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CBSE Computational Thinking & AI · 2026–27

Class 6 · Artificial Intelligence
Chapter 2 Teaching Pack

Basic Data Concepts — everything needed to teach the chapter, ready to print.

Complete pack Lesson plan Worksheet + answer key Unplugged activity Project rubric Evidence record

Where this chapter sits

Class 6 carries 20 hours of Artificial Intelligence across four chapters. This is the second chapter: it turns the everyday AI examples from Chapter 1 into the data those systems need.

#	Chapter	Learning focus	Suggested
1	Introduction to AI and Everyday Examples	Meaning of AI, familiar uses, AI and automation, ways machines learn	6 periods
2	Basic Data Concepts	Raw data and information, data types, sources, collection, organisation and representation	5 periods
3	Simple Pattern Recognition and Decision Making	Finding patterns, using observations and reaching decisions	5 periods
4	Ethics and Digital Responsibility	Responsible use, privacy, safety, passwords and digital footprints	4 periods

This chapter is load-bearing Chapter 3 asks students to find patterns, and later AI chapters discuss training data. Neither makes sense until students can separate raw facts from information, organise a dataset, and choose a display that answers the question being asked.

Assessment note Do not award full credit merely for drawing a neat chart. Check whether the values are accurate, the key or scale works, and the student can explain why that representation suits the question.

Lesson plan · 5 periods

Period 1 — Raw facts become useful information

Write these six facts on the board without a heading: 7, 9, 6, 8, 9, 7. Ask, “What do these numbers mean?” Students cannot know. Add “number of library books returned each day” and the day labels. Now they can compare days and make a statement.

The distinction to land Data is recorded facts or observations. Information is meaning obtained by organising or interpreting those facts. The same data can support different information when the question changes.

Period 2 — Five forms, including the awkward cases

Build five board columns: numerical, text, image, video, sound. Give obvious examples first, then a scanned letter and a video call. Do not force either into one box. A scan is stored as an image but carries text; a video call usually contains moving images and sound. The purpose of classification decides which part matters.

Students often classify any digits as numerical. A bus route code such as “6A” is usually a label, not a quantity: adding or averaging it would be meaningless.

Period 3 — Collect, check, then organise

Compare four collection routes: asking people, observing or counting, consulting a reliable record, and measuring with an instrument. For each, ask what could go wrong. A leading survey question, a missed count, an old record, or a wrongly read scale can all weaken the data.

Give groups twelve unsorted slips showing a pupil name and number of library visits. Have them create a two-column table, then sort it once by name and once by visits. The “best” order depends on whether the teacher wants a particular pupil or the most frequent visitor.

Period 4 — Table, bar chart or pictogram?

Use one small dataset in all three forms. A table is strongest for looking up exact values or keeping several details. A bar chart makes category comparisons quick. A pictogram gives a compact visual count, but only if its key is read and every symbol is counted correctly.

Insist on titles, labels and a consistent scale. Ask before anyone draws: “What question must this display answer?” Representation is a choice, not decoration.

Period 5 — From class survey to evidence

Run the unplugged activity in Section 05. The class collects its own data, keeps the raw response slips, combines tallies into a table, and selects a representation. Finish with the worksheet’s last question; it reveals whether students can choose by purpose rather than repeat definitions.

Worksheet

Name: Class & Section: Date:

A · Start with the idea

1Complete the distinction in your own words: data is , while information is .

2A monitor records these classroom temperatures: 28°C, 29°C, 31°C, 30°C. Which statement is information made from the data?

(a) 28°C(b) 29°C(c) The highest reading is 31°C(d) A thermometer

3Which set is raw data rather than a conclusion?

(a) 12, 8, 15, 10(b) Tuesday had the most visitors(c) Blue was the popular choice(d) Attendance improved

4To find the length of the classroom, which collection method is most suitable?

