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Thomas,
I have to agree. Kahoot is an excellent resource and one that I use very regularly. The pupils absolutely love a game of Kahoot after a unit of work. It is a very engaging way to assess work completed. I am sure that other AI tools are also very good. I have also used Quizziz in the past and this resource makes use of AI.
I planned the lesson below using Google Gemeni, one of the tools discussed on the course. While it took some time and editing I feel that Gemini did a very good job in devising a lesson plan based on the day of the Easter 1916 Rising itself. I did need to use tools such as MagicSchools AI to generate images and quizzes for the lesson. However, Gemini did provide useful prompts for me to use while generating these images and quizzes. It also provided useful question prompts for the pupils to use when researching an aspect of the day itself. I found that it was a very useful process to go through considering all that I have learned during this course.
Lesson Plan: Easter Monday 1916 – The Day It Began
Subject: History
Class Level: 6th Class
Time Allotment: 60-75 minutes (flexible, depending on research and discussion depth)Lesson Focus: To explore the immediate actions, key figures, and significant locations involved in the start of the Easter Rising on Easter Monday, 1916.
Key Learning Objectives:
By the end of this lesson, pupils will be able to:- Identify the date on which the Easter Rising began and at least three key locations occupied by rebels in Dublin.
- Name Patrick Pearse and explain his role in the initial moments of the Rising.
- Describe the purpose and significance of the Proclamation of the Irish Republic.
- Explain the initial surprise and reactions of ordinary Dublin citizens to the outbreak of the Rising.
Utilize AI tools responsibly to gather and synthesize information for historical research.
Materials:
Interactive Whiteboard / ProjectorComputers or Tablets (at least one per group, ideally more for individual research)
Internet access
Access to AI tools (We have access to Google Workspace at school so we will use Gemini for Research. We will also use Diffit /Wayground to develop presentations and online assessments)
Large sheets of paper or card for group posters
Markers, coloured pencils
Pre-prepared links to age-appropriate, reliable historical websites (e.g., National Museum of Ireland, National Library of Ireland, RTÉ Archives, Bureau of Military History online archives, specific educational resources on the Rising).
Lesson Procedure:
1. Introduction: Setting the Scene (10 minutes) – AI-Enhanced Presentation using Gamma.Teacher-led Discussion: Based on AI enhanced presentation. Elicit prior knowledge. Ask key questions. Generate an image using Magic Scho0l AI to elicit discussion on the Rising.
Brief Context: Briefly recap that Ireland was part of the British Empire, World War I was happening, and there was a strong desire for Home Rule or full independence. Explain that a secret plan was put into action by a small group of determined Irish nationalists.
2. The Spark of the Rising: Key Moments (15 minutes) – Teacher-led & AI Interaction
The Surprise Attack: Explain that the Rising began unexpectedly on a Bank holiday, catching many off guard.
Key Locations (AI-Assisted Mapping & Description):
Display a simple map of Dublin on the interactive whiteboard.
As you introduce each location, use an AI tool (e.g., Google Maps with a historical overlay if available, or simply a modern map where you can draw/highlight) to pinpoint the main rebel strongholds.
Teacher Prompt for AI (e.g., Google Gemini/ChatGPT for brief descriptions): “Give me a very short, simple description of the historical significance of the General Post Office (GPO), St. Stephen’s Green, and Jacob’s Factory during the Easter Rising on Easter Monday 1916, suitable for a 6th class pupil.” Read these descriptions aloud as you highlight them.
The Proclamation of the Irish Republic:
Show an image of the Proclamation on the board.
Explain that this document was read aloud by Patrick Pearse outside the GPO, declaring Ireland an independent republic.
Teacher Prompt for AI (e.g., Google Gemini/ChatGPT): “Summarize the main ideas of the Proclamation of the Irish Republic in simple language for a 6th class pupil.” Discuss the key phrases and what they meant.
3. Group Research & AI Interaction (20 minutes) – Collaborative Learning
Divide the class into four groups. Each group will be assigned one research question related to Easter Monday.
Teacher Guidance on AI Use: Before starting, reiterate the rules for using AI:
AI is a tool to help find information quickly, not to do all the work.
Always check the information AI gives you against reliable historical websites.
Ask clear questions.
Do not share personal information with the AI.
