{"id":463,"date":"2026-04-22T20:31:06","date_gmt":"2026-04-22T20:31:06","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/?post_type=front-matter&#038;p=463"},"modified":"2026-06-21T23:19:26","modified_gmt":"2026-06-21T23:19:26","slug":"introducing-ai","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/front-matter\/introducing-ai\/","title":{"raw":"Lesson: Introducing AI","rendered":"Lesson: Introducing AI"},"content":{"raw":"<span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, students are introduced to the concept of online privacy and teaches them to distinguish between information that is appropriate to give out and information better kept private \u2013 and to recognize how this may change in different contexts..\r\n<\/span>\r\n\r\n<strong>Grade range: <\/strong>1-3<strong>\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/chapter\/introducing-media-characters\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blocksstudentwrdsb\/chapter\/introducing-ai\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"height: 304px; width: 593px;\" border=\"0\">\r\n<tbody>\r\n<tr style=\"height: 17px;\">\r\n<td style=\"height: 17px; width: 65.25px;\"><\/td>\r\n<td style=\"height: 17px; width: 203.233px;\"><strong>One class period (45-60 minutes)<\/strong><\/td>\r\n<td style=\"height: 17px; width: 267.033px;\"><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\r\n<td style=\"height: 17px; width: 3.78333px;\"><strong>\u00a0<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 287px;\">\r\n<td style=\"height: 287px; width: 65.25px;\"><strong>Activities<\/strong><\/td>\r\n<td style=\"height: 287px; width: 203.233px;\">&nbsp;\r\n\r\nIntroducing Media Characters\r\n\r\nIntroducing AI\r\n\r\nHow AI Learns\r\n\r\nRobot Training\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"height: 287px; width: 267.033px;\">&nbsp;\r\n\r\nIntroducing Media Characters\r\n\r\nIntroducing AI\r\n\r\nHow AI Learns\r\n\r\nRobot Training\r\n\r\nTraining Trashbot\r\n\r\nReflection\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"height: 287px; width: 3.78333px;\"><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>\u00a0<\/strong>\r\n\r\n<strong>Preparation:<\/strong>\r\n<ul>\r\n \t<li>Make sure that students are able to access the interactive activities.<\/li>\r\n \t<li>A <a href=\"https:\/\/mediasmarts.ca\/game\/privacy-pirates-interactive-unit-online-privacy-ages-7-9\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts:\u00a0<\/em>Students will understand that...\r\n\r\nMedia are constructions:\r\n<ul>\r\n \t<li>AI is a product of human choice<\/li>\r\n \t<li>Creators at toy or app companies choose the AI's name, its words, and the training data that shapes its behavior.<\/li>\r\n<\/ul>\r\nDigital media experiences are shaped by the tools we use:\r\n<ul>\r\n \t<li>An AI's \"decisions\" are constrained by the rules and patterns it identifies within the software.<\/li>\r\n \t<li>An AI's behavior changes depending on whether its makers provided narrow or broad examples during its training.<\/li>\r\n<\/ul>\r\nMisconceptions to correct: AIs think, feel and make decisions the way people do.\r\n\r\n<em>Essential knowledge<\/em>:\u00a0Students will know...\r\n<ul>\r\n \t<li>Reading Media: AI tools are constructed by people and companies; AIs computer programs rather than independent thinkers whose \"intelligence\" comes from its ability to look for patterns in the information its makers provide.<\/li>\r\n \t<li>Ethics and Empathy: Humans have a responsibility to monitor and correct AI when it makes mistakes.<\/li>\r\n<\/ul>\r\nKey vocabulary: [pb_glossary id=\"474\"]AI[\/pb_glossary], [pb_glossary id=\"475\"]trained[\/pb_glossary], [pb_glossary id=\"476\"]patterns[\/pb_glossary], [pb_glossary id=\"477\"]\r\n\r\n<em>Performance tasks<\/em>: Students will be able to...\r\n<ul>\r\n \t<li>Use: Interact with and observe the behavior of talking AI toys or applications.<\/li>\r\n \t<li>Understand: Identify the secret \"rules\" or patterns a \"robot\" might be following based on a set of examples; analyze and explain why an AI might give a wrong answer.<\/li>\r\n \t<li>Engage: Design a prototype for an AI robot (the \"Trashbot\");\u00a0Create a training plan for an AI using a T-chart to categorize \"trash\" and \"not trash\" to help the robot find patterns;\u00a0Develop a method for users to intervene and correct the robot if it makes a mistake, such as trying to throw away a personal item.<\/li>\r\n<\/ul>\r\n<em>Student-friendly outcomes: <\/em><b class=\"ng-star-inserted\" data-start-index=\"0\">We will learn<\/b><span class=\"ng-star-inserted\" data-start-index=\"13\"> that people build artificial intelligence and teach it how to act by showing it many different examples<\/span><span class=\"ng-star-inserted\" data-start-index=\"117\">. <\/span><b class=\"ng-star-inserted\" data-start-index=\"119\">We will think about<\/b><span class=\"ng-star-inserted\" data-start-index=\"138\"> why these tools sometimes make mistakes and why they need humans to help them learn the right way<\/span><span class=\"ng-star-inserted\" data-start-index=\"236\">. <\/span><b class=\"ng-star-inserted\" data-start-index=\"238\">We will<\/b><span class=\"ng-star-inserted\" data-start-index=\"245\"> practice being teachers for a robot by creating our own rules and patterns for it to follow<\/span><span class=\"ng-star-inserted\" data-start-index=\"337\">.<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<h3><strong>Strand A. Literacy Connections and Applications<\/strong><\/h3>\r\n<ul>\r\n \t<li><strong>A1.1 Receptive and Expressive Communication:<\/strong> identify how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms.<\/li>\r\n \t<li><strong>A1.2 Student Agency and Engagement:<\/strong> demonstrate an understanding of how transferable skills help them to express their voice and be engaged in their learning.<\/li>\r\n \t<li><strong>A2.3 Research and Information Literacy:<\/strong> gather, evaluate, and use information, considering various perspectives, to construct knowledge and demonstrate learning.<\/li>\r\n \t<li><strong>A2.4 Forms, Conventions, and Techniques:<\/strong> demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts.<\/li>\r\n \t<li><strong>A2.5 Media, Audience, and Production:<\/strong> demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator.<\/li>\r\n \t<li><strong>A2.6 Innovation and Design:<\/strong> use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems.<\/li>\r\n \t<li><strong>A3.1 Cross-Curricular and Integrated Learning:<\/strong> apply the knowledge and skills developed in this grade to support learning in various subject areas and identify some ways this learning can be used in everyday life.<\/li>\r\n<\/ul>\r\n<h3><strong>Strand C. Comprehension: Understanding and Responding to Texts<\/strong><\/h3>\r\n<ul>\r\n \t<li><strong>C1.4 Visual Elements of Texts:<\/strong>\r\n<ul>\r\n \t<li><strong>Grade 1:<\/strong> demonstrate an understanding of the relationship between simple illustrations, images, and graphics and the text.<\/li>\r\n \t<li><strong>Grade 2:<\/strong> identify ways in which images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts.<\/li>\r\n \t<li><strong>Grade 3:<\/strong> describe ways in which images, graphics, and visual design are used in a given text, and demonstrate an understanding of their purpose and connection to the content of the text.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>C2.1 Prereading: Activating Prior Knowledge:<\/strong>\r\n<ul>\r\n \t<li><strong>Grade 1:<\/strong> activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to understand the topics of new texts.<\/li>\r\n \t<li><strong>Grades 2\u20133:<\/strong> activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to make connections and understand the topic and form of new texts.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>C2.5 Monitoring of Understanding: Making Connections:<\/strong>\r\n<ul>\r\n \t<li><strong>Grades 1\u20132:<\/strong> identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them.<\/li>\r\n \t<li><strong>Grade 3:<\/strong> identify connections between ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>C3.6 Analysis and Response:<\/strong>\r\n<ul>\r\n \t<li><strong>Grades 1\u20132:<\/strong> express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility.<\/li>\r\n \t<li><strong>Grade 3:<\/strong> describe personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>C3.8 Reflecting on Learning:<\/strong>\r\n<ul>\r\n \t<li><strong>Grade 1:<\/strong> identify thinking skills that helped them understand simple texts.<\/li>\r\n \t<li><strong>Grade 2:<\/strong> identify thinking skills that have helped them analyze and better understand simple texts.<\/li>\r\n \t<li><strong>Grade 3:<\/strong> identify thinking skills that have helped them analyze and better understand various texts.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h3><strong>Strand D. Composition: Expressing Ideas and Creating Texts<\/strong><\/h3>\r\n<ul>\r\n \t<li><strong>D1.1 Purpose and Audience:<\/strong>\r\n<ul>\r\n \t<li><strong>Grade 1:<\/strong> identify the topic, purpose, and audience for various simple texts they plan to create.<\/li>\r\n \t<li><strong>Grade 2:<\/strong> identify the topic, purpose, and audience for various texts they plan to create.<\/li>\r\n \t<li><strong>Grade 3:<\/strong> identify the topic, purpose, and audience for various texts they plan to create, and describe how the chosen text form and genre will help communicate their intended meaning.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>D1.2 Developing Ideas:<\/strong>\r\n<ul>\r\n \t<li><strong>Grades 1\u20132:<\/strong> generate and develop ideas about given and chosen topics, using simple strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas.<\/li>\r\n \t<li><strong>Grade 3:<\/strong> generate and develop ideas about given and chosen topics, using various strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>D1.4 Organizing Content:<\/strong>\r\n<ul>\r\n \t<li><strong>Grades 1\u20132:<\/strong> sort and sequence ideas and information, taking into account the text form and genre to be used.<\/li>\r\n \t<li><strong>Grade 3:<\/strong> sort and sequence ideas and information, using appropriate strategies and tools, taking into account the text form and genre to be used.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>D2.1 Producing Drafts:<\/strong>\r\n<ul>\r\n \t<li><strong>Grades 1\u20132:<\/strong> draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies.<\/li>\r\n \t<li><strong>Grade 3:<\/strong> draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>D2.3 Voice:<\/strong>\r\n<ul>\r\n \t<li><strong>Grade 1:<\/strong> demonstrate a personal voice in their texts, with a focus on using words that express their thoughts, feelings, and opinions about the topic.<\/li>\r\n \t<li><strong>Grade 2:<\/strong> demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic.<\/li>\r\n \t<li><strong>Grade 3:<\/strong> demonstrate a personal voice in their texts, using descriptive words and sentence patterns to express their thoughts, feelings, and opinions about the topic.