(a) Ask for opinions(b) Measure with a tape(c) Search old newspapers(d) Guess from a photograph

5Why does putting raw facts into labelled rows and columns help?

B · Classify the data

Write numerical, text, image, video or sound. For Q10–11, more than one answer may be reasonable; explain which part you mean.

6The time for a 100-metre race, recorded in seconds:

7The bus route label “6A”:

8A photograph of a leaf:

9A recorded morning announcement:

10A scanned permission letter: because

11A live video call: because

C · Organise and read

12Four students returned these library books: Meera — 2; Dev — 4; Sara — 1; Imran — 3. Turn the raw facts into a two-column table with a heading for each column. Then write one way the table helps.

Use this table for Q13–14.

Equipment chosen at games period	Students
Football	14
Skipping rope	9
Carrom	6
Chess	11

13How many more students chose football than carrom? Show the subtraction.

14On paper, build a bar chart from the table. Include a title, category labels, a numbered scale starting at zero, and four equal-width bars.

D · Read the figures

15Use the bar chart. Which group recorded the most pages, and how many more pages was that than Group C?

Each bar begins at zero. Read its height against the numbered vertical scale.

16Use the pictogram. How many students chose science, and how many students voted altogether?

Use the key before converting symbols into students.

17Build a pictogram for these badge counts: Red 4, Blue 6, Green 2. Use the key ● = 2 badges, and include a title.

E · Choose by purpose

18A teacher must look up each student’s exact name, roll number and mark. Choose a table, bar chart or pictogram, and justify your choice.

19A survey records every student’s name and chosen after-school club. The principal asks two questions: “Which club is most popular?” and “Which club did Noor choose?” Should you use one representation for both, or different representations? Choose and justify. Explain why your choice answers each question well.

Answer key & teaching notes

Q	Answer	What to watch for
1	recorded facts or observations; meaning made by organising or interpreting them	Accept clear wording, not a memorised sentence. Students must show the difference.
2	(c)	28°C and 29°C are individual readings; the highest-reading statement comes from comparing all four.
3	(a)	The other options are conclusions. Raw data may have labels, but it has not yet been interpreted.
4	(b)	A suitable instrument gives a measurement rather than an opinion.
5	It makes facts easier to find, compare, check or interpret.	Any one valid benefit is enough. “It looks neat” alone does not show understanding.
6	Numerical	Seconds are measured quantities.
7	Text	“6A” is a label. Its digit does not make it a measurable quantity.
8	Image	A still photograph is image data.
9	Sound	The recording carries speech as audio.
10	Image or text, with a reason	Accept image when classifying how the scan is stored; accept text when the student is classifying the written content. Do not accept an unexplained label.
11	Video and/or sound, with a reason	A call normally carries moving images and voices. Accept either component if named and justified; best answers name both.
12	A two-column table pairing Meera–2, Dev–4, Sara–1 and Imran–3	Headings should identify student and books returned. The stated benefit must match the table, such as quick lookup or comparison.
13	14 − 6 = 8 students	Students sometimes subtract skipping rope (9) because it is the adjacent row. Make them follow the category labels.
14	Four bars at 14, 9, 6 and 11	Check the title, labels, equal bar widths, common baseline and a consistent numbered scale. A beautiful chart with a changing scale is incorrect.
15	Group D; 9 − 5 = 4 pages	Both the group and difference are required. The values are printed above the bars but must agree with the scale.
16	10 students; 20 students altogether	Science has five symbols and there are ten symbols in all. Each symbol represents two students.
17	Red: 2 symbols; Blue: 3; Green: 1	Require the title and key. Six drawn symbols in total represent twelve badges.
18	Table	A table keeps several exact details in a row for each student and allows lookup. “Tables are clearer” needs the exact-details reason.
19	Use a bar chart for most popular; keep a table for Noor’s exact response.	One detailed table can technically answer both, but it is slow for comparing totals. Full credit requires matching each representation to a question and explaining the trade-off.

