Forum Replies Created
-
Posts
-
Yes I also like the idea of using Microsoft Copilot to create stories especially as we use thematic planning very much so we can integrate as many subjects as possible. I had only used Chat GPT for AI purposes until I started this course. This course has given me a new energy and awareness of how to make life a little easier for me as a teaching Principal. I am finding Copilot very stimulating and exciting as a tool for planning. I also like the visuals that it supplies. I’m really impressed with it!
I have used Microsoft Copilot for the below lesson. I can see myself using this type of approach to planning for 6th Class.
Rainforest Lesson Plan — 6th Class (English Primary Language Curriculum) Focus: Oral Language, Vocabulary Development (Tier 2 & Tier 3), Informational Text Integration Theme: Geography, History & Science of Rainforests Structure: 1–2 class periods
🌧️ Learning Outcomes (Aligned to English Primary Language Curriculum)
Oral Language
- Engage in purposeful discussion, using increasingly sophisticated vocabulary.
- Present information clearly to peers and wider audiences.
- Listen actively, ask clarifying questions, and build on others’ ideas.
Vocabulary Development
- Use Tier 2 words (high‑utility academic vocabulary) in oral and written tasks.
- Understand and apply Tier 3 words (subject‑specific terminology) related to rainforest geography, ecology, and history.
- Use context clues from informational texts to infer meaning.
🌿 Tier 2 & Tier 3 Vocabulary for 6th Class
Tier 2 (High‑utility academic words)
- Diverse — showing variety
- Ecosystem — community of living things
- Impact — strong effect
- Preserve — protect from harm
- Significant — important
- Threatened — in danger
- Adapt — change to survive
Tier 3 (Subject‑specific words)
- Canopy — upper layer of rainforest trees
- Deforestation — removal of trees
- Biodiversity — variety of life
- Photosynthesis — how plants make food
- Indigenous — native to a place
- Equator — imaginary line dividing Earth
- Habitat — natural home of an organism
🌍 Visual Resources
- Diagram of rainforest layers (emergent, canopy, understory, forest floor)
- Map of world rainforests (Amazon, Congo Basin, Southeast Asia)
- Photo sets of rainforest animals (sloths, jaguars, poison dart frogs)
- Short video clips showing rainforest biodiversity
- Infographics on deforestation and conservation
📘 Informational Text Integration
Provide students with a short, teacher‑created informational text (1–2 pages) containing:
Geographical Facts
- The Amazon rainforest covers 5.5 million km² across nine countries.
- Rainforests are found near the Equator, where temperatures are warm and rainfall is high.
Historical Facts
- Indigenous tribes such as the Yanomami have lived in the Amazon for thousands of years.
- Rainforests have been sources of food, medicine, and shelter for human societies throughout history.
Scientific Facts
- Rainforests produce 20% of the world’s oxygen (through photosynthesis).
- Over 50% of Earth’s species live in rainforests.
- Many modern medicines come from rainforest plants.
Students will highlight Tier 2 and Tier 3 vocabulary within the text and use context clues to infer meaning.
🗣️ Lesson Activities
- Oral Language Warm‑Up (10 minutes)
- In pairs, students discuss: “Why are rainforests important to the world?”
- Encourage use of Tier 2 words such as significant, impact, preserve.
- Vocabulary Exploration (15 minutes)
- Students sort vocabulary into Tier 2 and Tier 3 categories.
- Use a “word detective” approach:
- Find the word in the informational text
- Identify clues that help explain its meaning
- Create a quick sketch or symbol for each word
- Pair Research & Presentation Task (30–40 minutes)
Students work in pairs to prepare a 2–3 minute oral presentation for the class and other classes in the school.
Each pair selects one focus area:
- Rainforest Layers
- Rainforest Animals
- Indigenous Peoples
- Deforestation
- Medicinal Plants
They must include:
- At least five Tier 2 words
- At least three Tier 3 words
- One visual (diagram, photo, or map)
- One “wow fact” to share with younger classes
- Presentation to the Class (20 minutes)
- Students present their findings.
- Classmates ask questions using sentence starters:
- “I wonder…”
- “Can you explain…”
- “What impact does…”
📝 Assessment
Teacher Assessment
Use a rubric with the following criteria:
- Use of Tier 2 & Tier 3 vocabulary
- Clarity of oral presentation
- Accuracy of geographical, historical & scientific facts
- Ability to answer questions
- Collaboration within pairs
Self‑Assessment
Students complete a reflection sheet:
- “I used these Tier 2 words effectively…”
- “I learned these new Tier 3 words…”
- “One fact I am proud to share is…”
- “Next time, I would improve by…”
Peer Feedback
- Two stars and a wish:
- ⭐ Something they explained clearly
- ⭐ A strong vocabulary choice
- 🌟 One suggestion for improvement
🎒 Optional Extension Activities
- Create a school display of rainforest facts and visuals.
- Write a short informational paragraph using Tier 3 vocabulary.
- Record a video presentation for younger classes.
- Compare the Amazon rainforest with Ireland’s natural habitats.
