Module 5: Future of AI in Education

[Pat Brennan]

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ASSIGNMENT

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.

[Clare O driscoll]

 

Subject :Geography

Lesson : Flags of Europe

Lesson :  Elicit countries in Europe from children and any existing information relating to  Europe.

Lesson Objective:
“By the end of the lesson, students will be able to recognize and name at least 6 European country flags and match each flag to its correct country on a map.”

Show presentation made with Gamma

https://gamma.app/docs/Flags-of-Europe-for-Kids-28uwt48yzm43i9u

Play some games on interactive whiteboard created by Gamma- matching, spot the difference etc.

Then use a quiz create on copilot & imported into Quizizz. Pupils can then take turn to complete quiz on tablet  as assessment of learning.

 

I can really see how AI concepts and tools are going to help teaching and learning in my classroom going forward. It amazes me the speed at which presentations/ quizzes etc can be created to suit my classes personal needs- I’ve learnt that its far faster that trying to find a premade powerpoint even! My children are very lucky now as they will have a teacher supercharged by AI. This course is the best I have done in a long time- it will really change the way I teach and the speed of preparation is doable now.

 

[Pat Brennan]

Hi Clare,

Great to hear you’ve got so much out of the course and thanks for sharing your European Flags lesson. Combining outputs from different AI tools is the most effective way to use GenAI in this instance Gamma and Copilot. As alluded to creativity use of these tools can be a gamechanger for teachers at the chalk face.

One possible follow-up, you might consider is getting your pupils to create collaboratively short presentations or quizzes on a different continent’s flags which would reinforce learning while giving them hands-on experience with the tools themselves.

[Clare O driscoll]

Great idea Pat.

I think as teachers become more familiar and comfortable with AI tools it will become second nature to us to use it on the fly, which will help children pick it up naturally.

We have seen some great examples of short snappy things that you could do with children e.g. image creator. Pupils would love that. Like you said any tool that will reinforce learning and which they find engaging is a winner to us!

[Linda Kennedy]

I agree Claire. I think it is inevitable that teachers will be integrating AI into out teaching in the future and I feel it’s something we should embrace, not fear. Apart from the time saving element of lesson planning and resource preparation, I feel we need to empower our pupils to use it effectively too. I found the TED talk at the end of module 5 very impressive, especially around how Ai can be incorporated into the classroom in ways that engage pupils in critical thinking.  e.g. using use the chatbot to adapt the voice of a famous scientist and engage in a stimulating conversation about their discoveries. I feel that all learners would respond to this and absorb so much more information than they would if they simply read this information from a text book. AI could also help pupils to edit their writing and research and some advanced (all be it expensive) tools could provide individualised tutoring, meeting all pupils at the level that they’re at.

[Annette Regan]

I really like Clare’s lesson plan on the flags. The boys in my school would really engage with it. I agree that as teachers become more confident using AI tools and see the benefits they will become more comfortable including them in their teaching.

[Rachel Hanratty]

I also found the TED talk in module 5 very interesting and think it can be a great tool for engaging pupils in critical thinking. I love the idea of students using AI tools in the future, now that educators are becoming more experienced in its uses. I believe these tools are important to not only save time on lesson planning and resource preparation, but also to equip our students with the skills to use AI effectively.

[Aisling Shanley]

I also loved the Ted Talk and will be sharing with staff. It is so funny how Natasha Berg, as a teacher herself, explained that teh school banned AI. And that the teachers used their own devices to take advantage of all that AI has to offer. Also the point that this is actually the least sophisticated model of chat gpt our pupils will ever have. And it is revolutionising the world! Imagine what is coming next

 

[Nicola Corcoran]

I had forgotten about using Image Creator to practise creating prompts, I am really looking forward to trying this!

[Nicola Corcoran]

I hope to use AI into my teaching in several ways –
– by using generative resources on Like Magic Schools, Twee, Gamma , Youtube AI translation, Quizziz and Diffit to create resources which support my teaching and are differentiated, relevant and engaging for the pupils in my class
– For literacy and language development – using Microsoft Reading Coach
Using AI tools which develop digital literacy such as Scratch, Khan Academy, RoboGarden, Image Creator and Osmo.
– For teaching students about responsible, safe and ethical use of AI – bias, fact-checking etc

A Lesson on Recognising Bias in AI
Class Level: Sixth Class
Subject: Digital Literacy / SPHE
Lesson Duration: 60 minutes

1. A discussion about what bias is and introducing the idea that AI can have bias too (10mins)
2. An investigation into how AI learns the things that it tells us (5 mins)
“Who gives the AI the information?”
3. Group Activity: Spot the Bias (20 mins)
Instructions:In small groups, students receive cards with scenarios. They must:
Read the situation.
Decide if there’s bias.
Explain how it could be made fairer.
Group Share: Each group shares one example and what they’d change.
5.Reflection and Follow up activity – Create posters: “Help Make AI Fair” – with student drawings or slogans (25 mins)

[fiona conneely]

Id love to do this lesson Nicola! I can imagine conversations that would take place already!

[Claudia Forde]

agree with Claire, any tool we can use to shorten our admin / planning time and also engage the children in their own learning is a win. I will definitely be incorporating some of the apps in my teaching going forward.

[Justine Davidson]

I have always defaulted to Kahoot but like your idea of using Quizizz. Kahoot is played live with questions appearing on a shared screen, under time pressure. This is sometimes overwhelming for students who require more time to read, think and respond. They may find the competitiveness disheartening. I like that with Quizizz, they can complete quizzes at their own pace on individual devices, making it more inclusive. I like that it is more for educational purposes in that I can track progress and use it for an assessment.

[Valerie Cashman]

Like you, I lean towards Kahoot also but can see the many benefits of Quizizz now also. I like that it has adjustable or self-paced timers compared to Kahoot’s strict timer per question. I also like that there is instant feedback after each question as opposed to Kahoot’s limited feedback during a quiz.

I think I would use Kahoot when I want high-energy review sessions with a competitive, whole-class game format or a live classroom buzz and quick recall quiz but would lean towards Quizizz when I want a slower pace with more reflection or a variety in question types.

[Anne Marie Swarbrigg]

I completely agree with you! I’ve also relied on Kahoot for years, but this course has really opened my eyes to so many new and exciting tools. I’m especially looking forward to trying out Quizz and bringing more AI into my lessons-it’s definitely going to freshen things up for both me and the students.

[Shaun Scallan]

I have been using Kahoot in my own classroom for a few years. I really like the fact that you can design your own quizzes and store them based on a topic. This can take a little bit of time initially but as with all resources once they’re re useable they are definitely worth the time and effort.

Kahoot can also be used for peer to peer learning in both AFL and AOL by asking students to design quizess for other groups in the class based on what they already know before learning about a topic as well as a numer of quizzes after words when they have completed their learning.

[Daniel Foster]

Hi Valerie, i too use Kahoot for a quiz as an assessment based on what the pupils have learned in the previous weeks lessons! The time limit is sometimes too long (i.e 30 seconds) for questions that you either no or don’t know.

Using AI I could create a more time efficient, specific quiz that covers the precise topics that was covered e.g. on WW2.

[Sarah Hickey]

I agree the kahoot timer can sometimes put children off and they can frustrated by this style of quiz. I think the likes of the quizzes made with quiziz would suit the children I work with more. It also gives them a chance to think and review their learning before answering. I also think it’s very beneficial that it can just been shown to the children and that they don’t need have an iPad to take part.

[Michelle Bambury]

That is a very good point regarding the pressure that Kahoot can place on children, plus it reminds me of covid times!

[louise Smith]

I love Kahoot and the children in my class love it more. That said the Quizzizz app works so well with Copilot so I think I will be changing over this year.

[Thomas Egan]

As much as I love the ideas shown in module 5, nothing will beat a Kahoot with my class! I think they love the time limit and the competitive nature of it all, seeing their names appear/disappear on the ldeaderboard. I usually pair up the children who might not cope as well by themselves.

Will definitely be using the AI suggested in this module to create simple quizzes in other subjects throughout the week though.

 

[David Canny]

I agree Thomas! Kahoot is a hit in my class too but it is great to be exposed to other AI options too rather then always reverting to my go to tools and resources.

[Catherine Galvin]

I revert to the tried and tested in my 5th class using Kahoot. Delighted to have found this course, definitely going to use Quizz. The use of the AI tools that we have learned in this course will reenergise lessons and the children’s perspectives on the topics taught, thank you.

[Lisa Margey]

Hi Catherine , Kahoot is definitely one that the children all love. For extension and incentive ,I have pupils create quizzes for the class on recent topics using their names makes it personalized and also helps further develop their word problem skills. I have also used Blooket , which the pupil also love as they use repetition in the questions to consolidate and  they can also steal each others points so it is a fun way to revise and the higher ability pupils are not necessary the winner.

[Gerard Kelleher]

Thomas,

I have to agree. Kahoot is an excellent resource and one that I use very regularly. The pupils absolutely love a game of Kahoot after a unit of work. It is a very engaging way to assess work completed. I am sure that other AI tools are also very good. I have also used Quizziz in the past and this resource makes use of AI.

[Siobhan Dunne]

Only ever used Kahoot but totally agree with the overwhelm it creates in some students. Quizz is one I will definitely use in the new school year.

[Ethna Glancy]

I also use kahoot and to be honest didn’t really know about the other options until partaking in this summer course. I liked Quizizz and also the quiz creator on Twinkle. These two options are terrific for making quizzes. In this module I learned about joinmyquiz.com which is great for children to participate individually on their own device.

[Roisin McLarnon]

I have only used Kahoot! But it is great to be exposed to other options . Delighted to learn about Quizizz for the coming year. They always are a great tool in the classroom .

[Paige O Connor]

I have also only known about Kahoot. I look forward to using the new platforms such as Quizizz and Twinkl Ari Ai assistant to create quizzes etc. It is amazing how much time they can save teachers and how efficiently they create amazing child-friendly resources.

[Shaun Scallan]

I have to agree with many in this group – Kahoot is an excellent resource. I have used this with classes regularly over the years. I find it very useful for assessment through quizzes at the end of a topic. I am sure that other AI tools are also very good. I am looking forward to trying Quizziz and Twinkl Ari AI going forward, too.

[Ethna Glancy]

Lesson Plan: Discovering Ancient Egypt
Subject: History
Topic: Ancient Egypt
Grade Level: 4th class
Time Allotment: 60-75 minutes (adaptable)

Learning Objectives:
Students will be able to:

Identify key aspects of Ancient Egyptian civilization (e.g., Nile River, pharaohs, pyramids, mummification, hieroglyphs).

Understand the importance of the Nile River to Ancient Egyptian life.

Engage with AI tools to explore and present information about Ancient Egypt.

Materials:

Interactive whiteboard or projector

Computers/tablets (one per student or pair) with internet access

Use of  copilot image creator and microsoft speaker coach

Art supplies (paper, pencils, markers, possibly clay or construction paper for pyramid building)

AI Integration Note: The AI tools will be used as a “presenter” and “research assistant” to make the learning engaging and interactive. The teacher will guide the children with the correct prompts to get a useful output.

Lesson Procedure:
1. Hook & Prior Knowledge Activation (10 minutes)

Teacher uses an intriguing image from Ancient Egypt to get started, created by copilot.Display it on the screen.

Think-Pair-Share: “What do you notice about this image? What comes to mind when you think of Ancient Egypt? Share with your partner for one minute.”

Whole Class Share: Invite a few students to share their initial thoughts.

2. The Gift of the Nile (15 minutes)

Use the AI presentation tool to generate a short, child-friendly explanation of the Nile River’s importance (e.g., providing water, fertile land for farming, transportation). Include a map of Egypt and the Nile.

Discussion: “Why was the Nile so important? What would life be like without it?”

Activity: Nile River Story (Individual or Pair Work)

Teacher: “Imagine you are an Ancient Egyptian living by the Nile.

The AI generates a simple story prompt, e.g., “Write a short story about a farmer waking up by the Nile River. What do they see? What do they do?” Use Copilot Image Creator to help children with their writing.

Students write  their short stories. Share a few examples.

 

[Kevin O’Dwyer]

I like the idea of using CoPilot in this lesson! Something different.

[Tadgh O’Sullivan]

I have loved learnt learning about copilot in this course and the use of it in this lesson shows how it can be used very effectively. I can’t wait to utilise this for my own planning and preparation.

[Louise Finn]

I love the idea of using copilot in this lesson!

[Shay Davenport]

I really like this lesson idea , it’s creative and engaging. Ancient Egypt is on the scheme for my class this year, so I’ll definitely be using some of your ideas.

[Ross Kavanagh]

Hi Justine,

I agree that the kids love Kahoot and I’ve often overused it. I’ve used it more of a treat on a Friday though. I think I will use Quiziz more now too assessment and in a way that’s different to Kahoot. I think it will help differentiate between the fun treat and observing what the children have learned in a lesson.

[Emma Dermody]

I agree Ross, it can sometimes be difficult to find the balance of using Kahoot as a learning and teaching resource but also as a treat on a Friday. It was great to explore Quizizz as another option that be can be used within the classroom.

[Lorraine Collins]

Children seem to love Kahoot and like you Ross, I’ve often overused it. I will definitely use Quiziz to add variation and for assessment. Thanks for this insight.

[Darren Moynihan]

Kahoot is always my go to quiz app but this year I will start exploring the use of Quizizz also. Lots of great ideas on this forum! Thanks!

[Brian Elphick]

Hello Clare, I know my own pupils from last year would love a lesson like that. They have a strange obsession with knowing flags and countries already (which I think comes from their fascination with soccer), but I could see them being really engaged with your lesson.

[Natasha Miskell]

Agreed David-I go to my favourites but it is great to be exposed to other tools -hopefully I will have new favourites after this course!

[Lisa Kilkelly]

I know so many children who love learning about the flags of the world so I think this lesson will be very sucessful.

[Vikki Donnelly]

I love how such a “boring” lesson like learning flag colours can be brought to life by online quizzes and activities. I think this approach would be so useful for so many rote learning topics such as  Gaeilge verbs, tables, counties, mountains, lakes, capitals and all in a very efficient way as opposed to a few years ago where you would be printing, laminating and velcroing pictures on a poster to make something interactive!

[Justine Davidson]

Lesson Outline: Exploring Habitats

This Biology lesson is planned for my 3rd or 4th class as part of our work on the topic of habitats. In this lesson, I will have the students work in small groups to research and present information on one of four major habitats: forest, desert, ocean, or arctic. Each group will explore the key features of their assigned habitat, including the climate, types of plants and animals found there, and how living things have adapted to survive. To support their research, we’ll be using Microsoft Search Coach, which helps guide students toward reliable and age-appropriate sources. Once they’ve gathered their information, groups will choose from a range of AI-supported tools—such as Gamma, Book Creator, or Canva—to create a digital presentation. This will give them a chance to practise their digital literacy and presentation skills while working collaboratively. To round off the project and check understanding, I plan to use Twinkl’s AI quiz generator to create a set of questions based on the four habitats, which I’ll then turn into a Kahoot quiz for the whole class to enjoy. This will provide a fun and interactive way for the students to review what they’ve learned and show what they know.

 

 

 

[Claire Rea]

This sounds like a great way to combine science, digital literacy, and collaboration. I like how the use of Search Coach supports children in finding reliable information, and giving them a choice of presentation tools helps make the learning more creative. Using Twinkl’s AI quiz and Kahoot for review is a fun way to reinforce key concepts while keeping pupils engaged.

[Ciara Frayne]

This sounds like a great lesson plan, one which I might take inspiration from for my onw class this September! Using Microsoft Search Coach to guide research is a clever way to help students find reliable information. Incorporating AI tools like Gamma and Canva for presentations will definitely boost their creativity and digital skills. The Kahoot quiz is a fun way to review learning—great idea!

[Kate McCarthy]

I like the way you have incorporated AI tools into a geography lesson and also that your students with be using technology and generative AI in a few ways. It is good thinking of you to engage them with with a research or organizations tool such as Microsoft search coach prior to documenting their findings/ideas on an AI supported tools. I can see how this would maximize their learning

[Brian Harrington]

Hi Justine, This sounds like a really good lesson. I am also hoping to use search coach to teach the pupils about using reliable sources when conducting research for projects

[Beccy Kennedy]

Hi Justine, you’ve outlined some really nice ways of allowing the children to use different AI tools to assist and enhance their learning. It’s a great collaborative approach and I think they would have a lot of fun with this activity!

[Orla Reid]

Love this idea Clare. I will be using this soon!!  Thanks for sharing.

[James Robinson]

 

Strand: Human Environments –People and Other Lands and County, regional and national centres

Strand Unit: People and Other Lands

Topic/Content:

·         Geographical knowledge: Italy’s position in Europe, capital (Rome), main cities (Milan, Naples, Venice), physical geography (Alps, Apennines, coastline), climate, industries, tourism

·         Human environments: population, settlement, economic activities (agriculture, industry, tourism)

·         ICT integration: digital presentation Gamma and Quizizz for assessment

 

Objectives / Learning Outcomes:

·         Locate Italy and its major cities, physical features, and climate zones.

·         Describe key aspects of Italian culture (food, industries, attractions).

·         Produce and deliver a group presentation on Italy using Gamma.

·         Create a peer‑learning quiz using Quizizz to reinforce knowledge.

 

Learning Experiences:

Introduction

Use a world/globe map to locate Italy; discuss its shape (“boot”), neighbouring countries, and seas. Pupils use Google Earth to explore.

 

Teacher-led brainstorming: What do pupils already know about Italy? (e.g., pizza, Rome, mountains). Use shared Google doc to generate KWL grid where pupils add what they know already and also any questions they have or things they would like to learn more about.

 

Activity 1: Group Presentation

Divide class into groups of four.

Each group researches assigned subtopics but may include other items/interesting facts once these are covered.

·         Cities & population

·         Physical geography & climate

·         Food & culture

·         Industries & tourism

Use chromebooks to access scoilnet learning path to find information and images. Pupils create their presentation using Gamma.

Teacher circulates, offering guidance on research, geography skills, and slide design.

 

Activity 2: Quizizz Creation & Peer Review (20 min)

Each group designs a 5–10 question quiz in Quizizz based on their presentation.

Class shares links; groups answer each other’s quizzes, reinforcing learning and providing feedback.

 

Presentation & Quiz Showcase

Groups deliver 5–7 minute presentations.

 

Following each presentation, the class completes that group’s quiz live.

 

Brief group reflection: What was learned? What surprised them? Groups have the opportunity to fill in the 3rd column of shared KWL grid on Google doc which remains on the interactive board and visible to all pupils.

 

Resources

World/European maps, atlases, globes

Food items produced in Italy

Classroom devices (tablets, laptops) with internet access

Projector/interactive whiteboard

Gamma, Google and Quizizz accounts

Handouts on Italian cities, landmarks, map symbols

 

Differentiation

Support: Provide structured templates, vocabulary lists, pre‑selected websites/images

Extension: Encourage extra research into Italian festivals, historical landmarks (e.g., Colosseum), or climate comparison with Ireland

Role allocation: Assign roles (researcher, note-taker, quiz-maker, presenter) to suit abilities

 

Assessment

Formative: Teacher observation during group work and presentations

Peer assessment: Pupils provide feedback following each presentation

Summative: Quality and accuracy of slide content, quiz correctness and relevance, and participation reflected in class discussions, KWL grid using shared Google Doc

[Padraig Groarke]

Great use of resources and a lesson full of activity that the class will be very engaged in.

[Jennifer Hartnett]

I like the idea of creating a quiz on copilot and importing to quizizz, something I ahven’t done before myself and wuld like to try in the coming year.

[Laoise Flanagan]

Hi Clare, I agree with your PowerPoint comment! I have often spent ages trawling online looking for suitable PowerPoint presentations on specific topics. With AI it will now be much quicker and easier to create interactive and engaging content based on the exact material which we intend to cover.

[Mark Nugent]

I have used quizzes such as Kahoot etc in the past but Quizizz( 0r Wayground) are resources that I hope to use this year.

[Olivia Hynds]

I totally agree with this comment.  I too have spent hours trawling through google and twinkl for presentations/ PowerPoints to support what I’m teaching.  With the support of AI this will now be much quicker and easier to make my own with relevant content.  I will no longer have to just use kahoot quizzes.  I can now make my own quiz just based on the topic I’m teaching.

[Fidelma Glancy]

Hello Olivia, I agree as teachers we spend a significant amount of time looking for resources, a powerpoint/quiz/ additional reading material to support children’s learning. By using AI whether it is copilot of Quiziz the time spent is significantly less and the outcome is by far superior. The use of efficient or accurate prompts is the key to getting the most suitable outcome.

[Natasha Miskell]

The use of AI and developing the skill of critical thinking around AI bots resonated with me. I choose this as the springboard for the lesson idea.

The Three Little Pigs & AI –Is the Bot Always Right?

Strand/Curriculum Linkage

Literacy– Oral Language, Reading, Writing

Digital Literacy – Critical Thinking, Digital Wellbeing

Drama

Class Level: First Class (Age 6–7)

Learning Outcomes-Children will:

Retell and sequence the traditional story of The Three Little Pigs
Compare a traditional and AI-generated version of the story
Identify misinformation or silly errors in AI responses
Begin to understand that AI is not always accurate
Use oral, written, and visual language to express understanding

Day 1:Focus: Comprehension & Familiarisation
Learning Experiences:

Read The Three Little Pigs traditional story aloud or watch a short animated version.
Discuss main characters, setting, beginning, middle, and end.
Whole-class story map: draw and label key events on board.
Independent task: Draw and label one part of the story.
Day 2 Focus: Retelling & Sequencing

Learner Experiences:

Use story sequencing cards (beginning, middle, end) to retell the story.
Partner talk: children retell the story using pictures.
Shared writing: Create a class story summary using key sentences.
Highlight capital letters, full stops, and character name

Day 3: Focus on AI – “Ask the Bot!!!Focus: Critical Thinking, Digital Literacy
Learner Experiences:

Tell children: “Let’s ask an AI bot to tell the story!”
Use Gemini ( intentional errors or twists — e.g., wolf is friendly, pigs live in a castle, four pigs).
Read AI version aloud-create on story with a twist
Class discussion: “What was different? Was the bot right?

Day 4: Focus: Writing & Comparison
Learner Experiences:

Venn Diagram on board: “Real Story” vs “Bot’s Version”
Children write or draw 2 things the bot got wrong.
Class reflection: “Should we always believe a robot?” (Use thumbs up/down to agree/disagree with scenarios)
Mini Writing task: “I would tell the bot to fix…” (finish the sentence and illustrate).

Day 5: Extension
Learner Experiences:

Group work: Re-write a silly AI version of The Three Little Pigs (e.g., houses made of jellybeans, a dancing wolf).
Perform short drama or puppet shows based on their mixed-up story.
End with reflection circle: “What did we learn about stories and bots this week?”

 

You could use Copilot to generate images for the stories or Magic School to create the worksheets.

 

 

• This reply was modified 6 months, 2 weeks ago by Natasha Miskell.

[Moira White]

This is a really inspiring lesson idea Natasha. I think it would be suitable for a range of ages also and easy to differentiate.

[Christina Geraghty]

I really like the sound of this lesson.  I have done something similar but using a book called “The Three Little Wolves and the Big Bad Pig”.

At a younger level this lesson could have a literacy focus with children working on their oral language and critical thinking skills whereas in a on senior class this lesson could really focus on digital literacy.

Students could, with the teacher, explore

• the concept of prompt writing
•  bias
• fact checking

Thank you for sharing a really clever lesson.

[Elaine Kenefick]

I absolutely love this lesson. I think the children will have great fun with the modified version of the three little pigs story. Definitely something id like to use in the coming year.

[Darragh Kennedy]

I can remember being in primary school myself years ago and reading a book about The Big Bad Wolf and Red Riding Hood told from the Wolf’s perspective. I loved it and found it hilarious. The idea that AI can perhaps create more versions of this is something that excites me and will create great debate topics for the classroom! Great idea!

[Mark Nugent]

Strand: Human Environments

Strand Units: People and Other Lands

 

🎯 Learning Objectives

Identify key landmarks and features of London
Understand London’s cultural and historical significance
Develop map-reading and research skills
Create a travel brochure or presentation about London
📚 Subjects Covered

Geography: London landmarks, boroughs, River Thames
History: Famous events and figures (e.g. Great Fire of London, Queen Elizabeth II)
English: Descriptive writing, brochure creation
Art: Drawing landmarks, designing posters
Maths: Measuring distances between landmarks, interpreting data
🗓️ Weekly Breakdown

Day
Activity
Description
Monday
Introduction to London
Watch a short video or slideshow about London. Discuss what students already know.
Tuesday
Landmark Hunt
Explore famous landmarks (Big Ben, Tower Bridge, London Eye). Use maps to locate them.
Wednesday
History Spotlight
Learn about the Great Fire of London or the Tower of London. Create a timeline.
Thursday
Creative Writing
Write a postcard from London or a short travel diary entry.
Friday
Project Day
Create a travel brochure or poster showcasing London’s highlights. Present to the class.
🏰 Explore London Through Play

🎲 London Landmark Bingo

Create bingo cards with famous landmarks like Big Ben, Tower Bridge, London Eye, etc.
Kids mark off each one as they learn about them or spot them on a virtual tour.
🗺️ Map Challenge

Give kids a blank map of London and ask them to locate and label key landmarks.
Add a twist: use clues or riddles to guide them to each location.
🎭 Role-Play: Be a London Tour Guide

Kids research a landmark and present it as if they’re guiding tourists.
Encourage accents, props, and fun facts to make it lively.
🎨 Crafty London Fun

🏠 Build a Mini London

Use paper models to recreate London icons like red buses, phone booths, Big Ben.
Twinkl offers printable templates for this kind of activity.
🖍️ Collaborative London Skyline

Each child colours a section of the skyline, then assemble it into a giant mural.
Great for teamwork and visual learning.
🧠 Puzzles & Quizzes

❓ London Landmarks Quiz

Test their knowledge with fun multiple-choice questions.
Include quirky facts like “Which London landmark has 32 capsules?” (Answer: London Eye).
🔍 I Spy London

Use photos or illustrations and have kids find hidden landmarks or symbols.
Perfect for younger learners and visual engagement.
🚇 Transport & Movement

🚦 Tube Map Challenge

Give kids simplified London Underground maps and challenge them to plan routes.
Use cards with start and end points—great for logic and geography.
🏃‍♂️ London Obstacle Course

Set up stations themed around London (e.g., “Cross Tower Bridge” = balance beam).
Combine physical activity with learning.
🧳 Virtual Adventures

📹 Virtual Tour Scavenger Hunt

Use online videos or Google Earth to explore London.
Kids complete a checklist of things to spot: guards at Buckingham Palace, boats on the Thames, etc.
Quiz Options:

Kahoot

Quzizz

 

It’s brilliant how you can create lessons that include differentation, intergration and excellent interactive resources.  The ideas are fun too and it’s something that I hope to incorporate into my teaching this year.

[Mairead Roche]

This is a very inspiring lesson, Ciara. I was really impressed with the quality of your presentation on Gamma and it motivated me to explore this tool to create my own Powerpoint.

[Ashling Moloney]

I really like the presentation you created with Gamma. It looks really engaging and fun for children. I love the idea of playing interactive games created using Gamma – matching and spot the difference games would be brilliant for this topic. I can’t wait to use Gamma going forward.

[Shauna Caffrey]

Hi Claire,

I think you have used an AI tool (Gamma) very effectively in this lesson. It really shows that AI tools can really take time off lesson preparation for teachers.

[Michael Coughlan]

I completely agree Clare. It’s amazing how quickly one can generate teaching resources now through the use of AI.

[Rhonda Rawle]

Hi Clare,

I really enjoyed the presentation on Gamma on Irish flags – it would be very engaging for pupils in this lesson. I agree, AI tools will prove very beneficial in terms of creating resources etc. for teaching in the future.

[Christina Geraghty]

I asked Co-Pilot to write up a lesson plan for me and WOW! I had never done this before but this was amazing. I have tweaked what it came up with.

The prompt I used was “Write a lesson plan, in line with the national curriculum of Ireland, to introduce some of the key features of the Irish music genre, to 3rd class. Incorporate some AI tools”.

The prompt was minimalistic but AI generated an incredible amount of detail that I was able to tweak.  At the bottom of the lesson plan I was asked if I wanted a “resource pack”. Naturally I said “yes” and next thing to pop up was a printable and interactive resource pack to complement my Irish Traditional Music lesson for 3rd Class. It included a worksheet, a quiz, and a visual reference sheet which were “AI- friendly”. I was impressed.

https://copilot.microsoft.com/shares/JMPiF74uFPsfQDX4e1z69

Then I was asked if I wanted a custom image of the instruments or  a slideshow to present in class. How could I say no!

How times have changed since I started teaching and we have only seen the start of it! We really have to ensure that this will all be for good!

🎶 Lesson Plan: Exploring Irish Traditional Music

Class Level: 3rd Class
Curriculum Strand: Listening and Responding / Performing / Composing
Time: 30  minutes
Theme: Introduction to Irish Traditional Music
AI Integration: Use of AI tools for sound exploration, rhythm creation, and visual storytelling

🎯 Learning Objectives

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

Identify key instruments used in Irish traditional music (e.g. bodhrán, tin whistle, fiddle)
Perform a simple rhythm or melody inspired by Irish music
Use an AI tool to create a short Irish-style rhythm or visual story

🧠 Curriculum Links

Listening and Responding: Recognize and describe sounds, instruments, and styles
Composing: Create and explore sounds using voice, instruments, and technology

🪗 Materials Needed

Audio clips of Irish music (jigs, reels, slow airs)
Images of traditional instruments
Bodhrán or hand drums, tin whistles (if available)
Access to tablets/laptops with AI tools (e.g. Google’s MusicLM demo, Microsoft Copilot, or Chrome Music Lab)
Whiteboard and markers

🕘 Lesson Breakdown

1. 🎵 Warm-Up

Begin with a short listening activity:  Encourage students to describe tempo, instruments, and mood.

2. 🪕 Introduction to Irish Music

Show images and play short clips of key instruments: bodhrán, fiddle, tin whistle, uilleann pipes.

Discuss features and elicit language describing tempo in jigs and reels.
With the children use Co-pilot to generate a short description of a reel or jig in child-friendly language.

3. 🧑‍🎤 Hands-On Music Making

Let students try simple rhythms on hand drums or clapping patterns based on a jig (e.g. 6/8 time).
Invite children to describe the tempo and pace so as to prompt Chrome Music Lab’s Rhythm tool to recreate a jig rhythm digitally.

4. 🤖 AI Exploration

Use an AI music generator (like MusicLM or Soundraw) to create a short Irish-style tune. Children will be invited to help prepare the prompt.

Children will then work in pairs to re-create a piece of irish music using an AI music generator.

Students will share their creations with the class.

5. 🎤 Wrap-Up & Reflection

Ask: “What did you enjoy most?” “What did you think  about using AI to create?”

🧩 Assessment

Observation of participation and engagement
Informal peer feedback during sharing

🌟 Extension Ideas

Invite a local musician for a live demo
Use AI to compare Irish music with another world genre (e.g. Samba or Japanese folk)

[Mary Hyland]

Amazing ! Love this Lesson Plan

[Karin Duffner]

Christina, I really like the work you did on this assignment in module 5. You elicited interesting lesson plan suggestions from your prompt but better again, you tweaked the results to suit your needs and even ended up with a plethora of useful resources. Some lovely activities mentioned, well done.

[Mary Hyland]

Lesson Plan: Exploring Emotions Through Colour and AI Art Creation

Objective:
Students will express different emotions through colour and use AI tools to create digital artwork that reflects their feelings.

Materials:

Paints, brushes, paper
Tablet or computer with access to an AI image generator (e.g., CoPilot Image Creator)
Microsoft Immersive Reader for supporting instructions
Introduction (10 mins):
Discuss how colours can represent feelings (e.g., blue for calm, red for excitement). Show examples and encourage students to share how colours make them feel.

Activity (30 mins):
Students create a painting representing an emotion using colours of their choice. Afterwards, they use the AI image creator to generate digital images based on descriptive prompts about their painting. This reinforces descriptive language skills by connecting words to visuals.

Support:
Use Immersive Reader to help students read and understand instructions. Offer personalised prompts with Diffit for students needing modified language.

Reflection (10 mins):
Students share their artwork and describe their colour choices. Discuss how AI helped bring their ideas to life.

[Roisin OReilly]

I really like this idea of integrating the AI tools with an art lesson. I have come across lots of ways to link it to other subjects in the curriculum, but I think it is much harder to link it to art. I also think that it is a brilliant way to incorporate literacy into the lesson as well with the descriptive writing.

[Harriet Downes]

I love the presentation on gamma clare, it has encouraged me to play around with this myself as I think my children in my class next year would love this! thanks so much for sharing

[Rachel Keenan]

I agree Claire. It’s amazing how quick lessons and assessments can now be made and how little time it takes. I used to spend hours trawling through websites looking for resources and lessons that then needed to be edited or put together, but not anymore. By using an AI platform, I can tailor lessons specifically for the children who sit in front of me and can edit the ones that are generated if there is anything that isn’t suitable. This leaves lots of room for differentiation and assessment. Id imagine it will also make the life of sub teachers easier as they can generate quick lessons in seconds to complete with any number of different classes. I have to agree that this course has been very helpful and I have become aware of websites that I had never heard of or used before that I know will help me in September when I return to school.

[Ronan McAteer]

Thanks for sharing your lesson idea—it sounds like a fun, engaging, and well-structured way to introduce students to European geography! I love how you’ve incorporated a range of AI tools like Gamma, Copilot, and Quizizz to create a rich and interactive learning experience. The use of visuals, games, and quizzes not only makes the content more memorable but also caters to different learning styles, which is so important.

 

I completely agree with your reflection on how AI has transformed lesson planning. The time saved by creating tailored content with these tools really does make preparation more manageable, especially when juggling a busy teaching schedule. I’ve also found that AI allows for more creativity and responsiveness—you can quickly adapt materials to suit the specific needs of your class, rather than relying on generic resources

[Alice McGlynn]

Clare

I totally agree with your statement of this being one of the best courses you have done in a while, as the holidays were flying by and face to face didn’t work for me this year I decided on this one as we are planning to work on our digital literacy next year.  I am so glad I chose this one,  as you said we will be supercharged with the assistance of ai, making teaching and learning more accessible, more enjoyable  by enhancing our teaching strategies.

[AnnMarie Moynihan]

Nouns, Verbs, Pronouns, Adjectives, and Adverbs

Age group: 1st Class
Subject: English

Strand’/Unit: Oral Language OL4 (Sentence Structure and Grammar)

🧠 Learning Objectives

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

Identify and differentiate between nouns, verbs, pronouns, adjectives, and adverbs.
Use body movement and storytelling to reinforce understanding.
Apply the words in simple oral sentences.
1. Warm-Up Game: “Word Detective!” (5–7 min)

Purpose: Activate prior knowledge and get kids moving.

Say: “I’m thinking of a word that names a person, place, or thing… What is that kind of word called?” (Answer: Noun)
Repeat for verb, pronoun, adjective, adverb with simple examples.
Each time they get it right, they stand and do a quick action (e.g., jump, spin, clap).

2. Word Card Activity: “Sort Yourself Out!” (10 min)

Materials: 10 word cards (2 for each word type)
Examples:

Nouns: dog, school
Verbs: run, jump
Pronouns: he, they
Adjectives: red, happy
Adverbs: quickly, loudly
Instructions:

Give 1 word card to each student or small pair.
Place 5 signs in corners of the room labeled Nouns, Verbs, etc.
Students walk to the correct corner.
Ask 1–2 from each group to act or use their word in a sentence.
Variation: If you have more time, do a second round where students swap cards.

3. Active Game: “Act and Guess!” (10 min)

Purpose: Reinforce verbs, adjectives, adverbs

One student draws a word card and acts it out.
Class guesses the word and what type it is.
Use guiding questions like: “Is it something we do?” (verb), “How did they move?” (adverb).

4. Mini Story Build: “Silly Sentence Chain” (10–12 min)

Group or circle time

Start with: “The dog (noun)…”
Go around the circle, each student adds one word (in order): adjective → verb → adverb → pronoun.
Example: “The happy dog ran quickly because he was excited!”
Write the sentence on the board and label parts of speech in colors.

5. Wrap-Up & Reflect (5 min)

Ask:

What did we learn today?
Can you name a noun? A verb?
What’s a funny sentence you remember?

It is clear AI can save teachers a lot of time but also make lessons more enjoyable and active for children. I think it allows teachers to keep lesson fun and relevant for children. In this lesson, I would use other AI tools such as quizizz to assess the learning. This can displayed on the interactive white board or ipads could be provided. I think Ari Assistant is also going to be very helpful for teachers and is something I look forward to using. I think it is very important for children to understand AI and how to use it properly. The fact that AI itself can provide us with a fun lesson to teach children about AI and how to use it, is great. I look forward to incorporating AI more into my teaching.

[Victoria McArt]

Great idea for a lesson, sounds fantastic and i’m sure the pupils would love it. May have to do this myself at some point!

[Lisa Kilkelly]

Lesson Title: Discovering Artificial Intelligence
Class Level: 6th Class
Subjects: SPHE, Digital Literacy, Oral Language

Learning Goals:

·       Pupils will gain a basic understanding of AI.

·       Pupils will identify some everyday examples of AI.

·       Pupils will reflect on the advantages and challenges of using AI.

Introduction (10 mins):
Start with a whole-class brainstorm. Ask the students who knows what AI is. Ask them what do they think of it? Is it useful? Do we use it ourselves at home? Ask them who uses Alexa? Guide pupils towards examples.

Main Activity (20 mins):
Show a short, age-appropriate video introducing AI on YouTube. Ask the pupils to discuss in groups what they think AI is and ask them to present to the class what they have come up with.

Conclusion (10 mins):
Hold a short class discussion on whether AI is something we should be afraid of.  Summarise with a focus on using technology wisely and responsibly.

Assessment:
Evaluate group posters, participation, and quality of contributions.

[Lisa Kilkelly]

 

The integration of Ai into irish primary schools is such an exciting prospect. It does though, come with some caveats. AI tools can help with planning, teaching, assessement and record keeping. It can be used to make teaching and learning much more efficient. I plan to introduce it into as many subjects as possible but especially literacy and numeracy. This course had provided so many ideas and has described so many tools that will be very helpful going forward. For example Microsoft Reading Coach can be used to provide feedback to teachers about their students. Using this feedback both the teacher and the learner can improve their learning. Tools such as Khan Academy can give students ownership of their learning. Other tools such as Scratch can engage younger learners in a very effective manner. AI tools can make learning much more engaging and efficient. AI tools can be used to identify gaps in learning and can help teachers improve their learning outcomes.

[Eoghan O’Neill]

Hi Lisa,

You have raised some very pertinent points in this course. While AI tools can help us with so much, we do need to thread carefully and use it judicially – our professional experience and expertise as teachers remains central to our work. Marrying our knowledge of pedagogy with the content and ideas generated from AI can be truly transformative and allow us much more time to connect with the children and identify the ways in which we can move their learning forward.

[Anne-Marie Lynch]

Hi Clare,

I also feel amazed at the speed in which AI tools create ppt or quizzes.  To think back years ago when resources too so long to create and perfect before completing teaching practice or on placements. Now it just means looking over the resources and ensuring they meet the learning intentions and needs of your class. Love the AI applications. I also like how this course encouraged lots of practice which made me feel less daunted about the AI generation we are entering. It just shows practice and playing around with the tools really builds confidence and this will be reflected in our teaching of AI tools too.

[Vikki Donnelly]

Lesson Plan: History Project on ‘The Trenches in World War 1’ for 6th Class

I would firstly try Ari Assistant on Twinkl to help me to plan the lesson. I would ask Copilot to give me a summary of the key points of WW1 trench warfare. I would input this information as well as text from the children’s History textbook into Gamma to create an introductory presentation to the topic for the children and I would present this to the children. I would then ask the children to come up with any questions they might have about the topic in pairs and ask them to find the answers to these questions using Chat GPT (practicing good prompts). I would remind them to analyse the answers for bias and cross-check them using Britannica for example.

I would then get the children, in groups, to put their key learning onto a Word document. I would ask them to then use this document with Gamma to create a Powerpoint and to formulate images on image creator using as much detail as possible to go with their presentations.

I would get the groups to familiarise themselves with the presentation information and check it, editing where necessary. I would encourage them to practice their verbal presentation using Speaker Coach and I would use Speaker Coach as an assessment tool myself when the children are presenting their projects to the class for objective feedback.

I would ask the children at the end of the lesson series to reflect on how they used AI to enhance their learning as well as outline the challenges they faced with it or what they learnt for future projects.

Finally, I would create a Quizziz multiple choice quiz on the topic after generating suitable questions with the aid of Copilot to assess the children’s learning.

 

I feel there is so much opportunity to blend digital literacy and responsible AI usage with the likes of history to maximise learning and integration of subjects. Whilst I feel that some of the digital learning does need to happen in isolation initially, if it is started in the younger classes it can then be repeated and built upon every year as the children move through the primary classes. I do feel schools need to produce manageable and structured approaches to this area and this can be done through SSE. I feel there is a huge need for CPD in the area for teachers as digital tech is moving so fast and it is hard to keep up with the different tools. It can also can be very daunting for teachers as the lack of confidence and the fear of unsafe practice amongst a class is a huge barrier. It leaves teachers very vulnerable and open to data breaches, children coming across unsuitable content with a misspelled prompt etc.

[Geraldine Connell]

Vikki, I completely agree with your points, particularly regarding the need for CPD in this area. As digital technologies and AI evolve rapidly, it’s essential that teachers are given regular, accessible opportunities to build their confidence and skills. Without this support, it’s understandable that many teachers feel overwhelmed or uncertain, especially when pupil safety and data protection are at stake. As you said, structured school-wide approaches, guided by SSE, could help ensure that digital learning is implemented safely, consistently, and effectively across all class levels.

[Aiden Swords]

Super lesson Vikki! Ari Assistant is new to me but it certainly looks like a worthwhile tool to explore. Using Gamma and Copilot to compliment the lesson, and taking the content that suits your class is really what we should be sharing with the children – to analyse the content and use what is appropriate instead of blindly accepting the result in a copy and paste exercise. Also being a fan of Kahoot, I can’t wait to give Quizizz a whirl!

[Michelle McGee]

I completely agree with your point about blending digital literacy and AI into subjects like history. It is a great way to make learning more meaningful and helps pupils see technology as something they can use creatively across the curriculum.

You made a really good point about the need to teach some digital skills on their own at first. If we start this in the junior classes, it gives pupils a strong foundation that can be built on as they move up through the school. Repetition and progression are key.

I also agree with you on the need for more CPD for teachers. The pace of change in digital tools can be overwhelming, and it is hard to stay up to date. The worries around safety and confidence are very real. Teachers want to use these tools but need support to feel secure doing it. Using the SSE process to plan a structured approach could really help schools manage this in a practical way.

[John O Dowd]

Hi Vikki,

this looks like a great lesson. I too see the great value of using Speaker Coach as a way of improving children’s presentation skills.

[Orla Reid]

Here’s a comprehensive lesson plan on France for a 5th class,The lesson is fun, interactive, and includes core educational goals.

Pupils in 5th class are given option of preparing their project on power point

Pupils Placed in groups of 4. Each group must present project to the class.
Sometimes I give each group a different country in Europe to research under the same headings outlined below. Each group presents their project and it becomes a very rich learning environment. Generates love of learning and great curiosity in geography.

 

🌍 Lesson Plan: Discovering France

Age Group: 5th class
Subject: Geography / Culture
Duration: 60 minutes
Topic: France

 

🎯 Learning Objectives

By the end of this lesson, students will be able to:

Identify France on a map and describe its position in Europe.
Recognize the French flag and know the national language.
Name at least two traditional French foods.
Identify key tourist attractions in France.
Locate major rivers and mountains in France.
Recall 2–3 interesting facts about France.

Warm-up & Introduction (10 minutes)

Ask: “Has anyone heard of France? What do you know about it?”
Show a world map and zoom into Europe. Point out France.
Briefly explain: “France is a country in Western Europe known for its food, art, fashion, and famous landmarks like the Eiffel Tower!”

 

2. Where is France? (10 minutes)

Show a map of Europe.
Highlight neighboring countries (Germany, Italy, Spain, etc.)
Activity: Students label France on a blank map of Europe.
Ask them to color it in and draw a small French flag next to it.

 

3. The French Flag & Language (5 minutes)

Show the flag: 🇫🇷 Blue, white, and red.
Say: “This is called the Tricolore. It stands for liberty, equality, and fraternity.”
Teach: “The official language is French.”
Fun activity: Teach 3 French words: Bonjour (hello), Merci (thank you), Oui (yes).

 

4. Traditional French Food (5 minutes)

Show pictures of:
🥐 Croissant
🥖 Baguette
🧀 Cheese (Camembert/Brie)
🍰 Crêpes
Ask: “Would you try any of these?”
Quick quiz: “Which of these is a long loaf of bread?”

 

5. Tourist Attractions (10 minutes)

Show photos and short facts about:
🗼 Eiffel Tower
🖼️ Louvre Museum
🏰 Palace of Versailles
🌊 Mont Saint-Michel
Ask: “Which place would you visit and why?”

 

6. Rivers and Mountains (10 minutes)

Introduce 2 main rivers:
Seine – flows through Paris
Rhône – runs from the Alps to the Mediterranean
Show 2 mountain ranges:
The Alps – with Mont Blanc (France’s highest peak)
The Pyrenees – natural border with Spain
Map activity: Label rivers and mountains on a map of France.

7. Fun & Weird Facts (5 minutes)

France is the most visited country in the world!
The French eat around 30,000 tons of snails each year.
The Eiffel Tower grows in summer (heat makes the metal expand).

 

8. Wrap-Up & Quiz (5 minutes)

Quick quiz or matching game:
Match flag to country
Circle rivers and mountains on map
Match food to name
Ask: “What was your favorite thing you learned about France?”