Use AI to summarize, brainstorm ideas, or find facts, not to write entire paragraphs for them.
Group Task: Each group will research their assigned question using the provided online resources and AI tools. They should prepare a short presentation (approx. 3-5 minutes) to share their findings with the class, using a large sheet of paper/card to illustrate key points.
The Four Research Questions:
Group 1: The General Post Office (GPO) – The Heart of the Rising
Question: What happened at the GPO on Easter Monday, and who were the most important leaders stationed there?
AI Interaction: Pupils can use AI to ask: “What was the GPO used for in the Easter Rising on Easter Monday?” or “Who were the leaders at the GPO on Easter Monday 1916?” They should then verify information with historical websites.
Group 2: St. Stephen’s Green – A Park Under Siege
Question: How was St. Stephen’s Green used by the rebels on Easter Monday, and what surprising thing did they do there? Who was in charge?
AI Interaction: Pupils can use AI to ask: “What happened at St. Stephen’s Green during the Easter Rising on Easter Monday?” or “Who led the rebels at St. Stephen’s Green in 1916?” They should cross-reference with historical sources.
Group 3: The Dubliners’ Day – Shock and Confusion
Question: How did ordinary people in Dublin react when the Rising began on Easter Monday? Were they expecting it? What did they see or hear?
AI Interaction: Pupils can use AI to ask: “What was the public reaction in Dublin to the Easter Rising on Easter Monday 1916?” or “Describe what it was like for ordinary people in Dublin on Easter Monday 1916.” They should look for anecdotal evidence or eyewitness accounts on historical sites.
Group 4: Rebel Uniforms and Weapons – The Look of the Rising
Question: What did the rebels wear (uniforms) and what kind of weapons did they use on Easter Monday? What challenges did they face with their equipment?
AI Interaction: Pupils can use AI to ask: “Describe the uniforms of the Easter Rising rebels on Easter Monday 1916.” or “What weapons did the Irish Volunteers use in 1916?” They could also use a supervised AI image generator (with a very specific prompt like “simple drawing of an Irish Volunteer uniform 1916”) to help visualize, but the primary information should come from historical text.
4. Group Presentations (15 minutes)
Each group presents their findings to the class.
Encourage other groups to ask questions and share what they found interesting.
The teacher can facilitate discussion and clarify any points.
5. Conclusion & Review (5-10 minutes) – AI-Assisted Recap
Quick Quiz (AI-Generated): Display a short, interactive quiz on the whiteboard (e.g., 3-5 multiple-choice or true/false questions based on the lesson’s objectives).
Teacher Prompt for AI (e.g., MagicSchools AI): “Create a short, 5-question multiple-choice quiz for 6th class about the events of Easter Monday 1916, including questions about the GPO, Patrick Pearse, and the Proclamation.”
Reflect and Discuss: “What was the most surprising fact you learned about Easter Monday 1916? How do you think the events of that day would have felt if you were living in Dublin then?”
Look Ahead: Briefly mention that the Rising continued for several more days and had a lasting impact on Irish history.
Differentiation:
Support: Provide sentence starters or structured templates for research. Pre-select specific paragraphs from websites for easier reading. Offer more direct, simpler prompts for AI tools. Pair students with varying reading abilities.Challenge: Encourage pupils to find more than one source for their information. Ask them to consider the immediate consequences of the Rising on the day itself for different groups of people (e.g., shopkeepers, families, British soldiers).
Assessment:
Observation: Observe pupil engagement, participation in group discussions, and their ability to collaborate and use AI tools effectively.Group Presentations: Assess the accuracy of the information presented, clarity of communication, and teamwork.
Informal Quiz: Gauge overall understanding of key facts and concepts.
Very similar myself Mark in that I have used Khan Academy in the past but I am looking forward to getting back to it again now especially with all those new resources and expansion into other curricular areas. Your weekly outline is very useful and certainly provides plenty food for thought to introduce KA for use alongside the new Primary Maths Curriculum.
The AI tool that I am most looking forward to using with my class next year is Khan Academy. I have used it in the past before the current advent of AI tools. It was a very valuable resource then especially in numeracy and with the middle and senior classes who could be assigned activities based on different topics and could complete these at their own pace.
Having being reminded of its potential again because of this course I was delighted to see that they have expanded its resources into many other areas of the curriculum.
