Module 5: Future of AI in Education

I developed a lesson plan about the life cycle of Panda’s using CoPilot. I also developed a quiz using the same. I then used this quiz to complete a Quizizz interactive quiz. I plan to use it as a linked lesson for English, Science and Art. The children will take part in the lesson which includes text developed by CoPilot. We will take part in a lot of oral discussion including any previous knowledge. The children will take part in the quiz during our Chromebook slot. The children will then draw the life cycle of a panda in their natural habitat during our art lesson. Please see the lesson plan below.

Lesson Plan: The Life Cycle of a Panda
4th Class Primary School, Ireland
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LESSON OVERVIEW
Grade Level: 4th Class (Age 9-10)
Subject: English Language Arts / Reading Comprehension
Duration: 1-2 class periods (approximately 50-60 minutes)
Topic: The Life Cycle of a Panda
Curriculum Alignment: Irish Primary Language Curriculum (Strand: Reading)
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CURRICULUM FRAMEWORK
Strand
Language
Strand Unit
Reading and Understanding

Learning Outcomes
• Identify the main idea of an age-appropriate informational text about the panda life cycle and record at least three supporting details from the text.
• Use reading comprehension strategies to answer literal and inferential questions orally and in writing with reference to the text.
• Explain the meaning of key vocabulary related to the topic, including cub, solitary, territory, and breeding season, using context clues and class discussion.
• Sequence the stages in the panda life cycle correctly and summarise the process in oral or written form using appropriate subject vocabulary.
• Respond to the text by making a supported personal connection or inference and giving at least one piece of evidence from the reading.
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LEARNING OBJECTIVES
By the end of this lesson, students will be able to:
1. Read and comprehend an informational text about the panda life cycle, identifying main ideas and supporting details.
2. Identify and explain key vocabulary related to animal life cycles (e.g., cubs, breeding season, solitary, territory) in context.
3. Answer comprehension questions at multiple cognitive levels (literal, inferential, and analytical) using evidence from the text.
4. Sequence events in the panda life cycle in chronological order (birth, growing up, adulthood, breeding).
5. Make inferences about why pandas behave certain ways and how their life cycle compares to other animals or human development.
6. Summarise information from the text orally and in writing, demonstrating understanding of the panda life cycle.
7. Apply comprehension skills to answer questions that require critical thinking and personal reasoning based on textual evidence.
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MATERIALS NEEDED
• Panda Life Cycle Comprehension Text (printed or displayed)
• Differentiated Question Sheets (Level 1, Level 2, Level 3)
• Interactive whiteboard or chart paper for displaying text and questions
• Pencils and paper for independent work
• Optional: Images of pandas (newborn, young, adult) for visual support
• Chart paper and markers for recording key vocabulary
• Exit ticket template (optional, for assessment)
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LESSON STRUCTURE
Introduction/Hook (5-10 minutes)
Objective: Activate prior knowledge and build excitement about pandas.
• Opening Question: “Has anyone ever seen a panda? What do you know about them?”
• Engagement Activity: Show 2-3 images of pandas at different life stages (baby, young, adult) without labels. Ask students to predict which stage each is and why.
• Introduce the Topic: “Today we’re going to read all about how pandas grow from tiny babies to big adults. We’ll learn some amazing facts about their life!”
• Set Expectations: “As we read, I want you to listen carefully and think about the questions we’ll answer together.”
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Direct Instruction/Reading (15-20 minutes)
Objective: Present the text and model comprehension strategies.
• Read Aloud: Read the panda life cycle text aloud to the class while students follow along (printed copy or displayed on screen).
o Use expressive voice to maintain engagement.
o Pause at key sections to check understanding: “What did we just learn about baby pandas?”
• Vocabulary Focus: Highlight and discuss key words:
o Cubs: Baby pandas
o Solitary: Living alone
o Breeding season: Time when animals have babies
o Territory: Area where an animal lives and marks as its own
o Record these on chart paper for reference.
• Model Comprehension Strategy: Think aloud as you answer one sample question:
o “The text says newborn pandas are ‘about the size of your hand.’ That helps me picture how tiny they are!”
o “I can infer that mother pandas are protective because the text says they ‘keep their cubs warm and safe.’”
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Guided Practice with Comprehension Questions (15-20 minutes)
Objective: Practice answering questions with teacher support.
• Whole Group Discussion: Ask 2-3 Level 1 (Emerging) questions aloud and discuss answers together.
o “How big is a newborn panda?”
o “What do baby pandas eat when they are three months old?”
o Allow students to raise hands and share answers; affirm correct responses.
• Pair Work: Assign students to pairs and have them discuss one Level 2 (Developing) question together.
o “Describe what happens when a baby panda is first born. What can’t it do?”
o Circulate to listen to discussions and provide guidance as needed.
• Share Out: Invite 2-3 pairs to share their answers with the class.
• Model Extended Thinking: Ask one Level 3 (Extended) question to the whole group:
o “Why do you think mother pandas are so protective of their tiny, helpless cubs?”
o Guide students to think beyond the text and make connections.
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Independent Practice/Assessment (10-15 minutes)
Objective: Assess individual comprehension and provide differentiated practice.
Differentiated Approach:
• Emerging Readers (Level 1): Provide the Level 1 question sheet with 5 literal questions. Students answer independently or with peer support. Answers are directly stated in the text.
• Developing Readers (Level 2): Provide the Level 2 question sheet with 4 questions requiring inferential thinking. Students write or discuss answers that require combining information from the text.
• Extended Learners (Level 3): Provide the Level 3 question sheet with 4 analytical questions requiring critical thinking and reasoning beyond the text.
Teacher Role: Circulate the room, observe, and provide individual support or prompts as needed.
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Closure/Reflection (5 minutes)
Objective: Consolidate learning and reflect on understanding.
• Quick Recap: “Let’s review the stages of a panda’s life. Can anyone tell me what happens first?” (Birth → Growing Up → Adulthood → Having Babies)
• Exit Ticket (Optional): Ask students to complete one quick reflection:
o “What was the most interesting thing you learned about pandas today?”
o “What question did you find easiest/hardest to answer?”
• Celebration: Praise students for their hard work and thoughtful answers.
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DIFFERENTIATION STRATEGIES
For Emerging Readers:
• Provide the text in larger print or highlighted key sections.
• Use Level 1 questions (literal, directly from text).
• Pair with a stronger reader or provide one-on-one support.
• Allow oral responses instead of written answers.
• Provide visual aids (images of panda life stages) to support understanding.
• Pre-teach vocabulary before reading.
For Developing Readers:
• Use Level 2 questions requiring inferential thinking.
• Encourage students to underline or highlight text evidence when answering.
• Provide sentence starters: “I think… because the text says…”
• Support with guided questions: “What clues does the author give us?”
For Advanced Learners:
• Use Level 3 questions requiring analysis and critical thinking.
• Encourage written responses with detailed explanations.
• Ask follow-up questions to deepen thinking: “Why do you think that?” “What evidence supports your answer?”
• Invite connections to other animals or real-world applications.
• Provide extension activities (see below).
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ASSESSMENT
Formative Assessment (During Lesson):
• Observation: Circulate and listen to student discussions during guided practice and pair work.
• Questioning: Ask probing questions to gauge comprehension (e.g., “Can you tell me what happens to pandas when they grow up?”).
• Participation: Note which students engage with questions and can articulate answers.
• Peer Feedback: Have students share answers and listen to classmates’ responses.
Summative Assessment (End of Lesson):
• Independent Question Sheet: Students complete their differentiated question sheet (Level 1, 2, or 3) as a formal assessment.
o Criteria for Success:
 Answers are accurate and supported by text evidence.
 Sentences are clear and well-written (appropriate to level).
 Student demonstrates understanding of the panda life cycle.
• Exit Ticket: Collect written or oral responses to gauge overall comprehension and engagement.
• Rubric (Simple 3-Point Scale):
o 3 (Excellent): Answers are accurate, detailed, and show clear understanding.
o 2 (Good): Answers are mostly accurate and show understanding with some detail.
o 1 (Developing): Answers show partial understanding; may need clarification or re-teaching.
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EXTENSIONS/ENRICHMENT
Follow-Up Activities:
1. Life Cycle Sequencing: Provide images of panda life stages (out of order). Students arrange them chronologically and label each stage.
2. Venn Diagram Comparison: Compare the panda life cycle to another animal (e.g., human, bear, butterfly). What’s the same? What’s different?
3. Acrostic Poem: Create an acrostic poem using the word “PANDA,” with each line describing something about pandas.
4. Fact Card Creation: Students create illustrated fact cards about one stage of the panda life cycle to display in the classroom.
Cross-Curricular Connections:
Science:
• Research other endangered animals and their life cycles.
• Explore why pandas are endangered and conservation efforts.
• Compare life cycles of different mammals.
Art:
• Draw and colour the stages of a panda’s life cycle.
• Create a life cycle wheel or circular diagram.
• Design a poster to raise awareness about panda conservation.
Writing:
• Write a narrative from a baby panda’s perspective: “My First Day Opening My Eyes.”
• Write an informative paragraph about another animal’s life cycle.
• Create a “Did You Know?” fact sheet about pandas.
Geography:
• Locate China on a map and research the bamboo forests where pandas live.
• Compare the climate of panda habitats to Ireland.
Maths:
• Graph class data about students’ favourite panda facts.
• Solve word problems using panda information (e.g., “If a panda eats 14 kg of bamboo daily, how much does it eat in a week?”).
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NOTES FOR THE TEACHER
• Pacing: Adjust timing based on your class’s reading level and engagement.
• Vocabulary Support: Pre-teach key vocabulary if working with emerging readers.
• Visual Supports: Use images throughout to support comprehension and maintain engagement.
• Inclusive Practice: Ensure all students have access to the text (large print, digital, or audio) based on need.
• Follow-Up: Use this lesson as a foundation for further research projects or animal study units.

 

Part 1

This course has completely changed how I look at AI for my SET groups. Instead of replacing us, I see these tools as the ultimate assistant to handle the heavy lifting of lesson prep, giving me way more time to actually focus on the kids in front of me.

My main plan is to use platforms like Magic School AI and Diffit to make daily differentiation a breeze. Being able to take a single reading topic and instantly spin it into different ability levels means my pupils can access the same core lesson without feeling completely overwhelmed. For literacy, I’m really eager to try Microsoft Reading Coach as a weekly independent station. It builds reading fluency in such a low-stakes way, which will be an absolute lifesaver for boosting the confidence of my shyer or EAL pupils who dread reading aloud.

I’m also keen to experiment with interactive tools like OSMO to bring a bit of hands-on learning to the table. The immediate feedback it gives means the kids can self-correct their mistakes independently, completely taking the pressure off.

Of course, getting it up and running will have its hurdles. Keeping student data private is a massive deal and teaching the kids to actually question what’s on a screen rather than just blindly trusting it will be a big learning curve for all of us.

 

Part 2

Lesson Title: Cracking the Code: Human Brains vs. AI Brains

Class Level: SET / Small Group

Curriculum Link: Primary Language Curriculum (Reading: Phonics, Word Recognition and Word Study) & Digital Learner Competencies.

Resources: iPad with OSMO base and Words letter tiles, custom decodable texts generated via Diffit, and student devices with Microsoft Reading Coach.

Lesson Outline:

Station 1: Hands-On Word Building (OSMO) We’ll start at the small group table using OSMO. I’ll explain that we are testing a “robot eye” (AI) to see if it can read our physical spelling tiles. The kids will slide letters forward to build target words, getting instant on-screen feedback. To introduce an AI concept, I’ll have them deliberately slide a tile in upside down or cover half of it to see how the “robot eye” gets confused. We’ll chat about how the AI is just scanning visual patterns, not actually “thinking” like them, meaning it needs humans to guide it.

Station 2: Independent Fluency & Choice (Microsoft Reading Coach) Next, the pupils will move to independent devices to read a short text. I’ll use Diffit beforehand to instantly change our core reading topic into the exact reading level and phonics focus each child needs, saving me hours of manual prep. The kids will then open this text in Reading Coach. They’ll “choose your own adventure” to develop the story, and the gamified rewards (unlocking characters) will keep them on task.

Conclusion & Teacher Feedback: While the rest of the group is working independently and safely on Reading Coach- which is brilliant for letting my shyer or EAL pupils build up confidence without the fear of anyone listening in -I can sit one-on-one with individual pupils. At the end of the session, I’ll have clear, real-time data from Reading Coach showing exactly which high-frequency words or letter-sound relationships we need to target tomorrow.

As I will be working with Senior Infant SEN pupils next year I need to keep my explanations very simple, although it has been suggested to me by a past Senior Infant pupil ‘why don’t you ask AI?’
Two AI concepts I could work on are that
“AI is a computer that helps people.”
“AI can make mistakes and needs people to check its work.”
By getting children to sort picture cards and discuss how they sorted them and how a computer might learn to sort them (we have to tell it exactly what we want to find out), children will learn that people teach AI.
Explaining that AI learns from information people give them.
Showing pictures of cats and dogs. Asking the children how they know the difference and sorting them. By allowing the children to make sorting rules for the group they will come to realise that AI is only as good as the information it is fed.

I plan on using Reading Coach and DIFFIT in my teaching  to create differentiated activities in minutes. Even in an SEN small group setting there can be varying levels of need. So instead of making different versions of the same activity I can ask AI to adapt the same activity for different learning abilities eg ‘Create three levels of CVC word worksheets for Senior Infants.’
Creating other phonics resources will be the chunk of my work, like
• decodable sentences
• blending practice
• segmenting games
• nonsense words
• dictation sentences
• phonological awareness activities
These will be so accessible using MagicSchool and Twee.
In my own paperwork I plan to use AI to assist my observations and enhance my writing of School Support Plus Plans, SMART targets and more creative lesson plans. This course has highlighted the importance of ‘honing’ prompts to gain more effective output.
Instead of starting from scratch with lesson plans AI can generate lesson ideas that I can edit. Looking forward to using AI as a personal assistant in my classroom!

Microsoft Copilot is one of the AI tools I plan to use regularly because it supports early literacy development in an engaging and inclusive way. It is a great resource for teachers to plan lessons, create resources and differentiate activities. It is a great resource to generate lessons, ideas, and stories and also creates age appropriate worksheets and flashcards.
Designing a lesson using co-pilot on the theme of Autumn for senior infants. I would ask co-pilot to write a short story about a friendly hedgehog who helps forest animals, using simple vocabulary and simple sentence structure. I will then ask it to generate five comprehension questions suitable for 5 and 6 year olds.
To introduce the lesson, I will show the co-pilot –generated image and ask:
1. What animals can you see?
2. Where does it live/
3. What do you know about hedgehogs?
I would introduce new vocabulary: hedgehog, forest, friend, help.
I would read the copilot-generated story aloud and pause to ask prediction questions.
I would then ask the comprehension questions generated by co-pilot..Who was the main character? Who needed help? What happened at the end?
As a follow up activity, the children will draw their own forest animal.
I will then use co-pilot to create three simple sentences to describe an animal and the children will orally complete the sentences with a partner.
At the end of the lesson, the children will get an opportunity to share their picture and one sentence about their animal.

I also used the AI platform Magic School to create a song about “The Friendly Hedgehog” using the Educational Song Generator. It is a nice way to end the lesson. Magic school will definitely be one platform that I will be incorporating into my practice this year, there are endless possibilities with it!

Differentiation:
For children who need support, I will ask co-pilot to create picture vocabulary cards and for the more able children, the can add two describing words, explain why their animal is special and ask a question about another child’s animal.

After completing the 5 modules of this course, I have been introduced to many AI tools that would be suitable to use in the classroom. The challenge here I feel, is to narrow it down to a few AI applications that I can become more proficient and confident in. I would like to continue using Scratch Junior to develop coding skills with my incoming Senior Infant class. I feel that this app will offer opportunities for problem-solving activities in a fun and engaging platform. I also intend to use Gemini and Canva more this year to help me create engaging lessons for my students. I feel that these tools will also be beneficial and time-efficient when it comes to creating planning documents and resources. I have just signed up to Magic School AI assistant and I’m excited about the possibilities and ways I can use this AI tool to help me in the classroom!

Here is my lesson plan incorporating AI concepts. It is a Maths lesson designed for a Senior Infants class and is based on the theme of Halloween.

Lesson Overview
Class Level Level: Senior Infants (5-6 year olds)
Theme: Halloween
Duration: 45-60 minutes
Learning Focus: Number recognition, counting, one-to-one correspondence, and basic coding logic

Learning Objectives
By the end of this lesson, children will be able to:

Count and identify numbers up to 10
Match quantities to numerals
Recognize Halloween-themed patterns
Understand basic sequencing and logic through coding

Materials Needed
Station 1 (Pumpkin Counting):

Orange paper pumpkins (pre-cut)
Number cards (1-10)
Halloween stickers or stamps
Counters or small objects
Station 2 (Scratch Junior Coding):

iPads with Scratch Junior app installed
Pre-designed Halloween sprite templates (pumpkins, ghosts, bats)
Simple coding task cards with visual instructions

Lesson Structure
Introduction (5-10 minutes)
Gather children in a circle
Show a Halloween pumpkin and ask: “How many sides does this pumpkin have? How many eyes?”
Introduce the two maths stations they’ll visit
Explain that both stations use numbers and patterns

Station 1: Pumpkin Patch Counting
Objective: Practice counting, number recognition, and one-to-one correspondence

Activity:

Children draw a number card (1-10)
They count out that many orange pumpkins and place them in a row
They match the pumpkins to the number card
Extension: Children arrange pumpkins in different patterns and count again
Differentiation:

For younger/struggling learners: Use numbers 1-5 only
For advanced learners: Ask them to create their own number card and find the matching quantity
Time: 12-15 minutes per group

Station 2: Scratch Junior Halloween Coding
Objective: Understand basic sequencing, direction, and logic through visual coding blocks

Activity:

Children open a pre-loaded Scratch Junior project with a Halloween character (pumpkin, ghost, or bat)
They use simple coding blocks to:
Move the character across the screen
Make it repeat a movement (loop)
Change colors or add sounds
Task card provides visual step-by-step instructions (no reading required)
Example Coding Task:

“Make the ghost move 10 steps forward”
“Make the pumpkin spin around twice”
“Create a pattern: move, turn, move, turn”
Differentiation:

For younger/struggling learners: Use pre-built projects with 2-3 blocks to snap together
For advanced learners: Encourage them to create their own sequence or combine multiple blocks
Time: 12-15 minutes per group

Closure Activity (5-10 minutes)
Gather the group and ask reflection questions:
“What was your favorite number we counted today?”
“How did the ghost move on the computer?”
“What patterns did you find?”
Celebrate learning with a Halloween-themed cheer or song

Assessment
Informal Observations:

Can children count accurately to 10?
Do they understand one-to-one correspondence?
Can they follow simple coding instructions?
Are they able to predict what will happen next in a sequence?

Extensions & Adaptations
For ELL learners: Use visual task cards and minimal verbal instructions
For students with fine motor challenges: Enlarge pumpkins for Station 1; use large touch targets on iPad for Station 2
Additional challenge: Combine both stations: “Code a ghost to collect 5 pumpkins”
Outdoor option: Create a pumpkin patch outside and do counting walks

Notes for Teachers
Pre-test all iPad coding projects before the lesson
Have backup non-digital counting activities in case of technical issues
Keep groups small (4-5 children per station) for best engagement
Praise effort and curiosity, not just correct answers

I don’t work in a class. My role is in admin so the most beneficial aspects of the course to me is the insight into using the likes of CoPilot, Gemini etc. I am only beginning to see their potential in taking the donkey work out of the many administrative tasks that I can be burdened with. To give a simple example, I have always written quite detailed agendas for meetings. The reason for this is that it makes it easier to convert the agendas into minutes, particularly if I leave a good deal of time between writing the agenda and writing the minutes. However, despite the detailed agenda, it still takes a good deal of time to covert everything into the past tense. I’ve discovered that AI will do this time-consuming task for me in seconds. I’ve also used Gemini recently to produce a research document that would have taken me a day to put together. As emphasised on this course, the quality of the prompt was essential in minimising the amount of editing I had to do afterwards. I realise I’m only at the start of the journey into discovering the many ways in which AI can support me in my role. This course provided a good introduction and overview in relation to that.

In terms of teaching, I run a film-making class and have picked a lesson topic that I’ll be able to use with my students.

Lesson Title: Creating a film schene using CoPilot and Pika
Class Level: 5th/ 6th class – adult
Curriculum Link: Literacy- Use writing as a tool to clarify and structure thought and to express individuality
Resources: iPad or similar, CoPilot, Pika
Aim: To enable students to create a short film clip by using CoPilot and Pika
Introduction: Explain to students that we can now produce film clips that were previously impractical or impossible to shoot via the use of AI. Ask the students for examples of ideas they wouldn’t be able to film. Ask why we couldn’t film them (I am looking for Setting, Characters, Costumes etc.)
Organisation: Students work in small groups.
Lesson outline:
Brainstorm some film scenes that it wouldn’t be possible for us to film because of the setting, costumes or characters would be too difficult for us to recreate. We don’t need a full story, just a scene from a story.

Create a mindmap to illustrate your idea. The mindmap should show Setting, characters, dialogue/ action.

Explain your idea to CoPilot. Ask for help in producing a prompt on Pika to recreate the scene. Include as much information as possible- Setting, Characters (and their appearance), action and dialogue. Study CoPilot’s response. Provide further information if requested or add in further detail if you feed that the prompt can be improved.

When you are happy with your prompt, copy and paste it into Pika. Pika will produce a film clip to reflect the prompt.
Look at the film clip produced by Pika. Is it exactly what you imagined? If not reprompt, i.e. edit your original prompt to better produce the film clip you require. Repeat this process until you are happy with your Pika Film Clip.

Conclusion/ Feedback: Students present their film clips to the class, explain how/if their original prompts had to be further editing and give feedback/ advice arising from what they have learnt from the process.

I would use AI to support lesson creation, creation of resource, as an assessment tool and to differentiate children’s needs.As when using any AI I think teacher’s input and oversight should be at the forefront and children should be well briefed on how to stay safe when using AI as well still being encouraged to use their critical thinking skill to verify information.

Lesson Plan: St. Patrick
Class Level:Second Class
Theme:St. Patrick
Duration: 60–90 minutes over 2 lessons
Curriculum Areas
SESE – History
• Story
• Developing historical understanding
• Continuity and Change

English
• Oral Language
• Reading
• Writing

Visual Arts
• Drawing and Construction

Digital Learning
• Using digital technologies responsibly to enhance learning.
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Learning Intentions
The children will:
• Learn about the life of St. Patrick.
• Understand why St. Patrick is an important figure in Irish history.
• Develop oral language through discussion.
• Write simple factual sentences.
• Create artwork linked to Irish culture.
• Experience how AI can support learning while understanding that information should always be checked with trusted sources.
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Learning Outcomes
By the end of the lesson pupils will be able to:
• Identify key events in St. Patrick’s life.
• Sequence events in chronological order.
• Explain the significance of the shamrock.
• Write three to five facts about St. Patrick.
• Produce a piece of themed artwork.
• Describe one way AI can help us learn and one reason why we should always check AI-generated information.
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Resources
• Interactive whiteboard
• Pictures of St. Patrick
• Map of Ireland
• Story sequencing cards
• Art materials
• Tablets or Chromebook
• Teacher-generated AI resources
• Microsoft Copilot
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Introduction (10 minutes)
Begin by asking the children:
• What do you already know about St. Patrick?
• Why do we celebrate St. Patrick’s Day?
• What symbols remind you of Ireland?
Record responses on the board using a mind map.
Display AI-generated illustrations of St. Patrick and discuss whether they are artistic interpretations rather than photographs. Explain that AI can create images, but they are not always historically accurate.
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Development
Activity 1 – History (20 minutes)
Read or tell the story of St. Patrick using images and a timeline.
Children sequence picture cards showing:
• Patrick’s childhood
• Being taken to Ireland
• Working as a shepherd
• Returning home
• Coming back to Ireland
• Teaching Christianity
Discuss which events happened first, next and last.
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Activity 2 – English (20 minutes)
Working in pairs, children answer questions about the story.
The class will use an AI-generated quiz prepared by the teacher using Quzzizz. Together, pupils decide whether each answer matches what they learned in class.
Extension:
Write a postcard pretending to be St. Patrick travelling around Ireland.
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Activity 3 – Visual Arts (20 minutes)
Children create a scene from the lift of St Patrick using AI image creator in Co -Pilot. Discuss what information we use for the prompt to create the image
Display the finished work in a presentation created using AI
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Conclusion
Review the lesson using a “Two Stars and a Wish” reflection.
Ask:
• Tell me one new fact you learned.
• What surprised you?
• How did AI help us today?
Explain that AI is useful for generating ideas and answering questions, but we should always compare its answers with books, teachers and reliable educational sources.
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Assessment
Assessment will include:
• Teacher observation, Oral questioning, Sequencing activity, Written work Artwork, Exit ticket
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Differentiation
Support:
• Picture prompts, Sentence starters, Partner work, Adult support
Extension:
• Research another Irish saint.
• Create an information poster.
• Write additional facts.

