Forum Replies Created
-
Posts
-
I really like this activity as it encourages pupils to question the content they see online in an engaging and age-appropriate way. Comparing a real image with an AI-generated image is an excellent way to introduce important concepts such as accuracy and misinformation. Your learning intention clearly supports AI literacy by helping pupils develop critical-thinking skills while also linking naturally with English, SPHE and Digital Learning. I was wondering how you would approach situations where pupils disagree about which image is real. Would you introduce additional sources to help them verify the information? One possible extension activity could be to ask pupils to create a checklist of clues that might indicate that an image has been generated by AI. This could also provide useful evidence for assessment and support your school’s focus on digital learning through SSE.
For this activity, I would use Code Green Episode 4: Leaf Long Learners with a fifth-class group. The lesson would link to SPHE and Science, with a focus on developing pupils’ critical thinking and digital literacy skills. The learning intention would be for pupils to understand that artificial intelligence can generate information quickly but that the information should always be checked for accuracy and reliability.
The AI concept being explored is that AI systems generate responses based on patterns in data and can sometimes produce incorrect or biased information. Pupils would watch the episode and then work in small groups to compare information generated by AI with information from books and trusted websites. They would discuss similarities and differences and decide which sources they trust most.
A key question for discussion would be: How do we know whether information created by AI is accurate and trustworthy?
An important responsible-use consideration is that pupils should never share personal information with AI tools and should always seek help from a trusted adult when using technology.
To support critical thinking, pupils would be encouraged to ask questions about where information comes from, who created it and whether it could contain mistakes or bias. Evidence of learning could be gathered through group discussions, pupil reflection sheets and a short class presentation explaining how they evaluated the information.
As part of School Self-Evaluation, teachers could use activities like this to assess and strengthen pupils’ digital literacy and critical-thinking skills across the school.
I agree that online safety is an increasingly important topic for children of all ages. The range of resources provided with this lesson, particularly the parent letter and activity workbook, would make it much easier for teachers to continue these conversations both in school and at home. I also think your point about adapting the lesson for different age groups is very important to ensure that pupils develop digital awareness without becoming anxious about online risks.
For this activity, I explored the Minecraft Education demo world Sustainability City. I chose this world because it combines STEM learning with real world environmental issues in a way that is engaging and interactive for pupils.
The world allows pupils to explore a virtual city and investigate how communities can become more sustainable. As they move around the city, they learn about renewable energy, green spaces, recycling and environmentally friendly transport. The lesson encourages pupils to think critically about how their own actions can have an impact on the environment.
The lesson plan includes clear learning objectives and a range of supporting resources, including teacher notes, discussion prompts and extension activities. Pupils are encouraged to identify sustainable practices, work collaboratively and reflect on ways to protect the environment. The resources provide opportunities for discussion both before and after gameplay, helping teachers to connect the activity to classroom learning.
I think this lesson links particularly well with the SESE curriculum, especially Geography and Science. A possible focus of learning would be helping pupils understand how communities can use resources responsibly and reduce waste.
I would use this world with my class, but I would make some modifications. Before starting, I would introduce key vocabulary such as sustainability, renewable energy and conservation. I would also pause regularly throughout the lesson to encourage discussion and reflection. As a follow-up activity, pupils could work in groups to design their own eco-friendly school or community.
Minecraft Education could support School Self-Evaluation by promoting collaboration, problem-solving and digital literacy skills while providing evidence of pupils’ learning through discussion and project work.
I really like the idea behind Happy Bird and how you linked it to SPHE and nutritional awareness. Catching strawberries is a fun and engaging way to encourage pupils to think about healthy food choices. Your plan to develop the game further by including both healthy and unhealthy foods is a great idea because it would make the game more challenging while supporting your learning objective. It would also encourage pupils to think carefully about the choices they make during the game.
Game type: Timed catch-and-collect
Game title: Farmyard Friends
MakeCode Arcade game link: https://arcade.makecode.com/_Wag9y0dEJ5L8
For this activity, I created a timed catch-and-collect game called Farmyard Friends. MakeCode Arcade allows children to create games using sprites, events and simple game mechanics while developing their computational thinking skills.
Curriculum area: SESE and Mathematics
Learning objective: Pupils will identify animals that live on a farm and develop counting skills by collecting items in a digital game.
Simple storyboard:
Location: A farm.
Player: A farmer.
Game elements: Apples fall from the trees at random points on the screen. The player moves the farmer from side to side to catch as many apples as possible before the timer runs out.
The aim of the game is to collect ten apples before the end of the game. Players earn one point for each apple they catch.
Computational thinking:
While creating my game, I used decomposition. I had to break the game into smaller steps, such as creating the player, adding the apples and setting the timer. I also used debugging to make sure that the apples appeared in the correct places on the screen. Computational thinking involves planning, testing and improving ideas.
For Junior Infants to 2nd Class, activities such as this could support School Self-Evaluation by developing pupils digital literacy, creativity and problem-solving skills in a fun and engaging way. Pupils could also work in pairs to test each other’s games and suggest improvementsI really like your idea of using the Flashing Heart tutorial to explore how symbols and messages can be communicated using technology. It is a simple activity, but it introduces important coding concepts such as sequencing and loops in an engaging way. Your focus on developing pupils creativity and digital skills is a real strength. I also think your link to School Self-Evaluation is very relevant, as activities like this can provide evidence of pupils’ progress in digital learning.
