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I really like the idea of asking pupils to sort scenarios into “AI could help” and “A person should decide”. It is an engaging way to encourage critical thinking and helps children understand that AI should support rather than replace human decision-making. Your learning objective is very clear and is appropriate for fifth class pupils because it encourages them to think about both the benefits and limitations of AI. Creating a classroom poster is also a great way to reinforce responsible use. One question I had is how you would deal with situations where pupils disagree about whether AI or a person should make a particular decision. As an extension activity, pupils could revisit their posters later in the year and add new ideas as their understanding of AI develops.
For this activity, I would work with a third-class group and use a teacher-provided scenario involving AI-generated content. The lesson would link to English, SPHE and Digital Learning. The learning intention would be for pupils to understand that artificial intelligence can create text and images but that people must think carefully about whether the information is accurate and reliable.
To begin the lesson, I would show the class two short descriptions of the same animal. One would be written by a person and the other would be generated by AI. Working in groups, pupils would discuss similarities and differences and identify any information that seems unusual or incorrect. We would then discuss how AI creates content and why mistakes can happen.
The AI concept being explored is accuracy and authorship. Pupils would learn that AI does not think like humans and that it creates content using information that it has been trained on.
A critical question for the class would be: Who is responsible if AI creates information that is incorrect?
A responsible-use consideration would be the importance of checking information with trusted sources and never sharing personal details with AI tools.
Pupils would be supported to think critically through class discussion, group work and questioning. They would be encouraged to explain their opinions and provide evidence for their answers.
Evidence of learning could be gathered through teacher observation, pupil discussion and a short written reflection explaining one thing they learned about AI. As part of School Self-Evaluation, this activity could support a whole-school focus on digital literacy and help pupils become more responsible users of technology.
I really like your idea of pairing Senior Infants with their 5th class buddies for this activity. It is a great way to encourage collaboration and ensure that all pupils can participate at their own level. Your idea of following the lesson with practical outdoor activities such as planting seeds and creating a class garden also strengthens the links with SESE and STEM.
For this activity, I explored the Minecraft Education demo world Melody Lane. I chose this world because it combines music and technology in a fun and interactive way.
The world introduces pupils to music using Redstone circuits and note blocks. As they complete the different challenges, pupils experiment with sounds, rhythms and patterns to create their own melodies. The activities encourage creativity and problem-solving while allowing children to learn through exploration.
The lesson plan includes clear instructions, teacher guidance and extension activities. The main learning objectives are to help pupils understand how music can be created digitally, recognise patterns and develop their collaboration skills. Pupils can work together to build and improve their musical compositions.
I think this lesson links particularly well with the Music curriculum, especially listening and responding. It could also be linked to Mathematics, as pupils explore patterns, repetition and sequences.
I would use this world with my class, but I would slow the pace and include extra discussion throughout the lesson. As a follow-up activity, pupils could create their own rhythms using percussion instruments and compare them to the melodies they created in Minecraft.
Minecraft Education could support School Self-Evaluation by promoting creativity, communication and digital literacy while providing evidence of pupil learning through discussion and collaborative activities.
I really like your idea of linking the game to Science by investigating whether bubbles rise or fall. This is a great way to turn a simple catch-and-collect game into an integrated STEM activity. Your objective of designing a game for younger children is also very well thought out because the simple gameplay and underwater theme would be engaging and accessible for younger pupils.
Game type: Timed catch-and-collect
Game title: Space Collector
MakeCode Arcade game link: https://arcade.makecode.com/_YvA6eV4bbWJ6
For this activity, I created a timed catch-and-collect game called Space Collector. MakeCode Arcade enables pupils to create interactive games using sprites, events and simple game mechanics while developing computational-thinking skills.
Curriculum area and objective:
Curriculum area: Science and Mathematics
Learning objective: Pupils will explore the solar system and use problem-solving skills to collect information about space objects through game design.
Simple storyboard:
Location: Outer space.
Player: An astronaut.
Game elements: Stars and planets fall from the top of the screen while the astronaut moves from side to side to collect them. The player earns one point for each object collected before the timer runs out.
The aim of the game is to collect as many space objects as possible within 30 seconds. If the player misses too many objects, their score will be lower.
Computational thinking:
While creating this game, I used algorithm design. I had to plan the sequence of instructions carefully so that the astronaut moved correctly and the objects appeared at random locations on the screen. Computational thinking involves planning, testing and improving solutions, not simply creating a finished game.
Activities such as this could support School Self-Evaluation by helping teachers to develop pupils’ digital literacy, creativity and problem-solving skills across different curriculum areas.
I really enjoyed reading your post. The Love Meter tutorial is a fun and engaging way to introduce coding concepts such as inputs, variables and sequences. I particularly like how you linked the activity to Maths through percentages, probability and data handling, as this gives pupils a meaningful context in which to apply their learning. Your idea of adapting the project into a friendship, wellbeing or kindness meter is very creative and would strengthen the links with SPHE. I also think that asking pupils to record and analyse their results is a realistic way to develop computational thinking and problem-solving skills.
I completed the Reaction Game tutorial on MakeCode for micro:bit.
MakeCode project link: https://makecode.microbit.org/_5H6c7zJku87u
The aim of this tutorial is to create a game that measures reaction time. The micro:bit displays a countdown before showing an image on the LED screen. Players must press the correct button as quickly as possible and the micro:bit records how long they took to react. I enjoyed seeing how different coding blocks could be combined to create an interactive game.
