[Carol Coogan]

I agree, AI is such a fantastic way to enhance our teaching and cut down on time spent on planning/paperwork. I feel it will really help us in our role and make our lessons more engaging.

Also, I couldn’t agree more with regard to teaching the children to question what they read from AI. I see this now where they just presume because they read it /it was the answer to their question online that it must be true.

[Carol Coogan]

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

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

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

 

[Carol Coogan]

OSMO looks like so much for children and I feel that they would learn so much without even realising. I think they would be utterly engrossed in this application from the moment they begin. However, unfortunately it would not work for my school due to lack of ICT funding for resources

[Carol Coogan]

I think the AI I found most useful in this course so far for the children in my class is Microsoft Reading Coach. While I feel I will use all of them to come extent I love how this AI tool empowers children in their learning. It is their choice how to develop the story, their choice and then reward to stay on task and read the story to unlock extra characters, settings, etc. I feel that we could use this as a stand-alone lesson once a week. The children can work independently reading the text and receiving feedback on their reading, highlighting words they need to work on while I can keep an overview of how the pupils are doing and work with individual pupils. I will then have feedback from each of the pupil’s session. I also feel for pupils who are shy to read aloud or EAL pupils this will help them to gain confidence as each pupil is working at the same time and not listening to each other.

[Carol Coogan]

This module was very engaging and relevant to me in my school. A lot of the resources can either be used with the whole class on the interactive whiteboard or as separate lessons with a child on a one to one basis/small group.

One AI that I really look forward to using with the children is CoPilot Image Creator. I love the suggestion of the teacher using it to create an image and then the children trying to recreate it using lots of descriptive language, adjectives and so on. I feel they would really enjoy this game and then we could develop it further by each child taking a turn to create the image and the rest of the class guessing what description was used to create it. I feel the class would enjoy working as a team and that it is very inclusive for all pupils.

I have also spent a little bit of time on Magic School and feel that will be very useful. It created a passage for me on the life cycle of pandas and differentiated questions. I can just imagine how easy new topics will be, rather than trawling through lots of websites to collect information and write it myself. I feel that this will allow me to refresh my teaching and topics covered without spending hours preparing for a single lesson. Also, the children can take more of a lead in their learning.

[Carol Coogan]

I agree, I am looking forward to using Reading Coach in my classroom to build confidence, fluency and pronunciation in a fun way. I had not heard of it until now. I love that they use rewards and the unlocking of settings/characters to make it fun and keep the child engaged.

[Carol Coogan]

I completely agree Tracey. While I can already see the obvious benefits for my teaching and planning the lack of privacy for students is a real worry. I idea that pupils were getting punished in China for a low attention score was very worrying. Also, the high possibility for false scores due to how to device is worn.

[Carol Coogan]

I found this module very interesting but also a little frustrating. A lot of the content in this module presumes that there is almost constant or daily access to chromebooks and unfortunately that is not the case in our school. There are 25 chromebooks to share between almost 400 pupils and so in reality my class would have access for around 1 hour per week. I would love to be able to use more of the online learning tools and assessment tools but that would not be possible.

In saying that the use of AI for lesson plans was very informative. It’s great to see the detail of the prompt used for the numeracy lesson plan. I wouldn’t have thought of using that level of prompt. Also, I did not expect that it would give the learning objectives, learning outcomes etc. I thought it would be more general. I especially love how it included ideas for multiplication games and concrete resources. I like the conclusion suggestions from Chat GPT.

With regard to the ‘attention bands’ and surveillance camera’s  in schools in China I feel this is a step too far, I agree with the boy who says it is an invasion into their privacy.

[Carol Coogan]

I completely agree. I’m really hoping that this course will teach me how to use AI to become much more productive with what time I have and give me fresh and exciting ideas for lessons.

[Carol Coogan]

I found this module very interesting. I have been shying away from AI and feeling it would take me too long to get to grips with it. However, even after the first module and I can see the huge benefits of using AI in the primary classroom setting. I am moving into 4th class this year after a number of years in 6th class and so have to start planning from scratch. I tried out the 3 AI’s listed here, Chat GPT, Gemini and Copilot with two tasks – 1) create me a suggested plan for the first day of 4th class and 2) create me a suitable lesson on Pandas for 4th class. It was so quick and they came up with ideas and linkage to other subjects that I would not have thought of by myself. I can definitely see myself using these tools this year and I love how it gives me fresh new ideas while also recognising the need to not believe everything I’m told!

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