 

📎 Assessment & Extension

Assessment: Check the worksheet/map labeling and quiz.
Extension Activity:
Have students draw a French postcard with a landmark and greeting in French.
Make a simple French crêpe recipe at home with parents.

Use Kahoot to devise quiz.

🖼️ Images to Include

Map of Europe with France highlighted
French Flag
Eiffel Tower, Louvre, Mont Blanc
Seine and Rhône River diagram
Pictures of traditional French food

• This reply was modified 7 months, 1 week ago by Orla Reid.

[Eoghan O’Neill]

Hi Orla,

Thanks for sharing this lesson outline with us. It’s clear that careful prompting can ensure that very little detail is left to chance when planning for a lesson. I really like the way clear, measurable objectives have been derived for this plan. Sharing these with the children in advance of the lesson, as well as the ways in which they will achieve them, is so important for allowing them a sense of ownership in their learning and promoting self-assessment. AI can be used to prompt further, by linking it to a specific curricular objective, providing more detail on how to record assessment, etc.

[Inez Finn]

The Famine: Investigating Perspectives with AI
Class Level: 4th Class (Ages 9-10)
Subject: Social, Environmental, and Scientific Education (SESE) – History
Time Allocation: Approximately 3-4 hours (can be split over multiple sessions)
1. Learning Objectives
By the end of this lesson, children will be able to:

Identify the main causes and impacts of the Great Irish Famine.
Describe the experiences of different groups during the Famine (Irish tenants, landlords, English gentry).
Utilise an AI tool to gather information from specific viewpoints.
Synthesise information from their AI research into key points.
Create a basic PowerPoint presentation to share their findings.
Present their research clearly to their peers.
Develop empathy for those affected by historical events.
2. Curriculum Links (Irish Primary Curriculum)
SESE – History:

Myself and the Wider World: Life in the 19th Century, changes in Ireland, the Great Famine.
Developing Historical Skills: Working with evidence, understanding chronology, appreciating different perspectives, communicating historical findings.
Language (English):

Oral Language: Discussing, presenting, asking and answering questions.
Reading: Comprehending information from AI output.
Writing: Note-taking, summarising information for presentation slides.
Digital Literacy/ICT:

Using computers/tablets for research.
Navigating an AI interface.
Creating and editing a digital presentation (e.g., PowerPoint, Google Slides).
3. Materials
Computers or tablets with internet access (one per group, or shared).
Access to an AI chatbot (e.g., a simplified interface to a large language model like Gemini 2.0 Flash, supervised by the teacher).
Presentation software (e.g., Microsoft PowerPoint, Google Slides, Keynote).
Large paper/whiteboard for brainstorming.
Markers/pens.
Worksheets for note-taking (optional, but recommended for structuring research).
Visual aids (maps of Ireland, images of Famine-era life – used carefully and sensitively).
4. Lesson Procedure
Session 1: Introduction & AI Investigation (Approx. 90 minutes)
A. Introduction (15 minutes)

Hook: Begin by showing a simple image related to potatoes or a map of Ireland. Ask children what they know about potatoes and their importance in Ireland’s history.
Introduce The Famine: Briefly explain what the Great Irish Famine was (a period of mass starvation and disease in Ireland between 1845 and 1852, primarily caused by potato blight). Emphasise that it was a very difficult time for many people.
Different Perspectives: Explain that historical events affect different people in different ways. Introduce the three viewpoints they will investigate:

Irish Tenants/Farmers: The majority of the population, often poor, relying heavily on potatoes.
Landlords: Owners of the land, many of whom were Anglo-Irish or British.
English Gentry/Government Officials: People in power in Britain who made decisions affecting Ireland.
Introduce AI: Explain that today they will use a special computer tool called “AI” (Artificial Intelligence) to help them research. Emphasise that AI is a tool to help them find information, but they still need to think critically about what it tells them.
B. Group Formation & AI Briefing (20 minutes)

Divide into Groups: Divide the class into small groups (3-4 children per group). Assign each group one of the three viewpoints to focus on initially, or allow groups to choose.
AI Tool Demonstration:

Show them the AI interface they will use.
Demonstrate how to type a question.
Explain that they need to ask questions as if they were that person.
Crucial: Provide clear example prompts for each viewpoint. Write these on the board.

For Tenants: “As an Irish tenant farmer during the Famine, what was my daily life like?”, “What challenges did I face when the potatoes failed?”, “What did I eat?”, “Where did I live?”, “What happened to my family?”
For Landlords: “As a landlord in Ireland during the Famine, what were my biggest concerns?”, “How did the Famine affect my income?”, “What decisions did I have to make about my tenants?”, “How did I view the Famine?”
For English Gentry/Government: “As an English government official during the Famine, what were my responsibilities regarding Ireland?”, “What solutions did I propose or implement?”, “What were my beliefs about the Irish people and the Famine?”, “How did the Famine affect England?”
Note-Taking: Provide a simple worksheet or guide for them to record key facts and interesting details they find from the AI. Encourage bullet points and short phrases.
C. AI Investigation (45-60 minutes)

Supervised Research: Each group goes to their assigned computer/tablet.
Engage with AI: Children type their questions into the AI tool from their assigned perspective.
Record Findings: As the AI provides answers, children discuss and record the most important points on their worksheets.
Teacher Role: Circulate among groups.

Provide support with using the AI tool.
Help children formulate effective questions.
Guide them to extract relevant information.
Monitor the AI’s responses and address any inappropriate or confusing information.
Remind them to focus on the viewpoint.
Rotate (Optional): If time allows and resources permit, groups can rotate to investigate a second or third viewpoint, adding to their overall understanding.
Session 2: PowerPoint Preparation & Presentation (Approx. 90-120 minutes)
A. Synthesising Information (30 minutes)

Review AI Findings: Bring the class back together. Each group briefly shares 1-2 interesting facts they discovered from their AI research.
PowerPoint Introduction: Explain that they will now turn their research into a presentation to teach the rest of the class. Discuss what makes a good presentation (clear title, simple points, maybe an image, not too much text on each slide).
Planning Slides: Guide groups to plan their PowerPoint:

Slide 1: Title Slide (e.g., “The Famine: A Tenant’s Story” or “How Landlords Faced the Famine”).
Slide 2/3: Key aspects of their viewpoint’s experience (e.g., daily life, challenges, feelings, actions).
Slide 4 (Optional): A “Did you know?” or “Most surprising fact” slide.
Images: Encourage them to find simple, appropriate images (e.g., from a pre-approved bank of images or simple clip art) to illustrate their points.
B. Creating the PowerPoint (60-90 minutes)

Software Use: Groups open the presentation software.
Slide Creation: Children work collaboratively to create their slides, typing in their summarised points and adding images.
Teacher Support: Provide technical assistance with the software and guidance on summarising text. Encourage them to use their own words.
Session 3: Presentations & Conclusion (Approx. 60 minutes)
A. Presentations (30-45 minutes)

Set Up: Arrange the classroom for presentations.
Group Presentations: Each group presents their PowerPoint to the class.
Audience Engagement: Encourage the audience to listen carefully and prepare questions for the presenting group.
Facilitate Discussion: After each presentation, facilitate a brief Q&A session. Highlight how the different viewpoints experienced the Famine uniquely.
B. Conclusion & Plenary (15 minutes)

Recap: Lead a class discussion on what they learned about the Famine and the different perspectives.

“What was the biggest challenge for the tenants?”
“How did the landlords’ experiences differ?”
“What was the role of the English government?”
Reflect on AI Use: Discuss how using AI helped them with their research.

“Was it easy to use?”
“Did it give you good information?”
“What did you learn about using AI for research?”
Empathy: Reinforce the importance of understanding history from different viewpoints to develop empathy for people in the past.
5. Differentiation
For Support:

Provide pre-written, simpler prompts for the AI.
Offer sentence starters for note-taking.
Pair with a stronger peer.
Provide more direct guidance during PowerPoint creation (e.g., pre-formatted templates).
For Challenge:

Encourage deeper questioning of the AI (e.g., “Why did the government make that decision?”).
Ask them to consider the feelings of the people from their viewpoint.
Challenge them to find a historical image and explain its relevance.
Encourage more detailed explanations in their presentations.
6. Assessment
Observation: Observe children’s engagement with the AI tool, their collaboration within groups, and their note-taking skills.
Worksheets/Notes: Review the notes taken during the AI investigation to assess comprehension.
PowerPoint Presentation: Assess the clarity, accuracy, and organisation of their slides.
Oral Presentation: Assess their ability to articulate their findings and answer questions.
Peer Feedback: Encourage children to give constructive feedback on each other’s presentations.
7. AI Safety & Ethical Use
Teacher Supervision is Paramount: The teacher must actively supervise all AI interactions.
Explain AI Limitations: Emphasise that AI is a tool, not a human, and can sometimes give incorrect or biased information. Children should be encouraged to question what they read.
No Personal Information: Strictly instruct children never to input any personal information into the AI tool.
Focus on the Task: Remind children to stay on topic and use the AI only for the research task.
Critical Thinking: Encourage children to think about why the AI might give certain answers and to compare information if possible (even if just by discussing with other groups).
Model Responsible Use: The teacher should model appropriate and safe AI interaction.

[Claire Rea]

This is a really creative way to bring history to life while developing research and digital literacy skills. I like how the use of AI supports pupils in exploring different perspectives and encourages empathy. The step-by-step structure and prompts make it accessible, and it’s a great example of how AI can enhance historical thinking in a meaningful, age-appropriate way. Thanks for sharing.

[Inez Finn]

I will be looking in Quizz also.  I do like Kahoot but as mentioned the fast format does not suit all children.

There are so many new tools out there it can be a bit daunting & getting time to try them out is an issue.  This course has been a good way of taking a few education specific AI tools and trying them out.  It is vital to keep up to date and not be afraid to try them In the long run they should make life easier without losing essential skills.  It makes sense to use them alongside other methods and in line with school policy.

[Claire Rea]

Reflection as not a teaching principal: As a school principal, I see the integration of AI into teaching and learning as both an exciting opportunity and a responsibility to approach thoughtfully. While I am not teaching a class directly, I can support and guide the gradual, strategic integration of AI tools across our school in a way that supports our Digital Learning Framework and School Improvement Plan.

One way I plan to do this is by introducing tools such as Teachable Machine and Scratch through structured team-teaching or Digital Learning Team sessions. These tools are accessible, age-appropriate, and align well with curriculum goals around digital literacy, sequencing, and creative problem-solving. I also see value in using AI-supported tools like Twee or Gamma for teachers to create reading comprehension resources and vocabulary activities to support literacy.

As we embed these tools, we will need to support staff with CPD, ensure GDPR compliance, and engage pupils in discussions around responsible AI use, bias, and data privacy. In this way, AI becomes not just a tool—but a topic for critical thinking and digital citizenship.

The lesson idea:
Class Level: Senior Infants / 1st Class
Lesson Title: Teaching a Machine to Recognise Our Gestures
Duration: 20-40 minutes (Broken up with activity and movement- I imagine I would co-teaching for this).
Subject Area: STEM / SPHE (Digital Literacy and Identity)
Tool Used: Google’s Teachable Machine

Learning Outcomes:

(1) Pupils will understand that machines can be trained to recognise patterns using data (images or movements).
(2) Pupils will recognise the link between the information we give a tool and the output it creates.
(3) Pupils will engage in group discussion about fairness and accuracy in digital tools.

Lesson Steps:
(A) Introduction (5 mins)
Explain what AI is in simple terms: “It’s like teaching a computer how to spot patterns and give answers.”
“You are going to be the teacher today! We’re helping the computer learn — and we’ll see if it remembers what we taught it.”

Show short demo of Teachable Machine.

(B) Class Activity (15 mins)
– Pupils in pairs or small groups help “train” the machine to recognise two gestures (e.g. thumbs up vs. thumbs down).
– Pupils pose for each gesture in front of the webcam.
– Teacher guides the data collection.

(C) Testing (10 mins)
Try out the model: Can it recognise the right gesture?
Discuss with pupils when it makes a mistake. Why might it be wrong?

(D) Discussion (5 mins)
“Why is it important to give exactly what you want the machine to do?”
“What should we do if a machine makes a mistake?”

Recap: “We taught a computer using pictures we gave it.” See if they can make links with it…I’d help the children relate to the idea of teaching a computer, I would link it to things they already know:
– Like when they learn by watching someone tie their shoes.
– Like when a toy talks or moves because someone taught it how.
– Like when Mammy or Daddy’s phone answers when they say “Hey Google.”
– Like showing their work to the class so others can learn from them.
– Like playing a guessing game — the more you practise, the better you get.

[Emma Finnegan]

I think teacher training and using croke park hours to give teachers professional training will be vital. I cannot believe how many AI tools there are available and even the AI tool that is on Twinkl is brilliant!!

[James Robinson]

I agree, I think teacher CPD is the first step in ensuring the effective and successful integration of AI into teaching and learning in schools. A whole school approach would be great where one or maybe two AI tools are introduced initially and move on once these are embedded. Once teachers experience the benefits of using AI in particular areas, it can gradually be incorporated into other areas over time.

[Valerie Cashman]

Develop a lesson plan incorporating AI concepts and write about how you plan to use it and other AI tools in your teaching.

Subject: History: Discovering Ancient Egypt with AI-  “What would it be like to live in Ancient Egypt?”
4th class

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

-explain the key elements of Ancient Egyptian life (e.g. pyramids, gods, daily life, hieroglyphs)

-use an AI tool to generate creative content based on their historical knowledge

-reflect on how AI can help us explore and imagine the past

Lesson Introduction

“What if you could talk to someone from Ancient Egypt? What would you ask?”
Briefly explain what AI is in child-friendly terms:

“AI is like a robot brain that can help us answer questions, write stories, and imagine new ideas.”

Quick Review of Ancient Egypt
Recap key facts: pyramids, gods, food, clothing, hieroglyphs
Use a short video or Kahoot quiz to activate prior knowledge

AI-Powered Creative Task
Activity: Create a “Day in the Life” of an Ancient Egyptian child using AI

The pupils will use an AI writing tool to help write a short story, journal entry, or comic about being a child in Ancient Egypt
They could input prompts like:

“Write a diary entry from a 10-year-old in Ancient Egypt who is learning to write in hieroglyphs.”

They could use Khanmigo for guided writing and idea generation or Curipod for AI-powered interactive slides. They could also use ChatGPT (school-supervised) foror brainstorming story ideas or Scratch + AI-style prompts so pupils can animate their story using simple coding.

At the end, pupils could read or present their story/comic/animation and we  could reflect together about how AI helped and what things did they decide on vs. what the AI suggested.

I feel this would be a very good use of incorporating AI concepts as by asking an AI to help them imagine life in Ancient Egypt, the pupils are engaging with history in a personalised and interactive way. It helps make the past feel real and relatable. Pupils learn not just historical facts, but also how to ask thoughtful questions, analyse suggestions and reflect on the difference between human and machine thinking.

Most importantly, I will continue to guide pupils to use AI ethically, responsibly and critically- helping them to understand that it is a tool to support their learning – not to do the thinking for them.

[Aine Breen]

Hi Valerie, I agree this is a great way of using AI concepts to help build imagination and develop understanding of life in Ancient Egypt. I really like your idea of reflecting on the difference between human and machine thinking, perhaps a drama could be added to allow the children a further insight to the feelings of the people in Ancient Egypt to further allow the children to empathise with the AI’s created diary. Great ideas!

[Michelle Bambury]

Lesson plan ‘Talking to a robot’- exploring how technology listens

Class- Junior Infants

Subject -Oral language /SESE

Theme- Myself and technology

AI Link- Voice recognition

Objectives

• To explore how technology can listen and respond.
• To practise speaking clearly and taking turns.
• To build awareness of everyday AI tools.

Materials- tablet or device Which Voice Assistant, for example Siri, Google Assistant, Alexa in child safe mode.

Lesson-

• Discussion What is a robot? Have you ever seen one that talks back to you?
• Demonstration -show the class how to ask a Voice Assistant a simple question. For example, what is the weather today?
• Activity- in pairs or small groups. Children take turn asking the assistant their names or favourite colours
• Reflection. Did the robot understand you? How did it know what to say?

I think this would be a simple introduction for an infant class and some of the children would be familiar with the likes of |Alexa from home which would be helpful.

[Evelyn Brennan]

What a fun and engaging lesson and a great starting point for introducing children to AI. I have a younger class and did this course with the view of how AI can help me as a teacher, I didn’t think I could use it with younger children but they need a starting point and they are growing up with this so its not as daunting to them. I now see how important it is to introduce AI to the younger classes.

[Mary Shanahan]

A lovely lesson to introduce children to AI – and turn taking. Children will enjoy thinking up questions to ask their robot.

[Brendan Brady]

This is such a lovely, age appropriate way to introduce AI.  I love how simple and interactive it is, and the focus on speaking clearly and taking turns is perfect for Junior Infants. Using something familiar like Alexa makes it really relatable, and the reflection questions are a great touch. I can imagine the kids getting so excited when the robot talks back.

[AnnMarie Moynihan]

This is a great idea to start introducing AI to children in class. My class would really enjoy this and love coming up with questions to ask. Also a great active lesson that gets children active in their learning.

[Fiona Casey]

That’s a lovely and age-appropriate lesson idea! I really like how you’ve connected oral language and SESE through a theme that feels familiar and exciting for Junior Infants. The use of a voice assistant is a great way to introduce the concept of AI in a way that’s both hands-on and meaningful. Your questions for reflection—“Did the robot understand you?” and “How did it know what to say?”—are brilliant for sparking curiosity and developing early critical thinking. Pair work is also a great way to encourage turn-taking and confidence in speaking. It’s a simple but powerful way to help young children see how technology responds to us and start thinking about how it works!

[Blanca Martinez]

I absolutely love that lesson, Very clear and interesting for introducing JI the AI world.

[Thomas Keenan]

Hi Michelle, love this lesson idea, great to see how AI can be incorporated into the younger classes! Would be so beneficial to them.

[Donna Mcevoy]

Hi Michelle, I love this lesson plan. Currently I teach infants and despite most of them knowing this type of technology actually getting them to understand and respond to it is great.

[Karen Moore]

Enjoyed reading that Michelle, great lesson, very fun and engaging and a great way of getting them to understand this technology.

[Aine Breen]

Lesson plan: Exploring Adjectives through Descriptive Writing

Class: 6th class

Primary Language Curriculum (English):

📌 Learning Outcome 5: Vocabulary – “The child will acquire and use a wide range of vocabulary across a variety of contexts.”
📌 Learning Outcome 6: Sentence Structure and Grammar – “The child will develop an understanding of grammar and sentence structure and apply it in their writing.”
📌 Learning Outcome 8: Creating Texts – “The child will create a range of texts using appropriate language, style, and structure.”

Learning Objectives:

By the end of this lesson, students will be able to:

Identify and use adjectives to enhance descriptive writing.
Create a vivid descriptive passage using sensory language and adjectives.
Use their passage to generate an AI image.
Complete a short quiz to assess their understanding of adjectives.

Resources:

Whiteboard and markers
Sample descriptive passage
Adjective word bank (printed and projected)
Laptops/tablets (optional, for AI image generation)
Printed adjective quiz
Thesaurus

🧩 Lesson Structure

1. Introduction

Begin with a quick discussion: “What makes writing interesting to read?”
Introduce adjectives as “describing words” that help paint a picture in the reader’s mind.
Show simple sentence: “The dog barked.” → Transform it: “The large, shaggy dog barked loudly at the nervous cat.”

2. Guided Practice

Display a short descriptive paragraph and highlight the adjectives.
Discuss how each adjective adds detail and imagery.
Create a class adjective word bank (e.g., shimmering, icy, towering, musty, velvety).

3. Independent Writing Task

Students write a descriptive paragraph (6–8 sentences) about a magical forest, mysterious island, or futuristic city using at least 10 adjectives.
Prompt: “Imagine you’ve just stepped into a world no one has ever seen before. Describe what you see, hear, smell, and feel.”
Encourage use of sensory language and vivid adjectives.
Encourage a wide variety of words and use thesaurus to aid more advanced language retrieval
✅ Example Student Passage:

“The towering crystal trees shimmered in the golden sunlight, their translucent leaves rustling like whispers. A velvety mist floated above the mossy ground, glowing with a soft blue hue. Strange, fluttering creatures with iridescent wings zipped between the branches, leaving trails of sparkling dust. The air smelled of sweet nectar and ancient stone. In the distance, a colossal waterfall thundered into a glowing turquoise lake, sending up clouds of cool, fragrant spray.”

This passage can be used in an AI image generator to bring the scene to life.

 

4. Sharing & AI Image Generation

Invite a few students to read their passages aloud. (Speaker coach could be used here to help children present their writing to the class effectively and provide feedback on their presentation)
Use one or two to generate AI images and display them to the class.

5. Assessment – Adjectives Quiz

Distribute a short quiz to assess understanding. (Created using Magic School assessment tool)

📊 Assessment & Differentiation

Formative: Observe students during writing and discussion.
Summative: Use the quiz to identify and assess understanding of adjective use.
Differentiation:
Provide word banks or sentence starters for students who need support.
Challenge early finishers to write a second paragraph or use similes/metaphors

 

There were so many excellent AI tools presented and suggested in this course that I found it challenging to pick just one. As you can probably tell I used the copilot to assist with the lesson plan but I added some of my own elements to their suggested plan. This plan includes the use of Speaker coach for presenting the child’s word and providing real time feedback, an assessment resource I created on Magic School for adjective identification and also allows the children the opportunity to use AI in the classroom by inputting their description in an AI tool to create an image for their descriptive passage. There are so many opportunities for AI to enhance teaching and learning. I definitely plan on using these tools both for my own teacher planning and resource making but also aim to allow the children the opportunity to engage (where appropriate and relevant) with the AI tools in the classroom.

• This reply was modified 7 months ago by Aine Breen.

[Arlene O Shea]

Great ideas, AI is definitely making it easier to teach the PLC, so many fantastic ideas created at the click of a button. It’s great to be able to include a vocabulary element too.

[Ciara Culloty]

That’s a fantastic and well-structured lesson plan for exploring adjectives! It’s clear you’ve thoughtfully integrated AI tools to enhance both the creative and assessment aspects of the lesson.

The idea of using students’ descriptive passages to generate AI images is particularly engaging and a brilliant way to bring their writing to life. Incorporating Speaker Coach for presentation feedback and Magic School for quiz generation also shows a comprehensive understanding of how AI can support various stages of the learning process. Your reflection on the opportunities AI presents for both teacher planning and student engagement truly highlights the potential of these tools in the classroom

[Evelyn Brennan]

Lesson Plan: The Water Cycle – Our Planet’s Smart Water Journey

Subject: Science (Environmental Awareness and Care)

Learning Objectives:

Identify and describe the four main stages of the water cycle: evaporation, condensation, precipitation, and collection.
Understand that water moves continuously through these stages.

Introduction  – explaining how we are going to be scientists today to find out where rain comes from and where puddles disappear to. Set up the physical demonstration with water in a bowl.

2.      PowerPoint Presentation Outline: “The Water Cycle: Our Planet’s Smart Water Journey” (Generated by Gemini)

3.      Water cycle song with actions to the tune of Twinkle Twinkle generated by Magic school AI music app

4.      Play AI Game: “Weather Predictor Bot” This will be a simple web-based game where students click to predict the next stage.

5. Physical Demo: Using the water bowl and cling film.
Worksheet/Drawing: Hand out the water cycle worksheet or ask students to draw their own water cycle.
6. Review new vocabulary – Condensation, evaporation, precipitation, collection using a quizziz multiple choice quiz and their whiteboards.

I included AI tools such as gemini, magic school AI, Quizziz to help put together this lesson. There are differentiated worksheets available through various websites including twinkl.

There is a lot of scope given in this course, I plan to select a few one to be magic school as I feel it contains alot of what I’m looking for as a teacher but I would also like my 1st class to begin their AI education and I’m doing my research on Robogarden and Khan academy and I plan to consult with staff and our AUP before proceeding with anything. Hopefully setting the class up on the ipads wont be too much of a challenge and I know the children will see this activity as a fun rewarding activity.

[Fiona Casey]

For my 1st and 2nd class pupils, I would introduce a lesson on the solar system using a combination of AI tools to spark curiosity and deepen understanding. To start, I would use an AI image generator (like Bing Image Creator or Canva’s Magic Media) to create child-friendly, realistic images of the planets. I would guide the children in describing the images using their own words, helping them build vocabulary and oral language skills.

Next, we would use Immersive Reader to support emerging readers as they explore simple texts about each planet. The tool’s text-to-speech and translation features would be particularly helpful for EAL pupils, allowing them to access the content at their own pace.

As a cross-curricular extension, the children could use Google’s Teachable Machine to create a fun, interactive project, perhaps training a model to identify pictures of planets versus other space objects, introducing basic AI and classification.

Reflecting on this, I can see how integrating AI not only supports literacy and science learning but also fosters digital confidence, creativity, and inclusion in the classroom.

[Eoghan O’Neill]

Hi Fiona,

Thank you for your post here and for your engagement throughout the course. I think the content of your post speaks to this – the acknowledgment that a variety of AI-tools can be used in combination to create the resources required for the ideal lesson is an important recognition. In much the same way as a number of textbooks on the same subject from different publishers will have different takes on certain topics, AI tools will be the same. Dipping in and out of your repository of AI tools is something that will benefit you going forward and allow you to create the most effective learning experiences possible for your classes.

[Emma Finnegan]

1. Introduction (5 mins)
Warm-up Activity
• Use an interactive AI phonics app (e.g., Endless Alphabet, Starfall, or ABCmouse) where children can hear the sounds of the letters.
o These apps allow kids to engage with characters or animated visuals related to the letters, making it fun and interactive. Start by reviewing the target sounds: s, a, t, p, and i.
2. Differentiated Phonics Activities (15 mins)
Activity 1: Sound Recognition Game (5 mins)
• Tool: AI-powered speech recognition (e.g., Google Assistant, Siri, or an AI-enabled phonics game).
• Instructions:
o Ask the students to speak the letters and their sounds into the AI device.
o If the students pronounce the sound correctly, the tool responds with a positive reinforcement message, such as “Great job!” If needed, the tool provides the correct sound.
o This activity helps with pronunciation and auditory discrimination.
Activity 2: Letter Formation and Tracing (5 mins)
• Tool: AI-powered drawing or writing tool (e.g., Osmo’s Creative Kit, or an interactive whiteboard with AI recognition).
• Instructions:
o Have students trace the letters s, a, t, p, and i using the AI tools that can recognize their strokes.
o As students trace each letter, the tool can provide feedback on whether their formation is correct. For example, “You’ve made a perfect p!”
o This can be done using touch screens or smart boards.
Activity 3: Blending Sounds (5 mins)
• Tool: Phonics AI game with blending practice (e.g., Teach Your Monster to Read or Reading Eggs).
• Instructions:
o Students will hear different letter sounds and have to “blend” them to make simple words like “sat”, “pat”, and “pit”.
o The AI will give students immediate feedback, rewarding them with points or animations for correct answers.
o Use the game’s visual or auditory cues to support the differentiation:
 For struggling learners: Slow down the pace and allow them to focus on just two or three sounds.
 For more advanced students: Introduce additional letters or challenge them with more complex blending.

3. Interactive Group Activity (5 mins)
Interactive Group Phonics Game
• Tool: AI-powered virtual classroom tools (e.g., Classroom Cloud or Kahoot for phonics quizzes).
• Instructions:
o Use a group-based, AI-supported tool to ask questions related to the sounds and letters they’ve learned.
o Example question: “Which word starts with t?”
a) cat
b) top
c) bat
o Students will respond using the interactive quiz tool, and the AI system will immediately correct answers.
o Differentiate by adjusting the complexity of the questions for different ability levels.

4. Listening and Phoneme Awareness (5 mins)
AI Audio Tool for Phoneme Awareness
• Tool: AI-powered voice recognition app (e.g., Phonics Genius or Reading Rocket).
• Instructions:
o Play audio recordings of words with clear enunciation of each phoneme (sound).
o Ask students to identify the first sound they hear in each word (e.g., “What sound do you hear at the beginning of the word ‘sun’?”).
o Provide feedback using the AI tool, ensuring that even students struggling with phoneme recognition can participate at their own pace.

[JIMMY Shanahan]

3rd Class Geography Lesson Plan

Subject: Geography
Class: 3rd Class
Topic: Countries in Europe
Duration: 30 minutes
Strand: Human Environments
Strand Unit: People and other lands – Living in Europe

Learning Objectives:

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

Identify and name at least 5 countries in Europe.
Recognise the flags of some European countries.
Locate selected countries on a map of Europe.

Materials Needed:

Map of Europe (displayed on whiteboard or printed)
Flashcards (country names and flags)
Mini whiteboards or paper
Colouring pencils
Printed worksheet (for assessment)

Lesson Breakdown:

1. Introduction (5 mins)

Begin with a brief chat:
“Has anyone ever travelled to another country in Europe?”
Show a large map of Europe on the board.
Point out and name Ireland and 4 other key countries: France, Spain, Germany, Italy.

2. Main Activity (15 mins)

A. Flag Match Game (7 mins):

Show flag flashcards and have students guess the country.
Stick flags on the board beside the correct country on the map.
B. Map Label Activity (8 mins):

Hand out a blank map of Europe with outlines only.
Call out countries (e.g., “Find France and colour it blue”) and have children label and colour them.
Help as needed for weaker students.

3. Assessment & Plenary (10 mins)

Assessment Worksheet (7 mins):

Match the flag to the country (5 questions)
Circle the correct country name when shown on a map (3 questions)
Bonus: “Name one country you’d like to visit and why” (1 short sentence)
Review (3 mins):

Go through the answers quickly.
Ask: “Who remembers the capital of France?”
Give praise/stickers for effort and participation.

Assessment Criteria:

Can name 3-5 countries in Europe.
Can match at least 3 flags correctly.
Can locate countries with basic accuracy.

[JIMMY Shanahan]

Addition to my Above Post…

 

AI addition…

 

For the assessment

Include a quizz from Co-pilot and Quizzizz

This would be a fun interactive way to check the children’s learning

[JIMMY Shanahan]

Reflection on this Module

 

Part 1 – Integrating AI into my teaching.

Creating a quiz in co – pilot was very interesting. Again, the prompt here is crucial. The more detailed the prompt the more accurate the quiz. Quizizz website is great and using the Co-pilot generated quiz is fantastic as it saves time and effort. For the children to be able to join the quiz on join my quiz.com is great also especially those that have access to Ipads.

I have seen Ari on Twinkl bit have never used it. It seems easy enough and I will definitely explore this come September.

Part 2 : Lesson Plan (I entered a specific prompt) For a third class Geography lesson on countries in Europe. AI addition…For the assessment

Include a quizz from Co-pilot and Quizzizz

This would be a fun interactive way to check the children’s learning to see what was understood/misunderstood.

• This reply was modified 7 months ago by JIMMY Shanahan. Reason: Spelling mistake

[Thomas Egan]

Geography Lesson Plan: Continental Drift

Class: 6th Class
Topic: Continental Drift
Time: 60 minutes
Goal: To help pupils understand what continental drift is and how the continents have moved over time.
Learning Objectives

By the end of the lesson, pupils will:

Know who Alfred Wegener was.

Understand the idea that continents used to be joined together.

See how the continents have moved over time.

Use fun AI tools to learn and show what they know.

🧑‍🏫 Lesson Steps
1. Starter (10 mins)

Ask: “Do you think the continents were always where they are now?”

Show a fun video about Pangaea (e.g. “Continental Drift for Kids” on YouTube).

Use Gamma to show a simple slideshow with pictures of how the continents moved.

🔧
2. Main Lesson (20 mins)

Talk briefly about Alfred Wegener, who came up with the idea of continental drift.

Show how Africa and South America look like puzzle pieces.

🌍 Activity:
Pupils use Microsoft Copilot to search:

“What did Alfred Wegener say about the continents?”

📄 Pupils write down 2–3 short facts with Copilot’s help.

3. Group Activity (15 mins)

In small groups, pupils:

Choose one piece of evidence for continental drift (fossils, rocks, or climate).

Make 1 slide each using Gamma to explain their idea.

Share it with the class (or just the teacher).

4. Quiz Time! (10 mins)

Use Quizizz to run a fun quiz with questions like:

“Who came up with continental drift?”

“What was the name of the big supercontinent?”

Image match: Which two continents fit together?

5. Wrap Up (5 mins)

Ask: “What did you learn today?”

Pupils can share one fact or write it on the board.

🎒 Optional Homework:
Ask Copilot to help write a short story:

“Imagine you lived on Pangaea millions of years ago. What did the world look like?”

Not always possible to fit ideas like this into one lesson but the goal would be to cover the most impirtant points re continetal drift and then present it in a fun and interesting way. I would also aim to engage the pupils’ interest further by asking them to reseacrh and present information they have come up with by mirroring their iPads onto the screen.

[Eoghan O’Neill]

Hi Thomas,

Thank you for your post here and for your engagement throughout the course. I really like how you have been able to incorporate the children’s use of multiple AI tools into this lesson outline. As you have said, you can often be provided with way too much information and detail for a single lesson, but this content could be used over a series of lessons. Additionally, you could ask AI to further refine this lesson outline down also.

[Thomas Egan]

Module 5 Assessemnt Part I: Reflection

I’ll be honest—when it comes to AI, I’m still a bit on the fence. It’s exciting, sure, but also a bit overwhelming. I keep wondering what it means for how we teach—and more importantly, for the relationships we build with our pupils.

Still, I’ve started dipping my toes in thanks to this course, trying out a few tools like Gamma, ChatGPT, Quizizz, Diffit and CoPilot.

Gamma will been handy when I’m putting together presentations. It’ll save time, and the slides it creates actually look quite slick—even better than what I’d usually come up with myself. But I feel like I’ll always need to go back and tweak things, because sometimes the tone or examples don’t quite fit an Irish classroom or my own teaching style. It’s good for a starting point, not the finished product.

With ChatGPT, I use it more for myself than with the kids. I’ll ask it to help reword something or generate ideas for lessons. It’s like having someone to bounce ideas off—especially helpful when I’m tired and not thinking clearly. That said, I don’t fully trust it. I double-check everything, and I worry that relying on it too much could make me a bit lazy over time.

Quizizz will be a hit with the kids. They love quizzes, especially when they get competitive. It’s a fun way to revise or check understanding without making it feel like a test. I like how it seems to give me quick feedback, but I still try to balance it with other types of assessment—chatting with the kids, looking at their work etc.

Diffit is something I’m just getting into, but so far it’s been a lifesaver for differentiation. I can give all the kids access to the same content but at a level that suits them. It’s not perfect—I still read over the outputs and sometimes change a few things—but it’s definitely helped with planning for mixed ability groups.

As for CoPilot, I’m only scratching the surface. I’ve used it here and there when writing reports or organising notes. It’s like a quiet assistant in the background, helping keep things ticking over. There’s always that bit of guilt, like I’m cheating the system somehow, even though I know I’m still doing the thinking.

I suppose I’m cautiously open to using AI. I don’t think it’ll ever replace real teaching—it can’t see when a child is having an off day, or sense when a lesson needs to go off-track because the class is suddenly curious about something. But if it can save me a bit of time or make learning more engaging, then I think it’s worth exploring.

Feels like I’m late to the party with AI but happy to have completed this course so that I can orientate myself a little better towards using it how I need it most.

[Geraldine Connell]

Lesson Plan: The Life Cycle of a Butterfly

Class: Second Class (8 years old)

Subject: SESE – Science (Living Things)

Strand Unit: Life Processes

Topic: The Life Cycle of a Butterfly

Time: 45 minutes

 

Learning Objectives:

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

Identify and name the four stages of a butterfly’s life cycle.
Use new vocabulary related to the topic.
Sequence the stages in order.
Demonstrate understanding through discussion and a true/false quiz.
New Vocabulary:

Egg
Larva (Caterpillar)
Pupa (Chrysalis)
Adult Butterfly
Metamorphosis
Hatch
Transform
Resources:

Interactive Gamma visual presentation (with diagrams and animations of each stage)
Printed sequencing cards -generated on Canva Magic
Quizizz (10 true/false questions)
Butterfly life cycle video clip (2–3 minutes)
Lesson Breakdown:

1. Introduction (5 mins)

Ask: “Have you ever seen a butterfly? Where do they come from?”
Brief discussion to access prior knowledge.
Show short 2–3-minute video clip introducing butterfly metamorphosis.

2. Presentation (10 mins)

Use Gamma to present the life cycle visually:
Show each stage: Egg → Larva (Caterpillar) → Pupa (Chrysalis) → Adult Butterfly.
Explain new vocabulary clearly, using visuals and repetition.
Encourage pupils to repeat and match terms to images.

3. Group Activity – Sequencing (10 mins)

Pupils work in pairs or small groups.
Use printed or digital cards to sequence the life cycle.
Pupils explain each stage in their own words using the new vocabulary.

4. Class Discussion – Think & Share (5 mins)

What happens at each stage?
Why do you think butterflies go through these changes?
Introduce the term metamorphosis and relate it to “change.”

5. Quiz Time – Quizizz (10 mins)

Pupils take part in a 10-question True or False Quiz on Quizizz using iPads
Immediate feedback encourages engagement.

Quizizz Questions (True/False):

A butterfly starts its life as a caterpillar. → False
A caterpillar comes from an egg. → True
The pupa stage is also called a chrysalis. → True
Metamorphosis means changing shape or form. → True
Butterflies lay eggs on flowers. → False (They lay eggs on leaves.)
The caterpillar eats a lot before becoming a pupa. → True
The butterfly comes out of the egg. → False
A butterfly stays the same shape all its life. → False
All butterflies go through four life stages. → True
The life cycle goes: Egg → Caterpillar → Chrysalis → Butterfly. → True

Conclusion

Ask pupils to describe the life cycle to a partner using new vocabulary.
Pupils draw and label the life cycle using a variety of art mediums-sketching/collage/ paint- can be individual, pair or group activity.
Assessment:

Observation during group activity and discussion.
Quizizz results to assess understanding of key concepts.
Use of correct vocabulary during verbal and written activities.

Reflection on use of AI in lessons.

I remember preparing a lesson on this topic many years ago, drawing out my posters to accompany it and making a worksheet based on the new vocabulary. It took me a significant amount of time . Now using the tools suggested on this course, the lesson can be developed in a matter of minutes and the result is a much more engaging and interactive experience for the children.

I now have a clear understanding of how AI concepts and tools can significantly enhance teaching and learning within our school. I am particularly impressed by the efficiency with which resources such as presentations and quizzes can be tailored to meet the specific needs of our pupils. It is remarkable how much faster it is to generate high-quality, customised materials using AI, compared to searching for pre-made content such as PowerPoint presentations.

This advancement will not only improve the quality of teaching but will also make preparation more manageable and time-efficient.

 

[Kathleen Hutton]

I agree Geraldine, it’s just so impressive the speed and the bespoke nature  of the resources that AI tools can create at our fingertips now. I too have many memories of spending my early teaching years drawing up fancy resources for unique lesssons in SESE. The many hours we are going to save ourselves is mind blowing and coming at a great time if truth be told in the ultimate quest to achieve the perfect work/life balance!

[Elaine Hayes]

I agree Geraldine, I love how efficient AI is in creating powerpoints that are engaging and tailored towards the interests and level of the class – along with features to differentiate for inclusion at the tap of a button. I enjoyed manipulating and using the AI tools and have a repertoire of ideas and resources for September, that will freshen up my teaching.

[Melanie O Brien]

I like the range of AI tools Geraldine has incorporated into her lesson plan. Animating each stage of the life cycle during the Gamma presentation is much more valuable than a stand alone image and I can see the kids responding really well to this.

I really liked the sequencing activity, its collaborative nature and the active learning element. Quizezz was used towards the end of the lesson to assess if the pupils had understood the topic. The instant feedback enables the teacher to decide whether the class can move on with the lesson or whether any part of the life cycle needs to be revised.

I also like how Geraldine concluded the lesson without AI by getting the children to partner with each other and describe the life cycle of a butterfly using the relevant vocabulary.

This lesson provides a nice balance between AI generated learning and the more traditional teaching strategies.

[Blanca Martinez]

 
<p style=”text-align: center;”>PART 1: REFLECTION</p>
<p style=”text-align: left;”>As  a teacher in an ASD class, I am continually looking for tools that help me adapt learning to meet the diverse needs of my students. This course has shown me how AI can play a vital roles in the learning process as well as a supportive and inclusive role in my teaching practise. I definitely plan to use some tools explained in the course such as Diffit to simplify and differenciate texts at various reading levels and Chat GTP for social stories that prepares the students for change in the routine or unfamiliar situations.</p>
<p style=”text-align: left;”>DALL-E would be another useful tool in my classroom to generate images based on prompts to support communication and comprehension, especially for non- verbal or highly visual learners.I believe that Magic schooul would help me adapting content, allowing me to spend more time with my students.</p>
<p style=”text-align: left;”>I would like to highlight that I do not see AI as a replacement for human connection but it would complement. It is an amazing tool to make learning more accesible and inclusive and  I am excied to keep exploring how AI can enhance both the learning and the wellbeing of the students.</p>
 

 

 
<p style=”text-align: center;”>Part 2Lesson plan</p>
<p style=”text-align: left;”>Subjetc: Science</p>
Topic: Animal Kingdom and their habitats.

Class age: 6-9 years old, adapted for an ASD class in a Special School.

Learning objectives:

Ideally by the end of the lesson, the students will be able to:

1.Identify at least 3 different animals habitats ( for example: jugle, ocean, dessert).

2.Match animals with their correct habitats.

3. Use visual and AI-supported to explore and describe animals.

4. Engage in a  sensory and a rich- learning environment.

 

The AI tools that I would use are:

-Chat GTP for the social stories o scripts to support understanding of the lesson.

-DALL-e to generate images of animals in their habitats ( previous prompts provided such as ” A colourful parrot flying over a green rainforest”).

– Youtube with Magic School or Copilot to summarise a short animal documentary in simple terms.
<p style=”text-align: center;”>LESSON:</p>
Warm up:Set the scene ( aprox 10-15 mins)

– Read a calming story previously created with ChatGtp, title ” Today we are learning about animals”.

-Watch a short animals  habitat video ( Youtube) we could use Magic School to summarise it.

– Ask the students: Where do animals live? What do they need?

Main activity: aprox 30 min 

I will create images with DALL-E. Use time: During the introduction of each habitat and matching activity.

– Displayed the images created with DALL-E on the board or printed visuals.

– Introduce one habitat at a time. Show prompt image and ask guiding questions ( e.g What can you see?, What animals is it?, Do you think is cold or hot there?

Matching activity where students match pictures of animals cards ( DALL-E) to printed habitats postersin either a Velcro or magnetic board. I would use tactile or sensory animals to support engagement.

Finisher: Reflection 

Ask simple questions such as: Where do camels live? Which animal was your favourite?

Assesment:

-Teacher observation

-Matching activity complation.

– Verbal and visual responses during plenary.

 
<p style=”text-align: center;”></p>
 

[Thomas Keenan]

5th Class History Lesson plan on the Great Famine

Resources:
Copilot Designer – to visualize scenes from the Famine that the children write about
Gamma.app – to create student presentations with AI support.
Primary sources: drawings, maps, short texts.
Printed Famine timeline cards.
Tablets or laptops for student groups.

Introduction
Begin with a class discussion:
“What do you know about the Great Famine?”
Use a short animated explainer video or interactive map.
Introduce the timeline of the Famine on the board.
Main Activity
Divide students into small groups (3–4). Assign each group a topic:

Life before the famine
Potato blight
Daily life during the famine
Eviction and emigration
Workhouses

Each group reads a short passage with primary info and discusses.
Copilot Designer Task:

Each group describes a historical scene (e.g., “A family leaving Ireland in 1847 during the famine”).
Use Copilot Designer to generate a realistic AI image.
Discuss how close it feels to what they imagined from texts.
Each group shares their image and the reason they chose that scene.
Teacher summarizes: “What did we learn about life during the famine?”

 

There are many ways in which I could use AI in the classroom:

1. Creative Writing & Literacy
ChatGPT, Grammarly, or Google Gemini

Students write a story or report, then use AI for feedback on spelling, grammar, and sentence structure.
AI can suggest alternative story endings or character names.

Visual Storytelling & Art
Copilot Designer, DALL·E, Canva
Use:

Students describe a scene from a story, a historical event (like The Famine), or a poem, and generate AI art to match.
Create comic strips or digital posters combining AI images and their own writing.

Digital Presentations
Gamma, Canva for Education, SlidesAI
Use:

Pupils input their research or notes; the AI helps format a structured, engaging presentation.
Teachers can guide students to revise AI-generated slides to ensure ownership and understanding.

Math Support & Problem Solving
Photomath, Khan Academy (with AI tutor), ChatGPT
Use:

Students scan a math problem and get a step-by-step explanation.
Use AI to create differentiated practice problems based on ability.

History & Geography
ChatGPT, Gamma, Copilot Designer
Use:

Generate simulated interviews with historical figures (e.g., “Imagine Michael Davitt was alive today—ask him 3 questions”).
Create AI maps or visuals of past events or places.
Use image generators to visualize a famine-era Irish village or a Norman castle.

[Emma Carroll]

I really like this lesson plan as it brings history to life in a way that’s engaging, and visual, Using Copilot Designer to generate images based on student descriptions is a brilliant way to help them connect emotionally with the material. I’d love to use this approach with my class, especially during topics like the Great Famine or Irish emigration.