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><strong>D3.2 Publishing and Presenting Texts:<\/strong>\r\n<ul>\r\n \t<li><strong>Grades 1\u20133:<\/strong> present the texts they have created using appropriate strategies, including by reading aloud with expression.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p><span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, students are introduced to the concept of online privacy and teaches them to distinguish between information that is appropriate to give out and information better kept private \u2013 and to recognize how this may change in different contexts..<br \/>\n<\/span><\/p>\n<p><strong>Grade range: <\/strong>1-3<strong><br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/chapter\/introducing-media-characters\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blocksstudentwrdsb\/chapter\/introducing-ai\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"height: 304px; width: 593px;\">\n<tbody>\n<tr style=\"height: 17px;\">\n<td style=\"height: 17px; width: 65.25px;\"><\/td>\n<td style=\"height: 17px; width: 203.233px;\"><strong>One class period (45-60 minutes)<\/strong><\/td>\n<td style=\"height: 17px; width: 267.033px;\"><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\n<td style=\"height: 17px; width: 3.78333px;\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 287px;\">\n<td style=\"height: 287px; width: 65.25px;\"><strong>Activities<\/strong><\/td>\n<td style=\"height: 287px; width: 203.233px;\">&nbsp;<\/p>\n<p>Introducing Media Characters<\/p>\n<p>Introducing AI<\/p>\n<p>How AI Learns<\/p>\n<p>Robot Training<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"height: 287px; width: 267.033px;\">&nbsp;<\/p>\n<p>Introducing Media Characters<\/p>\n<p>Introducing AI<\/p>\n<p>How AI Learns<\/p>\n<p>Robot Training<\/p>\n<p>Training Trashbot<\/p>\n<p>Reflection<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"height: 287px; width: 3.78333px;\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Make sure that students are able to access the interactive activities.<\/li>\n<li>A <a href=\"https:\/\/mediasmarts.ca\/game\/privacy-pirates-interactive-unit-online-privacy-ages-7-9\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts:\u00a0<\/em>Students will understand that&#8230;<\/p>\n<p>Media are constructions:<\/p>\n<ul>\n<li>AI is a product of human choice<\/li>\n<li>Creators at toy or app companies choose the AI&#8217;s name, its words, and the training data that shapes its behavior.<\/li>\n<\/ul>\n<p>Digital media experiences are shaped by the tools we use:<\/p>\n<ul>\n<li>An AI&#8217;s &#8220;decisions&#8221; are constrained by the rules and patterns it identifies within the software.<\/li>\n<li>An AI&#8217;s behavior changes depending on whether its makers provided narrow or broad examples during its training.<\/li>\n<\/ul>\n<p>Misconceptions to correct: AIs think, feel and make decisions the way people do.<\/p>\n<p><em>Essential knowledge<\/em>:\u00a0Students will know&#8230;<\/p>\n<ul>\n<li>Reading Media: AI tools are constructed by people and companies; AIs computer programs rather than independent thinkers whose &#8220;intelligence&#8221; comes from its ability to look for patterns in the information its makers provide.<\/li>\n<li>Ethics and Empathy: Humans have a responsibility to monitor and correct AI when it makes mistakes.<\/li>\n<\/ul>\n<p>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_463_474\">AI<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_463_475\">trained<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_463_476\">patterns<\/a>, <\/p>\n<dl data-type=\"glossary\">\n<dt data-type=\"glossterm\"><dfn id=\"dfn-ad\">Ad<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A media work that that tries to get you to want or buy something.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-ai\">AI<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A computer program that can learn from examples. AIs can also learn from their own mistakes.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-animation\">Animation<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A media form that uses many still images to make the illusion of movement.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-anishnaabe\">Anishnaabe<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A group of culturally related First Nations Peoples living in central Canada and the United States, including the Algonquin, Odawa, Ojibwe, Potawatomi, and Oji-Cree.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-apps\">Apps<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Programs on a phone or tablet. Some examples of apps are games and social networks.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-autoplay\">Autoplay<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>When a new video starts playing automatically after another one ends.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-avatar\">Avatar<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A virtual \u201cyou\u201d that you control in a game or a virtual world.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-brand\">Brand<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>The different images, words, and other ways that advertisers help you like and remember their products<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-close-up\">Close-up<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A shot in which the camera seems very close to the subject. In a close-up of a person's face, it is easy to see the facial features and identify the emotion of a character.