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Clodagh what a great lesson. It is so important to keep telling especially this age group how important not accepting answers from AI as truth and that not everything they see online is true. The fact that they have been given different texts to decipher if the information is correct is very clever as this is what they are experincing online daily, depending on the outlet.
This lesson supports age-appropriate AI literacy by helping the children to understand that while AI is a tool we use to provide us with information, that information may not always be correct. They are given the opportunity to evaluate information rather than accepting it as accurate automatically.
A critical question could be if AI gives them information that sounds accurate how can they test if it indeed is.
A way to further improve this lesson would be to make it more inclusive. Having some shorter, easier text samples for some readers or video clips for sturggling readers would make it more accessible to some students.
A teacher-provided AI-generated-content scenario
Class stage- 4th class
Curriculum area and learning intention:
Wellbeing/ SPHE
Train Gen AI teachable Machine to recognise recyclable. compostable rubbish
AI concept being explored:
Teachable machine
Short activity or discussion outline:
The children will be introduced to the GenAI Teachable machine through seeing it on the interactive whiteboard/ their own IPADS. Then they will be shown the episode of Code Green with Michael and Corey on how to train the machine to recognise when a plant is lacking nitrogen.
They will then discuss their project which would tie in nicely with things such as Green Schools and Picker Pals at our school. Discussions around what is recyclable and compostable will take place in gorups and as a whole class.
The children will then either use their IPAD camera or images from google to assess rubbish they want the machine to sort.
They will then input 6 recyclable and 6 compostable items into their machine and test it. They can then test it with an item which is neither to see if it works. They can then be creative in how to improve their machines and use it to assess rubbish within our own school bins.
One critical question about bias, accuracy, authorship or misinformation
Should we check an item before relying on the answer from our AI machine?
One responsible-use consideration:
Can we rely on AI alone to help us with environmental care?
How pupils will be supported to think critically
They learn to question the answers from AI rather than just accepting them.
How you would gather evidence of learning
Observations, questionning, teacher use of their machines to test them
This lesson is not a Demo lesson (I can only see all lessons)…
I use Minecraft for many subjects from history where they get to explore and learn about Egypt by exploring the pyramids and partaking in challenges in the world to numeracy where there are endless worlds such as world to investigate fractions and ratios.
The World I chose to highlight is the “Making Homes, Part 1” in the All Mathematics folder.
This lesson is to build a prototype of a home and find the area and perimeter. This brings area and permiter to life for children in such a clever way. One example in the lesson is to find the width of a room given the area and the length.
This lesson begins with the children having to do some sketching and discussing their build before they begin the world.
They then must build and in their first challenge decide the length width and area (how many blocks) they will cover.
They then must complete a second challenge where they must build two overlapping rectangles. They need to say answer how many blocks in each rectangle and how many are in the total floor area.
They then need to build their walls and measure all the sides to find the perimeter of their build.
They have an extra challenge at the end to break up their build to include a living room and a kitchen. They must then answer questions about the area of their different rooms and compare with the total build.
This build challenge ties in so nicely with the mathematics curriculum and brings are and permimeter to life for the children.
They could then recreate their builds using 3d materials and answer the same questions.
They can incorporate this idea in all their builds, making them think more about the area and perimeter of all of their future builds and how planning and sketching beforehand can be an important step in building.
This is one of my favourite Demos. It is a great starter demo for children too as it is very easy to go through and not too complicated. It can be a great introduction for them to game based learning through Minecraft Demos. The children learn so much without even realising it. It links in so nicely with Safer Internet Week and we try to encourage as many classes as possible to do this demo during that week.
A nice idea is to link it with the real every day life. You can set up a mini trail based on the demo around the school as part of Safer Internet week using the IPADs and QR codes. You can use similar questions such as which is the correct username? etc. It makes for a great opportunity for visual reminders around the school on Safer Internet Tips.
I liked your underwater theme as I feel it is so important for children to learn more about our oceans and how to care for them.
I love how you recognised the hand eye coordination development with your game.
One tweak could be to add more special effects to the game when things overlap and the game ends.
My game is a Chaser game called Healthy Food Choices
Curriculum Area: Wellbeing (SPHE)
Learning objective:
The pupil will identify helathy food choices and explain how helathy food choice contibute to good health.
Simple storyboard:
Location- No fixed locationPlayer- Princess (they know good healthy food choices!)
To win- The player must collect the good food choices to gain points. If they gain 10 points before the timer shows 0, they win!
To avoid losing the player must dodge the bad food choices. They lose lives each time they touch a bad food choice and after the loss of three lives the game is over.
Computational Thinking:
Decomposition- I broke the game down into smaller parts to build the game step by step- the player, the food choices etc.
Debugging- I had to keep testing and changing and fixing bugs as I went through the game design.
Algorithm design- I had to write the code instructions step by step and make sure the parts of code were in a logical order.