I think it is important to teach the basic vocabulary before diving into scratch. I recently came across a course and there was a session on “unplugged” and it was very good as it thought the basic without any ipads for the initial lesson. So the children were being programmed “take three steps forward, turn left”. It also improved their listening skills as they had to listen and then remember what they were asked to do and then carry out the task. It is a nice precurser to introducing ipads etc.
I really thought that the approach to using AI for critical thinking was excellent especially when it came to History and lookin at the different views of the political system around 1916. Again the information an bias given very much depended on the prompt and from what side it was coming from ne it the English or the Irish. I have SET next year and there is one student I am thinking of that is highly motivated by historical stories and this approach would work really well for him and motivate and engage him while using history to integrate with literacy. I could see this AI approach being used as well in persuasive writing. A teacher could prompt two sides of a debate into AI based on a topic e.g. “advantages and disadvantage of children having mobile phones at ten years of age” The children could then critique both responses and get them to debate their findings. I have really enjoyed this module 4 very much as it has given us practical examples of how to use AI for the older end of the school. I very much feel more open to the use of AI. We are currently updating out Literacy policy and AI will be referenced in it frequently as a tool/strategy to enhance teaching and learning very much in the classroom.
I really thought that the approach to using AI for critical thinking was excellent especially when it came to History and lookin at the different views of the political system around 1916. Again the information an bias given very much depended on the prompt and from what side it was coming from ne it the English or the Irish. I have SET next year and there is one student I am thinking of that is highly motivated by historical stories and this approach would work really well for him and motivate and engage him while using history to integrate with literacy.
I could see this AI approach being used as well in persuasive writing. A teacher could prompt two sides of a debate into AI based on a topic e.g. “advantages and disadvantage of children having mobile phones at ten years of age” The children could then critique both responses and get them to debate their findings. I have really enjoyed this module 4 very much as it has given us practical examples of how to use AI for the older end of the school. I very much feel more open to the use of AI. We are currently updating out Literacy policy and AI will be referenced in it frequently as a tool/strategy to enhance teaching and learning very much in the classroom.
Module 3 is very impressive as it clearly shows how AI can be used to integrate subjects for example Geography and languages. I really liked the way EAL pupils can be engaged by simple selecting the appropriate language from a drop down menu. This would very much engage EAL pupils especially in older classes.
I also found the Microsoft Image Co Pilot Image creator very stimulating and could see it being used at Infant level right up to 6th Class. With the new curriculum being enacted we very much need to integrate subject areas, be it science and English, maths and science it means we have to do this so we can teach effectively and AI will support us so we can do so. I also liked one of the apps that had a tab on vocabulary. As vocabulary development is one of our DEIS targets we are always on the look out for appropriate Tier 2 words. One of the bots had an option for this and we would very much benefit from this.
I think Barbara that like you I will use the Co Pilot Image Creator for children to use descriptive language to design images of characters. And also design images for them to describe orally and in written form what language was used to design the image. I could see lots of engagement for this AL bot.
I also like the YOU TUBE volcano lesson and how that was used to access Ukrainian for our EAL students.
Paula that can be a real challenge to using A.I. when the internet is poor. We had this issue some years ago and with the new broad band roll out it has improved. We also invested in Ipads some years ago and they now have little or no memory left. So upgrading is important as big investments from a few years ago go very quickly out of relevance!
I think the biggest challenge is the fear teachers may have about AI. The unknown about is and especially for those of us who are not as up to speed with technology as the younger people of society. For example my son who is an Engineer in his twenties can sort an issue for me in jig time. Sometimes that makes me feel inadequate in many ways. Also students in a classroom can be more aware of how to do things using I.T. more so than teachers. This can be undermining for us educators. I suppose we need to remain open minded and ready to engage in learning about A.I.
I was very impressed with the tool Immersive Reader. As I am in SET I could see me using this with a pupil who has dyslexia. It would give him great confidence in decoding words and improving his reading ability. I really like the way the backgrounds change colour, how the print size can be increased and separated out into lines. I will certainly be using this tool in September.
I am really impressed with Immersive Reader. I am in SET and I could see me using this with a boy
I think every teacher in the country is trying to make the most of their time and if we can become proficient in using AI then it will allow us to use time more effectively be it in planning, making sense of the new curriculum and being more effective teachers. We are always trying to make teaching and learning better in our classrooms and AI needs to be harnessed so we can make better use of our planning, teaching and assessment.
I am finding this AI course very interesting but am also feeling somewhat overwhelmed! I have been a user of Chat GPT but had not heard of Gemini or Co-pilot. It is very interesting to see the potential of these type of bots in context with the classroom. Especially as the Primary sector embrace new changes in curriculum I understand there is an opportunity to use our time better. I’m also thinking of ISL teams updating the new Child Protection Safeguarding Statement in line with new requirements. I am certain that AI can guide us along new territory and while we need to make is appropriate to our own school it gives us guidance in doing so. I am blown away and I have just looked and listened to Modeule 1! I think the potential for adding images and videos is incredible as well. Instead of strolling for images under Google Images we can now generate these using specific details. This will benefit all classrooms in a very positive way.