I will start back using Khan Academy again using the Maths section. I think their videos can be used to reinforce their topics that have been directly taught and discussed in the classroom. They also provide support for pupils at home if they wish to recap a topic. Their sets of activities could then be set as early finisher activities or for homework depending on access to appropriate devices. The assessment features allow the class teacher to check for understanding and gain insight into how pupils are progressing.
On a Friday or at the end of a topic I think it would be valuable to allow the class to complete whole class activities on the topic in class. Again it would allow the teacher to circulate and check for understanding. The teacher could also use this time to station teach and work for 10 minutes with mini whiteboards on misconceptions with a group while other groups continue to work on Khan Academy activities.
Hi Laura- I agree that Diffit and Magic Schools look like two very useful AI tools for teachers. I have used Diffit similarly to yourself with great success. The pupils enjoy the fact that their text is accessible and they can enjoy success with reading the passages.
I also think that Gamma is a tool that has great potential for teachers. It provides a great starting point for generating engaging presentations for teachers and pupils.
This was a really excellent and informative module with lots of very useful that can be used straight away with any school setting. Lots of the resources recommended are free and are very teacher friendly.
I thought the Magic AI site was particularly useful. It wasn’t a site that I had come across before. I tried out the social stories option this morning and it is a very useful option. It generates very useful social stories that can be made very specific to the pupil you are working with. Copying and pasting across to Twee allows you to generate questions and make the story more engaging for pupils. It is certainly an option that I will use next year and share with other staff members.
I also thought the IEP generator had potential to be very useful. You need to input good information when generating the IEP and it certainly needs editing and proof reading afterwards but it provides a good starting point for teachers and gives some good ideas for SMART targets that can be expanded upon.
I also liked Diffit and thought that it would be very useful to generate activities for pupils to complete. Again it needs teacher input but would provide a great starting point for generating resources. It certainly would save a lot of time for teachers with differentiation.
I agree Laoise that a programme like immersive reader looks very beneficial and is something that I am going to try out on my return to school after the summer holidays. I think it showcases how AI can make a very positive impace on pupil learning.
I do believe that AI can be used to great benefit in the primary classroom. I have used it in a small way already with some success. It can be used as a tool to help teachers with their preparation, planning and assessments. One area where I have used it to good effect is to provide differentiated reading passages for pupils in the the classroom. Passages can be made more challenging for more able pupils using AI tools. Texts can also be made more accessible for some pupils by reducing the reading level, adding vocabulary lists to help with understanding or making assessment more suitable to the pupils level. This allows the class to read about the same topic or piece of fiction but at a level suitable to them. It also allows for more rich classroom discussions about the topic as everyone can contribute. I have also used Google Forms in the past for simple classroom assessments. With the advent of Gemini these assessments can now be generated using AI in Google Classroom. They still need teacher input to ensure that they are at the correct level and are accurate for pupils.
I did find the Chinese video at the end of the module unsettling. I feel it showcased an example or where the use of AI has gone too far in an education setting. It’s use in that way is not something I would like to see used in an Irish classroom. There are data and ethical implications about using AI in this way without proper and rigorous research.
I agree fully Linda- I think that AI can be a game changer when it comes to resource creation. Online assessments can be created easily and modified so that they are appropriate for your class. Khanmigo looks a super resource and is also one I am looking forward to engaging with further.
As a school that uses Google Workspace, we have had access to Google Gemini for the past 12 months or so and I have found it to be a very useful tool both from a teaching and admin point of view. One practical example that has worked very well for me is using Gemini to generate pieces of writing that can be used to introduce a writing genre to a class. You can prompt Gemini to highlight the various aspects of that particular genre that you wish to highlight with your class. It can also differentiate the text to make is suitable for different ability levels in the room. That is just one practical example where it can be used. Going forward, I feel that AI will help reduce teacher’s time on generating resources and completing admin tasks. It will allow that time then to be used reflecting on how best to teach the class.
Obviously there are areas of concern around the ethical use of AI in education going forward but I feel from a practical point of view it will be a valuable tool to help with resource creation for teachers. I think it will continue to develop with more specific education resources coming online. Resources such as Notebook LM also help greatly from an admin perspective. It can be used to summarise documents and circulars very effectively.