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Thank you for sharing this lesson outline. I think it is a really valuable and age-appropriate way to introduce pupils to the ideas of stereotypes, bias, and how AI systems learn from data. I particularly like the “Draw a Scientist vs. Prompt a Scientist” activity because it allows pupils to see their own assumptions before comparing them with AI-generated images.
The lunchbox analogy is also a strong way to explain training data and algorithmic bias in a way that children can understand. Encouraging pupils to question AI outputs and use deliberate prompting to seek more diverse representations is an important skill for responsible AI use.
One suggestion could be to include a short discussion after the AI comparison where pupils consider why certain images or characteristics appeared more often, and how we can help create fairer and more inclusive AI systems. Overall, this is a thoughtful lesson that supports both digital literacy and critical thinking.
Class stage: Third to sixth class (Primary)
Curriculum area and learning intention:
SPHE / Digital Technologies. The learning intention is for pupils to develop the skills to use AI tools safely and responsibly, while understanding how to evaluate information and make informed decisions online.AI concept being explored:
The activity will explore AI-generated content, including how AI creates responses and why these responses may not always be accurate or unbiased.Short activity/discussion outline:
Pupils will work in small groups to ask an AI tool a question linked to a curriculum topic, such as “What causes climate change?” or “Describe life in Ancient Ireland”. They will examine the response, identify information they think is useful, and discuss anything that may need checking. The class will then discuss how AI can support learning but should not replace human thinking or research.Critical question:
How can we tell if information created by AI is accurate, fair and trustworthy?Responsible-use consideration:
Pupils should understand the importance of protecting personal information, using AI appropriately, and acknowledging when AI has been used.Supporting critical thinking:
Pupils will be encouraged to question AI outputs, compare information with reliable sources, and explain their reasoning.Evidence of learning:
Learning will be assessed through group discussions, pupil explanations, and a short reflection where pupils describe one benefit and one risk of using AI.Hi Nicola, I really like how you’ve highlighted the links between creativity and mathematical thinking in the Fantastic Fairgrounds world. Your adaptations are practical, especially introducing one challenge at a time to build pupils’ confidence with the controls before moving on to more complex tasks. I also think your idea of having pupils present and explain the mathematical reasoning behind their designs is an excellent way to develop communication and reflective skills. It would be interesting to see pupils collaborate in small groups and compare different design approaches, showing that there can be multiple solutions to the same challenge. Great reflection!
For this activity, I explored the Home Sweet Hmm demo world in Minecraft Education. This lesson encourages students to think critically. Throughout the world, learners complete challenges that develop their understanding of planning, design, and teamwork.
The lesson combines creativity with problem-solving and communication. Students are encouraged to experiment, reflect on their choices, and improve their designs based on the challenges they encounter. The resources provided support both teachers and students with clear instructions, learning goals, and opportunities for discussion before and after gameplay. The lesson also promotes collaboration, digital literacy, and resilience as students learn from trial and error.
A strong link to the Irish Primary Curriculum is Science and Geography, particularly the strands relating to the environment, materials, and human interaction with places. It also supports the Digital Learning Framework by developing computational thinking, creativity, and collaboration. Pupils are actively engaged in learning while applying real-world concepts in an interactive environment.
I would use this world with my class but would make a few modifications. Before beginning, I would introduce the topic with a class discussion about what makes a home safe, comfortable, and environmentally friendly. During the lesson, I would encourage pupils to work in pairs so they can share ideas and solve problems together. Afterwards, I would ask pupils to present their finished homes, explain the choices they made, and reflect on what they would improve if they completed the task again. This would help reinforce learning while developing communication and critical-thinking skills.
I really enjoyed reading about your game. I like the idea of using air bubbles as the main collectable because it makes the game engaging while also reinforcing the learning about how fish depend on suitable habitats and oxygen to survive. Linking the gameplay to the local river is a great way to connect Geography with something familiar to the children, making the learning more meaningful.
One suggestion you could consider is adding different types of obstacles, such as pollution or litter, that reduce the fish’s air or score when touched. This could further reinforce the importance of water quality and environmental protection while making the game a little more challenging.
For this assignment, I created a Timed Catch/Collect game called Math Quest using MakeCode Arcade.
