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Great idea Linda as firstly the pupils are working collaboratively to solve maths word problems. The challenge of comparing the answers with AI should lead to interesting discussions around accuracy of data and as you have checked the answers prior from AI you would know they are suitable for your learners. An extension to the activity could be to then create their own word problem on a given maths topic and compare to what AI might create thus supporting that AI has its uses to help with creative tasks.
The activity I have chosen is aimed at 3rd/4th class. The curriculum focus is SPHE – Myself/Decision making / Media Education.
The AI concept being explored is for students to realise the benefits to AI but also the drawbacks based on the algorithms and data provided.
The lesson would firstly discuss decisions made today. How do we know when we have made a good decision? Are there consequences? How do we know? We have learned through experience is the message here and repeated occurrences.
The activity is scenario based with a mixture of scenarios related to personal decision making which the students will be asked to sort into one of the following categories; Humans / Search Engine/AI. Once sorted pupils will be asked to observe any patterns in what they have sorted. It is important to note that the scenarios will have underlining patterns – feelings / facts/ creating
Discussions entered into about the reasoning behind their selections. I would then take a scenario that was chosen for a Human and compare it with an AI response for further discussion. Can AI mimic the intelligence and emotions of the person you really want to talk to? What are the risks? Focusing here on the teaching points of accuracy, emotions and misinformation supporting pupils to think critically when engaging with AI.
To gather evidence of learning, I would have the pupils take an image of their sorted scenarios once sorted and provide the opportunity to revisit at the end of discussion and retake if changes were made – adding captions to explain why they moved a certain scenario. Images then uploaded to their SeeSaw account. Listening and observing as well as pupil questioning is also happening throughout the lesson.
This lesson could then be followed with Machine Learning activity such as the AI for Oceans activity or Code Green lessons to explain more.Hi Michaela,
The Cybersafe lesson sounds very interesting and given the curriculum links your mentioned an great way to engage the pupils especially if many have devices at home. The lesson targets all the the key messages that we aim to get across to pupils but in a playful way. I love your idea to create the poster afterwards, when I was reading your post, I had the same thought about incorporating art or indeed further enhancing their digital skills by doing a short video recording to promote safety online. Best wishes with it.
For this activity I chose the Hour of Code AI demo lesson.
In this lesson, you set your world and explored by completing challenges (coding and debugging) the Principles of AI. These were inclusiveness & fairness, safety & reliability, transparency & accountability, privacy and security. In the end to check for understanding of these principles you had to do a matching activity which I thought was a great way to assess understanding.
When introducing the lesson, exploring first with the pupils through a brainstorm what AI is, how it is used in their daily lives, any advantages and disadvantages that they can share.
By the end the lesson the aim is that pupils would be able to explain AI, understand the rules behind AI to ensure fairness and safety, enhance their coding and computational thinking skills while completing tasks throughout the lesson (debugging, sequencing, algorithms) and this problem solving can be done individually or collaboratively.
The Wellbeing curriculum is a key focus as well as Technology. In aice leo, beidh nasc sa Gaeilge ag caint faoi na hábhar ar scoil nó caitheamh aimsire nó treoracha ag imirt an cluiche.
With my pupils I feel this would not be a stand-alone lesson, however it would be a great hook to lead towards after a lesson on AI and some introductory coding lessons example from MakeCode. If I had not completed the modules prior to this, I would have struggled reading the code so there needs to be foundation in block based coding for my pupils before accessing the challenges in Hour of Code AI.Your game has an appealing title and on opening the aesthetics are also attractive. The aim of the game is straight forward and the link to gravity and forces is logical. An interesting add on would be to have another object falling at a different speed/velocity to see what the pupils observe. When pupils are coding this could be an area for further development. I really enjoyed playing your game and definitely see the opportunity to link to a hands on project constructing a rocket or spaceship as part of entire thematic scheme of work on Space.
I created an invader style game called World Take Over https://MAKECODE.COM/_HzmEDwef6eWH
The learning objective is to engage pupils in digital narrative story telling planning their setting, character and problem. The link to technology is clear in that they are creating algorithms and programming game interactions.
Storyboard
• Location – World
• Player – Protector
• Enemy – Takeover
• Projectiles – Earth bombs
Aim – Protector has 5 lives, when they are gone game ends. Protector aims to fight off the Takeovers with earth bombs and each time collects 5 points when hits one.
Many elements of computational thinking are included here. One to focus on could be decomposition. When pressing Button A what will we code to happen? Thinking about the sequencing of this is in terms of sprites, effects, timing and location. There is lots to experiment with in this piece of coding alone and I would expect pupils to have great fun doing so.Hi Michelle,
The dice tutorial looks like a good once to integrate not only with Data in Maths but also with Chance. In terms of computational thinking and coding it is a good starter tutorial which can be expanded on, you have made some good suggestions above and as pupils become more familiar with MakeCode they could get very adventurous , if you had a second dice or a dice with more than 6 sides and so on. As well as making items to shake the dice in, they could make their own dice. It all sounds like great fun while being meaningful and engaging for the pupils.