I completed the Smiley Buttons tutorial on MakeCode for micro:bit.
MakeCode project link: https://makecode.microbit.org/_EWKMLTCAg7qC
This tutorial uses the buttons on the micro:bit to display different images on the LED screen. When Button A is pressed, a happy face appears and when Button B is pressed, a sad face is shown. The activity helped me to understand how inputs and outputs work and how the micro:bit responds to different commands.
As a teacher of Junior Infants to 2nd Class, I think this tutorial could be developed into an engaging integrated STEM lesson. In SPHE, pupils could use the micro:bit to discuss emotions and feelings and talk about ways to support their wellbeing. In Maths, the class could carry out a survey to find out how everyone is feeling and display the results using tally charts or pictograms.
The activity would also introduce pupils to important coding concepts such as sequencing and debugging in an age-appropriate way. Pupils could work in pairs to test their programs, make changes and explain how their code works. This would encourage collaboration, communication and problem-solving skills while developing their confidence with digital technologies.
I really like how you have built strong hands-on STEM experiences in your school and how the older children support the younger pupils during activities. Peer tutoring is a great strength in a multi-class setting. Your idea of using tablets for pupils to photograph their projects and record explanations is very realistic because it encourages reflection while also developing digital skills.
As a teacher in Junior Infants to 2nd Class, I have chosen to focus on the Looking at Our School 2022 area of learner experiences and how digital technologies can support purposeful and engaging learning.
One strength in my current practice is that I already use hands-on activities and collaborative learning to develop pupils’ problem-solving and communication skills. The children enjoy working together and exploring new concepts through play-based learning.
An area I would like to develop is the use of computational thinking and unplugged activities before introducing digital tools.
My actions for the coming term are:
By the end of the term, I will use one unplugged computational thinking activity with my class every fortnight.
I will introduce simple coding activities using age-appropriate resources and record pupils’ learning through photographs and observations.
I will share successful activities and resources with colleagues during our School Self-Evaluation process.<p class=”isSelectedEnd”>I think this activity would work really well as it encourages the children to think critically about the relationship between biodiversity and light pollution. I particularly like the idea of having the pupils work collaboratively to design their own Dark Sky Place, as it gives them the opportunity to be creative while also considering the needs of local wildlife.</p>
I think songs, poems and art are wonderful ways to help young children connect with the night sky. Children at a young age learn best through stories, music and creative activities, so I would use these as a starting point to spark their curiosity about the stars and the Moon.
I would begin by reading simple poems and picture books about the night sky and discussing what the children can see when they look out of their windows at night. We could learn songs such as Twinkle, Twinkle, Little Star and Mr Moon, Mr Moon, using actions and instruments to make the songs more engaging. I would also introduce the children to Van Gogh’s painting The Starry Night and encourage them to talk about the colours and shapes they notice.
As a follow up activity, the children could create their own night sky artwork using black paper, chalk pastels and paint. They could add stars, planets and the Moon and explain their pictures to the class. We could also work together to create a simple class poem using words the children associate with nighttime, such as sparkling, glowing and shining.
I think these activities would help the children to develop an appreciation for the beauty of the night sky while also integrating oral language, music and art in a fun and meaningful way. They would encourage imagination and creativity while helping children to make connections with the world around them.
<p class=”isSelectedEnd”>I like the idea of creating dark zones around the school grounds, as this would help the children to understand that wildlife needs safe spaces away from artificial light.</p>
The suggestion of installing bat boxes and planting native flowers such as evening primrose and honeysuckle is also a lovely way to encourage biodiversity while giving the children an opportunity to take an active role in protecting local wildlife.I would introduce the children to biodiversity by encouraging them to explore the natural environment around our school. We would begin with a nature walk around the school grounds, looking for different plants, flowers, insects and birds. The children would work in small groups with simple checklists and magnifying glasses to help them identify what they find. We would discuss the importance of each living thing and how all plants and animals depend on one another.
Once the children have developed an understanding of local biodiversity, I would introduce the concept of light pollution. We would discuss the different sources of light in our local area, such as streetlights, houses and sports facilities, and think about how these lights affect animals that are active at night. We would focus on familiar nocturnal animals such as hedgehogs, bats and owls and discuss how bright lights can make it more difficult for them to find food and shelter.
As a follow up activity, the children could create a day and night sorting activity, identifying which animals are active during the day and which come out at night. They could also complete observational drawings and create artwork based on the wildlife they have discovered.
To involve families, I would encourage the children to go outside with an adult one evening and look and listen for signs of wildlife in their gardens or local area. Back in school, we would compare our findings and discuss simple ways that we can protect biodiversity, such as planting flowers, creating habitats for insects and reducing unnecessary outdoor lighting. I think this topic provides a wonderful opportunity for young children to develop curiosity and a sense of responsibility for the natural world around them.
<p class=”isSelectedEnd”>I think the children would really benefit from investigating the lighting around their own school and local area as it makes the issue of light pollution much more meaningful and relevant to them. I also love the idea of using picture books to introduce the topic, as they would be a fantastic way to spark discussion and curiosity.</p>
The survey and mapping activities are lovely cross curricular links and would help the children to develop important geographical skills. I particularly like your suggestion of extending the investigation beyond the school gates and encouraging the children to share their findings with local representatives. It is a great way to show them that they can play an active role in looking after their local environment.