The curriculum area is Mathematics, and the learning objective is for students to improve their mental addition skills by collecting the correct answers while avoiding incorrect ones.
Storyboard:
The player controls a character that moves left and right across the bottom of the screen. Different numbered objects fall from the top. At the start of each round, a simple addition question appears (for example, 7 + 5). The player must catch the number that matches the correct answer while avoiding the incorrect numbers. Each correct answer earns one point, while catching a wrong answer or missing the correct one loses a life. The aim is to score as many points as possible before the timer runs out.One computational thinking process I used was debugging. While creating the game, I tested it several times to make sure the correct answers were recognised, the score updated properly, and the timer and lives worked as expected. By fixing errors and improving the gameplay after each test, I made the game more reliable and enjoyable.
MakeCode Arcade Game Link:
For this assignment, I created a Timed Catch/Collect game called Math Quest using MakeCode Arcade.The curriculum area is Mathematics, and the learning objective is for students to improve their mental addition skills by collecting the correct answers while avoiding incorrect ones.
Storyboard:
The player controls a character that moves left and right across the bottom of the screen. Different numbered objects fall from the top. At the start of each round, a simple addition question appears (for example, 7 + 5). The player must catch the number that matches the correct answer while avoiding the incorrect numbers. Each correct answer earns one point, while catching a wrong answer or missing the correct one loses a life. The aim is to score as many points as possible before the timer runs out.One computational thinking process I used was debugging. While creating the game, I tested it several times to make sure the correct answers were recognised, the score updated properly, and the timer and lives worked as expected. By fixing errors and improving the gameplay after each test, I made the game more reliable and enjoyable.
MakeCode Arcade Game Link:
https://makecode.com/_CrHi Danielle,
I enjoyed reading about your rock paper scissors project. It is an excellent activity for developing computational thinking skills in students. Students have opportunities to predict outcomes, use variables and debug errors they come across. One way to strengthen the integrated STEM connection would be to get students to collect and analyse data from multiple rounds of the game. They can record their findings, discuss what they notice and compare their results.
this would also give opportunity for you for formative assessment. You could ask students to explain their thinking and their findings. They can explain the changes they made or patterns they noticed.
I completed the Flashing Heart tutorial on Microsoft Make Code for micro:bit. It teaches you how to make a flashing shape for a led screen on a continuous loop. It was a good introduction to block based coding for beginners like me. I played around with sequencing and loops.
Here is the link to my Flashinh Star:
https://makecode.microbit.org/_RU1egPeLj4cYThis could be adapted for many STEM lessons. For example, students could investigate how devices could be used to communicate using symbols/ messages on a led board like this.
This would use many of the 7 key competences such as being mathematical, communicating, being creative etc.This supports computational thinking by encouraging to break problems into smaller steps and recognise patterns. This would be useful for my schools self evaluation when we reflect on how we are using digital learning in the classroom. It would help in developing students confidence and abilities in digital technology.
Hi Michelle,
I enjoyed reading your response here.
I like how you use Canva and Google Slides. I’m sure this really helps to keep students engaged and also can be more inclusive than having them hand write everything.I think using one digital assessment tool a week also seems reasonable and achievable. Building it into your weekly routine can help with your own confidence and can inform your future planning.
have you considered having the children reflect on their own quiz results? This could be a good way of self-assessment or peer assessment and could encourage some independence!
I like the idea of using Digital Technologies to support active and inclusive learning. I do use digital technologies in my classroom to make lessons more interactive eg. Virtual tours before going on school trips, using BeeBots when teaching directions etc. I also enjoy getting children to record themselves reading and listen back.
I would like to improve by both using the information gathered digitally as assessment and to inform my future planning. Although I use a variety of DL resources, I tend to forget about them once the children have competed the task rather than using that information for my plans.
I would like to spend more time with my colleagues sharing our experiences and new learning so that we can improve in a collaborative way.
i would also like to complete some more CPD courses in this area to continue to deepen my understanding.
I would also like to introduce specific digital assessment tools as part of my regular rotation of resources.
I believe these will all be helpful for my schools self-evaluation process aswell as adapting my own teaching.