The discriminating question 19. A student who has only memorised “bar charts compare” may discard the names and lose Noor’s answer. Strong responses preserve the individual table and derive category totals for the bar chart. Accept a single table only if the student explains how it will be tallied for popularity; the reasoning matters more than matching the preferred pair.

Unplugged activity · “Our Class Data Desk”

Period 5 · 35 minutes · Designed for 40+ students · No devices or internet.

What you need

Scrap-paper slips, pencils, the blackboard and chalk. Draw a tally table with four reading-corner choices: adventure, nature, science, biography. Add an “other” row so nobody is forced into an inaccurate answer.

How it runs

Ask one neutral question: “Which kind of book would you choose from the reading corner today?” Each student writes one choice on a slip. The slips are the class’s raw data.
Divide the class into eight groups of about five. Each group sorts its slips, counts each category twice, and records a subtotal. One student keeps the slips; one checks the count.
A runner from each group brings its subtotal to the board. Add the eight subtotals into a whole-class table. Check that the grand total equals the number of responses. If it does not, stop and find the recording error.
Assign groups different displays: three make a labelled table, three make a bar chart, and two make a pictogram with one symbol representing one student. Every group writes one statement that its display makes easy to answer.
Place the displays together. Ask which is fastest for finding the most popular choice and which is safest for reading an exact total. Keep the raw slips beside the final table.

What the class now holds A real set of 40+ responses it collected itself, the raw slips, checked group subtotals, a combined table, two visual representations and statements derived from the data. Do not replace an awkward result with a tidier invented one; the untidy result is part of the lesson.

Practical notes Avoid questions about marks, money, health, religion or home circumstances. If the class size is not a multiple of the group size, make the last group smaller. For a pictogram with a larger key, discuss what happens when a total is not exactly divisible before allowing half-symbols.

Project brief & rubric

The project checks the full path from a question to evidence: collect, organise, represent and justify.

Brief given to students “A Small Data Story” — In a group, ask at least 20 classmates one safe, neutral question approved by the teacher. Keep the raw response sheet. Make a labelled table, then show the totals as either a bar chart or pictogram. Write two information statements supported by your display and a two-sentence explanation of why your chosen representation fits your question. Do not collect names: record only anonymous answers, and keep the response sheet in school.

Criterion	4 — Exceeds	3 — Meets	2 — Approaching	1 — Beginning
Collection & checking	20+ clear responses; totals independently checked; raw sheet retained	20+ usable responses; total checked; raw sheet retained	Some unclear or missing responses; check incomplete	Too little usable data or no raw record
Organisation	Accurate table with precise headings and a useful order	Accurate, labelled table	Minor errors or unclear labels	Facts remain unsorted or totals are unreliable
Representation	Accurate display with title, labels and flawless scale or key	Accurate display with title, labels and working scale or key	Meaning is visible but one feature or value is wrong	Display cannot be read reliably
Choice & information	Choice is justified by the question; two precise statements add insight	Valid reason for the choice; two supported statements	Vague reason or only one supported statement	No justification or claims do not follow from the data

Suggested total: 16 marks. Keep the raw sheet with the finished display so the totals can be checked.

Evidence record

Keep one completed record per class for this chapter, with a small sample of marked student work.

Field	Record
School
Class & section
Chapter taught	AI Ch. 2 — Basic Data Concepts
Periods used
Dates
Teacher
Activity conducted	Our Class Data Desk (survey, tally and representation)
Assessment used	Project — “A Small Data Story”, rubric-scored
Students assessed
Samples retained	☐ Raw survey sheet ☐ 3 marked projects ☐ Completed worksheets ☐ Photograph of the work (no children or names visible), if school policy permits
Common misconception noticed
Next teaching step
Teacher’s signature

Evidence check A sample is useful only when someone can trace the raw responses to the table, the table to the chart or pictogram, and the written statement back to a value. Retain at least one sample that shows that complete chain.