Draw a maze

What should I take away from this lesson?

First ask the children to talk about what they want to do, practice listening to their partners, and then use life situations to distinguish "what can I do, how can real people help me, and which part can AI tools help". Maze is a joint project to create ideas. Expression and relationship understanding are throughout the creation, not just discussed in the game.

• Expression:Each child is given the opportunity to speak, draw, identify, or ask a friend to help him/her; he/she can retell a partner's wish without changing his or her own answer for the partner.
• People and AI:Be able to choose someone to ask for help in a life situation and give reasons; know that AI is a tool made by people, not people, and will make mistakes. Important decisions need to be checked by people.

• Works:Each group saves a maze JSON in either 7 × 7 or 11 × 11 format, including S (start), 1–3 light crystals, L (ladder along the wall), and D (exit door at the top of the walls); paths from start to items/ladder and from the wall top to the door must all be accessible.
• Cooperation:Each child operates and acts as an observer at least once; when hearing different ideas, first ask "Why do you think so?"
• Improved evidence:Record where the friend stopped, change one place according to the record, and try again; use "I saw...so I changed it..." to explain the reason.

Deliverables at the end: Each person has a “My Idea / What I Ask AI to Help With / What I Will Check” card; each group has one playable work and V1/V2 playtest records; each person shares one closing thought. Level completion speed and the number of enemies defeated are not used for learning evaluation.

Preparation before class: Let the teacher get it and start the class

Teacher’s self-check before starting: □ LAN entry is available □ Existing work is backed up □ Templates can be imported □ Volume is appropriate □ Paper cards are printed □ “Get items first, then climb the ladder, and finally walk to the door” has been demonstrated.

60-minute process｜Teach the class together, do not let the little teacher hold the class alone

Total timing: 4 + 6 + 7 + 6 + 4 + 3 + 10 + 8 + 6 + 6 = 60 minutes. The goal of the class is to express, choose helpers, check and modify; we do not promise that classmates and children will learn programming in one class. Used by young teachersSentence-by-sentence script, adult useSupport and Rescue Manual。

Main activity A: My little wish｜6 minutes

Target:Each person talks about an idea, and the partner talks about what he heard after listening.Materials:Each person has a wish card and colored pens; the screen projection only provides sentence structures, and does not record names, voices or wishes.

1. 1 minute: The little teacher demonstrates with his own manuscript: "You can call me... I want to do it... because I hope..." The adult said: "It doesn't have to be a game, it can be a gift for a friend, a picture book, a song, or a small animal house."
2. 1 minute: Each person draws or thinks of their own wish. You can start by just drawing a picture, without asking for explanations of family experiences or emotional privacy.
3. 2 minutes: Two people take turns, about 1 minute each. The listener does not comment on whether it is good or not, and does not rush for ideas; he or she can ask, "Which part do you like best?"
4. 1 minute: Repeat to each other: "I hear you thinking..." The original author can nod, add, or correct.
5. 1 minute: Invite two volunteers to share a sentence that their partner allows to share, and then transition: "If one person can't do it, who would you like to ask for help?" Children who do not want to speak publicly can point to the picture, have their partner narrate it, or skip it.

Observation:Pay attention to whether there are opportunities for expression and whether the retelling is accurate, without ranking the vocabulary or voice volume. This activity is original to the course; the paper cards are taken away by the children, and the teacher does not default to taking photos, uploading or inputting to AI.

Main Activity B: Who can I ask for help with this matter｜7 minutes

Props:Three help cards "Me/Friends, Family and Teachers/AI Tools".Rules:For each scenario, you can choose one, multiple, or none at the moment; say "who to ask first, which step to help, and who to check." What is displayed on the screen is pre-written classroom scenarios and discussion references, not live AI output, and there is no accuracy rate or ranking.

1. 1-minute introduction: "AI is a tool made by humans. It can help us find ideas, change images, or test text. It is not a human and may make mistakes. Partners and teachers are people who can accompany and help us in real life. We will also figure out our own solutions."
2. Discuss the first three cards in about 4 minutes and 30 seconds, about 90 seconds each: first give 10 seconds to think by yourself, then talk to your partner, and finally ask a group to explain their choice. The teacher starts a discussion and reference after listening to the reasons.
3. Ending in the last 1 minute and 30 seconds: "You can ask for different helpers for the same thing. If what the AI ​​says is true, you have to check it. To take care of yourself and make important decisions, you should make them with a trusted adult." The remaining cards are left as extensions to avoid crowding out creation.

Available teacher responses: "It's interesting that you chose two helpers. Which step do you want them to help with?" "If the AI's idea is different from yours, you have the right not to adopt it." "We are talking about the children in the story, and there is no need to talk about things you don't want to share." Avoid saying "AI is the friend who understands you best" or "AI knows everything."

