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I also see the need to question AI as an extremely important part of teaching children about AI. They must not become complacent and assume that everything generated will be factual. It is a great starting point for everyone using AI.
After completing the five modules of this course, I’ve been introduced to lots of AI tools that I can see myself using in the classroom. The biggest challenge now is deciding which ones to focus on so I can become more confident and skilled in using them.
This year, I also plan to use Copilot image generator and Canva m to create interesting and interactive lessons for my students. I can already see how these tools will save me time when it comes to planning and creating classroom resources.
I’ve also just signed up for MagicSchool AI, and I’m really looking forward to exploring all the different ways it can support my teaching and make my day-to-day work in the classroom a little easier.Part 2
For my lesson plan I asked Chatgpt to generate a lesson for me based on the Irish SESE curriculum. I used prompt words like include powerpoint using Gamma, junior infants, life cycle of chicken. I then used Gamma to create the powerpoint.
Learning Intentions
By the end of the lesson, pupils will:
- Identify the four stages of a chicken’s life cycle.
- Sequence the life cycle correctly.
- Learn new vocabulary such as egg, chick, hen, hatch and feathers.
- Develop curiosity about how animals grow and change.
Success Criteria
I can:
- Name the stages of a chicken’s life cycle.
- Put the pictures in the correct order.
- Talk about how a chick grows into a hen.
Slide 1 – Title
The Life Cycle of a Chicken
Include a bright picture of a hen with chicks on a farm.Slide 2 – What do we already know?
Display pictures of:
- A chicken
- An egg
- A chick
Ask:
- Have you ever seen a chicken?
- Where do chickens live?
- What do they eat?
Slide 3 – Stage 1: Egg
Explain in simple language:
- A hen lays an egg.
- The chick grows safely inside the egg.
- The egg stays warm under the mother hen.
Include a large labelled picture.
Slide 4 – Stage 2: Hatching
Explain:
- After about 21 days the chick cracks the shell.
- The chick pushes until it hatches.
Add fun animation of a cracking egg.
Slide 5 – Stage 3: Chick
Explain:
- The chick is small and fluffy.
- It needs food, water and warmth.
- It grows feathers.
Include adorable chick images.
Slide 6 – Stage 4: Adult Chicken
Explain:
- The chick grows into a hen or rooster.
- A hen lays eggs and the life cycle begins again.
Include arrows showing the cycle.
Slide 7 – Life Cycle Wheel
Show the four stages in a circular diagram:
Egg → Hatching → Chick → Hen → EggKeep labels large and simple.
Slide 8 – Let’s Sequence!
Display four pictures in mixed order.
Ask children to help put them into the correct order.Allow answers before revealing the solution.
Slide 9 – Movement Break
Let’s Pretend!
Children:- Curl into an egg.
- Crack the shell.
- Wobble like a chick.
- Flap wings like a chicken.
Slide 10 – What Have We Learned?
Review:
- Egg
- Hatch
- Chick
- Hen
Ask:
- Which stage comes first?
- Which stage comes after the chick?
Finish with:
Well done, Chicken Experts!Teacher Notes
Include suggestions for active learning:
- Real eggs for observation
- Matching picture cards
- Sequencing activity
- Colouring worksheet
- Oral language discussion
I have senior infants too and agree that Khan Academy would be a great tool to use for engaging and motivating younger students. My colleague in 3rd class has used it and would also recommend it.
I have used Scratch with the middle and older classes in my school and the children love using it. It’s interesting to see how the children progress as they get more familiar with the program, often showing me new things that they have discovered!
