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I asked Co-Pilot to write up a lesson plan for me and WOW! I had never done this before but this was amazing. I have tweaked what it came up with.
The prompt I used was “Write a lesson plan, in line with the national curriculum of Ireland, to introduce some of the key features of the Irish music genre, to 3rd class. Incorporate some AI tools”.
The prompt was minimalistic but AI generated an incredible amount of detail that I was able to tweak. At the bottom of the lesson plan I was asked if I wanted a “resource pack”. Naturally I said “yes” and next thing to pop up was a printable and interactive resource pack to complement my Irish Traditional Music lesson for 3rd Class. It included a worksheet, a quiz, and a visual reference sheet which were “AI- friendly”. I was impressed.
https://copilot.microsoft.com/shares/JMPiF74uFPsfQDX4e1z69
Then I was asked if I wanted a custom image of the instruments or a slideshow to present in class. How could I say no!
How times have changed since I started teaching and we have only seen the start of it! We really have to ensure that this will all be for good!
🎶 Lesson Plan: Exploring Irish Traditional Music
Class Level: 3rd Class
Curriculum Strand: Listening and Responding / Performing / Composing
Time: 30 minutes
Theme: Introduction to Irish Traditional Music
AI Integration: Use of AI tools for sound exploration, rhythm creation, and visual storytelling🎯 Learning Objectives
By the end of the lesson, students will be able to:
Identify key instruments used in Irish traditional music (e.g. bodhrán, tin whistle, fiddle)
Perform a simple rhythm or melody inspired by Irish music
Use an AI tool to create a short Irish-style rhythm or visual story🧠 Curriculum Links
Listening and Responding: Recognize and describe sounds, instruments, and styles
Composing: Create and explore sounds using voice, instruments, and technology🪗 Materials Needed
Audio clips of Irish music (jigs, reels, slow airs)
Images of traditional instruments
Bodhrán or hand drums, tin whistles (if available)
Access to tablets/laptops with AI tools (e.g. Google’s MusicLM demo, Microsoft Copilot, or Chrome Music Lab)
Whiteboard and markers🕘 Lesson Breakdown
1. 🎵 Warm-Up
Begin with a short listening activity: Encourage students to describe tempo, instruments, and mood.
2. 🪕 Introduction to Irish Music
Show images and play short clips of key instruments: bodhrán, fiddle, tin whistle, uilleann pipes.
Discuss features and elicit language describing tempo in jigs and reels.
With the children use Co-pilot to generate a short description of a reel or jig in child-friendly language.3. 🧑🎤 Hands-On Music Making
Let students try simple rhythms on hand drums or clapping patterns based on a jig (e.g. 6/8 time).
Invite children to describe the tempo and pace so as to prompt Chrome Music Lab’s Rhythm tool to recreate a jig rhythm digitally.4. 🤖 AI Exploration
Use an AI music generator (like MusicLM or Soundraw) to create a short Irish-style tune. Children will be invited to help prepare the prompt.
Children will then work in pairs to re-create a piece of irish music using an AI music generator.
Students will share their creations with the class.
5. 🎤 Wrap-Up & Reflection
Ask: “What did you enjoy most?” “What did you think about using AI to create?”
🧩 Assessment
Observation of participation and engagement
Informal peer feedback during sharing🌟 Extension Ideas
Invite a local musician for a live demo
Use AI to compare Irish music with another world genre (e.g. Samba or Japanese folk)I really like the sound of this lesson. I have done something similar but using a book called “The Three Little Wolves and the Big Bad Pig”.
At a younger level this lesson could have a literacy focus with children working on their oral language and critical thinking skills whereas in a on senior class this lesson could really focus on digital literacy.
Students could, with the teacher, explore
- the concept of prompt writing
- bias
- fact checking
Thank you for sharing a really clever lesson.
This course has opened my eyes to the potential of AI.
Being in a SET role in the Junior end of school I can see myself using the Microsoft learning Accelerators with students or the Immersive Reader tool. These tools, introduced in an earlier module, are easy to access and manipulate to suit individual needs.
Within this module I have my management hat on and am thinking about how we can prepare children to use AI in an efficient, creative and safe way. For this reason I feel that the Teacher Handbook “Artifical Intelligence and Data Literacy” will be my first consideration this year. I think it will be important to have staff discussion on how we use AI ourselves as teachers and how we can prepare children (especially in the older classes) to use it to support their learning.
I actually used Notebook LM to summarise the aforementioned handbook and the following are my takeaways from that summary:-
The AI Handbook for teachers
- Provides guidelines and activities designed to integrate AI and data concepts into existing curriculum subjects.
- Emphasises the need to empower teachers;
- Stresses the need for ethical AI, privacy, and safety rights for children.