Part 1: From listening to all the ideas given in this course, I feel I will be able to incorporate AI into my teaching. I’m looking forward to trying various platforms. The first I am looking forward to trying is Diffit which should make differentiation much easier to manage and reduce the workload. Anything that makes planning easier is very welcome! Another I plan to use is Microsoft Reading Coach which seems to have endless possibilities for helping with the reading process. Scratch Junior is another programme I plan to use, so following this is my plan for a 2nd class lesson.

Part 2:

2nd Class Lesson Plan: Introduction to ScratchJr – Make a Moving Story
Class: 2nd Class (7–8 years)
Subject: STEM / Digital Learning
Duration: 60 minutes
Digital Tool: ScratchJr

Curriculum Links (Irish Primary Curriculum)
Mathematics

Develop sequencing and logical thinking.
Solve problems using simple steps.
Language

Create and tell a simple story.
Use oral language to explain ideas.
STEM/Digital Learning

Explore coding through play.
Develop computational thinking by creating simple programs.

Learning Intentions
We are learning to:

Use ScratchJr to create a simple animation.
Sequence commands in the correct order.
Make a character move across the screen.
Share and explain our project.

Success Criteria
I can:

Open ScratchJr and choose a character.
Add a background.
Make my character move using coding blocks.
Test and improve my program.
Show my animation to the class.

Resources
Tablets with ScratchJr installed
Interactive whiteboard
Teacher demonstration tablet

Introduction (10 minutes)
Ask:What is coding?
Where do we see computers following instructions?
What happens if instructions are in the wrong order?
Demonstrate ScratchJr:Open the app.
Add a character.
Add a background.
Drag one motion block.
Press the green flag to start.
Explain that computers only do exactly what we tell them.

Main Activity (35 minutes)
Teacher Demonstration (10 minutes)
Model how to:

Choose a background (park, beach, classroom, etc.)
Choose a character.
Add:Green Flag
Move Right
Jump
Say “Hello!”
Test the code together.

Ask:

What do you think will happen?

Independent Activity (20 minutes)
Children create their own mini-story.

Their project should include:

✅ A background

✅ One character

✅ The Green Flag block

✅ At least three movement blocks

✅ A speech bubble

Challenge early finishers:

Add another character.
Make characters talk.
Change speed.
Make a short beginning, middle and end.
Teacher circulates asking:

What does this block do?
What happens if we change the order?
Can you make your character travel further?

Plenary (15 minutes)
Children work with a partner.

Each child demonstrates their project.

Partners give:

⭐ One thing they liked.

⭐ One idea to improve it.

Finish with class discussion:

What was easy?
What was difficult?
Why is it important to test our code?

Assessment
Teacher Observation
Observe whether pupils can:

Follow instructions.
Use sequencing correctly.
Debug simple mistakes.
Explain what their code does.
Questioning
Ask:

Which block starts your program?
Why didn’t your character move?
What happened when you changed the order?
Self-Assessment
Thumbs:

👍 I can do it myself.
👌 I need a little help.
👎 I need more practice.

Differentiation
Support
Pair less confident pupils with supportive peers.
Provide picture prompt cards showing common ScratchJr blocks.
Give a simplified challenge (move only).
Extension
Add a second character.
Create a conversation.
Use sounds.
Include multiple scenes.

Cross-Curricular Links
English: Storytelling and oral language.
Visual Arts: Designing characters and scenes.
Drama: Act out the story before coding.
SPHE: Work collaboratively and give positive feedback.

Reflection (Teacher)
After the lesson, reflect on:

Were pupils able to sequence commands independently?
Could they identify and fix mistakes in their programs?
Which ScratchJr features require further teaching?
How could the lesson be extended next time (e.g. using multiple scenes or adding sound)?
This lesson introduces coding in an engaging, age-appropriate way while developing creativity, problem-solving, sequencing, and communication skills .

This module gave me a much clearer sense of how AI can support both my own planning and my pupils’ learning going forward. The “Make a Quiz Using AI” example, where Microsoft Copilot was used to generate content and then convert it into an interactive Quizizz quiz, really stood out to me as something I could adopt straight away with my 4th class. I can see how this approach would save a significant amount of preparation time while still allowing me to shape and check the content before it reaches the children.

 

I’m also mindful of the ethical considerations raised in this module, particularly around bias, data privacy and the importance of teaching pupils to question AI-generated information rather than accepting it outright. Going forward, I plan to use AI tools such as Copilot to help generate lesson content and quizzes, while keeping myself firmly in control of what is presented to the class, and building in opportunities for pupils to critically evaluate what AI produces.

 

Below is a lesson plan for my 4th class incorporating these ideas.

 

Lesson Plan: The Water Cycle

4th Class Primary School, Ireland

 

LESSON OVERVIEW

Class Level: 4th Class (Age 9-10)

Subject: SESE – Science

Duration: 50-60 minutes

Topic: The Water Cycle

Curriculum Alignment: Primary Science Curriculum (Strand: Environmental Awareness and Care; Strand Unit: Weather, Climate and Water in the Environment)

 

LEARNING OBJECTIVES

By the end of the lesson, pupils will be able to:

1. Identify and sequence the four main stages of the water cycle (evaporation, condensation, precipitation, collection).

2. Explain, in their own words, what happens at each stage and the role the sun’s heat plays in driving the cycle.

3. Label a diagram of the water cycle using correct scientific vocabulary.

4. Complete an AI-generated interactive quiz to consolidate and check understanding.

 

MATERIALS NEEDED

– Water cycle diagram (blank and completed versions)

– Interactive whiteboard

– Microsoft Copilot (teacher device, used in advance to generate the diagram and quiz questions)

– Quizizz (pupil Chromebooks/tablets)

– Pencils and colouring pencils

 

LESSON STRUCTURE

 

Introduction/Hook (5-10 minutes)

– Ask the class: “Where does rain come from? Where does it go after it falls?”

– Show images of clouds, rain and rivers to prompt discussion.

– Introduce key vocabulary: evaporation, condensation, precipitation, collection.

 

Direct Instruction (15 minutes)

– Explain each stage of the water cycle using a labelled diagram generated with the support of Copilot.

– Model the cycle with a simple demonstration, such as a kettle producing steam that condenses on a cold surface.

– Discuss how the sun provides the energy that drives the whole process.

 

Guided Practice (10-15 minutes)

– In pairs, pupils sequence picture cards showing the four stages of the water cycle.

– Whole class discussion where pupils explain their reasoning for the order chosen.

 

Independent Practice (10 minutes)

– Pupils individually label a blank water cycle diagram using the correct vocabulary.

 

Consolidation/Assessment (10 minutes)

– Pupils complete a short interactive quiz on Quizizz, generated using Copilot, to check understanding of the key vocabulary and sequence of the water cycle.

– Whole class review of any commonly missed questions.

 

Closure/Reflection (5 minutes)

– Ask: “Can you explain the water cycle in three sentences?”

– Exit ticket: pupils write one new fact they learned.

 

DIFFERENTIATION

Support: provide a partially labelled diagram; pair with a peer; allow oral rather than written answers.

Extension: pupils research how the water cycle links to local weather patterns, or draw the cycle over a specific landscape such as a mountain and a lake.

 

ASSESSMENT

Formative: observation during pair work and class discussion; questioning throughout.

Summative: labelled diagram and Quizizz results.

 

CROSS-CURRICULAR LINKS

Geography: rivers, lakes and local waterways.

Art: drawing and colouring a water cycle diagram.

Maths: recording and interpreting class quiz results as a simple bar chart.

 

NOTES FOR THE TEACHER

As with the Copilot and Quizizz example from this module, I would generate the quiz questions in advance and check them carefully for accuracy before use, and use the activity as an opportunity to remind pupils that AI-generated content should always be checked against what we already know.

I have used Microsoft Copilot for the below lesson.  I can see myself using this type of approach to planning for 6th Class.

Rainforest Lesson Plan — 6th Class (English Primary Language Curriculum) Focus: Oral Language, Vocabulary Development (Tier 2 & Tier 3), Informational Text Integration Theme: Geography, History & Science of Rainforests Structure: 1–2 class periods

🌧️ Learning Outcomes (Aligned to English Primary Language Curriculum)

Oral Language

• Engage in purposeful discussion, using increasingly sophisticated vocabulary.
• Present information clearly to peers and wider audiences.
• Listen actively, ask clarifying questions, and build on others’ ideas.

Vocabulary Development

• Use Tier 2 words (high‑utility academic vocabulary) in oral and written tasks.
• Understand and apply Tier 3 words (subject‑specific terminology) related to rainforest geography, ecology, and history.
• Use context clues from informational texts to infer meaning.

🌿 Tier 2 & Tier 3 Vocabulary for 6th Class

Tier 2 (High‑utility academic words)

• Diverse — showing variety
• Ecosystem — community of living things
• Impact — strong effect
• Preserve — protect from harm
• Significant — important
• Threatened — in danger
• Adapt — change to survive

Tier 3 (Subject‑specific words)

• Canopy — upper layer of rainforest trees
• Deforestation — removal of trees
• Biodiversity — variety of life
• Photosynthesis — how plants make food
• Indigenous — native to a place
• Equator — imaginary line dividing Earth
• Habitat — natural home of an organism

 

 

🌍 Visual Resources

• Diagram of rainforest layers (emergent, canopy, understory, forest floor)
• Map of world rainforests (Amazon, Congo Basin, Southeast Asia)
• Photo sets of rainforest animals (sloths, jaguars, poison dart frogs)
• Short video clips showing rainforest biodiversity
• Infographics on deforestation and conservation

📘 Informational Text Integration

Provide students with a short, teacher‑created informational text (1–2 pages) containing:

Geographical Facts

• The Amazon rainforest covers 5.5 million km² across nine countries.
• Rainforests are found near the Equator, where temperatures are warm and rainfall is high.

Historical Facts

• Indigenous tribes such as the Yanomami have lived in the Amazon for thousands of years.
• Rainforests have been sources of food, medicine, and shelter for human societies throughout history.

Scientific Facts

• Rainforests produce 20% of the world’s oxygen (through photosynthesis).
• Over 50% of Earth’s species live in rainforests.
• Many modern medicines come from rainforest plants.

Students will highlight Tier 2 and Tier 3 vocabulary within the text and use context clues to infer meaning.

🗣️ Lesson Activities

1. Oral Language Warm‑Up (10 minutes)

• In pairs, students discuss: “Why are rainforests important to the world?”
• Encourage use of Tier 2 words such as significant, impact, preserve.

2. Vocabulary Exploration (15 minutes)

• Students sort vocabulary into Tier 2 and Tier 3 categories.
• Use a “word detective” approach:
  • Find the word in the informational text
  • Identify clues that help explain its meaning
  • Create a quick sketch or symbol for each word

3. Pair Research & Presentation Task (30–40 minutes)

Students work in pairs to prepare a 2–3 minute oral presentation for the class and other classes in the school.

Each pair selects one focus area:

• Rainforest Layers
• Rainforest Animals
• Indigenous Peoples
• Deforestation
• Medicinal Plants

They must include:

• At least five Tier 2 words
• At least three Tier 3 words
• One visual (diagram, photo, or map)
• One “wow fact” to share with younger classes

4. Presentation to the Class (20 minutes)

• Students present their findings.
• Classmates ask questions using sentence starters:
  • “I wonder…”
  • “Can you explain…”
  • “What impact does…”

📝 Assessment

Teacher Assessment

Use a rubric with the following criteria:

• Use of Tier 2 & Tier 3 vocabulary
• Clarity of oral presentation
• Accuracy of geographical, historical & scientific facts
• Ability to answer questions
• Collaboration within pairs

Self‑Assessment

Students complete a reflection sheet:

• “I used these Tier 2 words effectively…”
• “I learned these new Tier 3 words…”
• “One fact I am proud to share is…”
• “Next time, I would improve by…”

Peer Feedback

• Two stars and a wish:
  • ⭐ Something they explained clearly
  • ⭐ A strong vocabulary choice
  • 🌟 One suggestion for improvement

🎒 Optional Extension Activities

• Create a school display of rainforest facts and visuals.
• Write a short informational paragraph using Tier 3 vocabulary.
• Record a video presentation for younger classes.
• Compare the Amazon rainforest with Ireland’s natural habitats.

Part 1 – Reflective Piece

 

Before doing this course, I mainly thought of AI as something people used to answer questions or write text. I now see that it can be a really useful tool for teachers when it’s used carefully. It can save time planning lessons, create different versions of activities for children with different needs, and come up with ideas that I might not have thought of myself.

 

I don’t see AI replacing teachers. Instead, I think of it as another resource, like using the internet or an interactive whiteboard. The teacher still has to decide what’s suitable for the class and check that the information is accurate.

 

One way I’d like to use AI is to encourage children’s thinking and imagination. For example, during a History lesson, I could use AI to explore a “what if?” question, allowing pupils to think about how Ireland might have been different if the Great Famine had never happened. I think activities like this encourage discussion, creativity and critical thinking.

 

I’ll continue to learn about new AI tools, while making sure I use them responsibly and always protect children’s privacy.

 

Part 2 – Lesson Plan

Class: 3rd Class

Subject: English – Oral Language / Writing

Novel: The Sheep-Pig by Dick King-Smith

Duration: 45 minutes

Learning Objective:

Pupils will use descriptive language from a chapter of The Sheep-Pig to create an accurate image prompt using Microsoft Copilot Image Creator.

Success Criteria:

– I can identify important details from the text.

– I can use adjectives and descriptive vocabulary in my prompt.

– I can explain why the AI image matches (or doesn’t match) the author’s description.

Resources:

– Class novel

– Interactive whiteboard

– Microsoft Copilot Image Creator (teacher-led)

– Whiteboards/copies for drafting prompts

Introduction (10 mins):

Read the selected chapter aloud. Discuss the setting, characters and important descriptive details. Ask pupils to visualise the scene before any images are shown.

Development (25 mins):

As a class, identify key words and phrases from the text that describe the scene.

In pairs, pupils write a prompt describing the setting or a character, using rich adjectives and precise vocabulary.

The teacher enters a selection of prompts into Microsoft Copilot Image Creator. Compare the generated images with the descriptions in the novel.

Discuss:

– Which prompt produced the most accurate image?

– What words made the biggest difference?

– What details did the AI miss or add?

Conclusion (10 mins)

Review how descriptive language helps readers create pictures in their minds. Emphasise that AI is a tool which depends on the quality of the prompt and may not always produce an accurate interpretation of the text.

Assessment:

– Observation of pair work.

– Quality of descriptive vocabulary used in prompts.

– Pupil participation in discussion comparing the AI images with the novel.

Differentiation:

– Provide a word bank for pupils who need support.

– Challenge more able pupils to refine their prompt after viewing the first AI-generated image.

Extension / Follow-up Activity (if time allows):

Display one of the AI-generated images without showing pupils the original prompt. Ask them to identify which scene, character or event from The Sheep-Pig the image represents and explain their reasoning using evidence from the text. Discuss which details in the image helped them make their decision and whether the AI accurately captured the author’s description. This reinforces reading comprehension, inference skills and close attention to descriptive language.

Part 1 Personal Reflection

This module has given me a much better understanding of how I can safely and ethically incorporate the use of AI tools in my classroom. It has given me great insight into the immense potential of AI for cross curricular integration and differentiation in my classroom. It has solidified the notion that AI can support the pedagogical theory of Howard Gardners multiple intelligences and the concept of multimodal learning.

Given the fact that there is such a variety of AI tools available and that they are constantly advancing at a rapid pace, I plan to focus my attention on just a few initially, namely Copilot, MagicSchool AI, Google Lens, Mash Plus, and RoboGarden. I hope to use these tools to support my lesson planning, to create engaging and creative resources, to develop personalised targets for my SEN pupils, to create multimodal methods of assessment and to help me reflect on my teacher competencies.

Part 2 Lesson Plan

This Science lesson plan, assessment quiz and pupil refelection was generated with the assistance of Copilot and MagicSchool AI. This lesson also introduces the pupils to the safe and ethical use of AI tools in the classroom.

Science Lesson Plan – 4th Class

Topic: Plant & Animal Life in Our Local Environment

AI Tool Used: Image‑recognition tool (Google Lens)

Duration: 45–50 minutes

Learning Objectives:

• Observe and explore how plant and animal behaviour is influenced by environmental conditions.
• Identify and investigate plants and animals in the local environment.

Concise Takeaway

Students explore the school grounds, take photos of plants and animals, use an AI tool to identify them and learn how their features help them survive.

Lesson Steps

1. Starter – What Lives Around Us? (5 minutes)

Show students a few familiar local species using an image carousel:

Ask:

• “Where have you seen these before?”
• “What helps them live in their environment?”

2. Outdoor Exploration (10–15 minutes)

Students go outside in pairs to:

• Take one photo of a plant
• Take one photo of an animal/insect
• Note where they found each (shade, sun, wall, grass, tree, soil)

3. AI Identification Activity (10 minutes)

Back in the classroom, students use Google Lens to:

• Identify the plant or animal
• Read a short description provided by the tool
• Write down one adaptation (e.g., “The woodlouse hides under stones to stay damp.”)

4. Whole-Class Sharing (10 minutes)

Students share:

• What they found
• Where they found it
• One adaptation they learned from the AI tool

Teacher highlights patterns:

• Shade-loving plants
• Insects hiding under logs
• Birds staying near trees or fences

Assessment

Students complete a short digital quiz generated by MagicSchool AI:

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4th Class Science Assessment Quiz – Plant & Animal Life in Our Local Environment

1. Which behaviour shows how an animal responds to temperature changes in its environment?

1. A bird building a nest in springB. A frog hiding under a rock on a hot day

   C. A bee visiting flowers for nectar

   D. A squirrel burying a nut in autumn

1. A plant growing toward a sunny window is showing a response to which environmental factor?

1. Soil typeB. Light

   C. Water

   D. Temperature

1. You find a small patch of moss on a damp, shaded wall. Which two conditions most likely helped the moss grow there?

1. Full sunlight and dry soilB. Shade and moisture

   C. High wind and sandy soil

   D. Low moisture and clay soil

1. Which observation best shows how water affects both plants and animals?

1. A rabbit sleeping during the dayB. A tree dropping leaves in winter

   C. Fish swimming near the surface after rain

   D. A grasshopper jumping high in summer

1. Which local plant could you identify using an image-recognition tool like Google Lens?

1. The type of shoes someone is wearingB. A photo of the leaves of a sycamore tree

   C. The color of a garden fence

   D. The brand of a bicycle

1. When using an AI image-recognition tool to identify a flower, which step helps make the result more accurate?

1. Blurring the photo before uploadingB. Taking a clear close-up of the petals and leaves

   C. Taking a photo of the whole street instead of the plant

   D. Using a photo of a different plant

1. Which animal behavior shows how light influences activity?

1. Owls hunting at night and foxes hunting at duskB. Fish building nests in reeds

   C. Worms digging tunnels underground

   D. Deer eating bark in winter

1. In a group investigation, your class is studying how soil affects plant growth. Which method best follows good observation and collaboration?

1. Each student plants seeds in the same pot and writes one shared noteB. Different groups plant seeds in different soil types, record daily observations, and compare results

   C. Only one student looks after all the plants and tells others the results later

   D. Guessing which soil will be best and not checking the plants

1. Which example shows a plant adapting to survive in a dry local environment?

1. A water lily with large flat leavesB. A cactus with thick stems that store water

   C. A fern that grows in deep shade

   D. A moss that needs constant moisture

1. Which statement is true about using image-recognition tools to help classify local living things?

1. They always give 100% correct answers without needing verificationB. They can suggest identifications but users should check information with books or experts

   C. They can only identify animals, not plants

   D. They replace the need to observe and record details during investigations.

Pupil Reflection Activity: “How AI Helped Me Learn Today”

Instructions for Pupils

Think about the plant and animal you found today. Think about how the AI image tool helped you understand them. Write or draw your answers in your copy.

Reflection Prompts

1. What I Found Today

• Write the name of your plant or animal.
• Draw a quick picture of it.

2. What the AI Told Me

Choose one sentence starter:

• “The AI helped me learn that my plant…”
• “The AI showed me that my animal…”
• “The AI told me this important fact…”

You can use these Guided Links if you want to explore more:

• plant adaptations
• animal behaviour

3. What I Noticed Myself

Write one thing you observed outside:

• “I saw it growing in…”
• “I found it hiding under…”
• “It was moving toward…”

4. Putting It Together

Complete this sentence:

• “The AI helped me understand why my plant/animal lives there because…”

5. My Learning Check

Circle one:

• ⭐ I understand my plant/animal better because of the AI tool.
• ⭐ The AI helped me notice something I didn’t see before.
• ⭐ I want to learn more about plants and animals using AI.

 

• This reply was modified 3 months, 3 weeks ago by Sarah Keogh.

Lesson Plan: Character Development in The Boy in the Striped Pyjamas
Class: 6th Class
Lesson Details
Duration 60 minutes

Class 6th Class
Novel The Boy in the Striped Pyjamas
Focus Character Development
Learning Outcomes
-Identify how a character changes throughout a novel.
-Use evidence from the text to support opinions.
-Describe a character’s thoughts, feelings and motivations.
-Work collaboratively to discuss and compare ideas.
– Use digital tools appropriately to support learning.
Lesson Objectives:
-Explain how Bruno develops from the beginning to the end of the novel.
-Compare Bruno’s character at two different points in the story.
-Provide at least two pieces of textual evidence to support their ideas.
-Create a short written response describing Bruno’s development.
Ai tools used:
Microsoft Copilot
To generate differentiated discussion questions and model descriptive vocabulary linked to Bruno’s feelings and experiences.
MagicSchool
To create a quick exit ticket and a scaffolded writing frame for pupils who need additional support.
Lesson Structure
1. Introduction / Recap
Begin by asking pupils to recall what they already know about Bruno.
Questions:
What kind of person is Bruno at the beginning of the novel?
What are his main interests?
How does he react to moving house?
Using Copilot beforehand, prepare a short list of differentiated prompts so that all pupils can contribute.
2. Development – Text Exploration
Pupils work in pairs with selected extracts from the novel.
Task:
Highlight evidence that shows Bruno’s thoughts and feelings.
Identify any changes in his understanding of the world around him.
Teacher input:
Model one example on the board, showing how to move from evidence to explanation.
Example:
“Bruno begins as a curious but sheltered child. Later, his friendship with Shmuel helps him question what he has been told.”
3. Group Discussion
Each group receives one discussion question generated using Copilot.
Examples:
How does Bruno’s friendship with Shmuel influence his decisions?
What does Bruno learn by the end of the novel?
Which event causes the greatest change in Bruno’s character?
Pupils record two key points from their discussion.
4. Independent Writing
Using a writing frame created in MagicSchool, pupils write a short paragraph:
“Describe how Bruno develops as a character during the novel. Use two pieces of evidence from the text.”
Encourage pupils to use descriptive language and connect their ideas clearly.
5. Conclusion
Ask pupils to share one sentence describing Bruno at the start and one sentence describing him at the end.
Complete a quick MagicSchool exit ticket with two questions:
What is one way Bruno changed?
What evidence supports this?
Assessment

Oral Assessment Participation in discussion and ability to explain ideas.
Written Assessment Clear explanation of character development and use of evidence.
Exit Ticket Understanding of how and why Bruno changed.
Teacher Observation Engagement with the text and collaboration with peers.
Differentiation
Support
Provide sentence starters, vocabulary banks and a scaffolded writing frame

After completing the five modules of this course, I’ve been introduced to lots of AI tools that I can see myself using in the classroom. The biggest challenge now is deciding which ones to focus on so I can become more confident and skilled in using them.
This year, I also plan to use Copilot image generator and Canva m to create interesting and interactive lessons for my students. I can already see how these tools will save me time when it comes to planning and creating classroom resources.
I’ve also just signed up for MagicSchool AI, and I’m really looking forward to exploring all the different ways it can support my teaching and make my day-to-day work in the classroom a little easier.

Part 2

For my lesson plan I asked Chatgpt to generate a lesson for me based on the Irish SESE curriculum. I used prompt words like include powerpoint using Gamma, junior infants, life cycle of chicken. I then used Gamma to create the powerpoint.

Learning Intentions

By the end of the lesson, pupils will:

• Identify the four stages of a chicken’s life cycle.
• Sequence the life cycle correctly.
• Learn new vocabulary such as egg, chick, hen, hatch and feathers.
• Develop curiosity about how animals grow and change.

Success Criteria

I can:

• Name the stages of a chicken’s life cycle.
• Put the pictures in the correct order.
• Talk about how a chick grows into a hen.

Slide 1 – Title

The Life Cycle of a Chicken
Include a bright picture of a hen with chicks on a farm.

Slide 2 – What do we already know?

Display pictures of:

• A chicken
• An egg
• A chick

Ask:

• Have you ever seen a chicken?
• Where do chickens live?
• What do they eat?

Slide 3 – Stage 1: Egg

Explain in simple language:

• A hen lays an egg.
• The chick grows safely inside the egg.
• The egg stays warm under the mother hen.

Include a large labelled picture.

Slide 4 – Stage 2: Hatching

Explain:

• After about 21 days the chick cracks the shell.
• The chick pushes until it hatches.

Add fun animation of a cracking egg.

Slide 5 – Stage 3: Chick

Explain:

• The chick is small and fluffy.
• It needs food, water and warmth.
• It grows feathers.

Include adorable chick images.

Slide 6 – Stage 4: Adult Chicken

Explain:

• The chick grows into a hen or rooster.
• A hen lays eggs and the life cycle begins again.

