[Ellen Downes]

Hi Michelle,  the lesson you chose has particularly strong links to technology and engineering. Pupils are designing and testing Redstone circuits, investigating cause and effect, sequencing actions and solving problems when their musical creation does not work as intended. There is also a mathematical element through patterns, repetition, sequencing and rhythm. Groups could discuss how to represent a particular rhythm using Redstone, create and test their composition, and then explain to classmates how their circuit produces the desired musical pattern. This would provide strong evidence of understanding along with completing the Minecraft challenges.

[Ellen Downes]

Hi Shona, I really like how you included the colour coded system for checking the facts and it prevents confusion for them. The responsible use consideration you have included is very realistic as we are not telling them they cannot use AI we are just trying to guide them to use it appropriately and creatively as a starting tool for ideas.

[Ellen Downes]

Class stage: 6th Class

Curriculum area: SESE  Science/Geography, with links to STEM Education and Digital Learning.

Learning intention: Pupils will use their knowledge of the Burren in County Clare to evaluate AI generated information and recognise that AI is not always accurate.

AI concept: Accuracy, bias and misinformation.

Activity: Pupils will receive an AI generated information sheet about Burren wildlife and biodiversity, containing a mixture of accurate and inaccurate facts. Working in pairs, they identify statements they question and use reliable sources to fact check them. The class then discusses why AI might produce incorrect information.

Critical question:
If AI gives us information that sounds convincing, how can we know if it is actually true?

Responsible use: Pupils will learn that AI should support learning rather than replace their own thinking. They will learn that AI generated information should always be checked against reliable sources before being shared.

Supporting critical thinking: Pupils explain why they believe information is correct or incorrect and provide evidence to support their decisions.

Evidence of learning: I would collect pupils’ fact checking sheets and use an exit ticket asking: “What is one reason we should check AI generated information?” Their responses and participation in discussion would provide evidence of understanding and I will also use teacher observation as they are completing the activities in pairs.

[Ellen Downes]

Name of demo: Fantastic Fairgrounds

Overview of the lesson:I looked at the Fantastic Fairgrounds world in Minecraft Education and feel that it would be a suitable resource for 5th and 6th Class, with some adaptations.
Fantastic Fairgrounds introduces pupils to the basics of AI. Pupils take on the role of problem-solvers and work with an AI assistant to help solve problems in different areas of the fairground, including the Bee Pavilion, Light Show Pavilion and Art Pavilion.

Lesson and Learning Objectives: The lesson uses practical challenges to help pupils:
Understand the basic foundations of AI.
Explore and analyse data.
Consider ethical issues linked to AI.
Explore how AI is used in different careers.

There are also useful supporting resources, the Educator Guide, PowerPoint and AI Foundations Curriculum Guide, which could help me to prepare and deliver the lesson.

Curriculum Links:
I think the lesson links particularly well with STEM Education and Digital Learning in the Primary Curriculum Framework. It encourages pupils to develop digital literacy, problem-solving, critical thinking and an understanding of how technology impacts everyday life. There are also links to Mathematics, particularly through analysing and interpreting data.

Suitability for 5th and 6th Class:
I would use this world with 5th and 6th Class, but I would adapt the pacing and add some teacher led discussion. Some of the AI concepts may be challenging, so I would begin with a discussion about where pupils encounter AI in everyday life. I would also encourage pupils to work in pairs so they can discuss and explain their thinking.
As a follow-up, pupils could discuss questions such as “Can AI always be trusted?” or “What are the benefits and risks of AI?” They could then create a poster or short presentation about responsible AI use and present it to the other classes.

Overall, I think Fantastic Fairgrounds is an engaging resource, but adding discussion and follow up activities would make it more meaningful and better suited to my classroom.

[Ellen Downes]

Hi Clodagh, I like the way you had the negative element to it with the rotten fruit. It links well to the curriculum as they can count and compare how much fruit they catch. One feature that could make it even stronger it could be differentiated for younger children by keeping the fruit visible until it is collected or making the fruit larger so easier to collect. One way to make it more difficult for older children would be to add obstacles.

[Ellen Downes]

Game Type: Timed catch/Collect
Link to game: https://makecode.com/_3zF4T5U1ph5w
Game Title: Paddington, Catch the Marmalade

Curriculum Objective: Maths curriculum, Pupils will use counting and comparing skills to record and interpret scores collected during gameplay.

