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Hey Nicola,
I like how this activity gets pupils to question the information they are given rather than just accepting AI-generated answers as fact. The learning intention is clear and it links well with English and SPHE. Using a comparison between an AI response and a child-friendly book is a really suitable way to introduce AI literacy and helps pupils think about how reliable different sources might be.
A good question for pupils to explore could be, “Who created this information and how might that affect what is included or left out?” This would help them start thinking about authorship and bias in a simple, accessible way.
One practical step you could add is asking pupils to take one fact from the AI response and check it using another trusted source before sharing it with the class. This would give them a clear, hands-on way to practise checking information and thinking more critically about what they read.
Class Stage: 5th Class
Curriculum Area and Learning Intention:
SESE (Science with SPHE links)
Learning Intention: To recognise that AI-generated information should be evaluated carefully and to develop strategies for checking the accuracy of digital information.AI Concept Being Explored:
AI-generated content, accuracy and misinformation.Activity Outline:
Pupils will be presented with an AI-generated information sheet about native Irish animals, including species such as the red squirrel, badger and Irish hare. The text will contain a small number of incorrect or misleading statements. Working in pairs, pupils will identify facts they believe are inaccurate and use classroom resources, such as non-fiction books or approved websites, to verify the information. The class will then discuss why AI sometimes generates incorrect information and the importance of checking facts before accepting or sharing them.Critical Question:
How can we decide whether information produced by AI is trustworthy?Responsible Use Consideration:
AI can support learning by providing ideas and information, but it should never replace reliable sources or our own critical thinking.Supporting Critical Thinking:
I would encourage pupils to explain how they reached their conclusions by asking questions such as “What makes this source reliable?” and “What evidence can you find to support your answer?” Pupils would compare information from multiple sources before deciding which information is most accurate.Evidence of Learning:
Evidence would be gathered through pupils’ annotated information sheets, observations of paired discussions and a short written reflection explaining one inaccurate AI statement they identified and how they verified the correct information.Hey Michelle,
I really liked your reflection on CyberSafe: Bad Connection. This demo lesson could support pupils’ understanding of digital citizenship and responsible decision-making through purposeful game-based learning. By exploring realistic scenarios and making choices in a safe environment, pupils actively develop problem-solving and critical thinking skills rather than simply learning about online safety through discussion alone.
A meaningful link to Language could be asking pupils to work in pairs to explain the decisions they made during the game and justify why they chose a particular action. They could then create a short guide or poster outlining tips for staying safe online. This link would work because pupils would use oral language to explain their thinking and communicate key messages clearly. A support that could help pupils access this lesson is pausing at key points to discuss the different choices available before continuing with the game.
I explored the Fantastic Fairgrounds world in Minecraft Education. I chose it as the intro video looked really fun and exciting for children and a way to open the discussion and learning around AI. This lesson introduces pupils to the fundamentals of artificial intelligence (AI) through a series of interactive activities set in a virtual fairground. Pupils explore how AI is used in everyday life, such as tracking bees, optimising power grids and supporting creativity, while also considering the importance of using AI responsibly and ethically.
The lesson plan is designed to build AI literacy by helping pupils understand what AI is, identify real-world applications and think critically about its benefits and limitations. The accompanying resources include a teacher guide, lesson plan and discussion prompts to support classroom implementation and encourage reflection on responsible AI use.
I think this lesson links well with SPHE and the Digital Learning Framework, particularly the focus on Learner Experiences, where pupils use digital technologies purposefully, think critically and develop the knowledge and skills to engage safely and responsibly in a digital world. It also supports the new Primary Curriculum’s emphasis on developing critical thinking, problem-solving and digital competence.
I would use this world with my class but would adapt the pacing by allowing more time for discussion after each activity. The ethical questions surrounding AI are just as important as the gameplay, so I would encourage pupils to share their opinions, evaluate different viewpoints and relate AI to technologies they already use in their everyday lives.
Hey Catriona
I really like the idea of including the bear as a predator. It adds excitement and challenge to the game while also reinforcing the reality that survival in the Bronze Age involved dealing with dangers in the natural environment. This supports both the history learning objective and makes the gameplay more engaging for the player.
One suggestion would be to include different point values for the survival items. For example, collecting an axe could be worth more than collecting food because it helps with survival in multiple ways. This would encourage pupils to think more strategically while playing. Have you considered adding a short information screen at the end of the game explaining how each item was important to people living in the Bronze Age?