Include arrows showing the cycle.

Slide 7 – Life Cycle Wheel

Show the four stages in a circular diagram:
Egg → Hatching → Chick → Hen → Egg

Keep labels large and simple.

Slide 8 – Let’s Sequence!

Display four pictures in mixed order.
Ask children to help put them into the correct order.

Allow answers before revealing the solution.

Slide 9 – Movement Break

Let’s Pretend!
Children:

• Curl into an egg.
• Crack the shell.
• Wobble like a chick.
• Flap wings like a chicken.

Slide 10 – What Have We Learned?

Review:

• Egg
• Hatch
• Chick
• Hen

Ask:

• Which stage comes first?
• Which stage comes after the chick?

Finish with:
Well done, Chicken Experts!

Teacher Notes

Include suggestions for active learning:

• Real eggs for observation
• Matching picture cards
• Sequencing activity
• Colouring worksheet
• Oral language discussion

 

• This reply was modified 3 months, 3 weeks ago by Joann Johnson.
• This reply was modified 3 months, 3 weeks ago by Joann Johnson.

Subject – History
Strand – Story
Strand Unit – Stories from the lives of people in the past

Learning Intentions:
By the end of the lesson, the children should be able to:
Name at least two differences between homes long ago and homes today.
Talk about what they noticed in pictures of old homes.
Share one new thing they learned about life in the past.

Introduction
I’ll begin by showing the class photographs of homes from long ago alongside modern homes. I’ll ask questions such as:
“What do you notice?”
“What is different?”
“Would you like to live in this house? Why or why not?”
To encourage discussion, I’ll use MagicSchool AI beforehand to generate a few simple questions about homes in the past. I’ll choose the questions that best suit my class and use them to guide our conversation.

Development
The children will work with a partner to compare an old home and a modern home using a Venn diagram.
I’ll also use MagicSchool AI to create a short, child-friendly description of life in an Irish cottage many years ago. We’ll read it together and talk about what daily life might have been like.
The children will then draw either an old Irish home or their own home and write one or two sentences describing it.

Conclusion
To finish the lesson, we’ll come back together and share what we discovered. I’ll ask each child to tell me one difference between homes long ago and homes today.
We’ll also have a short discussion about MagicSchool AI and how it helped us. I’ll explain that AI is useful for giving us ideas and helping teachers prepare lessons, but we still need to use real historical sources like photographs, books and museums to learn about the past.

The Blackbird: A Lesson Plan for Junior Infants
Learning Objective
Students will be able to identify and describe the physical features of a blackbird, observe and listen to blackbird sounds, understand that blackbirds are living animals with needs, and create a visual arts representation of a blackbird.
Assessments
• Observation Assessment: Teacher observes children as they watch a blackbird video and listen to its song, noting if they can identify the bird’s black color, yellow beak, and distinctive features.
• Discussion Assessment: Children respond to simple questions: “What color is the blackbird?” “What sound does it make?” “Where does the blackbird live?” using single words or short phrases.
• Visual Arts Task: Children create a blackbird using collage, paint, or drawing materials, showing evidence of understanding the bird’s key features (black body, yellow beak, round shape).
• Listening and Movement: Children respond physically to the blackbird’s song (move like a bird, hop, flutter).
Key Points
• What is a blackbird? A blackbird is a small bird that lives in Ireland. Male blackbirds are black with a bright yellow beak and eye-ring. Female blackbirds are brown.
• Where do blackbirds live? Blackbirds live in gardens, parks, hedges, and woods. They make nests in bushes and trees.
• What do blackbirds eat? Blackbirds eat worms, insects, berries, and seeds from the ground.
• Blackbird sounds: Blackbirds sing beautiful, loud songs, especially in spring and early morning.
• Living things have needs: Blackbirds need food, water, shelter, and a safe place to live, just like all animals.
Opening
• Hook Activity: Play a short clip of a blackbird’s song (10–15 seconds) without showing the bird. Ask: “What do you hear? What animal makes this sound?”
• Engagement: Show a large, colorful picture of a blackbird. Let children point to and name parts of the bird (head, wings, tail, beak, eyes).
• Discussion Starter: “Have you seen a blackbird in your garden? What was it doing?”
• Transition: “Today, we are going to learn all about the blackbird, a special Irish bird!”
Introduction to New Material
• Show a short video (2–3 minutes) of a blackbird in its natural habitat, such as a garden or park. Pause frequently to ask simple questions:
• “What color is the bird?”
• “What is the bird doing?” (hopping, singing, eating, building a nest)
• “Where is the bird?” (in a bush, on the ground, in a tree)
• Introduce vocabulary with visual support: Use picture cards or drawings to label and discuss: blackbird, beak, feathers, wings, nest, song.
• Play the blackbird’s song again and invite children to listen carefully. Ask: “Does the blackbird sing? What does it sound like to you?” (Encourage descriptive words: pretty, loud, cheerful, musical.)
• Discuss where blackbirds live and what they need: “Blackbirds need a safe home (a nest), food to eat (worms and bugs), and water to drink. Just like you, they need food and a place to sleep!”
• Common Misconception to Anticipate: Children may think all birds are the same or that only one type of bird lives in Ireland. Clarify: “There are many different birds in Ireland, but today we are learning about the blackbird. It is special because it sings a beautiful song!”
Guided Practice
• Behavioral Expectations: Children sit on the carpet, listen carefully, raise their hand to speak, and take turns.
• Interactive Activity 1 – Blackbird Song and Movement:
• Play the blackbird’s song (30–60 seconds). Invite children to move like a blackbird: hop, flutter their arms like wings, spin around.
• Pause and ask: “How does the blackbird move? Can you show me?”
• Repeat with different movements (pecking at the ground, singing with mouth open, building a nest with hands).
• Interactive Activity 2 – Question and Answer:
• Ask scaffolded questions from simple to complex:
• Easy: “What color is the blackbird?” (Answer: black)
• Medium: “What does the blackbird eat?” (Answer: worms, bugs, seeds)
• Hard: “Why do you think the blackbird sings?” (Answer: to talk to other birds, to be happy, to protect its home)
• Repeat answers aloud to reinforce vocabulary.
• Interactive Activity 3 – Feature Identification:
• Show a large picture of a blackbird. Point to each part (beak, eye, wing, tail, legs) and have children repeat the words.
• Play a simple game: “I spy with my little eye, something on the blackbird that is… yellow!” (beak) or “…black!” (body, wings).
• Monitoring Student Performance:
• Observe which children can name the bird and its features.
• Listen for vocabulary use and correct gently if needed: “Yes, the blackbird has a yellow beak!”
• Note children who are engaged with the song and movement and those who may need additional support or space.

 

There is a huge amount of detail that was given in the lesson plan but I am unable to upload the full lesson plan that was given on Magic School AI.

Since completing this course, I can see AI becoming a regular part of my planning and teaching. One of the biggest benefits for me will be using it to generate engaging lesson ideas when I need inspiration. I often try to link my Visual Arts lessons to our class theme, and AI can quickly suggest creative activities, artists or cross-curricular links that I may not have thought of myself.  I also plan to use AI to create extra activities for literacy and numeracy stations, as well as quick assessment tasks at the end of lessons to check pupils’ understanding.

One of the most valuable aspects of this course was seeing the potential of AI to support pupils with special educational needs. I was particularly impressed by how quickly AI can create personalised social stories for. Tools such as Microsoft’s Immersive Reader can also make classroom texts much more accessible, while AI can instantly adapt reading passages to different ability levels.

Going forward, I also plan to incorporate AI directly into lessons. For example, during a history lesson on the Vikings, pupils could use AI to generate images from descriptive prompts before comparing them with real historical evidence. This would encourage discussion about historical accuracy, bias and the importance of questioning AI-generated content rather than accepting it as fact.

 

History Lesson: The Vikings Come to Ireland

Class: 4th Class (10 years)
Curriculum Area: SESE – History
Duration: 60 minutes

Learning Intentions

By the end of the lesson, pupils will be able to:

• Identify where the Vikings came from.
• Explain how they travelled to Ireland.
• Describe what daily life was like for Vikings.
• Discuss both the positive and negative impact Vikings had on Ireland.

Introduction (10 minutes)

Show pupils an AI-generated image of Vikings arriving on longships and ask:

• Who do you think these people are?
• Where might they have come from?
• Why do you think they travelled across the sea?

Reveal a map of Europe and identify Norway, Sweden and Denmark. Discuss how the Vikings crossed the sea in longships.

Main Lesson (25 minutes)

Teach using slides covering:

1. Where did the Vikings come from?

• Norway
• Sweden
• Denmark

2. How did they travel?

• Longships
• Rivers and seas
• Excellent sailors

3. Life as a Viking

• Farmers
• Fishermen
• Traders
• Craftspeople
• Families
• Children

4. The Good and the Bad

Bad

• Raided monasteries
• Stole treasures
• Burned buildings
• Captured people

Good

• Founded Dublin, Waterford, Wexford, Cork and Limerick
• Introduced trade with Europe
• Excellent shipbuilders
• Influenced Irish place names

Throughout the lesson, pause for “Think-Pair-Share” discussions.

AI Activity (15 minutes)

Working in pairs, pupils write a descriptive prompt such as:

“A Viking family travelling in a wooden longship across a stormy sea towards Ireland.”

Generate the image using AI.

Then compare the image with a real historical illustration.

Discuss:

• What did AI get right?
• What mistakes did AI make?
• Why shouldn’t we always trust AI images?

Assessment

Exit Ticket

Each pupil writes:

• One fact about where Vikings came from.
• One fact about Viking life.
• One positive thing Vikings brought to Ireland.
• One negative thing Vikings did.

Quizizz Plenary (10 Questions)

1. Which three countries did most Vikings come from?
2. What was the name of the Viking boats?
3. Why were longships useful?
4. Name one job Vikings did besides fighting.
5. Why did Vikings first come to Ireland?
6. Which Irish city was founded by Vikings?
7. Name one positive thing Vikings brought to Ireland.
8. Name one negative thing Vikings did.
9. True or False: All Vikings were fierce warriors.
10. If you lived in Ireland 1,200 years ago, how might you have felt when Viking ships appeared? (Teacher discussion question)

Extension Activities

Literacy Station

Write a diary entry titled “The Day the Vikings Arrived.” Pupils write from the perspective of an Irish monk, farmer or Viking child.

Numeracy Station

Use a map scale to estimate the distance from Norway to Dublin. Create simple Viking-themed word problems involving trading silver, livestock or supplies.

Differentiation with AI

• Generate simplified and more challenging reading passages.
• Create vocabulary lists with visuals.
• Produce comprehension questions at different levels.
• Use Immersive Reader for pupils who benefit from text support.

Class: 5th Class
Topic: How Volcanos Form and Erupt: Understanding Earth’s Fiery Mountains

Learning Objective
Students will be able to explain how volcanos form and erupt by describing the movement of magma beneath Earth’s surface and identifying the effects of volcanic activity on the environment.

Key Points
Volcanos form where magma from Earth’s mantle rises through the crust, typically at plate boundaries
Magma is molten rock beneath Earth’s surface; lava is magma that erupts above ground
Different types of volcanos (shield, cinder cone, composite) erupt differently based on magma composition and gas content
Volcanic eruptions can reshape landscapes, affect climate, and create new land
Scientists monitor volcanos to predict eruptions and protect communities
Opening
Display a striking image or short video clip (30 seconds) of an active volcano erupting
Ask students: “What do you think is happening inside the Earth to make this happen? Where does all that hot material come from?”
Have students turn-and-talk with a partner to share initial ideas; record their predictions on chart paper
Explain that today they will discover the real science behind volcanos
Introduction to New Material
Show a 5-7 minute YouTube video that explains volcano formation (recommended: SciShow Kids “How Do Volcanos Work?” or National Geographic Kids volcano explainer)
Using Twee, generate questions based on the Youtube Video to check children’s understanding
Use a physical model or diagram to show the layers of Earth (crust, mantle, outer core) and explain that magma forms in the mantle
Introduce vocabulary with visual aids: magma, lava, crust, mantle, eruption, plate tectonics
Address misconception: “Volcanos only happen in specific places” → Explain that most volcanos occur at plate boundaries where Earth’s plates collide or separate, but some can occur in the middle of plates (hotspots)
Show 2-3 images of different volcano types (shield, cinder cone, composite) and briefly explain how their shape relates to eruption style
Guided Practice
Divide students into small groups (3-4 per group)
Distribute a “Volcano Anatomy” worksheet with a diagram of a volcano and labels to fill in (magma chamber, vent, crater, lava flow, ash cloud)
Model the first 2-3 labels together as a class, thinking aloud: “The magma chamber is where magma collects underground, so it must be beneath the volcano”
Circulate and ask guiding questions: “What do you think happens to the pressure as more magma fills the chamber?” “Why does lava flow down the sides instead of up?”
Have groups share one label and explain their reasoning
Scaffold with a word bank for below-grade students; ask advanced students to explain why each part is necessary for an eruption
Use Magic School to create a quick exit ticket: students draw and label one volcano part on an index card to check understanding
Independent Practice
Using Magic School , Students complete a “Volcano Formation and Eruption” worksheet that includes:
Multiple-choice questions (4-5) on volcano formation and types
A short-answer section (2-3 questions) asking students to explain the role of pressure and heat in eruptions
A diagram-labeling activity showing cross-section of a volcano
Assign this as classwork with teacher support available for questions
Differentiation
Below Grade Level:

Provide a simplified diagram with fewer labels (5 instead of 8)
Use sentence starters: “Magma rises because…” “Lava flows down because…”
Pair with a stronger reader to review video content before independent work
Reduce independent practice to 2-3 questions instead of full worksheet
Offer a visual word bank with pictures next to each term
On Grade Level:

Complete the full lesson as described: video, guided practice with diagram, full independent worksheet
Answer questions requiring explanation (e.g., “Explain why different volcanos erupt differently”)
Participate in group discussions and share reasoning aloud
Above Grade Level:

Research and present on a specific real-world volcano (e.g., Mount Vesuvius, Mount Fuji, Krakatoa) and explain its eruption style using plate tectonics
Create a comparison chart showing how different volcano types form and erupt, with examples
Write a prediction: “If a volcano forms at a divergent plate boundary, what type of eruption would you expect? Why?”
Analyze a case study of how volcanic eruptions affect nearby communities and propose mitigation strategies
Closing
Play a 1-2 minute video clip showing a dramatic volcano eruption
Ask students to turn-and-talk: “Now that you know how volcanos work, what’s happening in this video?”
Invite 3-4 volunteers to share their explanations using vocabulary from the lesson
Recap the key idea: “Volcanos form when hot magma from deep inside Earth pushes up and erupts. This reshapes our planet!”
Quizizz Quiz: Create a 12-15 question quiz on Quizizz.com covering:
Volcano parts and formation (recall)

Differences between magma and lava (understanding)

Types of volcanos and eruption styles (application)

Effects of volcanos on Earth and communities (analysis)

Administer at the end of the lesson to assess mastery and provide immediate feedback

Extension / Above-Grade Challenge
*Using Search Coach Pre-teach children how to research using AI appropriately and how to fact check.

Volcano Prediction Project: Students choose a real volcano that is currently active (or has recently erupted). Using online resources and monitoring data, they research:

Where it is located and why volcanos form there (plate tectonics)
Its eruption history and patterns
Signs that scientists look for to predict an eruption
How communities prepare for and respond to eruptions
Students create a digital presentation or poster summarizing their findings and present to the class. This extends the lesson from “how volcanos work” to “how science helps us live safely with volcanos.”

*Children could use Speaker Coach to practice their presentation skills

Assessments
Students complete a Quizizz quiz (created via Quizizz.com) with 12-15 questions covering volcano formation, types of eruptions, and environmental impacts. Questions range from recall (identifying volcano parts) to application (predicting outcomes of volcanic activity).

Using Image Creator Students create a labeled diagram of a volcano’s internal structure and write a 3-5 sentence explanation of how pressure and heat cause eruptions.

Integration
English: Report Writing/Twine (Interactive Story): Create an interactive story where students make choices about a volcano scenario (e.g., “You are a volcanologist. Do you approach the volcano or monitor from a distance?”). This can be a station activity for early finishers.

Geography: Volcanoes in different parts of the world and the impact they have had on a community

Develop a lesson plan incorporating AI concepts and write about how you plan to use it and other AI tools in your teaching. Post a reflective piece (150 words min) to this Module forum as a Reply to this post.

Also, please respond to at least one other participant’s post in this forum.

 

I used Magic School AI to develop this lesson plan on our class novel Holes by Louis Sachar. I gave it a fairly specific prompt in that I wanted it to be a character analysis and I wanted to involve creative writing. I was pleasantly surprised with the results , it gave a very detailed lesson plan and it also outlined the main teaching concepts very clearly. The differentiation section I really liked as well.

On the negative side Magic School AI doesn’t align with the Primary Irish curriculum standards . It has a huge range of mostly US curriculum options. It alerts you that it does not have the Irish curriculum standard so will generate a standard 6th class level.

I found this lesson plan very helpful. I had the beginnings of an idea and that was what I prompted. The amount of information and the clear teaching elements it provided gave me a much bigger and clearer idea. Now I will plan a series of lessons based of this huge wealth of information and teaching points. I have room to extend and also room to make the task easier for other students. I have a clear checklist of what to teach and a road map to do it.

 

 

Holes Lesson Plan 1

Analyzing and Adapting Characters from Holes: A Creative Writing Art Lesson

 

Learning Objective

Students will be able to analyze the main characters from Holes by Louis Sachar, describe their traits and motivations, and use this understanding to write a creative short story showing how these characters would react in our own school at assembly.

 

Assessments

1. Character Description Assignment: Students create detailed written descriptions of 2–3 main characters (Stanley, Zero, Mr. Sir, etc.) including physical traits, personality, motivations, and specific reactions to a funny assembly event. Each description is 1 page and includes evidence from the novel.
2. Creative Short Story: Students write a short story (500–700 words) titled “At [School Name] Assembly,” featuring at least 2–3 Holes characters in a realistic, funny scenario. The story demonstrates how each character’s personality from the book influences their reactions and includes dialogue that reveals character.

 

Key Points

• Character traits are revealed through actions, dialogue, internal thoughts, and how other characters respond to them
• Motivation explains why characters make the choices they do and helps predict how they might behave in new situations
• Consistency in character behavior across different scenarios—from the book to a new setting—demonstrates deep understanding
• Creative adaptation means staying true to a character’s core traits while imagining them in new, realistic contexts

Opening

• Show a 30-second funny assembly video clip or describe a humorous school assembly moment (e.g., a student tripping on stage, a teacher’s joke that lands awkwardly, a technical mishap during a performance)
• Ask: “How would Stanley react to this? Would Zero laugh? What would Mr. Sir do? How would each character respond based on who they are in the book?”
• Have students pair-share their initial predictions for 2–3 minutes
• Explain: “Today you’re going to become character experts. You’ll describe these characters in detail, then imagine them in our school.”

Introduction to New Material

• Mini-lesson on character analysis (10–15 minutes): Explain that authors reveal character through:
  • Physical description (what a character looks like)
  • Dialogue (what they say and how they say it)
  • Actions and choices (what they do)
  • Relationships (how they treat and interact with others)
  • Internal thoughts and motivations (why they make the choices they make /what do they want more than anything in the world)
• Guided character study using Stanley Yelnats: Ask the class:
  • “What does Stanley look like at the beginning of Holes? What about at the end?”
  • “What does Stanley say to Zero? What does his dialogue tell us about him?”
  • “Why does Stanley go to Camp Green Lake? What is he running from, and what does he hope for?”
  • “How does Stanley treat Zero? What does this show us about his character?”
  • Record answers on chart paper in three columns: Traits, Evidence from Book, How He’d React at Assembly
• Address common misconception: “Characters are complex and show different sides. Stanley is not just ‘the good guy’—he’s realistic. He gets frustrated, he’s sometimes brave, sometimes scared, sometimes stubborn. Real people, and good characters, have multiple traits that sometimes contradict each other. That’s what makes them believable.”
• Distribute a Character Analysis Graphic Organizer (template provided) for students to complete independently during guided practice

Guided Practice

Behavioral expectations: Students work in pairs or small groups. Voices stay at level 1–2 (whisper voices). All group members contribute ideas and listen to each other.

Practice opportunity:

• Model filling in the Character Analysis Graphic Organizer together using Stanley and one other character (e.g., Zero)
  • Fill in physical traits: “Stanley is tall and overweight at the start. Zero is small and thin.”
  • Fill in personality traits: “Stanley is loyal, patient, and resourceful. Zero is quiet, intelligent, and mistrustful at first.”
  • Fill in motivations: “Stanley wants to clear his family name and survive Camp Green Lake. Zero wants to escape and find his mother.”
  • Identify key moments: “When Stanley shares his water with Zero, it shows loyalty. When Zero teaches Stanley to dig efficiently, it shows intelligence and trust.”
• Together, brainstorm: “If Stanley and Zero were at our school assembly and someone tripped on stage, how would each react?” Write 2–3 sentences for each character’s response.
  • Stanley might: laugh nervously, help the person up, feel embarrassed for them
  • Zero might: watch quietly, find humor in the situation but not show it loudly, worry about the person who fell

Scaffolded questions (easy to hard):

• Easy: “What does Stanley look like? What does Zero look like? Describe Mr. Sir.”
• Medium: “Why does Stanley go to Camp Green Lake? What is Zero running from? What does Mr. Sir want from the boys?”
• Hard: “How do Stanley and Zero’s backgrounds and experiences affect how they treat each other? Why does Zero trust Stanley when he barely knows him? What does this tell us about Zero’s character?”

Monitor performance: Circulate and listen to pair and small-group discussions. Ask follow-up questions like “Why do you think that?” or “What from the book shows us that?” to deepen thinking. Note which students grasp character analysis quickly and which need additional support for differentiation.

 

Independent Practice

Behavioral expectations: Students work independently and quietly. They use their Character Analysis Graphic Organizer and the assembly scenario as guides. They write in complete sentences and use specific examples from the book to support their descriptions.

Assignment:

1. Character Descriptions (1 page per character): Complete detailed written descriptions of 2–3 main characters from Holes. Each description should include:
   • Physical appearance (height, build, clothing, distinctive features)
   • Personality traits with at least one piece of evidence from the book for each trait
   • One major motivation or goal that drives the character
   • A detailed paragraph (4–6 sentences) describing exactly how this character would react to a funny moment at a school assembly, staying true to their personality from the novel
2. Creative Short Story (500–700 words): Write a story titled “At [Your School Name] Assembly.” The story must:
   • Include at least 2–3 characters from Holes
   • Place them in a realistic, funny assembly scenario (e.g., a speaker’s microphone stops working, a student performs an embarrassing talent, a teacher slips on stage)
   • Show how each character’s personality from the book influences their reactions and actions
   • Include dialogue that reveals character (characters should sound like themselves)
   • Have a clear beginning, middle, and end
   • Be written in past tense with proper punctuation and spelling

Differentiation

Below Grade Level:

• Provide a partially completed Character Analysis Graphic Organizer with some traits, motivations, and evidence already filled in. Students complete the remaining columns and add their own ideas.
• Offer a character trait word bank (loyal, stubborn, resourceful, scared, brave, curious, quiet, funny, angry, kind, smart, etc.) to support vocabulary and descriptive writing.
• Reduce the short story length requirement to 300–400 words and allow students to write about only 1–2 characters instead of 2–3.
• Provide a story frame or template:
  • “When _____ arrived at the assembly, she/he felt _____. When the funny moment happened, _____ reacted by _____. This showed his/her _____ personality. At the end, _____.”
• Allow students to write the story in bullet-point or outline format if needed, focusing on showing character consistency rather than polished prose.
• Pair struggling writers with a peer partner or provide one-on-one writing conference time to clarify ideas before drafting.

On Grade Level:

• Students complete the full Character Analysis Graphic Organizer independently for 2–3 characters.
• Students write a 500–700 word short story with multiple characters, clear plot structure, and dialogue that reveals character.
• Students use specific evidence from the novel to support their character descriptions and creative writing.

Above Grade Level:

• Challenge students to analyze character foils (characters who contrast with each other): How do Stanley and Zero compare? How do they bring out different sides of each other? Write an analytical paragraph exploring this relationship before writing the story.
• Require students to include internal conflict or character growth in their short story: show a character learning something, changing their perspective, or revealing a hidden side of themselves during the assembly event.
• Expand the creative writing to 800+ words and require students to incorporate multiple scenes or perspectives (e.g., write the same assembly moment from Stanley’s point of view, then from Zero’s, showing how they each interpret and react to the event differently).

 

 

Closing

• Invite 3–4 student volunteers to share their character descriptions or read an excerpt from their short story (1–2 minutes each).
• Ask the class: “How did knowing the characters from the book help you imagine how they’d react in a new situation? What surprised you about how they might behave? Did any character act differently than you expected?”

 

Extension / Above-Grade Challenge

Character Comparison Across Genres: Students select one character from Holes and imagine how that character would appear in a completely different genre or setting—for example, a fantasy world, a future dystopia, a historical period, or a contemporary reality TV show. Write a reflective piece (1–2 pages) or create a visual showing how the character’s core traits remain consistent even in a radically different context. Students should explain: “What traits are essential to this character? Which traits are shaped by their environment in Holes? How would they adapt?” This requires students to separate essential character traits from situational details.