[Jennifer Hartnett]

Introducing the use of AI into a 6th class in Ireland, without making it a tech takeover, is something I look forward to trying this September. I believe the trick is to start small and build up.
First off, I’d have a conversation with the principal and head of tech in the school. We need to figure out a school-wide plan for AI – like, what’s okay to use, what’s not, and how it fits with our GDPR (data protection) and internet safety rules. We’d talk about making sure childrens’ privacy is protected and that they’re using these tools safely and smartly.
Then, for the classroom, I’d start with using AI tools like Diffit to make lesson planning and preparation more efficient. Using this to get different reading levels for an article, or fresh questions for a topic would save time that could be spent on supporting the children. Once I’m comfortable as the teacher, I’d slowly introduce it to the children.
We could use Khan Academy’s AI tutor (Khanmigo) as a resource for tricky maths problems, guiding them to the answer without just giving it away. For creative projects, maybe Gamma could help them quickly put together presentations for their research, showing them how AI can boost their work. Then for something more hands-on, Minecraft Education has lessons where children learn about how AI works by building and coding things in the game – engaging for them and they won’t even realise they’re learning about AI! It’s all about making AI a helpful friend, not just another piece of tech.

History Lesson Plan: The 1916 Irish Rising (6th Class)
Topic: The 1916 Rising
Learning Objectives:
• Students will be able to identify key figures and events of the 1916 Rising.
• Students will understand some of the motivations behind the Rising.
• Students will consider different perspectives on the Rising (e.g., rebels, British, ordinary citizens).
• Students will practice critical thinking skills, evaluating sources (including AI-generated content).
• Students will collaborate effectively in groups.

Introduction:
• Brainstorm about the knowledge the class already have about the 1916 Rising, who was involved and what happened
• Display a powerful image of the GPO after the Rising or a portrait of a key leader (e.g., Pádraig Pearse). Ask their opinion on what/who they see.
The Proclamation of the Irish Republic
• Introduce the Proclamation which was read out by Pádraig Pearse. Read through to ensure the understanding of the vocabulary.
• Divide students into small groups (3-4 students). Give each group a large copy of the Proclamation
• In groups, read through the Proclamation and discuss the following:
o What are the main ideas or promises in this document?
o What do they want to achieve?
o Who is it addressed to?
• Share their opinions: Ask each group to share one or two key takeaways from the Proclamation. Highlight core messages like “Irishmen and Irishwomen”, “sovereignty,” “equality,” “religious and civil liberty,” “cherishing all the children of the nation equally.”
Exploring Key Figures & Events
• Assign each group a specific key figure (e.g., Pádraig Pearse, James Connolly, Countess Markievicz, Thomas Clarke, Joseph Plunkett, Éamonn Ceannt, Seán Mac Diarmada, Roger Casement) OR a key location/event (e.g., GPO, St. Stephen’s Green, Jacob’s Factory, surrender).
• Access AI tutor Khanmigo, to ask it to summarise information about their topic. Remind children that we always need to check what AI tells us! The children could compare the information received with physical information sheets provided by teacher (an added lesson within a lesson)
• Each group creates a mini-poster for their assigned person/event.
• Follow up activity: Each child could use Gamma to create a short presentation on the aspect of the 1916 rising they had looked at tin their group to consolidate the information they learned.

Sharing what they have learned:
• As homework, the children could use the Microsoft Speaker coach to assist them in preparation for their project presentation.
• They can share their presentations along with their posters to the class in groups or as a whole class.

[Brian Elphick]

The opportunities for enhancing learning in the classroom by incorporating AI are seemingly limitless. There are any number of avenues I could use it to support lessons across the curriculum. I have a particular love for teaching maths and just as an example: I could imagine creating a lesson on 3D shapes in Fifth Class, say.

The principal learning objective would be: Identify the features of and the main properties of common 3D shapes (cubes, cuboids, cylinders, spheres, prisms etc.)

To start with, I would create parts of 3D shapes (using a programme like Gemini Image Creator). Pupils would guess what the shape was using the language they already know: edge, vertex etc. This would also help elicit their prior knowledge.

Shape Viewer is another good tool where shapes can be rotated and so on, and new shapes and/or knowledge could be introduced.

We are also fortunate in having iPads for the pupils in the school so I would get them next to go on a shape hunt either in the classroom or around the school. I often use Google Lens myself and it could be adapted for this activity, but I’m sure with further exploration, I could find a more effective programme. This would be a maths trail of sorts, and the pupils could fill in pre-printed sheets (that I could have generated using Magic School, Co-Pilot etc.) on the various shapes they have found featuring a list or tick chart where they identify the characteristics they found to determine each shape.

A quiz for the end of the lesson or for the following lesson could be generated from Quizizz or indeed with Diffit, which would be used to accommodate for differentiated outcomes following the lesson. There is also huge scope with AI support for moving the ongoing lessons into creating nets of 3D shapes etc.

[Kathleen Hutton]

Science Lesson Plan: Exploring the Sense of Hearing with AI Tools
Class Level: Infants to 2nd Class
Duration: 45 minutes

Curriculum Links
Strand: Living Things
Strand Unit: Myself and My Environment

Learning Outcomes
By the end of this lesson, students should be able to:

Identify the sense of hearing and understand its role in how we interact with the world.

Recognize the different sounds they hear and connect these sounds to objects, animals, and people.

Use AI tools (such as Diffit and Gamma) to explore sounds and create simple audio-based projects.

Learning Experiences
Introduction to the Sense of Hearing (10 minutes)

Begin with a short discussion: “What sounds can you hear around you right now?”

Show an image of an ear and explain how our ears help us hear sounds.

Use a few sound examples (e.g., a bell, a dog barking, and a clap) and ask the students to guess what the sounds are.

AI integration: Present a short AI-generated video created with Gamma that explains the anatomy of the ear and how it works in simple terms. This video can have interactive elements where students click to learn about each part of the ear.

Exploring Sounds (15 minutes)

Play various sounds using Diffit (a tool that can help customize learning for students with different abilities). For example, use Diffit to modify sound clips by adjusting pitch, speed, or volume. This allows the children to experience different characteristics of sound.

Ask students to identify the sounds they hear and associate them with everyday objects or animals.

Encourage the students to participate in creating their own sounds using Gamma to produce a list of familiar sounds (e.g., a car engine, a bird chirping). They can choose images or objects they recognize, and the AI can generate sounds to match.

AI Sound Exploration Activity (10 minutes)

Differentiation: For younger students (Infants/1st class), use the Diffit tool to play sound-based games where students match sounds to images (e.g., matching a bell sound to an image of a bell).

For 2nd class students, introduce a simple AI-powered activity where they can record and manipulate their own voices or sounds (using an AI tool like Gamma) to create a “sound story.” For example, they could create a story about an animal using different animal sounds.

Wrap-Up and Reflection (10 minutes)

Ask the students to share what they learned about the sense of hearing.

AI Reflection Activity: Using Diffit, ask students to rate the sounds they liked best and explain why. For older students, they can discuss how technology helped them learn about hearing in a fun and interactive way.

For the younger ones, you can ask them to draw a picture of their favourite sound or what they think an ear looks like.

Resources
Gamma (for creating and sharing AI-generated videos and sounds).

Diffit (to customize sound-based learning experiences and provide differentiated support for students).

A computer/tablet with internet access to run these tools.

A set of sound clips (bells, animal sounds, clapping, etc.).

Whiteboard and markers for drawing and discussion.

Assessment
Observation: Watch how the students engage with the activities. Are they able to identify and match sounds correctly?

Class discussion: Ask questions during the reflection time to assess their understanding of hearing and sound.

Interactive activity with Diffit: Monitor how well students use the AI tool to manipulate sounds and participate in the games.

Creative project: Evaluate their participation in creating a sound story using Gamma, ensuring they can connect sounds with the objects or animals they represent.

In my multi-grade classroom, I plan to integrate AI in ways that make learning more personalized and engaging. Since I’m teaching a mix of infants through 2nd class, I’ll focus on introducing AI in simple, fun ways that spark curiosity. Tools like Khan Academy, Scratch Junior and Microsofts Reading Coach can help kids understand how AI works, while also motivating them to explore subjects like math and literacy.

AI also gives me the opportunity to differentiate lessons for different age groups. For example, younger children can engage with voice recognition games, while older students could experiment with simple coding tasks. I’m especially excited about using AI to support students with additional learning needs, offering them more tailored support through speech-to-text or text-to-speech tools.

Ultimately, I want my students to see AI as something they can interact with creatively and responsibly, and I’m looking forward to watching their skills and curiosity grow with this exciting technology.

[Stacey Scanlon]

Orla – I love your lesson plan for Discovering France! It sounds like a fun lesson that the children will enjoy 🙂

[Stacey Scanlon]

Part 1:
Over the course of the modules, we have been exposed to so many amazing AI tools that I plan on using next year to improve my teaching and time management. From using Gamma for creating PowerPoints to the Magic School for personalized curriculum resources, I am excited to see how AI will help to transform my lessons. I will be working in SET next year so I feel my children will really benefit from the ‘Immersive Reader’ function from Microsoft. Having so many options available to support the child when reading will save time and allow the child to find the tool that works best for them. I also plan to use Ari AI Assistant on Twinkl to help me to create SMART targets for my IEPs next year. This tool will allow me to create my targets quickly and efficiently, freeing up valuable time that I can give back to the children.

Part 2:
Lesson Plan: Life Cycle of a Butterfly
Class: 2nd Class
Duration: 45 minutes
Strand: Living Things
Strand Unit: Plants and Animals
Assessment Tool: Quizizz

Objectives
By the end of this lesson, students will be able to:
• Identify and describe the four main stages of a butterfly’s life cycle.
• Sequence the life cycle stages correctly.
• Use digital tools to demonstrate understanding (Quizizz).

Materials Needed
• PowerPoint of butterfly life cycle (created by Gamma)
• Worksheet
• Video on butterfly life cycle (2–3 minutes)
• Tablets for Quizizz
• Quizizz quiz

Lesson Outline
1. Starter (5 minutes)
Ask: “Have you ever seen a caterpillar? What do you think it turns into?”
Show a short video – time-lapse of a butterfly’s life cycle

2. Direct Instruction (10 minutes)
Use visuals to teach the four stages and briefly describe what happens at each stage:

Egg
Caterpillar (Larva)
Chrysalis (Pupa)
Butterfly (Adult)

3. Guided Practice (10 minutes)
Students draw and label the life cycle in order.
Partner activity: match stage names to images.

4. Independent Practice / Assessment (15 minutes)
Students complete a Quizizz quiz on the butterfly life cycle.
Questions include: multiple-choice, ordering and image-labeling questions.

5. Plenary (5 minutes)
Recap key points.
Ask students to share their favorite stage and why.

Extension Ideas
Caterpillar craft project.
Story writing: “A Day in the Life of a Butterfly.”

[Pat Brennan]

Hi again Stacey,

Thanks for sharing your lesson outline for the lifcycle of a butterfly. Overall,  it sounds like you’ve taken loads from the course and great that you are already thinking about how to make it work for you and your pupils next year. The mix of tools you’ve mentioned, Gamma, Magic School, Twinkl’s Ari will certainly lead to efficiencies but more importantly, as mooted, will free you up to dedicate more time to interactions with your SET pupils.

Working in SET, Immersive Reader can be a real game-changer as outlined. Also worth considering are Microsoft’s AI-powered Learning Accelerators (which I regularly recommend across all course forums), in particular, Microsoft Reading Coach. It’s designed to support learners at different reading levels by offering personalised practice and feedback. It can be a brilliant tool for helping children build fluency and confidence independently.

[Shirley Kerr]

Thanks I really need to try this accelerator reading coach and investigate the Microsoft options. I know cost will be a big issue for schools though as Microsoft programme can be expensive.

[Shirley Kerr]

I enjoyed the Ted talk in this module but on one hand they dismissed AI taking over but shortly after she talked about programmes like Duolingo using AI more and sadly from April this year Duolingo has set to reduce its human taskforce to be replaced by AI contractors. We need to get the balance correct.  Also my daughter has explained some of the environmental impacts of me taking this course and how much water is used etc by asking AI questions.

[Elaine Hayes]

Lesson Plan: “The Water Cycle – Minecraft Adventure!”
Class Level: Second Class (7–8 years)
Curriculum Area: SESE – Science & Geography
Strand: Natural Environments (Weather)
Strand Unit: Weather, Properties and Characteristics of Materials
Cross-Curricular Links: English (Reading), PE, SPHE, Digital Learning
Time: 1 hour
Class Size: 25 students

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

Identify and explain the four main stages of the water cycle.
Understand and use key vocabulary: evaporation, condensation, precipitation, collection.
Read, discuss, and respond to leveled reading material about the water cycle.
Work in pairs to match vocabulary to definitions.
Participate in a physical, game-based obstacle course to demonstrate understanding.

Resources & Materials
PowerPoint Presentation: Minecraft-themed water cycle visuals -https://gamma.app/docs/The-Amazing-Water-Cycle-in-Minecraft-8hqgdz313rjbhw3

Printed Water Cycle diagram
Twee Reading Material (simple paired reading text)
Vocabulary flashcards & matching definition cards
Obstacle course signs: “Evaporation Station,” “Condensation Cave,” etc.
Printed Minecraft Coins
Station question cards
Small Minecraft-themed prizes (stickers, bookmarks, etc.)
Timer, cones, bean bags, jump ropes
Chart paper or whiteboard for vocabulary

Lesson Structure

1. Introduction & Hook (10 minutes)
Activity:

Display PowerPoint Slide 1: Minecraft-style water cycle diagram.
https://gamma.app/docs/The-Amazing-Water-Cycle-in-Minecraft-8hqgdz313rjbhw3

2. Vocabulary Introduction (10 minutes)
Words to introduce:

Evaporation: water heated by the sun turns to gas
Condensation: gas cools and turns into clouds
Precipitation: rain, snow, or hail falls
Collection: water gathers in lakes or oceans
Cycle: something that repeats again and again
Activities:

Show PowerPoint Slides 2–6, each showing Minecraft-inspired images of one water cycle stage.
Use vocabulary flashcards to match the stage with its definition.
Students say each word aloud and act it out (e.g., stretching up for evaporation, falling down like raindrops for precipitation).

3. Partner Reading – Twee Text (15 minutes)
Activity:

Distribute short leveled reading material about the water cycle.
Pair students by reading level. One stronger reader supports the other.
Students read together, then answer 3–4 simple comprehension questions:

“What happens when water evaporates?”
“What comes after condensation?”
“Why is it called a cycle?”
Then they match vocabulary cards to the correct definitions from earlier.
Teacher Support:

Circulate and support struggling readers.
Revisit vocabulary and model reading as needed.

4. Assessment Game – “Minecraft Adventure!” Obstacle Course (30 minutes)
Setup:

Create 4 stations around the room or hall, each representing one stage of the cycle:

Evaporation Station – Jump 5 times and answer a question.
Condensation Cave – Crawl under table or tunnel.
Precipitation Path – Hopscotch with raindrops.
Collection Pool – Toss beanbags into “lake” buckets.
Each station includes:

A Minecraft-themed sign (e.g., block icons, creeper clouds).
A question card students must answer (e.g., “What causes clouds to form?”).
A bucket of Minecraft Coins for rewards.
Rules:

Students rotate in pairs or small groups.
For each correct answer, they earn 1 Minecraft Coin.
Bonus coin for teamwork or good vocabulary use!

5. Prizes & Wrap-Up (10 minutes)
Trade Time:

At the end, students count their Minecraft Coins and visit the “Prize Corner” to trade them for a small reward (Minecraft sticker, eraser, etc.)
Review Questions (Whole Class):

“Can someone name all 4 parts of the water cycle?”
“What happens in the evaporation stage?”
“Why is the water cycle important?”
Optional Extension:

Students draw or label their own Minecraft-style water cycle for display.

Formative Assessment:

Observation during vocabulary discussion
Partner reading comprehension responses
Participation in obstacle course stations

Summative Assessment:

Accuracy in vocabulary matching
Station question answers (verbal)
Effort and cooperation in “Minecraft Adventure”

Differentiation
Visual Supports: Diagrams, flashcards, Minecraft images
Reading Levels: Paired reading text adapted for mixed abilities
Movement-Based Learning: Active stations to engage kinesthetic learners
Challenges: Bonus “Expert” questions at each station for fast finishers

Follow-Up Activities
Art: Design your own Minecraft weather world.
English: Write a “Day in the Life of a Raindrop” short story.
ICT: Build a digital water cycle model in Minecraft Education Edition (as a follow-up lesson).

[Sinead Burke]

I love the way you created the powerpoint in a minecraft theme, talk about engaging the children’s interests. It’s a clever idea that could be used when creating powerpoints across the curriculum.

[Arlene O Shea]

A new element of Maths in the new curriculum.

Lesson Plan: Transformations in Mathematics
Class: 6th Class (Age 12)
Subject: Mathematics
Duration: 60 minutes
Topic: Transformations (Translation, Reflection, Rotation)

Strand:
Shape and Space

Strand Unit:
Transformations

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

Understand and identify the three basic transformations: translation, reflection, and rotation.
Apply these transformations to 2D shapes on squared paper or a coordinate grid.
Describe transformations using appropriate language.
Develop spatial awareness through hands-on activities.

Methodology:
Introduction (10 mins)

Begin with a quick warm-up: ask students to point to objects in the classroom that have been “moved,” “flipped,” or “turned.”
Introduce the three types of transformations using simple everyday examples:

Translation – sliding a book across a table
Reflection – looking into a mirror
Rotation – turning a clock’s hand
Explicit Teaching & Modelling (15 mins)

Use the interactive whiteboard or a visualiser to show examples of each transformation on grid paper.
Model one example each of:

Translating a triangle from one point to another
Reflecting a shape across a vertical line
Rotating a shape 90 degrees clockwise around a point
Use color coding and arrows to enhance visual understanding.
Guided Practice (15 mins)

Students complete a transformation worksheet in pairs, with teacher support.
Use mini-whiteboards or tablets (if available) for quick feedback and checking understanding.
Encourage use of correct mathematical language: translate, reflect, rotate, axis, coordinates.
Independent Practice (15 mins)

Students complete differentiated tasks:

Task A (Support): Match images of shapes before and after transformation
Task B (Core): Perform transformations on shapes using squared paper
Task C (Extension): Combine two transformations (e.g., rotate then reflect)
Plenary/Review (5 mins)

Recap key vocabulary with a short class quiz or “transformation charades” (students act out each type of transformation).
Ask students to explain, in their own words, how to translate, reflect, and rotate a shape.

Differentiation:
Support:

Provide step-by-step visual guides and manipulatives (e.g., tracing paper for reflection and rotation).
Allow use of peer buddy support during tasks.
Tasks focus on recognition before execution.
Extension:

Challenge tasks involve using coordinate grids with 4 quadrants.
Encourage students to create their own transformation puzzles for classmates.
Multiple Learning Styles:

Visual: Use diagrams and color-coded shapes.
Kinesthetic: Use physical movement to demonstrate transformations.
Auditory: Emphasize verbal explanations and peer discussions.

Assessment:
Formative:

Teacher observation and questioning during group work and whole-class discussions.
Mini-whiteboard responses for quick checks.
Peer discussion and explanations.
Summative:

Completed worksheet showing clear understanding of each transformation.
End-of-lesson quiz (optional) to assess vocabulary and basic transformation application.
Self-Assessment:

Students complete a reflection sheet:

“Today I learned…”
“Something I found easy/difficult was…”
Emoji rating of confidence level.

[Pat Brennan]

Hi again Arlene,

This kesson outline for 6th class facilitating yourt pupils to perform and devise a range of steps involving transformations.is a great example of how this area of the new Maths Curriuculum can be brought to life in a practical and engaging way. I particularly like how you’ve structured the lesson to build understanding step by step and your use of differentiation and multiple learning styles is ensures all pupils are catered for.

I also like the inclusion of self-assessment reflection sheets, encouraging pupils to take ownership of their learning and engage in self-regulated practices.

[Aiden Swords]

Firstly, it is important that educators understand AI tools through the availability of professional development. Teachers must pass on the ethical implications of adopting AI to their students. Developing digital literacy and critical thinking skills and problem solving, through computer skills and coding development is essential. AI can be integrated into subjects such as Maths and SESE, where project based learning can be engaging and motivating.

The following is a lesson plan devised from a prompt entered into Copilot.
Class Level -4th Class
Subject – Mathematics
Strand – Shape and Space
Strand Unit – 3D Shapes

Learning Objectives
By the end of the lesson, children will be able to:
• Identify and name a range of common 3D shapes (cube, cuboid, sphere, cylinder, cone, pyramid)
• Describe properties of 3D shapes: number of faces, edges, and vertices
• Sort and classify 3D shapes based on properties
• Construct basic 3D shapes using concrete materials

Skills
• Applying and problem-solving
• Communicating and expressing
• Integrating and connecting
• Reasoning
• Representing

Learning Activities
1. Introduction – Whole Class (10 mins)
• Review 2D shapes and discuss the difference between 2D and 3D.
• Teacher displays real-life 3D objects (e.g. cereal box = cuboid, soccer ball = sphere).
2. Exploration – Group Work (15 mins)
• Children work in mixed-ability groups with a set of 3D solids (plastic or wooden).
• Task: Identify and sort shapes into categories based on number of faces, edges, vertices.
• Each group records findings on chart paper.
3. Construction – Individual & Pair Work (15 mins)
• Using nets and construction materials (straws, blu-tack, matchsticks), children create a 3D shape of their choice.
• Pairs discuss their shapes and compare properties.
4. Shape Hunt – Whole Class Outdoor Activity (10 mins)
• Quick walk around school grounds identifying 3D shapes in the environment (bins, cones, bricks, etc.).
5. Plenary – Discussion & Recap (10 mins)
• Children present one shape and describe its properties.
• Reflect on which shape was easiest/hardest to make and why.

Resources
• Sets of plastic/wooden 3D shapes
• Chart paper & markers
• Shape nets (printed templates)
• Straws, matchsticks, blu-tack
• Visual posters of 3D shapes
• Real-life objects from classroom/home
• Tablets for photo-taking (optional)

Differentiation/Inclusion
• Mixed ability groupings to encourage peer support
• Visual aids and tactile materials for varied learning styles
• Scaffolded questioning during group work
• Support sheets with labeled diagrams for children who need additional help
• Opportunities for extension through challenge questions (“Can you make a shape with more than 6 faces?”)

Assessment
• Teacher observation during group tasks
• Completed shape constructions (accuracy and understanding of properties)
• Class discussion responses
• Informal quiz at end (e.g. “Which shape has no edges or vertices?”)

Linkage & Integration
• Art: Creating 3D shape models with craft materials
• SPHE: Teamwork and collaboration in group tasks
• Geography: 3D shapes in buildings and environment

Reflection
• Were children engaged during hands-on activities?
• Did group work foster meaningful discussion and peer learning?
• How effectively did the concrete materials support understanding?
• Will re-teaching be required for particular concepts?

[David Canny]

This course has highlighted so many tools and resources that it is a little overwhelming but to begin I would attempt a simple lesson incorporating a couple of basic AI tools and build on the use of them throughout the school year as the children and myself become confident in using them

Lesson Title: Exploring Animals of Antarctica
Class Level: 2nd Class
Curricular Area: SESE: Geography & Science
Explore animals that live in Antarctica while using AI tools to support learning.
Start with a discussion to see what pupils already know about Antarctic animals. Using Diffit, children will read short, levelled texts about three Antarctic animals: the Emperor Penguin, the Weddell Seal, and the Snow Petrel. Diffit will allow me to personalise reading materials to match each child’s level, which is especially helpful for children with additional needs.
After reading, children will do a Quizziz quiz that checks their understanding in a fun, game-based way. It will adapt to how each child is doing and will give them instant feedback.
To finish, children will share one new thing they learned and draw their favourite Antarctic animal, highlighting how it’s adapted to survive. This lesson combines digital tools and science in a way that’s accessible, engaging, and inclusive for all learners.

[Lina Uokiene]

I completely agree — this course introduced such a wide range of tools that it can definitely feel overwhelming at first. Like you, I found that starting small and building gradually is the best approach, especially when we’re still developing our own confidence in using AI in the classroom.

Your lesson on Antarctic animals is a fantastic example of how to blend AI meaningfully into teaching and learning. Using Diffit to personalise reading content is such a smart way to support literacy and inclusion — especially for pupils with diverse learning needs. I also loved how you incorporated Quizizz to assess understanding in a fun and low-pressure format.

I’m planning something similar for my own class — a SESE lesson about ocean habitats where I’ll use Diffit to adapt texts about coral reefs and sea turtles, followed by an interactive Quizizz activity. Like your plan, I’ll end with a creative task — pupils designing a “new species” that could survive in the ocean, based on what they learned.

Your approach is really encouraging, and it shows how AI tools can enrich lessons without taking away from core teaching practices. It’s all about starting simple and growing with the tools — thank you for the inspiration!

[James Fallon]

I completely agree with your approach. This course has introduced an impressive range of AI tools, and at times felt a little overwhelming. Starting with a simple lesson that includes just one or two tools is a smart and realistic way of implementing it. It allows both you and your students to build confidence gradually without adding pressure.

As familiarity grows, integrating more AI tools throughout the year will feel much more manageable. It’s encouraging to know that we don’t have to use everything at once; instead,  focus on what works best for our own  classroom needs and go from there.

A step-by-step approach will not only support effective teaching but also foster a positive and supportive learning environment for students exploring AI for the first time.

[Mary Hyland]

I really like your ideas for this lesson David.  I liked how you’re starting simple and building confidence with AI tools over time. The mix of Diffit, Quizziz, and creative expression makes learning fun, inclusive, and engaging. A fantastic way to explore science while supporting every learner’s needs and interests!

[Mary Shanahan]

Maths Lesson Plan: “Ten More”

Class Level: First Class (Ireland)

Strand: Number

Strand Unit: Counting and Numeration

Time: 40 minutes

Theme: Understanding and identifying 10 more than a given number

Learning Objectives:

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

Identify and name the number that is 10 more than a given number (0–99)
Use concrete materials and visual models to show 10 more
Apply their learning through digital practice with AI-supported tools

AI Tools Used:

Khan Academy Kids – personalised maths activities adapted to each student’s level
Toy Theater – Ten Frame Tool (for modelling)
Curipod or MagicSchool AI (for teacher use – to generate differentiated practice questions or exit tickets)

Materials Needed:

Interactive whiteboard
Mini whiteboards or maths copies
Base-10 blocks or linking cubes
Tablets or Chromebooks
Printed number charts (1–100)
Access to Khan Academy Kids
Access to Toy Theater (or similar 10-frame online tool)

Lesson Activities

1. Warm-Up: Number Talk (5 mins)

Ask: “What happens when we add 10 to a number?”
Show examples using a number line or 100 square.
Use a real-life context: “If you have 23 apples and you pick 10 more, how many do you have now?”

2. Explicit Teaching (10 mins)

Use base-10 blocks to demonstrate adding 10 to a number (e.g., 34 + 10 = 44).
Highlight how only the tens digit changes.
Use the Toy Theater Ten Frame on the board to show 10 more visually.

3. Guided Practice (10 mins)

Give students a number between 0–90.
Ask them to:
Use cubes or base-10 blocks to build it
Add 10 and record the new number
Check their answer with a number chart

4. AI Integration: Independent Digital Practice (10 mins)

Students log into Khan Academy Kids on tablets
Teacher selects a “Place Value” or “Adding 10” activity
The app adjusts to each child’s progress, providing scaffolded questions and visual support

5. Wrap-Up & Assessment (5 mins)

Use Curipod to generate a few interactive exit ticket questions
Example:
“What is 10 more than 47?”
“If you have 61 books and get 10 more, how many now?”
Review responses together as a class

Assessment:

Observation during concrete and digital practice
Review Khan Academy Kids progress reports
Student responses to exit ticket questions
Ability to explain thinking verbally or in writing

Differentiation:

Support: Use number charts and concrete materials for struggling students
Challenge: Ask students to find 20 more or explore patterns in adding 10 repeatedly
AI differentiation: Khan Academy Kids automatically adjusts difficulty for individual learners

 

This lesson uses Khan Academy, Toy theatre and Magic School

 

But you could also add magic school ‘maths story’ – to create personalised problems based on the lesson – add 10

 

Also quizziz could be used here as an additional assessment tool

[Ciara Frayne]

Lesson Plan: SESE- Endangered Animals on our planet

Lesson Objective: Create an informative brochure about an endangered animal, integrating English, science, and digital literacy.

To introduce AI, I would use Diffit to generate reading materials suitable for my class’ ability, based on a selection of chosen animals that we would have previously brainstormed in a whole class discussion session. This would allow children to access information at their level. We would discuss how AI helps us gather and organise information quickly and how we still need to read critically and fact-check. Using Gamma the children in groups or pairs would then design their brochures, with AI tools suggesting layouts, images, and headings. This would allow them to focus on content while learning how AI can support creativity and research. Throughout, I would emphasise the responsible use of AI and link it to our digital citizenship lessons. This approach encourages critical thinking, creativity, and research skills while showing pupils how AI can support their learning in meaningful, manageable ways.

[Grainne Doyle]

I think that Diffit has a lot of potential and I really look forward to trying it. I also really like the idea of using Gamma to create a brochure – that could be done in so many differnet ways.

[Lisa Keane]

I am really looking forward to using Diffit. It is great to have such a resource available. It will so much time in preparation of materials.

[Shirley Kerr]

I have a lot of ideas to expand this sample lesson will give you good starting ideas but my own creativity will bring it to life. Eg for junior classes I like a lot more hands on eg play dough spiders. Ive never used AI deliberately before this course and I’ve got user to it over the last few weeks. Some things I’ve learned to adjust,  one day id asked for ideas for lesson in Irish primary school classroom and he gave me Irish language ideas so I explained no it was a classroom in Ireland but he said he’ll learn. Also he had the american Itsy Bitsy spider instead of incy wincy and he never seems to suggest Little Miss Muffet as spider related but when I explained to him in Ireland we say incy wincy spider he said he would learn for next time. As you can see from the lesson below he hasn’t yet but he will. My prompt was general I didn’t specify an English/ literacy or Sese etc so im happy with the help. I used magic school to create a quiz based on YouTube video on spiders and its transcribe.having seem the twinkl i maybe can just use that . The children will write about their own spider and the Junior classes will write a class story with me. Then I can’t wait to create an image from the characters based on their description.

Spider Lesson Plan: Exploring Our Eight-Legged Friends

Target Audience: Junior Infants, Senior Infants, First Class

Time Allotment: 45-60 minutes (can be adapted and extended over several sessions)

Curriculum Links:

* SESE (Science): Living Things (minibeasts, habitats, life cycles – simplified), Environmental Awareness & Care

* Visual Arts: Drawing, construction, imaginative play

* Language (English/Gaeilge): Oral language development, vocabulary, story, poetry, simple factual writing

* Maths: Counting, sorting, patterns (e.g., number of legs)

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

* Identify some key features of a spider (8 legs, body parts).

* Understand that spiders are not insects.

* Recognise that spiders are part of the natural world and have a role to play.

* Develop an appreciation for spiders (reducing fear/misconceptions).

* Use new vocabulary related to spiders.

* Engage in creative and observational activities.

Materials:

* Picture books about spiders (e.g., “The Very Busy Spider” by Eric Carle, “Anansi the Spider” stories, non-fiction books)

* Pictures/posters of various spiders (safe, common ones found in Ireland)

* Plastic/toy spiders (optional, for hands-on exploration)

* Whiteboard/flipchart and markers

* Construction paper, pipe cleaners, googly eyes, wool/string (for craft)

* Crayons/colouring pencils

* Worksheet with simple spider outline for drawing/labelling (optional)

* Web-like material (e.g., netting, string across a corner, for role-play)

* Music for a “spider dance” (optional)

Lesson Procedure:

1. Hook & Prior Knowledge (10 minutes)

* Introduction: “Good morning everyone! Today we’re going to learn about some very interesting creatures that live all around us, even if we don’t always see them. They have lots of legs and can make amazing homes!”

* Brainstorm/KWL (Know-Want to Know-Learned – simplified): “What do you already know about spiders? What do they look like? Where do they live? (Record ideas on the board – focus on respectful language). Does anyone feel a bit scared of spiders? That’s okay, we’re going to learn about them and see how amazing they are!”

* “Show and Tell”: Show a picture of a friendly-looking spider. “Look at this spider! What do you notice?”

2. Discovering Spiders (15 minutes)

* Read Aloud: Read a chosen picture book about spiders. “The Very Busy Spider” is excellent for introducing web-spinning and a spider’s work. For First Class, a simple non-fiction book might also be suitable to introduce facts.

* Key Features Discussion:

* Body Parts: “Spiders have two main body parts: the cephalothorax (head and chest joined) and the abdomen (the back part).” Use the pictures to point these out.

* Legs: “How many legs does a spider have? Let’s count them! One, two, three, four, five, six, seven, eight! Yes, spiders have 8 legs. This is how we know they are not insects, because insects have 6 legs.” (Reinforce this difference).

* Eyes: “Most spiders have 8 eyes too, but they are very tiny!” (Optional, for First Class).

* Webs: “What do spiders use their silk for? To build amazing webs to catch their food!” Show pictures of different types of webs. “Are all webs the same?” (Some are sheet-like, some are orb-like).

* Food: “What do spiders eat? They eat insects, like flies and mosquitoes. This helps us by getting rid of pests!”

* Habitat: “Where do spiders live? They live in our gardens, in our houses, in trees, and even under rocks!”

* Vocabulary: Introduce and repeat words like: spider, web, silk, legs, eyes, abdomen, cephalothorax, catch, insect. (Gaeilge: damhán alla, líon, cosa)

3. Creative Exploration & Activities (15-20 minutes)

* Spider Craft:

* Junior/Senior Infants: Provide pre-cut body shapes (two circles/ovals). Children attach 8 pipe cleaners as legs, add googly eyes, and draw a mouth. They can also glue small pieces of wool/string on their “web” paper.

* First Class: Children can draw and cut out their own spider shapes. They can draw the two body parts and then attach pipe cleaners. Encourage them to draw a web around their spider.

* “Spider Counting” Activity: Count the legs on their crafted spiders. Count pictures of spiders. “If we have 3 spiders, how many legs altogether?” (Simple addition for First Class).

* Role-Play/Movement:

* “Spider Dance”: Play some music and encourage children to move like spiders, crawling and making web-like movements with their arms.

* “Building a Web”: Use string or netting to create a “web” in a corner of the room. Children can pretend to be spiders building their web or even small “flies” trying to avoid it.

* “Spider Facts” Worksheet (First Class): Provide a simple worksheet with a spider outline. Children can label the 8 legs and the two body parts. They could also write one simple fact they learned about spiders (e.g., “Spiders have 8 legs.”).

4. Consolidation & Wrap-Up (5 minutes)

* Review: “What are two new things you learned about spiders today?” “How many legs do spiders have?” “Are spiders insects?”

* Positive Reinforcement: “Spiders are amazing creatures that help us by eating pesky insects! We should respect them and not hurt them.”

* Song/Poem (Optional): Sing “Itsy Bitsy Spider” or recite a simple spider poem.

* Extension: Encourage children to look for spiders (safely, with an adult) in their garden or at home and observe them.

Differentiation:

* Junior Infants: Focus on 8 legs, two body parts (simplified), web, and general appreciation. More sensory activities, simpler craft.

* Senior Infants: Introduce basic vocabulary, simple counting, and a slightly more detailed craft. Begin to differentiate spiders from insects.

* First Class: Introduce more factual information (e.g., purpose of silk, different web types), encourage independent drawing/writing, more complex counting/addition problems, and detailed discussion about the spider’s role in the ecosystem.

Assessment (Informal):

* Observe participation in discussions.

* Note correct use of vocabulary.

* Assess understanding during craft activity (e.g., correct number of legs).

* Review completed worksheets (for First Class).

* Listen for accurate answers during the review.

Extension Activities for Future Sessions:

* Art: Create different types of spider webs using various materials (wool, paint, string).

* Drama: Create a short play about a spider building a web or catching an insect.

* Literacy: Write a collaborative class story about a spider. Research different types of spiders (age-appropriate).

* Numeracy: Create spider-themed counting games or number lines.

* SESE: Go on a “spider hunt” in the schoolyard (observation only, no touching). Discuss spider habitats in more detail.

This lesson plan aims to be engaging, educational, and reduce any fear of spiders by focusing on their fascinating characteristics and their important role in nature. Remember to be enthusiastic and model a positive attitude towards these often misunderstood creatures!

 

[Rebecca Behan]

I love the idea of the spider lesson Shirley! I think my junior infant class would love it. Thanks for sharing!

[Anne Marie Hunt]

Lesson Plan
Target Group: 5th Class (Primary)
Curriculum Area: STEM – Digital Technology / Coding
Duration: 60 minutes
Theme: Introduction to Scratch – Create a Simple Animation
🎯 Learning Objectives
By the end of the lesson, students will be able to:
• Understand the purpose of Scratch and how to access it
• Navigate the Scratch interface
• Create a simple project using sprites, backdrops, and basic blocks
• Sequence a set of instructions to animate a sprite
• Develop problem-solving and logical thinking skills
________________________________________
🧰 Resources Needed
• Computers/laptops with internet access
• Scratch website: https://scratch.mit.edu
• Projector for demonstration
• Printable handouts or digital guides (optional)
• Headphones (optional, for sound blocks)
________________________________________
🕒 Lesson Structure
1. Introduction (10 minutes)
• Greet students and introduce the topic: “Today we’ll be learning how to code using a tool called Scratch!”
• Ask: “What do you think coding is?” → Discuss real-world examples (e.g. games, apps)
• Show a brief Scratch demo/project on the projector (fun animation or game)
________________________________________
2. Exploring Scratch (15 minutes)
• Guide students to open https://scratch.mit.edu
• Walk through the interface:
o Stage – Where the action happens
o Sprites – Characters or objects
o Blocks – Code commands (Motion, Looks, Sound, Events, Control, etc.)
o Scripts area – Where you drag and snap blocks
✅ Activity:
Students choose a sprite and backdrop from the Scratch library
________________________________________
3. Guided Activity – Make a Sprite Move (25 minutes)
Goal: Make a sprite move and say something
Step-by-step demo with students:
1. Select a sprite (e.g. cat or choose new one)
2. Add a code:
3. Add more movement:
Optional extension:
• Add a sound block
• Add a second sprite and script a conversation
________________________________________
4. Wrap-Up and Reflection (10 minutes)
• Discuss: “What did you create today?”
• Volunteers can show their projects on the board
• Ask reflective questions:
o What was fun?
o What was tricky?
o What would you like to make next time?
________________________________________
📚 Curriculum Links (Irish Primary Curriculum)
• Mathematics – Logical reasoning, sequencing, patterns
• English – Communication, storytelling
• SPHE – Working collaboratively, confidence with technology
• Digital Learning Framework – Using digital technology to create and communicate
________________________________________
🧩 Differentiation
• For advanced learners: Introduce “if” statements or sound effects
• For students needing support: Pair with a buddy, use pre-made templates

Reflection ON AI
I intend to do lessons on AI or coding next year with my 5th class. The children in my class will be using a lot more technology when they finish school and graduate into the workplace, so I think starting to build those skills now is essential for them. The world is changing at a very fast pace. I will start with a fun critical thinking programme like Scratch and introduce them to the idea of coding. They can work on these skills in collaboration. I think the tool ‘immersive reader’ will be very useful for my children with dyslexia. I also intend to use ‘Reading coach’ next year as I loved that the text can be differentiated across the various levels. I will also use this with my children who have additional literacy learning needs.
The video that showed how to make a quiz on Copilot and then upload it into Quizzizz was brilliant. I think I will be using this idea a lot next year with 5th. It’s also a great way of assessing in a more fun way!

[Anne Marie Hunt]

Reflect on how you are going to use AI in the classroom

I intend to do lessons on AI or coding next year with my 5th class. The children in my class will be using a lot more technology when they finish school and graduate into the workplace, so I think starting to build those skills now is essential for them. The world is changing at a very fast pace. I will start with a fun critical thinking programme like Scratch and introduce them to the idea of coding. They can work on these skills in collaboration. I think the tool ‘immersive reader’ will be very useful for my children with dyslexia. I also intend to use ‘Reading coach’ next year as I loved that the text can be differentiated across the various levels. I will also use this with my children who have additional literacy learning needs.

The video that showed how to make a quiz on Copilot and then upload it into Quizzizz was brilliant. I think I will be using this idea a lot next year with 5th. It’s also a great way of assessing in a more fun way!

Lesson Plan

Target Group: 5th Class (Primary)
Curriculum Area: STEM – Digital Technology / Coding
Duration: 60 minutes
Theme: Introduction to Scratch – Create a Simple Animation

🎯 Learning Objectives

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

Understand the purpose of Scratch and how to access it
Navigate the Scratch interface
Create a simple project using sprites, backdrops, and basic blocks
Sequence a set of instructions to animate a sprite
Develop problem-solving and logical thinking skills

🧰 Resources Needed

Computers/laptops with internet access
Scratch website: https://scratch.mit.edu
Projector for demonstration
Printable handouts or digital guides (optional)
Headphones (optional, for sound blocks)

🕒 Lesson Structure

1. Introduction (10 minutes)

Greet students and introduce the topic: “Today we’ll be learning how to code using a tool called Scratch!”
Ask: “What do you think coding is?” → Discuss real-world examples (e.g. games, apps)
Show a brief Scratch demo/project on the projector (fun animation or game)

2. Exploring Scratch (15 minutes)

Guide students to open https://scratch.mit.edu
Walk through the interface:
Stage – Where the action happens
Sprites – Characters or objects
Blocks – Code commands (Motion, Looks, Sound, Events, Control, etc.)
Scripts area – Where you drag and snap blocks
✅ Activity:
Students choose a sprite and backdrop from the Scratch library

3. Guided Activity – Make a Sprite Move (25 minutes)

Goal: Make a sprite move and say something

Step-by-step demo with students:

Select a sprite (e.g. cat or choose new one)
Add  a code:
Add more movement:
Optional extension:

Add a sound block
Add a second sprite and script a conversation

4. Wrap-Up and Reflection (10 minutes)

Discuss: “What did you create today?”
Volunteers can show their projects on the board
Ask reflective questions:
What was fun?
What was tricky?
What would you like to make next time?

📚 Curriculum Links (Irish Primary Curriculum)

Mathematics – Logical reasoning, sequencing, patterns
English – Communication, storytelling
SPHE – Working collaboratively, confidence with technology
Digital Learning Framework – Using digital technology to create and communicate

🧩 Differentiation

For advanced learners: Introduce “if” statements or sound effects
For students needing support: Pair with a buddy, use pre-made templates

[Cian Walshe]

I agree that coding is an excellent skill to teach the older and even younger pupils. It is a skill they are using when they finish school and now, with resources like Scratch, it has become even easier to teach. I also love the idea of using Immersive reader for children with dyslexia. It makes it achievable for them and builds their confidence.

[Brendan Brady]

Lesson Plan: How Setanta Became Cú Chulainn
Class Level: 4th Class
Subject: History (Myths and Legends)
Duration: 1 Hour
Strand: Story
Strand Unit: Myths and Legends
Theme: Irish Mythology – The Story of Cú Chulainn
Curriculum Objective:
To learn about legends and stories from the past and how they were used to explain the world
To explore Irish culture through myths, with a focus on the story of Setanta

Learning Objectives
By the end of this lesson, pupils will be able to:
Retell the key events in the story of how Setanta became Cú Chulainn
Identify key traits of the hero character
Reflect on myth and legend as storytelling traditions
Use AI tools to explore or present the story creatively

Lesson Steps

1. Introduction (10 min)
Brief discussion: What is a myth? Do you know any Irish legends?
Introduce Setanta and give some background.

2. Story Time (15 min)
Read aloud a version of the story (use a Diffit-modified version if needed).
Pause for questions and predictions.

3. Group Discussion (10 min)
What kind of person was Setanta?
Why do you think this story was told?
Introduce the idea of “hero traits.”

4. Digital Activity (15 min)
Pupils work in pairs:
a) Create a short comic strip using Canva (with AI image suggestions), or
b) Use Flip to record a re-telling of the story
Teacher circulates to assist and guide.

5. Wrap-up (10 min)
Share a few projects with the class.
Discuss: How did using technology help you tell the story?

Assessment
Informal observation during group discussion and digital activity
Review digital projects (comic or video) for comprehension and creativity
Optional: Use MagicSchool-generated quiz for comprehension check

Differentiation
Use of Diffit for tailored reading materials
Choice of written, visual, or spoken output
Pairing stronger readers with those who need support

Resources Needed
Internet-connected devices (tablets or Chromebooks)
Access to Diffit, Canva, Flip, MagicSchool.ai
Printed or digital copy of the story

Integration with AI Tools
Diffit – Generate a simplified version of the myth and vocabulary lists for pupils of differing reading levels.
MagicSchool.ai – Create tailored comprehension questions or a creative writing prompt: “Imagine you are Setanta arriving at the feast…”
Microsoft Reading Coach – Pupils can read a portion of the story aloud; the AI gives gentle corrections and feedback on fluency.
Canva with AI or Flip – Pupils create a digital comic strip or video retelling the story using text prompts or voice.

[Brendan Brady]

Part 1: Reflection:

After completing this course, I feel much more confident and excited about introducing AI into my teaching. I plan to start small, integrating tools like Diffit, MagicSchool, and Microsoft Reading Coach into my planning and day-to-day classroom practice. These tools will help me personalise learning, support pupils with additional needs, and save time on creating resources and assessments. In the future, I also would like to work on Scratch programming as a hands-on, visual way to explore the basic ideas behind AI and coding. Over time, I hope to create a more AI aware classroom in which students not only use technology but also learn how it works and how to use it responsibly.

[James Fallon]

I completely agree with your approach. This course has introduced an impressive range of AI tools, and at times felt a little overwhelming. Starting with a simple lesson that includes just one or two tools is a smart and realistic way of implementing it. It allows both you and your students to build confidence gradually without adding pressure.

[Jacqueline Cummins]

I plan on taking the same approach – start small by getting more confident using 1 or 2 ai tools myself as a teacher to help my planning and teaching and gradually explore other resources.

[Pat Brennan]

Hi again Brendan,

Great lesson outline!! The mix of storytelling, discussion, and digital leraning makes it really engaging and with the array of tools you plan using,  like Diffit, Canva, Reading Coach and Flip, it will ensure your pupil’s will have lots of ways to connect with the story.