Iteration- I added some game design ideas at the end to make the game more enjoyable.
Luke,
Choosing the dice tutorial was smart as we all know dice have endless uses in the classroom for all subject areas.
What a great idea to integrate this with making their own board games. This links in nicely with the unplugged activities for computational thinking and designing their own board games.
Making a few different dice with differrent micro:bits would extend this even further. This would be a great informal assessment on their understanding of the code, can they write it again from scratch for a second or third dice.
The name of the tutorial I completed:
From the Data Logging Section- “Solar Panel Experiment”
A short description of what my code does:
Basically when button A is pressed you log data. When button B is pressed, it stops logging and when AB is pressed, it deletes all data and starts again. Every hour then it records the light level for you.
You had to create a data logger which logs light levels from four different Micro:bits. You place the four Micro:bits in different locations outside in plastic bags for 24 hours to find the best location for your solar panels.
The code begins with setting you data column to log the light levels and also the timestamp to hours.
Then you program the buttons to operate the logging of data. If you press button A your logging variable is set to true and will log your light level and show an icon of a tick. It will also plot your data.
If you press button B your logging variable is set to false so it will not log any data and simply show X.
If you press button AB, it shows a skull icon, deletes the log and sets the light column again.
Then you had to set up the logging of data. It was set up using the data and math blocks. You set it to read the light level and coverts it to a percentage scale and rounds it to the nearest whole number. Then the data is logged in the light coloumn. The screen is cleared and the dot it plotted.
MakeCode share link to your project:
https://makecode.microbit.org/_0EMbEcAqEA0x
A brief explanation of how I could turn this tutorial into an integrated STEM
learning experience for my own class:I chose this lesson because I have already worked with a group of 5th class students on a data logger projects where we used the Micro:bit to log eye colours and traffic passing by the school. This would be a step up for them in 6th class to build on the basics they learned from those projects.
I also did a STEM activity with solar panels to bake smores before but have not done it with this group yet so it would tie in nicely with this science experiment. They will have to make boxes with solar panels on top to “bake” the smores. The Micro:bit would then be used to decide where best to put our solar panelled boxes!
Charley,
I love how you give your students so many opportunities for engineering challenges. They are very lucky to have you! This allows for so much computational thinking, often without them even reaslising it.
I too aim, like you, to get more pupil feedback as part of my assessments. The feedback that the children give is invaluable and really is the best guage sometimes of where to go with your teaching. Working with a partner is also so beneficial. I have a partner who I work on IT and digital learning with. Further consultations and coming up with ideas is definitely on the pipline for us too!
Focus from the Digital Learning Framework: Using Digital Technology to Support Literacy.
As a SET teacher last year I used technology quite a bit in my teaching of literacy. I would be strong in its use for writing and phonics. I used things such as wordwall and Topmarks to reinforce learning of phonics for spelling and writing.
Another great tool I used to encourage writing is “StoryboardThat.com”. This brings characters and stories to life for children who struggle with both the motivation and the ability to write stories.
Minecraft is another great tool I use to encourage story writing and for children to engage with novels. They can build their own world based on a story they are writing or based on their novel to bring it to life.
An area I could use technology more for improving literacy is in my assessment.
IXL is a great tool I could use more for assessing comprehension skills in particular (it is very expensive so any ideas of alternatives welcome). It could be set as a homework assigment once a week by all teachers.
All data gathered from the online tools used in my teaching could be assessed in a simple form also every month.
I also could make more use of Microsoft Forms surveys and pupil voice questionnaires every time I review Support plans to indentify with students their strengths and areas for improvement as part of SELF assessment.
SET teachers meet regularly at our school so an agreed implementation for digital assessment in line with our school SSE would be ideal.
Research question: How plants grow and survive in different areas- Does climate change affect plant life.
The children could research what helps plants to grow and flourish. They could research what plants would grow best in our immediate environment of the school grounds/ compare with plants that can grow in different countries and environments.
The children could also research areas where Climate change has caused damage to plant life and hampered growth.Plant some plants in different areas of the school- e.g. near the road with all the traffic/leave some rubbish on top of some plants/ shaded areas/ sunny areas/ in the field etc.
Water all plants at the same time and give a similar amount of water and observe how the plants thrive in each of the designated areas. Observe whether pollution and areas of high footfall with less minibeasts produce a different level of growth.
The “Nose High up in the Sky” resources will be a great asset when teaching about weather and climate. The clearly laid out activities and instructions will result in structured lessons but also with lots of hands on activities that will enhance the children’s learning. I think we take it for granted that children in 5th or 6th class know the appropriate vocabulary and can observe weather and describe it appropriately. Building the weather station would really bring this topic to life and could be shared with the whole school. The children could do forecasts and video themselves and perhaps share their videos with the whole school in the mornings.