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I really like your activity because comparing an AI-generated description with one written by a person is a simple and engaging way to introduce AI to third-class pupils. It helps them develop critical thinking skills by encouraging them to question what they read instead of assuming it is always correct. One question I have is: How would you help pupils decide which source is more reliable if both descriptions seem believable? One suggestion would be to give pupils a simple fact-checking worksheet where they can record which facts they checked, where they found the information, and whether it was accurate. This would also provide good evidence of their learning.
I would use this activity with 4th Class and link it to English. The aim is to help pupils understand that AI can be helpful, but it doesn’t always give correct information.
I would give the class a short AI-generated paragraph about a topic they know, such as dolphins or volcanoes. The paragraph would include a few mistakes. In pairs, pupils would read it, spot any information they think is wrong, and use a book or a child-friendly website to check the facts.
The AI concept is accuracy. Pupils learn that AI can make mistakes, so it’s important to check information instead of believing everything it says.
A discussion question could be: “Should we always trust AI? Why or why not?”
I would remind pupils to use AI as a tool to help them learn, not to do all the thinking for them.
I would support pupils by encouraging them to explain how they know something is true and to use reliable sources. I would check their learning through class discussion and a short exit ticket where they write one thing they learned about using AI safely.
I really enjoyed reading about your choice of Melody Lane. It clearly demonstrates how game-based learning can make STEM concepts engaging by allowing pupils to experiment, solve problems, and learn through trial and error. Using Redstone circuits also introduces computational thinking and basic engineering concepts, helping children understand how digital systems work while developing creativity and collaboration skills. A meaningful cross-curricular link would be with Visual Arts, where pupils could design and build their own themed musical stage or concert venue in Minecraft before performing their digital compositions. This would encourage creativity, design thinking, and communication while reinforcing the learning from both Music and STEM.
The demo I chose was Fantastic Fairgrounds. It is designers for learners aged 8 and over. I really enjoyed the demo. In Fantastic Fairgrounds, players become problem-solvers who work with an AI assistant to support Park Director Leslie in resolving challenges across different areas of the park. As they complete interactive activities in the Bee Pavilion, Light Show Pavilion, and Art Pavilion, learners explore key AI concepts, including the basics of artificial intelligence, data analysis, ethical decision-making, and the ways AI is used to solve real-world problems.
Lesson Objectives
- Understand the foundations of AI (Artificial Intelligence)
- Practice with data analysis in different fields
- Identify and address ethical dilemmas in AI
- Explore careers in AI
Resources
Educator Guide
PowerPoint Presentation
AI Foundations Curriculum Guide
The lesson plan is very easy to follow. The objectives are clear and simple. The resources have links included. Overall, it is extremely user friendly. There is links to the Irish Curriculum e.g. Art-Construction
In my own classroom, I would use this world, but I would slow down the pace. I would have a whole class discussion afterwards and have some higher order questions ready to extend pupil’s thinking.Hi Cassandra,
I really enjoyed the catching flowers element. It definitely supports the game objective of creating a catch and collect game, and improves spatial awareness. One suggestion would be to add a sound when each flower is collected, to make it easier for the player to know how successful they are in the game.
I created a chaser game.
The game is called Space Challenge.
Curriculum Area: Mathematics and Digital Technologies
Learning Objective:
Pupils will use coding and problem-solving skills to create a game where they collect the star to win, or lose by getting caught by the enemy.https://makecode.com/_cpAEfyYf7760
Location: Outer Space
Player: The player controls ‘Buzz’ using buttons.
I included an outer space background, a star field effect, a player, an enemy and a collectable.
The player guides Buzz in outer space using the arrow buttons to avoid Spark the enemy, and catch a collectable which is a star.
One computational thinking skill I applied while developing this game was debugging. Throughout the design process, I repeatedly tested the game to ensure the player could successfully collect the star and then win the game. I also checked that new star appeared in random locations and that the enemy appeared in random locations. I made sure that the player lost the game when the enemy caught them.
Hi Aoife,
I really like how you’ve linked the digital dice to STEM and real classroom applications. The tutorial is an excellent introduction to coding because it helps pupils understand key programming concepts such as sequences and random number generation in a fun, hands-on way. One way to strengthen the integrated STEM link is to add music when the dice shakes, just for fun and to engage pupils. One practical support would be to provide pupils with a printed block-by-block coding guide. This would help those who get stuck identify where their code differs from the example and build their confidence.
I completed the Dice tutorial. My code shows the numbers 1-6 like a regular dice. There is a shake option to roll the dice and randomly generate a number from 1-6. I included music when the dice shakes.
https://makecode.microbit.org/_hWicdy7PMUvE
I would use this in the classroom by:
STEM Dice Challenge
1 = Build the tallest tower.2 = Design a paper bridge. etc.
Students roll the digital dice to randomly select their STEM challenge.Investigation Dice
Use the dice to choose variables to test during a science investigation. For example, when testing paper airplanes:
1 = Short wings2 = Long wings
3 = Add a paper clip
Students roll the digital dice to determine which variable to investigate, then record results.Hi Jennifer,
I really liked how you highlighted the importance of choosing technology with a clear learning purpose rather than using it just for the sake of it. I think that’s a real strength because it ensures the digital tool enhances pupils’ learning and engagement.
I also think your plan to gradually introduce more collaborative and creative digital tools is very realistic. Starting small and building your confidence with one or two tools before expanding further is a practical approach.
One suggestion might be to gather pupil feedback after using a new digital tool. A quick class discussion or exit ticket could give you valuable insight into what worked well and help you decide how to adapt future lessons.
Using the LAOS framework, particularly the domains of Learner Outcomes and Learner Experiences, I can identify both strengths and areas for development in my teaching practice.
A strength of my practice is the way I use technology to support learning across the curriculum. For example, I regularly use interactive quizzes and games through platforms such as Kahoot! to check pupils’ understanding and increase engagement. I also encourage pupils to use digital tools to create presentations. These activities promote collaboration and creativity.
One area I would like to improve is my use of computational thinking across everyday lessons. Before completing this module, I tended to associate coding with using devices, but I now understand that computational thinking can be developed through practical, hands-on activities that do not require technology. This is an area I would like to explore further as I believe it will help pupils develop valuable problem-solving and logical thinking skills.
My next step is to review how digital technologies are currently used in my classroom and identify opportunities to incorporate more computational thinking activities. I plan to begin by introducing a simple activity that encourages pupils to work together to solve a problem using sequencing and logical thinking. I will evaluate the lesson through observation, questioning and pupil discussion to assess their understanding and use this information to guide my future planning.