Just to develop on using MagicSchools AI to create questions or a writing prompt using “Imagine you are Setanta arriving at the feast…” as you outline. This could be built by asking pupils to act out this scenario in small groups. They could use simple props or even create paper masks of Setanta/Cú Chulainn and other characters. This drama element helps reinforce comprehension and supports oral language development in a fun and memorable way.

[Lina Uokiene]

As a teacher, I believe one of AI’s most transformative potentials lies in supporting inclusive education. In special education, where individual needs can vary significantly, AI provides tools that help meet learners where they are. My goal is to integrate AI to enhance accessibility, communication, and personal growth for all pupils, particularly those with additional educational needs.

For example, speech recognition software allows non-verbal or speech-delayed students to communicate more easily, while AI-powered apps such as Otsimo or Lingokids support children with autism by helping them build social, cognitive, and language skills through gamified learning. Tools like text-to-speech or predictive typing can support students with dyslexia or motor difficulties.

Additionally, AI can contribute to developing personalized learning plans by identifying patterns in a child’s performance and recommending targeted activities. This data-informed approach can feed into Student Support Files, ensuring interventions are timely and meaningful.

My vision is not to replace the human connection but to amplify support through thoughtful AI integration that prioritizes dignity, engagement, and student voice.

Lesson

Lesson Plan: “Cinderella’s Magical Mirror – Exploring Emotions and AI”
Class Level: First Class
Subjects: Drama, Oral Language, SPHE, Digital Literacy
Theme: Cinderella
AI Concept: Emotion recognition / digital storytelling
Duration: 45–60 minutes

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

Role-play characters and scenes from Cinderella
Identify and act out emotions
Explore how AI can “read” emotions like a magical mirror
Understand that AI can’t feel, but it can recognize expressions

Materials Needed
Emotion cards (happy, sad, angry, scared, surprised, etc.)
Tablet or iPad with an AI emotion recognition tool (e.g. FaceEmotion AI or Google Teachable Machine with camera)
Costumes or props (optional – crown, broom, slipper)
Mirror or tablet used as “Cinderella’s Magic Mirror”

Lesson Steps
1. Warm-Up (10 min) – “Emotion Freeze” Game
Call out emotions. Pupils freeze with the matching facial expression.
Use a mirror or front-facing tablet camera. Ask:
“What does a sad face look like?”
“Can a computer tell if you’re happy or sad?”

2. Main Drama Activity (20–25 min) – “Cinderella’s Emotion Journey”
Retell the Cinderella story briefly.
Pupils act out three key scenes:

Cinderella cleaning and feeling sad
Fairy Godmother arrives – surprised and happy
Slipper fits – excited and joyful
Integrate AI:

After each scene, use the “Magic Mirror” (tablet with emotion detector) to guess their emotion.
Ask pupils if it got it right.
Explain: “This is like AI—it looks at your face and tries to guess how you feel. But it doesn’t actually feel—it learns from examples!”

3. Group Reflection (10 min)
What emotions did Cinderella feel?
How did you show those emotions with your face and body?
Ask: “Can a computer understand feelings like we do?”
Extension Activity (optional)
Use AI storytelling apps (like Novel Effect) where AI adds music/sound to their acting
Pupils draw “Cinderella’s Magic Mirror” and write or dictate how it helped
Assessment
Observe participation and expression in drama
Check understanding of emotions and how AI “recognizes” them
Oral discussion and reflection

[Laoise Flanagan]

Lesson Plan: The ‘á’ Sound (Senior Infants)

Subject: Oral Language – Gaeilge

Class Level: Senior Infants Gaelscoil (Naíonáin Shinsearacha)

Time: 30 minutes

Theme: The sound ‘á’

Curriculum Area: Oral Language

AI Component:** AI Image Generator (Copilot) – creating images for ‘á’ words

Learning Outcomes

Oral Language – Listening and Speaking:

* Children listen carefully to Irish sounds and recognise patterns.

* Children pronounce the ‘á’ sound correctly in words.

* Children use new vocabulary orally in context.

* Children engage creatively using AI image generation to link words and pictures.

Learning Objectives

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

1. Identify and say the long vowel sound ‘á’.

2. Recognise words containing the ‘á’ sound.

3. Use ‘á’ words in simple sentences.

4. Participate in creating images of ‘á’ words using AI image generator.

Vocabulary Focus

* cá

* tá

* crá

* áthas

* trá

* bád

* lámh

* sámh

Resources

* Flashcards with ‘á’ words and pictures

* Audio recordings of ‘á’ words

* Interactive whiteboard or screen for AI image generation

* Puppets for paired talk

* Mini whiteboards

Lesson Structure

1. Introduction (5 minutes)

* Greet the class: *“Dia dhaoibh a pháistí! Inniu, beimid ag foghlaim faoin bhfuaim ‘á’.”*

* Play an audio of words with ‘á’.

* Ask: *“Cad a chuala sibh? An bhfaca sibh an ‘á’ i bhfocal?”*

2. Exploration (10 minutes)

* Show flashcards: *trá, bád, lámh, sámh, áthas, tá, cá.*

* Pronounce each word slowly; pupils repeat.

* Emphasise the ‘á’ sound with actions (e.g., touch your lámh).

3. AI Image Generation Activity (10 minutes)

* Introduce AI image generator on the interactive whiteboard or projector.

* Explain: *“Beidh muid ag cruthú pictiúir d’fhocail leis an bhfuaim ‘á’.”*

* Invite pupils to suggest words from the lesson (e.g., bád, trá, lámh).

* Enter the word into the AI image generator and display the generated image.

* Discuss the image and say the word again with the class.

* Print images to create a visual classroom display. Children can colour and decorate the images.

4. Feedback and Closure (5 minutes)

* Review vocabulary orally: *“Cén focal nua a thaitin leat inniu?”*

* Praise pupils’ pronunciation.

* End with a rhyme or song featuring the ‘á’ sound, e.g. *“Tá mé sásta ar an trá.”*

Assessment

* Observe pronunciation during activities.

* Listen to pair conversations for correct use of ‘á’.

* Check participation and understanding during AI image generation.

Differentiation

Support: Use clear images and gestures to help understanding.

Challenge: Pupils can suggest sentences or stories inspired by the AI-generated images.

Follow-up Activities

* Make a classroom gallery of AI-generated ‘á’ word pictures.

* Record pupils naming and describing the images.

 

I believe that using AI strategies mentioned in Module 5 such as Quizizz and Ari by Twinkl in the classroom will significantly enhance both engagement and personalised learning in my classroom. Going forward, I wish to use Ari by Twinkl and Quizizz effectively as AI strategies to enhance learning in my classroom. Quizizz’s game-based format increases student engagement and provides immediate feedback, making it ideal for both formative assessment and revision. I plan to integrate it more regularly to monitor student progress in real time and adjust instruction accordingly. Ari by Twinkl offers tailored content suggestions based on student needs, which I think I will find particularly useful for supporting differentiated learning, especially in areas like reading and comprehension. I intend to use it to identify gaps and provide targeted activities that match individual learning levels. Both tools offer valuable insights through data tracking, helping me make informed decisions to improve outcomes. My aim is to create a more interactive, personalised, and supportive learning environment by leveraging these AI tools in a balanced way that complements traditional teaching and fosters student independence and motivation.

 

[Lina Uokiene]

This is such a rich and creative lesson plan — I really admire how you integrated AI in such a purposeful way with Gaeilge and oral language! The focus on the ‘á’ sound is clear and developmentally appropriate, and your use of the AI image generator to bring those words to life is a brilliant idea. It’s especially helpful for visual learners, and I can see how this would make the vocabulary more memorable and meaningful for Senior Infants.

I also really appreciated the way you used repetition, puppets, and movement to support learning — your lesson caters so well to multiple learning styles. The follow-up gallery idea is lovely too; what a fantastic way to build pride and ownership of their learning!

Your reflections on Quizizz and Ari by Twinkl align with my own takeaways from Module 5. As someone still quite new to AI in education, I found the examples in this module really helpful. I hadn’t fully realised how these tools could support both engagement and differentiation. Like you, I’m excited to explore how real-time feedback through Quizizz can help me adapt my teaching, and how Ari by Twinkl can guide me in providing more individualised support — especially in literacy.

Thanks for sharing your plan and thoughts — they’ve really helped me see how these tools can be blended meaningfully into everyday teaching while keeping creativity and pupil voice at the heart.

[Grainne Doyle]

I teach 3rd class so we would use the simpler AI apps/websites. I would incorporate AI into English – using websites such as Diffit, immersive reader and Speaker coach. For creative writing, we could brainstorm story ideas using an AI writing assistant before drafting the pupils write their own versions.
IN maths, I would use simple AI-based games and apps, such as IXL, to personalise practice in topics like number patterns or shapes – reenforcing concepts that we have learnt and adapting to the pupils pace. This would be especially useful during stations/team teaching.
In SPHE, we talk about online safety and whether we can trust what AI tells us. – introducing Search Coach to the children. Visual Arts projects can include using AI-generated images as inspiration. We could also use Co-pilot image generator to create images using written prompts.

Lesson Plan: Exploring Landforms in Ireland
Class: 3rd Class
Subject: Geography
Strand: Natural Environments
Strand Unit: The local natural environment / Landforms in Ireland
Theme: Mountains, rivers, lakes, cliffs, and valleys

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

Identify and name common Irish landforms (e.g. mountains, rivers, cliffs).

Describe the features of at least two types of landforms.

Create a visual representation of a chosen landform using an AI image generator.

Demonstrate understanding through an interactive Kahoot quiz.

Materials & Tools
Interactive whiteboard

Devices/tablets (individual or shared)

Access to Microsoft Copilot (or Bing Image Creator)

Kahoot (teacher-created quiz on Irish landforms)

Atlas or Irish geography textbooks

Worksheet or notebook

Lesson Structure (45–60 minutes)
1. Introduction (10 mins)
Begin with a short discussion: “What natural features do you see when you go on holidays or explore the countryside?”

Show real photos of Irish landforms (e.g. Cliffs of Moher, River Shannon, Wicklow Mountains).

Introduce vocabulary: mountain, river, cliff, valley, lake.

2. AI Image Creation Activity (15 mins)
Explain that pupils will use AI (Copilot) to generate a picture of a landform using a description.

In pairs or small groups, students pick a landform and write a short description, e.g.
“A wide Irish river flowing through a green valley with trees and hills.”

Use Copilot or another AI image generator to create an image based on their prompt.

Pupils save or screenshot their image and share it briefly with the class.

3. Discussion & Reflection (5–10 mins)
Ask:
“Did the image look like what you imagined?”
“How did AI help you visualise your landform?”

Compare with real images of Irish locations. Highlight the role of creativity vs. reality in AI-generated content.

4. Kahoot Quiz (10–15 mins)
Use a Kahoot quiz with 8–10 questions on landforms (identify from images, match names, true/false).

Play together as a class to reinforce learning in a fun, interactive way.

Use results for formative assessment.

5. Conclusion (5 mins)
Recap: Name three landforms and one interesting fact about each.

Optional follow-up task: Pupils draw or label their favourite landform in their copybook or create a fact file for homework.

Assessment
Observation during discussion and group work

Participation in AI image activity

Kahoot quiz results (informal assessment)

Optional written or drawn work

[Pat Brennan]

Hi again Grainne,

Your lesson plan on Irish landforms is a great example of how GenAI can be used to enhance a Geography lesson. The combination of visual generation, discussion, and formative assessment through Kahoot makes for a well-rounded and engaging lesson. It’s also great to see the emphasis on critical thinking, comparing AI-generated images with real ones and discussing trust in AI outputs. It’s so important that pupils begin to question the reliability of AI-generated content from an early age. One suggestion to build on this would be to introduce activities where pupils compare AI outputs with trusted sources or real-world examples. This could help develop their critical thinking and digital literacy more broadly.

Another suggestion as you continue exploring these tools, is to involve pupils in creating guidelines for using AI responsibly in the classroom. This can help reinforce the idea that while AI is a helpful assistant, it’s not always accurate and that human judgement still plays a key role.

[Siobhan Dunne]

Lesson Plan: All about Penguins

Class: Senior Infants (6 years old)

Subject: SCience

Time: 20 minutes

Learning Objectives:

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

Tell 5 interesting facts about penguins.
Use new vocabulary when describing penguins.
Demonstrate understanding through discussion and a true/false quiz.

Resources:

Interactive Gamma visual presentation
Printed cards -generated on Canva Magic
Quizizz (10 true/false questions)
penguin Picture Book(2–3 minutes)
Lesson Breakdown:

1. Introduction (5 mins)

Ask: kwl Chart about penguins.
Show short 2–3-minute video clip on youtube showing penguins waddling etc .

2. Presentation (10 mins)

Use Gamma to present information about penguins visually: Penguin Facts etc.

3. Group Activity – Use classroom gallery to look at different types of penguins and their habitats.

4. Class Discussion – Think & Share facts that they remember making sure they are using the new vocabulary.

5. Quiz Time – Quizizz (10 mins)

Pupils take part in a 10-question True or False Quiz on Quizizz using iPads
Immediate feedback encourages engagement.

Conclusion

Ask pupils to describe penguins to a partner using new vocabulary.
Pupils draw and label penguins using a variety of art mediums-sketching/collage/ paint- can be individual, pair or group activity.

Assessment:

Observation during group activity and discussion.
Quizizz results to assess understanding of key concepts.
Use of vocabulary during verbal and written activities.

[Pat Brennan]

Hi Siobhan,

Your lesson outline is clearly thought out and well-structured, it promises to be an engaging experience for your Senior Infants class. Using Gamma for the visual presentation should provide a strong hook to capture your pupils’ attention. Integrating it with tools like Canva and Quizizz is a great way to support different learning styles and make the most of the AI toolkit available to you.

You’ve also struck a good balance between direct instruction, group activity, and assessment. Also, the focus on vocabulary development and the inclusion of differentiated art activities will help ensure all learners are supported.

[Ciara Culloty]

Exploring Light and Sound: How We See and Hear for 3rd and 4th Class.

By the end of this lesson, students will be able to identify light and sound sources, explain how light enables sight and creates shadows, describe sound production via vibrations and its travel, and understand eye and ear protection.

The Explore phase (20-25 minutes), featuring Hands-on Stations/Demonstrations. At Light Station 1 (Sources & Shadows), students identify natural/artificial light and use a torch and opaque objects to create and manipulate shadows. Light Station 2 (Reflection) uses a mirror and torch to show light bouncing. Sound Station 1 (Vibration) involves plucking a rubber band, touching a tuning fork, or tapping a drum to feel vibrations and discuss sound creation. Sound Station 2 (Sound Travel) involves whispering into a tube/string telephone to discuss sound travel through materials. Following this, in AI-Assisted Fact Finding (Small Groups), groups (Light/Sound) use computers/tablets with child-friendly search (e.g., Kiddle, Google SafeSearch, or Microsoft Search Coach) to find one interesting fact or technology example, focusing on simple, reliable information.

The Explain phase (15-20 minutes) starts with a Class Discussion & Defining Concepts. Groups share their facts, and the teacher guides them to clear definitions: Light is energy allowing sight, from sources, travels straight, and can reflect/be blocked (shadows). Sound is energy from vibrations, travels through materials to ears. This is followed by a discussion on Protecting Our Senses, covering eye safety (no direct sun, sunglasses) and ear safety (avoid loud noises, low headphone volume).

The Elaborate phase (5-10 minutes) includes the “My Light/Sound Invention” Challenge. Pairs sketch a new device using light or sound to solve a problem. For AI-Supported Design, they can use online drawing, Canva for Education, or Book Creator to illustrate and describe their invention.

Finally, the Evaluate phase (5 minutes) involves an Interactive Quiz. The teacher uses Twinkl’s AI Quiz Generator (or similar) to create 5-7 simple questions on light/sound, which are then transformed into a fun Kahoot! quiz for class review and assessment.

[Pat Brennan]

Thanks for sharing this comprehensive lesson outline. It’s a well-structured and engaging approach to exploring light and sound with 3rd and 4th Class. I particularly like your Explore phase with hands-on stations, followed by AI-supported fact-finding, tools like Kiddle, SafeSearch, and Search Coach are well suited for this.

Your Elaborate and Evaluate phases also offer great opportunities for pupils to engage with AI-powered tools like Canva, Book Creator, and an AI-generated quiz. This lesson is an excellent strong example of how GenAI can be meaningfully integrated into primary science.

[Donna Mcevoy]

For my senior infant class I would do a lesson on identifying 2D shapes.

*This lesson may be over 2-3 days and broken up with some more whiteboard work/matching games (which could be created using AI)

Introduction: What shape am I? (5 minutes)

Use AI Chat GPT/voice assistant to ask: What is a circle (pupils answer first and then AI). Then show the shape to pupils. Continue with different shapes.

Use AI to help chose a song eg The Shapes Song. (5-10 minutes)

Use Chat GBT to then do some riddles. Get I have 4 sides and every side is the same. What am I? Children to then explore shapes and ask each other similar questions.

Main Activity:

AI Game or App Time (5-10 minutes)

Children use tablets or interactive board
Use an AI-powered shape activity:
Tap the correct shape when called
Drag shapes to match outlines
Color in shapes
Apps: Khan Academy Kids, Tiggly Shapes, or Starfall Shapes

Create pictures using real 2D shapes (5-10 minutes)

Use AI  (Chat GBT) to help them create pictures. What can I make with a triangle and square?

Plenary (5 mins)

Use Twinkl AI to make a quiz and children to answer in small groups on whiteboard/drawing answer

Assessment

Observation of responses to AI prompts and shape games
App games (Khan academy)
Oral/written responses during quiz
Follow up/link: Pupils could use beebots to make shapes.

 

[James Fallon]

This September I will be studying the life of Tom Crean, the Antarctic explorer, using a mix of traditional reading but after this course I hope to include AI tools to support comprehension, creativity, and differentiation.

To begin, I’ll introduce the lesson with a short class discussion: “What do you already know about Tom Crean?” I’ll follow this with a brief video or timeline to hook students and build context.

We’ll then read a selected excerpt from a novel or biography about Tom Crean. To support all learners, I’ll upload the text into Diffit, which will generate leveled summaries, vocabulary lists, and comprehension questions. I’ll group students based on reading ability, allowing each to work with content suited to their level. This will make it easier to engage all reading levels.

Once reading and group discussions are complete, students will use Gamma to create short, visually engaging presentations about Tom Crean. Their slides might include who he was, key moments in his expeditions, and what character traits made him exceptional. Gamma will make it easy for students to focus on storytelling while the tool handles design.

I’ll also encourage students to use ChatGPT or other classroom-safe AI tools to help generate content ideas, paraphrase information, or draft a diary entry from Tom Crean’s perspective. This will also be an opportunity to practice exploring bias activities from the previous module.

To close the lesson, students will share their Gamma presentations with the class. We’ll reflect on the lesson and discuss how AI helped them learn, what felt helpful, and how to use these tools in future.

By planning this way, I’ll use AI in the following ways:

Diffit for accessible, differentiated reading

Gamma for digital storytelling

ChatGPT for writing support and creative tasks

[Naomi Plant]

That’s a great use of technology to teach about Tom Crean. From what I see, it might even be possible  to create a virtual Tom Crean, able to answer the children’s questions about life as a polar explorer! Imagine the engagement in that lesson!

[James Fallon]

Throughout the modules, we’ve been introduced to a wide range of impressive AI tools that I’m eager to incorporate into my teaching next year—both to enhance learning and improve time management. Tools like Gamma will streamline the creation of engaging presentations, while Magic School AI will help with the development of curriculum resources.

As mentioned I teach in a Multi Grade classroom with class levels from 3rd to 6th, and I have realised the benefits of Diffit to manage the range of reading levels n the class when exploring a theme. With its range of reading supports, it will not only save time in planning but also give them a great sense of inclusion and motivation

I also plan to use Gamma to produce presentations. My class have many visual learners and I know they respond well to images as a launch but each presentation is very time consuming. This tool will make the process quicker and more efficient, allowing me to dedicate more time to other important areas.

[Linda Kennedy]

I’m basing my lesson plant on a History lesson for a sixth class group with the focus on ‘Feasts and Festivals Around the World’.
Objectives:
Pupils should be enabled to:
– in groups, identify and describe a feast or festival for a country that has been assigned to them
– explain the cultural significance or traditions associated with these celebrations.
– utilise an AI tool to research and gather information effectively.
– present their findings clearly to their peers.

I would do this lesson in October and begin with a chat about Halloween traditions in Ireland. Then I would explain that today they will explore how people around the world celebrate different feasts and festivals, and how AI can help them learn. As a class, brainstorm a few well-known international festivals (e.g., Diwali, Chinese New Year, Carnival, Eid al-Fitr). Briefly discuss what they already know using a KWL chart.
Then I would assign each group a specific feast or festival to research. At this point I would explain how to use the AI chatbot for research for those who haven’t used it before and I would emphasise clear, concise questions/prompts. E.g. ‘What are the main traditions of (assigned festival)?’, ‘When is (assigned festival) celebrated?’ ‘What food is typically eaten during (assigned festival)?’ I would also ask the pupils to use AI to generate an image to represent their feast/festival.
The pupils will be given time to conduct their research. They will record it as a poster and present it to the class at the end of the lesson. I’d probably do this over two lessons, spending the first lesson researching and creating the project and the second lesson presenting them to the class.

[Laura O’Sullivan]

Assessment Element of this Module:

Lesson Plan: “Night Flyers: Discovering Bats!”
Class: Senior Infants (Ages 5 – 6)
Subject: Science / Living things
Theme: Halloween

Learning Objectives
By the end of the lesson, pupils will be able to:
• Identify key characteristics of bats.
• Use topic-specific vocabulary to describe bats and their behaviour.
• Show understanding through movement, storytelling, and a group quiz.
Resources
• AI-generated storybook: “Bella the Bat’s Night Adventure” (2–3 mins)
• Gamma visual slides: “Bat Facts for Brave Explorers”
• Canva-created bat movement cards
• Quizizz (group quiz format)
• Bat sound clips (echolocation, flapping wings)
• Art materials: black paper, chalk, string, googly eyes

Lesson (Can be spread out over a number of days and adapted according to the interest, enjoyment and attention of the children )
1. Storytime Hook
• Read or play the AI-generated story: “Bella the Bat’s Night Adventure”.
• Use sound effects (bat wings, night sounds) to create atmosphere.
• Ask Students: “What do you think Bella saw on her night flight?”

2. Movement & Discovery
• Use bat movement cards (Canva) to act out:
• Hanging upside down
• Flying silently
• Using echolocation (call and echo game)
• Introduce vocabulary through movement: nocturnal, wingspan, roost, colony, echolocation.

3. Visual Learning
• Present Gamma slides with real bat images and facts:
• Bats are the only mammals that can fly.
• They sleep upside down in roosts.
• Bats come out at night and use echolocation.
• Some bats eat fruit, others eat insects.
• Bats live in caves, trees, and even buildings.

4. Group Quiz
Use Quizizz in team mode: pupils work in small groups to answer 10 true/false questions. Encourage discussion and teamwork.

Conclusion
• Pupils draw or craft their own bat using black paper, chalk, and googly eyes.
• Ask them to name their bat and describe it using new vocabulary.
• Optional: Create a “Bat Cave” display in the classroom with their artwork.

Assessment
• Observation during movement and group activities.
• Quizizz group results to assess understanding.
• Use of vocabulary in storytelling and art descriptions.

[Laura O’Sullivan]

Reflection:

As I explore the growing role of AI and digital tools in education, I find myself both intrigued and cautious. There’s no denying the potential—especially when it comes to blending digital literacy and responsible AI use with subjects like history. The opportunity to integrate learning across the curriculum is enormous. But I also believe that digital skills need to be introduced gradually, starting in the early years and built upon consistently as children progress through primary school.
Structured, school-wide approaches—perhaps through SSE—are essential. Without them, the pace of change can feel overwhelming. Teachers need ongoing CPD to stay afloat, not just to learn new tools but to feel confident using them safely. The fear of data breaches or students encountering inappropriate content is real, and it leaves many of us feeling vulnerable.
This course has helped me to learn more about the world of AI and give me the confidence to give it a try. Tools like Gamma can help to streamline my presentation prep. ChatGPT has become a quiet brainstorming partner—great for rewording or lesson ideas, though I always double-check its suggestions and ensure its sutability for my classes learning. I can see how Quizizz would become a hit with students, offering a fun, low-pressure way to assess learning. Diffit could become invaluable for differentiation, helping me tailor content to varied reading levels. And CoPilot—while still new to me—has already proven useful for the dreaded time consuming admin tasks..
Despite these positives, I remain mindful. AI can’t replace the human side of teaching—the ability to sense when a child is struggling or when a lesson needs to shift direction. But if it can save time, reduce workload, and make learning more engaging, then it’s worth exploring. I may be late to the AI party, but I’m glad to be finding my footing now, with a clearer sense of how to use these tools meaningfully and responsibly.

[Mairead Roche]

Subject: SESE

Lesson: Hibernation

Class: First Class

Lesson Objective: The students will give a reason for hibernation, will be able to name 3 animals that hibernate and say how they prepare for hibernation.

Begin with a KWL chart on hibernation to illicit prior knowledge.

Show presentation made with Gamma:

https://gamma.app/docs/What-is-Hibernation-zs2egaj8veh7env?mode=doc

Revisit the KWL chart to fill in the ” What I’ve learned” section.

In groups, the children will complete a multiple choice question quiz created on Magic school.

I have learned so much about AI in education on this course and yet I feel I am only beginning to scratch the surface. As Natasha Berg said, AI is here to stay and the current version of Chat GPT is the most basic that there will ever be. We need to keep up with a rapidly evolving situation when it comes to using Artificial Intelligence in our schools. It also means keeping informed about the ethical use of same. I am so glad I’ve taken the first steps to using AI in my classroom.

[Sinead Burke]

Lesson Plan for 3rd class SEN group: Exploring Dolch Words with AI Tools.

Learning Objectives
1. Recognize and read 5–10 selected Dolch sight words.
2. Use 3+ sight words correctly in a sentence or creative output.
3. Interact with AI tools to enhance word recognition and usage.
4. Build confidence through multi-modal, supported literacy tasks.

Warm-Up & Word Introduction: Introduce 5–10 Dolch sight words in context

• Use Gamma to create a short, image-rich presentation of the day’s Dolch words in simple sentences.
• Read through the words together, using Immersive Reader to: Read aloud each sentence, highlight syllables, translate or picture-search for clarification

Guided Learning with Khan Academy: Reinforce reading comprehension and listening.

• Open Khan Academy Kids or use Khan’s Early Literacy Videos focused on sight words.
• Watch a short video together (e.g., “Let’s Learn Sight Words: Come, Make, Help”).
• Pause after each word and ask: “What does that word mean?”, “Can you say a sentence with it?”
• Let student respond orally or write simple sentences on a whiteboard/tablet

Interactive Practice with Immersive Reader; strengthen fluency and decoding.

• Use Immersive Reader on a short paragraph or story containing the day’s Dolch words.
• Example: Paste a 4–5 sentence story like: “I come to the park. I jump and run. I make a big splash. I stop to eat.”
• Student listens and follows along
• Use built-in picture dictionary for tricky words
• Ask simple comprehension questions (e.g., “What happened first?”)

Creative Application with Scratch: Apply words creatively in a fun, interactive way.

• Choose simple characters (e.g., cat, dog, ball)
• Student creates a 3–4 step story animation using blocks:
• Add speech bubbles: “Come play!”, “Let’s run!”, “Stop here.”
• Use pre-written sight words to drag and drop.
• Play the story aloud and read through it together.

Review & Reflect with Gamma

• Open a Gamma deck with today’s words and visual cues
• Let the student: Match words to images, if needed use text to speech app (immersive reader) to read sentences aloud, drag-and-drop simple fill-in-the-blanks (e.g., “I ___ to the park” → [come/play])
• Celebrate success with badges or a visual chart.

I realise that this is quite a lengthy lesson plan and can be adapted on the day. All of the AI tools listed in the lesson plan and this module are completely new to me. I’ve chosen to incorporate the tools I intend to try use this coming school year. That’s not to say that all the other AI tools aren’t useful but to aim to use them all as a ‘newbie’ is overwhelming. If I can get to grips with the above mentioned tools over the next year, I’ll be happy.

[Naomi Plant]

Lesson Plan: EAL Lesson for second class pupil, new to our school
Lesson Title: My New School
Second Class  Level: Beginner (A0–A1)
Theme: First Day at School

Learning Objectives
By the end of the lesson, the student should be able to:

Say and recognize basic greetings (e.g., “Hello,” “My name is…”)
Identify and name 5–8 common classroom items
Follow simple classroom instructions (e.g., “Sit down,” “Stand up,” “Listen”)
Begin to feel emotionally safe and confident in the classroom environment

Materials Needed
Flashcards (classroom items, actions)
Picture book or story about the first day at school
Real classroom items (pencil, book, bag, etc.)
Song (e.g., “Hello Song”)
Visual daily schedule
Reward stickers or stamps

Introduction:
1. Greet the child warmly: “Hello! My name is ___.” (gesture and smile)
Play a “Hello Song” (e.g., “Hello, Hello! Can You Clap Your Hands?” by Super Simple Songs)
Encourage the child to repeat key words: “Hello,” “Bye,” “My name is…”

2. Key Vocabulary Classroom Items
Use flashcards and real items to introduce:
“Chair,” “Table,” “Bag,” “Book,” “Pencil,” “Crayon,” “Teacher”
Use Total Physical Response (TPR):

“Touch the pencil.”
“Show me the book.”
Allow the child to touch and name objects.

3. Story Time  Themed Story
Read a simple picture book like “Maisy Goes to School” or “Spot Goes to School”
Point to pictures and say words slowly:
“This is the teacher.”
“He has a bag.”

4. Action Time  Simple Commands Game
Teach: “Stand up,” “Sit down,” “Look,” “Listen,” “Come here”
Play Simon Says using the commands with gestures
Let the child take a turn giving commands

5. Practice & Reinforcement Matching & Speaking
Matching game: Match object to word/flashcard
Use a mini dialogue:

Teacher: “What is this?” (pointing to object)
Child: “It is a book.”
Adapt if child is non-verbal or shy: Accept pointing or nodding as answers.

6. Cool Down & Goodbye
Review one or two words learned
Give a sticker or stamp for participation
Say: “Well done! See you tomorrow!”

 

I plan to use AI to enhance my own SEN teaching and support the work of the class teacher by pre-teaching new topics and concepts in as many ways and means as possible, using quizzes, games, targeted worksheets, text to speech and reading coach. I hope to introduce some pupils to some of the AI apps, which will help them to engage in literacy lessons, e.g critically analysing various texts.

My students love Readers’ Theatre. Now I can find ways to create new and topic specific scripts at the touch of a button. They could even suggest their own story themes. What fun we are going to have!

[Kate McCarthy]

As an educator, I believe that integrating AI into teaching is essential to preparing pupils for the digital future. AI tools offer the potential to personalise learning and engage all sorts of learners. I plan to introduce AI concepts through using AI-based educational games, basic coding with tools like Scratch, and discussions about how AI is used in everyday life (e.g., voice assistants or image recognition). I aim to promote digital literacy and ethical awareness by encouraging students to question how AI makes decisions and who creates these tools.I will use AI tools for quizzes also, the likes of ChatGPT or Twinkl’s Ari Assistant in particular. This allows for differentiated learning and assessment of understanding. For SEN pupils, AI applications like text-to-speech or adaptive learning software can support inclusion. I also see great value in professional development to stay current with trends and ethical considerations. By fostering curiosity and critical thinking about AI, I hope to prepare students not just to use technology but to understand and appreciate it.

The following is an example lesson plan;
Lesson-English, Retell and sequence a story (3/4thclass)
Children will have studied a well known story/fairytale
In groups they will rewrite the story in their own words
They will use an AI tool like Scratch or Gamma to create a visual animation to correspond to their story.
Children will be given the opportunity to present this work to others.

[Annette Regan]

Reflection:

As a non-teaching school principal, I believe that the integration of AI into teaching and learning is both an exciting opportunity and a responsibility to approach with care. I can support and guide the gradual, strategic integration of AI tools in a way that supports our Digital Learning Framework and School Improvement Plan. CPD for all staff is absolutely crucial and then staff can discuss and share experiences during Croke Park hours.  We must ensure that we are GDPR compliant.  Pupils and parents need to be involved in discussions around responsible AI use.

I used Copilot for this Lesson Plan

📰 Lesson Plan: Spotting and Stopping Fake News

Class Level: 6th Class

Duration: Approximately 60 minutes

Subjects Integrated: SPHE, English, Digital Literacy

🎯 Learning Objectives

By the end of this lesson, students will be able to:

Define fake news and explain why it spreads
Identify trustworthy vs. untrustworthy sources
Practice evaluating online information for reliability
Understand the impact of misinformation
🔍 Warm-Up Activity — “Fact or Fake?”
Time: 10 minutes

Activity Instructions:
Display these 5 headlines on the board:

1.      “Ireland Introduces Free Pizza Fridays in All Primary Schools”

2.      “NASA Confirms Water Ice Found on Moon’s South Pole”

3.      “Dublin Zoo Welcomes World’s First Glow-in-the-Dark Elephant”

4.      “Galway Teen Wins International AI Coding Championship”

5.      “New Law Requires Everyone in Ireland to Own a Sheep by 2026”

Students vote whether each is fact or fake, followed by class discussion.

Teacher Notes: • Real: 2 and 4 • Fake: 1, 3, 5 • Use discussion prompts: What made you think this was fake? How could you check?

📘 Mini-Lecture — What is Fake News?
Time: 10 minutes

Explain:

·        What fake news is

·        Why people create and share it (profit, influence, humour)

·        Use Irish examples if possible

🕵️ Group Detective Activity
Time: 15 minutes

Provide students with different articles (real and fake). Ask groups to:

·        Investigate the source and author

·        Check spelling, headlines, and emotional language

·        Complete a checklist for credibility

Teacher Notes:  I will prepare articles in advance.

💬 Class Discussion — Why It Matters
Time: 10 minutes

Guide discussion on:

·        The impact of fake news

·        How misinformation affects schools, communities, and individuals

·        Why students should care

✍️ Creative Writing — Make a Silly Hoax
Time: 10 minutes

In pairs, students invent a silly news story and write a brief headline + summary. Example: “Aliens Land at Dublin Airport, Confused by Escalators”

✅ Wrap-Up & Reflection
Time: 5 minutes

Quick recap:

·        Share 3 tips to spot fake news

·        Students reflect by writing or sharing one thing they learned

🔗 AI Resources (Optional Support Material)
Interactive Tools:
·        Escape Fake AR Game: Link

·        CyberAdventure Game: Link

Teacher Tools:
·        The Factual, Logically: Fact-checking sites with AI help

·        SchoolAI Guide: Spotting deepfakes

·        Ellii Blog: Fake news in the AI era

·        GitHub Fake News Detector: Link

 

 

[Laura Gilchrist]

This is definitely a lesson that I feel would benefit all senior end classes as in the times we are living in, teaching children about fake news is just so important in helping them think critically, identify reliable information, and stay safe in a world with lots of misleading content.

[Catherine Galvin]

I planned a Literacy lesson 40 minutes duration, including differentiation for less and more able learners using AI tools that I have learned about in this course.

Lesson Title: Exploring Endangered Animals Using AI Tools
Subject: English (Literacy, Research, Digital Literacy, Oral Language)
Duration: 40 minutes
Class Level: 5th Class

Learning Objective
By the end of this lesson, students will be able to:

Use AI tools to research, summarise, and present information about an endangered animal.
Create a visual and oral presentation using digital tools.
Differentiate between reliable and unreliable sources.
Engage in group collaboration using varied strengths and resources.

Lesson Breakdown
1. Introduction (5 mins)
Teacher explains:

Today’s focus: Exploring endangered animals using AI tools.
Introduction to the four tools:

Microsoft Search Coach for smart and safe online research.
Diffit for adapted reading materials.
Canva to design a poster or presentation.
Gamma to build a quick AI-supported slideshow.
Mini demo: Quick show of each tool’s interface (30 seconds each).

2. Main Activity – Research & Creation (25 mins)
Group Division:
Pupils work in groups of 3–4. Each group chooses (or is assigned) an endangered animal.

Step 1: Research (10 mins)
Pupils use Microsoft Search Coach to look up information on their animal.

Guided prompt: “What is the habitat, diet, threats, and conservation efforts of the [animal]?”
Search Coach helps identify reliable sources.
Pupils use Diffit if needed to simplify articles (based on reading level or EAL needs).

Step 2: Content Creation (15 mins)
Pupils choose between:

Canva: Create a poster or infographic.
Gamma: Create a short slideshow presentation.
Teacher circulates to support group tasks and ensure engagement.

Differentiation Activities
Group Type
Strategy
Higher Ability
Challenge to create a slideshow in Gamma with at least 3 slides and present with oral language. Encourage use of advanced vocabulary and critical thinking (e.g., “What would happen if this animal went extinct?”)
EAL/Lower Literacy
Use Diffit to simplify texts, provide vocabulary banks and visuals. Canva templates with pre-filled sections to scaffold content creation. Use voice-to-text if available.
Mixed Ability
Assign roles (researcher, reader, designer, presenter). Peer support encouraged.

Resources
Laptops/tablets
Microsoft Search Coach (https://searchcoach.microsoft.com/)
Diffit (https://www.diffit.me/)
Canva for Education (https://www.canva.com/education/)
Gamma App (https://gamma.app/)
Vocabulary banks (printed)
Pre-filled Canva templates (for scaffolded groups)

Plenary (10 mins)
Whole-Class Reflection:

Each group presents a 2-minute summary of their findings using Canva or Gamma.
Class does a thumbs up/down or 2 stars and a wish peer feedback model.
Teacher-led Q&A:

“What did you find interesting?”
“How did the tools help you?”
“Which tool did you enjoy the most and why?”

Assessment
Observation of group work and collaboration.
Evaluation of digital outputs (posters/slides).
Oral presentations.
Formative feedback from plenary session.

Extension (if time or for homework):
Pupils write a diary entry from the perspective of the endangered animal.
Optional: Create a video using Canva or Gamma for home/school display.

[Emma Carroll]

Module 5
Part 1: Reflection

As I continue to explore AI in education, I plan to integrate it into my teaching to enhance learning, save time, and support differentiation. There are AI tools to support in all aspects of the classroom from planning, delivering the lesson, assisting the children, differentiation and assessment.

Copilot will assist me in planning lessons, generating ideas and adapting content for different ability levels. Gamma will be useful for creating engaging, interactive presentations that are more visual and easier for students to follow. Tools like Khan Academy will help provide personalised support for students, especially in maths, allowing them to learn at their own pace with guided explanations. I also plan to use Quizizz to make assessment more fun and interactive while tracking student understanding. These tools will not only boost student engagement but also help me identify learning gaps and plan accordingly. While I’ll start small, I’m excited by the potential of AI to support inclusive, efficient, and creative teaching, ensuring all students get the most from each lesson.

Part 2: Lesson Plan

5th Class Lesson Plan: Understanding Food and Nutrition

Curriculum Link:
SPHE – Myself: Taking care of my body – Food and Nutrition

Learning Objectives:
-Identify the main food groups and their role in a healthy diet.
-Understand the importance of balanced eating.
-Use digital tools to review and apply learning.

Introduction (10 mins):
Use Gamma to present a visually engaging slideshow on the food pyramid, nutrients (carbohydrates, proteins, fats, vitamins, minerals) and examples of healthy meals. Include AI-generated images and short clips to enhance understanding.

Main Activity (20 mins):
Students work in small groups to sort food cards (or images from Gamma) into the correct food groups. Each group discusses the benefits of the foods and how they support the body.

Assessment (10 mins):
Students complete a short interactive quiz on Quizizz to offer instant feedback and tracks student understanding in real time.

Conclusion (5 mins):
Class discussion on how they can make healthier food choices, especially for school lunches.

• This reply was modified 6 months, 1 week ago by Emma Carroll.

[Cian Walshe]

In my future teaching and planning, I intend to incorporate Ai into my lessons. This utilises a range of resources that engage the children as well as saving time. The resources I am going to use in my classroom are quizzit to create quizzes that can be used for assessment, Khan Academy for educational games/assessments that can be easily differentiated, as well as Gamma for presentations on a range of topics. I also realise the importance of ethical awareness and digital literacy. Every lesson will include a brief piece of questioning the answers and information provided by AI to encourage the children to use it as an aid and not to rely on it.

 

Lesson Plan:

Lesson Plan: Introduction to India (1st Class)

Theme: Exploring the World – India

Duration: 40–45 minutes
Strand: SESE – Geography / SPHE (cultural awareness)
Class Level: 1st Class

 

Learning Objectives:

By the end of the lesson, pupils will:

Recognise India on a map

Identify the Indian flag

Learn 2–3 facts about Indian culture (e.g. food, clothing, animals)

Appreciate cultural diversity in a fun and respectful way

 

Lesson Breakdown:

1. Introduction (5 mins)

Show globe or map.

Ask: “Do you know where Ireland is? What other countries do you know?”

Introduce India: “Today, we are going to learn about a country called India!”

 

2. Where is India? (5 mins)

Point to India on the globe.

Show its location compared to Ireland.

Mention it’s very far away and much bigger than Ireland.

Introduce the Indian flag (show a big colour picture): saffron, white, green with a blue wheel in the middle.

 

3. Culture Snippets (15 mins total)

Generated a presentation on Gamma on ‘India’. This explores the history, culture, food, flag, traditions, clothes of India.

4. Activity – Colouring (10 mins)

Choose one:

Colour in the Indian flag

Colour and decorate an elephant with patterns and bright colours

 

5. Review & Recap (5 mins)

Ask:

“Can anyone remember the name of the country we learned about?”

“What colours are on the flag?”

“What animals might you see in India?”

Give a sticker or star to each child who shares something!

 

 

[Michelle Murphy]

Great lesson idea Cian, good to see AI can be used in younger classes and we are aware of the ethical issues surrounding this topic and resource.

[Ashling Moloney]

Lesson: The Famine
Subject: History
Learning Objectives:
• Become familiar with the aspects of the everyday lives of the people in Ireland during the famine
• Understand the impact of the famine on the lives of people at the time
Lesson:
Introduction using a visual prompt – an Irish famine cottage – class discussion and questioning to elicit children’s prior knowledge
Main Activity:
Children work in groups using ipads and Microsoft Copilot to research key questions. Each group works on a key question for example: what was life like for a child during the famine?, what caused the famine?, what did a lot of people have to do as a result of the famine? – teacher is circulating to support and guide groups during this time
Each group shares the answer to their question with the class – class discussions based on these questions and answers.
Assessment:
Pupils complete a Quizizz quiz to check and assess their learning.

[Michelle Murphy]

A simple junior infant lesson plan for number. first time using AI for creating lesson plans and found it very helpful and quick.

‍🏫 Class
Junior Infants
🎯 Objective
To enable children to count, recognise, and use numbers up to 10 using a variety of strategies and in different real-life contexts.
📚 Strand
Number
📘 Strand Unit
Counting and Numeration
🛠️ Skills Required
One-to-one correspondence
Number recognition (1–10)
Oral counting
Matching numerals to sets
Comparing quantities (more, less, same)
Using concrete materials and visual strategies

🎓 Learning Outcomes
By the end of the lesson, children will be able to:
Count objects accurately up to 10
Use different strategies (touching, moving, grouping) to count
Match numbers to sets of objects
Use counting in classroom routines and games
Compare groups using mathematical language
🧠 Learning Experiences
Hands-on exploration with counting materials
Interactive number songs and rhymes
Group games involving counting and matching
Story-based counting activities
Use of ten frames and number lines
🚪 Introduction (5–10 mins)
Begin with a counting song (e.g. “1, 2, 3, 4, 5, Once I Caught a Fish Alive”)
Show number cards 1–10 and ask children to call out the numbers
Ask: “Can you show me 5 fingers? What about 8?”
Brief discussion: “Where do we use counting every day?”

🧩 Main Activity (20–25 mins)
Station Activities (rotate in small groups):
Counting Bears – Count and sort bears into groups of 1–10
Ten Frame Match – Fill ten frames with counters to match number cards
Number Hunt – Find hidden numbers around the room and match to sets
Story Time – Read a counting book (e.g. Ten Black Dots) and count along
Dice Game – Roll a die and count out that number of objects

🎉 Plenary (5–10 mins)
Gather as a class and ask:
“What did you count today?”
“What helped you count?”
Quick game: “I’m thinking of a number between 1 and 10…”
Recap strategies used (e.g. touching, moving, grouping)

🧩 Differentiation
Support:
Use larger, tactile objects
Provide visual aids (number lines, ten frames)
Work in smaller groups with teacher/assistant support
Extension:
Introduce simple addition (e.g. “I had 3 apples, then I got 2 more…”)
Ask children to count backwards from 10
Use missing number puzzles

🧰 Resources
Counting manipulatives (bears, cubes, buttons)
Number cards (1–10)
Ten frames and counters
Dice and spinners
Interactive whiteboard for songs
Storybooks (Ten Black Dots, One Duck Stuck)
Worksheets for matching and counting

✅ Assessment
Observation: Watch children during activities for accuracy and strategy use
Questioning: Ask children to explain how they counted
Tasks: Use a simple worksheet or hands-on task to assess counting and matching
Anecdotal Notes: Record individual progress and strategies used

[Pat Brennan]

Hi again Michelle,

Thanks for sharing your lesson plan, and good to hear your first experience using GenAI to support planning was a positive one. While it’s not advisable to take an AI output as is, it’s certainly helpful for overcoming the blank page and works particularly well for drafting and redrafting.

As for the maths lesson itself, it’s well structured and certainly suits the cohort you have in mind, with the use of songs, concrete materials, and small group stations. I also like how you’ve planned for differentiation and built in Assessment for Learning through observation and questioning.

