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Hi Louise,
I agree your lesson has massive scope to integrate into STEM learning experiences. Especially in terms of maths, however I think this lesson could be used to engage in playful learning in literacy through oral language games and activities. There is a huge opportunity to use this for computational thinking also. As you have mentioned changing the numbers on the dice etc leads to algorithmic thinking and pattern recognition as they change the code each time ever so slightly to create different numbers on the dice. It also allows the children to problem solve in small groups if there is a mistake. To assess the children’s learning at the end creating a reflective learning opportunity where the children can share their thoughts and ideas would lead to constructive learning opportunities in the class. Perhaps the children could come up with their own suggestions and ideas of how they could use this activities in other lessons.
The tutorial I completed was ‘Flashing Heart’. In this project the code allows you to create a heart shape that flashes on the screen. This is visual and easy to see on screen. Link https://makecode.microbit.org/_auDceeYrRd2q
This lesson is a very good place for children to start who may not be familiar with how coding works. This interactive platform shows in detail the cause and effect of coding. I would start the lesson by asking the children what they know about coding and different types of coding and if there is a link between coding and maths. This lesson integrates spatial awareness and technology together. I would allow the children to work in pairs to complete this lesson. I would then walk around the classroom to support the children where necessary. To assess their learning at the end of the lesson I would create a reflective learning log for the children to complete to include questions to prompt their thinking. I would use this to find out what they found easy and difficult about the activity and use it to inform future lessons.Hi Colm, I really like your lesson idea as an unplugged activity to introduce AI as a new concept to students. There is huge integration in this lesson in both Geography as you have mentioned and maths by looking at different data models and data sets. Your learning intention is clearly defined and it is measurable for you as a teacher in terms of assessment and gathering evidence. How would you ensure students understand the limitations of AI? This activity can be easily extended and built on as it integrates many curricular areas and can be applied to scientific concepts such as cause and affect activities etc. I like your short exit question as this encourages critical thinking by looking at how AI systems can make inaccurate predictions
Class Stage- Multigrade Class (3rd- 6th Class)
Lesson: Leaf Long Learners
Curriculum area and learning intention: STEM, SEE- my locality (Environment and sustainable living)
AI Concept being explored-AI Machine learning- creating an AI system to identify nutrient deficiencies in plants in the local environment of the school.
Discussion- Prior to starting the lesson, have a discussion around key vocabulary to ensure all students understand the key concepts for example ecosystem, biodiversity, nutrients, AI, Machine learning and training data. I would also ask the children what they know about AI, where they use it and the pros and cons of AI before starting the lesson. This will help me to scaffold the lesson for the children.
Question: How does an AI system become more accurate or what influences how accurate an AI system is
How do we become responsible users of AI- what information is important not to upload to generative AI systems?
I would encourage the children to work in groups together scaffolding discussions and encourage them to question each other by asking why and how questions.
I would gather evidence of learning by encouraging the children to complete the worksheets attached, taking photos of their learning on ipads and complete a slideshow presentation on google slides within Google Classroom. I would also encourage them to reflect on their learning when they have finished.I agree that this is a very important lesson for children to engage with and it links well to the SPHE curriculum and stay safe in particular as it teaches children about the world around them; who they can trust and not trust. Which is a very important aspect of the stay safe lessons. This world seems to create a ‘safe’ environment for the children to explore this concept as it can be hard for children recognise this abstract concept. I think your learning objectives are clear and defined. They are also achievable within this game based learning world. I also agree with the importance of having a discussion around reporting within a game. As some children can be reluctant to report other users and they can be over trusting of users within an online interactive game.
The demo I would choose is Fantastic Fairgrounds
This lesson/ world is part of the AI progression in Minecraft education, and helps children to unlock and understand the power of AI in this fun and interactive world. In Fantastic Fairgrounds, players take on the role of a problem-solver, working alongside an AI assistant to address various issues within the park through interactive challenges. It allows the children to be reflective on the impact AI has in everyday life and the impact it will have in the future.
Learning objectives include Understanding the foundations of AI (Artificial Intelligence Practice with data analysis in different fields, identify and address ethical dilemmas in AI and Explore careers in AI. The resources included in this lesson are a Powerpoint presentation, educator guide and AI foundations curriculum guide.
This would link with the STEM curriculum, as AI is such a new technology it is important that children are aware of both the positive and negative effects of AI and to have skills to navigate the world of AI.
I would definitely pre-teach essential vocabulary and allow whole class discussions around the vocabulary to ensure everyone has a good understanding before starting. I would perhaps spilt the class in half and have only half working on devices at a time as this would allow me to monitor and provide support where and when needed to all childrenI really like how you have linked your game with living things. As you have stated it links with children developing a further understanding of the aquatic environment. Like you I had some difficulties and found I used debugging a lot. You have explained this excellently and it is evident that you put great thought and consideration into your game. Your storyboard is clear and easy to understand. This game can easily be made more difficult if needed too by encouraging the children to make the game more difficult by changing some aspects of the block code.