Alternative extension: Students write a dialogue scene between two characters from Holes (e.g., Stanley and Mr. Sir, or Zero and the Warden) discussing a current event, a meaningful topic, or a conflict relevant to their lives (friendship, trust, survival, justice, family). The dialogue should reveal character through word choice, tone, perspective, and what each character chooses to say or not say. The scene should address a meaningful theme from the novel.

Homework

• Option 1: Finish the short story if not completed in class, or revise it based on peer or teacher feedback
• Option 2: Write a character reflection (1–2 paragraphs): “If I could be one character from Holes, who would I be and why? What trait of theirs do I admire or want to develop in myself? How would having that trait change how I react to situations at school?”
• Option 3: Prepare one character description or story excerpt to share aloud in class tomorrow, or sketch a quick visual idea for how your character might look in the assembly scene

 

 

This module has emphasised how AI can complement the work of teachers while reducing the time spent devising lesson plans and research and written materials for the students. Platforms such as Magic School AI and Diffit will make differentiation easier for all ages and abilities in one class for one session. I like the idea of OSMO for the practical nature and feedback it gives means the students. I am also looking forward to Microsoft Reading Coach to build reading fluency and further exploring Ari AI in Twinkl when they implement the Irish curriculum to the platform. Data protection is essential while ensuring the children are aware of how articles on the web must not be treated as gospel and may present with bias.
I used co-pilot to devise A complete 5th class lesson plan on the human respiration system, structured, practical, and ready to teach — with visuals and Guided Links embedded naturally.
Human Respiration System — 5th Class Lesson Plan
Duration: 60 minutes Class Level: 5th Class Subject: Science – Human Body
🎯 Learning Objectives
By the end of the lesson, pupils will be able to:
• Identify the main organs of the respiratory system
• Describe how breathing works (inhalation & exhalation)
• Explain the role of oxygen exchange in the lungs
• Understand how respiration supports other body systems
🧠 Curriculum Links (SESE Science – Human Body)
• Awareness of body systems
• Understanding how organs work together
• Developing scientific vocabulary
🫁 Introduction (10 minutes)
• Begin with a simple question: “What happens when we breathe?”
• Show pupils a diagram of the respiratory system.
• Highlight the nose, trachea, lungs, bronchi, alveoli, and diaphragm.
• Ask pupils to take a deep breath and notice their chest movement.
• Explain that breathing is automatic because our body needs oxygen.
🏗️ Key Vocabulary
• Respiration — process of taking in oxygen and removing carbon dioxide
• Diaphragm — muscle that helps us breathe
• Alveoli — tiny air sacs where gas exchange happens
• Trachea — windpipe
• Bronchi — tubes leading into each lung
🔍 Main Lesson Activities (35 minutes)
1. Guided Exploration (10 minutes)
Use a diagram or model to walk through the breathing pathway:
• Nose/Mouth → Trachea → Bronchi → Lungs → Alveoli
• Explain inhalation: diaphragm moves down, lungs expand.
• Explain exhalation: diaphragm moves up, lungs contract.
2. Hands-On Activity (10 minutes)
Balloon Lung Model
• Materials: balloon, plastic bottle, straw, tape.
• Pupils create a simple lung model to demonstrate inhalation/exhalation.
• Discuss how the balloon represents the lungs and the stretched balloon at the bottom represents the diaphragm.
3. Group Work (10 minutes)
Divide pupils into small groups. Each group creates a mini-poster showing:
• The organs of the respiratory system
• A short explanation of how breathing works
• One fun fact (e.g., “You breathe about 20,000 times a day!”)
4. Quick Quiz (5 minutes)
Use short questions to check understanding:
• What organ helps pull air into the lungs?
• Where does oxygen enter the blood?
• What gas do we breathe out?
📝 Assessment
• Observation during activities
• Accuracy of group posters
• Responses during quiz
• Ability to use scientific vocabulary correctly
🏁 Conclusion (5 minutes)
• Recap the breathing process.
• Emphasize the importance of oxygen for energy.
• Connect respiration to other systems (e.g., circulatory system delivering oxygen).
📚 Optional Extensions
• Compare respiration in humans vs animals
• Explore effects of exercise on breathing
• Healthy lungs habits
To differentiate additional worksheets, flashcards, or a PowerPoint-style lesson can be utilised.

Using Copilot: Lesson plan based on history. Each year, pupils cover  history class in the Strand “Story”. I want to explore with the pupils how these stories are connected. More detailed given prompt.

Here is a complete, fully‑structured 3rd Class lesson plan that teaches Diarmuid and Gráinne AND shows pupils how Irish legends connect across cycles — including where the Children of Lir fits. It includes learning outcomes, resources, differentiation, integration (Art + Technology), and a quiz‑based assessment, exactly as you requested.

To help pupils visualise the connections, I’ve added image carousels and Guided Links so you can expand any part of the mythology with one tap.

Lesson Plan: Irish Legends – How the Stories Connect
Class: 3rd Class (Age 9–10)
Strand: History – Story
Focus Story: Diarmuid and Gráinne
Big Concept: Irish legends belong to three cycles — Fenian, Ulster, Mythological — and the Children of Lir is part of the Mythological Cycle, which explains the magical world behind the others.
🧠 Learning Outcomes
By the end of the lesson, pupils will be able to:

Identify the Fenian Cycle, Ulster Cycle, and Mythological Cycle

Place Diarmuid and Gráinne in the Fenian Cycle

Explain how characters like Fionn, Diarmuid, Oisín, and Cú Chulainn belong to different cycles

Describe how the Children of Lir connects through shared themes (magic, transformation, family)

Recognise recurring places such as Tara, Ben Bulben, and Lough Derravaragh

Complete a short quiz demonstrating understanding of story connections

📚 Resources
Short retelling of Diarmuid and Gráinne

Map of Ireland showing Tara, Ben Bulben, Emain Macha, Lough Derravaragh

Cycle chart (Fenian / Ulster / Mythological)

Character cards (Fionn, Diarmuid, Gráinne, Oisín, Cú Chulainn, Lir, Aoife)

Theme cards (magic, bravery, loyalty, transformation)

Tablets/laptops for digital activity

Art supplies: paper, markers, colouring pencils

📖 Story Input: Diarmuid and Gráinne (10 minutes)
Tell or read a short version of the story.
Focus on:

Diarmuid → member of the Fianna

Fionn → appears again (pupils recognise him from earlier years)

Gráinne → princess who chooses Diarmuid

Ben Bulben → key location

Themes → bravery, loyalty, love, conflict

🌍 Teaching the Connections (15 minutes)
Draw three circles on the board labelled:

🟦 Fenian Cycle
Fionn

Fianna

Diarmuid & Gráinne

Oisín → Tír na nÓg

Places: Tara, Boyne, Ben Bulben

🟥 Ulster & Connacht  Cycle
Cú Chulainn

Queen Medb

The Táin

Places: Emain Macha, Connacht

🟩 Mythological Cycle
Children of Lir

Tuatha Dé Danann

Themes: magic, transformation

Places: Lough Derravaragh

Teacher explanation:
“The Children of Lir belongs to the oldest cycle. It explains the magical world that later heroes — like Fionn and Cú Chulainn — live in.
So even though the stories seem separate, they are part of one big mythological universe.”

🎲 Activity: Cycle Sorting Game (10 minutes)
Give pupils cards with:

Characters

Places

Themes

They sort them into:

Fenian Cycle

Ulster Cycle

Mythological Cycle

Then ask:
“What connects these stories even though they come from different cycles?”

Expected answers:

Magic appears everywhere

Heroes appear everywhere

Ireland’s places appear again and again

Themes like bravery and loyalty repeat

🎨 Integration: Art (60 minutes)
Pupils create a “Mythology Connection Poster” showing:

One character from each cycle

One place from each cycle

One shared theme (magic, bravery, loyalty, transformation)

This reinforces the idea of a connected mythology.

💻 Integration: Technology (45 minutes)
On tablets/laptops, pupils explore:

A digital map of Ireland

Clickable points for Tara, Ben Bulben, Emain Macha, Lough Derravaragh

Short descriptions of each place

Suggested tool:
Irish mythology places

🧩 Differentiation
Support
Provide pre‑sorted cards for pupils who need help

Use visual icons for themes (heart = loyalty, star = magic)

Allow oral answers instead of written

Challenge
Ask pupils to explain why a character belongs to a cycle

Invite them to compare Fionn vs Cú Chulainn

Ask them to identify a theme shared across all three cycles

📝 Assessment: Quiz (15 minutes)
A short 6‑question quiz:

Which cycle does Diarmuid belong to?

Name one character from the Ulster Cycle.

Which cycle includes the Children of Lir?

Name one place connected to the Fenian Cycle.

What theme appears in all cycles?

Why do we say the stories are connected.

AI generated Assessment:

See sample quiz:

https://copilot.microsoft.com/shares/roJ94QvLG8Eisj6BsnpqQ

Integrating  AI into teaching.

This will be a progressive process over a number of years while all the school community to  terms with the enormous potential of the evolving world of AI.  Firstly, some of the aspects that were covered in module 5 in preparing pupils (and ourselves) for AI including: Digital literacy, enhancing computer skills and coding and critically thinking and problem solving. Another key point from the TEDx talk is that our goal is help pupils to prepare to interact with the world around them.  With these in mind, I will be reviewing our Digital Learning Plan, updating and checking the progression for class to class. Are the pupils using devices at effective practice level or are we challenging pupils to show progression at highly effective practice level?  In using AI in teaching:

• I will be creating specific lesson plans with AI ( as per the forum).
• Using AI to generate texts from different perspectives e.g. Gemini
• Diffit to individualise lessons for pupils who may require it.
• In Sept, with a new class, I plan to use Maths Story and make maths word problems bespoke to the class to enhance engagement.

A key takeaway for me from every module in this course has been the need to explicitly teach AI concepts and safe, ethical use of AI to students as we introduce different tools to them at age appropriate levels. Prior to doing this course, I had self taught myself to use Chat GPT and some Google AI tools to support my planning, help me generate questions for surveys and generally to reduce my time on essential paperwork. This and previous modules have introduced a greater range of AI tools to me for my own personal and professional use and has also shown me tools that could be introduced to children at different age levels to support curriculum learning and support them to become more digitally literate.

I am not currently classroom teaching but in my role as HSCL, I bring parents in to work in the classroom with their children on different topics and themes. I used Microsoft Co pilot to generate a lesson plan for a session where parents and children would explore positive uses of AI in the classroom to support language learning and creativity but also to teach the importance of generating clear, succinct prompts to guide the AI tool in generating the content we want. The lesson is below and is aimed at 4th class pupils and above.

A full family-inclusive lesson plan that brings parents into your 4th class to explore positive, safe, creative uses of AI — all centred on writing succinct, accurate prompts for Image Creator. This version keeps the learning playful, collaborative, and reassuring for parents while empowering pupils to lead the way.
👨‍👩‍👧 Family AI Creativity Workshop
Exploring succinct prompts together with Image Creator
🎯 Learning Objectives
Parents and pupils will work together to:
• Understand how clear, concise prompts shape AI generated images
• Learn positive, age appropriate ways to talk about AI
• Build confidence using AI as a creative learning tool
• Strengthen communication and teamwork through shared tasks
🧠 Core Message for Families
AI is a tool, not a replacement for creativity. The clearer your idea, the better the AI can help you express it.
Parents and pupils learn the same simple structure:
• Subject — who or what
• Action — what’s happening
• Setting — where it happens
• Style — how it should look
📚 Materials
• Tablets/laptops with Image Creator
• Whiteboard
• Prompt-building cards (subject/action/setting/style)
• Display area for family creations
• Tea/coffee station (optional — parents love this)
🕒 75-Minute Workshop Breakdown
1. Welcome & Warm-Up (10 minutes)
• Pupils greet parents and explain: “Today we’re teaching you how to write great prompts!”
• Show two contrasting AI images and ask families:
o What differences do you notice?
o What words might have caused those differences?
• Emphasise positive AI use: creativity, imagination, teamwork.

2. Mini-Lesson: How Prompts Work (10 minutes)
Teacher models the four-part prompt structure on the board.
Example evolution:
• Weak: “A robot.”
• Better: “A friendly robot waving.”
• Best: “A friendly silver robot waving in a colourful city, cartoon style.”
Parents often over-explain; pupils often under-explain — this becomes a fun talking point.
3. Family Prompt Challenge (20 minutes)
Each family receives a set of prompt-building cards.
Task:
1. Choose one card from each category.
2. Build a succinct prompt together.
3. Generate the image in Image Creator.
4. Discuss:
o Did the image match your idea?
o What detail mattered most?
Guided Links for deeper exploration:
• Prompt subjects
• Prompt actions
• Prompt settings
• Prompt styles
4. Parent–Child Swap Roles (15 minutes)
Round 1:
• Pupils write a prompt.
• Parents must interpret it and sketch the image by hand before generating it.
Round 2:
• Parents write a prompt.
• Pupils sketch it first, then generate it.
This highlights how clarity and brevity help humans and AI understand ideas.
5. Independent Family Creation Time (15 minutes)
Families create three prompts, each more refined than the last.
Encourage:
• Creativity
• Playfulness
• Succinctness
• Trying different styles (cartoon, realistic, watercolour)
Optional themes:
• Animals
• Space
• Fantasy
• Sports
• Irish landscapes
• Mythical creatures
6. Gallery Walk & Reflection (5 minutes)
Families display their favourite image with the prompt beside it.
Reflection questions:
• What made your best prompt work?
• What did you learn about communicating clearly?
• How might AI help with creativity at home or school?
📝 Assessment
You can assess learning through:
• Prompt clarity
• Ability to explain choices
• Collaboration between parent and child
• Understanding of AI as a tool, not a decision-maker
🧩 Extension Options
• Family Prompt Book: each family contributes one prompt + image.
• Guess the Prompt game using family-created images.
• Introduce advanced prompt features like mood, lighting, perspective.
• Home challenge: create a prompt

This course has provided us with a plethora of resources in which we can incorporate AI into our every day practice.  I will be an SET working with junior infants for maths, reading, and social support; and fourth class social group this year. I can’t wait to use ChatGPT, Gemini, and Google apps for education for my weekly planning.  AI is an easy way to incorporate innovative and engaging ideas into the curriculum.  For my small groups I can use AI in order to build a small group reading lesson through UFLI for students who need extra support.  I can use it to build maths lessons that help students with problem solving and to encourate critical thinking.  Collaborating with colleagues is another area that is important in education.  I will use this time to help teach my colleagues about AI technologies and resources that are available.  Our school also uses Twinkl, the ARI AI tool within this website will be fun to explore as well.

Below is a UFLI lesson plan for Junior Infants, I used Gemini to create this lesson plan.

Lesson Plan: Early Phonics & Letter Recognition (UFLI Foundations Aligned)
Target Group: Junior Infants (Small Group, 3–4 students needing extra support)
Duration: 15–20 minutes
UFLI Concepts & Target Graphemes: /s/ , /a/ , /t/ , /p/
Structure: Adapted from the 8-Step UFLI Small Group Intervention Cycle (Condensed for Early Learners)

Materials Needed
UFLI Grapheme Cards (s, a, t, p)
Individual magnetic boards / letter tiles (s, a, t, p) or dry-erase boards
Sensory tracing tray (sand, salt, or textured mat)
Hand mirrors
UFLI Word Cards or Picture Sound Cards

Lesson Structure
1. Phonemic Awareness Warm-Up (2–3 minutes)
Sound Isolation & Articulation: Hold up a target letter card (e.g., ). Model the sound: “/s/”.
Mirror Work: Have students look in their mirrors as they say /s/. Direct attention to mouth formation: “Teeth together, tongue behind teeth, unvoiced wind sound.”
Blending Drive: Say sounds orally: /s/ – /a/ – /t/  Have students blend to say “sat”.
2. Visual & Auditory Drill (3 minutes)
Visual Drill (Grapheme Flash): Flash grapheme cards (s, a, t, p). Students state the letter name, key word, and sound in unison: “s, sun, /s/”.
Auditory Drill (Sound to Letter): Teacher says: “The sound is /a/. What letter?” Students write or point to the grapheme .
3. Multi-Sensory Concept & Letter Formation (5 minutes)
Explicit Model (UFLI Cueing): Write on the board while describing the stroke: “Start at the top line, down to the baseline, cross in the middle.”
Sky-Writing & Trace: Students sky-write the letter using big arm movements while chanting: “t says /t/”.
Sensory Tray Tracing: Trace the grapheme in a sand/salt tray using two fingers while making the target sound.
4. Word Building & Manipulative Practice (5 minutes)
Letter Tile Board: Each student has tiles for s, a, t, p.
Teacher Dictation & Step-by-Step Building:
“Build the word at.” Students pull down a and t.
“Touch and say the sounds:” /a/ – /t/  at.
“Change at to sat.” Students identify the initial sound missing and add s to the front.
Repeat with pat and tap.
5. Dictation & Wrap-Up (3 minutes)
Sound & Word Dictation:
Dictate 2 sounds for students to write on mini whiteboards: /p/ and /s/.
Dictate 1 high-frequency / CVC word using mastered sounds: pat.
Quick Check: Finger-tap the sounds together to verify spelling before clearing boards.

UFLI Differentiation & Support Strategies
For High Support: Stick strictly to single-letter sound associations before moving to CVC word building; use continuous sound blending (ssss-aaaa-tttt) rather than segmenting.
For Extension: Introduce simple UFLI heart words/sight words that share these sounds (e.g., a, the), or build 3-letter continuous blend chains (at  sat  pat  tap).

• This reply was modified 3 months ago by Mary Mearns.
• This reply was modified 3 months ago by Mary Mearns.

For my lesson plan, I designed a Fourth Class narrative writing lesson that incorporates AI as a support for creativity and learning. The lesson begins with pupils exploring the key features of narrative writing, including characters, setting, problem, and resolution. After discussing these elements, I would use an AI tool such as ChatGPT to generate a simple story prompt or opening paragraph. Pupils would then work independently or in pairs to develop their own original narratives, adding their own ideas, characters, and endings. This approach encourages creativity while demonstrating that AI can be used as a brainstorming tool rather than a replacement for pupils’ own writing.

I also plan to use AI tools in my teaching to create differentiated writing prompts, vocabulary lists, and success criteria that meet the diverse needs of learners. AI can help reduce planning time and provide engaging resources that support inclusion. However, I believe it is important to teach pupils that AI-generated content should be questioned, adapted, and improved rather than copied. By using AI responsibly, I hope to develop pupils’ creativity, digital literacy, and critical thinking while maintaining the central role of the teacher in guiding learning and providing meaningful feedback.

I developed a lesson plan for a 3rd Class history lesson on The Bronze Age using Copilot. I refined the prompt by asking it to include a quiz and then to differentiate the lesson for SEN pupils. This was a fantastic feature and really helped to make the lesson more inclusive and accessible for all the class. I also asked the AI tool to incorporate AI into the lesson. This ensured that the pupils had an opportunity to explore AI when learning about an historical topic. I am astounded at how detailed the lesson plan is and it contains all the aspects required for an effective lesson plan. Using the AI tool to create a lesson plan is a starting point that can be amended by the teacher and ultimately is a great way to free up a teachers time so that they can concentrate more on the delivery and of the lesson.

 

Lesson Plan – History (Third Class)
Topic: The Bronze Age
Irish Primary Curriculum – History
Strand: Early Peoples and Ancient Societies Strand Unit: The Bronze Age
Skills & Concepts Development:
• Time & chronology
• Using evidence
• Change & continuity
• Cause & effect
• Communication
🧭 Learning Objectives
Pupils will be able to:
• Identify key features of Bronze Age life in Ireland.
• Explain how bronze was made and why it was important.
• Recognise Bronze Age artefacts and monuments.
• Use AI tools to explore artefacts and generate historical questions.
• Demonstrate understanding through an assessment quiz.
⏳ Duration
60 minutes
📚 Materials Needed
• Projector/interactive whiteboard
• Tablets/laptops (pairs or small groups)
• Images of Bronze Age artefacts
• AI tool (e.g., Copilot)
• SEN supports: visual aids, simplified text, sentence starters, optional tactile materials
Lesson Sequence
1. Introduction (10 minutes)
• Display timeline: Stone Age → Bronze Age → Iron Age.
• Discuss what pupils remember about the Stone Age.
• Introduce Bronze Age (c. 2500 BC) and explain bronze = copper + tin.
SEN Supports
• Provide a visual timeline with colour coding.
• Use simple language: “Bronze is a strong metal made by mixing two other metals.”
• Allow pupils to hold a metal object (safe classroom item) to feel weight and texture.
2. Story Starter (5 minutes)
Tell a short story about a Bronze Age child helping gather materials for bronze-making.
SEN Supports
• Provide a picture sequence showing the child’s day.
• Offer a listening buddy for pupils who need support with auditory processing.
3. Main Learning Activities (35 minutes)
A. How Bronze Was Made (10 minutes)
• Show images of copper ore, tin, furnace.
• Explain mining → smelting → moulding.
• Pupils sketch a simple diagram.
SEN Supports
• Provide a pre-drawn diagram for pupils to label instead of drawing.
• Use step-by-step visuals with arrows.
• Offer sentence starters:
o “First, people found…”
o “Next, they heated…”
o “Finally, they made…”
B. Artefact Exploration Using AI (10 minutes)
Pupils use AI to explore artefacts.
Prompt: “Show me Bronze Age artefacts found in Ireland and explain what they were used for.”
They record:
• Name
• Use
• Interesting fact
SEN Supports
• Provide a choice board of artefacts (lunula, axe head, cauldron).
• Allow pupils to dictate their notes instead of writing.
• Use paired work with supportive peers.
C. Bronze Age Settlements & Monuments (10 minutes)
• Show images of stone circles, wedge tombs, houses.
• Discuss possible uses.
• Pupils ask AI: “Explain why Bronze Age people built stone circles.”
SEN Supports
• Provide matching cards: picture → name → use.
• Use yes/no questions for pupils who need reduced cognitive load:
o “Did Bronze Age people use stone circles for ceremonies?”
• Allow pupils to respond using pointing, drawing, or verbal answers.
D. Group Challenge (5 minutes)
Groups ask AI to generate one Bronze Age question. Groups swap and answer.
SEN Supports
• Provide question stems:
o “Why did…?”
o “How did…?”
o “What was…?”
• Allow pupils to answer using one-word, multiple-choice, or picture-based responses.
4. Assessment Quiz (10 minutes)
Bronze Age Quiz – Third Class
1. What two metals make bronze? A. Gold & silver B. Copper & tin C. Iron & copper
2. What is a lunula? A. A Bronze Age necklace B. A farming tool C. A type of house
3. Why was bronze important? A. Strong tools & weapons B. It tasted nice C. It helped people fly
4. What is a stone circle? A. A place for ceremonies B. A playground C. A boat
5. Which is a Bronze Age artefact? A. Mobile phone B. Bronze axe head C. Plastic bowl
SEN Supports
• Provide a visual version of the quiz with pictures beside each option.
• Allow pupils to answer using colour-coded cards (A = red, B = blue, C = green).
• Offer oral assessment instead of written.
Optional SEN-Friendly Extensions
• Build a mini stone circle using pebbles outdoors.
• Create a Bronze Age artefact using clay or playdough.
• Use AI to generate a simple diary entry with fill in the blanks:
o “Today I helped my family make bronze. First, I found ___. Then we heated ___. It was ___.”

I plan to use AI tools in my teaching to create writing prompts and reading activities that align explicitly with what I am teaching rather than having to rely on workbooks that simply become page filling activities rather than meaningful learning activities. AI can absolutely reduce planning time and help support teachers in working smarter not harder. Developing critical thinking is so important for our children and teaching them how to search using AI tools to help support the development of the finished product rather than having the attitude at AI can do it for me.

 
<h1>Senior Infants Coding Lesson – 30 Minutes</h1>
Class: Senior Infants
Age: 5–6 years
Duration: 30 minutes
Subject: STEM / Digital Learning / Mathematics
Topic: Introduction to Coding – Unplugged Activities & Bee-Bots
<h2>Learning Intentions</h2>
We are learning to:

• Understand that coding involves giving instructions.
• Put instructions in the correct order.
• Use directional language: forward, backwards, left, right, stop.
• Program a Bee-Bot to reach a destination.
• Find and fix a mistake in our instructions.

<h2>Success Criteria</h2>
I can:

• Give a clear instruction.
• Follow instructions in sequence.
• Use directional words.
• Program Bee-Bot to reach a target.
• Fix my code if it doesn’t work.

<h2>Key Vocabulary</h2>
code • instruction • sequence • algorithm • forward • backwards • left • right • turn • stop • debug

<hr />

<h2>Lesson Sequence – 30 Minutes</h2>
<h3>1. What is Coding? – 3 minutes</h3>
Gather children on the floor.

Explain:

“Coding means giving instructions to tell something what to do.”

Play “Robot Teacher”.

Give children simple instructions:

• Stand up.
• Sit down.
• Clap twice.
• Turn around.
• Stop.

Ask:

“What happens if I give the instructions in the wrong order?”

Introduce the idea of sequence.

<hr />

<h3>2. Unplugged Coding – Human Robot – 7 minutes</h3>
Choose one child to be the Robot and another to be the Coder.