- Advocates for a constructionist approach to introducing AI and Data, where children actively and creatively engage with machines to construct knowledge;
- Outlines eight sessions that introduce key AI ideas to students aged between nine and twelve years. The programmer is directly linked to the Primary Curriculum.
- There are linked resources that can be adapted to suit a variety of needs within the classroom.
I feel that this handbook offers our school a structure for introducing AI in the classroom. Going beyond this will require management and staff to consider the impact of AI on our Digital Framework, our AUP policy and our GDPR policy.
Thanks for sharing this info.
Our school has used scratch for the last number of years. Children in the senior classes are usually given a project to complete on scratch (to make a game) which they then share with younger classes. The Scratch website is well laid out and attractive for children and teachers alike, there are a myriad of resources including videos which are easy to follow.
I work in SET and would like to promote digital literacy for children who struggle with reading, working memory, maths etc. I certainly see potential for this in Scratch.
There was a huge amount of learning in this module. I can definitely see myself using Diffit to develop resources for my SEN learners. I like how easy it is to modify and tailor to meet individual needs.
I can also see myself using Image Creator in SET to support oral language development, reading and writing. I really enjoyed the presentation material using Charlotte’s Web and can see how it can be applied at all age grades and expanded to account for capabilities and cultural diversity.
Gamma is a fantastic tool for helping to create presentations. This will really help me as I lead SSE within the school.
Like Lina I am amazed by the variety and capability of AI apps. Thank you for highlighting so many in this module. They have the potential to simplify how we prepare and present lessons.
I like all the Microsoft Learning Accelerators. The Reading coach could be used in SET to support struggling readers. I like how it can be adapted to meet individual needs, can track progress and give feedback.
Search Coach could be engaged with as part of Media education. We utilise webwise resources every year when trying to teach children about the internet. I think the material in the Search Coach App could take this learning to another level by helping children to critically analyse what they see and hear online. I also believe that this app is as important for teachers as it is for students.
At a personal level I really enjoyed learning about Speech Coach and definitely see how it can help us all with our presentation skills.
I agree with this contribution. Using Google Forms this year has really helped cut down on the use of paper which in turn saves time and storage space. These are all important factors in my school.
I agree that a tool like Google Forms makes parental engagement easier and faster. Permission slips and surveys can be filled in and responded to using a smart phone while sitting on the side of a football pitch. This is key for the parent and for the school!
The video from China was thought-provoking as it highlighted the extreme impact that AI can have on privacy, when unchecked. I think this video is a reminder to use all that we teachers must control the machine and not allow the machine to take control of us.
AI has potential to transform teaching and learning in primary school.
ChatGPT, Gemini and/or Co-pilot can be used to help with planning and assessment. I have used Co-Pilot to help write SMART targets in a SET setting but can see how it could be used to write long-term and short term plans, devise assessments and help with corrections.
From an SET point of view tools like Immersive Reader and Reading Coach are game-changers. These AI tools are easy to access, easy to use, can be adapted to meet the needs of the individual child and are not expensive.
I have no experience working with Khan Academy but can see how it could support UDL practices and help guide differentiation.
From an Admin point of view I have used Google Forms to write surveys and collect data for our SSE process. It certainly saved me time and energy. It was even able to analyse some of the data collected.
I think it is very important that school management and teachers are provided with training on the use of AI and how to utilise it safely bearing in mind challenges arising from AI bias and a GDPR point of view. I think that the EU guidelines on the use of AI should be given greater attention in schools and should inform policy and planning. I know that I will definitely be sharing these with management and staff when I return to school in September.
I think AI is going to have a huge impact on how teachers prepare and present lessons and how students engage with their learning. I also think it will dramatically change our thinking on assessment. Will it better? I don’t know but from my engagement with AI this year and the materials that I have tried out in Module 1 I think …Like so many of the contributors to this forum I too was nervous about engaging with AI but I am hooked!
Several of the AI tools that I engaged with in the Generative AI in education link are exciting. I will definitely be sharing these with my colleagues in September.
I also think that AI supports differentiation and inclusion in line with UD practices. This is evidence in simple things like the microphone, the thumbs up/down icons, the deep research buttons and sources button.
AI will not replace the teacher but it can certainly support the teacher in preparing, presenting and assessing.
Like so many of the contributors to this thread I too have only recently start engaging with AI in school and have to admit that I have found it to be a fantastic time-saving resource. We are currently looking at Assessment via the SSE process and last year we started to create rubrics for a number of the curriculum areas using AI. In the beginning we used very basic prompts but with a little practice we learnt to be specific regarding the class level, the curriculum strand and within that the particular strand unit. AI saved us hours. Of course you have to look over what AI produces and make sure that it is suited to your own particular circumstances.
The information in this module has been really informative and encouraging. I can definitely see how useful AI could be in the promotion inclusion and providing for diversity.
I also really enjoyed playing around with the AI tools on https://view.genially.com. It really is quite mind-blowing!