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I agree Geraldine, it’s just so impressive the speed and the bespoke nature of the resources that AI tools can create at our fingertips now. I too have many memories of spending my early teaching years drawing up fancy resources for unique lesssons in SESE. The many hours we are going to save ourselves is mind blowing and coming at a great time if truth be told in the ultimate quest to achieve the perfect work/life balance!
Science Lesson Plan: Exploring the Sense of Hearing with AI Tools
Class Level: Infants to 2nd Class
Duration: 45 minutesCurriculum Links
Strand: Living Things
Strand Unit: Myself and My EnvironmentLearning Outcomes
By the end of this lesson, students should be able to:Identify the sense of hearing and understand its role in how we interact with the world.
Recognize the different sounds they hear and connect these sounds to objects, animals, and people.
Use AI tools (such as Diffit and Gamma) to explore sounds and create simple audio-based projects.
Learning Experiences
Introduction to the Sense of Hearing (10 minutes)Begin with a short discussion: “What sounds can you hear around you right now?”
Show an image of an ear and explain how our ears help us hear sounds.
Use a few sound examples (e.g., a bell, a dog barking, and a clap) and ask the students to guess what the sounds are.
AI integration: Present a short AI-generated video created with Gamma that explains the anatomy of the ear and how it works in simple terms. This video can have interactive elements where students click to learn about each part of the ear.
Exploring Sounds (15 minutes)
Play various sounds using Diffit (a tool that can help customize learning for students with different abilities). For example, use Diffit to modify sound clips by adjusting pitch, speed, or volume. This allows the children to experience different characteristics of sound.
Ask students to identify the sounds they hear and associate them with everyday objects or animals.
Encourage the students to participate in creating their own sounds using Gamma to produce a list of familiar sounds (e.g., a car engine, a bird chirping). They can choose images or objects they recognize, and the AI can generate sounds to match.
AI Sound Exploration Activity (10 minutes)
Differentiation: For younger students (Infants/1st class), use the Diffit tool to play sound-based games where students match sounds to images (e.g., matching a bell sound to an image of a bell).
For 2nd class students, introduce a simple AI-powered activity where they can record and manipulate their own voices or sounds (using an AI tool like Gamma) to create a “sound story.” For example, they could create a story about an animal using different animal sounds.
Wrap-Up and Reflection (10 minutes)
Ask the students to share what they learned about the sense of hearing.
AI Reflection Activity: Using Diffit, ask students to rate the sounds they liked best and explain why. For older students, they can discuss how technology helped them learn about hearing in a fun and interactive way.
For the younger ones, you can ask them to draw a picture of their favourite sound or what they think an ear looks like.
Resources
Gamma (for creating and sharing AI-generated videos and sounds).Diffit (to customize sound-based learning experiences and provide differentiated support for students).
A computer/tablet with internet access to run these tools.
A set of sound clips (bells, animal sounds, clapping, etc.).
Whiteboard and markers for drawing and discussion.
Assessment
Observation: Watch how the students engage with the activities. Are they able to identify and match sounds correctly?Class discussion: Ask questions during the reflection time to assess their understanding of hearing and sound.
Interactive activity with Diffit: Monitor how well students use the AI tool to manipulate sounds and participate in the games.
Creative project: Evaluate their participation in creating a sound story using Gamma, ensuring they can connect sounds with the objects or animals they represent.
In my multi-grade classroom, I plan to integrate AI in ways that make learning more personalized and engaging. Since I’m teaching a mix of infants through 2nd class, I’ll focus on introducing AI in simple, fun ways that spark curiosity. Tools like Khan Academy, Scratch Junior and Microsofts Reading Coach can help kids understand how AI works, while also motivating them to explore subjects like math and literacy.
AI also gives me the opportunity to differentiate lessons for different age groups. For example, younger children can engage with voice recognition games, while older students could experiment with simple coding tasks. I’m especially excited about using AI to support students with additional learning needs, offering them more tailored support through speech-to-text or text-to-speech tools.
Ultimately, I want my students to see AI as something they can interact with creatively and responsibly, and I’m looking forward to watching their skills and curiosity grow with this exciting technology.
