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I love the idea of colour coding the text to show their fact checking. It will give a very visual impression of how inaccurate AI can be. The colour-coding will be especially helpful to those children with learning difficulties and for engaging the class in the activity. I would almost ask AI to make sure there are inaccuracies, to ensure the colour-coding is dramatic and really make a point!
• Class stage: 4th
• Curriculum area and learning intention: Wellbeing/SPHE: use AI responsibly by critically evaluating the content it provides.
• AI concept being explored: accuracy
• Short activity or discussion outline: the class will work in pairs to analise two texts on the current topic of learning in history. One will be from a trusted site(Britannica/Scoilnet), the other will be from ChatGBT and will contain inaccuracies. The class will not be told which text is which as named headings, etc. will be deleted. They will work together to decide which facts are correct by using a device to research questionable information.
• One critical question: Can we believe everything AI gives us straight away?
• One responsible-use consideration: Pupils will learn that we need to check all information given to us by AI against reliable sources before believing it.
• How pupils will be supported to think critically: we will use the Minecraft Education Videos to learn about AI. I will present a powerpoint of real/fake statements/images for children to review and realise how often this can happen in order to promote their critical thinking.
• How you would gather evidence of learning: We will use AI in some follow up activities and I will observe their use of fact checking and critical thinking.I love the idea of buddying up with their 5<sup>th</sup> class buddies for this. It will definitely increase the motivation and engagement. Having the older students there to help them will also support their ‘graceful failure’ if things don’t work.
The older children would also be able to provide support if you were to link it to construction in art and the children had to build a 3D model of their garden using junk art.
• The name of the demo world: Bad Connection?
• A short overview of what the lesson or world is about: This lesson is targeted at 11-18yr olds and is about recognising who you can trust when playing on-line and how to stay safe.
• A brief summary of the lesson plan, learning objectives and associated resources: The players work their way through scenarios that teach the following lessons:
Recognising warning signs
Setting boundaries
Using safety tools like block and report
Telling a trusted adult
o The lesson also has hard copies of the scenarios in case tech fails, exit ticket options to support learning and an information and permission letter for parents.
• A short reflection on one possible Irish curriculum link or Focus of Learning: This lesson ties in really well with the Wellbeing curriculum as it teaches students about safety online.
• Whether you would use the world as it is, or modify the support, pacing or follow-up discussion for your pupils: I believe this to be an increasingly important message for students due to the amount of online gaming and social apps they are using. The game itself is super engaging. It will be important to pause and reflect as a class with teacher guidance to ensure they get the message and don’t get lost in the game aspect. I would extend the lesson and reinforce the learning on another day by getting them to work in groups to come up with other scenarios and creating their own powerpoint/lesson for a younger class. The younger class will take on board messages like this from their peers much faster than from a teacher.- I liked that the scoring was in 5s.
- This helps to connect the curriculum link to the game with the added benefit of the children being able to use their multiplication skills.
- I might add a timer to the game just so it doesn’t go on for too long. When comparing the scores you might ask the question ‘how many monkeys did you defeat?’ so then they have to divide their score by 5 which will give an extra mathematical element to the activity.
https://makecode.com/_goXUaCXuuPKP
• Game type: Timed catch/collect type game but with an ‘avoid’ element instead.
• Game title: Drive Safe
• Curriculum area and objective: Maths: Children will correctly apply their 2 times multiplication or division skills when given a number. They will calculate the number of cars they hit by using their multiplication/division skills to decide how many ‘2’s they were deducted from the total they started with.
• Simple storyboard:
The player is driving the red car on a road, blue cars are coming from the opposite direction. The player must avoid the oncoming traffic or will loose 2 points for every car they hit. They start with a score of ‘50’. At the end of the game they will have a score lower than 50. From this they must figure out how many cars they hit.
• Computational thinking: Algorithm design. I needed to play around with the speed at which the projectiles were being released in order to ensure the player would not gain a perfect score. This way the player would definitely have a reduced score to practise their computation skills with for the maths objective.Hi, I like the way you used an unplugged activity first to solve the problem and then used the microbit. I wonder if you could explore probability and compare how the results of the physical dice and the microbit to see if they are similar or not.
I used the ‘Name Tag’ tutorial on MakeCode.
Instead of using it to show my name, I used it to show the answer to a quiz question.
https://makecode.microbit.org/_MM32K3LyKMxC
My idea for an integrated STEM learning experience would be to use this tutorial to create a walking quiz. It could be for any subject or topic. In this case the answers are one word, each micro:bit/device is numbered and each Micro:bit will display an answer to one of a number of quiz questions.
• So each pair would be given the answer to an unknown question. In this case it is a maths quiz on 3D shapes.
• When each pair has programmed their Micro:bit, the paper quiz of questions will be handed out to pairs.
• The children will do a walking quiz in their pairs. They will walk around the room checking the words on each microbit.
• At each stop they will match the microbit answer to the correct question on their sheet and record the micro:bit number and answer.Hi Christine.
I think it is a great idea to promote the use of Seesaw as a creative tool as opposed to just consumers. Our school would be similar in this sense. It is mainly just used for homework which means we have access to an amazing tool, but it is so underused. It has such great potential for student use.
I think it is realistic to plan for just one activity per theme. I think a similar action would work in our school as it is not too overwhelming a task to ask of a teacher and they can do it in their year bands.
I think once these are saved and shared in the school library on Seesaw, they can be built upon in future years so that the children will have an increased number of creative activities to complete but the class teacher will have the majority already there to access.
I will be looking at the ‘Learner Experiences’ from the Digital Framework from a whole school development point of view. I find we have access to quite a variety of resources in our school including iPads, laptops, lego coding kits, Beebots. The iPads and laptops are well used in the senior end of the school for researching projects, creating powerpoints, typing up work and playing educational games. But they are not used much in the Junior end of the school and the lego coding kits/Beebots are used very little.
In my role as one of the IT coordinators, I would like to improve this by extending the use of digital technology to junior classes, as well as refine our use throughout the school. A survey of staff will give us a baseline of where we currently are and ideas that can be shared between the staff. It will be important to ensure everybody understands that digital technology is not an additional lesson but used as a support to other curricular areas.
By the end of term 1, I will introduce the senior teaching staff to the process of computational thinking introduced in this module, including examples of its use in different curricular areas. We will develop a resource guided by this module to support teachers and students to use the process in their lessons, put it to use, and then feedback to the group.
By the end of term 1, I will introduce the use of unplugged activities as an introduction to technology, to all junior classroom teachers, and provide sample activities that the teachers can try based on Module 1. We will regroup after 4 weeks to feedback on our lessons and the children’s experience.