[Michelle Murphy]

This has been a great course with a huge amount of information and resources. I hope I can get to use some of them at some stage as well as share them with colleagues. I can see myself using AI in my junior infant class this coming year mostly in literacy and maths. The children can dictate stories to an AI tool and we can include their names to make it more fun. I also love Khan academy and it is geared towards the younger age groups. Currently we have it timetabled once a week in our power hour where one station gets to use it and reach their individual targets. I also would like to get to grips with and use Speech-to-text tools help children with fine motor difficulties express themselves. I really liked the Microsoft Immersive Reader but is suited for the older children.

I am new to MagicSchool.ai but would like to try and create SEN-friendly resources with simplified language or visual supports. I use Canva at times but would love to delve into it further and use it for Visual schedules and social stories which can be created easily to support children with autism. It can generate calming visuals, emotion cards, or choice boards. Twinkle ari AI looks like a great tool and hopefully will have the Irish curriculum included in the coming year.

[Olivia Hynds]

REFLECTION:

I can really see how AI concepts and tools are going to help teaching and learning in my classroom going forward. It amazes me the speed at which presentations/ quizzes etc can be created to suit my classes personal needs   We have seen some great examples of short snappy things that you could do with children e.g. image creator. Pupils would love that. These tools will reinforce learning and the children will find them engaging.  There has been a lot to take in for someone who is completely new to AI but I hope with time I will become more familiar with the tools mentioned in module 3 and 5.

 

Lesson plan:

Exploring Adjectives through Descriptive Writing

Class: 3rd and 4th class

P L C (English):

Learning Outcome 5: Vocabulary – “The child will acquire and use a wide range of vocabulary across a variety of contexts.”
Learning Outcome 6: Sentence Structure and Grammar – “The child will develop an understanding of grammar and sentence structure and apply it in their writing.”
Learning Outcome 8: Creating Texts – “The child will create a range of texts using appropriate language, style, and structure.”

Students will be able to:

Identify and use adjectives to enhance descriptive writing.
Create a vivid descriptive passage using sensory language and adjectives.
Use their passage to generate an AI image.

 

1. Introduction

-Begin with a quick discussion: “What makes writing interesting to read?”

-Transform simple sentences by adding descriptive words

2. Guided Practice

Read a short descriptive paragraph from class novel and ask the children, in pairs, to write the adjectives on a WB
Discuss how each adjective adds detail and helps paint a picture in our minds.

 

3. Independent Writing Task

Students write a descriptive paragraph (6–8 sentences) about a location mentioned in the class novel.
Describe what you see, hear, smell, and feel.”
Encourage use of sensory language and vivid adjectives.
Encourage the use of a thesaurus

 

Children’s passages will the

Children’s passages will then be used in an AI image generator to bring the scene to life.  Child will then be asked to be self-critical.  Is this what you pictured? Is there anything missing? Could you add more description?

Differentiation:
Provide word banks or sentence starters for students who need support.
Challenge early finishers to write a second paragraph or use similes/metaphors

 

This lesson allows the children the opportunity to use AI in the classroom by inputting their description in an AI tool to create an image for their descriptive passage. There are so many opportunities for AI to enhance teaching and learning. I plan on using some of these tools next year to support my planning and resource making.

[David Mahoney]

That sounds like such a lovely lesson. I think the children will really enjoy seeing their writing turned into images. It makes their work feel important and real. I like how you are building in that moment for them to reflect and ask, is this what I pictured? It is a great way to get them thinking about how to improve their writing. I am also new to this, so I know what you mean about there being a lot to take in, but I am excited to try some of these tools too. It is nice to know we do not have to change everything, just start with small steps that work for our class.

[Shauna Caffrey]

Reflection:

I can really visualise how the use of the AI tools will aid both me as the class teacher and my students and their learning experience. We have gained practical insight as to how to use the various tools. It is brilliant to have such knowledge going forward as things such as creating powerpoints, worksheets and assessment tasks can be very time consuming as a teacher. If there are tools out there that can help with this, it is important that we use them. Of course, whilst always keeping a critical eye and ensuring the content is ethical and suitable.

Lesson:

Subject: Literacy  (6th class)

Theme: Persuasive Writing

Objectives: By the end of the lesson, the students will be enabled to

• recognise the features of persuasive writing
• critically evaluate various advertisements
• create their own advertisement using Canva

Introduction:

Explore what advertising is and how persuasive writing is used in advertisements . Use visual advertisements and videos on the whiteboard to explore this. Discuss the features of these. I would use Gamma to create this presentation. 

 

Development:

In small groups of 3-4 critically evaluate a number of given advertisements. Teacher will float and conference between groups to elicit.

 

In pairs create an advertisement for a given item using Canva. various pairs will be asked to present their advertisements and its features.

Conclusion: Discuss what we have learned.  The students will then complete a quiz made on Co-Pilot through the Quizziz  website using their ipads.

Assessment:

Teacher observation

Conferencing

Teacher designed task

• This reply was modified 6 months, 1 week ago by Shauna Caffrey.

[David Mahoney]

Part 1:

To be honest, I was not sure what to expect from AI in the classroom at first, but now I can really see the value in it. I am planning to bring it into my teaching in small, easy ways to start. I like the idea of using tools like Teachable Machine or even something simple like an AI assistant to help introduce how machines learn. I think the pupils will be really interested, especially if they get to train the AI themselves and see how it reacts.

Part 2:

LI: To learn how machines can be trained to recognise patterns and respond

Steps:

1. Quick chat: What do you think AI is? Where have you seen it?
2. Show Teachable Machine on screen
3. As a class, train the model to tell the difference between sitting and standing
4. Test it out and talk about what worked and what did not
5. In pairs or small groups, pupils choose two objects or actions to train their own model
6. Reflect on how the AI learned and what confused it

Plenary:

Circle time: What surprised you about AI today?
One thing you learned, one question you still have

[Michael Coughlan]

Lesson: Discovering European Capital Cities with AI
Class Level: 3rd/4th Class
Subjects: Geography, Digital Literacy
Duration: 1 Hour

Learning Objectives:
Identify at least 5 European capital cities and their countries.
Find and share one interesting fact about each.
Use of Google Earth and Microsoft search coach

Materials:
Tablets/laptops
Printed map of Europe
Internet access
Worksheet: “Capital City Fact Finder”
Microsoft Search Coach
Google Earth

Lesson Steps:
1. Introduction (10 mins)
Show Europe on a globe/map.
Discuss what a capital city is.
Introduce AI simply: “AI is like a smart helper that finds information for us.”
2. Group Activity with AI (25 mins)
Each group is assigned a European capital.
Use AI to find:
Country
One interesting fact
Record findings on worksheet and locate on map.
Show landmark in Google Earth or AI-generated image.
3. Class Sharing (10 mins)
Each group presents their city and fact.
Pin city on classroom map.
4. Reflection (10 mins)
Discuss: “How did AI help us today?”
Talk about safe and smart use of AI tools.

Assessment:
Completed worksheet
Map activity
Participation in discussion

[Gerard Kelleher]

I planned the lesson below using Google Gemeni, one of the tools discussed on the course. While it took some time and editing I feel that Gemini did a very good job in devising a lesson plan based on the day of the Easter 1916 Rising itself. I did need to use tools such as MagicSchools AI to generate images and quizzes for the lesson. However, Gemini did provide useful prompts for me to use while generating these images and quizzes. It also provided useful question prompts for the pupils to use when researching an aspect of the day itself. I found that it was a very useful process to go through considering all that I have learned during this course.

 

Lesson Plan: Easter Monday 1916 – The Day It Began
Subject: History
Class Level: 6th Class
Time Allotment: 60-75 minutes (flexible, depending on research and discussion depth)

Lesson Focus: To explore the immediate actions, key figures, and significant locations involved in the start of the Easter Rising on Easter Monday, 1916.

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

• Identify the date on which the Easter Rising began and at least three key locations occupied by rebels in Dublin.
• Name Patrick Pearse and explain his role in the initial moments of the Rising.
• Describe the purpose and significance of the Proclamation of the Irish Republic.
• Explain the initial surprise and reactions of ordinary Dublin citizens to the outbreak of the Rising.

Utilize AI tools responsibly to gather and synthesize information for historical research.

Materials:
Interactive Whiteboard / Projector

Computers or Tablets (at least one per group, ideally more for individual research)

Internet access

Access to AI tools (We have access to Google Workspace at school so we will use Gemini for Research. We will also use Diffit /Wayground to develop presentations and online assessments)

Large sheets of paper or card for group posters

Markers, coloured pencils

Pre-prepared links to age-appropriate, reliable historical websites (e.g., National Museum of Ireland, National Library of Ireland, RTÉ Archives, Bureau of Military History online archives, specific educational resources on the Rising).

Lesson Procedure:
1. Introduction: Setting the Scene (10 minutes) – AI-Enhanced Presentation using Gamma.

Teacher-led Discussion: Based on AI enhanced presentation. Elicit prior knowledge. Ask key questions. Generate an image using Magic Scho0l AI to elicit discussion on the Rising.

Brief Context: Briefly recap that Ireland was part of the British Empire, World War I was happening, and there was a strong desire for Home Rule or full independence. Explain that a secret plan was put into action by a small group of determined Irish nationalists.

2. The Spark of the Rising: Key Moments (15 minutes) – Teacher-led & AI Interaction

The Surprise Attack: Explain that the Rising began unexpectedly on a Bank holiday, catching many off guard.

Key Locations (AI-Assisted Mapping & Description):

Display a simple map of Dublin on the interactive whiteboard.

As you introduce each location, use an AI tool (e.g., Google Maps with a historical overlay if available, or simply a modern map where you can draw/highlight) to pinpoint the main rebel strongholds.

Teacher Prompt for AI (e.g., Google Gemini/ChatGPT for brief descriptions): “Give me a very short, simple description of the historical significance of the General Post Office (GPO), St. Stephen’s Green, and Jacob’s Factory during the Easter Rising on Easter Monday 1916, suitable for a 6th class pupil.” Read these descriptions aloud as you highlight them.

The Proclamation of the Irish Republic:

Show an image of the Proclamation on the board.

Explain that this document was read aloud by Patrick Pearse outside the GPO, declaring Ireland an independent republic.

Teacher Prompt for AI (e.g., Google Gemini/ChatGPT): “Summarize the main ideas of the Proclamation of the Irish Republic in simple language for a 6th class pupil.” Discuss the key phrases and what they meant.

3. Group Research & AI Interaction (20 minutes) – Collaborative Learning

Divide the class into four groups. Each group will be assigned one research question related to Easter Monday.

Teacher Guidance on AI Use: Before starting, reiterate the rules for using AI:

AI is a tool to help find information quickly, not to do all the work.

Always check the information AI gives you against reliable historical websites.

Ask clear questions.

Do not share personal information with the AI.

Use AI to summarize, brainstorm ideas, or find facts, not to write entire paragraphs for them.

Group Task: Each group will research their assigned question using the provided online resources and AI tools. They should prepare a short presentation (approx. 3-5 minutes) to share their findings with the class, using a large sheet of paper/card to illustrate key points.

The Four Research Questions:

Group 1: The General Post Office (GPO) – The Heart of the Rising

Question: What happened at the GPO on Easter Monday, and who were the most important leaders stationed there?

AI Interaction: Pupils can use AI to ask: “What was the GPO used for in the Easter Rising on Easter Monday?” or “Who were the leaders at the GPO on Easter Monday 1916?” They should then verify information with historical websites.

Group 2: St. Stephen’s Green – A Park Under Siege

Question: How was St. Stephen’s Green used by the rebels on Easter Monday, and what surprising thing did they do there? Who was in charge?

AI Interaction: Pupils can use AI to ask: “What happened at St. Stephen’s Green during the Easter Rising on Easter Monday?” or “Who led the rebels at St. Stephen’s Green in 1916?” They should cross-reference with historical sources.

Group 3: The Dubliners’ Day – Shock and Confusion

Question: How did ordinary people in Dublin react when the Rising began on Easter Monday? Were they expecting it? What did they see or hear?

AI Interaction: Pupils can use AI to ask: “What was the public reaction in Dublin to the Easter Rising on Easter Monday 1916?” or “Describe what it was like for ordinary people in Dublin on Easter Monday 1916.” They should look for anecdotal evidence or eyewitness accounts on historical sites.

Group 4: Rebel Uniforms and Weapons – The Look of the Rising

Question: What did the rebels wear (uniforms) and what kind of weapons did they use on Easter Monday? What challenges did they face with their equipment?

AI Interaction: Pupils can use AI to ask: “Describe the uniforms of the Easter Rising rebels on Easter Monday 1916.” or “What weapons did the Irish Volunteers use in 1916?” They could also use a supervised AI image generator (with a very specific prompt like “simple drawing of an Irish Volunteer uniform 1916”) to help visualize, but the primary information should come from historical text.

4. Group Presentations (15 minutes)

Each group presents their findings to the class.

Encourage other groups to ask questions and share what they found interesting.

The teacher can facilitate discussion and clarify any points.

5. Conclusion & Review (5-10 minutes) – AI-Assisted Recap

Quick Quiz (AI-Generated): Display a short, interactive quiz on the whiteboard (e.g., 3-5 multiple-choice or true/false questions based on the lesson’s objectives).

Teacher Prompt for AI (e.g., MagicSchools AI): “Create a short, 5-question multiple-choice quiz for 6th class about the events of Easter Monday 1916, including questions about the GPO, Patrick Pearse, and the Proclamation.”

Reflect and Discuss: “What was the most surprising fact you learned about Easter Monday 1916? How do you think the events of that day would have felt if you were living in Dublin then?”

Look Ahead: Briefly mention that the Rising continued for several more days and had a lasting impact on Irish history.

Differentiation:
Support: Provide sentence starters or structured templates for research. Pre-select specific paragraphs from websites for easier reading. Offer more direct, simpler prompts for AI tools. Pair students with varying reading abilities.

Challenge: Encourage pupils to find more than one source for their information. Ask them to consider the immediate consequences of the Rising on the day itself for different groups of people (e.g., shopkeepers, families, British soldiers).

Assessment:
Observation: Observe pupil engagement, participation in group discussions, and their ability to collaborate and use AI tools effectively.

Group Presentations: Assess the accuracy of the information presented, clarity of communication, and teamwork.

Informal Quiz: Gauge overall understanding of key facts and concepts.

[Moira White]

SESE Lesson Plan – Local Sea Life (First Class)
Subject: SESE – Science & Geography
Strand: Living Things / Environmental Awareness & Care
Topic: Local Sea Life (Irish coastal animals)
Class Level: First Class
Duration: 45 minutes

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

Identify 3 local sea creatures (e.g., crab, starfish, seaweed).
Describe key features (habitat, diet, movement).
Recognise the importance of protecting marine life.
Use AI tools to support reading, speaking, and exploring information.

Resources Needed
Laptops/tablets with internet access
Images of sea life (printed/digital)
AI Tools:

Microsoft Reader Coach, Speaker Coach
Gamma (for interactive slides)
Ari Assistant (Q&A)
Copilot Image Generator
Teachable Machine

Lesson Structure
1. Introduction (10 mins)
Chat: “What sea animals have you seen?”
Show AI-generated images via Copilot Image Generator.
Begin exploring key local species.
2. Exploration (15 mins)
Interactive Gamma presentation: fun facts, images, quizzes.
Children match sea creatures to their habitat.
3. Literacy & Speaking (10 mins)
Use Reader Coach for short reading passages.
Pupils practice and present sea creature facts using Speaker Coach.
4. Optional Extension (10 mins)
Use Teachable Machine to create a basic sea life identifier.
Pupils help train the machine using images.
5. Wrap-Up / Assessment (5 mins)
Class quiz or vote using Gamma.
Pupils ask Ari Assistant a question about a sea creature.
Display student-chosen animals with AI-generated images.

Differentiation:
Learners Strategies
Struggling Readers -Use Reader Coach, paired reading
EAL Learners-Visuals, audio tools, sentence stems
High Achievers-Create their own mini presentations or quiz questions

Assessment
Teacher observation during activities
Reading fluency via Reader Coach
Oral presentation with Speaker Coach
Participation in quizzes/discussions

Linkage/Integration
Art: sea creature collages
Nature walk or beach visit
Literacy: Create a class sea life book with AI-generated images

[Moira White]

At first, I wasn’t quite sure what to expect when it came to using AI in the classroom. It felt a bit overwhelming, and I wasn’t sure how it would fit into my teaching. But after completing this course, exploring some tools and seeing what’s possible, I’ve really started to see the potential benefits. I’ve decided to begin introducing AI in small, manageable ways to keep things simple for both myself and my students next year. Tools like Teachable Machine are especially appealing, they’re easy to use and offer a hands-on way for students to understand how machines learn. I think pupils will be excited by the idea of actually training an AI model themselves and seeing how it responds in real time. It’s a fun and interactive way to introduce key concepts like pattern recognition and machine learning. My goal is to spark curiosity and encourage them to think critically about how AI works in the real world.

[Pat Brennan]

Hi Moira,

It’s good to hear that the course has helped shift your perspective and build confidence in using GenAI in the classroom. That initial uncertainty is completely understandable and common, and it’s great to hear how you’ve moved towards a more exploratory and practical mindset.

Your plan to introduce AI in small, manageable steps is the way to go, particularly when rolling out new technologies. From my experience, A gradual, systematic approach tends to be more sustainable and effective than diving in all at once.

I really like how you plan to use Teachable Machine to explore AI. As you’ve mooted, giving pupils the opportunity to train and interact with their own models brings abstract concepts like pattern recognition and machine learning to life in a hands-on way.

I believe, fostering curiosity and critical thinking should be central to all learning. These skills not only help pupils understand how GenAI works, but also encourage enquiry and support lifelong learning, what we should be all about in the 21st century classroom.

[Laura Gilchrist]

I decided to use Chat GPT to help me create a fortnightly lesson plan based on some of the novels that are available for students in my school currently. I chose the novel There’s a Boy in the Girl’s Bathroom which our fifth class students use. I asked Chat GPT to help me create a lesson plan that would support vocabulary development as well as developing the writing genre of narrative writing.

I made an effort to make the prompts quite specific. The following is what I entered: Create a fortnightly lesson plan on Louis Sacher’s novel ‘There was a boy in the girl’s bathroom’. It should be aimed at mixed abilities aged 11 and aimed at 5th class level. I want it to focus on vocabulary development as well as the writing genre of narrative writing.

Overview
Class: 5th Class (Age 11)
Text: There’s a Boy in the Girls’ Bathroom by Louis Sachar
Focus: Vocabulary Development + Narrative Writing
Duration: 2 weeks (10 days)
Level: Mixed ability
Themes Explored: Friendship, identity, emotional growth, empathy

✏️ Learning Objectives
By the end of the two weeks, pupils will:

Develop vocabulary through context, discussion, and application
Analyse character and plot to inform narrative writing
Plan, draft, and edit a short narrative inspired by the novel
Engage in collaborative learning through group discussion and shared writing

🗓️ Fortnightly Lesson Plan
Day
Focus
Activities
Differentiation

1: Intro to Novel + Vocabulary Journal Setup – Read Chapter 1 together

Discuss Bradley as a character
Introduce vocabulary journal: pupils collect 3–5 new words from each chapter | – Pair weaker readers with stronger ones
Provide visuals or glossary for EAL/SEN

2 : Character Descriptions – Read Chapters 2–3
Explore descriptive language used for Bradley
Group work: Create word maps of adjectives for Bradley – Use sentence starters
Provide labelled image prompts

3: Vocabulary in Context – Identify new words from reading (e.g. suspicious, awkward, embarrassed)
Create sentences using new vocabulary – Provide sentence frames
Offer challenge task: synonym/antonym match

4: Setting the Scene: Narrative Opening – Model writing the beginning of a story based on Bradley’s world
Pupils write their own openings in first or third person – Scaffold structure (opening sentence bank)
Allow voice-to-text for writing

5: Dialogue and Character Voice – Focus on dialogue in Chapter 5
Discuss how Bradley speaks and what it tells us
Pupils write a short dialogue between Bradley and Carla – Sentence strips for sequencing
Use guided writing frames

6: Building Conflict in Narrative Writing – Read next chapter
Discuss types of conflict in the story
Brainstorm conflicts for their own narrative – Graphic organisers
Partner brainstorming for ideas

7 : Vocabulary Game Day- Play vocabulary games (e.g., word bingo, taboo, charades with vocabulary words)
Revise key vocabulary learned so far – Group mixed-ability teams
Use visual aids or simplified word lists for some
8: Drafting Narratives – Pupils begin writing a narrative based on a school or friendship scenario inspired by the novel – Provide writing checklist
Use graphic organisers or story maps

9: Peer Feedback and Editing – Swap stories in pairs for feedback
Focus on vocabulary use and clarity of ideas
Begin revisions – Use peer review prompts
Offer teacher conferencing for support

10: Final Edits and Sharing- Pupils finalise their narratives
Share aloud or create a class display
Reflect on vocabulary learned – Provide publishing templates
Encourage oral presentations for confident speakers

🧠 Assessment Opportunities
Vocabulary journals (ongoing)
Narrative writing (plan, draft, final piece)
Oral participation in discussions and vocabulary games
Self and peer assessment

🧰 Resources Needed
Copies of the novel (whole or selected chapters)
Vocabulary journals or digital alternative
Word wall for class-wide new vocabulary
Graphic organisers for story structure
Sentence starters/frames for support

I was genuinely surprised as to how detailed and varied the fortnightly plan was. I found it to be laid out well, clear and in a straight forward manner. I felt it broke down my criteria into bitesize chunks which make it very straight forward to plan for and integrate into a whole class setting. It even went as far as to offer additional resources to accompany the text. I feel it would certainly enhance the pupil engagement as I feel it allows me to guide it to focus on not just the different abilities in the class but also specific aspects of the novel and the varying interest levels in the group.

The use of other AI applications could be used in the following ways:

Use Immersive Reader for a tricky passage from the book, allowing pupils with Dyslexia or other literacy needs to access the text confidently.

I could use Gemini to create vocabulary quizzes based on the text being read.

I could use Quizizz to assess and track  the pupil’s progression, understanding and responses for quick analysis.

[Aoife Ní Chearnaigh]

Lesson plan: Global warming / Climate change
Subject: SESE – Science and Geography –Environmental Awareness, Weather and Climate
Integration: Mathematics and Visual Arts – Data Handling / Measurement / Number
Class Level: 5th/6th

Learning Outcomes:
 To collect and interpret data in relation to global warming such as temperature changes, CO2 emissions etc.
 Read and construct graphs/charts to represent the measured data.
 Make calculations based on the data collected.
 Research the cause/effect of global warming.
 Recognise human impact on climate change
 Use AI technology tools to create and present their findings.

Tasks
 Global warming – discussion followed by Vidnoz video on Global warming.
 Break class into groups to research specific regions.
 Gather data on temperature rises and emissions over a set period of time using Gamma to create simple charts.
 Interpret graphs/charts by calculating differences / searching for trends.
 Generate and edit images that represent the trends observed (Prompts available for groups struggling).
 Use Vidnoz to make a video on ideas for a solution to Global Warming

Extension activities
 Interpret and present changes in weather/climate patterns.
 Calculate the effect of a 0.15 rise in global temperatures over a period of time.
 Create posters with AI generated images from Diffit to raise awareness in the school.
 Represent global mean sea levels over a specific time using Gamma.

[Ross Kavanagh]

I like the idea of using Youtube and Quiziz to create the basis for a lesson. I choice the curricular area of Geography and focus in on the country of France. The children will mindmap what they know at the start of the lesson. They can use the Ipads for this in pairs. Then they will share it as a whole class.
Next they will watch a clip all about France. They can highlight things they already knew and then write in new information learned.
As a conclusion for the lesson I will create a quiz using Quiziz so I can assess what the children learned from the lesson. Here is a quick one I made in Chat GPT.

5th Class Geography Lesson Plan
Topic: France – Location, Landmarks & Culture
Duration: ~60 minutes
Key Curriculum Links (Irish Primary Geography)

Human Environments: “People living and working in a European country”

Natural Environments: “Europe and the wider world”
curriculumonline.ie

1. Learning Objectives
By the end of the lesson pupils should be able to:

Locate France and its neighbours on a map of Europe.

Describe two major physical features (e.g. River Seine, Alps) and two cultural landmarks (e.g. Eiffel Tower, Louvre).

Recall at least four new facts about France’s people, language or everyday life (e.g. population ≈ 68 million in 2025
Wikipedia
).

Collaborate digitally to record prior knowledge and reflect on new learning.

Demonstrate understanding through a short Quizizz assessment.

2. Resources
Classroom IWB / projector & speakers

iPads (1 between 2) with:

Mind-mapping app (Popplet, Padlet or Jamboard)

Quizizz app or browser login

YouTube clip: All About Paris for Kids (7 min) – https://youtu.be/rQ3upbEki2c

Blank outline map of Europe (print or digital)

Exit-ticket slips / sticky notes

3. Lesson Flow
Time Teaching & Learning Activities Assessment & Differentiation
5 min Starter – Prior Knowledge Mind-Map
Pairs open a blank mind-map titled “France – what we know”. Teacher circulates, noting misconceptions to revisit later.
3 min Share & Compare
Project a class Padlet; pupils airdrop / post their top fact. Highlight common facts & gaps. Whole-class questioning to probe depth of knowledge.
8 min Video Viewing #1
Play YouTube clip. Task: Tick anything they already knew. Observation of engagement.
5 min Video Viewing #2
Replay. Task: Jot new facts in a two-column table (Known / New). Collect a sample of ideas verbally.
10 min Mapping Activity
In pairs, label France, Spain, Germany, Italy & UK on outline map; add Paris and one physical feature from video. Quick visual check; peer marking. Provide pre-labelled map for support.
7 min Think-Pair-Share
Each pair chooses one physical and one human feature of France to describe to class. Encourage use of geographical language (river, mountain range, capital city, population). Scaffold with sentence starters for EAL or lower-literacy pupils.
12 min Quizizz Live Quiz (10 Qs)
Mix of MCQ, T/F & map-label questions. Show leaderboard. Real-time data highlights concepts to revisit.
5 min Exit Ticket & Reflection
Sticky note: “My favourite fact about France is… / I still wonder…” Teacher collects for planning next lesson.

4. Sample Quizizz Question Bank
Locate: “Which river flows through Paris?” (Seine)

True/False: “France shares a border with Sweden.” (False)

Identify: Show silhouette of Eiffel Tower – “Name this landmark.”

Apply: Blank map – “Drag the dot to France.”

Culture: “What is the French word for ‘hello’?” (Bonjour)
(Add 5 more of similar style.)

5. Differentiation & Inclusion
Support: Pre-labelled maps, word banks, option to draw instead of write.

Challenge: Early finishers research one French overseas territory on iPad and add a Padlet post.

EAL: Provide key vocabulary cards with images (flag, river, mountain, capital).

SEN: Allow partner scribe during Quizizz; adjust quiz timing settings.

6. Cross-Curricular Opportunities
Modern Languages: Practise simple French greetings.

Maths: Compare France’s land area (≈ 551,000 km²) with Ireland; create bar graph of populations.

Art: Design a travel poster for France using pastels/ICT.

History: Link to Norman influence on Ireland.

7. Follow-Up / Homework
Option A: Mini-project: Create a postcard from Paris describing two sights.

Option B: Online Quizizz homework assignment (adaptive mode) to reinforce facts.

[Rhonda Rawle]

Lesson Plan: Exploring Spain for 4th class.

SESE – Geography
Strand: Human Environments
Strand Unit: People and Other Lands
Topic: Spain – Culture, Climate, and Comparison with Ireland
Learning Objectives:

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

* Locate Spain on a map and identify key geographical features.
* Compare and contrast Spanish and Irish weather, traditions, and school life.
* Understand cultural elements such as food, language, and festivals in Spain.
* Use digital tools to demonstrate learning and reinforce knowledge.

Resources:

* Laptop/projector
* Gamma (AI presentation tool)
* Microsoft Copilot (for summarising content and generating notes)
* Quizziz (for interactive assessment)
* Twinkl (Ari Assistant – for differentiated resources and printable worksheets)
* Internet access, atlases, and SESE books

1. Introduction

* Begin with a quick interactive map activity: *“Can you find Spain?”*
* Ask prior knowledge questions: *“What do you know about Spain?”*
* Use Gamma to present a dynamic, AI-generated visual slideshow on Spain, highlighting:

* Capital city, climate zones, food, culture, and landmarks like La Sagrada Familia and Alhambra.

2. Development

* Copilot will help create a simple handout comparing Ireland and Spain (weather, school day, food, language).
* Pupils read, discuss in pairs, and fill in a comparison chart.
* Group discussion: “What would you enjoy about living in Spain?”
* Pupils complete a Twinkl worksheet sourced via Ari Assistant (differentiated for reading levels).
* Video clip: A day in the life of a Spanish student (Twinkl or YouTube).

Consolidation & Assessment

* Use Quizziz for an interactive quiz reviewing key learning points. Students can use tablets/Chromebooks to participate.
* Display leaderboard and discuss answers.
* Homework: Pupils use Copilot with help from the teacher to write 5 sentences about Spain using learned vocabulary.

[Rhonda Rawle]

In the future, I plan to integrate AI tools such as Microsoft Co-pilot, Ari Assistant, and Gamma to enhance teaching effectiveness and student engagement. Microsoft Co-pilot will support lesson planning, content creation, and grading, allowing me to dedicate more time to individualised instruction. Ari Assistant can streamline admin tasks and provide real-time data on student progress, helping me tailor interventions and adapt my teaching methods. Gamma will be instrumental in creating dynamic, visually engaging presentations that make complex topics more accessible and interactive. These tools will enable a more personalised learning experience, supporting diverse learning styles and promoting student agency. Importantly, I aim to use AI ethically, fostering digital literacy, critical thinking, and responsible AI use among students. Rather than replacing the teacher, AI will serve as a powerful collaborator in the classroom, amplifying creativity, efficiency, and impact.

[Eoghan O’Neill]

Hi Rhonda,

Thank you for this overview and summation of some of your key learning from the course. Your post highlights that you have taken many key messages from the course content. What hits home is how you have identified different AI tools with different strengths which lend themselves to specific areas. Treating these tools as a sort of ‘pick and mix’ is crucial in finding the balance of how AI and effective pedagogy can integrate.

[Ronan McGrath]

Hi Ronda,

You have some really great ideas. I will have to read more on some of those areas, particularly Microsoft Co-pilot, as they seem to extremely beneficial to us as teachers. They look like they could be real time savers and an excellent way to keep track of our children’s progression through the year.

[Michelle McGee]

Part 1

It is clear that AI is going to play in our students’ futures. It’s already part of their world, whether they realise it or not. From the games they play to how they search for things online. That’s why I want to introduce AI into my teaching in a way that feels fun, engaging and useful.

I plan to start small, using things like AI chatbots to help with storytelling or letting students use voice-to-text tools to support their writing. These are simple ways to get pupils familiar with AI while developing their creativity and digital skills. I also think AI can really help children with additional needs by offering more personalised support.

Going forward, I hope to work closely with colleagues so we can learn from each other and create a school-wide culture that embraces AI in a positive and ethical way. Where it can make our jobs easier, by reducing paper work and students learning more successful by creating more perosnalised learning.

Part 2
Class Level Fifth or Sixth Class
Subject English with links to SPHE and Digital Literacy
Time 60 minutes
Topic Let’s Create a Story with AI

Learning Goals
Learn what AI is and what a chatbot does
Use an AI tool to help create a short story
Think about what the AI got right or wrong
Talk about how to use AI in a fair and safe way

Resources Needed
Tablets or laptops with internet access
A safe AI chatbot like ChatGPT or Twinkl’s Ari
Story starter worksheet

Lesson Steps
1. Introduction
Begin with a quick chat about where students have come across AI before. Mention things like Siri, YouTube suggestions or voice assistants. Keep it relaxed and ask for examples.

2. Teacher demonstration
Show the class how a chatbot works by creating a funny short story live. Ask the class to give you a setting or character ideas to type in and see what the AI comes up with.

3. Pair activity
Pupils work in pairs to come up with their own short stories using the AI tool and a story starter prompt. They can then edit the text to add their own ideas or make improvements.

4. Sharing and reflection
Ask a few pairs to read out what they made. Discuss what parts the AI did well and what needed fixing. Was anything strange or surprising in the story?

5. Conclusion
Finish by talking about how AI doesn’t always get everything right. Ask them to write one thing they learned about AI today and how it might help with learning.

[Teresa Kelleher]

Michelle,

I think you gave a really good example of a lesson that I intend to do in September. ‘Creating a story together with AI’ is a wonderful place to start and is  a great platform to discuss the pros and cons of using AI such as the need to be specific in what you wish to generate and the need to adapt the material to make it relevant to you.

[Aoife Ní Chearnaigh]

Having engaged in this course I believe that my understanding of the opportunities, benefits and potential for the use of AI in a modern school setting has been enhanced. This understanding and knowledge has provided me with the confidence to ethically engage with the numerous AI tools available to support teachers in the delivery of the curriculum. There are some fantastic lesson plans above and it’s a great way to share ideas.

[Eleanor Gallagher]

This course has enabled me to become more familiar with the concepts of
AI and all it has to offer. While I was aware of ChatGBT, Khan Academy and Scratch Progammes, I got to learn about Copilot, Gemini and Diffit. I can see myself using more of these AI resources to enhance the teacing and lerning in my classroom.

[Roisin OReilly]

Lesson plan:
Subject: English
Topic: Opposites

Intro:
Before the lesson, use Chat GPT to generate a list of common opposites suitable for the class age level. Then, use Gamma to create PowerPoint with a definition of an opposite and a matching game using pictures of opposites. Read through the definition and play the matching game.

Main activity:
Before the lesson, use Gamma to create PowerPoint with images of words generated in a list of common opposites. Display these images on the interactive whiteboard. Students work in small groups or pairs to write down the opposite of the image on the board.

Conclusion:
Before the lesson, use Chat GPT to generate a short story with some of the opposite words. Display this story on the board and read together. Ask the students to write the story but change any opposite words to the opposite, e.g. big changes to small. Early finishers could write some extra sentences using the opposite words.

[Brian Harrington]

Lesson plan: Researching Endangered birds using Microsoft Search Coach
Curricular Area: SESE: Geography and Science
Class Level: 6th class

Learning Outcomes:
The students will be enabled to
1. Use Search Coach to find information on endangered birds in Ireland
2. Learn the importance of choosing trustworthy sources in research
3. Use filters and keywords like “endangered birds Ireland” to refine their search
4. Research one endangered Irish bird in terms of habitat and conservation efforts

Outline of lesson

1. Whole class discussion (10 mins)
• Ask: “What birds do you see in your garden or local park?”
• Introduce the idea of endangered species and why birds might be at risk.

2. Presentation from teacher (10 mins)

• 63% of Ireland’s bird species declining
https://birdwatchireland.ie/nearly-half-of-all-bird-species-in-decline-globally-but-63-of-irelands-bird-species-declining/

• Farmland birds like curlew, lapwing, snipe, kestrel, skylark are most affected.
• Over 20% of species in Ireland are threatened with extinction
• Discuss efforts to protect the corncrake
https://species.biodiversityireland.ie/profile.php?taxonId=11289&taxonDesignationId=2

Home

3. Search Coach Tutorial (10 mins)
• Demonstrate how to use Search Coach:
Choose students to come up to the interactive whiteboard to practice using the tool

4. Research Time (20 mins). pupils work in groups of 3.
• Each member of the group has a role
 Conducting searches
 Scribe
 Giving feedback to the group

• Pupils choose one endangered Irish bird to research and then Use Search Coach to find information on the following:
 Habitat
 Why bird is endangered
 Conservation efforts

5. Feedback on results of research from each group

Follow up activities:
Visual arts: Pupils create pictures of endangered birds using a variety of media (e.g. painting, drawing, collage)
Mathematics: Data and Chance: Pupils represent data on endangered birds in Ireland using various types of charts and graphs

There have been many interesting AI tools outlined on this course. As I have very little experience using AI, I plan to use the following as a starting point in my teaching:
• Search coach
• Reading coach
• Speech Coach
• Scratch

[Emma Dermody]

Lesson Plan: Exploring the Capital Cities of the European Union
Class Level: 5th Class
Subject: Geography / Social Studies
Topic: Capital Cities of the European Union
Time: 60 minutes
Materials Needed:
EU Map
Printed capital city cards (name, flag, landmark, country)
Projector or smartboard
Blank maps of Europe for students
Markers or pencils
Internet/tablet access
Quizizz

Learning Objectives
By the end of this lesson, students will be able to:
Identify at least 10 EU capital cities and their countries.
Locate capital cities on a map of Europe.
Recognize famous landmarks or features associated with some EU capitals.
Appreciate the diversity of the European Union.

Lesson Structure
1. Introduction (10 minutes)
Begin with a warm-up question:
“Can anyone name a capital city in Europe?”
Brief discussion: What is a capital city? Why are they important?
Show a map of Europe. Highlight the EU countries and the EU flag.

2. Presentation (15 minutes)
Introduce 10 key EU capital cities (you can rotate the list in future lessons):

Dublin (Ireland)
Paris (France)
Berlin (Germany)
Rome (Italy)
Madrid (Spain)
Athens (Greece)
Vienna (Austria)
Warsaw (Poland)
Brussels (Belgium)
Stockholm (Sweden)

For each, show:

Country location on the map
Flag
One famous landmark (e.g., Eiffel Tower in Paris, Colosseum in Rome)
3. Activity Time (25 minutes)
Option A: Group Matching Game
Give each group cards with country names, capitals, flags, and landmarks.
Students must match them correctly.
Once matched, they place the capital on a blank map of Europe.

Option B: Map Labelling
Hand out blank maps of Europe.
Ask students to label the 10 capitals discussed.
4. Review & Quiz
At the end of the unit topic, students will be asked to create a quiz on Quizizz for their buddy.

[Anthony Liddane]

At the beginning of module 5 it spoke about the influence of AI on Special Education Teaching. I think that this is going to be a very practical and real way that I will integrate AI into my classroom.

Children that experience the most challenges in a classroom can have tailor made work for them generated through AI tools that meet them at their level. This was always one of the biggest challenges for teachers and has been made more accessible because of AI. With a school that has an autism class and are building on 2 more, AI will be of great benefit to the pupils and teachers in those rooms. The ABA technology, while maybe a step too far at the moment for the Irish system, in time could transform how we teach children who have the greatest needs. Teacher often don’t have the training to fully help these children but with the expertise of AI and the training that it has at its disposal, this may tickle down and help at the real coalface of primary education.

[Anthony Liddane]

Lesson Plan: Intro to Scratch (Ages 10+)
Goal:
Learn how to make a character move and make sounds in Scratch.

Time: 45 minutes

1. Introduction (5 mins)
Ask: “What if you could make a cartoon character move and make noise?”

Show a quick Scratch project demo.

2. Start Scratch (5 mins)
Go to scratch.mit.edu

Click “Create”

Use the default cat sprite

3. Make It Move (10 mins)
Drag out a “move 10 steps” block (from the blue Motion menu)

Click it and watch the cat move

4. Add Sound (10 mins)
Go to the Sound menu (pink)

Drag out “play drum”

Connect it to the “move” block

Click the blocks together – the cat moves and plays a sound!

5. Try a Dance (10 mins)
Add more steps and sounds

Try different drum sounds

Make your own short “dance”

6. Wrap-Up (5 mins)
Ask: “What did your cat do?”

Say: “Next time, we’ll make it change color and react when you press a key!”

[Teresa Kelleher]

This assignment really shows you the huge benefit to improving the teaching and learning. It promotes self reflection and allows every teacher the opportunity to tailor the lesson to suit the needs of each class and it opened up my eyes to the huge benefits of using AI in the classroom. Using AI prompts for vocabulary development really allows pupils the opportunity to engage with their own learning.

Lesson Plan: Recount Writing – All-Ireland Senior Hurling Final
Subject: English / Literacy

Grade Level: 4th – 6th Class (Primary School)

Time Allotment: 60-70 minutes (30 minutes for stations, 30 minutes for introduction and plenary)

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

Define and identify the key features of recount writing (e.g., past tense, chronological order, specific details).

Use a variety of descriptive vocabulary to create a vivid account of an event.

Structure a recount into a clear beginning, middle, and end.

Collaborate with peers to gather and organize information for a written piece.

Use an AI tool as a creative assistant to generate ideas and refine vocabulary for their writing.

Materials
Whiteboard or chart paper

A short video clip of a recent All-Ireland Senior Hurling Final (the last 5 minutes or key highlights).

Printouts or digital access for each station (instructions, images, and vocabulary lists).

Pens, paper, or digital devices with access to a safe, age-appropriate AI chat tool.

Timer

Procedure
Introduction (15 minutes):

Start by asking pupils to share what they know about the All-Ireland Senior Hurling Final. Discuss their favourite team or a memorable moment.

Show a short, exciting highlight reel of a recent final.

Introduce the concept of “recount writing” as a way to tell the story of an event. Discuss the key features:

Telling what happened in chronological order (first, next, then).

Using the past tense.

Including specific details about who, what, where, and when.

Using descriptive words to make the writing more interesting.

Explain the station-based activity and introduce the AI tool as a “writing partner” that can help them brainstorm ideas and find new words. Emphasize that they are the author, and the AI is there to assist. Set the timer for a total of 30 minutes (6 minutes per station).

Station Activity (30 minutes):

Divide the class into five small groups. Each group will start at a different station and rotate every six minutes.

Station 1: The Build-Up & Atmosphere
Task: Discuss and jot down ideas about the atmosphere before the game.

AI Integration: Use an AI chat tool with a prompt like: “Give me 5 powerful words to describe the sound of a big crowd at a sports game.”

Prompts:

What did the stadium sound like before the whistle?

What did the crowd look like?

How did the players look as they came onto the pitch?

Key Vocabulary: anticipation, electric, deafening, vibrant, tension, anticipation.

Station 2: The Action
Task: Focus on the main events of the match itself.

AI Integration: Use an AI tool with a prompt like: “Describe a spectacular goal in a hurling match in one sentence.”

Prompts:

What were the most important moments of the game?

Who were the standout players? Why?

How did the mood of the crowd change during these moments?

Key Vocabulary: pivotal, thunderous, skillful, courageous, lightning-fast, deflected.

Station 3: The Commentary & Quotes
Task: Use quotes or imagine what commentators would say to add a sense of drama and authenticity.

AI Integration: Use an AI tool with a prompt like: “Write a short, exciting commentary line for a winning point at the end of a hurling game.”

Prompts:

Listen to a short audio clip of commentary. What words or phrases are used to build excitement?

Imagine the commentator’s voice at a crucial moment. What might they say?

Write down some powerful quotes or phrases to use in your recount.

Key Vocabulary: unbelievable, gasp, roar, sensational, heartbreak, heroic.

Station 4: The Aftermath & Celebration
Task: Think about what happens after the final whistle.

AI Integration: Use an AI tool with a prompt like: “Give me some descriptive words for a team that has just won a championship.” or “How would you describe the feeling of losing a big match?”

Prompts:

Describe the final whistle. What was the reaction?

How did the winning team celebrate? What about the losing team?

What happened during the trophy presentation?

Key Vocabulary: euphoria, jubilant, relief, dejected, triumphant, confetti.

Station 5: The Vocabulary & Sequencing
Task: Focus on improving the quality and flow of their writing.

AI Integration: Use an AI tool with a prompt like: “Find a better verb for ‘ran’ in this sentence: ‘The player ran for the ball.'” Or, “Help me write a list of sequencing words for a story.”

Prompts:

Choose a few of your notes from the other stations.

Work with your group to find more interesting verbs and adjectives to replace common words.

List some time-connectives or sequencing words to use when writing their recount. (e.g., first, then, next, suddenly, later, finally).

Plenary (15 minutes):

Bring the class back together.

Ask a representative from each group to share one or two interesting things they discussed or a key word they found.

Discuss how the AI tool helped them. What was easy about it? What was still a challenge?

Explain that they now have all the tools and information they need to write a fantastic recount of the All-Ireland Senior Hurling Final, using their own creativity and the AI as a helpful assistant.

The pupils’ next task will be to write their individual recounts using the notes they gathered.

Assessment
Formative: Observe pupils during the station activity to see how they are collaborating and gathering ideas, and how they interact with the AI tool.

Summative: The written recount will be assessed for the use of past tense, chronological order, descriptive language, and overall structure.

Quiz using Kahoot.
Integration: Create a powerpoint using Gamma entitled ‘Caitheamh Aimsire’ linking in with the recount writing.

[Lorraine Collins]

5th & 6th Class
English Lesson – Creative writing using AI
Begin with a short discussion:
Ask: “What do you think AI is?”
Show a simple 2–3 minute animated video explaining AI (e.g., Khan Academy)
Lead a discussion about how AI can help writers, just like spellcheck or idea

Activity Part 1 – Create a Hero!
Hand out a Character Creation Worksheet with prompts:
Name:
Superpower or special skill:
What is their mission?
What is their weakness?
Describe their best friend or sidekick.
Let students fill it out creatively.

Activity Part 2 – Use AI to Build a Story :
Introduce ChatGPT (or another kid-friendly AI assistant). Show how it can help build story ideas.
In pairs or individually, students type something like:
“Help me write a short story about a hero named Luna who can talk to animals.”
“Can you write an exciting opening paragraph for a story about [insert character]?”
Students use AI to:
Generate an opening paragraph.
Get suggestions for conflict or a twist.
Ask for help with descriptive words.
Students write down their favorite ideas in their copies.

Share & Reflect :
Invite a few students to share their AI-enhanced story intros.
Class discussion:
“What did you like about using AI?”
“Did it give you ideas you hadn’t thought of?”
“Why is it important to still use our own creativity?”