Opening video with glitch replacement | Contained in 0–4 minutes

The video is 35 seconds in total: the first 30 seconds are spent by Xiaobi (a calico cat) kneading, stuffing, molding, baking, and boxing, and then giving them to Jinzi (a civet cat), Xiaofei (a black and white cow cat), and Xiaomai (a white cat); the last 5 seconds show the AHALab × ZimaBlueAI poster, and send "Happy Mid-Autumn Festival, reunion with full moon people" with subtitles and dubbing. The four characters are all derived from real pet photos provided by users into AI realistic fairy tale images, and are not real cats cooking on site.

Read it first, without talking about knowledge in the middle; first ask: "Who do you want to give the gift to? What do you want to say to him?" Allow the child to speak, draw or identify, and then ask: "What did the person think of, and what did the AI ​​help do?" Adults explain the division of labor in the production: the person chooses the story, pet photos and sound settings, checks and decides; AI helps generate realistic images, dubbing and music. The finished film comes with Chinese subtitles, Chinese vocals, cat meows and actual YuE2 + ACE-Step music. The names of the tools are only for teachers to prepare lessons and do not require children to memorize them. The cat in the film is a fairy tale character, not an AI, nor a real person using the AI.

During the initial 0–4 minute discussion, choose one follow-up question: "Real cats meow, so how do they speak Chinese and make mooncakes?" Acknowledge the child's observation: "The realistic cat fairy tale scenes and voiceover generated by AI are not footage of real cats or actual conversations. Speaking Chinese and making mooncakes are stories created by people." You may imitate a "meow" to join in, but do not treat the realistic visuals as evidence that these events actually occurred.

Narrated version without video:"Xiao Bi (the calico cat) wanted to give a gift to a friend. She carefully made mooncakes, placed them in small boxes, and gave them to Jin Zi (the tabby cat), Xiao Fei (the black-and-white cow cat), and Xiaomai (the white cat). Each time she gave one away, she wanted to say something to her friend. If it were you, who would you give the gift to? What would you say?" Then add: "These realistic cat fairy tale scenes and voiceover are AI-generated; they are not footage of real cats or actual conversations. Real cats meow; speaking Chinese and making mooncakes are stories created by people. Today, you can also create your own work." Display the same text on the screen without waiting for network generation.

Teacher Notes:This is an anthropomorphic fairy tale and should not be used as a demonstration for feeding mooncakes to real cats. Next, hold up the little designer's sketch to connect "making a gift for a friend" with "creating a level for friends to play." Do not refer to the cat characters as AI partners.

Real AI creation evidence chain｜17–23 minutes

UseCast screen "How can AI help"View the real production process of this time: parents provide pet photos (teacher dictates the source, the original photos are not distributed with the classroom package) → Classroom simplification request → Actual reference frame → Real H3 video clip → Final version after human review and modification. Teachers can produce original photos if authorized, but this is not required. The page shows the actual generated materials before class, and the model will not be called on-site. The first 30 seconds of the 35-second film are six H3 shots, and the last 5 seconds are static posters specified by the user; the human voice is a post-production, and there is no claim of real cat speech or precise lip synchronization.

1. 17–18 points:Looking at the actual reference frame, the teacher said "Parents provided photos of pets and requested that the characteristics of each cat be preserved." Little teacher: "Which pattern do you see?" People first decide who it is and what it does; children are not allowed to guess which cat is more similar when the original photo is missing.
2. 18–19 points:Read the simplified classroom prompt: "Please refer to Xiaobi's photo and have her make mooncakes in the kitchen for Jinzi, Xiaofei, and Xiaomai, keeping each cat's unique pattern." Explain that this is a simplified version for children to understand, not a verbatim record of the original model request.
3. 19–20 points:Play the generated 5-second H3 stamped clip and compare it to a static reference frame: where is the movement? Stay silent and observe. After stopping, he said: "This was generated by AI before class, not just after I pressed the button."
4. 20–21 points:Adults may optionally demonstrate a short text prompt: "Write two different blessing messages for the story of Xiaobi giving mooncakes. Each message must be no more than 12 characters long and must not include real names." Let the child choose or reject one message. Only adults should operate pre-logged accounts; do not enter children's information. Wait up to 60 seconds. If there is no result, say exactly: "This time nothing was returned. Let's look at the materials generated before class." Return to the final closing blessings without pretending it is a new answer.
5. 21–23 points:Look at two actual reference frames: the tray in the bottom left changed from 4 mooncakes to 2, consistent with the boxing shot; this comparison changes the quantity, not the cats' identities. Also note that names and patterns were manually verified, the final video was redone with a single set of subtitles at the bottom, and the authentic AHALab logo was used. Have the child select one "place I will check" to connect to the maze: "To see if a work is good, you need others to look at it, try it yourself, and then revise it."