The Coder gives instructions such as:

➡️ Forward
↪️ Turn right
➡️ Forward
🛑 Stop

Create a simple floor route from START → TARGET.

The children use directional language to guide the Robot.
<h3>Teacher prompts</h3>

• “What should we do first?”
• “What comes next?”
• “Where will the Robot finish?”
• “Can you give me a clearer instruction?”

<hr />

<h3>3. Meet Bee-Bot – 5 minutes</h3>
Introduce the Bee-Bot.

Explain:

“Bee-Bot is a robot. We can give Bee-Bot instructions using the buttons.”

Demonstrate:

Forward → Forward → Right → Forward

Before pressing the buttons, ask:

“Where do you predict Bee-Bot will go?”

Run the sequence and check the prediction.

Briefly introduce debugging:

“If our code doesn’t work, we can find the mistake and fix it. This is called debugging.”

<hr />

<h3>4. Bee-Bot Challenge – 10 minutes</h3>
Place Bee-Bot on a simple grid mat.

Put a target picture on another square.

Children work in pairs.

Partner 1: Plans and says the instructions.
Partner 2: Enters the instructions on Bee-Bot.

Then swap roles.
<h3>Challenge</h3>
START → 🏠

Children must:

1. Look at the grid.
2. Plan the route.
3. Say the instructions.
4. Program Bee-Bot.
5. Test it.
6. Debug if necessary.

For children ready for more challenge:

“Can you find another way to get Bee-Bot to the target?”

<hr />

<h3>5. Plenary – 5 minutes</h3>
Gather children together.

Ask:

What is coding?

“Giving instructions.”

What does Bee-Bot need?

“Instructions/code.”

What does sequence mean?

“The order things happen.”

What do we do when our code doesn’t work?

“Debug it / fix it.”

Finish with children demonstrating the directional actions:

Forward → Backwards → Left → Right → Stop

<hr />

<h1>Curriculum Links</h1>
<h3>Mathematics</h3>

• Position and direction
• Spatial awareness
• Movement
• Sequencing
• Problem-solving

<h3>Oral Language</h3>
Children listen and respond to instructions and use positional and directional vocabulary.
<h3>STEM / Digital Learning</h3>
Children develop early:

• Computational thinking
• Algorithmic thinking
• Sequencing
• Logical reasoning
• Debugging
• Problem-solving

<h3>Social Development</h3>

• Turn-taking
• Cooperation
• Listening
• Working collaboratively
• Perseverance

<hr />

<h1>Assessment</h1>
Teacher observes whether children can:

☐ Follow a simple instruction.
☐ Give a clear instruction.
☐ Use directional vocabulary.
☐ Sequence instructions.
☐ Predict Bee-Bot’s movement.
☐ Program Bee-Bot.
☐ Identify and correct an error.
☐ Work cooperatively with a partner.
<h3>Evidence of Learning</h3>
Children successfully plan, program and test a Bee-Bot route, using appropriate directional language and beginning to recognise that mistakes can be debugged and corrected.

<hr />

<h1>Differentiation</h1>
Support:

• Use a smaller grid.
• Begin with 1–2 commands.
• Use visual arrow cards.
• Adult models the route.

Extension:

• Use 4–6 commands.
• Include turns.
• Create an obstacle.
• Find two different routes.
• Find the shortest route.

For Senior Infants, I would plan a simple ScratchJr lesson linked to our current classroom theme. The aim would be to introduce the children to basic coding while also developing their creativity, problem-solving and oral language skills.
I would use Microsoft Copilot to help me create a short story based on our theme. For example, if our theme was The Farm, we could create a simple story about a farmer looking for a missing sheep. I would show the story to the children and we would discuss the characters, setting and sequence of events together.
The children would then use ScratchJr to recreate part of the story. They could choose or create characters and backgrounds and use simple coding blocks to make their characters move, speak and interact. We could explore commands such as move, turn, start and stop. Children could work in pairs so they can discuss ideas and solve problems together.
Since completing this course, I have become much more aware of the different ways AI can support my teaching. Previously, I mainly used ChatGPT, but I have really enjoyed exploring Copilot. I particularly like its ability to create stories and visuals, which fits very well with thematic planning and integrating subjects such as English, Maths, Art and SESE.
Going forward, I hope to use AI to support lesson planning, create resources, differentiate activities and assist with assessment. However, I feel that the teacher’s input and judgement must always remain at the forefront. Children also need to learn that AI is not always correct and should be encouraged to question and check the information it provides.

This course has really inspired me to try out many of the apps and tools that we have learned about. I have never used any AI tools in my teaching and planning before and am shocked at how much time I could have been saving myself in the areas of admin and planning in particular. I am looking forward to introducing tools like microsoft learning tools – Immersive Reader and Microsoft Forms, Copilot, reading coach and many more with the pupils during the school year and also using planning aids like Diffit and Magic School Ai to help me with admin and planning tasks.

While planning this lesson using ChatGPT I utilised skills taught to me in this course- how to use targeted prompts to get the most accurate and tailored content. I also revisited my prompt to request it be made more concise and less detailed. The ease with which this was done and how easy it was to tailor and filter it to my specific needs was very impressive and inspiring for future use.

 

4th Class Literacy Lesson Plan (Short Format)

Class: 4th Class
Subject: English – Writing (Narrative)
Duration: 60 minutes
Topic: Using AI to Support Story Writing

Learning Intentions

• Plan and write a short narrative.
• Use descriptive language.
• Use AI to generate ideas and improve vocabulary.
• Edit writing using AI suggestions.

Success Criteria

Pupils can:

• Plan a story with a beginning, middle and end.
• Write a 150–200 word story.
• Improve at least one part of their writing using AI.

Resources

• Interactive whiteboard
• Devices (shared or individual)
• AI tool (e.g. ChatGPT/Copilot)
• Story planner
• Writing copybooks

Lesson

Introduction (10 mins)

• Show an image and discuss possible characters, setting and problem.
• Explain AI will be used to generate ideas, not write the story.

Development (40 mins)

• Teacher models prompt:
  • “Give me three story ideas for a mystery story suitable for a 10-year-old.”
• Pupils use AI to generate:
  • Character ideas
  • Settings
  • Descriptive vocabulary
• Pupils complete a story plan.
• Pupils write their own narrative, using AI only for vocabulary or editing support.

Conclusion (10 mins)

• Pupils share a favourite sentence.
• Discuss one way AI helped improve their writing.

Assessment

• Observation during discussion and writing.
• Review completed story plans and narratives.
• Check pupils have independently selected and improved their work.

Differentiation

Support

• Word banks
• Sentence starters
• Teacher-guided AI prompts

Extension

• Add dialogue.
• Use figurative language.
• Compare two AI-generated story ideas and explain which is better.

Sample AI Prompts

• Give me three story settings.
• Suggest stronger verbs than went.
• Give me words to describe a storm.
• Check my punctuation without changing my ideas.

Part one: Before completing the course, I viewed AI mainly as a tool for generating text or images or as a source of information. I now recognise its wider potential to enhance teaching and learning through personalised learning experiences, adaptive technologies and increased accessibility for all pupils.
I would integrate AI gradually rather than allowing it to replace traditional teaching approaches. I think AI is best used to support lesson planning, generate differentiated resources, create engaging quizzes and provide ideas for creative activities. Many tools I have come across in this course will help me with this endeavour. I liked MagicSchool AI as it reduces the time spent creating differentiated resources so that I can focus more on supporting pupils during lessons. Diffit is great for personalised learning in differentiating reading passages and generating vocabulary activities.
Incorporating AI helps to prepare children for a future in which AI will play an increasingly significant role in education and society. Overall, I see AI as a valuable support for teaching and learning, provided it is used thoughtfully, ethically and always alongside professional teacher judgement.

 

Part two:
Lesson Title
How Does AI Learn?

Class Level
2nd Class

Subject
SPHE / STEM / Digital Learning

Duration
40 minutes

Learning Outcomes
By the end of the lesson pupils will:
Understand that AI learns by being shown lots of examples.
Recognise that AI makes predictions based on data.
Understand that AI is helpful but can sometimes make mistakes.
Develop questioning and critical thinking skills.

Success Criteria (WALT)
I can explain that AI learns from examples.
I can describe why AI sometimes gets things wrong.
I can give one way to use AI responsibly.

Resources
Computer/Interactive whiteboard
Teachable Machine (or teacher demonstration)
Pictures of classroom objects (pencil, ruler, scissors, glue)
Whiteboards and markers

Introduction (10 minutes)
Ask pupils how they learned to recognise different animals or colours.
Explain that computers learn in a similar way by looking at lots of examples.
Introduce the idea that AI learns from data and makes predictions.

Development (20 minutes)
1.Show pupils two classroom objects.
2.Use Teachable Machine to “teach” the AI to recognise each object.
3.Test the AI using different examples.
4.Discuss:
oDid it get everything right?
oWhy did it make mistakes?
oWhat could we do to improve it?

Conclusion (10 minutes)
Class discussion:
What did we learn about AI?
Is AI always correct?
Why should we still use our own thinking?
Finish with pupils drawing one picture showing how AI learns and writing one sentence:
“AI learns by looking at lots of examples.”

Assessment
Teacher observation during discussion.
Responses to questioning.
Completed drawing and sentence.
Exit ticket: “One thing I learned about AI today…”

Differentiation
Visual supports and vocabulary cards.
Mixed-ability pairs.
Extension: Pupils suggest another object the AI could learn to recognise and explain how they would improve its accuracy.

Cross-Curricular Links
SPHE: Responsible use of technology.
Science: Observing, predicting and investigating.
Oral Language: Discussion and questioning.
Digital Learning: Understanding emerging technologies.

I have planned a lesson using co pilot for 3rd class. I have linked the lesson to geography, english and art. I have created a reading comprehension and quiz through co pilot as well as a diagram for display through co piolot. There will also be a follow on art activity with the lesson in drawing the water cycle.
LLearning Objectives
• Students understand the water cycle stages: evaporation, condensation, precipitation, collection.
• Students use geography skills to identify water sources and weather patterns.
• Students practice English literacy through reading and responding to a text.
• Students express understanding creatively through art.
🌍 Integrated Subjects
1. Geography
• Introduce the four main stages: evaporation, condensation, precipitation, collection.
• Show Ireland’s water sources (lakes, rivers, rainfall patterns).
• Discuss why Ireland gets a lot of rain.
2. English
• Reading comprehension (included below).
• Vocabulary: cycle, vapour, droplets, clouds, rain, sun.
• Writing: Students write 4–5 sentences describing the water cycle.
3. Art
• Students create a Water Cycle Wheel or Lift-the-Flap Diagram (instructions below).
🕒 Lesson Structure (45–60 minutes)
1. Warm-Up (5 minutes)
• Ask: “Where does rain come from?”
• Show water in a cup—ask what happens if we leave it in the sun.
2. Teaching Input (10 minutes)
• Display a water cycle diagram.
• Explain each stage clearly.
• Link to local weather in Roscommon.
3. English Reading & Questions (10–15 minutes)
(See reading comprehension below.)
4. Geography Activity (10 minutes)
• Students label a blank water cycle diagram.
• Identify water sources in Ireland.
5. Art Activity (10–15 minutes)
(Instructions below.)
📘 Reading Comprehension: “A Trip Around the Water Cycle”
Text: Water is always moving, even when we cannot see it. When the sun shines, it warms water in rivers, lakes, and oceans. The warm water turns into tiny bits of vapour and rises into the air. This is called evaporation. As the vapour rises higher, the air becomes cooler. The vapour turns into tiny droplets that form clouds. This is condensation. When clouds become heavy, the droplets fall as rain. This is precipitation. The rainwater collects in rivers, lakes, and oceans again. Then the cycle begins once more.
Questions
1. What happens to water when the sun heats it?
2. What forms when vapour cools down?
3. What is precipitation?
4. Where does rainwater go after it falls?
5. Why is it called a “cycle”?
🧠 Quiz (10 Questions)
1. What is the first stage of the water cycle?
2. What does water turn into during evaporation?
3. What forms clouds?
4. What do we call water falling from clouds?
5. Name one place water collects.
6. What gives energy to the water cycle?
7. True or False: Condensation happens when water gets warmer.
8. True or False: The water cycle never stops.
9. What stage comes after condensation?
10. Why is the water cycle important?
🎨 Art Activity: Water Cycle Wheel
Materials
• Paper plates
• Markers/colours
• Split pins
• Blue tissue paper (optional)
• Cotton wool (clouds)
Instructions
1. Students divide a paper plate into four sections.
2. Label each section: Evaporation, Condensation, Precipitation, Collection.
3. Draw each stage using colours and craft materials.
4. Add cotton wool for clouds and blue tissue for water.
5. Attach a second plate on top with a window cut out.
6. Use a split pin to create a rotating wheel.
⭐ Optional Extensions
• Create a class mural of Ireland’s water cycle.
• Write a short story from the point of view of a raindrop.
• Conduct a simple evaporation experiment.

AI will permeate all aspects of education in the future. What has stood out for me in this course is the need for guidance, prudence, policies and protocols around its use in schools and that whole school approaches should be agreed and collaboration encouraged. There are valuable conversations to be had on the ethics involved in the use of AI. However, no one can deny its timesaving benefits, its creativity and the potential to enhance teaching and learning in our schools while always highlighting the importance of the pedagogical expertise of the teacher in the classroom and the irreplaceable human connection required to foster positive learning. As I return to school I will thread carefully but enthusiastically with the understanding that quality input yields superior output, that AI is continually learning and improving, that AI is merely a tool, that fact checking is imperative, that bias exists and that as teachers we are ethically and morally obliged to use AI with prudence and awareness, complying with all legislative guidance especially around GDPR.

For the week that is in it, I chose to go to County Mayo for my lesson plan on the First Farmers at Céide Fields. I was very pleased with the outcome and also the ability to translate to Irish (while not perfect it reduced workload immensely)

The First Farmers at Céide Fields in North Mayo
1. Curriculum Links & Lesson Overview
• 5th Class (Senior Level)
• SESE History
• Strand: Early peoples and ancient societies
• Strand Unit: Stone Age peoples (Neolithic Ireland)
• Duration: 60 Minutes
• Key Historical Concepts: Evidence, continuity and change, cause and effect, time and chronology.

2. Learning Objectives (WALT & WILF)
WALT (We Are Learning To):

1. Investigate how transition from hunter-gatherers (Mesolithic) to farmers (Neolithic) changed daily life in Ireland around 5,700 years ago.
2. Explore how archaeology uncovered the preserved field systems beneath the blanket bog at Céide Fields in County Mayo.
3. Analyze artifacts and environmental evidence to deduce how Neolithic farming families lived.

WILF (What I’m Looking For):
• Clear explanation of at least between Mesolithic hunter-gatherers and Neolithic farmers.
• Active participation in using a peat probe/soil investigation simulation.
• Thoughtful collaboration on visual or written evidence logs.

3. Materials Required
• Visuals & Media:Photos/diagrams of Céide Fields wall patterns, bog pine, and Neolithic tools (polished stone axe heads, quern stones).
• Archaeology Simulation Kit (per group):
• Shallow tray filled with dark compost or shredded peat moss hiding miniature stone wall alignments (crafted using small pebbles).
• Skewers or long knitting needles (to simulate bamboo peat probes used by Patrick Caulfield)
• Ativity Worksheets: “Patrick Caulfield’s Detective Notebook” & “Hunter-Gatherer vs. Farmer Decision Matrix”.
• Art/Craft Supplies: Clay or playdough, craft sticks, twine, graph paper.

4. Lesson Sequence & 5 Engaging Activities
Lesson Timeline:
[00-10m] Hook & Discovery
[10-25m] Activity 1 & 2
[25-45m] Activity 3 & 4
[45-60m] Activity 5 & Wrap-Up
Activity 1: The Peat Probe Mystery (10 mins — Hook)
• Objective: Recreate the moment local schoolteacher Patrick Caulfield discovered the buried stone walls while cutting turf in the 1930s.
• Setup: Place trays covered with peat moss in front of small groups.
• Task: Students gently insert skewers downwards into the dark peat until they strike resistance. By recording every point where the probe hits a stone on a simple grid map, students “map” buried stone walls hidden under thousands of years of blanket bog.
• Key Inquiry Prompt: “Why would there be organized, straight lines of stone wall hidden 2 meters under a bog?”

Activity 2: Hunter-Gatherer vs. First Farmer Sorting Challenge (15 mins)
• Objective: Understand the shift from nomadic life to permanent settlement.
• Task: Working in pairs, students classify lifestyle cards into two categories:Mesolithic (Hunter-Gatherer) Neolithic (First Farmer at Céide Fields)
• Cards to Sort:
• Temporary leather tents Permanent round/rectangular wooden homes
• Hunting wild boar with flint arrows Clearing elm/oak forests with polished stone axes.
• Foraging hazelnuts and berries
• Sowing barley/wheat and grinding grain with a saddle quern
• Following herds Building stone boundary walls to enclose cattle.

Activity 3: “Reconstructing the Past” (Text-to-Image / Prompt Engineering)
• Objective: Visual interpretation of prehistoric landscapes.
• Task: Students craft a detailed descriptive prompt based on archaeological facts to generate an image of Céide Fields 5,500 years ago.
• Student Action:
• Drafting Prompt: “A Neolithic farm community in Co. Mayo, Ireland, 3500 BCE. Rectangular stone-walled fields with grazing cattle, wooden roundhouses with thatched roofs, pine forest clearing, and Atlantic ocean cliffs in the background.”
• Critique Phase: Students evaluate the generated image against archaeological facts—spotting any inaccurate items (e.g., modern fences, metal tools, or wrong crops).

Activity 4: “The Bog Time-Capsule Simulator” (Process & Change Over Time)
• Objective: Understand environmental continuity and change over millennia.
• Task: Students use AI to run a step-by-step environmental simulation from 3,500 BCE to present day.
• “Show me a timeline in 4 stages of what happened to Céide Fields from 3500 BCE (active farm), 3000 BCE (climate changes/rain increases), 1000 BCE (blanket bog forms), to 1934 CE (Patrick Caulfield finds stone walls while cutting turf).”
Students record the environmental factors that preserved the stone walls under peat.

Activity 5: “Day in the Life at Ceide” Hot-Seating (10 mins — Plenary)
• Objective:Consolidate historical understanding through roleplay and oral language.
• Task: Select two student volunteers to take the “Hot Seat” as a Neolithic brother and sister living along the Mayo coast in 3700 BCE.
• Class Role: Remaining students act as visiting archaeologists asking targeted questions about daily tasks, farming challenges, weather, and building stone walls.

5. Differentiation Strategies
Group Level
Support / Adaptation Strategy
Extension / Challenge Strategy
Support (Lower Ability / EAL)
• Visual cue cards matching tools to their modern equivalents (e.g., stone axe chainsaw, quern stone food processor)
• Sentence starters provided for the Detective Notebook
• Pair with peer buddy during the Peat Probe Activity for collaborative mapping.
• Extension (Higher Ability) Investigate climate change: Ask why the climate became cooler/wetter around 3000 BCE, causing peat moss to grow over and preserve the fields.
• Compare Céide Fields to other Neolithic sites in Ireland (e.g., Newgrange/Brú na Bóinne).
• Calculate time scales: How many generations lived at Céide Fields across a 500-year period

6. Assessment & Follow-Up
• Formative Assessment: Observation during Peat Probe mapping; accuracy during card sorting; quality of questions generated during the Hot-Seating session.
• Summative Assessment: Student entry in “Patrick Caulfield’s Detective Notebook” explaining how the bog acted as a giant natural refrigerator preserving ancient history.

 

• This reply was modified 2 months, 3 weeks ago by TeachNet Support.

Part 1:
This course has been very informative and has given me lots of ideas of how I could implement the use of AI in my future teaching. I will definitely use ChatGPT, Copilot and Gemini for image creation. I will use this in different ways – sometimes to create a picture of UFLI decodable passages for my Senior Infant class to colour in. I will also use it in other English lessons on descriptive writing, where the children will come up with descriptive text that I will write into AI for it to create pictures of.

I would like to try using a platform like Century AI to help gather assessment data on my class if my school were interested in signing up to a subscription. I will also use AI tools to create quizzes and other assessments next year.

I really liked Reading Coach and the immersive reader in Word and I hope to use them next year for my class to practise their reading.

Part 2:
I asked ChatGPT to create a lesson plan for me on 2D shapes for Senior Infants. I asked it to include the shapes circle, square, rectangle and triangle and to align it to the Senior Infant curriculum in Ireland.

Senior Infants Maths – 2D Shapes
Strand: Shape and Space
Strand Unit: Shape
Duration: 35 minutes
Shapes: Circle, square, triangle, rectangle
Learning Intention
We are learning to recognise, name and describe 2D shapes.
Success Criteria
Children can:
• name a circle, square, triangle and rectangle
• count the sides and corners
• identify straight and curved sides
• describe how shapes are the same/different
Curriculum Link – Primary Mathematics Curriculum
Stage 1: Children explore and recognise the properties of 2D shapes, including number of sides, corners and straight/curved sides, and recognise shapes in different sizes and orientations.

1. Shape Detectives – 5 mins
Show the four shapes.
Ask:
• “What shape is this?”
• “How many sides?”
• “How many corners?”
• “Are the sides straight or curved?”
Introduce side and corner.
Shape Sides Corners
Circle 0 straight 0
Triangle 3 3
Square 4 4
Rectangle 4 4

2. Shape Detective Game – 7 mins
Give children four shape cards.
Call out clues:
“Find the shape with 3 sides.”
“Find the shape with 0 corners.”
“Find a shape with 4 sides.”
Discuss when there are two possible answers:
“Which shapes have 4 sides and 4 corners?”
Introduce the difference between square and rectangle.

3. Shape Corners – 5 mins
Place large shapes around the room.
Call out:
“Find the shape with 3 corners!”
“Find the shape with 4 sides!”
“Find the shape with no corners!”
Children move to the correct shape.

4. Make the Shapes – 8 mins
Use lolly sticks, playdough or pipe cleaners.
Children make:
• a triangle
• a square
• a rectangle
• a shape with no corners
Ask them to count the sides and corners they have made.

5. Shape Hunt – 5 mins
Children find shapes around the classroom.
Examples:
• clock → circle
• window → rectangle
• tile → square
• sign → triangle
Discuss:
“Do all rectangles look the same?”
“Can a shape be turned and still be the same shape?”

Plenary – 5 mins
Play Mystery Shape.
Give clues:
“I have 4 corners.”
“I have 4 straight sides.”
“Two sides are long and two are short.”
Children guess rectangle.
Finish with:
“I know it is a ___ because it has ___ sides and ___ corners.”
Assessment
Observe whether children can:
• name the four shapes
• count sides/corners
• identify straight/curved sides
• describe a shape using its properties.

For my lesson plan, I decided to use Copilot to put together a Science and English lesson for 3rd class on Irish wildlife, focusing on the Red Fox. Usually, trying to find a reading text that is exactly the right level for the class—and then adapting it for the weaker readers—takes up a huge amount of my evening. I asked Copilot to write a lovely, clear informational text about foxes, and then I asked it to simplify the vocabulary for a couple of my struggling readers so everyone could access the same lesson without feeling left behind.
I also used Gemini to quickly generate a list of literal and inferential comprehension questions for the text, as well as a quick vocabulary matching game for their notebooks. Having these tools handle the heavy lifting of drafting the texts and questions is an absolute lifesaver when you are already run off your feet.
In the future, I see these AI tools becoming a permanent fixture in my weekly planning. It is obviously never going to replace the actual teaching or the connection with the pupils, but it means I can walk into the classroom with perfectly tailored resources without having spent hours cutting and pasting things the night before. It simply makes a teacher’s life so much easier.

EAL Thematic Lesson Plan: “This is Me & My Classroom”

• Target Level: Newcomer Children / Primary School (CEFR A1.1 – A1.3 Progression)
• Theme: Myself / School and Classroom Routine
• Duration: 1 Week (Blended Withdrawal Play and In-Class Support)
• Core Tone: Warm, high-energy, playful, and low-anxiety.

Target Language Targets

Specific Target Vocabulary (The Big 5 Nouns):

1. Schoolbag
2. Pencil
3. Crayons
4. Coat
5. Book

Specific Target Sentence Structures:

• A1.1 Level (Noun Identification): “It is a [noun].” (e.g., “It is a pencil.”)
• A1.2 Level (Possession / Identification): “This is my [noun].” (e.g., “This is my coat.”)
• A1.3 Level (Functional Requests & Actions): “Can I have a [noun], please?” / “Open the schoolbag.”