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-cookies\">Cookies<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Files that are saved to your computer by websites. They let the website remember things about you and about what you did on the website.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-crop\">Crop<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Cropping is cutting away part of an image.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-cyberbullying\">Cyberbullying<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Being mean or cruel to someone else using a digital device.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-detect\">detect<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>To detect something means to find or notice it.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-digital-footprint\">Digital footprint<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A record of what we have done online. Like a real footprint, we leave them wherever we go.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-download\">Download<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Copying a file or app from the internet to your device.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-draft\">Draft<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A major revision of a work. The first finished work is called the \"first draft.\" The published work is called the \"final draft.\"<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-empathy\">Empathy<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>When you think about how someone else is feeling or how they might feel if something happens.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-expert\">Expert<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Someone who knows a lot about something.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-focal-point\">Focal point<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A focal point is the part of the image that our eyes are most drawn to.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-foley\">Foley<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A Foley artist makes sounds that go with the images in a media work such as a movie, a TV show or a video game.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-framing\">Framing<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Framing is what the media makers choose to show us or how they choose to present it.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-greyscale\">Greyscale<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A range of gray shades from white to black.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-hashtag\">Hashtag<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A word or phrase with a number sign (#) before it. People use hashtags to make what they post easier to find.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-hyperlink\">Hyperlink<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A text or image that brings you somewhere else on the internet when you click or tap it.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-in-focus\">In focus<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>An image is in focus if it is clear and defined. Lines will be straight and details clear if an image is in focus.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-internet\">Internet<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A network of computers around the world that most digital devices connect to. When you play an online game, watch a video online, or use a social network, you are connecting to the internet.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-keyword\">Keyword<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Keywords are the words you put in a search engine to find what you're looking for.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-malware\">Malware<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Programs that make your device do things you don\u2019t want it to. They can make it run more slowly or not work at all, steal your data, or give other people access to your device.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-medium-shot\">Medium shot<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A shot where the camera appears to be a short distance away from what we're seeing. In a medium shot of a person, this shot includes the head and upper body.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-mentor\">Mentor<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Someone who teaches and gives advice to a younger person.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-metis\">M\u00e9tis<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A distinct Indigenous People that originated with people of mixed First Nations and European ancestry. The M\u00e9tis history and culture draw on diverse ancestral origins, such as Scottish, Irish, French, Ojibwe, and Cree.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-michif\">Michif<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>The language spoken by the M\u00e9tis People across the M\u00e9tis homeland in Canada and the United States.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-network\">Network<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A group of digital devices that are linked by two-way connections. The internet is a network that most digital devices are connected to.