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That sounds like a really inculsive lesson idea! To build on this even further, you could have the pupils create their own Kahoot quizzes based on their group projects.
We tried it last year and the class loved it. Once they’ve completed their Google Slides presentations, each group could design a short Kahoot using the key facts from their research. Then, the class can play each other’s games!
Love this idea, I have always struggled teaching percentages and trying to make it meaningful and transferrable, I will definitely be trying this out!
Class level – 3rd class
SESE History- early people at ancient societies “The Vikings”
I use Gem to create lesson starters focused specifically on the big dig and archaeological methods used to discover Viking Dublin.
Gem gave me the following lesson ideas
• Mystery Box- Students can dig up some picture of artefacts with soil
• Trash or Treasure -revealing items bit by bit on the whiteboard and asking questions
• Hundred Year Layer Challenge- placing items in the right layer of soil
• True or False- quick fire two minute stand-up sit down game to assess before starting the dig topic
I looked at the ideas and how they aligned with the curriculum and if they are pitched at the right age level and for the needs of my class. I also wanted to make sure the starters promoted active learning and critical thinking rather than passive listening.
I used the quick fire true or false idea and shoebox mystery box ideas as they were suggested as they offer clear tactile and visual hooks for Class pupils
I adapted the trash or treasure to be like a lesson starter I did with fifth class previously when studying The Celts. The activity was a “Viking or not Viking”. I would show a picture of an artefact and the children would have to decide if it was a Viking artefact or not. Each child would vote by holding up Green for yes or red for no.
I rejected the hundred year challenge of placing things in the right layer as I think my pupils will find this less interesting than the other tasks and could lead to behavioural challenges
I ensured no personal pupil data, school names or confidential information were shared. I maintained my professional teacher judgement by not accepting AI activities as they are suggested. I think the Gem activities added great benefits to teaching learning and assessment. It saved a lot of prep time by quickly creating engaging lesson hooks I feel the children’s learning and engagement will be enhanced by enquiry based, sensory tasks and myth busting questions from the start of the lesson. Formative assessment could be aided by assessing prior knowledge with the true or false round.Hi Deirdre this is a great focus for your SSE. Other digital tools I used to support inclusion this year depending on the students needs were Read and write gold- google chrome extension and google voice typing in google docs.
I would like to use domain 4 teachers collective /collaborative practice into action using a variety of digital skills. I have chosen this as I feel this is an area which w need to strengthen at my school, we have a wealth of knowledge but time constraints mean we are not effectively sharing this knowledge. Digital skills and
Some ideas below for domain 4 I will input into our digital plan for this coming year as I am currently redrafting it.
– Streamline digital storage Set up dedicated google folders- we currently have a shared drive, google drive, one drive and teacher usb keys it would be great to get one streamlined system for sharing of resources and exemplars etc. Evidence of this would be
– Digital Peer observation- pair up teachers to show each other how they use digital tools for assessment- exit tickets, rubrics.
– Staff Training- 15 minute slot “The Digital Toolbox” at every staff meeting- teachers share effective collaboration of digital skills
– Co Creation of Digital templates- digital coordinator uses a live google doc and teachers break into team groups and create standardised exit tickets and rubrics that can be shared to the google drive.Evidence for this domain could be recorded through videos, resources created and streamlined digital storage created, shared and used regularly for collaboration.
<p data-path-to-node=”2″><b data-path-to-node=”2″ data-index-in-node=”0″>Class Level:</b> 3rd Class</p>
<p data-path-to-node=”3″><b data-path-to-node=”3″ data-index-in-node=”0″>SESE History Strand:</b> Early Peoples and Ancient Societies – <i data-path-to-node=”3″ data-index-in-node=”59″>The Vikings</i></p>
<p data-path-to-node=”4″>I used the gems to create lesson starters focused specifically on “The Big Dig” and archaeological methods used to discover Viking Dublin.</p>
<p data-path-to-node=”5″>Gem gave me the following lesson ideas:</p><ul data-path-to-node=”6″>
- <p data-path-to-node=”6,0,0″>Mystery box where the students can dig up some pictures of artefacts</p>
- <p data-path-to-node=”6,1,0″>Trash or treasure – revealing items bit by bit on the whiteboard and asking questions</p>
- <p data-path-to-node=”6,2,0″>100-year layer challenge – placing items in the right layer of soil</p>
- <p data-path-to-node=”6,3,0″>True or false quick-fire 2-minute Stand Up / Sit Down game to bust myths before starting the dig topic</p>
<p data-path-to-node=”7″>I looked at the ideas and how they aligned with the curriculum and if they were pitched at the right age level and for the needs of my class. I also wanted to make sure the starters promoted active inquiry and critical thinking rather than passive listening.</p>
<p data-path-to-node=”8″>I used the quick fire true or false idea and Shoe-Box Dig ideas directly, as they offer clear, tactile, and visual hooks for 3rd Class pupils. I adapted the trash or treasure to be like a lesson starter I did with 5th Class (the Celts) previously. The activity was “Viking or Not”. I would show them a picture of an artefact and they would have to decide if it was a Viking artefact or not, and each child would vote by holding up green for yes or red for no.</p>
<p data-path-to-node=”9″>I rejected the <i data-path-to-node=”9″ data-index-in-node=”15″>100-Year Layer Challenge</i> of placing things in the right layer of soil as I think my pupils would find this less interesting than the other tasks.</p>
<p data-path-to-node=”10″>I ensured no personal pupil data, school names, or confidential information were shared. I maintained my professional teacher judgement by not accepting AI activities exactly as they are suggested.</p>