Lesson Structure & Teaching Methodology
Step 1: The “Guess What’s in My Bag!” Mystery (Withdrawal – 10 Mins)

• Methodology: Curiosity-Driven Direct Instruction, Modeling, and Choral Response.
• How to teach it:
  1. Gather the children around the whiteboard. Launch your Gamma slide deck showing a Bing-generated image of a big schoolbag [zdnet.com, bing.com].
  2. Sit on the floor in a circle. Place a real, empty schoolbag in the middle. Give it a dramatic shake so things rattle inside. Gasp and whisper: “Oh! What is in my schoolbag?” Pass the bag around the circle so each child can shake it.
  3. The Big Reveal: Pull out a giant physical pencil. Pretend it is incredibly heavy. Move your body like you can barely lift it. Say clearly: “Oof! A pencil! It is a pencil!” Pass it around.
  4. Silly Voice Drill: Say the word “pencil” in a squeaky mouse voice and have them repeat it. Now say it in a deep monster voice.
  5. Targeted Prompts:
     • Point to an A1.1 student: “What is this?” (Target answer: “It is a pencil.”)
     • Turn to an A1.2/A1.3 student: “Show me your pencil.” (Target action & answer: Child points and says: “This is my pencil.”)
  6. Open the zip of the real schoolbag dramatically. Say: “Open the schoolbag.” Have the children copy the unzipping motion in the air with their hands while chanting: “Open the schoolbag! Open the schoolbag!”

Step 2: The “Freeze-Dance” Subtitle Game (Withdrawal – 10 Mins)

• Methodology: Total Physical Response (TPR) and Text-to-Sound Mapping.
• How to teach it:
  1. Cue up a classroom routine song on YouTube with standard English subtitles enabled.
  2. Tell the children: “When the music plays, we dance! When the music stops… FREEZE!” Everyone dances and wiggles around the room.
  3. The Freeze: Hit pause abruptly when the word COAT pops up highlighted in the English subtitles. Everyone must freeze like a statue.
  4. Point to the frozen word on the screen, then point to your own coat. Shiver dramatically: “Brrr! Cold! Coat! It is a coat.”
  5. Unfreeze the children by shouting the action instruction: “Get your coat!” The children race to the classroom coat pegs, grab their physical coats, run back to the circle, and hold them up.
  6. Guide them to repeat the phrase structure rhythmically while shaking their coats: “This is my coat! This is my coat!” Repeat the music loop for the words schoolbag and book.

Step 3: The Osmo “Eye-Spy” Masterpiece Match (Withdrawal – 10 Mins)

• Methodology: Multi-sensory Tracing, Fine-Motor Action, and Puppet Error-Correction.
• How to teach it:
  1. Set up the iPad with the Osmo Base [playosmo.com]. Place a standard mini-whiteboard and a dry-wipe marker on the desk space in front of the camera mirror. Launch the Osmo Masterpiece App pre-loaded with a simple vector outline of a book and a box of crayons.
  2. Select the simple outline of the book on the screen.
  3. The Magic Trace: The child traces over the lines on the whiteboard, watching the screen to guide their hand. As they trace the line, trace it with your finger in the air, chanting the target word together rhythmically: “Book, book, book.”
  4. The Object Match: Once the shape is traced, slide a real physical reading book onto the whiteboard line drawing. Say: “Can you match it?” When the camera registers the real item aligned with the sketch and flashes a success animation, model the phrase: “It is a book.” Have the child repeat it.
  5. The Puppet Twist: Bring out your classroom hand puppet. The puppet looks at the child’s drawing, points to it, and says in a silly voice: “Oh, look! A beautiful… banana!”
  6. The children will giggle and correct the puppet using their target structural frame: “No! This is my book!”

Step 4: The Classroom “Treasure Hunt” Integration (In-Class – 15 Mins)

• Methodology: Communicative Language Teaching (CLT) and Gamified Social Inclusion.
• How to teach it:
  1. Walk with the group back into their mainstream classroom during a coloring activity. Hand each newcomer an EAL Clipboard with their printed visual checklists showing pictures of a pencil, crayons, and a book.
  2. Turn them into Secret Agents. Give them a fun prop, like a paper magnifying glass to look through. Walk up to a group of peers sitting at a table together.
  3. Whisper the exact target phrase directly into your newcomer’s ear: “Ask your classmate: Can I have a pencil, please?”
  4. The Interaction: The newcomer says the phrase to their classmate: “Can I have a pencil, please?” The classmate pulls a pencil out of their desk pencil pot and hands it over.
  5. The newcomer looks at their clipboard, finds the picture of the pencil, stamps it with a smiley-face stamp, hands it back, and says: “Thank you.” Move to a different desk to repeat the pattern using the structure: “Can I have a crayon, please?”

Step 5: The “High-Five Goodbye” Routine (5 Mins)

• Methodology: Expressive Language Sampling via Playful Exit.
• How to teach it:
  1. Stand at the classroom door with your printed Diffit picture sheets as the children prepare to line up for home-time [web.diffit.me]. Hold your hand up high for a high-five.
  2. Testing A1.1/A1.2 Learners: Point directly to the picture of the schoolbag on the page. Ask the child: “What is this?”
     • Target output: The child must say, “It is a schoolbag” or “This is my schoolbag” to get a high-five and walk through the door.
  3. Testing A1.3 Learners: Point to the picture of the crayons and say in a silly voice: “Is this a schoolbag?”
     • Target output: The child must answer: “No, it is crayons” or “No, these are crayons.” Once spoken, they slap the page, get their high-five, and exit to line up.

Differentiation

• For A1.1 Learners (Emerging): Focus purely on the formulaic “It is a…” structure and accurate noun identification. Accept single-word answers during fast-paced games. Remove expectations of spoken sentences during the YouTube freeze routine.
• For A1.2 – A1.3 Learners (Expanding): Push for expanded sentences including colors or actions (e.g., “The blue pencil is on the table”). On the Osmo tracing station, challenge them to verbally tell the puppet what color marker th📚 EAL Thematic Lesson Plan: “This is Me & My Classroom”
  Target Level: Newcomer Children / Primary School (CEFR A1.1 – A1.3 Progression)
  Theme: Myself / School and Classroom Routine
  Duration: 1 Week (Blended Withdrawal Play and In-Class Support)
  Core Tone: Warm, high-energy, playful, and low-anxiety.
  🎯 Target Language Targets
  🔑 Specific Target Vocabulary (The Big 5 Nouns):
  Schoolbag
  Pencil
  Crayons
  Coat
  Book
  🗣️ Specific Target Sentence Structures:
  A1.1 Level (Noun Identification): “It is a [noun].” (e.g., “It is a pencil.”)
  A1.2 Level (Possession / Identification): “This is my [noun].” (e.g., “This is my coat.”)
  A1.3 Level (Functional Requests & Actions): “Can I have a [noun], please?” / “Open the schoolbag.”
  ⏳ Lesson Structure & Teaching Methodology
  Step 1: The “Guess What’s in My Bag!” Mystery (Withdrawal – 10 Mins)
  Methodology: Curiosity-Driven Direct Instruction, Modeling, and Choral Response.
  How to teach it:
  Gather the children around the whiteboard. Launch your Gamma slide deck showing a Bing-generated image of a big schoolbag [zdnet.com, bing.com].
  Sit on the floor in a circle. Place a real, empty schoolbag in the middle. Give it a dramatic shake so things rattle inside. Gasp and whisper: “Oh! What is in my schoolbag?” Pass the bag around the circle so each child can shake it.
  The Big Reveal: Pull out a giant physical pencil. Pretend it is incredibly heavy. Move your body like you can barely lift it. Say clearly: “Oof! A pencil! It is a pencil!” Pass it around.
  Silly Voice Drill: Say the word “pencil” in a squeaky mouse voice and have them repeat it. Now say it in a deep monster voice.
  Targeted Prompts:
  Point to an A1.1 student: “What is this?” (Target answer: “It is a pencil.”)
  Turn to an A1.2/A1.3 student: “Show me your pencil.” (Target action & answer: Child points and says: “This is my pencil.”)
  Open the zip of the real schoolbag dramatically. Say: “Open the schoolbag.” Have the children copy the unzipping motion in the air with their hands while chanting: “Open the schoolbag! Open the schoolbag!”
  Step 2: The “Freeze-Dance” Subtitle Game (Withdrawal – 10 Mins)
  Methodology: Total Physical Response (TPR) and Text-to-Sound Mapping.
  How to teach it:
  Cue up a classroom routine song on YouTube with standard English subtitles enabled.
  Tell the children: “When the music plays, we dance! When the music stops… FREEZE!” Everyone dances and wiggles around the room.
  The Freeze: Hit pause abruptly when the word COAT pops up highlighted in the English subtitles. Everyone must freeze like a statue.
  Point to the frozen word on the screen, then point to your own coat. Shiver dramatically: “Brrr! Cold! Coat! It is a coat.”
  Unfreeze the children by shouting the action instruction: “Get your coat!” The children race to the classroom coat pegs, grab their physical coats, run back to the circle, and hold them up.
  Guide them to repeat the phrase structure rhythmically while shaking their coats: “This is my coat! This is my coat!” Repeat the music loop for the words schoolbag and book.
  Step 3: The Osmo “Eye-Spy” Masterpiece Match (Withdrawal – 10 Mins)
  Methodology: Multi-sensory Tracing, Fine-Motor Action, and Puppet Error-Correction.
  How to teach it:
  Set up the iPad with the Osmo Base [playosmo.com]. Place a standard mini-whiteboard and a dry-wipe marker on the desk space in front of the camera mirror. Launch the Osmo Masterpiece App pre-loaded with a simple vector outline of a book and a box of crayons.
  Select the simple outline of the book on the screen.
  The Magic Trace: The child traces over the lines on the whiteboard, watching the screen to guide their hand. As they trace the line, trace it with your finger in the air, chanting the target word together rhythmically: “Book, book, book.”
  The Object Match: Once the shape is traced, slide a real physical reading book onto the whiteboard line drawing. Say: “Can you match it?” When the camera registers the real item aligned with the sketch and flashes a success animation, model the phrase: “It is a book.” Have the child repeat it.
  The Puppet Twist: Bring out your classroom hand puppet. The puppet looks at the child’s drawing, points to it, and says in a silly voice: “Oh, look! A beautiful… banana!”
  The children will giggle and correct the puppet using their target structural frame: “No! This is my book!”
  Step 4: The Classroom “Treasure Hunt” Integration (In-Class – 15 Mins)
  Methodology: Communicative Language Teaching (CLT) and Gamified Social Inclusion.
  How to teach it:
  Walk with the group back into their mainstream classroom during a coloring activity. Hand each newcomer an EAL Clipboard with their printed visual checklists showing pictures of a pencil, crayons, and a book.
  Turn them into Secret Agents. Give them a fun prop, like a paper magnifying glass to look through. Walk up to a group of peers sitting at a table together.
  Whisper the exact target phrase directly into your newcomer’s ear: “Ask your classmate: Can I have a pencil, please?”
  The Interaction: The newcomer says the phrase to their classmate: “Can I have a pencil, please?” The classmate pulls a pencil out of their desk pencil pot and hands it over.
  The newcomer looks at their clipboard, finds the picture of the pencil, stamps it with a smiley-face stamp, hands it back, and says: “Thank you.” Move to a different desk to repeat the pattern using the structure: “Can I have a crayon, please?”
  Step 5: The “High-Five Goodbye” Routine (5 Mins)
  Methodology: Expressive Language Sampling via Playful Exit.
  How to teach it:
  Stand at the classroom door with your printed Diffit picture sheets as the children prepare to line up for home-time [web.diffit.me]. Hold your hand up high for a high-five.
  Testing A1.1/A1.2 Learners: Point directly to the picture of the schoolbag on the page. Ask the child: “What is this?”
  Target output: The child must say, “It is a schoolbag” or “This is my schoolbag” to get a high-five and walk through the door.
  Testing A1.3 Learners: Point to the picture of the crayons and say in a silly voice: “Is this a schoolbag?”
  Target output: The child must answer: “No, it is crayons” or “No, these are crayons.” Once spoken, they slap the page, get their high-five, and exit to line up.
  ⚖️ Differentiation
  For A1.1 Learners (Emerging): Focus purely on the formulaic “It is a…” structure and accurate noun identification. Accept single-word answers during fast-paced games. Remove expectations of spoken sentences during the YouTube freeze routine.
  For A1.2 – A1.3 Learners (Expanding): Push for expanded sentences including colors or actions (e.g., “The blue pencil is on the table”). On the Osmo tracing station, challenge them to verbally tell the puppet what color marker they are using to draw their shape.
  📝 Assessment
  Formative Checklist (CEFR Scale): Keep a running record of daily interactions on your clipboard during the Secret Agent game. Track if the student is transitioning smoothly from A1.1 (responding to simple direct questions) to A1.2/A1.3 (initiating communication spontaneously).
  Osmo Observations: Informally record engagement and associative naming competence during the tracing activity, updating their learning profiles on your school’s tracking system.
  ey are using to draw their shape.

Assessment

• Formative Checklist (CEFR Scale): Keep a running record of daily interactions on your clipboard during the Secret Agent game. Track if the student is transitioning smoothly from A1.1 (responding to simple direct questions) to A1.2/A1.3 (initiating communication spontaneously).
• Osmo Observations: Informally record engagement and associative naming competence during the tracing activity, updating their learning profiles on your school’s tracking system.

• This reply was modified 2 months, 4 weeks ago by Martha Kenny.

I logged into Chat GPT for this task. I knew that I wanted my lesson to be about the accuracy of AI generation and the importance of the ‘input’. I want students to be critical of what they see on the internet; to question its legitimacy instead of blindly accepting it to be the truth. I can see the potential for integration with a lesson like this as before even deciding on a particular topic to explore the concept, you are already covering Well-being and the Primary Language curriculum.
The lesson I have created with the help of AI is below; I feel that by doing the task this way, I have truly applied and demonstrated my learning in terms of the course content. I say this as I started by entering in what I wanted, I was very concise with my input. I evaluated the output and then made the necessary edits to ensure that the lesson is appropriate for my class in every aspect. This has shown me how AI can be used by a time poor teacher genuinely trying their best for the students. Instead of banging my head against the wall by spending hours contemplating how I could best plan, resource and deliver this lesson, I thought about what I wanted to teach, why I wanted to teach it and what I wanted the students to take away at the end of the lesson and let AI do the bulk of the work afterwards. What would have taken me hours, has taken minutes thereby freeing up more time for me to edit, differentiate and ‘jazz’ up the lesson. It allows me to have better lessons with more accurate learning outcomes; it enables me to question what I’m teaching and why and gives me the time to be able to that which is one of the most important things as a teacher. I have often seen a very cool science experiment or activity that I knew the kids would love but couldn’t figure out exactly what said activity would be teaching them. Now I know that instead of trying to research that for hours in order to ensure it is a valuable activity in line with the curriculum, I can ask AI to present me with the relevant research and then make a decision based on the evidence in front of me.

My lesson plan:
Lesson Plan: Does AI Always Get It Right?
Class: 3rd Class
Curriculum Areas: Language – English; Wellbeing
Lesson Focus: AI, language, bias and critical evaluation of information
Duration: Approximately 60 minutes
Theme: What we put in can influence what we get out.
________________________________________
1. Rationale
Children encounter information through an increasingly wide range of digital and online sources. Generative Artificial Intelligence (AI) provides a useful context through which children can explore an important aspect of language and digital literacy: the language we use can influence the information or response we receive.
Through playful experimentation, children will discover that changing the wording, detail or assumptions within a prompt can change an AI-generated response. They will then consider how this connects to information they encounter online.
The central message of the lesson is:
AI gives us an answer, but that does not mean the answer is automatically correct. We need to think about both the input and the output.
Children will begin to develop the habit of asking:
• What did I ask?
• Was my question clear?
• Did I make assumptions?
• Could my question have been biased?
• What did I get back?
• Does it make sense?
• How could I check it?
________________________________________
2. Curriculum Connections
Language – Primary Language Curriculum
The lesson develops children’s ability to:
• communicate ideas, questions, opinions and explanations clearly;
• listen and respond to the ideas of others;
• use language purposefully for different audiences and situations;
• ask questions and make requests;
• engage with and evaluate information presented in texts;
• use comprehension strategies such as questioning, making connections, clarifying and evaluating information;
• discuss different viewpoints and interpretations of texts.
This connects particularly well with the new Language curriculum’s emphasis on children becoming active, critical and purposeful users of language. The Stage 3 Reading outcomes include developing comprehension through strategies such as questioning, clarifying, determining importance and using background knowledge, while the curriculum also asks children to discuss and evaluate viewpoints and messages.
Wellbeing
The lesson supports children to:
• develop self-awareness and confidence in their own thinking;
• recognise that their thoughts, experiences and assumptions can influence how they interpret information;
• make informed and responsible decisions;
• develop critical thinking and ethical awareness;
• understand their responsibilities when engaging with information and technology;
• recognise that information encountered online can influence how we think and feel.
This reflects the new Wellbeing curriculum’s emphasis on social, emotional and ethical development, self-awareness, life skills, connectedness and children’s ability to make responsible choices.
________________________________________
3. Learning Intentions
We are learning to:
1. understand that the information we give an AI tool can influence the response it produces;
2. understand that the words we choose can contain assumptions or bias;
3. recognise that an AI-generated answer is not automatically true or reliable;
4. use questioning and critical thinking when evaluating information;
5. apply what we learn about AI to information we encounter on the internet.
________________________________________
4. Success Criteria
I can:
• explain what an AI prompt is;
• explain why a clear prompt can produce a more useful response;
• identify when a question contains an assumption;
• identify when wording might influence an answer;
• question whether an AI response is accurate;
• give at least one way I could check information;
• explain why I should not automatically believe something just because it appears online or was produced by AI.
Child-friendly success criteria
I can ask it clearly.
I can spot the assumptions.
I can question the answer.
I can check before I believe.
________________________________________
5. Key Vocabulary
Introduce/display:
AI – Artificial Intelligence
Prompt – the instructions or question we give an AI tool
Input – the information we put into a system
Output – what the system gives back
Bias – when a viewpoint or assumption influences how something is presented
Accurate – correct or free from mistakes
Reliable – something we can reasonably trust
Evidence – information that helps us decide whether something is true
Source – where information comes from
For 3rd Class, the teacher can repeatedly return to the simple language:
INPUT → OUTPUT → CHECK
________________________________________
6. Resources
• Interactive whiteboard/projector
• Two or three prepared AI-generated responses
• Prompt cards
• “AI Detective” recording sheet
• Large paper/chart paper
• Sticky notes
• Optional: access to a generative AI tool for a teacher-led demonstration
Important: The teacher should control any live AI demonstration. Children do not need individual accounts or unsupervised access to a generative AI system.
________________________________________
7. Lesson Sequence
A. Starter – “Would You Trust It?”
Time: 5–8 minutes
Display the following statement:
“AI said it, so it must be true.”
Ask the children to show:
👍 Agree
🤔 Not sure
👎 Disagree
Do not immediately tell them the answer.
Ask:
• Why did you choose that?
• Can a computer make a mistake?
• Can people make mistakes?
• Where do you get information?
• Have you ever seen something online that turned out not to be true?
Establish the key idea:
Something being written down or appearing on a screen does not automatically make it true.
Tell the children:
“Today we are going to become AI detectives. We are going to investigate something very important: what happens when we change the question we give AI.”
________________________________________
8. Activity 1 – Same Topic, Different Prompt
Time: 10 minutes
Tell the children that you are going to ask an AI system two questions about the same topic.
For example:
Prompt A
“Tell me about dogs.”
Prompt B
“Tell me five interesting facts about how dogs help people. Use simple language suitable for a 3rd Class child.”
Display the two responses.
Ask:
• Are the answers the same?
• Which answer is more useful?
• Why?
• What did we change?
• What extra information did we give the AI?
Develop the concept:
The input matters.
Explain:
“AI doesn’t know exactly what we mean unless we give it information. The words we choose help guide the response.”
Create a class anchor chart:
GOOD INPUT
Clear
Specific
Gives useful information
Says what you need
↓
OUTPUT
Could be useful
Could be incomplete
Could contain mistakes
↓
OUR JOB
Read it
Think about it
Question it
Check it
________________________________________
9. Activity 2 – The Question Can Change the Answer
Time: 10–12 minutes
Introduce a more interesting example.
Ask:
Prompt A
“Why are cats better pets than dogs?”
Then ask:
Prompt B
“What are some ways cats and dogs can both make good pets?”
Ask children to compare the responses.
Questions:
• What is different about the questions?
• Did the first question already contain an opinion?
• What does the word “better” assume?
• Did the question give the AI a choice?
• Which question gives us a more balanced answer?
• Could we rewrite the first question?
Children suggest alternatives.
For example:
“What are the similarities and differences between cats and dogs as pets?”
Discuss the important concept:
Sometimes the question itself contains an assumption.
Introduce the word bias:
“Bias can happen when we start with an assumption or a particular point of view. Our words can influence the information we get back.”
Emphasise that having an opinion is not “bad”. The important skill is recognising when our opinion or assumption might influence the information we are asking for.
________________________________________
10. Activity 3 – Become an AI Prompt Detective
Time: 12–15 minutes
Place children in pairs.
Give each pair a prompt card.
Examples:
Card 1
“Why is football the best sport?”
Card 2
“Why are video games bad for children?”
Card 3
“Tell me why summer is better than winter.”
Card 4
“Tell me about the best animal.”
Card 5
“Why should everyone have a dog?”
Card 6
“Tell me some reasons children should read books.”
Children discuss:
1. What is the person asking?
2. What assumption is hiding inside the question?
3. Is the question fair or balanced?
4. How could we improve it?
They rewrite their prompt.
Example
Original:
“Why are video games bad for children?”
Improved:
“What are some possible benefits and disadvantages of playing video games?”
Discuss how the second question allows us to hear more than one viewpoint.
________________________________________
11. Activity 4 – From AI to the Internet
Time: 10 minutes
Now make the connection explicit.
Say:
“We’ve discovered that the question we ask AI can influence the answer we receive. But what happens when we are reading something on the internet?”
Display a fictional online statement:
“Scientists have discovered that children who eat breakfast every day are smarter.”
Ask:
Would you believe it immediately?
Children discuss with a partner.
Introduce the idea that we should become information detectives.
Create a second class checklist:
STOP – THINK – CHECK
🛑 STOP
Don’t believe something just because you saw it online.
🧠 THINK
• Who said it?
• What exactly are they claiming?
• Does it sound reasonable?
• Is there an opinion or assumption?
🔎 CHECK
• Where did the information come from?
• Can I find the same information somewhere reliable?
• Is there evidence?
• Is the information current?
• Does another trustworthy source agree?
Make the connection:
“When we use AI, we need to think carefully about the input and the output.”
“When we use the internet, we need to think carefully about the source and the information.”
________________________________________
12. Plenary – “One Thing I Know Now”
Time: 5 minutes
Give each child a sticky note.
Complete:
“Before I believe something an AI or the internet tells me, I should…”
Possible answers:
• check another source;
• ask questions;
• look at who wrote it;
• see if there is evidence;
• check whether the information is current;
• think about whether the question was biased;
• remember that AI can make mistakes.
Place responses around the class anchor chart.
Finish with:
“AI can be a useful tool, but it is not the person doing the thinking. We are.”
________________________________________
13. Assessment
Assessment for Learning
Throughout the lesson, observe whether children can:
• distinguish between input and output;
• identify changes between two prompts;
• recognise assumptions in questions;
• suggest ways to make a question clearer or more balanced;
• question the reliability of an answer;
• suggest appropriate ways of checking information.
Teacher questioning
Useful questions include:
• “What made you think that?”
• “What information did we give the AI?”
• “What did we leave out?”
• “What assumption is hiding in that question?”
• “Could someone else interpret that differently?”
• “How could we find out if this is true?”
• “What evidence would we need?”
• “Would you trust this information? Why?”
________________________________________
14. Differentiation
Support
Provide sentence starters:
“I think the prompt is ______ because…”
“The question assumes that…”
“I would change the prompt by…”
“I would check this by…”
Use visual cards for:
INPUT → AI → OUTPUT → CHECK
Allow children to work collaboratively.
Extension
Ask children to create their own deliberately biased prompt and then rewrite it as a balanced question.
For example:
Biased: “Why are books better than TV?”
Balanced: “What are some benefits and disadvantages of reading books and watching television?”
Challenge children to explain exactly which words changed the meaning of the question.
________________________________________
15. Key Teacher Message
The lesson should avoid giving children the impression that AI is simply “bad” or that everything produced by AI is false.
Instead, the key understanding should be:
AI can produce useful information, but the quality and usefulness of an output can be influenced by the input, and the output still needs to be evaluated.
And the wider digital-literacy connection is:
The internet is full of information, but finding information is not the same as knowing that information is true.
The child is therefore developing a transferable habit:
ASK → QUESTION → CHECK → DECIDE
________________________________________
16. Possible Follow-Up Lesson
A second lesson could build directly on this one:
“Can We Trust This?” – Fact Checking Online Information
Children could be given three age-appropriate pieces of information:
1. a reliable factual statement;
2. an exaggerated/misleading statement;
3. a completely fictional statement.
Working in groups, they would investigate the source, evidence, language and other available information before deciding how trustworthy each claim is.
This would allow the AI lesson to become the starting point for a broader unit on critical literacy, digital citizenship and responsible participation online.

<h2>First Class SEN Lesson Plan – English</h2>
Topic: Creating a Story
Time: 40 minutes
AI Tools: Microsoft Copilot and MagicSchool
<h3>Learning Objectives</h3>
Pupils will:

• Develop vocabulary and oral language.
• Sequence events in a story.
• Create a simple beginning, middle and ending.

<h3>Lesson Activities</h3>
Introduction (5 mins):
Use pictures to introduce a character and setting. Ask pupils questions such as: Who is the character? Where are they? What might happen?