Whether to conduct on-site requests only changes the display method, not the learning objectives. Use this set of real-life generated materials directly when offline; do not turn button switches, random results of mini-games, or scenarios pre-written by the teacher into AI's on-the-spot answers. The photos will only use pet materials that have been authorized by the user this time, and no new children or family photos will be uploaded.

Alternate Activity: Explorer Choose One

Choose one of the following, robotics and voice activities do not occupy the ice-breaking time of the main class; they are used to arrive early and replace expansion activities or after-class extensions of the same length. They cannot replace individual expression and relationship discussion.

Time:5 minutes; whole class participation.Props:A / B cards or interactive projection.Target:Let children meet partners and discover that play preferences can vary.

1. Adult instructions: "A is on the left, B is on the right. You can walk slowly, or you can sit down and point to me. There is no right answer."
2. The three-round questions are as follows: fox character/robot character; forest world/ice and snow world; look at the route first/take two steps first. Allow about 5 seconds for each round to choose, and then ask a volunteer child to explain in one sentence.
3. Let the children and their partners say each other's names: "I am...I chose...what about you?" In the last round, no labels are given according to personality, and adults help each two people form a team.
4. Transition: "In the same level, some people like to observe first, while others like to try first. When designing, we need to see how our friends actually go."

Activity adaptation:The mechanism of "expressing choice with position" is retained and reduced to three rounds, allowing both parties to like and speak privately. Source of inspiration:Ice Breaker Games · Choose One; The questions, duration and support methods of this card are self-written for this course.

Alternate activity: Let me go, Brick Robot

Time:6 minutes; work in pairs.Props:Paper card 5 × 5 grid with a chess piece, or robot in interactive projection.Target:Experience clear instructions, taking turns, and asking questions.

1. The two sat in the same direction, and the robot began to face the top of the paper. The commander sees the route and the operator only listens to the instructions. Adults first demonstrate "forward one space" and "turn right"; turning only changes the direction, but does not move.
2. First round of 90 seconds: Only one move can be said at a time. When it reaches the wall, the robot stops and says "there is a wall ahead"; it is called "stupid" if it does not cross the wall and does not call its partner's operation.
3. Swap roles. Second round of 90 seconds: Operators are allowed to ask questions, and the commander can repeat or point to the direction arrow to explain.
4. Finally, spend about 1 minute comparing: "Which sentence is the clearest? What is the difference after adding questions for the second time?" Each group writes or draws two instructions.

Activity adaptation:Learn from the gameplay of "the describer and the executor have different information", change it to a grid on the table, allow questions and gestures, and do not blindfold or allow children to walk with their eyes closed. Source of inspiration:Ice Breaker Games · Blind drawing game;The robot rules were adapted for this course.

Interactive Backup Card: Sound Detective and One Sentence Story

Sound Detective｜2–3 minutes

Use the screen projection "Sound Detective": play the sound effect once, let the child use gestures to select "get something/hit/scatter the blocks/pass the level", and then reveal and demonstrate the corresponding picture. Ask: "Just listening to the sound, can you know what you have done?" Ask the children to draw a success mark on their level. This activity is directly taken from this game and is original to this course; it can replace the sound effect demonstration before the trial and does not exceed the 60 minutes.

One Sentence Solitaire｜3 minutes

The peer helper starts: “We climbed up the ladder and saw a door...” Each group discusses for 20 seconds, taking turns to contribute one sentence: “Behind the door is...”. Participants may say only one word, point to a character image, or skip; the adult strings these into a short story. End by asking: “If the world behind the door was the world you imagined, what would you collect in this level?” Suitable for early arrival or the 75-minute version. Adapted from Ice Breaker Games · Story Solitaire 's turn-taking and continuation mechanism; children's situations, participation methods and duration are self-written for this course.

Workbench operation with two exit locations

1. First, complete the original experience through "Experience the First Level of Hand-painting". When you get to the creation stage, open the independent creation template and click "Load Creation Practice Template"; this small template is only used for learning and editing, not the first level.
2. Select brush: Wall / Road / S Start / L Ladder / D Exit Door / Light Crystal. Place the ladder on the road tile against the wall, and the door on a wall tile.
3. Check the two route segments separately: first trace the path on the road to items and the ladder, then trace the path from the wall tile next to the ladder along the connected wall top to the door. The door cannot be reached only by “climbing up and arriving”.
4. Click "Try My Maze" to try it out. If the verification prompts that you cannot reach any area, go back to that area and check if there are any discontinuous points.
5. Export V1 and try it with a friend; make only one change based on the records, and then export V2. Adults can help enter the team name when saving the file name.

