[Geraldine Connell]

Vikki, I completely agree with your points, particularly regarding the need for CPD in this area. As digital technologies and AI evolve rapidly, it’s essential that teachers are given regular, accessible opportunities to build their confidence and skills. Without this support, it’s understandable that many teachers feel overwhelmed or uncertain, especially when pupil safety and data protection are at stake. As you said, structured school-wide approaches, guided by SSE, could help ensure that digital learning is implemented safely, consistently, and effectively across all class levels.

[Geraldine Connell]

Lesson Plan: The Life Cycle of a Butterfly

Class: Second Class (8 years old)

Subject: SESE – Science (Living Things)

Strand Unit: Life Processes

Topic: The Life Cycle of a Butterfly

Time: 45 minutes

 

Learning Objectives:

By the end of the lesson, pupils will be able to:

Identify and name the four stages of a butterfly’s life cycle.
Use new vocabulary related to the topic.
Sequence the stages in order.
Demonstrate understanding through discussion and a true/false quiz.
New Vocabulary:

Egg
Larva (Caterpillar)
Pupa (Chrysalis)
Adult Butterfly
Metamorphosis
Hatch
Transform
Resources:

Interactive Gamma visual presentation (with diagrams and animations of each stage)
Printed sequencing cards -generated on Canva Magic
Quizizz (10 true/false questions)
Butterfly life cycle video clip (2–3 minutes)
Lesson Breakdown:

1. Introduction (5 mins)

Ask: “Have you ever seen a butterfly? Where do they come from?”
Brief discussion to access prior knowledge.
Show short 2–3-minute video clip introducing butterfly metamorphosis.

2. Presentation (10 mins)

Use Gamma to present the life cycle visually:
Show each stage: Egg → Larva (Caterpillar) → Pupa (Chrysalis) → Adult Butterfly.
Explain new vocabulary clearly, using visuals and repetition.
Encourage pupils to repeat and match terms to images.

3. Group Activity – Sequencing (10 mins)

Pupils work in pairs or small groups.
Use printed or digital cards to sequence the life cycle.
Pupils explain each stage in their own words using the new vocabulary.

4. Class Discussion – Think & Share (5 mins)

What happens at each stage?
Why do you think butterflies go through these changes?
Introduce the term metamorphosis and relate it to “change.”

5. Quiz Time – Quizizz (10 mins)

Pupils take part in a 10-question True or False Quiz on Quizizz using iPads
Immediate feedback encourages engagement.

Quizizz Questions (True/False):

A butterfly starts its life as a caterpillar. → False
A caterpillar comes from an egg. → True
The pupa stage is also called a chrysalis. → True
Metamorphosis means changing shape or form. → True
Butterflies lay eggs on flowers. → False (They lay eggs on leaves.)
The caterpillar eats a lot before becoming a pupa. → True
The butterfly comes out of the egg. → False
A butterfly stays the same shape all its life. → False
All butterflies go through four life stages. → True
The life cycle goes: Egg → Caterpillar → Chrysalis → Butterfly. → True

Conclusion

Ask pupils to describe the life cycle to a partner using new vocabulary.
Pupils draw and label the life cycle using a variety of art mediums-sketching/collage/ paint- can be individual, pair or group activity.
Assessment:

Observation during group activity and discussion.
Quizizz results to assess understanding of key concepts.
Use of correct vocabulary during verbal and written activities.

Reflection on use of AI in lessons.

I remember preparing a lesson on this topic many years ago, drawing out my posters to accompany it and making a worksheet based on the new vocabulary. It took me a significant amount of time . Now using the tools suggested on this course, the lesson can be developed in a matter of minutes and the result is a much more engaging and interactive experience for the children.

I now have a clear understanding of how AI concepts and tools can significantly enhance teaching and learning within our school. I am particularly impressed by the efficiency with which resources such as presentations and quizzes can be tailored to meet the specific needs of our pupils. It is remarkable how much faster it is to generate high-quality, customised materials using AI, compared to searching for pre-made content such as PowerPoint presentations.

This advancement will not only improve the quality of teaching but will also make preparation more manageable and time-efficient.

 

[Geraldine Connell]

Hi Bianca , you have identified some interesting ways to use AI with the children in your ASD class. Using the tools will enable teachers to create clear, predictable texts at the appropriate level for each child, supporting their learning in a meaningful manner.  The idea of the children working in pairs to promote their social and academic interactions is excellent and very practical.

[Geraldine Connell]

One of the AI apps I would like to try in the school is Khan Academy Kids. I have reviewed it and see that it offers an engaging, and personalised learning experience for young children. Using AI, it adapts lessons in literacy, maths, and social-emotional skills to suit each child’s level. The app is curriculum-aligned, child-friendly, and encourages independent learning through fun games and stories. It also includes features that support teachers and parents in tracking progress.

Another major benefit is that it is free, and we could get it installed on our class sets of iPads to use in our junior classes. We operate a buddy system of learning in our digital strategy plan with our senior students working alongside our junior classes. I feel both sets of students would enjoy using this app and they could see that everyone learns at their own pace and in their own way.

The pupils would have the opportunity to explore key concepts and practice topics to support their learning and understanding through fun activities.

I believe from a teaching perspective; Khan Academy Kids supports differentiation effortlessly. Nowadays it’s all about inclusion and tailoring your lessons so that all children can access the curriculum at their level. Using AI will help all our teachers meet individual needs without having to prepare multiple sets of materials.

One aspect I would like to emphasise to the students is that the AI adapts to each pupil. This experience would serve as an introduction to digital citizenship. Children will begin to understand how their interactions with technology shape what they see and do, planting early seeds of critical thinking about AI in everyday life.