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-offline\">Offline<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Things that don\u2019t happen on the internet are offline.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-online\">Online<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>When you\u2019re using the internet you are online.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-optical-effect\">Optical effect<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A special effect added in post-production, after the video has been filmed.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-out-of-focus\">Out of focus<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>An image is out of focus if it is fuzzy and poorly defined. Lines will be wavy and details hazy if an image is in focus.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-patterns\">patterns<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Something that repeats in a way you can notice.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-personal-information\">Personal information<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Things you post online, or that are collected by apps and websites you use that can identify you, including your name, address, date of birth, and photograph.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-perspective\">Perspective<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A particular attitude towards or way of regarding something.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-phishing\">Phishing<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>When scammers try to trick you to get you to give them information about yourself or get access to your accounts or devices.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-pixilation\">Pixilation<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A kind of animation where photos of people are used instead of drawings.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-point-of-view\">Point of view<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>The perspective of the narrator in relation to the story; the vantage point from which events are seen (e.g., first, second, or third person; omniscient, limited, or unreliable).<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-practical-effect\">Practical effect<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A practical effect is a special effect that is used during production, like creature makeup or puppets.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-privacy\">Privacy<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Privacy means having some control over information about yourself \u2014 your personal information \u2014 and being able to make good choices about how it is collected, used, and shared with others, like people you don\u2019t know, companies, and the government.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-privacy-policy\">Privacy policy<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>An app or website\u2019s privacy policies says what it will do with the information it collects from and about you.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-privacy-settings\">Privacy settings<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Your choices about who will see the things you post on a website, social network or game. Changing your privacy settings changes the default. You can always choose to have a particular thing seen by more or fewer people.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-profile\">Profile<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Your account on a social network. It usually includes things like your name and things you\u2019ve posted.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-rule-of-notice\">Rule of notice<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Rules of notice are the techniques, codes and conventions that media makers use to tell you what to notice and how to feel about what's happening.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-search-engine\">Search engine<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>An app or website that lets you find websites by entering search terms.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-smart-device\">Smart device<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>When something that isn\u2019t usually a digital device, like a toy or a TV, is connected to the internet we call it a \u201csmart\u201d device. That means that the people who made it can see and hear everything you do with it.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-social-network\">Social network<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>An app or a website that lets you share posts, photos, and videos with other people.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-source\">Source<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Where a fact or story first came from.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-special-effects\">Special effects<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A special effect is when something special is needed to achieve an artistic outcome. For instance a director can simply film an actor dancing, but something special needs to be done to film an actor flying.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-stereotype\">Stereotype<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A representation of a kind of person that makes it seem like they are all the same.