This lesson has all the resources required for content. Review all materials below at least once prior to the workshop.

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

• Instructor Notes (EN) (FR). In the Instructor notes, you’ll find the example project link for sign in for an Instructor project at the top of the page. This only saves the training data from Machine Learning for Kids. It does not save the Scratch blocks. If this is helpful to you, please use it. If it is not helpful to you, don’t use it. Please do not edit the project.
• Slide deck (EN) (FR) Keep in mind which parts of the content require a breakout room. If you as the Instructor and team want to apply breakout rooms for the Machine Learning Steps, you can do so.
• Solution Sheet (EN) (FR)
• 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) You do not need to create an account to use this tool. Make sure when using the Instructor sign in that you do not edit the project.
• Scratch 3.0 (EN) (FR) To access Scratch 3.0 in French, please change the language setting by clicking the globe in the top left hand corner, and selecting Français.
• Land Acknowledgement (EN) (FR) There is a linked copy in the Instructor Notes of a land acknowledgement we’ve used previously in our virtual workshops. The one linked here is one that was shared by Wilson for our content training session – and the person who wrote it would like to remain anonymous. Please do not credit Wilson or others when using this Land Acknowledgment. When using this acknowledgement, please make sure to copy this document, and change the Indigenous people you are acknowledging based on the area you are delivering from. Please research ahead of time. You can use this website to help you get started. The translated copy has now been linked.

What If Learners Have Not Read The Comic Book?
Here are some suggestions from our discussions at training for what do do if the students have not read the comic book. You do not need to use all of these suggestions, you are the instructor and we trust your decision!

• Read the book to the group. Consider timing how long it takes you to read before you run the workshop. Then find the most natural fit in the content to pause and read. Remind learners to open up the comic book from the prep email that was sent to their guardian. Share your screen so learners can see the copy of the PDF as you read.
• Assign learners time in the workshop to read the book with their guardian and summarize. Considerations: This option will be difficult for English as a Second Language students. The learner might have difficulty reading, and may not have full guardian support available to help them read. Make sure to summarize with a few of the questions below to make sure all learners have a basic knowledge of the comic book before continuing (if you choose this option).
• Use Bit.ly link in the chat for the comic book. You could send this to learners who are in the waiting room before the workshop (or at another time in the workshop).
• Ask learners to summarize the book for you. Example questions to ask the learners:
  – Who were the characters in our story?
  – What happened to Amira?
  – When did you feel that something bad was happening in the book? Can you explain one time from the comic book?
  – Where did this take place? Was it in person, or online like we are now?
  – Why do you think Rochelle posted those images?
  – How did Amira handle the situation? Did she have help from someone?
• Record reading of the book. Record yourself reading the book. If this is the option you choose, please connect with Cael directly before moving forward. Cael will publish the file for you to youtube and get you the link. Reminder: playing a video in Zoom has its own sets of challenges to be aware of (lag etc.)

Content Questions from Training

• Can Machine Learning for Kids be used with different browsers? It has been tested with Chrome, and Firefox with success. Internet Explorer browser might have caused some issues for the French team during the pilot, but we’re not sure if it was strictly related to the browser. Kass and Bilal will be online the day of for Content Support to answer these types of questions, live.
• Can Machine Learning for Kids handle the host capacity for GLC Day? Dale from Machine Learning for Kids works directly with IBM Watson which hosts up to 1 million users per day, and he confirms it should not be an issue. We also have lower numbers than we would normally have for a National GLC Day event – so we should be good!
• The hand signs used in the content mean something in American Sign Language (ASL). Kass will be reviewing and updating.
• Can Mentors use the Instructor login and share the starter project from the Instructor notes in breakout rooms? We recommend not having Mentors use this sign in as it was created after Mentor training. When connecting with your Mentors you can discuss what sections of the content they will be leading in the breakout rooms.

** 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

1. Get the shareable link from Drive folder for the appropriate file, paste it in the chat and have the learner download the .sb3 file
2. 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)
3. Have the learner click File > Load from your computer, and open the .sb3 file they just downloaded
4. If the learner sees the message “Replace contents of the current project?” have them click OK
5. 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.