I think this tutorial would work very well with pupils from 3rd to 6th class as part of an integrated STEM lesson. In Science, pupils could investigate how factors such as exercise, tiredness or distractions affect reaction times. In Maths, they could collect and analyse class data by calculating averages and creating graphs to compare results.
The coding element would allow pupils to explore concepts such as variables, algorithms and debugging. As an extension activity, pupils could modify the code by adding different levels of difficulty or creating their own game challenges. This would encourage problem-solving, teamwork and computational thinking while showing pupils how coding can be used in real-world investigations.
I like how you highlighted your school’s involvement in the Microsoft Ambassador Programme. It is a great strength that pupils are already using tools such as Teams and OneNote to develop their digital skills. Your action to teach a micro:bit lesson every fortnight feels realistic because it provides regular opportunities for pupils to practise coding and problem-solving. I also think that including peer and self-assessment will help pupils to reflect and improve their work.
As a teacher working with third to sixth class, I have chosen to focus on the Looking at Our School 2022 area of teachers individual practice, particularly how digital technologies can enhance learning and make pupils thinking visible. The module highlighted the importance of using technology purposefully and linking activities to clear learning intentions rather than using digital tools for their own sake.
One strength in my current practice is that I already provide pupils with many opportunities to work collaboratively and solve problems across different subjects. In Mathematics and SESE lessons, pupils regularly explain their thinking and work together to find solutions. I also use hands on activities to encourage creativity and discussion.
An area I would like to develop is the use of computational thinking and unplugged activities before introducing digital tools. The module emphasised that computational thinking involves skills such as decomposition, pattern recognition and debugging and that these skills can be developed without devices.
My actions for the coming term are: By October, I will introduce one unplugged computational thinking activity every fortnight with my third to sixth class pupils. I will use pupil reflection sheets and photographs to gather evidence of learning and problem-solving. During our next School Self-Evaluation cycle, I will share examples of these activities with colleagues and discuss how Dream Space resources could support STEM learning across the school. These actions will help ensure that digital learning is purposeful and will provide evidence that can inform future SSE planning.
I like how you begin by encouraging the children to think about what the night sky looked like before artificial lighting became so common. This would be a great way to spark discussion and get the children thinking about how much our environment has changed over time. I also think it is a lovely idea to have the children consider different viewpoints when designing their Dark Sky Place, particularly from the perspective of local wildlife. Allowing the groups to share and explain their designs would encourage plenty of discussion and creativity. Finishing with practical changes that could be made in the school grounds is also a great way to help the children see that even small actions can make a positive difference.
As a teacher of 3rd to 6th class, I think the Design Your Own Dark Sky Place activity would be a fantastic way to help children understand the importance of reducing light pollution and protecting biodiversity. I would begin by discussing what makes a place suitable for stargazing and why some areas have darker skies than others. We would look at photographs of dark sky reserves and identify features that make them special, such as limited artificial lighting, open spaces and habitats for wildlife.
The children would then work in groups to design their own dark sky place. They would be encouraged to think about both people and wildlife when creating their designs. For example, they might include walking trails, viewing areas for observing the stars, bat boxes, ponds, trees and hedgerows. They would also need to consider how to minimise light pollution by using motion sensor lighting, shielding lights and creating dark zones where animals can move safely at night.
Once the designs are complete, each group would present their ideas to the class and explain how their dark sky place protects nocturnal animals and encourages people to appreciate the night sky. As an extension activity, the children could create a model using recyclable materials or compare their designs with existing dark sky reserves in Ireland.
I think this activity would be a wonderful way to combine Science, Geography and Art while encouraging creativity, teamwork and environmental awareness. It would also help children understand that even small changes can have a positive impact on wildlife and our view of the night sky.
I like your idea of using the school garden to plant evening primrose and jasmine. This would give the children the opportunity to make a real difference to their local environment while also learning about the important role that moths and other nocturnal insects play in biodiversity. Encouraging the children to investigate the impact of artificial light around the garden is also a great way to develop their observation and problem-solving skills. It sounds like a very engaging and meaningful project.
Living in a rural area, many of the children in my class are fortunate to have access to green spaces, farms and woodlands. However, light pollution is becoming more noticeable, even in smaller communities, due to increased street lighting, sports facilities and lights around homes and businesses. I think it is important that children understand the impact this can have, not only on our view of the night sky, but also on the plants and animals that share our environment.
To introduce the topic, I would bring the class on a biodiversity walk around the school grounds and local area. The children would work in groups to identify different plants, birds and insects and record their findings using checklists and photographs on the school tablets. We would discuss which animals are active during the day and which come out at night, such as bats, moths and hedgehogs.
Back in the classroom, we would investigate how artificial light can affect these animals by disrupting feeding, migration and sleeping patterns. The children could compare photographs of brightly lit areas with darker spaces and predict which places would be most suitable for wildlife.
As a follow up activity, the class could carry out a simple survey of outdoor lighting in the local area and suggest ways to make it more wildlife friendly. They could create posters or presentations to share with the rest of the school and encourage others to think about the importance of protecting biodiversity. I think this topic provides an excellent opportunity for children to engage in real world learning while developing their observation, communication and problem solving skills.
I like how you have linked the lesson to the children’s own local area by comparing observations from the village and the countryside. This would make the impact of light pollution much more meaningful for them. Registering for Globe at Night is also a fantastic idea as it gives the children the opportunity to take part in a real scientific investigation. I particularly like your suggestion of involving relatives from different parts of Ireland, as it would allow the children to compare a wide range of observations and see how light pollution can vary depending on where you live.