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-storyboard\">Storyboard<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A series of drawings, usually with some directions and dialogue, representing the shots planned for a video.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-theme\">Theme<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>The main idea or implicit message that recurs in or pervades a text.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-track\">Track<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Some websites and apps can get information about you even after you use them. Some of them track you across the internet to learn more about you.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-trained\">trained<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>AIs are trained by showing them examples and correcting their mistakes.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-war-bonnet\">War bonnet<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A feathered headdress that is gifted to a respected person in a First Nations community and worn for ceremonial, political, or cultural purposes.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-weasel-words\">Weasel words<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>Words or phrases that let advertisers suggest things they can't legally say.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-website\">Website<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A place on the internet that you visit with a browser like Chrome, Safari or Firefox. A lot of social networks can be used either as apps or by visiting their website.<\/p>\n<\/dd>\n<dt data-type=\"glossterm\"><dfn id=\"dfn-wide-shot\">Wide shot<\/dfn><\/dt>\n<dd data-type=\"glossdef\">\n<p>A shot where the camera seems to be fairly far from what we're seeing. A wide shot of a person will include the whole body and background.<\/p>\n<\/dd>\n<\/dl>\n<p><em>Performance tasks<\/em>: Students will be able to...<\/p>\n<ul>\n<li>Use: Interact with and observe the behavior of talking AI toys or applications.<\/li>\n<li>Understand: Identify the secret \"rules\" or patterns a \"robot\" might be following based on a set of examples; analyze and explain why an AI might give a wrong answer.<\/li>\n<li>Engage: Design a prototype for an AI robot (the \"Trashbot\");\u00a0Create a training plan for an AI using a T-chart to categorize \"trash\" and \"not trash\" to help the robot find patterns;\u00a0Develop a method for users to intervene and correct the robot if it makes a mistake, such as trying to throw away a personal item.<\/li>\n<\/ul>\n<p><em>Student-friendly outcomes: <\/em><b class=\"ng-star-inserted\" data-start-index=\"0\">We will learn<\/b><span class=\"ng-star-inserted\" data-start-index=\"13\"> that people build artificial intelligence and teach it how to act by showing it many different examples<\/span><span class=\"ng-star-inserted\" data-start-index=\"117\">. <\/span><b class=\"ng-star-inserted\" data-start-index=\"119\">We will think about<\/b><span class=\"ng-star-inserted\" data-start-index=\"138\"> why these tools sometimes make mistakes and why they need humans to help them learn the right way<\/span><span class=\"ng-star-inserted\" data-start-index=\"236\">. <\/span><b class=\"ng-star-inserted\" data-start-index=\"238\">We will<\/b><span class=\"ng-star-inserted\" data-start-index=\"245\"> practice being teachers for a robot by creating our own rules and patterns for it to follow<\/span><span class=\"ng-star-inserted\" data-start-index=\"337\">.<\/span><\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<h3><strong>Strand A. Literacy Connections and Applications<\/strong><\/h3>\n<ul>\n<li><strong>A1.1 Receptive and Expressive Communication:<\/strong> identify how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms.<\/li>\n<li><strong>A1.2 Student Agency and Engagement:<\/strong> demonstrate an understanding of how transferable skills help them to express their voice and be engaged in their learning.<\/li>\n<li><strong>A2.3 Research and Information Literacy:<\/strong> gather, evaluate, and use information, considering various perspectives, to construct knowledge and demonstrate learning.<\/li>\n<li><strong>A2.4 Forms, Conventions, and Techniques:<\/strong> demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts.<\/li>\n<li><strong>A2.5 Media, Audience, and Production:<\/strong> demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator.<\/li>\n<li><strong>A2.6 Innovation and Design:<\/strong> use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems.<\/li>\n<li><strong>A3.1 Cross-Curricular and Integrated Learning:<\/strong> apply the knowledge and skills developed in this grade to support learning in various subject areas and identify some ways this learning can be used in everyday life.<\/li>\n<\/ul>\n<h3><strong>Strand C. Comprehension: Understanding and Responding to Texts<\/strong><\/h3>\n<ul>\n<li><strong>C1.4 Visual Elements of Texts:<\/strong>\n<ul>\n<li><strong>Grade 1:<\/strong> demonstrate an understanding of the relationship between simple illustrations, images, and graphics and the text.<\/li>\n<li><strong>Grade 2:<\/strong> identify ways in which images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts.<\/li>\n<li><strong>Grade 3:<\/strong> describe ways in which images, graphics, and visual design are used in a given text, and demonstrate an understanding of their purpose and connection to the content of the text.<\/li>\n<\/ul>\n<\/li>\n<li><strong>C2.1 Prereading: Activating Prior Knowledge:<\/strong>\n<ul>\n<li><strong>Grade 1:<\/strong> activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to understand the topics of new texts.