Main Activity (25 mins):
Pupils use picture cards to sequence a simple story. They can then tell, draw or write their own story. Sentence starters such as “One day…” and “Suddenly…” will support pupils who need additional help.

Plenary (10 mins):
Pupils share their stories. The teacher reviews the beginning, middle and ending.
<h3>Use of AI</h3>
I would use Microsoft Copilot to help create story ideas, vocabulary and questions. I would use MagicSchool to create differentiated activities and sentence starters for pupils with different needs. All AI-generated material would be checked and adapted by me before being used.
<h3>Assessment</h3>
I would assess pupils through observation, questioning, sequencing activities and their oral, drawn or written stories.

 

I believe AI can be a useful tool in teaching, especially when planning lessons for pupils with different learning needs. In a First Class SEN setting, I would use AI to support my teaching and planning.

I could use Microsoft Copilot to create story ideas, vocabulary, questions and simple activities. I would also use MagicSchool to help create differentiated activities and sentence starters. This would save time and help me provide activities for pupils with different abilities.

AI could also help make lessons more fun and engaging. For example, some pupils could use pictures and oral answers, while others could use sentence starters to write their own sentences.

I think AI can be especially helpful for supporting pupils who need extra help with communication, language and literacy. It can give me new ideas and different ways to present activities.

Overall, I see AI as a helpful teaching tool that can make my planning more creative, inclusive and efficient, while the teacher remains at the centre of learning.

Module 5 reinforced for me that integrating AI effectively is not necessarily about using more technology, but about identifying where it can genuinely improve teaching and learning. I was interested in the emphasis on personalised learning and in the Bridge AI example, where technology took over routine tasks to allow more time for direct interaction with pupils. In SET, I can see similar potential in using AI to adapt texts, differentiate resources and make learning more accessible without spending excessive time creating several versions of the same material
I also took from the module that simply avoiding AI is not really preparing children for a future in which it will increasingly be part of everyday life. Even with younger pupils, I think we can gradually develop the understanding that AI can be useful without always being accurate or appropriate.
Going forward, I would like to become confident with a small number of useful tools, evaluate what genuinely benefits my pupils and learn from colleagues’ experiences, while keeping my own professional judgement central

Lesson Plan:

Lesson Plan -Back to School

Class: First/Second Class; SET
Curricular area: English – Reading and Oral Language
AI tool: Diffit

Learning outcomes
The children will be enabled to:

Read and discuss a short text at an appropriate level;
develop vocabulary and comprehension through engagement with the text;
Make connections between the text and their own experiences.

Preparation
Using Diffit, I would create a short Back to School text and adapt it for the different reading needs within my groups. I would select and edit the most useful vocabulary and comprehension prompts generated alongside it.

Introduction
Brief discussion around returning to school, followed by prediction from the title/image and exploration of key vocabulary.

Development
Children would read the appropriately levelled text in their group, supported with decoding, fluency and comprehension as required. Selected Diffit questions would be used to develop discussion, ranging from retrieval to inference depending on the group.

Children would be supported to in sharing in discussion and making connections with their own experiences of returning to school.

AI extension
I would  show the children how Diffit had helped me prepare the lesson.  We would ask Diffit to adapt it and consider what changed, what remained the same and whether we agreed with its choices. In mixed ability groups, using a newly generated separate example would avoid drawing attention to individual children’s differentiated texts.

Assessment
Teacher observation of reading strategies, fluency, comprehension and oral responses would inform subsequent groupings and planning.

• This reply was modified 2 months, 3 weeks ago by Catherine Furlong.

I plan to use AI as part of a 5th Class lesson on sustainability, linking it with the SESE curriculum. The lesson will begin with a discussion about what sustainability means and how our everyday choices can affect the environment. I will use an MagicSchool using lesson plan generator: prompting “Sustainability and protecting our environment”. I will outline that the lesson is for 5th Class, learning objectives and the length of the lesson. MagicSchool will help generate a starting lesson plan which I can review and adapt.

I will be looking for MagicSchool to generate ideas about reducing waste, saving energy, protecting biodiversity and making more sustainable choices. Pupils will work in small groups to use AI to research one sustainability issue and suggest practical solutions for our school, such as reducing plastic or food waste.

As a class, we will discuss whether the information provided by AI is accurate and how we can check it using reliable sources. I will also use AI to help create differentiated worksheets, quizzes and discussion questions to support different learning needs. This lesson will allow pupils to develop digital literacy while learning about sustainability. I believe AI can be a useful teaching tool, but pupils should always think critically, question the information they receive and use AI responsibly.

This AI training has been a total game-changer for how I approach my Special Education Teaching (SET) groups. Far from replacing our role, these tools act as a reliable assistant to handle the heavy administrative load, freeing up crucial time to focus directly on the children. AI to a 3rd Class Science Lesson: The Life Cycle of the Frog.

• Using platforms like Magic School AI or Diffit, a single text on the frog’s life cycle can be instantly tailored into varying reading levels. Pupils can explore key stages—from spawn and tadpole to froglet and adult frog—at a level that suits their ability, ensuring everyone accesses the same core science curriculum without feeling overwhelmed.
• Building Reading Fluency: Introducing Microsoft Reading Coach as a dedicated literacy station allows students to read passages about amphibians at their own pace. The tool provides private, low-stakes practice that builds fluency and vocabulary, offering a supportive environment for reluctant readers or EAL students in St. Laurence O’Toole’s who might feel anxious reading aloud to the group.
• Hands-On Interactive Practice: Incorporating interactive tools like OSMO brings a tactile element to the lesson. Pupils can complete hands-on activities—such as sequencing the stages of a frog’s development or matching vocabulary terms—while receiving real-time feedback. This self-correction feature encourages independent problem-solving and relieves pressure on the child.
• Key Considerations & Safeguards: Implementing these digital tools effectively requires strong focus on student data privacy and digital literacy. Teaching 3rd Class pupils to critically evaluate digital content—rather than accepting screen information without question—will be an essential part of the learning process.

AI lessons/planning means I can include AI in my senior infants classroom, and I have more headspace for being present. I can use it to create worksheets/activities at different levels/classes.
Direct Classroom-use It does not mean putting four and five-year-olds in front of screens. I want to utilise visual AI tools during news time and oral language work instead. When a child tells you a story or describes an imaginary picture we can use some of the visual generating tools to see what it creates. Using their spoken phrases to create tangible photographs develops their self-efficacy and inventiveness as narrators.They learn the more descriptive they are the better the result.

At the end ofthe day, all of these tools are just that, another resource in our  planning kit.  Less time prepping paperwork means calmer teachers who have more time for active and hands-on learning.

If I was integrating AI into a Senior Infants lesson on community helpers, for example, I’d have a generative image tool working in the background generating custom labelled flashcards of local vet equipment and modern pet-care items that are tailored to our particular Aistear station. We could develop a story about a sick dog that has to go to the vet.
I would write words into on the whiteboard in the real-time image generator. When they see their shared story instantly come to life as a picture, it grabs their focus and connects oral language with written word. The pupils can then copy target CVC words and phonics focus sounds in their writing copies following these pupil-generated visual prompts at small-group stations, while another group uses the printed AI flashcards to role-play diagnostic scenarios in the play area.

• This reply was modified 2 months, 3 weeks ago by Ruth Hackett.

Lesson Plan – The Life Cycle of the Frog
3rd Class (SET Group)
Curricular Area: Science (Living Things) & English (Reading, Oral Language)

AI Tool: Diffit
Learning Outcomes
The children will be enabled to:

• Explore and describe the key stages in the life cycle of a frog using age-appropriate scientific vocabulary.
• Read, decode, and interpret non-fiction text targeted to their specific reading profile.
• Draw parallels between biological growth cycles and their own observations of nature or personal growth.

Preparation: Using Diffit, input a primary-level passage detailing the progression from frogspawn to tadpole, froglet, and adult frog. Generate and adjust three distinct reading tiers to ensure accessibility for varying ability levels within the SET cohort. Fine-tune the automatically generated glossary terms (e.g., metamorphosis, spawn, gills, amphibians) and select target comprehension questions.
Introduction: Begin with a brief visual hook—showing images or actual samples of frogspawn/tadpoles. Facilitate an initial brainstorming session on amphibians, inviting predictions about how a aquatic hatchling transforms into a land-dwelling adult. Pre-teach key technical terms highlighted in the Diffit text.

Development

• Guided Reading: Distribute the tailored text versions across the group. Pupils read independently or through paired reading, with teacher support focusing on word attack skills, scientific terminology, and expression.
• Discussion & Analysis: Use targeted Diffit question sets to guide group dialogue. Lower-tier prompts focus on direct recall (e.g., What do tadpoles use to breathe underwater?), while advanced prompts push for synthesis and inference (e.g., Why is it important for a froglet to develop lungs before leaving the water?
• Personal Connection: Prompt the children to reflect on how living things change over time, relating the frog’s physical changes to domestic pets, local wildlife, or human growth.

Demonstrate the Diffit interface on a shared display to highlight how digital tools adapt information. Input a new short passage—such as “How Frogs Hibernate”—and ask the group to compare the standard version with a simplified variant. Guide pupils to notice structural edits, sentence length adjustments, and vocabulary swaps, encouraging critical thinking about screen-based content.

Assessment: Continuous monitoring during reading and discussion to track grasp of scientific vocabulary, comprehension depth, and reading fluency. Observations will be recorded to adjust future SET literacy targets and science extension tasks.

• This reply was modified 2 months, 3 weeks ago by John Declan Mullins.

I created a Descriptive Writing lesson plan using ChatGPT for 6th class pupils. As part of the lesson the children will use CoPilot Image Creator to create a character or setting using the prompts given. To ensure each group is given full attention from their peers I would use ChatGPT to generate 5 questions (both open and closed ended questions) and then copy these into Quizizz to create a quiz.
Descriptive Writing – 6th Class
Duration: 60 minutes
Focus: Using descriptive language to create a vivid picture for the reader.
Learning Intentions
Students will:
• use precise and interesting vocabulary;
• describe using the five senses;
• create mood and atmosphere;
• use similes, metaphors and personification;
• plan, write and edit a short descriptive piece.
________________________________________
1. Starter – “Paint with Words” (5 mins)
Display:
The castle was old and scary.
Ask pupils to improve it.
Discuss how descriptive writing shows rather than tells.
Example:
The ancient castle crouched on the hill, its broken windows staring down at the silent village.
Introduce the idea of “painting pictures with words.”
________________________________________
2. AI Image Challenge (15 mins)
In pairs, pupils use the teacher-approved image generator to create a character or setting.
Ideas:
• a mysterious forest
• an abandoned castle
• an underwater city
• a strange creature
• a secret laboratory
• a deserted village
Give pupils a prompt such as:
Create an image of a mysterious girl standing outside an abandoned railway station at midnight. She has a red coat, muddy boots and carries an old lantern. It is raining heavily and the atmosphere is mysterious and slightly frightening.
Important: The AI creates the image; the pupils create the description.

Quiz
________________________________________
3. Descriptive Detective (10 mins)
Pupils study their image and make notes:
I can see:
•
•
•
I can hear:
•
•
I can smell:
•
I can feel:
•
The atmosphere is:
Three powerful words:
1.
2.
3.
A simile I could use:
It was as ______ as ______.
________________________________________
4. Independent Writing – “Step Inside the Image” (20 mins)
Pupils imagine they have stepped into their picture.
Write 2–3 paragraphs describing what they experience.
Encourage them to include:
• sensory details;
• precise vocabulary;
• similes/metaphors;
• personification;
• atmosphere/mood.
Challenge pupils to show rather than tell.
Instead of:
I was scared.
Try:
My hands trembled as a branch snapped somewhere behind me.
________________________________________
5. Peer Editing – Two Stars and a Wish (5–10 mins)
Partners read each other’s work.
⭐ One effective word/phrase
⭐ One strong descriptive sentence
💡 One suggestion for improvement
Finish by asking:
“Did the writer create a picture in your mind?”
Extension
For a follow-up lesson, give each group another group’s image without their description. Students write their own description and compare it with the original. This is a great way to explore how different writers can create completely different worlds from the same image.

• This reply was modified 2 months, 3 weeks ago by Ciara Sheehan.

I came into this summer course with very very basic understanding of AI for instance I might have asked ChatGPT a question but that was as far as it went. I didn’t understand how AI could benefit my class and my teaching. Using resources like Microsoft CoPilot have shown me how easy it is to use AI to create detailed lesson plans and work with differentiation and assessment. Apps like Khan Academy and RoboGarden will work well during ICT class to give the children skills when using technology.

 

Lesson Plan: Exploring the Renaissance
Subject: History
Class: 5th Class
Topic: The Renaissance
Duration: 60 minutes
Digital tool: Microsoft Copilot
Curriculum focus: Renaissance, people and events, changes in art, science and society
Learning intentions
By the end of the lesson, pupils should be able to:
Explain in simple terms what the Renaissance was.
Identify some important Renaissance people and achievements.
Describe how Renaissance ideas changed art, science and learning.
Ask effective questions of an AI tool.
Recognise that information generated by AI should be checked rather than automatically accepted.
Lesson sequence
1. Hook – “What do these things have in common?”
Display images of:
Leonardo da Vinci
The Mona Lisa
A Renaissance painting
A printing press
A telescope or scientific instrument
A Renaissance building
2. “Interview a Renaissance person”
Put pupils into pairs.
Each pair chooses one:
Leonardo da Vinci
Michelangelo
William Shakespeare
Galileo Galilei
Johannes Gutenberg
Raphael
They use Copilot to investigate their person.
3. Renaissance Detective Challenge
Give each pair three statements generated from their research.
For example:
Leonardo da Vinci was interested in both art and science.
The Renaissance began in Ireland.
The printing press helped ideas spread more quickly.
Pupils classify each as:
TRUE / FALSE / NEEDS CHECKING
4. Plenary – “One thing that changed”
Ask pupils to complete:
“Before the Renaissance, ________. During the Renaissance, ________.”
Possible areas:
art
science
books
education
exploration
ideas about humans and the world

• This reply was modified 2 months, 3 weeks ago by Mary Mulryan.

Exploring World War I
Class: 5th Class
Subject: English
Learning Outcomes:
• Oral Language (Element: Communicating):
o LO 1 (Engagement, listening and attention): Engagement: Listen actively to multi-step instructions, historical context, and peers’ contributions, and respond by sharing ideas and asking clarifying questions.
• Writing (Element: Understanding):
o LO 4 (Vocabulary): Vocabulary and language tools: Acquire, extend, and deliberately select specialized subject vocabulary (WWI terms) to construct meaningful text and descriptive AI prompts.
Lesson Structure & Activities:
Introduction:
– Display a picture of a Remembrance Poppy on the whiteboard. Invite pupils to share prior knowledge.
– Display a powerpoint prepared by teacher (with help of twinkl AI) explaining the Western Front, Irish involvement, trench conditions, etc.
– Vocabulary Focus: Introduce the 10 relevant spelling words (prepared by teacher through help of gemini). Pupils practice active listening by identifying which words match descriptions given orally by the teacher.
Main:
– Prompt Engineering: Demonstrate how expanding vocabulary gives richer images in Microsoft Image Generator
– Pair Work: Pupils select 2–3 target vocabulary words and draft descriptive prompts in their copies before entering them into Microsoft Image Generator.
– We look at the images as a whole class
– Pupils choose their favourite generated image. Discussion – which is best and who good or not good etc.
– Pupils write a short summary paragraph (3–4 sentences) interpreting the image, including at least three words from their WWI spelling list in proper context.
– Pupils share their generated writing and read their accompanying sentences to a partner.
Assessment Methods
Peer Assessment: Peers verify if their partner correctly applied the target vocabulary words in their writing piece.
Teacher observation: Teacher observation during pair discussions to assess active listening review of written prompts and paragraphs for accurate vocabulary use
Friday dictation/spelling test using the WWI vocabulary list. Teacher to use Gemini to create dictation sentences with the targeted vocabulary. Teacher to use Gemini to provide differentiated sentences also.

My infants love a little gaeilge quiz at the end of each topic and we always do it by group tables as a team together. I originally tried out copilot to make a multiple choice quiz using images bu it did require me to upload the images from the theme individually which could be done easily with a little more time. I also tried to use quizzizz now called wayground but this site requires permission for me to register with my school. Nevertheless i next went to my old reliable chat gpt and it actually gave me a fantasic idea for a quiz as shown  below.

Gaeilge – An Fómhar: Fómhar Quiz
Rang: Junior & Senior Infants

Téama: An Fómhar

Príomhfhócas: Stór focal agus tuiscint

Modh: Tráth na gceist foirne – Multiple Choice
Focus Words / Stór Focal:

Fómhar – Autumn, duilleoga – leaves, duilleog – leaf, buí – yellow, dearg – red, donn – brown, ag titim – falling, crann – tree, iora rua – red squirrel, gráinneog – hedgehog, cnónna – nuts, cóta – coat, oráiste – orange, puimcín – pumpkin

Lesson Introduction
Begin by showing the children an autumn picture and ask:“Cad atá sa phictiúr?”
Introduce/revise each focus word using a picture or real object where possible. For example: 🍂 duilleog 🍂🍂 duilleoga 🌳crann🐿️ iora rua 🦔 gráinneog 🥜 cnónna 🎃puimcín 🧥 cóta
Practise the vocabulary together using repetition, actions and gestures.
For ag titim, let the children pretend to be leaves falling from a tree!

Tá an duilleog ag titim!”

Main Activity – An Fómhar Quiz
Put the children into small teams of 3–4.
Give each team four answer cards: A | B | C | D
Explain: “Éistigí leis an gceist. Labhraígí le chéile. Roghnaígí A, B, C nó D.”

Show one question at a time on the board. Use large pictures alongside the Irish words to support Junior Infants.

Cén séasúr é seo? 🍂A  – An geimhreadh   B-An samhradh          C- An t-earrach              D-An fómhar

Nuair atá an quiz críochnaithe, déan <“Repeat After Me” leis na focail ar fad:
Fómhar! 🍂Duilleog! 🍁 Duilleoga! 🍂🍂 Buí! 🟡 Dearg! 🔴Donn! 🟤 Ag titim! ⬇️ Crann! 🌳<Iora rua! 🐿️ Gráinneog! 🦔 Cnónna! 🥜 Cóta! 🧥 Oráiste! 🟠 Puimcín! 🎃

For Junior Infants, I’d have the emphasis on recognising the picture and saying the word. For Senior Infants, I’d encourage them to answer in a full phrase, e.g. “Is puimcín é”, “Tá an duilleog ag titim”, or “Tá an duilleog buí.”

I would introduce AI concepts to Junior Infants through a simple lesson based on “Can we trust a computer?”. The aim would be to help children understand that technology can give us answers and ideas, but that people still need to decide whether they make sense.

I would begin by showing the class two or three child-friendly images created using an AI image tool, linked to a familiar topic such as animals or the seasons. We would discuss what we can see and encourage the children to notice if anything looks unusual. I would then explain, in very simple language, that AI is technology that can create pictures, words or ideas when we give it instructions. The children could suggest prompts for an image and predict what might appear.

In my teaching, I would use tools such as MagicSchool to support planning and differentiation, while image generators could provide visual stimuli for storytelling and oral language. I would always check AI-generated material carefully before using it. For Junior Infants, I think the focus should remain on curiosity, questioning and learning through play, while gradually helping children understand that technology can be useful but is not always correct.

Lesson Plan: What Is AI?
Class: Junior Infants
Duration: 30–35 minutes
Curriculum subjects: SPHE, Oral Language, Digital Learning
Topic: Introduction to Artificial Intelligence
Theme: Can we trust what a computer creates?

Learning Intentions
By the end of the lesson, pupils will:

Understand that AI is a type of technology that can create pictures, words and ideas.
Recognise that AI does not always produce accurate results.
Develop confidence in discussing and questioning digital content.
Use imagination and oral language to describe and discuss images.
Success Criteria
Pupils can:

Explain in simple terms what AI can do.
Describe something they notice in an AI-generated image.
Identify when something in an image does not look right.
Explain why we should check information rather than believing everything a computer produces.
Resources
Interactive whiteboard
Child-friendly AI-generated images
Familiar photographs for comparison
Picture cards
Optional AI image generator, used by the teacher
Introduction – 5 minutes
Begin by showing the children a familiar photograph of an animal. Ask:

What can you see?
How do you know it is a real photograph?
What would happen if we asked a computer to make a picture of this animal?
Explain that AI is a type of technology that can create pictures, stories and ideas when people give it instructions called prompts.

Main Activity – 15 minutes
Show the children several AI-generated images based on a familiar topic, such as “A dog having a picnic in the park.”

Allow the children to discuss what they notice. Encourage them to look carefully for unusual details, such as animals with incorrect numbers of legs, objects in strange places or unrealistic features.

Explain that computers can sometimes make mistakes, even when an image looks convincing.

Next, ask the children to suggest ideas for their own image. Gather their suggestions and create one image using an AI image generator on the interactive whiteboard.

Discuss the finished image:

Did it look the way we expected?
What did the computer get right?
Is there anything strange?
Would we need to check the picture?
Follow-Up Activity – 10 minutes
Give pupils paper and crayons and ask them to design their own imaginary animal. They can give it a name, draw where it lives and explain what makes it special.

Children can share their creations with a partner or with the class. This reinforces the idea that humans use their own imagination and ideas alongside technology.

Assessment
Assessment will be informal and ongoing through:

Questioning and class discussion.
Observing pupils’ responses to AI-generated images.
Listening to children’s explanations and vocabulary.
Examining their drawings and ability to communicate their ideas.
Identifying pupils who can recognise that AI-generated content may contain mistakes.
Differentiation
Support: Use simple images, sentence starters and partner discussion.

Extension: Encourage children to explain why they think something in an image is unusual and suggest how it could be changed.

Future Use of AI
Following this lesson, I would use AI tools carefully to support my teaching rather than replace teacher judgement. MagicSchool could assist with planning and creating differentiated materials, while image-generation tools could provide visual prompts for storytelling, oral language and creative activities. I would always review AI-generated content before presenting it to children to ensure that it is accurate, appropriate and suitable for Junior Infants.

The first thing to do is consider what AI resources are available to you free and what resources you have used up to now that you have found useful. Secondly, I would access any new AI teaching resources that caught my eye whilst doing this course. I would experiment with the newer resources, keeping the tasks simple and assessing how effective they might be in my setting.

There are several elements that make AI much more useful than the teaching technology that preceded it. In the special setting it is now possible to finely individualise tasks for learners whilst staying in the broader context of the lesson. Presentations should be much more visual and dynamic than what preceded them. Assessment can also take many new forms and it would be my intention to explore the possibilities there.

<u>Lesson plan</u>

<u>Objective</u>

Learners will appreciate that the quality of the prompts will determine the quality of the outcome

1. Display a vivid picture of a horse carrying a jockey in full flight crossing the finish line in a race
2. Ask learners what prompts I should input to produce that picture
3. Input the suggestions and see what they produce
4. Discuss the initial outcome and how we might refine it
5. Refine the initial picture produced by the learners adding the new detail
6. Discuss descriptive terms, action verbs, setting and characters to produce further refinement
7. Compare and contrast the initial picture with the more refined version.
8. Give learners a new picture to copy with all of the suggestions on the board to assess the learning

Lesson Plan: Exploring AI in the Classroom

 

My lesson will introduce students to the basic concepts of artificial intelligence (AI), including machine learning, generative AI, data, algorithms, and responsible AI use. Students will begin by discussing where they encounter AI in everyday life, such as search engines, recommendation systems, voice assistants, and social media. I will then demonstrate a generative AI tool and explain how it produces responses based on patterns in data.

 

Students will work in small groups to use an AI tool to generate an explanation or example related to the lesson topic. They will then evaluate the AI-generated content for accuracy, bias, missing information, and reliability. This activity will encourage students to see AI as a learning tool rather than simply accepting its responses as fact. The lesson will conclude with a discussion about ethical issues, including privacy, bias, academic integrity, and responsible use of AI.

 

Reflection

 

I plan to use AI as a supportive teaching and learning tool rather than as a replacement for teacher instruction or student thinking. One of the main benefits I see is its ability to provide students with immediate examples, explanations, and opportunities to explore ideas from different perspectives. I could also use AI to differentiate learning materials by adapting explanations, generating practice questions, or providing additional support for students who need it.

 

At the same time, I think it is important to teach students to question AI-generated information. AI tools can produce inaccurate or biased responses, so students need to develop critical-thinking and digital-literacy skills alongside their ability to use the technology. I would therefore incorporate activities where students fact-check AI responses, identify potential bias, and discuss when AI use is appropriate.

 

I also plan to use AI in my own preparation to brainstorm lesson activities, create differentiated resources, and develop assessment ideas. Ultimately, I want students to become confident and responsible users of AI who understand both its possibilities and its limitations. The goal is to use AI to enhance creativity, engagement, and learning while keeping human judgement and meaningful student participation at the centre of the classroom.

Part 1

After watching module 2 of the course, I decided to run the same History lesson planning on Nelson Mandela through CoPilot, ChatGPT and Gemini, with the intention of picking and choosing what I wanted. I incorporated a lot into the lesson plan, which I intend to refine over the next 2 years in my class, once I see how it plays out in a classroom setting. I’m very much aware that AI is a tool that I’m using to develop lessons and that there will be things I will edit as I try to put my own stamp on things. I hope to look at developing quizzes using the Quizizz website once the topic is nearing completion. I think the integration part of the plan is very important to tie in as it will reinforce what the History lesson is fundamentally about and allow the pupils to see the broader picture of the nation at the time.