[EVA PAGES SOLA]

Part 1 – Reflective Piece
As a teacher in a special class, I’m really excited about the potential of using AI tools in my daily teaching. I think this will make learning much easier and more fun for my students. I’m excited to use AI in the form of speech recognition software and AI-driven apps designed for learners with autism. These technologies can really change things for the better, helping people to talk to each other, do well and do their best. They’re not just about communication and independence, but also about helping children to develop their social and academic skills.
For example, using an AI tool that converts speech to text could be incredibly beneficial for non-verbal or minimally verbal students who are developing alternative communication methods. The great thing is, personalised learning platforms powered by AI can adjust the pace, content, and difficulty level to suit each student’s unique profile, supporting their IEP goals.
I’m really looking forward to using these tools in the classroom! I’m going to start with some structured lessons where students get to interact with AI in a safe and guided way. We’ll look at how technology can help them learn, and I’ll be there to support and guide them every step of the way. If we get the balance right between support and exploration, AI is going to be another amazing tool for our inclusive classroom!

[EVA PAGES SOLA]

Part 2 – AI-Integrated Lesson Plan (Special Education)

Class Level: 1st–2nd Class (Special Class)

Subject Area: SPHE / Wellbeing

Topic: Recognising and Expressing Emotions – with Support from AI Tools

Learning Objectives:

• Identify and label basic emotions (happy, sad, angry, scared).
• Use AI tools (like an emotion-recognition app or interactive emotion board) to match facial expressions to emotions.
• Practise expressing feelings using AAC devices or Lámh signs.

Materials Needed:

• Tablet or computer with AI emotion recognition app (e.g., “Autism Emotion” or similar)
• Visual emotion cards
• Mirrors
• PECS or Lámh signs
• Choice board with regulation tools (e.g., sensory toys, break cards)

Steps:

1. Introduction (Circle Time): Introduce four key emotions with songs and visuals.
2. Guided Practice with AI: Use an AI-powered app that shows different facial expressions. Students take turns identifying the emotion using visuals, AAC, or sign. Some students may take selfies and the app guesses their emotion — great for engagement!
3. Emotion Mirror Game: Using mirrors, students imitate facial expressions and label the emotion. AI app used again to reinforce recognition.
4. Choice & Regulation Activity: Use a choice board for students to select a calming strategy if they feel sad or angry — reinforce emotional vocabulary.
5. Plenary: Review key emotions. Students show thumbs up/down for “How do I feel today?” using the AI-supported app one more time to reflect.

Assessment:

• Observations during activities
• Use of correct emotion labels or signs
• Engagement with AI app

AI Integration Impact: The AI tool provides immediate visual feedback, increases engagement, and allows for personalisation. It enhances accessibility and builds confidence in recognising emotions — a key part of wellbeing and social development.

[Harriet Downes]

Lesson Plan: The Amazon Rainforest
Subject: Geography / Science
1st/2nd class.

Topic: Amazon Rainforest.

Learning Objectives:
Students will be able to name and describe the four main layers of the rainforest.
Students will be able to identify key animals and plants from different rainforest layers.

Introduction

Begin with a hook by playing rainforest sounds and asking students to guess where we are. AI video of rainforest animal speaking and giving intro to the rainforest.
Collaborative questions as a class and use AI tool to ask these questions e.g. gemini. (teacher will have trialled 3 chat gbt first and decide which is best to use for this topic.)

Main Activity 1: The Layers of the Rainforest

Explain the four layers: Emergent Layer, Canopy, Understory, and Forest Floor. These will be explained on gamma presentation made by teacher.
split class into 4 groups, each given a layer and a ‘Diffit’ worksheet on it. they will share their answers with class.

Main Activity 2: The Sounds of the Amazon

Explain that the rainforest is full of different animal sounds. Introduce the AI concept of pattern recognition, explaining that computers can learn to identify things by their patterns. Play a series of distinct animal sounds and have the students “recognise the pattern” and guess which animal it is before revealing the answer.

Conclusion

Ask students to name one animal or plant from each layer. Conclude the lesson by asking them why it’s important to protect the rainforest and what they can do to help. Get the children to participate in ‘Kahoot’ quiz on rainforest.

• This reply was modified 6 months ago by Harriet Downes.

[Maria Graham]

I love the use of Diffit in your lesson. I think it will be great to help link literacy and SESE in general and make learning more cross curricular for pupils. The the use of AI to generate animals sounds is genius. 🙂

[John O Dowd]

Fourth Class SESE Lesson Plan: The Inca Civilization
Subject: Social, Environmental and Scientific Education (SESE) – History Grade Level: Fourth Class (Ages 9-10) Topic: The Inca Civilization Lesson Duration: 60-75 minutes (can be adapted)
Learning Objectives:
By the end of this lesson, pupils should be able to:
• Identify the geographical location of the Inca Empire on a map.
• Describe key aspects of Inca life, including their farming methods, architecture, and record-keeping.
• Recognise the Inca as a significant ancient civilization in South America.
• Appreciate the ingenuity and achievements of the Inca people.
• Use historical vocabulary related to the Incas (e.g., Andes, Machu Picchu, quipu, Sapa Inca).
Materials:
• World map or South America map
• Pictures/slides of Inca sites (Machu Picchu, terraced farms), quipus, Inca people (illustrations)
• Whiteboard or flip chart
• Markers/Chalk
• Wool/string and beads/pasta for optional quipu activity
• Worksheet (optional): “Inca Fact File” or “Draw an Inca Scene”
• Access to a short, age-appropriate video clip about the Incas (optional)
Lesson Procedure:
1. Introduction (10-15 minutes)
• Hook: Begin by asking students if they’ve ever heard of ancient civilizations or empires. Prompt them to think about what life might have been like a very long time ago.
• Brainstorm: “What do you know about South America?” or “What do you imagine life would be like living high up in the mountains?”
• Introduce the Incas: Explain that today they will learn about an amazing civilization called the Incas, who lived high in the Andes Mountains of South America.
• Locate on Map: Point out South America and the Andes Mountains on a world map. Emphasise how challenging it must have been to build an empire in such a mountainous region.
2. Main Activities (35-45 minutes)
• Inca Life – Visual Exploration:
o Farming: Show pictures of Inca terraced farms. Discuss how they adapted to their environment to grow food like potatoes and maize on mountain slopes. Explain the concept of terracing (like giant steps).
o Architecture: Display images of Machu Picchu and other Inca stonework. Highlight the incredible precision of their stone buildings, noting that they didn’t use mortar. Discuss how they built such structures without modern tools.
o Record Keeping (Quipu): Introduce the quipu. Explain that the Incas didn’t have a written language like ours, but they used knotted strings called quipus to keep records of numbers, goods, and maybe even stories. (If time allows, a quick demonstration or simple creation of a quipu with wool and beads can be engaging).
o The Sapa Inca: Briefly explain that the Inca Empire was ruled by an emperor called the Sapa Inca, who was believed to be a descendant of the sun god.
o Roads: Mention their impressive network of roads and bridges that connected their vast empire.
• Discussion & Q&A: Encourage students to ask questions and share their observations about the images and information. Facilitate a discussion about what they find most impressive or surprising about the Incas.
• Optional Video Clip (5-7 minutes): If available, show a short, age-appropriate video that provides a visual overview of the Inca civilization.
3. Conclusion (10-15 minutes)
• Recap: Review the main points covered: where the Incas lived, their farming, buildings, and quipus. Ask students to recall one new thing they learned.
• Think-Pair-Share: Ask students to turn to a partner and share one “wow” fact they learned about the Incas.
• Creative Activity/Worksheet (Optional):
o Draw an Inca Scene: Ask students to draw a picture of something they learned about the Incas (e.g., Machu Picchu, terraced farms, a person using a quipu).
o Inca Fact File: Provide a simple worksheet where students can fill in key facts (Location, Famous Building, How they farmed, How they kept records).
Differentiation:
• Support: Provide pre-labelled maps, simplified vocabulary, and more direct questions. Pair with a stronger student for activities.
• Challenge: Encourage more detailed drawings or written descriptions. Ask higher-order thinking questions (e.g., “Why do you think the Incas were so good at building with stone?”). Research another aspect of Inca life.
Assessment:
• Informal Observation: Observe student participation in discussions and their ability to answer questions.
• Worksheet/Drawing: Review completed worksheets or drawings for understanding of key concepts.
• Oral Recall: Ask individual students to recall facts about the Incas.
Extension Activities:
• Research other ancient civilizations (e.g., Mayans, Aztecs, Egyptians).
• Learn more about the geography of South America.
• Explore the story of the Spanish conquest of the Incas (for older/more mature students, as this can be a sensitive topic).
• Create a class display about the Incas.
I have been amazed at the possible potential for the use of AI in the planning and delivering of quality teaching and learning since starting this course. Lessons can be accurately planned by entering in accurate prompts. Of course all information coming back needs to be verified for accuracy but the responses are excellent. I went for a lesson on the Incas for fourth class and I have been given a step by step lesson with very detailed and appropriate learning objectives and a comprehensive list of materials. I have also been given an excellent lesson broken into the following sections; An introduction of fifteen minutes, main activities from thirty five to forty five minutes and a conclusion of ten to fifteen minutes. I have also been given a section on differentiation and assessment. The extension activities section has given me ample opportunities to further develop the children’s knowledge not only regarding the Incas but developing other civilisations such as the Mayas or Aztecs.

[Rachel Keenan]

I have used Gemini to create a lesson plan on The Mayans below and I have then used Diffit to source reading and multiple-choice questions to support this lesson plan. Gemini offered a great lesson plan that was broken down into sections and parts which made it very easy to follow. The only things I didn’t like was I was unable to download the lesson plan and had to copy it into a word document. I intend to use this lesson plan in September when teacher my class about the Mayans. It will give them soe freedom to do some research themselves and Diffit has offered lots of back up resources and assessment ideas. I think I could also incorporate Magic school into the lesson and have the children generate an image of the daily life of the Mayans and have the children write a diary entry about it allowing them to use AI and also to practise their writing skills.

Lesson Plan: Exploring the Ancient Maya Civilization

Grade Level: 5th class

Subject: History

Time Allotment: 60 minutes

Learning Objectives:

By the end of this lesson, students will be able to:

Identify key aspects of the ancient Maya civilization, including their geographical location, time period, and major achievements.
Describe the Maya’s contributions to mathematics, astronomy, and writing.
Understand some theories regarding the decline of the Classic Maya civilization.
Answer comprehension questions based on provided text.
Materials:

Copies of the “Journey into the Maya World” reading passage for each student.
Copies of the “Maya Comprehension Check” multiple-choice questions for each student.
Lesson Procedure:

1. Introduction (10 minutes)

Hook: Begin by asking students what they know about ancient civilizations. Prompt them with questions like: “Have you ever heard of a civilization that built huge pyramids, developed a complex writing system, and tracked the stars with incredible accuracy, all thousands of years ago in the jungle?”
Introduce the Maya: Explain that today they will be learning about the ancient Maya, a remarkable civilization that flourished in Mesoamerica (present-day southern Mexico, Guatemala, Belize, El Salvador, and Honduras).
Set the Stage: Briefly mention that the Maya were known for their advanced knowledge and unique culture.
2. Reading Activity: Journey into the Maya World (20-25 minutes)

Distribute Reading: Hand out the “Journey into the Maya World” reading passage to each student.
Instructions: Ask students to read the passage carefully, highlighting or underlining important information as they go. Encourage them to note any words they don’t understand.
Independent Reading: Allow students to read silently. Circulate around the room to assist students with vocabulary or comprehension as needed.
Reading Passage: Journey into the Maya World
3. Discussion (10 minutes)

Open Discussion: Lead a class discussion using the following questions:
Where was the ancient Maya civilization located?
What were some of the impressive structures the Maya built?
What were the Maya known for in terms of mathematics and astronomy?
How did the Maya record their history and knowledge?
What are some of the theories about why the Classic Maya cities declined?
What surprised you most about the Maya civilization?
4. Multiple Choice Questions: Maya Comprehension Check (10-15 minutes)

Distribute Questions: Hand out the “Maya Comprehension Check” questions.
Instructions: Tell students to answer the questions based on the reading passage.
Independent Work: Allow students to work independently.
Review (Optional): After students have completed the questions, you can review the answers as a class, allowing students to correct their work.
5. Conclusion/Wrap-up (5 minutes)

Reiterate Key Points: Briefly review the main achievements of the Maya.
Connect to Modernity: Emphasize that the Maya people and their culture still exist today.
Preview: Mention that in future lessons, they might explore other ancient civilizations or delve deeper into specific aspects of Maya culture.

• This reply was modified 6 months ago by Rachel Keenan.

[Eoghan O’Neill]

Hi Rachel,

Thank you for this comprehensive outline and for your engagement throughout the course. I like how you have used your learning from the course to identify ways in which Magic School AI could be incorporated into this. Indeed, you are already thinking about the additional things you could do and how this outline could be further enhanced and developed in subsequent lessons, which highlights the importance of human engagement and knowledge of the importance of the pace of learning, when operating in a classroom setting.

[Lisa Margey]

esson Plan for 5th Class on ‘The  1916 Easter Rising’ .
Using Diffit I would source my differentiated  reading resources. This generated an array of different resources for all pupils in my class –
Reading & Summary  , Vocabulary , Multiple choice Question , Think Pair Share , Causes and Effects. Pupils with reading difficulties would use immmersive reader / read aloud in a style which suited their needs best.
It also gave me the opinion of added activities to help consolidate further learning.
I would also use AI Twee – watching short info grapics videos on the Easter Rising ,this was fantastic as it generated critical thinking questions that the pupils had to answer.
At the end of the lesson I would use Quizizz as an assessment tool .

LO : By the end of this lesson, pupils will be able to:
Explain what the 1916 Easter Rising was and why it happened.
Identify key figures and locations involved.
Understand the impact of the Rising on Irish history.
Use AI tools to explore historical events and create content.
Projector/Smartboard
Laptops/tablets with internet access
Access to AI tools (ChatGPT,dIFFIT , Google Slides, etc.)
Printable worksheets or interactive quizzes (e.g., using Kahoot or Quizizz)
Activity:
Start with a short animated video (e.g., RTÉ Learn’s Easter Rising for Kids) that explains the Rising in simple terms. USE  ALTWEE
Use a timeline and map of Dublin to show key events and locations (e.g., GPO, St. Stephen’s Green).
Introduce key figures: Padraig Pearse, James Connolly, Countess Markievicz.
Read a simplified version of the Proclamation of the Irish Republic

Visual Aids: Use Google Slides  with historical photos and AI-generated summaries (e.g., from ChatGPT).
Pupils use ChatGPT (teacher-supervised) to ask:
“Who was Padraig Pearse and why was he important in 1916?”
“What happened during the Easter Rising?”

Create a Kahoot or Quizizz quiz using questions generated by ChatGPT.
Let pupils play in pairs.
Ask pupils to share one new thing they learned.
Pose a reflective question:
“How do you think Ireland would be different if the Rising hadn’t happened?
Assessment
Informal: Observations during AI activity, quiz performance.
Differentiation
Pair less confident readers with stronger ones during AI tasks.
Offer pre-made fact sheets for those who struggle with generating questions.
Extension: Pupils can create quiz using Kahoot or Quizziz.

[Anne Marie Swarbrigg]

Subject: Geography
Class: 6th
Topic: Exploring the Geography, Culture, and Landmarks of Greece
Duration: 60 minutes
Learning Objectives: Students will be enabled to:
• Locate Greece on a map and describe its physical geography.
• Identify key features such as mountains, islands, and major cities.
• Understand elements of Greek culture, landmarks, and history.
• Use AI tools to research, summarise, and present information creatively.

Introduction (10 mins): “Where in the world?”
• Use Google Earth or an interactive map to zoom into Greece.
• Quick quiz using Kahoot or Quizziz to check prior knowledge about European countries.
• Think,Pair,Share: “What do you already know about Greece?”

Exploring Physical Geography
• Use AI-generated visuals (e.g. Bing Image Creator) to show key features: mountains, beaches, islands, and the Acropolis.
• Brief teacher-led talk on key geographical features (with map).
• Short vitual tour of some famous Greek landmarks (youtube )

Main Activity (25 mins): AI-Powered Research Projects
Students work in small groups to create a short digital presentation or poster on one aspect of Greece, using AI tools:
• Microsoft Copilot / ChatGPT / Gemini to summarise information about Greek food, traditions, tourist spots, or geography.
• Canva (with Magic Write) to help structure their presentations creatively.
• Use an AI image tool to generate visuals (e.g., “an ancient Greek temple on a sunny day” or “typical Greek street food market”).

Present and Reflect
• Groups present their work to the class.

 

I plan to use AI tools in my teaching to make lessons more engaging, accessible, and personalised. In this geography lesson, tools like Diffit would allow me to differentiate materials for students of varying reading abilities, while Twee would help generate vocabulary and comprehension questions .Tools like Canva AI and CO Pilot make student work more creative and presentable.

 

[Karin Duffner]

To prepare a lesson on Animal Classification, I used CoPilot and entered the following prompt: “Write a lesson plan to teach 3rd class in Ireland about animal classification. Use classification keys. Include use of AI tools in the activities. Include web links to age-appropriate resources.”

In seconds, a well-laid out lesson plan was formulated – see below – referring to terminology used in the Irish curriculum and including a variety of activities such as brainstorming, paired work using cards, answering questions on decision trees and AI, followed by a short discussion and reflection, concluding with a quiz or worksheet to consolidate vocabulary. To complete the suggested activities in the AI recommended time of 60minutes would be difficult, so a teacher’s experience and discretion comes into play here, although to be fair to AI, I only specified one lesson. In reality, I would probably do more than 60 minutes on this topic and include a number of different hands-on practical activities such as sorting cards, matching activities, bingo and completing decision trees for a variety of different animals. I had hoped there would be more AI or IT-type activities where the children would be the ones to design the classification key/decision tree, so I used another prompt to ask for ideas on animal classification using Scratch. I think if the pupils had a follow-up lesson using the If/Else commands in Scratch, it would be a powerful exercise in learning how to create a project to classify animals and also help to demonstrate the relevance of programming to a real-life activity.

A useful extension activity suggested was to create a habitat diorama showing animals from different classification groups which could make a very engaging group project/art activity and could provoke much discussion. Another extension activity suggested was to design a fictional animal and classify it using a key. I think this would also make a fun starting point to this topic. It allows for pupil choice and playful engagement which we are always trying to promote. After every pupil had designed their animal, the class could be asked to group them into categories. The use of systematic questions would highlight the need for decision trees and logical pathways, much like in the world of computer programming and AI systems.

 

Lesson Title: Classifying Animals with Keys and AI

🏫 Class Level: 3rd Class (Primary School, Ireland)

⏰ Duration: 60 minutes

📚 Subject: Science – Living Things

🎯 Strand Unit: Plants and Animals – Animal Classification

🎯 Learning Objectives

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

Understand the concept of animal classification.
Use a simple classification key to identify animals.
Recognize the difference between vertebrates and invertebrates.
Explore how AI can help classify animals using decision trees.
🧰 Materials & Resources

Printed animal classification keys and animal cards
Tablets or laptops (if available)
Access to AI-based classification activity
Worksheets and sorting charts
Scissors, glue, markers
🔗 Age-Appropriate Resources

Twinkl Animal Classification Flow Chart Worksheet
Zoo Animal Classification Lesson (PDF)
Exploring Nature Classification Activity
Science Buddies AI Classification Project
LearningMole Animal Classification Guide
🧩 Lesson Structure

1. 🐾 Introduction (10 mins)

Ask students: “What makes a bird different from a fish?”
Show pictures of various animals and discuss their features.
Introduce the idea of classification and why scientists group animals.
2. 🔍 Activity 1: Using Classification Keys (20 mins)

Distribute printed animal cards and a simple classification key.
Students work in pairs to identify animals using yes/no questions.
Discuss vertebrates vs. invertebrates and introduce the five vertebrate groups.
3. 🤖 Activity 2: AI Decision Tree Exploration (20 mins)

Introduce the concept of AI and decision trees using Science Buddies’ AI Project.
Students use a simplified digital decision tree or worksheet to classify animals.
If devices are available, let students interact with a basic AI tool or simulation.
4. 🧠 Wrap-Up & Reflection (10 mins)

Review what students learned about classification.
Ask: “How did the AI tool help us think like scientists?”
Students complete a short quiz or worksheet to reinforce vocabulary.
🧪 Extension Activities

Create a habitat diorama showing animals from different classification groups
Design a fictional animal and classify it using a key
Use Little Bins for Little Hands activities for additional hands-on learning
📝 Assessment

Observation during group work
Completion of classification worksheet
Participation in AI activity
End-of-lesson quiz or reflection sheet
 

🧠 Concept Overview
Your tool will ask a series of yes/no questions to guide the user through a decision tree, ultimately classifying the animal into a category (e.g., mammal, bird, reptile, fish, insect). While Scratch doesn’t have built-in AI, you can simulate intelligent behavior using conditional logic, variables, and broadcast messages.

🛠️ Step-by-Step Design
1. 🎨 Set Up Your Sprites
·         Main Sprite (e.g., Cat): Acts as the narrator asking questions.

·         Animal Icons: Optional sprites representing different animal types.

·         Backdrop: Choose a simple background or create a custom one.

2. 📦 Create Variables
·         questionNumber: Tracks which question is being asked.

·         animalType: Stores the final classification.

·         answer: Stores user input (yes/no).

3. 🧩 Build the Question Logic
Use Scratch’s if…else blocks to simulate a decision tree.

scratch

when green flag clicked
set [questionNumber v] to [1]
ask “Does the animal have fur?” and wait
if <(answer) = [yes]> then
set [animalType v] to [Mammal]
else
set [questionNumber v] to [2]
ask “Does it have feathers?” and wait
if <(answer) = [yes]> then
set [animalType v] to [Bird]
else
set [questionNumber v] to [3]
ask “Does it live in water?” and wait
if <(answer) = [yes]> then
set [animalType v] to [Fish]
else
set [questionNumber v] to [4]
ask “Does it have scales?” and wait
if <(answer) = [yes]> then
set [animalType v] to [Reptile]
else
set [animalType v] to [Insect]
end
end
end
end
say (join [“It’s a ” (animalType)]) for 2 secs
4. 🗣️ Add Interaction
·         Use ask [question] and wait blocks for user input.

·         Use say [text] for [x] seconds to display results.

·         Optionally, use broadcast [showAnimalType] to trigger animations or display relevant sprites.

5. 🎉 Polish and Extend
·         Add sound effects or animations for each classification.

·         Include a “Try Again” button to restart the classification.

·         Expand the tree with more detailed categories (e.g., amphibians, arachnids).

·         Add images or facts about each animal type for educational value.

🧪 Bonus: Simulate AI Behavior
While Scratch doesn’t support machine learning directly, you can:

·         Use lists to store animal features and match patterns.

·         Create a quiz mode where the user describes an animal and the tool guesses it.

·         Integrate with extensions like Text-to-Speech for voice interaction.

[Katie O Brien]

Hi Karin,

Your lesson plan on animal classification is fantastic! The mix of hands-on activities with AI tools seems like a great way to engage students. I especially like the idea of using Scratch for decision trees—it’s a wonderful way to connect coding with science.

One thought: perhaps you could use AI to generate random animal traits, adding some unpredictability and fun to the classification process. Another idea is to have students create a short presentation or video explaining their classifications, using tools like Canva or Microsoft Copilot to add a creative twist.

You’ve done a wonderful job of making the lesson both educational and engaging!

[Maria Graham]

This summer course has given me some fantastic tools and ideas on how to integrate AI into teaching and learning. Ai will definitely help me to balance planning, teaching, admin, and everything in between—so discovering tools that can actually help lighten the load has been brilliant.

I found ChatGPT and Microsoft Co-Pilot especially useful for admin tasks. Whether it’s drafting lesson plans, writing reports, or creating emails, these tools save loads of time and will help me stay organised. I can definitely see myself using them during the school year to cut down on late-night planning sessions!

When it comes to making resources, I really liked Diffit, Gamma, and MagicSchool AI. They make it so easy to create differentiated texts, presentations, and activities that are actually suited to pupils’ levels and interests.

I’m also looking forward to using Scratch with the pupils—not just for teaching coding, but to start simple conversations with the children about what AI is and how it’s part of their world already.

Overall, I’m coming away from this course feeling excited and more confident. AI won’t replace the teacher, but it’s definitely going to be a great support in the classroom.

[Peter Madden]

Hi Maria, I completely agree with you—AI tools like ChatGPT and Microsoft Co-Pilot are a real game-changer for saving time on admin and keeping planning manageable. I also share your enthusiasm for Diffit, Gamma, and MagicSchool AI—being able to quickly create differentiated resources makes such a difference for pupils’ engagement. I alos feel AI is best seen as a supportive tool, helping us work smarter while still keeping the teacher at the heart of the classroom. Thanks for sharing.

[Maria Graham]

Lesson Plan: Grace O’Malley

3rd Class

Subject: History & English

Duration: 60 minutes

Learning Objectives:

Understand who Grace O’Malley was and why she was famous.
Learn about her unique role as a sea captain and leader.
Explore her interactions and conflicts with English rulers.
Reflect on what her story teaches us about courage and leadership.
Practice descriptive writing and digital creativity.
1. Introduction (10 mins)

Elicit from the children what they already know about pirates and leaders, asking students what qualities make a good leader.
Introduce Grace O’Malley as a famous Irish sea captain and leader from the 1500s and ask the children to share what they know about her already
Read the first-person script (below) – Generated on Chat GPT
2. First-Person Script (15 mins) Generate Text to video using Vidnoz AI

Play for Children

Grace O’Malley’s Story (First-Person Script)

“Hello, I am Grace O’Malley, born in Ireland many years ago, in the 1500s. I was not like other girls of my time — I loved the sea, my family’s ships, and adventure. When my father died, I took charge of our ships and sailors, becoming a sea captain.

I sailed the wild Irish seas, leading my crew with courage. I fought against enemies who tried to take my land and sea from me, especially the English rulers who wanted control over Ireland. I even met Queen Elizabeth I! That meeting was hard because the English did not like me being a woman who commanded ships and men.

But I never gave up. I stood up for my family, my people, and what I believed was right. My story teaches us that courage means standing strong even when things are difficult. Leadership is about bravery, smart choices, and protecting those you care for — no matter who you are.”

3. Class Discussion

Discuss key points from the script:
4. English Writing Activity: Copilot Image Creator Description (10 mins)

After watching the video, students write a detailed description of Grace O’Malley and her world.
Prompt: “Imagine you are describing Grace O’Malley to someone who has never seen her. What does she look like? What is she doing? What is around her? Use as many details as you can.”
Explain that this description will be used to create an image using Copilot Image Creator.
Encourage use of colors, clothing, scenery, and emotions in their writing.
Children generate image on Copilot
5. Reflection (5 mins)

Invite a few students to share their descriptions and images.
Recap what they learned about Grace O’Malley, courage, and leadership.

[Pamela Perry]

This is a really lovely lesson Maria and one I think your class would really enjoy. You have used some of the AI tools I would like to try myself this year too!

[Katie O Brien]

Part A-

Class Level: 4th Class

Curriculum Area: English – Writing

Learning Outcomes:

• 6: Students write for different purposes and audiences using a variety of genres.

• 7: Students use a process approach to writing (planning, drafting, revising, editing, and publishing).

• 10: Students reflect on and monitor their own writing, using teacher and peer feedback to improve it.

Time: 1 hour

Learning Objectives:

Pupils will describe characters using appropriate vocabulary.
Pupils will use AI tools to support idea generation and reading fluency.
Pupils will work in pairs to develop and share creative writing ideas.
Pupils will engage in active learning through writing, discussion, and digital exploration.

Resources Needed:

Tablets/laptops

Access to Eduaide.ai (teacher-led)
Immersive Reader (via Word or OneNote)
Character planning worksheets
Vocabulary banks (for differentiation)

Introduction (10 mins): Activate prior learning by discussing familiar characters from books.

Brainstorm what makes a character interesting.
Share learning intentions and success criteria.

Development (15 mins – guided): Teacher models using Eduaide.ai to generate a basic character.

Whole-class discussion on how to personalise and improve the AI’s suggestions.
Highlight use of descriptive language and creativity.

Independent Work & Pair Work (20 mins): Pupils create their own characters using a planning sheet.

Immersive Reader supports pupils who need reading assistance.
Pupils then share their characters in pairs, offering feedback or ideas.

Conclusion (10 mins): Volunteers share characters with the class.

Discuss how AI helped or inspired ideas.
Teacher uses formative assessment through observation and questioning to evaluate learning.

 

 

Part B-

This lesson helped me see how AI tools can support creativity, literacy, and inclusion in a practical way. The pupils were genuinely excited by the Eduaide.ai demo — they engaged critically with the AI’s character ideas and were quick to suggest improvements, which led to great discussions about vocabulary and detail. Using Immersive Reader gave extra support to those who normally struggle with reading instructions, helping them stay on task and participate more fully. The pair work was also valuable, as pupils were able to give peer feedback and build confidence in sharing their ideas. I found that the structured approach — starting with whole-class modelling, then moving to independent and collaborative tasks — gave pupils the scaffolding they needed to succeed. Formative assessment through observation and questioning allowed me to see who needed more support, and to plan next steps. I see real potential in using AI like this for narrative writing, and I’d like to explore tools such as Socratic for project-based work in SESE. That said, ethical use, data protection, and teacher control will continue to be key considerations.

 

[Ronan McAteer]

As part of this module, I’ve developed a lesson plan focused on introducing AI to my students in a practical and age-appropriate way. The lesson is titled “What is AI and How Does It Affect Our Lives?” and is aimed at upper primary pupils. The objective is to give students a basic understanding of AI, how it works, and where they encounter it in everyday life.

To start, I plan to use Khan Academy Kids or Google’s Teachable Machine to demonstrate how AI can “learn” from data inputs. Students will explore voice assistants, smart recommendations (like YouTube or Netflix), and even AI chatbots in a guided discussion. I’ll then use MagicSchool.ai to generate differentiated comprehension activities and discussion prompts based on a short video about AI in real life.

For the creative portion, students will work in small groups to create their own AI-powered invention using a tool like Image Creator or Canva AI, imagining how AI might solve a real-world problem. This encourages critical thinking, collaboration, and design thinking. Finally, they’ll present their idea using Gamma, with the help of AI-generated visuals and summaries.

Reflecting on this approach, I believe that teaching students about AI isn’t just about technology—it’s about preparing them for the world they’re growing up in. By integrating these tools into my teaching, I’m not only making lessons more engaging and interactive, but I’m also helping students develop digital literacy and an ethical understanding of how AI is used. These tools also offer differentiation, support for learners with additional needs, and time-saving benefits for teachers. Going forward, I plan to weave AI tools into both core subjects and project-based learning to enhance creativity, engagement, and inclusivity in my classroom.

[Rebecca Behan]

I can clearly see how incorporating AI tools will benefit both my role as a teacher and my students’ overall learning experience. We have gained valuable, hands-on understanding of how to use these tools effectively. This knowledge will be extremely useful going forward, as tasks like creating worksheets, assessments or PowerPoint slides can be quite time-consuming for teachers. I have created a junior infant maths lesson plan.

Class level: Junior infants
Curriculum subject: Maths – Number/Counting

Lesson Plan: “AI the Counting Robot”

Goal:
Show how AI can recognise, count, and sort things — but needs our help to get better.
1. Meet “AI” (5 min)
Introduce a friendly robot character (puppet, picture, or teacher pretending).
-Show the children the robot and say:
“This is Robo. Robo is learning numbers and shapes, but sometimes gets them wrong. Can you help teach Robo?”
-Briefly explain that AI is like a smart helper that can learn from people but isn’t always right.

2. Counting Challenge (10 min)
• Give each child a small pile of mixed objects (blocks, beads, buttons).
• “AI” tries to count them — but makes silly mistakes (e.g., counts too fast, skips numbers, counts the same thing twice).
• Children correct AI and count the objects properly.
Key idea: AI needs clear instructions and checking.

3. Sorting Game (10 min)
• Give picture cards or toy animals in different colours/shapes.
• Ask “AI” to sort them by colour, then shape, then size.
• Occasionally “AI” sorts them wrongly — children spot and fix the mistake.
Extension: Let children “teach” AI new sorting rules (e.g., “All animals that live in water go together”).

4. Pattern Play (5 min)
Create a simple ABAB pattern with objects (e.g., red-blue-red-blue).
Ask “AI” to guess the next colour — sometimes right, sometimes wrong.
Children correct and explain the rule.
Invite the students to create their own patterns for Robo to guess.
Math concept: Recognising and extending repeating patterns.
AI concept: AI can guess patterns if it has enough examples, but we need to help it see the rule.

5. Conclusion (5 min)
Ask:
• “What did you teach AI today?”
• “Why do we have to check AI’s work?”

Core Math Skills Covered:
• Counting accurately
• Sorting by attributes
• Recognising and continuing patterns
• Comparing quantities
• Explaining reasoning (why something is right or wrong)

Assessment
• Observe children’s accuracy in counting.
• Check their ability to sort shapes correctly.
• See if they can continue and create simple patterns.

[Mairead Norlin]

Hi Rebecca, I really like this lesson. I love how you’ve made AI relatable for junior infants by introducing it as a friendly robot character. The mix of hands-on activities like counting, sorting and pattern making is a great way to keep the children involved while also reinforcing important maths skills.

[Mairead Norlin]

1. In the special education setting I work in, I see real potential for AI to enhance both teaching and learning, especially for neurodivergent pupils who may find traditional tasks more challenging. Many of my students, particularly those with ADHD or literacy difficulties, benefit from tools that are responsive, visual and immediate. AI can support this through real-time feedback, personalisation and quicker assessment which helps maintain engagement and makes learning more manageable. I would start by incorporating AI in small yet meaningful ways such as the creation of powerpoints with Gamma, quizzes with Quiziz and Google Forms as well as allowing those older students to explore the use of Copilot and Chatgpt themselves to gain an independent digital experience too.

I am also mindful of the Digital Learning Framework and Statements of Practice, which guide the safe and effective use of digital technologies in schools. I would ensure any AI tools used are aligned with our school’s acceptable use policy, GDPR compliance, and child protection guidelines. For example, when using AI tools that involve images or voice input, I would obtain the necessary consent and avoid saving or sharing identifiable data.

2. For my AI-integrated lesson, I would explore the topic of Vikings in Ireland with students. I would begin with a brief class discussion and video to activate prior knowledge. Students would then work in pairs to come up with questions about the Vikings, such as why they came to Ireland or what their homes looked like. Using Copilot or Chatgpt, they would practise good prompting skills to find the answers, supported by their textbook. The class would then use Gamma to turn their research into a visual presentation. This allows pupils to organise their learning in a clear, engaging format adding AI-generated images if desired from Copilot image creator. To consolidate learning, I would create a multiple-choice quiz using Google Forms or Quizizz, with questions generated through Copilot/AI models. Pupils would complete this in pairs and reflect briefly on what they learned. This approach supports collaboration, creativity and digital literacy while keeping learning accessible and inclusive.

[Pamela Perry]

This course has shown me that there are many benefits to using AI in the classroom, specifically how it can assist with personalised learning for pupils. I think that tools like Gemini, Copilot and Chat GPTgpt could be useful in helping to create differentiated lessons for pupils.. They would also be useful for coming up with creative lesson plans to suit the interests of the pupils in your class. One of the applications I found really interesting in this course was the Copilot Image creator. I liked the way you could use it for your descriptive writing lessons and as I will have 3rd class this year I feel it would be a good class to use it with. I also liked the Reading Coach. I feel it is very important to listen to the pupils reading as much as we can and it is something in our school that we prioritise especially in the younger classes. However, finding the time to listen to everyone each day is challenging so reading coach could be used to help teachers see how their class are doing with their reading.For myself, I am eager to try out gemini and diffit to assist with my own planning and teaching.

[Felicity Murphy]

Diffit is something I am also interested in seeing how it can be used to support the different learners in the classroom. Thanks for suggestion of Reading Coach for getting to all the children in the class.

[Fidelma Glancy]

Lesson Plan: Discovering Ancient Egypt
Subject: History
Topic: Ancient Egypt
Grade Level: 4th class
Time Allotment: 60-75 minutes (adaptable)

Learning Objectives:
Students will be able to:

Identify key aspects of Ancient Egyptian civilization (e.g., Nile River, pharaohs, pyramids, mummification, hieroglyphs).

Understand the importance of the Nile River to Ancient Egyptian life.

Engage with AI tools to explore and present information about Ancient Egypt.

Materials:

Interactive whiteboard or projector

Computers/tablets (one per student or pair) with internet access

Use of copilot image creator and microsoft speaker coach

Art supplies (paper, pencils, markers, possibly clay or construction paper for pyramid building)

AI Integration Note: The AI tools will be used as a “presenter” and “research assistant” to make the learning engaging and interactive. The teacher will guide the children with the correct prompts to get a useful output.

Lesson Procedure:
1. Hook & Prior Knowledge Activation (10 minutes)

Teacher uses an intriguing image from Ancient Egypt to get started, created by copilot.Display it on the screen.

Think-Pair-Share: “What do you notice about this image? What comes to mind when you think of Ancient Egypt? Share with your partner for one minute.”

Whole Class Share: Invite a few students to share their initial thoughts.

2. The Gift of the Nile (15 minutes)

Use the AI presentation tool to generate a short, child-friendly explanation of the Nile River’s importance (e.g., providing water, fertile land for farming, transportation). Include a map of Egypt and the Nile.

Discussion: “Why was the Nile so important? What would life be like without it?”

Activity: Nile River Story (Individual or Pair Work)

Teacher: “Imagine you are an Ancient Egyptian living by the Nile.

The AI generates a simple story prompt, e.g., “Write a short story about a farmer waking up by the Nile River. What do they see? What do they do?” Use Copilot Image Creator to help children with their writing.

Students write their short stories. Share a few examples.

[Fidelma Glancy]

I would start to use AI in my classroom by using co pilot to create a lesson plan/ information on a topic the class might be learning for example  the Famine.

I would be inclined to use copilot to create quizzes in all the SESE subjects and then copy and paste into Quiziz. I really liked this resource and feel it is effective, there is ease of use and it integrates easily with the likes of Kahoot which my children would be familiar with.

[Karen Moore]

Theme: “Jungle Adventure”

Class Level: Junior & Senior Infants

Learning Objectives
Develop descriptive and expressive language using visual and audio prompts.
Practice reading fluency with support from AI tools.
Engage in imaginative storytelling and creative expression.

Begin with playing short jungle sound clips (e.g., birds, monkeys, rain) to set the scene. Discussion: “What animals live in the jungle?”
Introduce AI as a helper tool that can create pictures and help us read -(Openartai).
Story Time – a short, fun jungle story for infants.
Use Immersive Reader to highlight key vocabulary and support understanding.
Reading Practice
Pupils use Reading Coach to read short jungle-themed sentences.
Creative Writing & Drawing about what they see or imagine.
Use Immersive Reader to help pupils read their sentences aloud.
Wrap-Up & Sharing

As a teacher in an infant classroom and digital coordinator in my school, I found this module very informative. There is a wealth of AI tools introduced throughout the course that offer exciting opportunities to enhance teaching, learning, and assessment. While these tools offer huge time-saving potential, it’s important to acknowledge that time must be invested to learn how to use them effectively. As digital technologies evolve, I’m conscious that our whole-school policies must be updated to include AI, and that teachers need to be aware of the ethical considerations involved. In summary, we must ride the wave of digital tech adoption rather than bury our heads in the sand as children are already using it, and we must teach them to use it responsibly in the digital world they’re growing up in.

[Rina Murphy]

Yes Karen , you’re spot on. The list of AI tools available to us is endless and yes they will most certainly enhance and develop our students confidence when accessing digital platforms. Of course , all teachers will need to work collaboratively , share updated expertise through participating in CPD training and devise a digital improvement plan collectively while prioritizing the ethical considerations including data security and privacy first and foremost.

[Felicity Murphy]

Develop a lesson plan incorporating AI concepts and write about how you plan to use it and other AI tools in your teaching

The lesson that I would like to do would really be a series of lessons and I mentioned it in an earlier post after seeing another teachers suggestion for use of teachable machine.
Lesson Objective: Help the child recognize and differentiate between four key emotions—happy, sad, mad, and excited—using facial expressions and body language through the use of teachable machine interactive photo-based learning.
Learning Outcome:
The child will record short videos showing different emotions—happy, sad, mad, and excited—using their face and body. .
Student will upload photos of 4 emotions under 4 different categories into Teachbale Machine
Student will play guess the emotion using the the trained model
The student will use Teachable machine and webcam to see how their own expressions are interpreted by the program.
Student will show a feeling with face and body and the computer will identify it
Ihis lesson plan was aided and in part developed using copilot and chatGPT to help me refine and organise the lesson into a coherent and methodical way to best teach the child and use the AI technology.
My experience with AI in the past has been limited to using Copilot or CHat GPT to help devise lessons. Now I am able to incorporate other AI programs that I have learnt about into my lesson planning. What I have learnt from these technologies as welll sa through this course is the importance of asking the right question, then using and adapting what is suggested by AI into my knowledge of the class/student – the 80/20 rule

[Laura Ní Mhaolagáin]

This would be very useful for me Felicity as I will be working in A SET role this coming school year. I love the idea of the child recording a video of themselves using the expressions as it gives them visual feedback. It reminds me of a time I took 2 photographs of a student in the line, one where he would stand right up against the back of the person in front of him (which bothered the person in front) and a second photograph of him standing further apart. When he could visually see the gap he understood what I had been asking him to do and there was no issue after that.

[Eleanor Gallagher]

Hi Stacey,

I liked your lesson on the life cycle of the Butterfly- a simple well laid out lesson with clear objectives. I liked the idea of using AI to create SMART targets for IEP. This is a time consuming task that I could become more efficient in.

[Eleanor Gallagher]

This course has enabled me to become more familiar with the concepts of
AI and all it has to offer. While I was aware of ChatGBT, Khan Academy and Scratch Progammes, I got to learn about Copilot, Gemini and Diffit. I can see myself using more of these AI resources to enhance the teacing and lerning in my classroom.

 

Part 2: I decided to use a new AI tool when researching a lesson for my class. I signed up and used Magic School. The prompt I used was an SPHE lesson, Irish Curriculum, Senior Infants. To teach Myself and others, topic of Friendship. This is what it produced:

SPHE Lesson Plan: Friendship
Class Level: Senior Infants
Theme: Myself and Others
Strand: Myself and Others
Strand Unit: Myself
Duration: 30-40 minutes

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

Understand what friendship means.
Identify ways to be a good friend.
Recognize feelings related to friendship (happy, sharing, caring).
Practice simple friendship skills like sharing, listening, and helping.

Materials Needed:
Storybook about friendship (e.g., “How Do Dinosaurs Play with Their Friends?” or similar)
Drawing paper and crayons/markers
Friendship word cards (words like share, kind, listen, help)

Lesson Steps:
1. Circle Time Discussion (10 mins)

Ask: “What is a friend?” Let children share ideas.
Discuss what makes a good friend (kindness, sharing, listening).
Introduce words related to friendship using word cards and explain each briefly.
2. Story Time (10 mins)

Read a short story about friendship.
Pause to ask questions: “How did the friends play together?” “What did they do to be kind?”
Highlight examples of friendship behaviors.
3. Activity: Friendship Drawing (10 mins)

Ask children to draw a picture of themselves with a friend doing something fun or kind.
Encourage them to share their drawings and explain what friends do in their picture.
4. Role Play and Practice (5-10 mins)

Act out simple friendship scenarios: sharing toys, helping a friend, saying kind words.
Invite children to practice being a good friend in these situations.

Assessment:
Listen to children’s ideas about friendship.
Observe participation in role play.
Review drawings for understanding of friendship concepts.

Extension Ideas:
Create a friendship chain or wall display with children’s drawings.
Teach a friendship song or rhyme.
Encourage children to practice one kind act with a friend during the week.

[Paul Munroe]

Nice lesson plan, Eleanor. Your prompt has given you some useful objectives and learning material for this lesson on friendship. Don’t forget that you could also ask the AI tool to suggest suitable videos that you might use, or create a written activity also.

[Deirdre McAndrew]

Module 5 Lesson Plan
Lesson Plan:
I asked CHATGPT to create a lesson plan for me based on the following prompt:

Create a lesson plan based on the irish 5th class curriculum on the topic of improper fractions and mixed numbers, Include a warm-up activity using an AI app, use of concrete materials complemented by use of AI based Maths manipulatives, include collaborative activities and activities on the topic that align with other subject areas

An AI-based warm-up activity
Concrete materials + AI-based maths manipulatives
Collaborative work
Cross-curricular links

Lesson Plan — Improper Fractions & Mixed Numbers
Class Level: 5th Class
Strand: Number
Strand Unit: Fractions

Curriculum Objective:
Recognise and convert between improper fractions and mixed numbers.
Compare and order fractions.
Use models and visual representations to explain thinking.

Time: 50–60 minutes

1. Learning Outcomes
By the end of the lesson, pupils will be able to:
Define and identify improper fractions and mixed numbers.
Convert between improper fractions and mixed numbers accurately.
Use physical and digital manipulatives to model fractions.
Apply understanding of improper fractions and mixed numbers to real-world and cross-curricular contexts.

2. Resources
Concrete materials: Fraction circles, fraction bars, Cuisenaire rods, LEGO bricks in equal lengths.
AI-based manipulatives: Online fraction tool such as Toy Theater Fraction Bars or an AI-powered platform like Brainingcamp or Mathigon’s Polypad (students can ask the AI helper for hints and explanations).
Whiteboard/flipchart.
Tablets/laptops for AI activity.
Worksheet with conversion problems.
Art materials (coloured paper, markers).

3. Lesson Sequence

A. Warm-up (AI-based – 10 mins)
Activity: Fraction Quest Challenge
Pupils open an AI maths chatbot app (e.g., ChatGPT with a classroom-safe mode or MathGPT-style tutor) and complete a gamified fraction quiz where they “rescue” a character by answering quick-fire fraction ID questions.
The AI gives instant feedback and explains mistakes with visuals.
Questions progress from “Is this fraction proper or improper?” to “Write this improper fraction as a mixed number.”