Storyboard: The storyboard for the game is simple. It begins with a start screen displaying the game title, score, and countdown timer. During gameplay, the player moves Paddington around a park using the controller to collect randomly appearing marmalade jars. After 15 seconds, the game ends and the final score is shown, encouraging pupils to replay the game and improve their performance.
Goal: The aim of the game is for the player to control Paddington and collect as many marmalade jars as possible within 15 seconds. Each jar collected increases the player’s score, and the final score is displayed when the countdown ends.
Computational Thinking: One important computational thinking process the pupils would use is algorithm design. Before building the game, they would plan the sequence of steps the computer needs to follow: display the background, create the Paddington sprite and the marmalade, enable movement, set the score to zero, start the countdown timer, generate marmalade jars at regular intervals, increase the score when a jar is collected, and end the game when time runs out.

[Ellen Downes]

Hi Aoife,

I like how simple and engaging your activity is. Using the “on shake” input makes it interactive and is a great way to introduce students to event driven programming and random number generation. One small improvement would be to change the random range from 0–10 to 1–6 so it behaves like a real dice.  To strengthen the STEM connection, maybe you could it into a probability investigation where students compare results from the micro:bit with a real dice. They could record outcomes, create graphs, and discuss whether the digital dice is fair.

[Ellen Downes]

I explored the Tutorial Countdown on the Microsoft Microbit website. This micr :bit program demonstrates how a microcontroller can receive inputs and produce outputs through coding. Students can explore key programming concepts such as sequencing, loops, and conditional statements while controlling features like the LED display, sounds, or sensors. When the program starts, it uses a for loop to repeat three times (index 0 to 2). During each repetition, the micro:bit plays a short Middle C note, displays a countdown number (3, 2, then 1) by subtracting the loop variable (index) from 3, and then plays a Middle G note. After the countdown finishes, the program displays the message “GO”.

Here is a Makecode link to the Countdown I created : https://makecode.microbit.org/_Wa1Vkd9iwRy0

One way I could extend this activity into an integrated STEM lesson is by presenting students with a real world challenge: designing a digital starting system for a school sports day or another classroom event. Using the micro:bit, students would program a countdown timer that provides a fair and consistent start for participants.This activity also creates opportunities to integrate science by exploring human reaction times and how people respond to different types of stimuli. Students could investigate whether visual signals (the LED display) or audio signals (the buzzer/speaker) result in faster reactions. They could then collect and compare reaction time data from their classmates, discuss the importance of consistent timing in sporting events, and use their findings to evaluate and improve their countdown system.

• This reply was modified 3 months ago by Ellen Downes.

[Ellen Downes]

Hi Niamh, it’s super that your pupils are so familiar with the use of Chromebooks and Google Classroom to access assigned work and they are given the opportunity to present their work in many different ways allowing differentiation. The Brain Bytes are a great plan to introduce and I agree with you that it will develop their computational thinking and saying you will do it every fortnight makes it manageable. Could they then use Google classroom to self assess their work by using a self assessment grid that would be assigned to them on Google classroom and it would be there as record for you also?

[Ellen Downes]

One strength in my current practice is the use of digital technology to support assessment. In the junior classes, we use Seesaw to document children’s learning, share work with parents, and provide timely feedback, although it has to be very teacher led at this age group. Across the school, 3rd class up we use Google Classroom for project work in SESE and to facilitate self-assessment in some areas e.g. Literacy
An area I would like to develop further is the use of unplugged STEAM activities alongside digital technologies. In many cases, I naturally jump straight to using digital devices when planning STEAM lessons. However, unplugged activities can be just as valuable in developing computational thinking, creativity, collaboration and problem-solving skills. For example, the design challenge such as, “Design and create a simple desk organiser for a younger pupil” would encourage my senior pupils to apply the engineering design process by identifying a need, planning, creating a prototype, testing their ideas and refining their design. Activities like this promote hands-on learning while allowing pupils to focus on the design-thinking process before introducing digital tools where appropriate.
To support this goal, I plan to take the following specific and measurable actions: Plan and implement at least one unplugged STEAM design challenge each month with my senior class.
I would hope to incorporate the Computational Thinking Process into all unplugged STEAM activities and encourage pupils to reflect on each stage of the process.
Gather pupil feedback at the end of each STEAM unit through a short reflection (which can incorporate Google Classroom) to evaluate the impact of unplugged activities on their engagement, creativity and problem-solving skills.