Thanks Geraldine, I really like this idea of children beginning a purposeful digital citizenship. Training them early to become sophisticated users and have a questioning, critical lens towards it all.
For introducing AI to junior room pupils in September, I would choose Dash and Dot. These are interactive robots that teach coding and problem-solving skills through play. Dash, the larger robot, can be programmed to perform different tasks, while Dot can be used as a companion to learn through games.
To introduce it, I would start by explaining that Dash and Dot are like friendly robots that can learn new things, just like the students! We would begin by teaching basic commands like moving, turning, and lighting up Dash using simple block coding in the Wonder Workshop app. The app’s visual interface makes it easy for younger children to understand, focusing on creativity and fun.
As students gain confidence, they would work on more complex challenges like navigating mazes or responding to sounds and colors, fostering both critical thinking and teamwork. This hands-on approach encourages learning in a playful and engaging way, making AI concepts accessible to young minds.
I second that Geraldine in relation to the Microsoft Reading Coach tool. I’ve already started experimenting with it. I have a pupil in mind for it that’s going into second class and is still struggling to read. I know this is going to motivate and empower him to succeed!
Two tools from this module that I would like to use to enhance my teaching and assessment are: Diffit and Microsoft Reading Coach. Diffit allows you to generate differentiated texts and questions based on a topic or theme. It would be particularly useful in SESE and literacy, where I can tailor content to different reading levels in my junior classroom. Microsoft Reading Coach is an AI tool that supports early reading by listening to pupils read aloud, giving feedback on pronunciation, and tracking progress over time. It would be ideal for supporting my emergent readers.
In the classroom, these tools could personalise learning and provide meaningful practice opportunities. Reading Coach could build pupil confidence through immediate, individualised support. Diffit could help with inclusive literacy planning, making texts accessible to all learners. I also see potential in Gamma for creating engaging, visual presentations to support oral language development.
Going forward, AI can transform assessment by offering real-time insights and more learner-led practice. However, careful integration is essential to ensure tools are age-appropriate, ethical, and enhance, rather than replace, teacher-led learning.Hi Emma,
I also was amazed to see the Minecraft educational App! I have lots of pupils very interested in computer games that are also fond of avoiding learning tasks they’re not interested in. This could definitely be one to explore in September!
Based on what I’ve learned in this module, I believe AI has real potential to transform teaching and learning in my junior multi-grade classroom by supporting personalised, engaging, and inclusive experiences. For example, speech recognition tools could help children practise Irish oral language skills, offering instant, low-pressure feedback. AI-powered reading apps can also adapt to a child’s level—reading aloud, highlighting words, and tracking progress.
Another benefit is how AI could assist with differentiation. In my busy classroom, AI tools could provide extra phonics support for some pupils while challenging others with early comprehension tasks.
However, challenges remain. Young children need hands-on, social learning, so screen time must be limited and purposeful. Teachers also need to understand how AI tools work to ensure data privacy and that the technology supports rather than replaces good teaching.
Overall, AI has the potential to enhance learning and reduce teacher workload—but it must be used thoughtfully and developmentally in a junior room setting.Hi Michelle, I had a Ukranian child in my Junior Infant classroom this year and I found AI to be an invaluable tool for collaborating and communicating with the parent. Up to this point I had only tried Chat gpt but I will be experimenting with the others now too.
After watching the video on ethical guidelines for AI in education, I was reminded how important it is to approach these tools with care, especially regarding fairness, transparency, and privacy. Teachers need to understand how AI works and how student data is used. AI should support, not replace, the teacher’s role, and we must be alert to any biases in the tools we use.
In a junior room setting, I see potential for AI to support early literacy, language, and numeracy skills. Tools that read aloud text, help children practise letter formation, or recognise spoken Irish words could make learning more engaging and inclusive. Simple AI-driven games or quizzes can provide instant feedback and adapt to each child’s pace.
Looking ahead, AI could offer new ways to track progress over time, especially for emerging skills. But this must be balanced with careful ethical consideration, ensuring young learners benefit in a safe, developmentally appropriate way and always under teacher guidance.