<\/li>\n<li><strong>Grades 2\u20133:<\/strong> activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to make connections and understand the topic and form of new texts.<\/li>\n<\/ul>\n<\/li>\n<li><strong>C2.5 Monitoring of Understanding: Making Connections:<\/strong>\n<ul>\n<li><strong>Grades 1\u20132:<\/strong> identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them.<\/li>\n<li><strong>Grade 3:<\/strong> identify connections between ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them.<\/li>\n<\/ul>\n<\/li>\n<li><strong>C3.6 Analysis and Response:<\/strong>\n<ul>\n<li><strong>Grades 1\u20132:<\/strong> express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility.<\/li>\n<li><strong>Grade 3:<\/strong> describe personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility.<\/li>\n<\/ul>\n<\/li>\n<li><strong>C3.8 Reflecting on Learning:<\/strong>\n<ul>\n<li><strong>Grade 1:<\/strong> identify thinking skills that helped them understand simple texts.<\/li>\n<li><strong>Grade 2:<\/strong> identify thinking skills that have helped them analyze and better understand simple texts.<\/li>\n<li><strong>Grade 3:<\/strong> identify thinking skills that have helped them analyze and better understand various texts.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3><strong>Strand D. Composition: Expressing Ideas and Creating Texts<\/strong><\/h3>\n<ul>\n<li><strong>D1.1 Purpose and Audience:<\/strong>\n<ul>\n<li><strong>Grade 1:<\/strong> identify the topic, purpose, and audience for various simple texts they plan to create.<\/li>\n<li><strong>Grade 2:<\/strong> identify the topic, purpose, and audience for various texts they plan to create.<\/li>\n<li><strong>Grade 3:<\/strong> identify the topic, purpose, and audience for various texts they plan to create, and describe how the chosen text form and genre will help communicate their intended meaning.<\/li>\n<\/ul>\n<\/li>\n<li><strong>D1.2 Developing Ideas:<\/strong>\n<ul>\n<li><strong>Grades 1\u20132:<\/strong> generate and develop ideas about given and chosen topics, using simple strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas.<\/li>\n<li><strong>Grade 3:<\/strong> generate and develop ideas about given and chosen topics, using various strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas.<\/li>\n<\/ul>\n<\/li>\n<li><strong>D1.4 Organizing Content:<\/strong>\n<ul>\n<li><strong>Grades 1\u20132:<\/strong> sort and sequence ideas and information, taking into account the text form and genre to be used.<\/li>\n<li><strong>Grade 3:<\/strong> sort and sequence ideas and information, using appropriate strategies and tools, taking into account the text form and genre to be used.<\/li>\n<\/ul>\n<\/li>\n<li><strong>D2.1 Producing Drafts:<\/strong>\n<ul>\n<li><strong>Grades 1\u20132:<\/strong> draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies.<\/li>\n<li><strong>Grade 3:<\/strong> draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies.<\/li>\n<\/ul>\n<\/li>\n<li><strong>D2.3 Voice:<\/strong>\n<ul>\n<li><strong>Grade 1:<\/strong> demonstrate a personal voice in their texts, with a focus on using words that express their thoughts, feelings, and opinions about the topic.<\/li>\n<li><strong>Grade 2:<\/strong> demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic.<\/li>\n<li><strong>Grade 3:<\/strong> demonstrate a personal voice in their texts, using descriptive words and sentence patterns to express their thoughts, feelings, and opinions about the topic.<\/li>\n<\/ul>\n<\/li>\n<li><strong>D3.2 Publishing and Presenting Texts:<\/strong>\n<ul>\n<li><strong>Grades 1\u20133:<\/strong> present the texts they have created using appropriate strategies, including by reading aloud with expression.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_463_474\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_463_474\"><div tabindex=\"-1\"><p>A computer program that can learn from examples. AIs can also learn from their own mistakes.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_463_475\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_463_475\"><div tabindex=\"-1\"><p>AIs are trained by showing them examples and correcting their mistakes.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_463_476\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_463_476\"><div tabindex=\"-1\"><p>Something that repeats in a way you can notice.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":2,"menu_order":8,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-463","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/wp-json\/pressbooks\/v2\/front-matter\/463","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":4,"href":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/wp-json\/pressbooks\/v2\/front-matter\/463\/revisions"}],"predecessor-version":[{"id":534,"href":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/wp-json\/pressbooks\/v2\/front-matter\/463\/revisions\/534"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/wp-json\/pressbooks\/v2\/front-matter\/463\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/wp-json\/wp\/v2\/media?parent=463"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/wp-json\/pressbooks\/v2\/front-matter-type?post=463"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/wp-json\/wp\/v2\/contributor?post=463"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blockswrdsb\/wp-json\/wp\/v2\/license?post=463"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}