Link https://makecode.com/_ehX1EaUwPXbj
Game Type: I created a Timed catch/collect game
Game Title: Princess catching flowers
Mathematics- Shape and space- spatial awareness
Learning Objective: develop an understanding of the x and y axis and use this knowledge to create a catch and collect game further improving their knowledge of spatial awareness to catch the flowers
Storyboard: The game is set in a magical kingdom with a castle and a princess. There are flowers falling from the sky and the player must catch the flowers within the 20 second time frame.
Computational thinking: debugging, initially I found it hard to identify when I had made mistakes and needed to refer back to instructions to identify where I had gone wrong. I liked that this program would highlight where the bug was. This made it easier to solve and I felt I was less likely to make this mistake again.
Hi Michelle, you have been very reflective on your current practice and it is easy to see where you hope to further improve your practice in the future through your reflection. I like how your currently use digital tools in your classroom. I really like your idea of introducing a digital reflection template for the pupils. I think this would be very informative as a teacher to identify areas the children enjoy and areas they find difficult. I wonder where you will get this template or would you create it yourself and if so what kind of questions would you include?
Using the LAOS document and the domain of learner outcomes and learner experiences; one strength in my current practice is using technology such as scratch to introduce children to coding and how to code using block coding. I also have the children completing research projects using ipads in the classroom and creating projects on Google slides. One area I definitely think I need to develop more is computational thinking and creating unplugged activities for the children to complete. This is not something that I have thought about before. I have heard of the phrase computational thinking but never gave it any great thought and I did not realise there were different steps to computational thinking. The next steps for my teaching firstly I need to reflect on my current practice. This includes looking at the resources available in the school and where there are gaps. And then to move forward the second action I think I need to take a step back. In September I will have 3rd to 6th class with a wide range of experience with technology. I think this will allow me to engage in unplugged activities such as the Dream Space lessons discussed in this module. I would start with one lesson and create a clear outcome (what do I want the children to learn from this), I would assess their learning and experience through teacher observation and discussions with the children by asking probing questions and use this to better inform my practice for future lessons.
Hi Laura, I really like the idea of using a local scientist for inspiration in your classroom. I think the children would love to walk around and identify the different features. I also like how you would give the children a choice to create a light house or a bridge. This lesson would allow for integration across the strands in science and maths.
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
Natural inspiration- River Shannon Callows using boglands, biodiversity and Cloghan castle
Inquiry- Go on a nature walk in the local area. Allow the children to take notes, drawings on what they have observed along their journey. The children can use map resources to map out their journey and any features they can identify on the map can they identify them in person e.g. bends in the road, rivers etc
Art- Create projects such as Bogs as textured landscapes, River creatures in watercolour, Tree bark rubbings turned into abstract prints and dioramas based on what they observed and using their notes. The children could work in pairs or small groups to complete their work
Creative writing- the children could research the history of the locality and create a piece. Some children may prefer to draw inspiration from their nature walk and create a piece inspired by this.
The projects could then be exhibited within the school and the children could present their projects to the school explaining where they got their inspiration from.Hi Susan, I really like your idea of bringing the students to a bridge and looking at it closely and I agree looking at a local landmark brings learning to life in a powerful way. I like the way you have thought about the forces side of the curriculum and linking this with the design and make task along with integrating it with the strand units of measuring in maths. This lesson lends itself well to visual arts as you have noted above with the children constructing and sketching their bridges.
As I teach in a school that is local to Birr I would use the suspension bridge in Birr as the stimulus to the lesson. I would use questions to prompt the students i.e. what do you notice about this bridge? What materials do you think it is made from? How do you think this bridge was made? When do you think this bridge was constructed.. Etc.. I would group the children, I would pose the scenario to them that they need to construct a bridge similar to this to cross the river in their locality (e.g. scale in the classroom 1 box of graph paper is equal to 1 m). I would get them to plan their construction. I would invite them to draw their plan and list what materials they think would need to construct the bridge in the classroom. To link this to science I would remind them of the importance of a fair test. What can we use to test the bridges e.g. using marbles, can the bridge hold up a pencil case etc and identify what materials they will need. I would then get them to record their results and display and analyse their data. I could also give the children budgets to work with to give an equal chance to all students. I would also scaffold the children to think about the angles, the measurement of the angles etc when constructing their bridges
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas
Module 3 was full of great resources which would allow any classroom to conduct seasonal biodiversity projects. As this would be something very new to me personally as a teacher I would start small. I really liked the FIT count. We have a wildflower garden in our school. This would provide the students with an opportunity to count different insects which land in the wildflower garden and record them. The students could work in pairs to focus on a particular area of the wildflower garden. Ideally the children would gather data once a fortnight. Before going outside we would use websites like wildflowers of Ireland along with biodiversity. When recording our data especially at the start I think it would be a good idea to use ipads to take pictures of what the children see and then check websites to identify what they have seen. Some ideas for other subjects would be
Art- life drawing or painting of wildflowers or mini beasts
English- write a report based on their findings
Science- create food chains/ webs based on what they have recorded.
Maths- create tally charts and bar charts to gather data and to represent the data