Capability boundaries:This lesson's editor supports roads, walls, items, ladders, doors, dimensions, and color schemes; children cannot add NPCs or dark rules in the editor. The darkness and torches after Level 5 are provided as existing sample experiences; unimplemented features should not be listed as classroom production tasks.

How to use new game effects for teaching

Lit torches remain lit throughout that level. If you encounter an NPC and return to the entrance, the fire source and torch states are preserved; restarting the level resets them. Lighting all torches is an optional aid for exploration, not a mandatory condition to clear the level.

Layered support and short course adjustments

45 minute version:0–3 Opening (3) + 3–8 Retelling of wishes (5) + 8–13 Two scenarios of asking for help (5) + 13–18 Real AI evidence chain (5, not generated on-site) + 18–21 Hand-drawn first level (3) + 21–23 Three sentence cards (2) + 23–31 Modified template V1 (8) + 31–37 Mutual test (6) + 37–41 Modification V2 (4) + 41–45 Save outside the hall (4) = 45 minutes. Move only one light crystal or change one path, retaining each person's expression, real AI material and one modification.

75 minute version:In addition to the 60 minutes, add 3 minutes for the story solitaire, 7 minutes for the second friend's blind test, and 5 minutes for the work presentation. The dark level is still an optional demonstration and does not crowd out creation.

Teacher’s questions, stuck points and observation records

Each item on the teacher's observation form records "not yet observed/achieved with support/can explain independently": ① Express wishes in the way of one's own choice; ② Able to retell partner's ideas; ③ Explain the help object, AI help and parts that need to be checked by humans in a scenario; ④ Two sections of the route are accessible and there are turns for observation; ⑤ Modify the corresponding real trial record. Not speaking for the time being does not mean that you don't know how to speak. The teacher only records an idea that the partner allows to share.

How to practice before class

Press firstAdult Support HandbookCheck the technical functions and let the little teacher take itHost draftWalk through a 12-minute time-lapse rehearsal with an adult. See itemized records. Whether the equipment, web pages, and printing can run is a technical verification; whether the children understand, are willing to express, and whether they can complete the work within the time limit must wait for actual classroom observation, and "teaching effect has been verified" cannot be written in advance.

A message to parents after class

Today children expressed what they wanted to create, heard their partners’ wishes, and discussed how they, real people, and AI tools could each help. Children also turn maze ideas into playable levels, taking turns operating, observing and modifying them. You can ask: "What is your wish?" "Who do you ask to help with which step?" "What things need to be checked?" "What did you change after your friend tried it out?" The JSON brought back can be imported next time. The class does not require children to register an AI account or submit personal information. Adults can demonstrate an on-site AI request for non-personal information; whether it is carried out will be subject to the record in class. Offline pre-generated materials will be clearly marked and will not be treated as live answers.

Traceable course objectives and references

The main Bloom level is "Create" (modify and make a level), and the support level is "Evaluate" (select modifications based on trial play evidence). The following is the transfer design of the theme map for this lesson. The age range is used for lesson preparation and is not used as an elimination criterion.

Marble Skill Taxonomy (v1) · © Generative Spark, Inc. (Marble) · withmarble.com · licensed under ODbL 1.0 (database) and CC BY-SA 4.0 (content). Only the subject and previous maps are cited, and the text of the upstream standard is not reproduced.

The activity on the relationship between expression and AI is original for this lesson. Teacher design reference:AI4K12 age-specific learning advanced draft(Based on K–2 / 3–5 differentiation strategies, not certification standards);UNICEF Children and AI Policy Guidance v3andWhen AI becomes a friend(Respect children’s expression and subjectivity, and value real interpersonal relationships). These are the teacher's design basis, not standards for first-time students to recite.

Alternate icebreaker reference:Ice Breaker Games game directoryand the three specific gameplay pages above, access date 2026-09-25. Only the gameplay mechanism is borrowed; the questions, rhythm, materials and child support methods of this lesson are original adaptations from AHALab, and the pictures and entire teaching copy of the original website are not copied.

Information package and access methods

Open classroom screencasting and games online, or download printed materials from the course entrance.

Materials include teacher manual, sentence-by-sentence script for primary school teachers, adult support manual and rehearsal checklist, 6-page student cards (wishes, relationships, designs, mutual tests, roles and backup activities), opening video and non-video narration, independent creation JSON template, interactive screen projection and game demo. Children's names, wishes, emotions and voices are not recorded, saved or uploaded during screencasting; on-site selections are only temporarily displayed on the current page and cleared when refreshed. Technical functionality check is not the same as teaching verification: this version has not yet been tested with real students, and the expression waiting time, 60-minute rhythm, and difficulty need to be adjusted after the first lesson.