks. |
Explore AI-related career paths and required skills |
| Recognize that AI needs data to function |
Introduce the concept of pattern recognition in AI |
Learn to craft prompts that consider ethical implications (e.g., "How can we ensure this AI application is fair to all users?") |
Explore the intersection of AI with other emerging technologies (IoT, blockchain, etc.) |
| Introduce basic concepts of computer logic (if-then statements) |
Create prompts for simple AI tasks |
Practice writing prompts that ask AI to explain potential biases in its responses |
Explore the philosophical implications of AI (consciousness, intelligence) |
| Focus on basic instruction-giving and question-asking skills, emphasizing clarity and simplicity |
Learn to provide context in prompts (e.g., "I'm a 4th-grade student working on a science project about...") |
Develop skills in asking AI to provide multiple perspectives on complex issues |
Continue to evaluate more complex AI tools to determine the best one for specific projects. |
| Learn to ask AI tools questions using who, what, when, where, why, and how |
Practice breaking down complex questions into simpler parts |
Learn to request specific types of outputs (e.g., lists, summaries, comparisons) |
Master the use of system prompts to set context and parameters for AI interactions |
| Understand that AI tools need specific information to provide helpful answers |
Understand the importance of being specific in prompts (e.g., asking for step-by-step instructions) |
Begin to use prompts that challenge or fact-check AI-generated information |
Learn to craft prompts for specific AI applications (e.g., image generation, code completion) |
| Practice rephrasing questions if the AI doesn't understand |
Begin to use descriptive language to get more accurate responses from AI tools |
Learn about AI governance and policy basics |
Develop skills in prompt chaining and iterative refinement for complex tasks |
| Learn basic digital citizenship in relation to AI tools |
Discuss AI's limitations and the continued importance of human skills |
Discuss privacy concerns related to AI and data collection |
Practice writing prompts that encourage AI to approach problems from multiple angles or disciplines |
| Learn about AI in storytelling and creative applications |
Discuss how AI can make mistakes and the importance of human oversight |
Evaluate the societal and economic impacts of AI technologies |
Learn to craft prompts that critically evaluate AI-generated content and identify potential limitations or biases |
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Understand the idea of AI in games and simulations |
Explore the concept of AI safety and potential risks |
Explore advanced prompt techniques like few-shot learning and zero-shot learning |
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Explore the environmental impact of AI and large-scale computing |
Engage in debates on the future of AI and its potential long-term impacts on society |
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Discuss AI's role in social media and its effects on information spread |
Create unique AI tools to solve specific problems |
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Explore the concept of AI art and music and its implications for creativity |
Understand the principles of responsible AI development |
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Develop skills in AI-human collaboration and augmented intelligence |
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Explore the concept of artificial general intelligence (AGI) and its potential impacts |
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| TEKS Standards Addressed |
| ELA: K.1(A) Listen actively and ask questions to understand information1. 13(A) Generate questions for formal and informal inquiry. 2.13(A) Generate questions for formal and informal inquiry with adult assistance. Math: K.8(A) Collect, sort, and organize data into two or three categories. 1.8(A) Collect, sort, and organize data in up to three categories using models/representations. 2.10(A) Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a category. |
Science: 3.3(A) Analyze, evaluate, and critique scientific explanations using evidence, logical reasoning, and experimental and observational testing. 4.3(A) Analyze, evaluate, and critique scientific explanations using evidence, logical reasoning, and experimental and observational testing. 5.3(A) Analyze, evaluate, and critique scientific explanations using evidence, logical reasoning, and experimental and observational testing. Math: 3.8(A) Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals. 4.9(A) Represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions. 5.9(C) Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot |
ELA: 6.9(E) Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating. 7.9(E) Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating. 8.9(E) Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating. Social Studies: 6.21(E) Evaluate the validity of a source based on language, corroboration with other sources, and information about the author. 7.21(E) Evaluate the validity of a source based on language, corroboration with other sources, and information about the author. 8.29(E) Evaluate the validity of a source based on language, corroboration with other sources, and information about the author |
Computer Science: 1.4(G) Compare and contrast types of artificial intelligence and machine learning. 2.4(H) Explore the applications of artificial intelligence and machine learning, including uses in data science, pattern recognition, and predictive analytics. 3.6(E) Evaluate and implement methods of artificial intelligence and machine learning such as data mining, computer vision, and natural language processing. ELA: E1.8(E) Analyze the author's purpose, audience, and message within a text. E2.8(E) Analyze the author's purpose, audience, and message within a text. E3.8(E) Evaluate the author's purpose, audience, and message within a text. Social Studies: US.29(D) Analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions |
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