B. Introduction & Exploration (10 mins)
Concrete exploration:
Give each group fraction circles/bars. Ask them to build:
1 whole (e.g., 4/4, 5/5, etc.)
More than 1 whole (e.g., 7/4) and ask: “What do you notice about this fraction?” or use a collaborative online i notice/I wonder chart
Discuss improper fractions (numerator > denominator) and mixed numbers (whole number + fraction).
Model conversion physically (e.g., 7/4 = 1 whole + 3/4).
Digital reinforcement:
On Mathigon Polypad (AI-assisted), pupils drag fraction bars to model the same example. The AI tool can suggest different ways to represent the same fraction and guide conversion steps.

C. Guided Practice (15 mins)
Teacher-led on board:
Step-by-step conversion examples:
Improper → Mixed: Divide numerator by denominator, quotient = whole number, remainder = numerator of fraction.
Mixed → Improper: Multiply whole number by denominator, add numerator = new numerator.
Pupils use tablets to input fractions into AI manipulative and get instant visual feedback
Collaborative twist:
Pupils work in pairs: one uses concrete materials, the other uses AI-based manipulative to show the same conversion, then swap roles.

D. Collaborative Application Task (10 mins)
“Fraction Pizza Café” Game
In groups of 3–4, pupils receive “pizza orders” written in mixed numbers (e.g., 2 1/2 pizzas).
They must:
Convert to improper fractions to know total slices needed.
Use fraction circles (or AI manipulative) to “make” the order.
First team to prepare all orders correctly wins.

E. Cross-Curricular Integration (5–10 mins)

ART: Create a Fraction Art Poster showing improper fractions and mixed numbers as part of a design (e.g., a mosaic or quilt pattern).
GEOGRAPHY: Link to “Map Scales” — e.g., 1 1/2 km distances converted to improper fractions for calculations.
SPHE: Recipes — doubling/tripling ingredients in fractions (e.g., 1 3/4 cups).
Making Pizzas and dividing in a variety of ways to demonstrate understanding of improper fractions and mixed Numbers.

4. Differentiation

Support: Provide visual step-by-step conversion cards; allow use of manipulatives throughout.
Extension: Pupils create word problems involving improper fractions in real-life contexts and solve each other’s challenges.

5. Assessment
Formative: Observe during pair work, AI quiz responses, and “Fraction Pizza Café” game.
Summative: Short conversion quiz at the end using both physical and AI-based model

6. Reflection
End with a quick “AI Fraction Coach” session where pupils type one question they still have into the AI app and discuss the explanations given.

7.Homework
Pupils demonstrate their understanding of the concepts in their own creative ways for presentation to the class.

Reflection:

Chatgpt’s response to my lesson request was a great basis at which to start. It suggested Mathgpt at one point which I looked up but its explanations are too complex for 5th class. AI is a great tool and an excellent way to complement experiential learning and use of concrete resources. In order to have whole school uptake and a cohesive use of these tools in a school, its important to align the sse  dlf and laos doc  to incorporate specific AI tools according to subject and in our case – where we have a Reading Unit -incoporate tools like leveller (magic school) and personalised learning tools. We also need to address policy and cybersecurity and ensure awareness by all staff of the content, inform parents, exchange knowledge and information regularly and bring in experts to support and demonstrate certain tools. There is a wealth of information in this course that will make it alot easier to start any school on this journey.

[Paul Munroe]

Hi Deirdre. Thanks for your post and your engagement throughout the course. Your lesson plan shows a really great blend of active learning, the use of digital tools, and cross‑curricular work. Starting with an AI‑led game gets pupils interested and practising identifying fractions in a low‑pressure way, and I like how you include the use of concrete materials. Letting your pupils physically build the fractions and then digitally model the same fraction highlights the connection between abstract and concrete. Grouping students so one works with concrete materials while the other uses the digital tool is a great way to include peer learning in your lesson. On the point about implementing these tools across the school: you’re right to flag the need to align with existing frameworks such as your SSE and DLF plans, and that they enhance teaching and learning as described in LAOS.

[Roisin McLarnon]

Science lessons on Life cycle of a frog for first class / senior infants

🐸 Lesson Series: Life Cycle of a Frog
📘 Lesson 1: Introduction to Frog Life Cycle
Objective: Understand the four main stages: Egg → Tadpole → Froglet → Adult Frog

Activity: Watch this colorful and kid-friendly video: The Life Cycle of a Frog | Science for Kids
Discussion Questions:

What is frogspawn?
What does a tadpole look like?
How does a froglet change into an adult frog?

🖍️ Lesson 2: Diagram & Labeling
Objective: Identify and label each stage of the frog’s life cycle

Worksheet: Use this printable diagram to label the stages Label Frog Life Cycle Printout – Enchanted Learning
Activity: Color each stage and draw arrows to show the cycle

✂️ Lesson 3: Cut and Stick Activity
Objective: Reinforce sequencing and stage recognition

Printable Activity: Life Cycles Cut and Paste Frog – RSD School District
Instructions:

Cut out the pictures and names of each stage
Stick them in the correct order on a blank sheet
Add your own drawings or stickers for fun!

🎥 Lesson 4: Deeper Dive with Dr. Binocs
Objective: Explore metamorphosis in a fun animated format

Video: Life Cycle Of A Frog! – The Dr. Binocs Show
Follow-up: Ask kids to act out each stage with movements (wiggle like a tadpole, hop like a frog!)

🧠 Lesson 5: Quiz Time!
Objective: Test knowledge in a playful way
I will develop a quiz using one of the AI tools which will test knowledge in a fun way

🐸 More Frog Activities for Kids
🎨 Arts & Crafts
Paper Plate Frog Craft Use green paper plates, googly eyes, and pipe cleaners to make adorable frogs.

🧪 Science & Sensory
Sensory Pond Bin Fill a bin with blue water beads, plastic frogs, lily pads, and rocks to mimic a pond habitat.
Life Cycle Puzzle Laminate and cut out frog life cycle stages for a hands-on sequencing puzzle.

🎲 Games & Movement
Lily Pad Leapfrog Tape green lily pad shapes on the floor and have kids leap from one to another like frogs
Frog Straw Relay Kids use straws to carry tissue paper frogs across the room using suction

As an extension to this the children could discuss what other lifecycles they could find out about using AI . They should be encouraged to give detailed promos and ask for the information to be presented in diagram / pictures / short clips etc if they work in groups and then present their findings to the class.

[Paul Munroe]

Hi Roisin

Thanks for presenting your unit of work on the life cycle of the frog. I like how you’ve built such an engaging and varied unit of work around it. I especially like the way you’ve blended explanations with videos, arts, movement, and sensory play. This variety of approaches, methodologies, and resources will keep senior infants/1st class learners engaged and motivated throughout. This age group thrives on that kind of variety, and using AI to generate units of work like this frees the teacher up and allows more time for planning rich learning experiences for the class.

 

[Deirdre McAndrew]

This would be a really fun lesson to teach Roisin as well as fun for the kids. Thanks for sharing!

[Rina Murphy]

I found copilot very useful indeed when compiling a lesson plan suitable for 1st class. The content presented was very appropriate for the age range that I’m teaching and I’ve saved a substantial amount of planning time in the process. I will definitely be implementing this AI tool as part of my planning as it’s very efficient and user friendly too which is another added bonus!

Lesson Plan: Animals that live in the Amazon Rainforest and how they adapt to their surroundings.

Objective

To introduce my 7-year-old students to the Amazon Rainforest, its unique ecosystem, and the importance of conservation.

Materials Needed

Pictures or videos of the Amazon Rainforest
A globe or world map
Coloring sheets with rainforest animals
Crayons or markers
A storybook about the Amazon Rainforest
Printable fact sheets about the Amazon
Lesson Outline

1. Introduction (10 minutes)

Show the students a globe or world map and point out where the Amazon Rainforest is located.
Briefly explain what a rainforest is and why the Amazon is special.
Share a fun fact, e.g., “Did you know the Amazon is home to over 10% of all the species in the world?”
2. Story Time (15 minutes)

Read a storybook about the Amazon Rainforest to the class.
Pause occasionally to ask questions and engage the students, e.g., “What animals do you think live in the rainforest?”
3. Activity: Rainforest Animals (20 minutes)

Hand out coloring sheets with pictures of animals like toucans, jaguars, and sloths.
While the students color, share interesting facts about each animal.
Encourage students to share their favorite animal and why.
4. Discussion: Why the Amazon Matters (10 minutes)

Explain the importance of the Amazon Rainforest, such as producing oxygen and being a home for many animals.
Discuss simple ways to help protect rainforests, like recycling and saving paper.
5. Wrap-Up and Q&A (5 minutes)

Recap the key points: location, unique animals, and the importance of conservation.
Allow students to ask questions or share what they learned.
Homework/extension exercise to enhance the learning

Ask students to draw a picture of the Amazon Rainforest and write one sentence about why it is important.
 

Plenary : I also used co-pilot to generate a series of 10 simple multiple choice questions suitable for 7 to 8 year olds to test their knowledge of the content taught throughout the SESE lesson.

 

🐾 Amazon Rainforest Animal Quiz 🐾

Name: ___________________________ Date: ____________________________

Circle the correct answer for each question below.

1. Which animal swings through the trees using its long arms?

A) Jaguar B) Sloth C) Spider Monkey D) Toucan

2. What colorful bird has a big beak and loves fruit?

A) Parrot B) Toucan C) Eagle D) Owl

3. Which animal moves very slowly and sleeps a lot?

A) Sloth B) Snake C) Frog D) Anteater

4. What big cat lives in the Amazon and is a great swimmer?

A) Lion B) Leopard C) Jaguar D) Tiger

5. Which insect is known for marching in lines and working together?

A) Butterfly B) Mosquito C) Ant D) Beetle

6. What animal has a long sticky tongue and eats ants?

A) Anteater B) Monkey C) Lizard D) Bat

7. Which reptile has sharp teeth and lives in rivers?

A) Crocodile B) Turtle C) Snake D) Frog

8. What animal can change color and has sticky feet?

A) Chameleon B) Frog C) Lizard D) Gecko

9. Which animal makes loud noises and lives high in the trees?

A) Howler Monkey B) Sloth C) Toucan D) Snake

10. What tiny frog can be very poisonous?

A) Tree Frog B) Poison Dart Frog C) Bullfrog D) Toad

[louise Smith]

In response to ‘Write a reflective piece on how you plan to integrate AI in your teaching and post to the Module 5 forum’ (150 words min) as per PDF and course content page, here is my piece.
I plan to integrate AI meaningfully into S.E.S.E. projects, giving children opportunities to use AI tools to research, create, and present their work. Twinkl’s AI tools will be invaluable for generating age-appropriate fact sheets, differentiated reading materials, and creative prompts to help pupils develop their own inquiry questions. For history and geography, I will use Copilot to create engaging lesson content and Quizizz to create interactive quizzes that assess understanding in a fun and competitive way. My students are familiar with Kahoot which looks similar. Students will also use mind-mapping and presentation tools to showcase topics such as local history or environmental issues. This work can be shared at home and at school using the Seesaw app. This way I will be building on technologies the children are already familiar with. This approach will encourage independent learning, digital literacy, and critical thinking, while ensuring that AI is used ethically and responsibly in line with curriculum goals and our school’s digital learning policy.

[louise Smith]

Subject: S.E.S.E.
Class: 4th Class
Topic Fairtrade Chocolate – Bean to Bar
Learning Outcomes:
• Understand what Fairtrade is and why it is important.
• Identify key stages in chocolate production.
• Use AI tools to gather and present information.

Materials/Apps:

• Twinkl AI Tool – to generate simplified fact sheets
• Quizizz – for an interactive quiz
• Seesaw – for sharing work
• Ipads

1. Introduction

• Show AI-generated fact sheet from Twinkl on the chocolate supply chain and Fairtrade principles.
Discuss fairness and ethical trade.

2. Main

• In small groups, pupils use Twinkl’s AI tool to create short “bean-to-bar” summaries.
• Students record a short explanation or create a labelled diagram on Seesaw.

3. Assessment

•Play a Fairtrade Chocolate Quiz on Quizizz to review learning.

4. Conclusion

•Reflect on why Fairtrade matters, using Seesaw to post one sentence each.

[Bríd Connors]

This sounds like an excellent lesson Louise! I really like how you’ve connected the topic of Fairtrade with a practical, hands-on approach that pupils can easily relate to. The “bean-to-bar” summaries are a brilliant way to help them understand the journey of chocolate, and the use of iPads for creating diagrams or short explanations makes the learning active and creative. The Quizizz activity adds a fun element to check understanding, and finishing with a personal reflection on Seesaw is a lovely way for pupils to connect with the values of fairness and ethical trade. This lesson blends clear learning outcomes with enjoyable activities that will really stick with the class.

[Elaine Kenefick]

1st class Lesson: Our local area and the weather

Learning outcomes:
The children will be able to
-name places near home and school (park, roads, shops etc.)
-talk about todays weather
-understand that AI is a like a computer brain that helps us learn about the world

Resources:
-Whiteboard and markers
-Tablet
-AI weather too (eg. Chat GPT)
-Printed weather pictures (sun, cloud, rain)
-Paper and colours

Introduction: Talk about the local area. What places are near home or school. Look at some pictures of these places.

-Google earth: The children will be told that google earth uses computer brains called AI to look at the earth from above. They will then use google earth to ‘fly’ to our school. They will be asked to look out for roads, shops, parks etc. and see if they can find anything else by zooming in and out and moving in different directions.

-Weather exploration: The children will be told that weather computers take in lots of information from satellites and sensors and predict what future weather may be. Together they will look out the window and discuss todays weather. They will then have the opportunity to ask chat GPT what is the current weather in the area. Following this they can ask what the weather might be tomorrow, will it rain on Sunday etc.

Activity:
The children will draw their locality and add weather symbols.
In pairs the children take turns in asking chat GPT what the weather is while the other plays the role of AI and answers.

Conclusion: Recap on what was learned today. What places are near by?
What weather do we have today? How did the computer help us with our learning?

For this lesson I plan on using google earth to show the children their school and places nearby. Chat GPT will be used to check weather facts while a chatbot will be used for present and future weather. I would also use magic school to generate a story for the lesson.

I feel that the above lesson will be very enjoyable for the children. They are at a very curious age and im sure many of them may not have seen or used google earth before. It will also be interesting to see if many are familiar with chatbots. I know that ALEXA is quite common in many households so the children may already know how to interact with them.

[Alice McGlynn]

This course has given me a list of tools to use in the new school year( and in others areas of life) I had thought before commencing this course that I was kind off up to date in the world of ai, since I had discovered chatgpt(recommended by a colleague) .  I have used chatgpt to assist me in the task of planning and writing smart targets mostly,  However, this course has opened my eyes to a much bigger world of ai tools that are out there and the possibilities  of using them in the classroom. these tools will be valuable going forward.

I have used scratch when I was in the mainstream classroom, now in set I look forward to using the Microsoft 365 learning accelerators especially reading coach and speaker coach.

lesson plan( while writing this lesson I have a particular child in mind, who struggles with literacy , difficult to motivate and with limited interests)

Subject: English-Descriptive writing

Objectives

use farm related vocabulary in descriptive writing

use the ai tool Dall-e to create an image to accompany your piece of writing

lesson

using an ai generated farm scene, chuild describes what they see in the image in detail- we could record this on board.

writing-child is encouraged to compose a piece of text-prompt -imagine you are on the farm for a day what do you do from sunrise to sunset? Record

using the text composed by the child we will enter it into Dall-e to create an image.

with all the ai tools introduced in this course there really are endless ways in which to use them in the classroom, I look forward to sharing them with others on return to school.

 

[Bríd Connors]

Lesson Plan:

Topic: The Great Famine
Class: Second class
Duration: 60 minutes

Learning Objectives:

Understand the causes and consequences of the Great Famine.

Analyse primary sources to gain insight into lived experiences.

Develop empathy and historical perspective.

Materials & AI Tools:

AI-generated presentation – tailored slides explaining the timeline, causes, and effects of the famine, with relevant images.

AI image generator – historically accurate depictions of famine scenes and daily life.

AI text summariser – simplifies complex historical documents for easier comprehension.

AI quiz maker – creates comprehension questions for instant assessment.

AI writing assistant – helps students draft diary entries from the perspective of someone living through the famine.

Lesson Outline:

Hook (5 min) – Display an AI-generated image of an Irish family during the famine. Ask students: “What might life have been like for them?”

Introduction (10 min) – Use an AI-generated slide deck to outline the potato blight, British government response, and mass emigration.

Source Analysis (15 min) – Students examine a short AI-summarised extract from a historical letter or newspaper article. Discuss tone, key details, and reliability.

Creative Empathy Task (15 min) – Students write a short diary entry from the perspective of a young person in 1847, using AI prompts for vocabulary and historical details if needed.

Interactive Quiz (10 min) – Use an AI-generated quiz to check understanding of key facts and ideas.

Reflection (5 min) – Students share one surprising fact they learned and one question they still have.

Reflective piece:

Upon completion of this course, I’m feeling really inspired about how I can bring new tools and ideas into my teaching. I’ve realised how quickly I can now put together presentations, quizzes, and activities that are made specifically for my class, instead of spending ages searching for something that only half fits. This means I can respond more easily to what my students need in the moment and make lessons that feel more engaging and personal. Preparing for lessons doesn’t feel as overwhelming anymore, it now feels exciting and manageable with the help of these new AI resources. This course has given me a fresh boost of energy and shown me practical ways to work smarter, not harder. My students will be getting the best of me, with more time to focus on them and their learning.

• This reply was modified 5 months, 3 weeks ago by Bríd Connors.

[April Conroy]

Hi Bríd,

I like that you are incorporating two different forms of AI into your lesson. I think the use of a quiz is an excellent form of assessment, as it not only checks understanding but also keeps pupils engaged.

[Kevin O’Dwyer]

I want to teach Counties of Ireland to my class next year. As an introduction, I would get the children to list as many counties of Ireland and maybe fill in a blank map of Ireland on the board. I’d keep this for a comparison before and after. I plan on using Gamma to come up with a presentation to teach the children all the counties, provinces and where they are on a map. I would use Youtube and Twinkl to help the children learn the counties of Ireland song. I think I would like to use Quizziz as a follow up, whether it be at the end of the lesson or at the end of the week as a recap to test for understanding. I would previously have used Blooket or Kahoot so it was refreshing to get more ideas of Quiz apps. I think it will be a modern approach to teaching counties rather than looking at a map or atlas.

[Paige O Connor]

My lesson will be an S.E.S.E lesson about ‘The Roman’s’ with 3rd class. At the beginning of the lesson, I will elicit the children’s prior knowledge through have learn about multiplication through think-pair-share and filling a KWL chart. I will then show the children a video on YouTube about the Romans. I will use YouTube Ai translation to support children with zeal. I will auto generate questions from the video using Twee. The children will answer the questions on their whiteboard. I will then guide the children through making their own word problems. I will then show the children various images of the romans on the whiteboard and discuss them e.g their homes, clothing, pastimes etc. At the end of the lesson, I will get the children to create their own question about the Roman’s which 4 multiple choice answers. I will collect these questions/answers and make them into a quiz for the introduction of the next S.E.S.E lesson using Quizizz.
I look forward to integrating Ai into my teaching. After completing this course, I feel I am now much more equipped with a wide bank of resources to make my teaching more child-led and engaging. Ai will help me make the children’s learning more personalised and help me develop critical thinking and problems solving skills in a fun, engaging way. By using Ai, the children’s learning experiences will be greatly enhanced and they will be much more prepared for future possibilities. I look forward to integrating Ai into my teaching to help me create assessments, resources and quizzes saving lots of time for me as a teacher.

[Paige O Connor]

My lesson will be an S.E.S.E lesson about ‘The Roman’s’ with 3rd class. At the beginning of the lesson, I will elicit the children’s prior knowledge through have learn about multiplication through think-pair-share and filling a KWL chart. I will then show the children a video on YouTube about the Romans. I will use YouTube Ai translation to support children with zeal. I will auto generate questions from the video using Twee. The children will answer the questions on their whiteboard. I will then guide the children through making their own word problems. I will then show the children various images of the romans on the whiteboard and discuss them e.g their homes, clothing, pastimes etc. At the end of the lesson, I will get the children to create their own question about the Roman’s which 4 multiple choice answers. I will collect these questions/answers and make them into a quiz for the introduction of the next S.E.S.E lesson using Quizizz.

I look forward to integrating Ai into my teaching. After completing this course, I feel I am now much more equipped with a wide bank of resources to make my teaching more child-led and engaging. Ai will help me make the children’s learning more personalised and help me develop critical thinking and problems solving skills in a fun, engaging way. By using Ai, the children’s learning experiences will be greatly enhanced and they will be much more prepared for future possibilities. I look forward to integrating Ai into my teaching to help me create assessments, resources and quizzes saving lots of time for me as a teacher.

[Jacqueline Cummins]

Throughout this course, I have discovered so many AI tools that will be amazing to use during the school year to help with my planning, lesson resources and will not only make things a bit easier for me but also make my lessons a bit more interesting, creative and interactive. As I work in SET, a number of different resources stood out for me. Kahn academy is a tool that will work well in the support room as I will be using it with small groups so can make sure each child is working at their own level and monitor their progress. I also found Magic school a fabulous resource with endless options for me. Knowing I can create behaviour plans, IEP’s, social stories and refine and modify them will definitely be a time saving tool. I also enjoyed learning about the other AI resources, especially Diffit – differentiation at your fingertips! Being a complete newby to AI, discovering and exploring the possibities of Gemini, Co-Pilot and ChatGPT was great and I can definitely see myself using these to help with my teaching and assessment going forward.

Introducing 3D Shapes to Sen Inf.

Learning Outcome
Students will be able to identify, name and describe 3D shapes (cube, cuboid, sphere, cylinder) and demonstrate understanding through a scavenger hunt activity.

Introduction :

Begin with a short video or image slideshow showcasing various 3D shapes found in the world.
Ask students questions such as, “What shapes can you see around us?” to engage their curiosity.
Introduce the lesson’s goal: to explore and find 3D shapes in the classroom.

Lesson : Discuss each shape:

Cube: 6 square faces, equal edges.
Cuboid: 6 rectangular faces, opposite faces are equal.
Sphere: No edges or vertices, perfectly round.
Cylinder: 2 circular bases and a curved surface.
Use hands-on models to demonstrate each shape.

Group Work

Have students work in pairs to sort a collection of shape models into 3D and non-3D categories.
Ask guiding questions:
“How many faces does a cube have?”
“Can we roll a sphere? Why or why not?”
Monitor student discussions and provide support as needed.

Independent work

Assign students to complete a worksheet (created using Diffit) where they draw and label each of the 3D shapes they find during the scavenger hunt.

Ipads to use Khan academy to explore 3d shapes and reinforce their learning from the lesson

Conclusion:

Interactive quiz created using AI for the interactive board on 3d shapes as an assessment tool for teacher.

Extension

For students who finish early, provide additional modeling clay to create their own 3D shapes, encouraging creativity and exploration.

 

[Kieran Conefrey]

Just looking at your Senior Infant lesson plan reminded me of my own teaching practice a number of years ago. Every night I would work into the early hours, preparing detailed lesson plans for the following day. By the time I had them finished, I was often so exhausted that it was difficult to bring the same energy and focus into the actual lesson delivery. It strikes me now how different that experience could have been if AI tools had been available at the time.

With AI, lesson plans can be generated in a matter of minutes, giving teachers a strong framework to adapt and personalise rather than starting from scratch. This would have saved countless hours and reduced the stress that many student and newly qualified teachers feel when they are trying to balance planning with teaching. I really believe that the availability of AI tools will make life much easier for our new teachers, allowing them to focus more on their pupils and less on paperwork.

[Daniel Foster]

Subject :Geography and History
Topic Duration; 3/4 Lessons with presentation (small group) on the Friday.
Class; 6th
Strand ; Eras of conflict and change, Local studies, natural environments
Strands Units; Physical features of Europe and the World, World War 1, Traders, explorers and colonisers,
Lesson : Holiday Destinations

Presentation: Choose a country you would like to visit and provide 5 facts about each country. i.e. How the country was affected of WW1, places to visit, cuisine, traditions etc.

Lesson Objective:
Make a presentation on countries to visit on Holidays next year while providing 5 facts from each country.

AI here would be very beneficial here for the children to display their knowledge using laptops. The children can learn from AI and create topics that are of interest to them, rather quickly! In doing so, it will allow the children to make take on learning about a country in Europe that is of interest to them. It will also allow children from Europe to showcase the country that they come from and highlight the traditions in each country.
The AI that I would implement would be YouTube AI Translations and TWEE (differentiation for children with EAL). GAMMA; the children will create a PowerPoint based on the information that the children have researched.

The children will be asked to give a 90 seconds presentation on each country in front of the class with designated speakers. The children will be asked to listen to each groups presentation.

As assessment, the teacher will have a quiz based on the information provided by each expert group on a particular country with multiple choice questions.

[Beccy Kennedy]

Strand: Listening and Responding
Strand Unit: Exploring sounds and musical styles
Topic: Using AI to explore and respond to music

Content:
Pupils will listen to music generated by AI and compare it with human-composed pieces, responding through discussion and short written reflections.

Learning Objectives:

To identify similarities and differences between AI-generated and human-composed music.

To develop listening skills and critical thinking when responding to music.

To understand the role of AI in modern music creation.

Introduction (5 mins):
Begin by asking pupils how they think songs are made today and if computers can compose music. Briefly introduce the idea of AI-generated music.

Main Content (20 mins):

Play a short human-composed piece (e.g., classical or Irish traditional).

Play an AI-generated version of a similar style.

Guide pupils in responding: How does each piece make you feel? What patterns, instruments, or emotions do you notice?

Record responses on the board. Encourage students to suggest whether they think the music was human- or AI-made.

Conclusion (5 mins):
Summarise main findings, highlighting that both AI and humans can create expressive music but in different ways. Reinforce that AI is a tool that can inspire creativity rather than replace it.

Resources:

Laptop/tablet with speakers

Access to AI music tools (e.g., AIVA, Soundraw, or free online AI music clips)

Whiteboard/markers

Assessment:

Observation of participation in discussion.

Short written response: “One thing I noticed about AI music was…”

Differentiation:

Provide sentence starters for pupils needing support.

Challenge advanced pupils to describe specific musical elements (tempo, dynamics, texture).

How I plan to use it and other AI tools in my teaching:
I plan to use this lesson to introduce pupils to how AI influences music in a way that is accessible and engaging. By listening to both AI and human-composed pieces, pupils learn to sharpen their critical listening skills and form personal responses to music. This approach also helps bridge technology and creativity, areas that are increasingly connected in the modern world.

Beyond this lesson, AI tools can support teaching in many ways. For example, AI-generated backing tracks can provide pupils with accompaniment when performing, helping them explore rhythm and melody. AI transcription tools can assist in notating pupils’ compositions, allowing them to see their creative work in written form. Additionally, AI-powered quiz or feedback platforms can personalise learning, offering instant formative assessment in music theory and listening skills.

In my practice, I see AI as a complement to teacher-led activities—it can spark curiosity, offer new perspectives, and give students hands-on experiences with technology. Most importantly, AI supports inclusivity by offering differentiated learning materials, ensuring all pupils can engage with music in a meaningful way.

[Laura Ní Mhaolagáin]

I will be trying out a lesson using Copilot Image Creator.
I would begin by exploring the idea of Artificial Intelligence, introducing it as technology designed to perform tasks that usually require human intelligence, like drawing, writing, or learning. This will help students have a broader understanding of what “smart machines” are.
Together, we will create a scene (e.g., an underwater Ice Kingdom with descriptive language to give the image more detail) and input it into Copilot Image Creator. Watching the image appear in real time helped students connect their words to visual outcomes. I introduced the concept of Machine Learning here, explaining how the AI tool was trained on many images and words to learn how to generate pictures from our prompts. The children will use the image to write descriptive paragraphs using their five senses. This was a great point to introduce Algorithms, explaining them as the step-by-step instructions the AI follows to make decisions, just like we follow writing steps when composing a paragraph. To finish, we will reflect on how AI supports creative thinking, rather than replacing it.

[Darragh Kennedy]

I have used Boddle as a Math tool in my teaching in the UAE for the past few years.

Getting started was so simple. I just set up my class, added the kids, and assigned a few topics we were working on. The students loved it from day one. It’s built like a fun game, and they’re all so motivated to play and earn rewards for their avatars.

The real magic, though, is in the Boddle AI. You can literally see it working in real time. Kids have varying levels in the clasroom and the platform’s AI recognizes that. It automatically adjusts the questions based on how they’re doing. For my students who struggle with multiplication, the AI provides more practice and extra support. For my stronger students, it throws in more challenging problems to keep them engaged. It caters for all levels and keeps everyone learning at their own pace, scaffolding and challenging them at different levels.

It’s completely transformed how I approach differentiation. Instead of trying to create three different worksheets, I can trust that Boddle is giving each student exactly what they need. If you’re looking for a way to make math practice more personalized and fun, I highly recommend giving Boddle a try,

Lesson Plan
Lesson Overview
– Grade Level: 4th Grade
– Subject: Mathematics
– Duration: 50 minutes
– Learning Objective: Students will use Boddle Math to practice mathematical skills and engage with adaptive AI-powered learning tools

Materials
– Computers or tablets
– Boddle Math website login credentials
– Worksheet for tracking progress
– Headphones (optional)

Lesson Sequence

Introduction (10 minutes)
– Explain Boddle Math’s AI-adaptive learning platform
– Demonstrate how the platform adjusts difficulty based on student performance
– Show students how to log in and navigate the website
– Discuss the game-like interface and learning objectives

Guided Practice (20 minutes)
AI-Powered Learning Stations
1. Multiplication Challenge
– Students use Boddle’s adaptive algorithm to practice multiplication
– AI tracks individual student progress and adjusts problem difficulty
– Focus on personalized learning paths

2. Word Problem Solving
– Utilize Boddle’s AI-generated word problems
– Students solve real-world math scenarios
– Platform provides immediate feedback and explanations

Independent Practice (15 minutes)
– Students explore individual learning modules
– Encourage use of Boddle’s hint system and AI-powered learning support
– Teacher monitors individual student progress
– Students complete progress tracking worksheet

Closing Reflection (5 minutes)
– Class discussion about AI learning experiences
– Students share insights about personalized math learning
– Review key mathematical concepts encountered

Assessment
– Boddle Math performance metrics
– Completed progress tracking worksheet
– Teacher observation of student engagement

[April Conroy]

Reflection
This year I am fortunate to have regular access to enough iPads for my entire class. This gives me the opportunity to integrate technology into lessons at a whole class level rather than limiting it to small groups. One approach I found particularly interesting was the use of AI prompts to generate images. I feel this would be an excellent way to encourage and support descriptive writing with younger pupils. The images would help them to visualise their ideas more clearly and could inspire more creative and detailed writing.
If I were to teach in a learning support setting again, I would also be eager to make use of Immersive Reader. I believe it would be a very effective tool for developing literacy skills and making reading more accessible for pupils who may find it challenging.
Overall, this course has been extremely beneficial. It has demonstrated the wide variety of AI resources that can support both teachers and pupils. Until now, I had only used AI for planning, but I am now much more aware of its potential for teaching and learning. I look forward to gradually introducing these tools in my classroom to enhance engagement and support progress.
_________________________________________________________________________________
Lesson Plan

Subject: Literacy
Class Level: Second Class
Strand: Writing
Strand Units: Understanding (Vocabulary), Exploring and using (Writing process and creating text)
Focus: Character Descriptions in Creative Writing
Learning Objectives:
-To identify and collect descriptive or “wow” words that enhance creative writing.
-To plan and describe a character using rich and varied vocabulary.
-To use technology (AI image creator) to visualise and refine character descriptions.
-To prepare resources for the publishing stage of the writing process.

Lesson Outline:
1. Recap the previous day’s work on planning and drafting stories.
Brief discussion on what makes writing interesting and engaging. Introduce the idea of “wow” words.
2. Reading activity: Pupils read a short passage (teacher-selected text) and circle “wow” words they notice.
3. Pair work: Pupils discuss the main characters from their stories and plan descriptive details, drawing on the “wow” words they have collected.
4. Technology activity: Pupils use an image creator to type a prompt based on their character description. They refine and edit their descriptions until the generated image reflects their character. Teacher circulates to support and guide.
5. Conclusion: Pupils share their generated images with their partner or small group. Brief whole-class reflection: How did the images help you think more about your character?
Collect and print the images for use in the publishing stage tomorrow.

Assessment: Teacher observation and conferencing. Reading and descriptive writing tasks. Pupil self-evaluation.

Resources: Short reading passages with descriptive vocabulary, iPads (one per pupil), AI image creator tool, printer and paper, pupil writing copies.

[Darren Moynihan]

My basic idea for incorporating AI concepts and tools into a lesson is to give the class an opportunity to use an AI image creator. I’ve chosen Craiyon as it is easy to use, fast and child friendly. https://www.craiyon.com/ It also gives many examples when prompted.
I have Senior Infants and I think this lesson would be a fun and interesting activity in Term 3. They could work in pairs or individually to write their funny/silly sentence.
We would focus on writing simple sentences and the importance of using capital letters and full stops. However, the main objective would be to write a descriptive and humorous sentence. The children would then draw a quick sketch/picture to go with their sentence. Next they would use the iPad and Craiyon to generate an image for the sentence they have written.
Finally, with a friend, they would discuss and compare their drawing with the AI generated image noting similarities and differences.

[Don McDonald]

Thanks for the link to Craiyon. I’m not sure if I missed it in one of the modules, but it does appear very accessible to the younger age groups.

[Padraig Groarke]

Having made my way through this course and experimented with a variety of AI tools and platforms, I fully plan on integrating AI into my classroom this coming year.
To begin, I will highlight and demonstrate some of the AI tools we may be using in our teaching and learning: Chat GPT, Drift, GAMMA, Magic School, Canva. We will look at some age appropriate tasks and activities that will become commonplace in the classroom this year and discuss different lessons that can incorporate AI. Children will also discuss the pros and cons of using AI as part of their homework.

In the classroom we will further discuss the benefits and drawbacks of using AI as part of our lessons and whether or not there are any areas that we will chose not to implement the use of AI.

Following this I will introduce a range of lessons where I have integrated the use of AI. The class will get to experience the use of generative AI firsthand and discuss its effect on the lesson.

From here we will continue to implement use of AI in different tasks and assignments to present work, assess their own ideas, organise information and extend their learning.
We will constantly refer back to important considerations when using AI such as looking out for bias and in accurate information as well as protecting personal data and information.

[Padraig Groarke]

Lesson Plan incorporating AI – WW2 theme of bias and propaganda

Objective : The child will be able to identify bias in propaganda used in WW2.
Describe why propaganda was used
Create a propaganda poster
Learning Experiences
Intro :
Using historical propaganda posters from both Axis and Allies , discuss the different messages portrayed in each.
Discuss the themes of bias and why it is used in war time propaganda.

Development;
In pairs children use picture analysing AI to find the different examples of bias in the pictures.
Children can then use generative ai to create propaganda slogans and discuss whether the slogans are biased or not.
Experiment with different prompts to create more or less biased slogans.

Differentiation : sentence starters available to children struggling to start.

Conclusion: Groups can use AI platforms like canva to create their own propaganda posters and discuss how effective they are with the class.

[Michelle Flatley]

Great ideas Padraig. I also want to try using picture analysing AI tools and have the children explore using different prompts to create their own posters and slogans.

I also liked your above ideas of having the children themselves discuss the benefits and drawbacks of using AI in the classroom. Should we have a set if rules for different subjects for example.

[Dearbhla Greene]

Sounds like a great lesson. The module has introduced me to the challenges of AI, aswell as the obvious benefits.  Your lesson will introduce the children to challenges and how they must think critically for themselves as AI is not 100% reliable.

[Melanie O Brien]

During my training for the new Maths curriculum, problem solving and relating it to real world experiences seems to be a priority. AI can be a very useful tool in achieving this target as it allows us to amend content to make it appropriate to the lives of the children we are teaching. We can connect the learning content to a classroom, school, family and community. This can help engage and motivate the children by relating it to their world.

Class level: 2nd class

Subject: Maths

Strand: Number

Strand Unit: Sets/Operations

Learning Outcome: Select, make use of and represent a range of addition and subtraction strategies.

Use of AI tools:
– Gamma can be used to present problem solving strategies in an interesting and engaging way. Once the strategy is chosen, Gamma will help to present it in a clear and concise manner.

– Differentiated word problems. I can prompt AI to create a set of word problems within the remit of the ability level in my class. In an earlier module, we saw how a teacher used the children’s names within the word problems and he explained how that excited and motivated the children to learn. We could extend this further by including details about happenings within the school.

For example,.
– the allocation of hot lunches to each named classroom. X amount of kids are absent from Oak class, how many hot meals are left to be delivered?
– Teacher is absent from Oak class today so Oak class are being put together with Hazel class. How many hot lunches will need to be delivered?
– Make it relevant to PE/sports day activities linking equipment with classes etc

Once the input/prompt has the relevant information the output should help achieve learning outcomes.

– Khan Academy has an application which can extend problem solving abilities by asking the student to rephrase a question in their own words. This can really enable active learning of the mathematical concept you are teaching.

These are just some of the ways I could use AI to help plan this Maths lesson.

[Laura Halpin]

Hi Melanie, I really like the way you’re planning to use AI in the new maths curriculum. I think some of the aims of the new curriculum are quite broad and overwhelming so the use of AI could certainly help with tackling that and making the content appropriate for the children in our class, as you mentioned above!

[Laura Halpin]

Lesson topic = Counties of Ireland

Subject = Geography

Class level = 5th class

My aim for the lesson would be to balance traditional geography learning with interactive AI tools, ensuring students develop both knowledge and curiosity.

The lesson will begin with a map exploration activity with each child/pair using an atlas, where children will locate and name counties, discuss cultural or historical associations, and share any personal connections. To deepen engagement, I plan to use AI tools for differentiation. For example, I can ask CoPilot to generate a range of county-related questions suited to different ability levels. This allows me to provide both challenging prompts for advanced learners and simpler recall questions for those who need more support.

The next part of the lesson will be an online quiz created on Quizizz. The quiz will act as both an assessment tool and a fun, competitive activity to reinforce learning.

Reflecting on this plan, I do think that it’s important to see AI as an assistant rather than a replacement. By using it to generate questions and adapt content, I free up time to focus on discussion, explanation, and individual student needs. Ultimately, the goal is to create a lively, student-centered lesson where technology enriches the core geography content, without distracting from it.

[fiona conneely]

Part 1:Lesson Plan: Grace O’Malley (Gráinne Mhaol)
Class: 2nd Class
Subject: History
Strand: Story – Stories from the lives of people in the past
Theme: Grace O’Malley, the Pirate Queen of Connacht
Time: 50 minutes

Learning Objectives
The student will be enabled to:

Identify who Grace O’Malley was and why she is remembered.
Sequence key events in her life using a simple timeline.
Discuss her bravery and leadership qualities.
Use digital/AI tools to explore, understand, and express learning.

Resources & Tools
Story of Grace O’Malley
AI Tools:

Gamma
Kahoot
Immersive Reader
Canva Magic image
ChatGPT

Lesson Steps
1. Introduction (10 mins)
Begin with a quick “Think-Pair-Share”: What do you think life was like for a woman in Ireland long ago?
Show pupils an AI-generated image of a pirate ship and ask: Who might have lived here?
Introduce Grace O’Malley as Ireland’s most famous female pirate and chieftain.

2. Story & Exploration (15 mins)
Present Grace’s story using a Gamma presentation:

Early life in Mayo
Her love of the sea
Leading men and ships
Meeting Queen Elizabeth I in London
Use Immersive Reader with the text of the story so children can hear it read aloud, change background colour, or translate words if needed.
Ask comprehension questions orally as the story unfolds.

3. Active Learning Task (15 mins)
In groups, children sequence picture cards of Grace’s life to build a simple timeline.
Then, each group uses ChatGPT  to come up with two questions they’d like to ask Grace if she were alive today.
Share some questions with the class (e.g. “Were you scared when you met Queen Elizabeth?”).

4. Consolidation & Assessment (10 mins)
Run a short Kahoot quiz with 5–6 fun questions about Grace O’Malley (multiple-choice).
Exit ticket: Pupils write or dictate one word that describes Grace (e.g. “brave,” “leader,” “pirate”).

Differentiation
Immersive Reader ensures all pupils can access the story text.
AI images support visual learners.
Group work allows peer support.
Kahoot provides instant feedback and keeps motivation high.

Assessment
Observation during group sequencing task.
Responses in class discussion.
Kahoot results to check recall.
Exit ticket word choice.

 

Part 2: Reflection:

After completing this course, I feel genuinely excited to return to school and put my new learning into practice. What excites me most is the opportunity to explore AI-generated games and activities that can refresh my teaching style and inject new energy into the classroom. In the past, planning engaging resources often took hours or even days, but with tools like Gamma, I can now design visually appealing, interactive presentations in minutes. Kahoot enables me to create AI-driven quizzes that make assessment fun, competitive, and immediate, while Immersive Reader ensures that every child, including those with literacy challenges or English as an additional language, can fully access the lesson content. These tools don’t just save valuable preparation time; they also open up new possibilities for creativity and differentiation. The future of education and technology is exciting!

[Aoife Farren]

Hi Fiona,

I can relate to your reflection piece. I too feel eager to use what I have learned on my return to school. I am energised by what I have yet to discover in the realm of AI. It is a relief to have the tools to save time on planning and creating lessons that are fresh, engaging and fun.

[Michelle Flatley]

Strand: Natural Environments
Strand Unit: The local natural environment / Land, rivers and seas of Ireland
Lesson Objectives

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

Identify and locate the major rivers of Ireland (e.g. Shannon, Liffey, Boyne, Nore, Suir, Barrow, Lee, Blackwater, Erne, Foyle) on a map of Ireland.

Describe some key features of rivers in Ireland, such as their source, mouth, and course.

Explain the importance of rivers in Ireland for settlement, transport, agriculture, and recreation.

Compare and contrast two major Irish rivers in terms of their length, location, and use.

Use geographical skills (map reading, using an atlas, and interpreting symbols) to gather and present information about Irish rivers.

Appreciate the role rivers play in shaping the Irish landscape and influencing human activity.
Lesson content and activities:
– Watch the following presentation made using Gamma
https://gamma.app/docs/Major-Rivers-of-Ireland-Discovering-Our-Waterways-363x3utb6zhyigb
– Discuss and play games made on Gamma
https://gamma.app/docs/Test-Your-Knowledge-Major-Rivers-of-Ireland–r9bu5pnedlg1kr7

Using ipads and an online map- complete a blank paper map of Ireland and mark in the Rivers.

Assessment- Quiz made using Quizezz.

Reflections
I really enjoyed this module and found it full of great ideas and tips. It is important to keep data regulations and ethical guidelines in mind when planning. I hope to
integrate AI meaningfully into my 5th and 6th class teaching by using it as a support for the new Maths Curriculum and across SESE. For Maths, AI tools can generate differentiated practice homework tailored to pupils’ abilities, ensuring that all learners are both supported and challenged. This allows you to focus more class time on problem-solving and reasoning, while still reinforcing core number and algebra skills at home. In SESE, presentation tools like Gamma can be used to create visually engaging and interactive resources on topics such as rivers, history, or local studies. Pupils can also co-create slides with AI support, helping them to develop research and digital literacy skills. By integrating AI in these ways, you make learning more accessible, creative, and efficient, while preparing pupils with the critical thinking and technology skills they will need in secondary school and beyond.
I liked the reminder to keep the SSE guidelines in mind as well as the Digital Learning framework. I now need to brush up on my own knowledge of coding and using the various AI tools in order to keep up with the class. I will also be keeping tat TED talk in mind when correcting sentences and homework stories to see can i spot which have been generated using chat GPT.
Thank you for a great course.

[Victoria McArt]

I will admit to be apprehensive about this course as I always saw AI as a form of “cheating” and an easy way out; probably due to how it can be perceived online. I have come to realise that as a busy teacher it is invaluable and will benefit both myself and my pupils immensely.

I intend to integrate AI into my teaching by first using Diffit as a tool for differentiating for my class; as I have some significant learning needs in my room this year. I also plan on using Gamma to develop high quality visuals not just for these pupils but the class as a whole. Google’s teachable machine was a tool that I felt could work very well with my group of pupils; I think they would enjoy the challenge of teaching a machine to learn and monitoring it’s progress. Scratch is also another tool that I have had some experience with but was unaware of all its functions and resources available. I think my class would enjoy this programme and I hope to incorporate it into our weekly ipad sessions.

Part 2: Lesson plan

Frog Life Cycle

Class: 1st Class

SESE — Science (Living Things)

Variety and characteristics of living things; Life cycles of plants and animals

Working scientifically: questioning, observing, predicting, investigating, recording, communicating

Oral language: discuss, describe, explain

Reading: vocabulary development (topic words); simple non‑fiction features

Writing: labelling, simple captions and sequencing sentences

Integration

Gaeilge: Foclóir: frog = frog, frogspawn = uibheacha frog, tadpole = puisín frog, pond = lochán, legs = cosanna

Maths -Sequencing and ordering

SPHE – Caring for living things; personal safety (pond safety)

Digital Literacy / ICT – Safe and purposeful use of age‑appropriate AI tools for images, audio, and quizzing

Learning Outcomes:
to name and order the stages in a frog’s life cycle.
to use scientific words like spawn, tadpole, froglet, adult frog.
to ask and answer questions about how animals grow and change.
to use AI tools safely to help us learn (images, audio, quizzes).