I completed the CLAP LIGHTS tutorial.
The coding aim here is to set a light pattern to come on when the noise reaches a certain threshold – example for a clap. The coding required includes using algorithms and variables.
The link to the project is https://makecode.microbit.org/_MpqY7VJpdhFm
There are many ways the tutorial could be incorporated into an integrated STEM learning experience.
Science – energy and forces / artificial v natural light/ caring for the environment/
Technology – unplugged activities – researching ideas to save energy from leaving lights on for example/ sensor lights /
MakeCode tutorial which incorporates inputs, algorithms, conditional statements, changing variables – lots of opportunity to problem solve
Engineering – testing, reviewing, enhancing and retesting
Maths – algebra – expressions
This was a really interesting tutorial to do. Highly recommend.Hi Rachel, it is wonderful that the children are already well versed not only in the use of digital tools but in collaborating , this is a great foundation to build on going forward. Your action plan to provide pupils with more choice in how they access and submit content certainly should appeal to the cohort of pupils you have mentioned and I like the fact you have thought about how to track their engagement so you have a focus. A suggestion in terms of you gathering the data could be to gather data from the pupils while they engage with the technology , could be voice recording, uploading feedback on seesaw or engaging in a quick quiz as examples. Best of luck with it all.
As I reflect on the LAOS 2022 domains and standards for learning and teaching, I feel I possess a strength in my individual practice and the continuous effort made to meet each pupil at where they are at by differentiating appropriately or adapting varying approaches.
In terms of development, my focus is to balance play and productivity, integrating both to create engaging learner experiences that will also embed the new revised curriculum.
I will need to reframe my thinking and the language used so pupils are exposed to the computational thinking language through many unplugged activities that we already currently do. Then I need to approach these tasks with the language that speaks to them. I will dedicate a notice board/wall space to our STEAM activities and include word wall and visuals to support their learning.Hi Alyson, I think using the immediate environment is a great way to spark the interest of the pupils in the class but also the wider school population. Local authority representatives may be willing to visit and discuss some of the issues they are facing and maybe solutions that are in the pipeline. A question such as this provides multiple opportunities and hands on learning making and measuring. Best wishes with the research.
· What are the projected effects of changing rainfall patterns and temperature on freshwater ecosystems in County Clare?
· As the school is ideally placed alongside a main river there is great opportunity to explore this question and link in with local departments to research the topic further.
· Pupils can make their own rain gauge and track rainfall over a period and compare this to historic date to see what trends they can identify.
· Pupils can track daily temperatures over the seem period and again use historic data to compare and identify trends .
· The online tool to check future temperatures could also be used and alongside researching the current species in the river and find out if the changes continue what would survive etc.
· The water supply capacity register can also be researched.
· While a question can be suggested to the pupils, I would focus on a bank of lessons linked to the question before presenting the question so they can get readily involved and have interest to pursue the research.
Thanks Louise, agree that is a very beneficial resource and one I had never heard of so I am excited to try these out in the future also.
I found the exploration of satellites very interesting. Here are some that have passed over Ireland in recent days or due in the next few hours.
1.NASA’s Satellite Terra which is carrying five instruments to observe Earth’s atmosphere, ocean, land, snow and ice, and energy budget.
2. Soumi NPP which is a satellite to study long-term climate change and short-term weather conditions and is carrying the following five instruments
o ATMS (Advanced Technology Microwave Sounder)
CERES (Clouds and Earth’s Radiant Energy System)
CrIS (Cross-Track Infrared Sounder)
OMPS (Ozone Mapping and Profiler Suite)
VIIRS (Visible/Infrared Imager/Radiometer Suite)3.The ISS satellite used for scientific research, technological advancements, and as a base for future space exploration.
4.Meteostat 19 – part of the many geostationary satellites providing imagery for the early detection of fast developing weather, weather forecasting and climate monitoring. The code 19 refers to sleet shower.
5.Many Starlink satellites which are part of SpaceX’s satellite constellation and provide high-speed, low-latency internet access to users worldwide, including remote and underserved areas. They operate in low Earth orbit, enabling faster data transmission compared to traditional satellites. These satellites are designed to deliver internet connectivity for various applications, such as streaming, online gaming, and video calls.
Hi Sinéad, thanks for sharing names of storybooks to link with the topic, I hadn’t heard of the two you mentioned. Appreciate that. I agree the Carbon footprint quiz was very interesting and if you manipulate answers the children would be able to see by reducing rubbish or car travel etc the positive difference it makes. Great to have such a visual.