[Geraldine Connell]

I agree with you James that Microsoft reading Coach could be a very valuable resource to use in a school. It is difficult to have time to listen to children reading aloud, and the fact that the children can record themselves and then receive personalised feedback certainly seems very useful and beneficial.

[Geraldine Connell]

Part 1

The first tool I’m planning to use in September is MagicSchool AI’s Maths Story. Many children really struggled with word problems, and I think using their names and interests in the questions will make the tasks far more fun and meaningful for the children. I can see it as a great way to personalise learning, and I can already see how it could be used to teach and reinforce all the key maths topics. With the new Primary maths curriculum and the focus on Maths talk, I will be able to identify the areas of difficulty, and then create more targeted worksheets specific to the children and their needs.

Another tool I was really impressed with, was Gamma—it will save a huge amount of time creating PowerPoint-style presentations, and the results should look much more professional. It appears easy to edit once the framework is developed. With practice I can see how it can be refined and adapted to any class grouping. In my experience children love visually appealing slides and I feel the slides produced using Gamma will help helps children grasp key concepts more easily and fosters deeper engagement, particularly for visual or independent learners.

Part 2

Module 3 has shown me how AI tools can enhance teaching, learning, and assessment in practical, time-saving ways. One standout tool is MagicSchool AI, which allows me to create personalised content tailored to my class. This personalisation can boost motivation, particularly for students who struggle to connect with abstract or generic material. It also supports differentiation, allowing me to quickly adapt lessons for a variety of ability levels without having to create multiple resources from scratch.

Gamma is another valuable tool, which offers so much flexibility and I can see how much time and effort it will save developing resources suited to the needs of the students in our school.

 

Importantly, these tools provide access to a wider range of content, including modern themes and diverse, up-to-date sources—a major improvement over the outdated textbooks and often expensive SEN resources I’ve relied on in the past. Tools like Diffit will allow me to adjust reading materials for different comprehension levels, while Microsoft Speaker Coach will help students develop oral communication skills through instant, constructive feedback. I will be recommending these tools to my colleagues and can see a great use for Speaker Coach when classes are preparing for debate competitions and so on.  Together, these tools offer more inclusive, personalised, and efficient ways to support all learners in the classroom.

[Geraldine Connell]

I completely agree with you Justine- The video of the Chinese classroom stuck with me, too—it felt more like a high-pressure workplace than a place where kids should feel safe to learn and grow. The constant monitoring, facial recognition, and tracking of focus levels seemed incredibly intense. I couldn’t help but think how stressful that must be for students, especially those who already struggle with anxiety or confidence.

What also stood out to me was exactly what you said—the lack of warmth. In primary classrooms especially, that human connection is everything. Kids learn best when they feel seen, supported, and encouraged. No AI tool can replace a caring teacher who notices when a child is having a good or a bad day.

I do see the value in using AI for things like personalised support or saving time on admin, but I think it has to be used in a way that still puts students’ well-being first. As teachers, we bring empathy, humour, and encouragement—AI might help with the workload, but it can never replace that.

[Geraldine Connell]

After finishing Module 2 , I’ve started to see AI in a whole new light. I used to think it was something far off or only for tech experts, but now I realise there are loads of simple, practical tools that could make a big difference in my classroom.

One tool I’m interested in is Immersive Reader. I’ve had students who struggle with reading, and it’s difficult to give everyone the support they need at once. Immersive Reader can read text aloud, break it into syllables, and even translate it. I think it would help some of my students feel more confident and independent.

I also love the idea of using Flipgrid. Not every student is comfortable putting their hand up in class, but recording a short video response in their own time? That’s much more manageable. It’s a great way for quieter voices to still be heard.

Another thing I’d love to try is Minecraft Education Edition. I honestly think students would love it—it makes learning feel more like play, but there’s so much potential for creativity, collaboration, and problem-solving. I can imagine using it for group projects or even to explore topics in history or science.

Of course, there’ll be some challenges, like making sure everyone has access to devices, (we have a limited supply of iPads available for student use) and simply learning how to use everything properly myself.

[Geraldine Connell]

I completely agree Aidan —AI has real potential to save time and support more inclusive, well-rounded lesson planning. As you said, working smarter with the help of AI can ease some of the pressure teachers face.

That said, I share your concerns around over-reliance. While AI can support assessment, it can’t replace teacher insight or the value of direct interaction, questioning, and observation. These are still essential to truly understanding our students.

Your point about creativity and critical thinking is so important. If students rely too much on AI, they may lose the chance to develop their own ideas. It’s up to us to guide them in using AI responsibly—as a tool, not a crutch.

I agree there is a lot to reflect on.

[Geraldine Connell]

After completing Module 1, I’ve started to see the real potential of AI in my own teaching practice. At first, I was unsure about how AI could fit into the classroom to support teaching and learning, but I now recognise it as a supportive tool rather than something to replace the teacher.

I believe that AI can save me valuable time by generating lesson ideas, quizzes, and differentiated resources. This means I can spend more time engaging with students and less time preparing repetitive materials. I’ve also begun exploring AI tools that provide students with instant feedback, especially useful for writing tasks and revision exercises.

I can really see the potential for personalised learning. With AI, students can work at their own pace, receiving tailored support based on their individual progress. This could be especially beneficial for students who need extra help or those who are ready to move ahead.

That said, I’m also aware of the ethical concerns raised in the module—particularly around privacy and fairness. It’s clear that any use of AI needs to be thoughtful and well-informed.

Overall, I see AI as a valuable addition to any teacher’s toolkit, one that can enhance both learning and assessment when used carefully.

[Author]

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