 

[Ellen Downes]

One strength in my current practice is the use of digital technology to support assessment. In the junior classes, we use Seesaw to document children’s learning, share work with parents, and provide timely feedback, although it has to be very teacher led at this age group. Across the school, 3rd class up we use Google Classroom for project work in SESE and to facilitate self-assessment in some areas e.g. Literacy

An area I would like to develop further is the use of unplugged STEAM activities alongside digital technologies. In many cases, I naturally jump straight to using digital devices when planning STEAM lessons. However, unplugged activities can be just as valuable in developing computational thinking, creativity, collaboration and problem-solving skills. For example, the design challenge such as “Design and create a simple desk organiser for a younger pupil” would encourage my senior pupils to apply the engineering design process by identifying a need, planning, creating a prototype, testing their ideas and refining their design. Activities like this promote hands-on learning while allowing pupils to focus on the design-thinking process before introducing digital tools where appropriate.

To support this goal, I plan to take the following specific and measurable actions: Plan and implement at least one unplugged STEAM design challenge each month with my senior class.
Incorporate the Computational Thinking Process into all unplugged STEAM activities and encourage pupils to reflect on each stage of the process.
Gather pupil feedback at the end of each STEAM unit through a short reflection (which can incorporate Google Classroom) to evaluate the impact of unplugged activities on their engagement, creativity and problem-solving skills.

 

[Ellen Downes]

Living beside the sea offers us in our school a unique and powerful lens through which to explore sustainability with our pupils. Our local environment—coastal landscapes, marine life, and fishing heritage—provides a tangible context for understanding the importance of protecting natural resources and living in harmony with nature. Sustainability in our area is practiced through community beach clean-ups, promoting plastic-free initiatives, farmers market every weekend and raising awareness of marine biodiversity.

In the classroom, I try to engage pupils by encouraging active, place-based learning. This has involved field trips to the shore to observe and document human impact on the marine environment, conducting simple water quality tests, and we have partnered with the local secondary school who are involved in conservation or aquaculture. The younger pupils also take part in citizen science projects, they track litter levels using the picker pal scheme.

By rooting sustainability education in our local seascape, students develop a deep sense of connection and responsibility. Empowering them to lead initiatives—like designing reusable alternatives or presenting at school assemblies—builds confidence and ownership. Ultimately, this hands-on, localised approach to sustainability fosters not only environmental awareness but also active citizenship, showing pupils that they can make a difference starting right where they live.

[Ellen Downes]

Hi Mark, the audit is a great idea we did this also using the energy kits we loaned from the local library and the children were really engaged with it and took turns bringing the kits home to check their energy usage at home also.

[Ellen Downes]

Seafood is a nutrient-dense food source that offers a wide range of health benefits, and incorporating its nutritional value into classroom learning provides a unique opportunity to promote both scientific literacy and healthy lifestyle choices. Rich in high-quality protein, omega-3 fatty acids, essential vitamins (such as B12 and D), and important minerals like iodine and selenium, seafood supports brain development, cardiovascular health, and overall well-being. This makes it a valuable context for interdisciplinary teaching, linking science, SPHE (Social, Personal and Health Education), and geography.

In the classroom, exploring the nutrition of seafood can engage students in meaningful inquiry. Lessons might involve analysing food labels, comparing nutritional content across seafood types, or exploring the impact of cooking methods on nutrient retention. It can also serve as a gateway to wider discussions on sustainable food systems and local food sourcing, especially in coastal communities.

By using real-world contexts like seafood nutrition, we can foster critical thinking, encourage healthier dietary habits, and connect classroom content to students’ everyday lives, which is so important in our school as we are situated beside the coast. Through project work or cross-curricular collaboration—students gain both knowledge and life skills. Ultimately, teaching about seafood nutrition supports the development of informed, health-conscious learners equipped to make sustainable and responsible food choices.

[Ellen Downes]

I really like your idea above Niamh of the children designing a seafood menu and this could be incorporated from infant level during Aistear all the way up to more senior classes and include money etc.

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