Osmo is an interactive learning tool that combines hands-on play with digital technology, making it particularly effective in the infant classroom. I can use Osmo to support early literacy by helping children develop letter recognition, phonics, spelling, and vocabulary through engaging games. It also helps with numeracy skills by providing activities that focus on counting, number recognition, problem-solving, shapes, and patterns. The hands-on manipulatives encourage active participation while promoting fine motor development and hand-eye coordination. These are fundamental skills in the infant room. Osmo supports collaborative learning, allowing children to work in pairs or small groups to build communication, turn-taking, and social skills. The games provide immediate feedback, helping children learn through trial and error while building confidence and independence. I can use Osmo during literacy and maths stations, small-group instruction, early finishers, or targeted intervention for pupils who need extra support. Its engaging, game-based approach motivates young learners and caters for different learning styles, making lessons more inclusive and enjoyable.
Image Creator is an excellent tool to have in the classroom and I could get so much use from it even in the infant room. I will be sharing this with my colleagues who will be doing novels with their class, I loved the way the children had to try and re create the prompt words using the picture generated by teacher.
I also liked the idea of Magic Schools AI and how they can create personalised social stories. My colleague in SET is always looking for appropriate social stories so i can now show her how to generate her own using this AI tool.
MagicSchool AI and Diffit can enhance teaching by saving time and personalising learning. I can use MagicSchool AI to generate lesson plans, create differentiated activities, write quizzes, produce discussion questions, and draft feedback for students. It also helps create resources that support a range of learning needs, including scaffolds for literacy and additional challenges for higher-achieving students. Diffit complements this by adapting reading materials to different reading levels while maintaining the same key content. I can use it to provide accessible texts, vocabulary support, comprehension questions, and extension tasks so that all students can engage with the same topic at an appropriate level. Together, these tools enable me to plan more efficiently, differentiate instruction, and increase student engagement. By using AI to prepare high-quality resources, I can spend more time supporting students, facilitating discussions, and providing targeted feedback that improves learning outcomes for every child.
My children are teenagers and I also found that they were streets ahead of me when it came to AI in education. My son used it a lot to help him study or practise questions for his junior cert exams. I definitely need to upskill on my knowledge and use of AI.
I too found the idea of using AI to analyse Drumcondra test results very interesting. Most of the time they are processed and put onto our Aladdin system and nothing more comes from them. With the use of AI it would be great to see how we could use the results to further help us to plan for individual children.
As I am an infant teacher, I feel that AI can transform teaching and learning in junior and senior infant classrooms by making lessons more interactive, personalised, and accessible—while also giving teachers powerful tools to support early development.
AI tools can turn abstract concepts into hands-on exploration, something that is extremely important in the infant room.
If you were to use DreamSpace it lets young children experiment with coding, digital creativity, and problem‑solving through guided activities. For infants, this can mean simple block‑based coding, digital storytelling, or playful STEM challenges.
Teachable Machine allows children to train simple AI models using images, sounds, or poses. In an infant classroom, this could look like:
A “classroom helper” model that recognises tidy vs. messy desks.
AI systems can spot patterns that indicate, speech delays, phonological awareness difficulties and early numeracy gaps. This supports early intervention, something that our school is keen to implement. Microsoft Immersive Reader would be an excellent tool to help teacher recognise and support any struggling readers.
I would also like to become more proficient in the use of Canva. Like you Paula, some of my colleagues have also used it to create resources and have recommended it to me but I have yet to use it.
I agree Darragh that the teacher must stay fully in control of the classroom learning. AI should only be used as a tool to help us teach, plan, assess etc.. We must not become too reliant on it.
This module introduced me to several AI tools that I had not previously used, particularly Pictory, which I believe pupils will enjoy engaging with. I also liked the Immersive Reader tool in Microsoft Word and will look forward to exploring both these tools further and incorporating them into my teaching practice where appropriate.
When used effectively, AI can save teachers valuable time by supporting planning, generating new ideas, and helping to create engaging learning experiences for pupils. By providing clear prompts, teachers can use AI to assist with long-term planning, develop lesson plans, create worksheets, and suggest differentiated activities that cater for the diverse abilities and needs of their class. I also think AI is particularly helpful when creating teaching resources. It can quickly generate interactive activities and creative ideas that teachers can adapt to suit their own classroom.
As a teacher in a multigrade classroom I will definitely be trying out AI to enhance my planning in September.