Game type: Timed catch/collect
Game title: Catch the healthy food
Link: https://makecode.com/_L5EfsFdP69Rb
Curriculum area and objective:
Curriculum Area – Science
Learning Objective – Pupils will classify foods as healthy or unhealthy and explain how a balanced diet supports healthy growth and development.Storyboard
A girl is stood in a park and food options are falling from the sky. The player must navigate through the falling food items to collect as many of the healthier choices as possible. If they collect a healthy food, their score goes +1 but if they gather the unhealthy food, their score decreases by 1.I used many, if not all, of the computational thinking skills while creating this game, but the most used would probably be debugging. After following the tutorials, I was trying to make the game a little bit different and have varying sprites and scoring opportunities so I had to create what I thought was a correct code, play the game, figure out the issues and then go back over my code to debug any issues I found. I can see how an activity like this would really foster these skills in the classroom and give children not only computational thinking skills, but also opportunities to develop skills such as patience and resilience with their work.
I really liked your micro:bit dice activity as it introduces key coding concepts such as variables, random number generation and sequencing in a simple, engaging way. It also encourages computational thinking as pupils test, debug and refine their code to ensure the dice works as expected.
To strengthen the integrated STEM link, you could extend the lesson by having pupils investigate probability. They could predict how often each number should appear, record the results from multiple rolls and compare the experimental results with the theoretical probability using tables or graphs.
As part of our School Self-Evaluation (SSE), this type of activity could provide useful evidence of pupils’ computational thinking and problem-solving skills. A practical extension would be to ask pupils to modify the code to create a 10-sided dice or a dice with custom values, allowing them to demonstrate their understanding while encouraging creativity and independent thinking.
I completed the Rock, Paper, Scissors tutorial and found it really fun and interesting. You can find my project here:
https://makecode.microbit.org/_RL5L1vTY4Y68
This tutorial guided me to code a micro:bit so that when shook, it would display either a rock, paper or scissors icon to enable the user to randomise the response.
A Rock, Paper, Scissors micro:bit coding activity could easily be developed into an integrated STEM lesson. Pupils would learn coding skills by programming the micro:bit using variables, random number generation and selection statements in MakeCode. They could then investigate whether the game is truly random by making predictions, carrying out repeated trials and recording their results. This provides a meaningful opportunity to explore probability, data handling and graphing in Mathematics, while also developing scientific skills such as fair testing, observing patterns and drawing conclusions from evidence. Pupils could work collaboratively to test and improve their programs, explaining their thinking and debugging their code together. This approach makes coding more purposeful and helps pupils see clear links between digital technologies, mathematics and scientific inquiry.
For my reflection, I have chosen the Digital Learning Framework focus on Learner Experiences, particularly enabling pupils to become active participants in their own learning through purposeful use of digital technologies.
One strength in my current practice is that I regularly use digital technology to enhance teaching and learning. Pupils use Chromebooks and Google Classroom to access resources, complete assigned work, collaborate with classmates and present their learning in different ways. I have found that these tools increase engagement and help pupils develop confidence in using technology across the curriculum.
An area I would like to develop is the integration of computational thinking into everyday classroom learning. Following Module 1, I can see the potential of the Microsoft Dream Space Brain Bytes activities to develop pupils’ problem-solving, pattern recognition, decomposition and logical thinking skills. Rather than viewing computational thinking as something linked only to coding, I would like to use the Brain Bytes activities to support learning across a range of subjects.
My action plan for next year is to:
* Introduce one Microsoft Dream Space Brain Bytes activity every fortnight and encourage pupils to reflect on the computational thinking skills they used/developed.
* Include at least one unplugged or Brain Bytes computational thinking activity within a cross-curricular unit each month.
* Use evidence from pupil reflections, work samples and teacher observations as part of our School Self-Evaluation (SSE) process to evaluate the impact of these activities on pupil engagement and problem-solving.I believe these actions are achievable and measurable. They will help me embed computational thinking more intentionally while also providing valuable evidence to support our school’s Digital Learning Framework and School Self-Evaluation priorities.
I really enjoyed reading your reflection. One of the strengths of your post is that you clearly recognise the importance of making digital learning purposeful rather than simply using technology for its own sake. Your experience of teaching a range of age groups also shows that you are carefully considering the different needs of your pupils.
I think your action to reintroduce digital portfolios is particularly realistic and well focused. It builds on something you have already used successfully, so it should be manageable to implement while giving pupils regular opportunities to reflect on their learning and take greater ownership of their progress.
One suggestion would be to include a simple reflection prompt after each portfolio entry, such as “What computational thinking skill did I use today?” or “What would I do differently next time?” This could strengthen links with activities while also providing valuable evidence for your School Self-Evaluation process.