 

Part 2 Lesson Plan

Class: 6th Class (Stage 4)

Subject: Social and Environmental Education (SEE) — History & Citizenship (Integrated with Wellbeing and English/PLC)

Title: Nelson Mandela: Courage, Justice, and the Journey to Peace

Objectives:

• Introduce pupils to Nelson Mandela as a significant global figure.
• Explore apartheid and its impact on South African society.

• To examine the key events of Nelson Mandela’s life, his struggle against Apartheid, and his role in establishing democratic leadership.
• To introduce the concept of systemic inequality (Apartheid) and explore how non-violent resistance and negotiation bring about societal change.
• To encourage pupils to critically reflect on human rights, fairness, and active citizenship in both historical and modern global contexts.

• Develop empathy, critical thinking, and an understanding of fairness and equality.
• Encourage pupils to connect Mandela’s values to Irish and global contexts.

 

Learning Outcomes:

• SEE (History/Citizenship): Outcome 4.2 — Children critically analyse the actions of key global figures in history and evaluate their impact on human rights, equality, and democratic change.
• Wellbeing (SPHE): Outcome 4.1 — Children demonstrate an understanding of equity, social justice, and how individual agency impacts broader community and global structures.
• Language (English): Outcome 4.3 — Children synthesize biographical information from multiple sources to express informed opinions through debate and reflective writing.

Learning Objectives:

• Recall: List three major milestones in Nelson Mandela’s life (e.g., Rivonia Trial, Robben Island imprisonment, 1994 election as President).
• Understand: Explain in their own words what the Apartheid system was and why Mandela fought against it.
• Apply/Analyze: Compare historical injustice under Apartheid with modern concepts of fairness, human rights, and peaceful resolution.

Differentiation:

• Support: Provided with a visual “Mandela Timeline” graphic organizer with simplified sentence stems; paired with a buddy during group inquiry tasks.
• Core: Complete the standard timeline activity and participate in small-group analysis of Mandela’s key speeches.
• Extension: Challenge pupils to research and draft a brief comparative paragraph linking Mandela’s peace strategies with another activist studied (e.g., John Hume or Rosa Parks).

Assessment:

• Assessment for Learning (AfL): Teacher observation during small-group discussions, traffic light self-assessment on understanding Apartheid, and targeted questioning.
• Assessment of Learning (AoL): Evaluation of completed “Mandela’s Legacy” reflective journal entries and group timeline accuracy.

Links and Opportunities for Integration:

• Wellbeing (SPHE): Discussions on fairness, prejudice, forgiveness, and conflict resolution.
• Arts Education (Drama): Role-play scenario simulating peaceful negotiation strategies.
• Language (PLC): Persuasive speech analysis and writing persuasive letters advocating for a chosen human rights cause.

Questions and Skills Development:

• Key Questions: “What does it mean to stand up for justice even when it costs your personal freedom?” / “How did Mandela choose reconciliation over revenge, and why was that decision significant?”
• Skill Focus: Critical thinking, bias detection, empathy building, primary source analysis, and historical inquiry.

• Historical Inquiry:
  • What was apartheid and why was it unfair?
  • How did Mandela show courage?
  • Why is forgiveness powerful?
• Critical Thinking:
  • What makes a good leader?
  • How might Ireland’s history help us understand Mandela’s struggle?
• Reflection:
  • What values from Mandela’s life can help us today?

Resources and Organisation:

• Resources: Interactive whiteboard display, short archival video clip of Mandela’s release (1990), primary source excerpt (Mandela’s 1964 Rivonia Trial speech “I am prepared to die”), biography exit cards, flipchart paper, markers.
• Organisation: Mixed-ability groupings of 4–5 pupils for primary source analysis; whole-class carpet/discussion setup for video analysis; individual desk work for reflective writing.

Conclusion:

• Gather class to share key takeaways from the group discussions.
• Conduct a 3-minute reflective cool-down: Pupils write one word on a post-it note that summarizes Nelson Mandela’s legacy (e.g., Resilience, Reconciliation, Freedom) and stick it to the class “Citizenship Board.”
• Preview the next lesson: How Mandela’s work connects to the UN Sustainable Development Goals (Goal 16: Peace, Justice, and Strong Institutions).

Carol, fair play on this plan, using CoPilot to pull the text and quiz together is such a handy shortcut. Trying to juggle english, science, and art all into one linked theme can be pure chaos if you don’t have the resources ready.

​I really like how you tied the reading straight into the chromebook quiz and then finished up with the art piece. Gives the kids a nice mix so they aren’t just sitting staring at screens all day. Using AI just to draft the initial comprehension passage and questions saves so much prep time on a sunday evening when you’re wrecked.

​One thing I might change for my own room is just making sure the lower ability kids don’t get left behind during the whole-class reading bit.

Lesson Plan: Designing an Interactive Digital Story with AI

​Class Level: 4th Class

​Subject: English (Primary Language Curriculum)

​Topic: Narrative Writing & Character Creation using AI Prompts

​Learning Objectives

​Children will collaborate with an AI text tool (like Copilot) to generate storylines and character descriptions.

​Pupils will edit and sequence AI-generated text to create a coherent short story.

​Students will apply descriptive vocab to enhance settings and character traits.

​Resources Needed

​Teacher laptop and interactive whiteboard.

​Access to a shared classroom tablet

​Student work copies.

​Lesson Structure

​1. Introduction (10 Minutes)

​Start a quick chat on the board: ask the class to throw out random ideas for a main character (e.g., a clumsy robot, a pirate who is scared of water).

​Type the kids’ ideas live into an AI tool on the big screen to generate a mad opening paragraph.

​Read it out and show the class how the AI helps get past the “blank page”.

​2. Development & Group Activity (20 Minutes)

​Break the class into small groups with their tablets.

​Give each group a structured prompt template to enter into the AI (e.g., “Write a 4-sentence adventure about Characterwho loses their Object in a magical forest”).

​Crucial step: The kids aren’t just copying what the AI spits out. Their job is to act as the editor.they have to find two boring words and upgrade them, fix any weird plot holes, and add their own punchy ending.

​3. Reflection (10 Minutes)

​Wrap-up on the carpet. Goups read out their original AI prompt versus their final edited story.

​Discuss as a class: Did the AI get everything right? What did we have to fix ourselves?

Class: 3rd Class

Subject: History

Topic: Life in Ancient Egypt

Duration: 45 minutes

Learning Objective:

Pupils will learn about daily life in Ancient Egypt and use Microsoft Copilot to find information and answer questions.

Resources:

Interactive whiteboard, devices with Microsoft Copilot, Ancient Egypt images, and a research sheet.

Introduction (10 minutes)

Show images of pyramids, mummies, and pharaohs. Ask pupils what they already know about Ancient Egypt, why they think pyramids were built, and what life might have been like for children living there. Explain that they will be using Microsoft Copilot to help them discover more about Ancient Egypt.

Main Activity (25 minutes)

Demonstrate how to ask Copilot a question, such as “What was school like in Ancient Egypt?” or “Why were pyramids important?” Pupils work in pairs and choose a question to investigate. They use Copilot to find information and record two facts they learned and one interesting fact. Once completed, each pair shares their findings with the class.

Conclusion (10 minutes)

Lead a class discussion about what pupils learned. Ask what surprised them most, how Copilot helped them learn, and why it is important to check information provided by AI. Conclude by reminding pupils that AI is a useful learning tool but that people should always think critically about the information they receive.

Assessment

Pupils complete an exit ticket by finishing the sentence: “One thing I learned about Ancient Egypt today was __________.”

Learning Outcomes

I can name two facts about Ancient Egypt.

I can use Copilot to find information.

I can share my learning with the class.

Throughout this course I have become more aware of the different ways AI could be integrated into my teaching. I would like to use AI as a supportive tool for teaching and learning within my class. It is my hope that AI will inspire me to create new lessons as well as rejuvenate lessons I already have. For example, I could use Magicschool AI to generate ideas for lesson plans, differentiate activities, quizzes,  classroom resources and assessment. I would then review and adapt the generated material to ensure it is appropriate to the needs of  my pupils. I would also use Diffit to support differentiation in my class by generating adapted and scaffolding materials appropriate to the needs of the learners. I believe the following lesson demonstrates age-appropriate use of AI as well as consideration of potential inaccuracy of AI in a very practical way.

Science & AI Lesson: Autumn Leaf Detectives
Class: Senior Infants & 1st Class
Subject: Science
Theme: Autumn
Duration: 30 minutes
AI Tool: Google Teachable Machine
Strand: Living Things
Strand Unit: Plants and Animals
Learning Intentions
We are learning to:
observe and identify signs of Autumn;
sort and classify Autumn leaves;
understand that AI can learn from examples;
recognise that AI can make mistakes.
Success Criteria
I can:
describe an Autumn leaf;
sort leaves by colour;
explain why I put a leaf in a group;
help train an AI using examples;
check whether the AI’s prediction is correct.
Resources
Green, yellow and brown Autumn leaves
Three sorting hoops/trays
Magnifying glasses
Laptop and interactive whiteboard
Webcam
Google Teachable Machine
Teacher Preparation
Before the lesson, open an Image Project in Teachable Machine and create three categories:
Green Leaves | Yellow Leaves | Brown Leaves

1. Introduction – Signs of Autumn
5 minutes
Show the children several Autumn leaves.
Ask:
“What season are we in?”
“What happens to trees in Autumn?”
“What colours can Autumn leaves be?”
“What other signs of Autumn have you noticed?”
Explain:
“Today we’re going to be scientists and investigate Autumn leaves. Then we’re going to see if we can teach a computer to sort them too!”

2. Observe and Sort
7 minutes
Give children a selection of leaves to examine.
Ask them to look closely at:
colour;
size;
shape;
texture.
Children then sort the leaves into:
🟢 Green
🟡 Yellow
🟤 Brown
Ask:
“Why did you put your leaf in that group?”
Introduce the word classify:
“When scientists put things into groups because they have something in common, we call it classifying.”
Differentiation
Senior Infants: Focus on identifying and sorting by colour.
1st Class: Encourage children to describe additional features such as shape, size, texture and edges.

3. Train Our AI – Teachable Machine
10 minutes
Display Teachable Machine on the interactive whiteboard.
Tell the children:
“We’ve learned how to sort our leaves. Now we’re going to see if we can teach an AI to do it.”
Explain simply:
“AI can learn to recognise patterns when people give it lots of examples.”
Train the model
Using the webcam:
Show several green leaves and capture examples.
Repeat with yellow leaves.
Repeat with brown leaves.
Click Train Model.
Explain:
“These examples are helping the AI learn. We call them training examples.”
While it trains, ask:
“Do you think our AI will recognise a leaf it has never seen before?”

4. Test the AI
5 minutes
Choose a new leaf that was not used during training.
Before showing it to the camera, ask:
“What colour do you think the AI will choose?”
Children make their predictions.
Show the leaf to Teachable Machine and compare the result.
Repeat with another leaf.
Then give the AI a challenge: use a mixed green/yellow leaf.
Ask:
“Did the AI get it right?”
“Why might it be confused?”
“Do we always have to agree with the AI?”
Reinforce:
“AI can make mistakes, so people need to check its answers.”

5. Plenary
3 minutes
Ask:
“What did we learn about Autumn leaves?”
“How did we sort our leaves?”
“How did we teach the AI?”
“Can AI make mistakes?”
Exit Question
Hold up one final leaf and ask:
“What group would you put this leaf in, and why?”
Key Vocabulary
Science: Autumn, leaf, observe, colour, classify, compare, season
AI: AI, example, pattern, train, prediction
Assessment
The teacher observes whether children can:
identify features of Autumn leaves;
classify leaves by colour;
explain their classification;
make a prediction;
understand that the AI learns from examples;
recognise that an AI prediction can be incorrect.
Key Message
We can use our observations to sort leaves. AI can learn to sort them from examples too, but people need to teach it and check its answers.

PART 1
Honestly, the sheer volume of AI tools out there feels a bit overwhelming after this course—it’s hard to decide where to dive in first! My main goal right now is to harness AI to reclaim some time, using it to streamline my planning and keep my workload manageable.

It’s getting tough to find an area of teaching that AI doesn’t touch, whether I’m tailoring resources, linking subjects, or rethinking assessment. I know managing devices like iPads will bring its own set of headaches, so my game plan is to start by using AI together as a whole class. That way, I can model what responsible use actually looks like. I’m really curious to hear what my students already know about these tools, too. Tapping into their own tech experiences will help us build a solid foundation together before they go off on their own. Personally, I can’t wait to play around with Magic School AI for my lesson prep and use Image Creator to bring a bit more visual spark to my lessons.

Part 2

Lesson Overview: Experiencing the Great Irish Famine (5th Class)
This sixty-minute history lesson falls under the Eras of Change and Conflict curriculum strand, focusing specifically on the Great Famine. Throughout the session, pupils build core historical skills including evidence analysis, historical empathy, and digital literacy. By the end of the class, students will identify potato blight and single-crop dependency as primary causes of the Famine, a simplified workhouse record to collect historical clues, and write a short, evidence-based diary entry reflecting the period.

Pre-Lesson Teacher Preparation with AI
Before teaching, the instructor uses AI tools to generate customized classroom resources. First, ChatGPT or Claude acts as an archivist to create a simplified, age-appropriate 1847 Gort Workhouse admission record with fictional yet historically accurate entries detailing names, ages, occupations, health statuses, and reasons for admission. Next, Diffit converts a standard article on potato blight into leveled reading passages complete with tailored vocabulary lists and comprehension questions. Finally, Adobe Firefly or Midjourney produces a historically accurate visual depicting an 1845 rural Irish family near a ruined potato crop to serve as an introductory hook.

Lesson Progression and Activities
The lesson opens with a ten-minute visual hook where pupils analyze the generated historical artwork on the interactive whiteboard, exploring clothing and living conditions before reading their differentiated passages about potato blight. Over the next twenty minutes, students work in pairs as historical detectives, examining the simplified workhouse document to identify common jobs, child admission circumstances, and general community health. The class then moves into a fifteen-minute interactive session where they interview ChatGPT acting as Seán, an eleven-year-old child from 1847 Skibbereen, asking him direct questions about daily life during the Famine. To synthesize their learning during the final fifteen minutes, pupils write a four-line historical diary entry incorporating details about food, living conditions, and emotions, followed by a quick 3-2-1 exit ticket summarizing three facts, two emotions, and one lingering question.

Assessment Strategy
Student learning is measured, Formative evaluation takes place continuously through teacher observation of paired analysis, class discussions, and the quality of questions posed during the interactive AI interview. Assessment occurs at the conclusion of the lesson by evaluating each student’s diary entry against specific criteria, emotional insight, and historical detail.

I generated this lesson for an infant class based on what we are doing now, our theme is Homes- and we have a focus on sorting and patterns in maths.

Junior Infants – lesson on pattern recognition and ‘smart helpers’.

Lesson Plan – Meeting a Smart Helper

Duration : 20 minutes

Theme ; Sorting and Patterns

Goal: Teaching children computers can look at patterns and sorting just like we do
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<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBAQAg” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>A collection of large colored blocks or counters (red, blue, and yellow).<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

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<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIEBAD” data-hveid=”CAIIAAgACBAQAw” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBAQBA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Two hoops or sorting mats.<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIEBAF” data-hveid=”CAIIAAgACBAQBQ” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBAQBg” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>A stuffed toy or a cutout robot face named “BEEP.”</span>

<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIEhAA” data-hveid=”CAIIAAgACBIQAA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>
<div class=”otQkpb” role=”heading” aria-level=”3″ data-animation-nesting=”” data-sfc-cp=”” data-wiz-attrbind=”aria-level=IedNLe_2e/fLk2Md” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 20px; font-weight: 600; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(0, 29, 53);”>Lesson Steps<!–TgQPHd|||[]–></div>
</div>
<div class=”yhAwj” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-inited=”2″ data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><!–TgQPHd|||[]–></div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIExAA” data-hveid=”CAIIAAgACBMQAA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>
<div class=”otQkpb” role=”heading” aria-level=”3″ data-animation-nesting=”” data-sfc-cp=”” data-wiz-attrbind=”aria-level=IedNLe_2g/fLk2Md” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 20px; font-weight: 600; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(0, 29, 53);”>1. Introduction: Meet BEEP the Robot Brain (5 Minutes)<!–TgQPHd|||[]–></div>
</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIFBAB” data-hveid=”CAIIAAgACBQQAQ” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBQQAg” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Gather the children on the floor in a circle.<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIFBAD” data-hveid=”CAIIAAgACBQQAw” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBQQBA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Introduce “BEEP,” a friendly paper robot or puppet.<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIFBAF” data-hveid=”CAIIAAgACBQQBQ” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBQQBg” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Explain the concept simply: “AI is presented not as a replacement for educators or parents but as a tool to assist them. Introducing AI early can foster curiosity about how things work and make children comfortable with technology.”<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIFBAH” data-hveid=”CAIIAAgACBQQBw” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBQQCA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Tell the class that BEEP doesn’t have eyes like a human, but it is a “smart helper” that learns by noticing patterns</span>

<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIFhAA” data-hveid=”CAIIAAgACBYQAA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>
<div class=”otQkpb” role=”heading” aria-level=”3″ data-animation-nesting=”” data-sfc-cp=”” data-wiz-attrbind=”aria-level=IedNLe_2y/fLk2Md” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 20px; font-weight: 600; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(0, 29, 53);”>2. The Sorting Game: Teaching the Helper (10 Minutes)<!–TgQPHd|||[]–></div>
</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIFxAB” data-hveid=”CAIIAAgACBcQAQ” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBcQAg” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Place the red and blue blocks in a mixed pile in the middle of the circle.<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIFxAD” data-hveid=”CAIIAAgACBcQAw” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBcQBA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Put out two hoops (one red hoop, one blue hoop).<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIFxAF” data-hveid=”CAIIAAgACBcQBQ” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBcQBg” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Ask volunteers to help sort the red blocks into the red hoop and blue blocks into the blue hoop.<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIFxAH” data-hveid=”CAIIAAgACBcQBw” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBcQCA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>As the children sort, pretend BEEP is “watching” and learning the rule: <em class=”zhvwWe” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>”Red goes here, blue goes there.”<!–TgQPHd|||[]–><!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIFxAJ” data-hveid=”CAIIAAgACBcQCQ” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBcQCg” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Explain that this is how a smart computer helper learns—by seeing us do things over and over so it can recognize the pattern.</span>

<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIGhAA” data-hveid=”CAIIAAgACBoQAA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>
<div class=”otQkpb” role=”heading” aria-level=”3″ data-animation-nesting=”” data-sfc-cp=”” data-wiz-attrbind=”aria-level=IedNLe_3j/fLk2Md” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 20px; font-weight: 600; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(0, 29, 53);”>3. Wrap-Up and Reflection (5 Minutes)<!–TgQPHd|||[]–></div>
</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIGxAB” data-hveid=”CAIIAAgACBsQAQ” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBsQAg” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Mix up the blocks slightly wrong and ask the children if BEEP can spot the mistake.<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIGxAD” data-hveid=”CAIIAAgACBsQAw” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBsQBA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Remind the children: “It is important for children to understand the difference between AI and people, and between giving a prompt to AI and a command to humans.”<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

</div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIGxAF” data-hveid=”CAIIAAgACBsQBQ” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBsQBg” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Praise the class for being great teachers to BEEP today.<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

</div>
<ul class=”KsbFXc U6u95″ data-sfc-cp=”” data-sfc-root=”ep” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQ-7AUegoIAggACAAIGxAA” data-hveid=”CAIIAAgACBsQAA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><!–TgQPHd|||[]–>
<div class=”yhAwj” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-inited=”2″ data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><!–TgQPHd|||[]–></div>
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIHBAA” data-hveid=”CAIIAAgACBwQAA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>
<div class=”n6owBd awi2gc” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBwQAQ” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 12px 0px 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”></div>
</div>
<div data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBwQAQ” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 12px 0px 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”></div>
</div>
</div>
</div>
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Plan: Meeting a Smart Helper (Intro to AI & Patterns)

Duration: 20 minutesAge Group: Junior Infants

Theme: Sorting and Patterns (Matching everyday items)

Goal: Help children understand that computers can look at patterns and sort things just like we do.

The children will sort objects into groups based on color or shape.Children will understand that a “smart helper”  is a computer program that learns from noticing patterns.

Materials -collection of large colored blocks or counters (red, blue, and yellow).Two hoops or sorting mats.A stuffed toy or a cutout robot face named “BEEP.”Lesson Steps1. Introduction: Meet BEEP the Robot Brain (5 Minutes).

2. The Sorting Game: Teaching the Helper (10 Minutes)Place the red and blue blocks in a mixed pile in the middle of the circle.Put out two hoops (one red hoop, one blue hoop).Ask volunteers to help sort the red blocks into the red hoop and blue blocks into the blue hoop.As the children sort, pretend BEEP is “watching” and learning the rule: “Red goes here, blue goes there.”Explain that this is how a smart computer helper learns—by seeing us doing things over and over and recognising the pattern.
<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIGhAA” data-hveid=”CAIIAAgACBoQAA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>
<div class=”otQkpb” role=”heading” aria-level=”3″ data-animation-nesting=”” data-sfc-cp=”” data-wiz-attrbind=”aria-level=IedNLe_3j/fLk2Md” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 20px; font-weight: 600; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(0, 29, 53);”>3. Wrap-Up and Reflection (5 Minutes)<!–TgQPHd|||[]–></div>
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<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIGxAB” data-hveid=”CAIIAAgACBsQAQ” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBsQAg” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Mix up the blocks slightly wrong and ask the children if BEEP can spot the mistake.<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

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<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIGxAD” data-hveid=”CAIIAAgACBsQAw” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBsQBA” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Remind the children: “It is important for children to understand the difference between AI and people, and between giving a prompt to AI and a command to humans.”<!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>

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<div class=”” data-bfc=”” data-ved=”2ahUKEwi85PvD4dyWAxXyQ_EDHZkjKzAQi4wTegoIAggACAAIGxAF” data-hveid=”CAIIAAgACBsQBQ” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAIIAAgACBsQBg” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Praise the class for being great teachers to BEEP today.</span>

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Apologies for the formatting issues with my submission. Despite trying the guidance suggested above it seems to be hit or miss whether it works for me. I have ran out of attempts to amend it. I have contacted support to help me make the post readable.

Part I Write a reflective piece on how you would integrate AI into your teaching

In my role as a Special Education Teacher I plan to use AI as an assistant to help me with my planning and basically to free up crucial time for direct student interaction. In my teaching I hope to use platforms like Diffit , Gamma and Magic School AI to differentiate reading materials and worksheets into varying ability levels, ensuring all pupils can access the same core lessons without feeling overwhelmed. To build reading fluency, I will integrate Microsoft Reading Coach as a weekly independent station. This will be particularly helpful for my EAL students who find reading out loud daunting. Additionally, I will use tactile tools like OSMO to provide hands-on, interactive learning where pupils can self-correct their mistakes without pressure. I would like to try khan academy kids for personalised independent work at station time. My 12 year old son is listening in as I do this course. He just told me about an AI tool that his 6th class teacher uses called Notebook LM. A child was absent one day from school and had missed a chapter in the class novel they had read the day before. The teacher inputted the novel text and this tool produced an excellent audio summary of the chapter he had missed.

Part II Develop a lesson plan incorporating AI concepts.

This lesson is designed to target 3rd/4th Class, integrating English, Visual Arts and Digital Literacy.

Lesson Plan:
The Hook: A class-wide reading of Roald Dahl’s introduction to Mr. Twit to spark sensory visualization.
The AI Concept (Input vs. Output): A whole-class experiment showing how vague inputs yield generic drawings, while adding precise descriptive adjectives co-created by the pupils dramatically enhances the accuracy of the AI-generated picture. This visually demonstrates that AI requires human creativity to guide it. We will use AI image creator.
Differentiated Texts & Questions (via Diffit & Twee): The plan provides three pre-prepared reading and question levels tailored to different student abilities:
o Level 1 (Emerging): Simplified reading text with literal retrieval questions.
o Level 2 (Developing): Standard novel-level text focusing on inference and vocabulary.
o Level 3 (Extended): Advanced text exploring figurative language (e.g., analyzing the metaphor “organic museum of past meals”).
Vocabulary Mastery: A custom matching activity designed with Twee to reinforce key terms such as visage, revolting, and grandeur.
Classroom Flow: Utilizing Gamma-generated slides to seamlessly outline the character profile guidelines, ending with a collaborative critique on why AI sometimes misunderstands figurative language.

Hi Christine,
Thanks for the comprehensive and thoughtful of how you plan to use to GenAI to support inclusion and differentiation. I really like how you focus on freeing up time for engagement with students while using tools such as Diffit, Reading Coach and OSMO to meet a range of learning needs. Your lesson idea also provides a good example of combining literacy, creativity and digital literacy, while helping students understand the importance of good prompting.

Building on the literacy piece, one suggestion would be to create opportunities for pupils to compare and contrast AI-generated outputs with their own ideas, which encourage discussion about accuracy, creativity and indeed, the limitations of AI.