Vocabulary – spawn (frogspawn), tadpole, gills, froglet, adult frog, metamorphosis, pond, habitat, predator, life cycle

Resources
Teacher slides or printed images of the four main stages, Sequencing cards (images + words),large life‑cycle wheel/anchor chart or pocket chart, Glue sticks, scissors, paper plates for life‑cycle craft; crayons/markers, Sticky notes or exit ticket slips
AI Tools: AI Image Generator: create simple, friendly images of each stage for cards/posters, Text‑to‑Speech (TTS):  a short life‑cycle paragraph read aloud for all learners.
AI Quiz Builder – Quizizz – generate 6–8 multiple‑choice questions for plenary.
Classroom Chatbot (teacher ipad)  pupils suggest questions; teacher types and curates answers.

 

Introduction:
Mystery Reveal Show a zoomed‑in AI‑generated image (or photo) of frogspawn. Pupils predict what it is.
Pair‑share: What could these be? Where would you find them? Collect ideas on board.

Life Cycle Story
Present the four stages on the board (spawn → tadpole → froglet → adult frog).
Use TTS to read a short, teacher‑written paragraph  while pupils track images.
Quick actions: pupils mime gills breathing, growing legs, losing tail.

Order & Explain: Mixed‑ability pairs receive sequencing cards. They order the stages and match words to pictures.
Prompt frames: “First is ____. Next is ____. Then ____. Finally ____.”

Stations / Active Learning
Rotate every ~5 minutes (4 stations):

AI Image Station (Teacher‑led): Generate an image of one stage, pupils help choose labels, print or display for the class chart.

Craft Station: Paper‑plate life‑cycle wheel (divide into quarters, draw/label each stage).

Language Station: Write one caption per stage using word bank

Inquiry Station: Observe clean water with magnifiers, discuss habitat and safety. (No collection of wildlife.)

AI Quiz
Use an AI quiz builder to create 6–8 questions. Pupils answer on mini whiteboards.

Differentiation & Inclusion
SEN: reduced sets (2–3 stages), scribe support, visual schedule.

EAL: picture dictionary, sentence frames, dual‑language labels, TTS playback.

Assessment: questioning during teaching, observe pair discussions, station checklists, plenary quiz responses.

 

[Aoife Farren]

On reflection I will follow the EU Ethical guidelines and my school policy when integrating AI into my teaching. I am aware of the possible bias in results produced from Chatbots and to pass this information on to my pupils. I look forward to saving time planning my lessons and activities by using AI tools and sharing all I have learned in this course with my colleagues. I am eager to use the many tools I have been introduced to and excited to see my pupils’ reactions to my presentations.

Here is how I can integrate AI tools into a phonics lesson with my literacy group in my role as SET. The focus is on the “ou” phoneme. Pupils in the group have dyslexia and speach and language delay.

-I will start with using Copilot to generate a list of /ou/ words with pictures. I will introduce these to the pupils.

-I will model pronunciation and correct mouth movement. I will use AI Image Creator to display pictures of house, shout, scout, pout etc.

-I will use Magicschool to create a matching game and pupils will drag and drop the images to the words on the IWB. Pupils will use Immersive Reader for text to speach support.

-I will generate a worksheet using Twee AI and Diffit to differentiate it to each pupils level.

-I will generate quiz questions using Copilot and use Quizziz to create the quiz with /ou/ sound words. Pupils play in pairs and receive instant feedback.

-To conclude the lesson we will use Copilot to generate a silly sentence using pupils’ “ou” words of choice and ask each one which word was their favourite.

 

[Tadgh O’Sullivan]

Lesson Plan: Discovering Australia

Class Level: 1st Class Subject Areas: Geography, SPHE, Oral Language Theme: Introduction to Australia – Land, Animals, People Duration: 60 minutes Curriculum Links:

Geography:
Strand: Human Environments
Strand Unit: Living in the local community / People and places in other areas
SPHE:
Strand: Myself and the wider world
Strand Unit: Developing citizenship
English (Oral Language):
Strand: Communicating
Strand Unit: Developing vocabulary and expressive language

Learning Objectives

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

Identify Australia on a world map and describe its location relative to Ireland
Name at least three features of Australia (e.g. animals, landmarks, climate)
Recognise cultural differences and similarities between Ireland and Australia
Use an AI tool to explore and describe Australian animals or landmarks

Resources Needed

Interactive whiteboard or tablet devices
Printed world maps
AI image generator (e.g. Microsoft Copilot or Bing Image Creator)
Short video clip: “Welcome to Australia” (child-friendly travel video)
Flashcards: kangaroo, Sydney Opera House, Aboriginal art, Great Barrier Reef
Worksheet: “My Australia Discovery”
Lesson Breakdown

1.  Warm-Up

Activity:

Show a globe or world map. Ask: “Where do we live?” Then introduce Australia.
Use an AI-powered globe app or interactive map to zoom in on Australia.
Brief discussion: “What do you think it’s like there?”
2.  Exploring Features of Australia

Activity:

Watch a short video introducing Australia’s nature, cities, and people.
Use AI to generate images of Australian animals (e.g. “Show me a cartoon kangaroo in the outback” or “Create a picture of the Great Barrier Reef”).
Discuss: “What animals live in Australia that don’t live in Ireland?”
3. Creative Task with AI

Activity:

Pupils choose one Australian feature (animal, landmark, or cultural item).
With teacher guidance, use AI to generate an image or description.
Pupils draw their own version and write one sentence: “This is a ___ from Australia.”
Share with the class in a mini “Australia Gallery Walk.”

4. Reflection & Discussion

Activity:

Circle time: “What did you learn about Australia?”
Compare life in Ireland and Australia (weather, animals, homes).
Encourage empathy and curiosity: “Would you like to visit Australia someday?”

5. Wrap-Up & Assessment

Activity:

Complete the “My Australia Discovery” worksheet:
Draw one thing from Australia
Write one new word they learned
Colour the Australian flag

Assessment Methods

Observation of participation and engagement
Completed worksheet
Oral contributions during discussion
Use of descriptive language and vocabulary

Extension Ideas

Use AI to generate a short story: “A Day in Australia with a Koala”
Create a class book: “Our Australian Adventure” with AI-generated illustrations
Explore Aboriginal art and symbols using digital drawing tools

I am really excited to go back to school and use what I learned in this course. I am really excited about the chance to try out AI-created games and activities. They can help me change my teaching style and bring new energy to the classroom. Before, creating interesting materials could take a long time, sometimes even days. Now, with tools like Gamma, I can make attractive and interactive presentations in just a few minutes. Kahoot lets me design quizzes powered by AI that make testing enjoyable, competitive, and instant. Meanwhile, Immersive Reader helps all students, including those who struggle with reading or are learning English, to understand the lesson material completely. These tools not only save a lot of time when getting ready, but they also create new chances for creativity and uniqueness. The future of education and technology looks promising!

[Louise Finn]

As part of introducing digital literacy in my classroom, I’ve planned a lesson around the concept of Artificial Intelligence (AI), aimed at helping primary students understand what AI is and how it’s part of everyday life. The lesson will begin with a class discussion using an AI-powered tool like Microsoft Copilot or ChatGPT, where pupils can ask simple questions like, “How does a robot know what to do?” or “Can a computer think?” I’ll guide the discussion to clarify that AI isn’t magic, but a set of instructions and learning patterns built by humans.

Next, we’ll explore Scratch, where students will create a basic chatbot project using simple logic blocks to simulate how AI makes decisions. This helps reinforce the idea of inputs, outputs, and learning patterns.

Throughout the term, I plan to use tools like Immersive Reader to support reading comprehension and Reading Coach to monitor fluency and support learners at different levels. These AI tools personalise learning, giving students tailored feedback while allowing me to focus more on individual support.

The key challenge will be helping students understand the difference between using AI as a tool and relying on it entirely. By embedding small, purposeful uses of AI into lessons, I aim to promote curiosity, digital awareness, and critical thinking—essential skills for today’s learners

[Peter Madden]

I have created  a lesson plan with two versions, one for the teacher and the other for students allowing them to

file:///C:/Users/Allteachers/Downloads/Climate_Change_Lesson_Plan_Icons.pdf

 

 

[Peter Madden]

Apologies, please ignore my previous post. I was unable to edit and resubmit.

[Peter Madden]

Lesson Plan: Exploring Ancient Egypt
Subject: History
Topic: Ancient Egypt
Grade: 4th Class
Time: 60–75 minutes (flexible)

Learning Goals
By the end of the lesson, students will:Recognise key features of Ancient Egypt (Nile River, pharaohs, pyramids, mummification, hieroglyphs).
Understand why the Nile was essential to Egyptian life.
Use AI tools to research and present information creatively.

Materials
Interactive whiteboard/projector
Computers/tablets with internet access
Copilot Image Creator, Microsoft Speaker Coach
Art supplies: paper, pencils, markers, optional clay/construction paper
AI Role: Used as a research assistant and presenter to enhance engagement. Teacher provides guided prompts for best results.

Lesson Steps
1. Hook & Prior Knowledge (10 mins)

Show an AI-generated Ancient Egypt image.
Think-Pair-Share: “What do you notice? What do you know about Ancient Egypt?”
Invite students to share ideas with the class.

2. The Gift of the Nile (15 mins)

AI-generated presentation: Why the Nile mattered (water, farming, travel). Show map of Egypt & Nile.
Discussion: “Why was the Nile so important? What if it didn’t exist?”
Activity – Nile River Story

Teacher prompt: “Imagine you are an Ancient Egyptian farmer by the Nile.”
AI provides writing prompt & supporting images.
Students write short stories (individually or in pairs).
Share a few aloud with the class.

[Sarah Hickey]

Lesson Plan with support of chat GPT. Based on literacy for senior class. Focusing on story writing.

Exploring Stories with AI
Objective:
Students will understand the elements of storytelling and create their own short story using AI tools.
Lesson

Introduction to Storytelling
Talk and discussion about what makes a good story (characters, setting, plot, conflict, resolution).
– Read a short story as a class and identify these elements.

Reflect on what ai tools we could use and discuss what’s important when using them, eg. Prompt, selection of information, refining results etc.

Group Activity
– Divide students into small groups.
– Each group will choose characters and a setting for their story.
– Encourage them to discuss and write down their ideas.

Create a Story Using AI
Each group will use an AI story generator to help them write their short story.

Conclusion
Groups will present their stories to the class.
Discuss what they learned about storytelling and using AI in the creative process.

AI Tools: the students could use tools like ChatGPT, Ari in twinkl, Gemini or gamma to help them with their stories. They could also use tools like Microsoft reading coach to help them with their presentation and delivery of their story if time allowed.

[Don McDonald]

Lesson Plan: “My Family Tree” for 2nd Class
Subject: History, SPHE (Myself and my Family)
Topic: Family Trees
Lesson Duration: 45 minutes
Learning Outcomes: By the end of the lesson, students will be able to:
• Identify members of their immediate and extended family.
• Understand the concept of a “family tree” as a way to show family relationships.
• Begin to construct a simple family tree.
• Understand how a digital tool, specifically AI, can help with a creative project.
________________________________________
Part 1: Introduction (10 minutes)
Materials:
• A pre-made, simple example of a family tree
• A book about different kinds of families
Activity:
1. Engage: Begin by asking the children about their families. “Who is in your family? Do you have brothers, sisters, or cousins? Who are your grandparents?” Explain that families are all different and special.
2. Introduce the concept: Show the students the pre-made family tree example. Explain that it’s a special kind of “tree” that shows who is in a family. Start at the bottom with a picture of a child and move up, explaining the relationship of parents, then grandparents. Use simple language like, “This is my mum, and this is her mum, my granny.”
3. Relate to their lives: Ask the children to think about a few people in their own family that they’d like to put on their tree. Emphasise that it’s okay if their family tree looks different from the example.

________________________________________
Part 2: Creative AI Activity (25 minutes)
Materials:
• Individual pupil access to an iPAd and their school Seesaw accounts
• Prelaoded link to Whisk AI image generator by Google (https://labs.google/fx/tools/whisk)
Activity:
1. Introduce the AI tool: Explain that today they’ll use a “smart computer helper” to make their family trees. Tell them the computer helper, an AI, can draw pictures of people based on what they type. Explain that they’ll be telling the AI who to draw and then putting the drawings on their family tree on a Seesaw template that has been already shared.
2. Teacher Demonstration: Show the class how to use the AI tool.
o Prompting: Type in a simple prompt like, “Draw a cartoon boy with brown hair and a blue jumper.” Show the children the generated image.
o Guided Prompting: Now, demonstrate a family member prompt: “Draw a cartoon grandma with grey hair and glasses.” Explain that they can change the description to match their own family members.
o Important note on privacy: Remind the students to only use general descriptions and not to use real names or personal details. The goal is to get a cartoon image that looks like their family member, not a photograph.
3. Individual Work:
o Have the students open the Seesaw task that they have been assigned.
o They will then open Whisk to create images for their family tree (e.g., a picture for their granny, a picture for their mum, and a picture of themselves).
o They can download the images to the Camera Roll and upload them onto the Seesaw template. Each image should be labelled with a name in Seesaw and connected with line tools to form their tree.
________________________________________
Part 3: Sharing and Wrap-Up (10 minutes)
Activity:
1. Share their creations: Invite all students to submit their completed (or nearly completed) family trees with the class and review a selection with the class.
2. Discuss the process: Ask questions about the AI tool. “Was it fun to use the smart computer helper? Was it easy to make the pictures?” This helps them reflect on the process and the role of technology.
3. Lesson reflection: Recap the lesson by reinforcing that every family is unique and special. Remind them that a family tree is a way to celebrate and remember the people we love.

 

Now having gone through all the content of the modules in this course, I am glad to report that I leave the course with the genuine intention of using some of what I’ve being introduced to.
There a number of aspects of my teaching that I would envisage AI becoming a never before used tool to improve on what I do with my class and in my role as a member of our school leadership team.
Planning and Lesson Preparation
Tools such as Gemini ( as we use Google accounts) are new to me since beginning the course. Even ChatGPT hadn’t presented as a tool for work purposes, prior to this. Now having had considerable opportunity through the course to explore these AI tools in more depth, it’s very obvious how beneficial they can be in helping create lesson plans across the curriculum. Undoubtedly there is a new for very careful and considered prompting and refinement to produce something that is of sufficient quality, but the time saving aspect is just profound. I look forward to dedicating the additional time to discovering supporting content that will serve to really engage and excite my class, rather than having to settle on something because time has gone against me.
Differentiation
In spite of being a teacher of many years, I constantly reflect that this is an area I don’t do well enough in, usually with time being the limiting factor. I am very keen to see if Diff It for Teachers can free me up to spend a greater proportion of my time assisting more pupils across the range of attainments, rather than finding myself spending the majority of my time with those that struggle the most. Perhaps if the independent activities were differentiated across a greater spectrum of attainment, my lower attaiing pupils might enjoy more independent progress and success at times I am not directly supporting them.
School Leadership
Having being introduced to the suite of teacher tools available in Magic School in the Admin category, as well a variety of others, I can certainly see myself accessing resources such as these and similar when it comes to finding ways to use my time for administrative tasks more efficiently.

[Ronan McGrath]

Lesson Plan: Introduction to Women in Irish History
Class Level: Fifth Class
Subject: History
Topic: Women in Irish History
Resources:
PowerPoint presentation (created with Gamma AI)
Whiteboard and markers
Printed handouts (short bios or images, optional)
Tablets or access to internet (optional for extension)
Learning Objectives:
By the end of the lesson, students will be able to:
Name at least three influential women from Irish history.
Describe the contributions of one historical Irish woman.
Understand that women played important roles in shaping Irish society, culture, and politics.
Lesson Outline
1. Introduction & Warm-Up
Activity: Class Discussion – “What is History?”
Ask: “Can you name any famous people from Irish history?”
Ask: “Do you think women were important in history? Why or why not?”
Transition: “Today we’re going to learn about some amazing women who helped shape Ireland.”
2. PowerPoint Presentation: Women in Irish History
Gamma AI PowerPoint Slides Suggested Structure:
https://gamma.app/docs/Women-in-Irish-History-Inspiring-Stories-for-Primary-School-tsdyoyizzx7qira
3. Pair Work Activity – “Who Was She?”
Instructions:
Each pair gets a short bio or image (printed or from the presentation) of one of the women discussed.
Pairs answer 3 questions:
What did she do?
Why is she important?
One interesting fact.
Report Back: Pairs share answers with the class

4. Wrap-Up & Reflection
Class Reflection Questions:
“What surprised you most today?”
“Why do you think we didn’t hear about some of these women before?”
“Would you like to learn more about women in history?”

Assessment:
Informal through discussion and pair work.
Observing participation and engagement.

I think this is a lesson plan I could use to introduce woman in Irish history to my 5th class children this year. It incorporates a Gamma AI PowerPoint  on the topic, that is very child friendly and informative. Women in history is one of the important areas covered in the 5th class curriculum and the with the help of AI tools that we learned over the course, it is extremely efficient to find and use AI to help with education. It is also key to read over any and all AI generated PowerPoints to make sure that the information is correct.

[Kieran Conefrey]

As a teaching principal, I am constantly aware of the challenge of balancing classroom teaching with administrative responsibilities. This makes me very conscious of how I spend my preparation time. Integrating AI into my teaching practice has the potential to save time while also enriching learning for my 5th and 6th class pupils. One very practical use I see is using Microsoft Copilot to generate end-of-lesson or end-of-topic quizzes. This allows me to quickly create relevant, curriculum-aligned questions that check for understanding and highlight areas where pupils may need more support.

Before this module, I had only ever used Kahoot, which the children really enjoyed. However, I had not heard of Quizizz, and I now see how powerful it can be for engagement and formative assessment. Quizizz is highly interactive, gives immediate feedback, and allows pupils to compete or work at their own pace. What used to take me an hour or two to design in Kahoot can now be generated in minutes, even while I’m eating my cornflakes at breakfast! I believe the combination of AI tools like Copilot with platforms such as Quizizz will not only save me valuable time but also provide my pupils with a more engaging and effective learning experience.
—————————–

Lesson Plan – Introduction to AI Concepts (5th Class)

Theme: Exploring Artificial Intelligence through Everyday Examples and Robo Garden Playground

Class Level: 5th Class (approx. age 10–11)
Duration: 60 minutes
Resources:

Teacher laptop and projector/whiteboard

School Chromebooks (one per pair)

Robo Garden Playground app

Visual aids (AI examples: voice assistants, YouTube recommendations, self-driving cars)

Printed step-by-step guides for support

Learning Objectives

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

Describe what Artificial Intelligence (AI) means in simple terms.

Identify examples of AI in their daily lives.

Explore basic AI-related problem-solving using Robo Garden Playground.

Work collaboratively to complete a simple AI coding challenge.

Lesson Structure

1. Introduction (10 minutes)

Ask: “Who has heard of Artificial Intelligence?” Collect ideas.

Show simple examples: voice assistants, online recommendations, traffic lights that adapt.

Explain: “AI means teaching computers to learn from patterns, a bit like how we learn.”

2. Whole-Class Demonstration (10 minutes)

Open Robo Garden Playground on the board.

Show how to drag-and-drop blocks to guide the character to complete a task.

Emphasise the puzzle-solving nature and link to maths problem-solving strategies.

3. Guided Practice (25 minutes)

Pupils work in pairs on Chromebooks.

Complete the first challenge together, then try the next levels.

Teacher circulates, providing support.

Differentiation:

Extra visual guides and step-by-step scaffolding for the pupil with learning difficulties.

Encourage peer support and pair collaboration to include quieter pupils.

4. Reflection & Discussion (10 minutes)

Invite pupils to share what they found easy/challenging.

Ask: “How was solving this puzzle similar to solving a maths problem?”

Summarise: AI is about problem solving, learning patterns, and using technology to help us.

5. Plenary / Exit Ticket (5 minutes)

Quick-fire: “Name one example of AI we see in everyday life.”

Pupils write or say one way AI could be useful in the future.

Assessment

Observation of participation and collaboration.

Pupil responses in reflection and exit ticket.

Ability to complete simple Robo Garden challenge.

[Laura Pomphrett]

I like your lesson on introducing AI concepts Kieran – I think that is where I will begin with introducing AI to my class. I have 6th class this year and while I think some of them have used it already I think their knowledge of it’s uses and capabilities are limited so I am looking forward to showing them all the possibilities while also ensuring they understand the implications and ethics involved. I think using Robo Garden will be a nice introduction to AI tools for the children and they will thoroughly enjoy using it.

[Shane Lunney]

Great points Laura and I concur with you that teaching your class (Children as a whole) the ethical implications and proper use of AI is something that is of paramount importance and will be an ongoing issue that we will all have to grapple with whilst at the same time benefitting from the enormous advances that AI will arm us with in our classes and our lives.

[Laura Pomphrett]

Part 1:

I plan to integrate AI into my teaching by using it as both a teaching assistant and a learning tool for students. For example, I will use AI-driven platforms like ChatGPT, Gemini, Co-pilot and MagicSchoolAi to support my lesson planning and as a tool during lessons for brainstorming, summarizing, and enabling students to focus on critical thinking and creativity. AI-based formative assessment tools will help me to provide immediate feedback, allowing my students to gain understanding faster and allowing me to identify where certain children are struggling. I will also incorporate lessons on AI ethics, how to recognise bias, and on responsible use of AI to prepare my students for the real-world implications of this technology. When assigning projects on curriculum topics, AI can help students analyze large amounts of online information, come up with relevant examples for their projects such as newspaper articles or propaganda examples on history topics, and generate innovative ideas and designs. My approach will be to try to think outside the box when teaching new topics and using AI to facilitate that. I will use more group and project based learning and use AI to generate new and innovative ways to approach new topics and create fun interactive quizzes and lessons for my students. I want the children to learn with AI assistance rather than AI completing the work for them.

Part 2:

Lesson Plan: Propaganda in World War II

Class Level: 6th Class

Duration: 60 minutes

Strand: Politics, conflict and society

Strand Unit: World War II – causes, course, and consequences

Learning Objectives:

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

• Explain what propaganda is and how it was used during World War II.
• Identify different forms of propaganda (posters, radio, film).
• Analyse examples of propaganda to understand the messages they carried.
• Discuss how propaganda influenced people’s thoughts, actions, and morale during the war.
• Reflect on how propaganda can still influence people today.

Curriculum Links

History: Developing an understanding of how evidence can be used to learn about the past.

English: Oral language (discussion, interpretation of images).

SPHE: Media awareness, critical thinking about information sources.

Visual Arts: Poster design (creative activity).

Resources:

Chromebooks and AI platform like ChatGPT to create examples of propaganda for the children to analyse.

PowerPoint/slides, videos or printed images of WWII propaganda posters (e.g., British “Keep Calm”, American “Rosie the Riveter”, Nazi propaganda, Japanese posters).

Worksheet with guiding questions for analysis of the examples generater for the students by AI.

Lesson Structure

1. Introduction (10 minutes)

Begin with a Think-Pair-Share:

“Have you ever seen an advertisement that made you really want something? How did it convince you?”

Explain: Advertisements are a form of persuasion. In WWII, governments used propaganda to persuade people to think or act in certain ways.

Write key word PROPAGANDA on the board:

Definition: “Propaganda is information used to shape what people think and do – sometimes true, sometimes misleading.”

2. Main Lesson (30 minutes)

Activity A – Propaganda Analysis (15 minutes)

The children will use their Chromebooks and AI platforms like ChatGPT or an AI Image Creator to create examples of propaganda they can later analyse using the following prompt “generate an example of propaganda used by the allies/British/US/Axis/Nazis during WWII”.

Use guiding questions:

• What do you see/read?
• Who is the poster/article talking to?
• What message is it trying to give?
• How might it make people feel?

Discuss briefly as a class.

Highlight differences: Allied vs Axis propaganda, positive (“We can do it!”) vs negative (demonising the enemy).

Activity B – Small Group Work (15 minutes)

Each group gets a different propaganda piece (mixed Allied & Axis).

Task: Analyse it using worksheet questions and report findings to class.

3. Conclusion & Reflection (15 minutes)

Whole-class discussion:

• How did propaganda help the war effort? (e.g., encouraging men to fight, women to work, people to ration, hatred of the enemy).
• What were the dangers? (e.g., spreading lies, increasing fear or prejudice).
• Link to today: Do we still see propaganda or persuasive media in our lives? Where? (e.g., advertising, politics, social media).

Creative Extension (if time or as homework):

Pupils design their own modern-day propaganda poster for a positive cause (e.g., protecting the environment, kindness, anti-bullying).

Assessment

Teacher observation of participation in discussions and group work.

Quality of poster analysis (oral or written).

Creativity and understanding shown in extension activity.

Differentiation

Support: Provide sentence starters for poster analysis (“This poster is trying to…”, “It makes people feel…”

Challenge: Ask advanced students to compare WWII propaganda with modern advertising or political messaging.

[Anne-Marie Lynch]

Part 1:Write a reflective piece on how you plan to integrate AI in your teaching.
This module has connected all the dots for me with regards to using AI tools in my teaching. There are lots of potential opportunities to use AI tools in my class ,however particular tools stand out for me and I feel they are the ones I will begin using in a collaborative way this year.
Firstly Google Image creator will be an exciting tool to use when reng a novel. When focusing on scenes in a novel, I like using freeze frame drama strategies  with my class. I think using google image creator alongside these activities will enhance student engagement and allow children to use descriptive language to create images of scenes in a personalised way.
I am excited about using YouTube AI videos to deliver a more inclusive and accessible curriculum to EAL  children in my class. This tool can be used to allow EAL students understand content and engage with their peers on a topic which may feel too difficult without AI support. This tool can transform an SESE lesson and tailor learning to meet the learning needs of a student.
Using Quiziz on Fridays following studying a particular topic is one which I can see myself using for sure. It can be utilised to assess understanding in lots of topics and is sure to support the creation of interactive and engaging content which enhances learning.
Finally ,I would like to use copilot to enhance student engagement within teaching a chosen topic. For example if teaching about Italy,perhaps children could use Copilot to look up useful phrases to use when on holiday in Italy or to develop and present a simple conversation with a partner in class.

Part 2: Develop a lesson plan incorporating AI concepts.

Class: 4th Class
Subject:Geography-Italy
Strand:Human Environments
Strand Unit:People and Places in Other Areas
Resources:
– Interactive whiteboard
– Tablets or computers with internet access
– Microsoft Copilot
– Printable map of Europe and Italy
– Youtube Short video clip about Italian landmarks
– Art supplies for creative activity
– Quiz worksheet for assessment

Introduction (10 mins):
– Begin with a quick brainstorm: “What do you know about Italy?”
– Show a map of Europe and locate Italy. Highlight its shape (boot-like!) and position.
– Use Copilot to generate a fun fact list about Italy (e.g. “Did you know Italy has more UNESCO World Heritage Sites than any other country?”).
– Play a short video showcasing Italian scenes: Venice gondolas, Colosseum, pizza-making.

Development (30 mins):

Part 1: Exploring Italy with AI (15 mins)
– Pupils and teacher uses Copilot to ask questions like:
– “What is Italy famous for?”
– “Tell me about Italian food.”
– “What are the biggest cities in Italy?”
– In pairs record 3 interesting facts on whiteboards and share with the class.

Part 2: Geographical Discovery (15 mins)
– Discuss Italian cities: (Rome, Milan, Venice).
– Highlight cultural elements: language, food, festivals.
– Pupils create a mini travel brochure on one of the chosen cities studied using facts found as a class with AI, including drawings of famous landmarks or dishes.

Conclusion (10 mins):
– Recap key learnings: geography, culture, landmarks.
– Ask: “If you could visit one place in Italy, where would you go and why?”
– Display travel brochures around the classroom.

Differentiation:
– Support: Provide sentence starters or fact sheets for pupils who need help forming questions.
– Extension: Challenge advanced learners to compare Italy with a city in Ireland (e.g. climate, food, traditions).

Assessment:
Observe participation in AI exploration and group discussions.
Review travel brochures for accuracy and creativity.
Create a quiz on Quizizz and answer as a whole class (e.g. “Name a famous Italian city,” “What shape is Italy?”).

[Dearbhla Greene]

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.

Lesson Plan: Long Division (5th Class)
Subject: Mathematics
Strand: Number
Strand Unit: Operations
Class Level: Fifth Class
Topic: Long Division

Learning Outcomes: By the end of this lesson, pupils should be able to:
1)Understand the process of long division (dividing by 1-digit and 2-digit numbers).
2)Apply multiplication and subtraction skills within long division.
3)Solve contextual word problems involving long division.
4)Use Khan Academy AI to practise and self-assess their understanding.

Resources:
• Whiteboard & markers
• Base-ten blocks / counters (for concrete demonstration)
• Long division step chart (visual aid)
• Laptops/tablets with Khan Academy accounts (AI tutor enabled)
• Worksheets for offline practice

1. Introduction (10 mins)
• Begin with a mental maths warm-up: quick division facts (÷2, ÷5, ÷10).
• Explain: Today we are learning long division, a way to solve big division problems step by step.

2. Development (25 mins):
• Use base-ten blocks/counters to divide 84 ÷ 7.
• Show grouping into equal sets.
• On the board, set up 84 ÷ 7 in long division format.
• Model step-by-step: Divide → Multiply → Subtract → Bring down.
• Solve 154 ÷ 11 together as a class.
• Emphasise repeated steps and checking answers (Multiply & Add back).

Digital practice (Khan Academy AI)
• Pupils log into Khan Academy → Long Division Practice.
• They attempt problems with hints/explanations from AI.
• Teacher circulates, supports, and notes misconceptions.

3. Guided Practice (10 mins)
• Pupils work in pairs on 2–3 problems (one simple, one larger, one word problem).
• Encourage use of “division steps checklist” (Divide → Multiply → Subtract → Bring Down).
• Share solutions on the board, discuss mistakes as learning opportunities.

4. Conclusion (5 mins)
• Recap key steps of long division.
• Ask pupils: “What tip would you give a friend who is learning long division for the first time?”

Assessment
• Teacher observation during concrete/pictorial activities.
• Monitoring pupils’ progress on Khan Academy AI (automatic reports).

Differentiation
• Support: Use smaller numbers, visual aids, and step-by-step guidance.
• Extension: Challenge stronger pupils with 3-digit ÷ 2-digit problems and multi-step word problems.
• Digital Adaptation: Khan Academy AI adjusts difficulty to learner’s progress.

This course introduced me to so many AI tools that I can use in teaching and planning. It is easy to feel overwhelmed by so many resources, so I think I will spend the next number of months just focusing on two AI resources, the first one that was highly recommended was Diffit. The ability of the technology to convert any piece of text into content tailored for any reading level is a fantastic. Then, all the resources to accompany that level of reading means that I will feel that each child will be able to access differentiated work to suit their needs and develop their learning. I imagine this AI resource will save so much time and I look forward to playing around with it over the next week to become familiar with all of its features.

The second AI resource that I plan on using is Microsoft Reading Coach. This is another amazing tool that will supply me with endless amount of lessons tailored specifically to the child’s reading level. It appears to be an extremely child friendly resource and I am looking forward to seeing how the children engage with it in the classroom.

[Shay Davenport]

Lesson Plan: Inputs and Outputs with Scratch
Class: 5th Class
Resources:
• Laptops/tablets with Scratch
• Projector/interactive whiteboard for demo
Learning Objectives:
• Understand that Scratch projects respond to inputs (keys, clicks, words).
• Recognise that AI also works by responding to inputs with outputs.
• Create a simple Scratch project that reacts to different inputs.

Introduction:
• Ask: “What happens when you talk to Siri or Alexa?”
• Explain that AI isn’t magic — it waits for an input and gives an output.
• Show a simple Scratch sprite that says “Hello” when the space bar is pressed.

Main Activity:
• In pairs, children edit the sprite to react differently to inputs (e.g. arrows move it, typing “hello” makes it reply, clicking changes its costume).
• Encourage creativity: add more sprites or sounds.

Reflection:
• Discuss: “What happened when we changed the input?”
• Link back to AI: “AI tools, like Scratch sprites, only work because they’ve been told how to respond to inputs.”
• Quick round: each child says one example of an input/output.

I plan to take small steps with AI in my teaching so that I can build confidence gradually. To begin with, I’d like to use Microsoft Reading Coach. I think it will be a really practical way to support literacy, as it adapts to each child’s reading level and helps make practice more engaging. I also want to try out some features from MagicSchool AI, especially the tools for generating questions and adapting texts to different levels. These will save me time on preparation and allow me to spend more time actually working with the children.
As I get more comfortable, I’d like to branch out and use AI in more creative ways, such as supporting project work or pupil-led inquiry. What I’ve taken from this module is that AI has great potential for personalising learning and supporting teachers, but it’s best to start small, reflect, and build gradually. That way both I and my pupils will grow in confidence with it.

[Shane Lunney]

Part 1

Though it will be a trial and error and something that is always evolving and require new grounding and thought on the direction to go – AI in my classroom is something that I plan on utilizing far more than I have done to this point. A simple idea I had would be to teach the events and history of the 1916 Rising utilizing AI to enhance the lesson and activity further.

Prompting ChatGPT to give me a concise breakdown of the events leading up to the Rising and a tool like Diffit to create differentiated comprehension pieces that each child in my class could utilise will be highly useful as before I may have had to do a general lesson and then differentiate to each child from my own knowledge of the child and his/her abilities

– asking simpler or tougher questions. This is due to the reality that it takes too long to always differentiate each subject lesson throughout the day as working in the SEN setting that I do, the children’s ability levels differ to a much higher extent to that of a mainstream class. Using AI in this way in various subjects and also being able to use AI to draft emails, class notes, LPs and so on will free up real time for me to engage with the children one-to-one and/or devise far more nuanced and individually guided lessons for each child’s learning.

Part 2
Lesson – Introduction to the people and events of 1916 Rising
• Learning Objectives – For class to have a fundamental grasp of the order of events that led up to the 1916 Rising.
• To know the main players and their character profiles – getting to know on a deeper level who these people were and the motives that drove them.
• To use AI image generator to create their own characters from the descriptions given.
Resources – Watch appropriate Youtube video showing and describing the events leading up to 1916 and then use NotebookLM to translate the video into a text based comprehension piece with images that can be further differentiated in NotebookLM or brought over to DIffit for individualised resources that the class can then use to test their knowledge on what they just learned.

Further Lesson Ideas/Topics – Create quiz on Yippity to test the knowledge and understanding of the students at the end of the week.

Cross curricular lesson where the children each pick a viewpoint from people that were alive and witnessed the Rising – AI could be used for the children to imput prompts from the view of the Rebels, the British Establishment or the ordinary person on the street – what it was like, why it was justified or wasn’t.

[Eoghan O’Neill]

Hi Shane,

Thank you for providing this overview. What strikes me is how you have managed to use a collection of AI tools to create learning experiences on the same theme across different curricular areas. In doing so, you have also been able to account for different needs in your class through the creation of comprehension pieces, which can be differentiated to suit the children you tech. Being able to create this so seamlessly through a couple of carefully constructed prompts really shows the power of AI and the potential it has for assisting teacher workload and improving learner experiences.

[Frainc O Domhnaill]

Hey Shane, This is a really good idea. You’ve shown clearly how AI can make differentiation more manageable in your SEN teaching while also deepening student engagement with history. I also liked the way you plan to use AI for both content creation and perspective-taking around the 1916 Rising.

[Rachel Hanratty]

Lesson Plan: “The Life Cycle of a Butterfly”

Subject: Science (Living Things)

Learning Objectives:

• Identify and describe the four main stages of the life cycle of a Monarch butterfly
• Develop further awareness of animals and plants in the environment
• Develop awareness of growth and changes in living things

Introduction: Brainstorm about the knowledge the class already have about living things that grow and change over time.

1. Make a picture chart of previous related knowledge using Microsoft Copilot.

2. PowerPoint Presentation Outline: “The Life Cycle of a Butterfly” created through Gemini app.

3. ‘I’m a Little Butterfly’ song with actions to the tune of ‘I’m a Little Teapot’ generated by Magic school AI music app.

4. Play AI Game: Sequence the stages of the life cycle of a butterfly in order. This will be a simple web-based game where students click and drag to put stages in the correct order.

5. Assessment: Review new vocabulary – Revision of new vocabulary using a Quizziz app.

[Shaun Scallan]

Lesson Plan: The History of World War II

Class Level: Fifth Class

Subject: History

Topic: World War II

Resources:

PowerPoint presentation (created with Gamma AI)

Whiteboard and markers

Printed handouts of an authentic-style diary entry from a soldier in World War II created by Chat GPT (optional additional resources of having different nationality soldiers for different perspectives)

 

Learning Objectives:

Analyse the diary entry to identify the experiences and challenges faced by soldiers during WWII

Evaluate the diary entry as a primary source, considering its reliability and perspectives.

Write a short response letter back to the soldier as a family member or loved one.

 

Lesson Outline

1. Introduction Activity: Class Discussion to find previous-related knowledge on WWII

2. PowerPoint Presentation: World War II generated by Gamma app.

3. Paired work: Read printed handouts of diary entry from soldiers and answer Q’s like “Where might they be from?” “How do you think he’s feeling?” Report back to the class in their pairs.

4. Write a short response letter back to the soldier as a family member or loved one.

5. Wrap-Up & Reflection

Class Reflection Questions:

“What does this diary entry tell us?”

“What does it not reveal?”

 

Assessment: Through class discussion, questioning and written response.

[Frainc O Domhnaill]

Lesson Plan – Introduction to AI through Maths Word Problems
Class: 3rd Class
Subject: Mathematics
Topic: Problem-Solving with AI Support
Learning Objectives:
Pupils will solve simple addition and subtraction word problems.

Pupils will learn how AI tools (e.g., ChatGPT, Immersive Reader) can support problem-solving and understanding.Lesson plan is at a 3rd class level

Activities:
Starter: Quick mental maths warm-up.

Introduction : Explain what AI is in simple terms (a “smart helper” that gives ideas). Show pupils how an AI tool can generate a maths problem.

Main Task: Pupils work in pairs to solve word problems. Some problems are teacher-made, others are AI-generated. Pupils compare difficulty and discuss strategies.

Discussion : Reflect together on how AI can help but why their own thinking is still important.

Reflection
AI has the potential to make maths lessons more engaging and supportive for my 3rd Class pupils. In this lesson, I would use AI tools such as ChatGPT to generate simple word problems for addition and subtraction. This saves me time preparing resources and gives pupils a wider variety of problems to work on. I would also use Immersive Reader for pupils who struggle with reading, so they can listen to the problems read aloud and focus on the maths rather than decoding the text.
The benefit of this approach is that pupils get tailored practice while I have more time to help those who need extra support. It also shows them that AI can be a useful helper but not a replacement for their own thinking. The main challenge is making sure AI-generated tasks are accurate and pitched at the right level, so I would carefully check and adapt them.
I am also going to experiment with the use of Chat GPT to analyze tests in a GDPR friendly way. Last term I was able to upload spelling tests and the analysis was very interesting and helpful.

[Rachel Hanratty]

Going forward, I aim to integrate AI into my teaching in a variety of ways. My main reasons for using it will be to create age-appropriate, topical resources quickly and easily to save time and allow me more time to focus on the children’s learning and assessments.
I plan to use AI in my teaching by generating resources from applications like MagicAI Schools, Twee, Gamma, YouTube AI translation, Quizziz, and Diffit to create differentiated, relevant, and engaging materials that enhance my lessons.
For the development of literacy and language, I will utilize tools like Microsoft Reading Coach and Immersive Reader by Microsoft.
To promote digital literacy in the classroom, I plan to incorporate tools such as Osmo, Scratch, Khan Academy, and RoboGarden. These applications would be great to use when my class have i-pads and I think the children would really enjoy them.
I’d also use Chat GPT and other applications to teach students about the responsible, safe, and ethical use of AI, focusing on topics like bias and verifying facts.

[Aisling Shanley]

Part 1- How I will integrate AI in my teaching

I have added AI to the agenda of my staff meeting on Monday and I will do this going forward as ICT is on my Post of responsibility. I will form a Digital Learning Team as I have been doing the bulk of this planning alone and it has to be collaborative. I will share the microsoft Digital Literacy lessons with teh staff on Monday. I would also like to include an SNA and pupils where appropriate for meetings of teh Digital Learning Team. I think that I have enough information to add an addendum about AI to our AUP asap, with the collaboration of the principal and staff. This could be developed in the coming weeks- perhaps using the ‘rule of thumb’ information that you have shared on the course along with links to further reading and resources for teachers. I will circulate the Natasha Berg Ted Talk via email and anything else I see as useful. I feel armed with the knowledge I need to review our Digital Learning Plan and to assess where we are. We have lots of teachers interested and using what is available but we need to collaborate, share and streamline what we do.

Part 2:

Lesson Plan for Digital Literacy

Topic- unbiased search writing

To choose a family pet- Lesson title

Goals

1. To choose a pet

2. To use AI to assist and support the choice

3. To explore bias in searches and results

4. To familiarise students with Search Coach

Learning activities

1. Type in ‘are dogs better than cats?’ half teh class

2. Type in ‘are cats better than dogs?’ other half

3. Compare results- what have you noticed

4. Explore bias and language- how could it be framed in a way that we are showing AI what we want

5. Look at the Search Coach tips and discuss

6. Use the language of digital literacy- prompts, input, output, bias, language learning model, AI, chatbot

Further development:

Continue with the Microsoft digital learning lessons

Assessment:

Teacher observation and questioning

Use quizziz- now Wayground- to develop a quiz about what we have learned

Use chat gpt or another bot to produce an unbiased report about having a pet

Create a biased report using the prompt- write a text about the benefits of owning a cat written from teh perspective of a cat-owner

 

 

 

 

[Claudia Forde]

Module 5 Part 1
Write about how you plan to use AI tools in your teaching.
I plan to use AI tools with my Second Class learning support groups to make literacy and numeracy practice more engaging, personalised and effective. For literacy I am going to trial the of use Microsoft Reading Coach to provide pupils with tailored reading practice and immediate feedback on fluency and pronunciation, I also think this will be useful for comprehension work. Khan Academy looks like a super app that can be used in many ways however I am hoping to use it to support my struggling learners in both literacy and numeracy through interactive lessons that will allow the children to work at their own pace. I also feel I will get great use from Magic School AI as a teacher tool to help me create customised activities, questions and resources that target the specific needs of my groups.

Part 2 Lesson Plan
Lesson Plan – Phonics (Digraph sh)
Class Level: 2nd Class (Learning Support)
Focus: Literacy – Phonics (sh)
Duration: 25–30 minutes
Apps/Resources: Khan Academy Kids app, whiteboard/markers, word cards, UFLI phonics routine

1. Warm-Up / Phonemic Awareness (5 minutes)
• UFLI Link: Phoneme Awareness & Oral Practice Lesson 45
• Reinforce that sh is made by two letters working together to make one sound.
2. Explicit Instruction (5 minutes)
• UFLI Link: Phonics Concept Introduction lesson 45
• Write sh on the whiteboard.
• Model sound: “sh says /sh/ like when we tell someone to be quiet: shhh.”
• Show where it comes in words: beginning (ship), middle (fishing), end (brush).
3. Guided Practice – Word Building (5 minutes)
• Use magnetic letters or word cards.
• Build words together (ship, shop, dash, fish).
• Ask the child to blend the sounds and read the words aloud.
• Quick spelling dictation: you say “fish,” child builds or writes it.
4. Digital Practice – Khan Academy Kids (7–8 minutes)
• Open the Khan Academy Kids Reading > Phonics section.
• Select activities focused on consonant digraph sh
• Child completes a phonics game and/or read-along story that includes sh words.
• Encourage the child to say the sh words aloud when they appear.
5. Application – Reading in Context (5 minutes)
• Short passage decodable text lesson 45 – The Ship
• Child reads aloud, underlining sh words.
• Teacher checks for fluency and decoding accuracy.
6. Closing / Review (2 minutes)
• Ask: “What sound do the letters sh make?”
• Quick challenge: child gives 2 new sh words not used in lesson.
• Praise effort and explain next time we will practice using sh in longer reading.

[Shaun Scallan]

After having completed this course, I hope to use AI applications to create differentiated and engaging materials that will enhance my teaching and the learning of my students.
Tools like Microsoft Reading Coach and Immersive Reader by Microsoft seem extremely beneficial for the development of literacy skills in struggling readers in particular.
To teach the children digital literacy skills and coding in the classroom, I hope to use applications such as Osmo, Scratch and RoboGarden.
I’d also use Chat GPT to teach students about the responsible and ethical use of AI, highlighting the importance of looking for bias in the information they find and educating them on the importance of verifying facts as it is vital to develop critical-thinking alongside the use of AI.

Module 5 also demonstrated the benefits of the use of AI for assisting in SSE across schools going forward in data-analysis and reporting, personalised learning insights, and streamlining assessments and feedback.
AI can massively enhance teaching, learning and assessment by creating age-appropriate, engaging resources quickly and easily, allowing teachers to focus on the children’s learning and assessments.

[Lisa Keane]

Subject: History

Lesson: Examining the accuracy of AI/1916 Rising

Class: 6th

This is a topic I will be covering this year. I am really looking forward to this lesson as it AI will provide me with some great resources to get the children thinking critically.

Upon completion of a unit of the 1916 Rising I will explain to the children that we are going to evaluate the accuracy of ChatGPT as a tool for research and how it is important or the user to check the information that he/she receives.

1. Ask Chatgpt to write a diary entry for a child living near O’ Connell Street during the 1916 Rising. The children fact-check it in their groups based on their knowledge on the topic. They may consider the part they play in AI’s accuracy- the need to give specific prompt and details when researching a topic.
2. Ask ChatGPT to create an AI art piece- What Dublin looked like during the Rising. Compare this to an actual picture of that time.

Reflection and Discussion
This lesson will prove as a revision for the 1916 Rising but will also enable the children to look critically at AI, to recognise bias and to analyse the information AI gives them.

I am looking forward to sharing all of these resources with my colleagues next week. I am using CHATGPT over the past few weeks as my back to school plans are underway. Apps like Khan Academy will be very beneficial to the varying levels of ability in my classroom. I am also more excited to teach SESE lessons, Literacy and Numeracy as with ChatGTP the possibilities seem endless. This is a really exciting time for teachers.

[Author]

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