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AI Literacy Lesson: 3<sup>rd</sup>/4<sup>th</sup> Class.
Curriculum Area: English – Oral Language, Exploring and using language. Pupils will recognise that AI can generate information, but that it is important to question whether that information is accurate and trustworthy before accepting it as true.
AI Concept: Misinformation – AI-generated content can sometimes be inaccurate or misleading, so we need to check for reliable sources.
Activity: I have chosen to use the Code Green Episode 4: Leaf Long Learners as the basis for my AI literacy activity. I would show the class this episode and ask pupils to identify facts they think are correct, and any they are doubtful or unsure of. They will then compare the AI generated information with trusted sources such as books, school websites or fact sheets. We will then discuss which information was accurate and which was questionable, leading to a discussion on why checking information matters. Then we will create a simple chart and sort the data into two headings; ‘Information we could verify’ and ‘Information we needed to question’.
Critical question: How to tell if AI-generated information is true or if it contains misinformation?
Responsible use: Although AI is a useful tool, we should also always check the information provided with reliable sources before using or sharing it.
Pupils will be supported to think critically through modelling of questions, think-pair-share and whole class discussions, and sentence starters. Evidence of learning is gathered through observation, the completed two-heading chart, and through listening to pupil discussion.
Hi Grace, I like your idea of incorporating this AI concept into your English lessons. Using information from a topic they have already covered also provides the teacher with great assessment opportunities as pupils will be able to show their previous learning. I like that this idea creates space for critical thinking to verify the statements they are reading as factually correct. It helps pupils to question what they are reading and check before using information gained from an AI source.
I noticed this demo lesson and although I didn’t select it for my assignment, I thought it looked very engaging for students. It covers some interesting topics, namely data analysis and identifying and addressing ethical dilemmas. As I am only in the early stages of understanding AI and Minecraft Education, it is good to know that there are plenty of support materials provided to aid in planning and assessment.
I imagine it also would link to Literacy, specifically to oral language and learning new vocabulary as each quest may require a certain amount of pre-teaching of vocabulary. Perhaps the settings could also be used to build a word bank that could eventually support a piece of narrative writing.
For this task I explored the demo lesson Cybersafe: Bad Connection. This is a topic that is extremely relevant and important for all class levels, and is becoming even more necessary to explore as children are exposed to more digital technologies and devices across home and school.
This lesson is designed to build the participant’s confidence in how to keep themselves safe online and build a safe internet for everyone. The participant is exposed to three scenarios and is encouraged to practice reporting suspicious activity and knowing who to trust and when to tell a trusted adult.
By the end of this lesson, learners should be able to identify and respond to unsafe online interactions, spot red flags in online interactions, report concerns confidently, and evaluate and verify online relationships. It also intends to normalize conversations around digital safety and reduce fears.
This lesson also comes with numerous resources including a full educator guide, activities workbook, scenario cards, and a parent-guardian letter which is very useful for teachers who wish to explain to parents how to continue the learning at home.
This lesson clearly links with the Media Safety strand unit in SPHE, and aligns with conversations around rights and responsibilities, as well as cyber-safety and digital citizenship.
I would likely use the world as it is, as I feel is it both engaging for pupils and covers a large range of important discussion topics. I would like differentiate it depending on which class level I am using it with so that it is appropriate for the agegroup, and to prevent any fears around potential online dangers from getting out of hand.
My MakeCode Arcade game can be found at this link: https://makecode.com/_2734mkWPaTRh
It is a timed catch/collect game called ‘Happy Bird. It is linked with SPHE, with the learning objective being to discuss nutritional awareness and for students to be able to make informed, balanced food choices. In this game the player is required to catch as many falling strawberries in a 15 second period as possible.
My intention going forward as I develop my skills would be to develop this game so that it has different kinds of foods falling – some healthy and some unhealthy foods; the player must try to catch the healthy foods and avoid the unhealthy ones.
The computational skill I focused on was iteration, as it was very much a process of trial and error. Although the finished game is basic, I gained a better understanding of how the different MakeCode blocks work together and involved making lots of small adjustments, testing each change and refining it when things didn’t work as planned.
I like your idea of using this game to teach storytelling and narrative writing. Perhaps given the aim of the game is to protect the earth from bombs, there could be room to link it with an SESE topic such as Space, or Climate and Environmental change. I enjoyed playing your game and like the feature of having numerous lives.
Hi Niamh, I enjoyed reading your experience of using the Pet Hamster tutorial. I completed the Dice tutorial, which also required the shake function, so these two projects may be a good follow on from one another as the children become used to using each function appropriately. It may also be a way to begin designing a code that encourages pupils who prefer to show how they are feeling through non-verbal prompts, and may be more engaging than generic paper images! Perhaps they could expand this project further to include other moods too, encouraging discussion on feelings and moods in an indirect way that some children may respond well to.
I completed the ‘Dice’ tutorial. This is the link to my project: https://makecode.microbit.org/_ew2MWpHf0PKy . It is a simple but effective way to practice using makecode for microbit and encourages the user to explore the different options for creating a digital dice that works in the same way as a traditional dice.
There is plenty of scope to incorporate this simple tutorial effectively into integrated STEM learning experiences. It links initially with Maths Data and Chance topics, and incorporates the technology into problem solving using the digital dice as a tool, exploring probability, recording data, and comparing results. There is also room for expansion by coding dice with a greater (or fewer) range of numbers to allow for differentiation or expansion tasks.
This could also be linked with Engineering if the children could make their own dice using other non-digital tools, experimenting with weight and materials and whether this affects their tosses, if they can make a dice with a different number of sides, etc.
The focus I have chosen from the Digital Learning Framework is pupil reflection on their own learning, and developing a sense of ownership of and responsibility for their own learning. It is important to ensure pupils take ownership of their work and have opportunities for decision making, strengthening their independence and building confidence as they reflect on their progress. Digital technologies provide many opportunities for this, such as using ePortfolios and recording work through documents, images, videos, etc.
One way in which I have already incorporated this into my current practice is by supporting pupils to record themselves reading during lessons. It is both engaging and interactive for the pupils, and creates an assessment log for both pupil and teacher. I also use simple digital questionnaires to gather information from pupils at the beginning of a module to assess prior knowledge, which informs my planning of the topic.
An area I would like to develop is using simple coding in classrooms. I will use some clear, measurable actions to achieve this, beginning with using an unplugged Brain Bytes task to develop computational thinking skills. Then I will link this to a digital computational thinking task. The pupils will be able to reflect on their progress over the two tasks and make the connection between both.
Your reflection shows that you are using the digital learning framework in manageable and effective ways to engage your students and strengthen their STEAM knowledge and skills. Using virtual tours before class trips is a great digital tool, one which I also use with my students. I hope to also engage more with other digital tools that you mentioned such as Beebots.
You make a good point about using digital data for assessment in a more cohesive way, and I agree that these type of CPD courses are excellent ways to communicate with other teachers about strategies for incorporating such steps into our teaching. It would be great to have the support of a SET teacher too during these stages to allow for extra thoughts on gathering data and using it to plan next steps in achieving the learning objectives.