<p data-path-to-node=”11″>I think the Gem activities added great benefits to teaching, learning, and assessment. It saved a lot of prep time by quickly creating engaging lesson hooks. I feel the children’s learning and engagement would be enhanced through inquiry, tactile tasks, and myth-busting questions from the start of the lesson. Formative assessment could be aided by assessing prior knowledge with the true or false round.</p><p data-path-to-node=”3,0,0″>Class Level: 3rd Class</p>
<p data-path-to-node=”3,0,0″>SESE History <i data-path-to-node=”3,1,0″ data-index-in-node=”35″>Strand:</i> Early Peoples and Ancient Societies- <i data-path-to-node=”3,1,0″ data-index-in-node=”80″>The Vikings</i></p>
<p data-path-to-node=”3,1,1,0,0″>I used the gems to create lesson starters focused specifically on “The Big Dig” and archaeological methods used to discover Viking Dublin.</p>
<p data-path-to-node=”3,1,1,0,0″>Gem gave me the following lesson ideas</p>-
<li data-path-to-node=”3,1,1,0,0″>mystery box where the students can dig up some picture of artefacts
<li data-path-to-node=”3,1,1,0,0″>trash or treasure- revealing items bit by bit on the whiteboard and asking questions
<li data-path-to-node=”3,1,1,0,0″>100 year layer challenge- placing items in the right layer of soil
<li data-path-to-node=”3,1,1,0,0″>True or false Quick-fire 2-minute Stand Up / Sit Down game to bust myths before starting the dig topic.<p data-path-to-node=”3,1,1,0,0″>I looked at the ideas and how they aligned with the curriculum and if they were pitched at the right age level and for the needs of my class. I also wanted to make sure the starters romoted active inquiry and critical thinking rather than passive listening.</p>
<p data-path-to-node=”3,1,1,0,0″>I used the quick fire true or false idea and Shoe-Box Dig ideas directly, as they offer clear, tactile, and visual hooks for 3rd Class pupils. I adapted the trash or treasure to be like a lesson starter I did with 5th class- the celts previously. The activity was viking or not. I would show them a picture of an artefact and they would have tpo decide if it was a viking artefact or not and each child would vote by holding up green for yes or red for not.</p>
<p data-path-to-node=”3,1,1,0,0″>I rejected the <i data-path-to-node=”12,1,0″ data-index-in-node=”22″>100-Year Layer Challenge</i> of placing things in the right layer of soil as I think my pupils would find this less interesting than the other tasks,</p>
<p data-path-to-node=”15,0,0″>I ensured no personal pupil data, school names, or confidential information were shared. I maintained my professional teacher judgement by not accepting ai activities as they are suggested.</p>
<p data-path-to-node=”15,0,0″>I think the gem activities added great benefits to teaching, learning and assessment. It saved a lot of prep time by quickly creating engaging lesson hooks. <b>I feel the childen’s learning and engagement would be e</b>nhanced inquiry, tactile tasks, and myth-busting questions from the start of the lesson. Formative assessment could be aided by assessing prior knowledge with the true or false round.</p>You used your own professional judgement checking the curriculum and thinking about where your own class was at instead of what ai gave you. You rejected the part that your class wouldn’t be able to access which helps the lesson run much more smoothly. The gem looks like it will be really beneficial for assessment activities.
My chosen topic is animal adaptations with 5th class as this is something I did this year. I refelected on how I could improve it to incorporate forms and support inclusion more effectively after this module.
The main body of the lesson is an Investigation Task in groups. teams answer questions about their animals on google slides. There was also a creative challenge at the end each pupil was to sketch a “Super-Adapted Creature” designed to live on a fictional alien planet that is completely covered in deep mud and freezing winds. pupil engagement was really high in these activities as they liked the creative and independent element of the activities.
To ensure all learners are included in these activities, I can include a word bank, sentence starters and sentences where only words or pictures need to be inserted. One struggling writer could record his answers orally.
At the end of the lesson I could include a quiz on forms and an exit ticket to assess and plan my next steps. the read aloud software which we use with some learners in our school could be use to support learners to answer the forms.
This is such a great lesson idea! I love how you move the kids from doing physical tallies with their class straight into using Google Sheets. It makes it feel realistic.
Linking your slide design directly to your SSE goal on pupil independence is a brilliant idea. If they can follow the visual steps without needing to raise their hands for help, you know the instructions worked.
This is such a great lesson idea! I love how you move the kids from doing physical tallies with their class straight into using Google Sheets. It makes it feel realistic.
Linking your slide design directly to your SSE goal on pupil independence is a brilliant idea. If they can follow the visual steps without needing to raise their hands for help, you know the instructions worked.
we use accelerated reader and after children complete a book challenge of finishing a book in 2 weeks I would create a book detective challenge on google slides where they feedback character info and review the book. The children would present their slides to the class once completed. One adaption I could make would be to enable the children to use peer rubrics to see if the children met their goals outlined before the assignment. This would support clarity.
You could use this as evidence of Digital learning Integration Literacy Initiatives, or Formative Assessment for the SSE
love this magnet lesson idea Sinead! The children would be really engaged especially with the magnet mystery bag. This lesson would really hit all the new curriculum goals too. Will definitely try this one out.
I used the following prompt in gemini
“You are a sixth class teacher. You want to children to write a short history project on the famine for the green screen.”
- one useful Gemini suggestion
Project Overview: Famine News Report
You and a partner will act as news reporters broadcasting live from Ireland during the 1840s. Your goal is to explain what happened, why it happened, and how it impacted the people of Ireland.- Adaptation
I would adapt this idea to include student choice and voice. I would have a choice board that children can choose a variety of ways they can respond to the project such as a drama, rap, song and not just a news report.
- Responsible AI use
Remind children to use no personal data about themselves or the school.
Communicate to children about how they can use AI for their projects