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Class Stage: 5th Class
Curriculum Area and Learning Intention:
English-Oral language and writing
Learning intention: To evaluate information from different sources and communicate informed opinions.AI Concept Being Explored:
To realise that AI generates responses based on patterns in data and can sometimes make mistakes or present biased information.Activity Outline:
We use kids britannica and kiddle a lot in my classroom for searching information on the chrome books. I would give the childen a topic like ‘why do bees matter’? and children would have to research using the above sites and AI tools and write down the information they get from both and to compare. They will be prompted to notice whether all the sites give evidence or research papers to back up points. Children will then discuss which site they found most trustworthy and why. The kids will already have prior knowledge on the topic.Critical Question:
How can we know if information created by AI is accurate or correct?Responsible Use Consideration:
Pupils must understand that AI tools should support learning and not replace their own thinking or information and not to share personal information with such AI tools.Supporting Critical Thinking:
I would guide pupils using prompting questions such as “What evidence supports this?” and “Where else could we check this?”Evidence of Learning:
Does the information they found match their prior learning. What are the diffences between the information AI tools gave and kiddle/kids britannica. Teacher observation/questioning.Great idea linking it to maths Linda, I would have also be more inclined to link using AI to other subjects, SESE, SPHE and so on. Children often use alexa to answer simple maths questions but it is important that as more AI tools become available like chat gpt that they do not overly rely on it and understand that AI can get it wrong too and given them the activity of where they have to spot the mistake is a great idea. We used a new maths programme this year and there were lots of mistakes in the book and I often had to explain its new, mistakes can happen and because its an official book doesn’t mean mistakes can’t happen, similar enough to AI there can be mistakes. An extension example might include creating word problems in groups for each other to solve using AI tools and they have to solve them before they give them to others to solve to ensure the accuracy.
I really liked this game as it is a fun way to learn about sustainability and encourages them to make good environmental choices as they navigate their way around the game. It can be hard to teach children about sustainability but this is doing it in a casual fun manner.
I like how you integrated the redeveloped curriculum and mentioned the focuses of learning- active exploration, critical thinking, collaboration and responsible citizenship which is clearly evident and explored through this lesson.
You mentioned about building an eco community, perhaps some linkage with the green schools committee if you had one could be an idea, working towards a green flag perhaps.
The name of the demo world you chose- Bad Connection
A short overview of what the lesson or world is about
Children will learn to recognize tactics that could be used to manipulate them online, they navigate the game by deciding who to trust and report suspicious activity, they will learn ways to help build a safer internet for everyone and learning to report/block.
Learning objectives
Identify and respond to unsafe online interactions through guided practice
Normalize open conversations about digital safety, reducing fear and stigma
Spot red flags in unsafe online interactions
Build confidence in reporting concerns and supporting peers who may be at risk
Evaluate online relationships by asking verification questions
Understand that online actions have permanent consequences (digital footprint)A short reflection on one possible Irish curriculum link or Focus of Learning
This would link to SPHE and how to be safe and learn who to trust in the world around us. As part of the stay safe programme, they learned about people they can trust/not trust in the world around them and how these people look, often not what they may intitally describe. The same applies to online, children should learn skills to identify real people who may be trying to befriend them.Whether you would use the world as it is, or modify the support, pacing or follow-up discussion for your pupils
Discussion on why reporting happens and how we have individual responsibility to stop any harm coming to people if we notice this online.I liked this game and the idea of using a basket to collect the fruit. The apples came down quite fast which made it a good challenge. Perhaps allowing the control to move up and down rather than left to right would make the game a bit more accessible for older and younger children. I can see the clear curriculum link to maths here and there is alot of scope for this depending on the class level.
Game type: Catch game
Game title: At the orchard https://makecode.com/_VWfK327XzXCo
Curriculum area and objective: Maths-counting, digital literacy
Simple storyboard:
Location-orchard(forest) Player( a small child that moves around the screen trying to catch all the falling apples from the apple trees) Must catch as many apples in 10 seconds.
Many elements of Computational thinking were used in creating this game, debugging was something I had to encounter a lot, it would be great if the system told you were the problem was but following the video helped create an effective game. I have done something similar in my class before and some children are very good at coding and were able to help identify problems for each other which was very helpful for me also.I like how this is very user friendly for children in younger classes, when we think of coding we often think of children in the more senior classes. It is a great introduction as you mentioned without too much unfamiliar vocabulary and instruction required.
If you had access to ipads, perhaps allowing the children to do this in small groups or do it as part of stations where one does art involving the heart, another station have the ipads, another group are talking about the heart and how it beats etc and the other group doing a maths station related to it.
I completed the Dice tutorial on Microbit, you have to change the code so it only uses the numbers 1-6 that are typically the numbers on a regular dice. Also the shake function is an interesting one and makes it more real life for the children when they hover the cursor over the microbit or press the shake function.
Here is the link to it:
https://makecode.microbit.org/_Xfq7vtE5FJD3Within my own class, I would turn this tutorial into an integrated STEM learning challenge through:
Science: link to forces theme, how different strengths of shaking (gentle, fast) affect the micro:bit’s accelerometer and the outcome and this can be applied in a real life dice also.
Technology:Play around with the microbit to add sound, add more numbers for senior classes
Engineering: Create their own dice using various materials.
Maths: Tally charts, how many times a certain number is shown/rolled, graphs, probabilities, pair work on different devices, click the dice at the same time-how many times do they get the same number.I enjoyed reading your contribution and I agree it is so true that we feel we should use digital technology even when we may not need to. One strength that really stood out to me was how you give the children lots of opportunities to work together to solve problems. Perhaps an option to build on collection of the assessment data, allow the children to choose the items they want to record/save. This way it encourages them to reflect on their own learning. I did something similar when children were presenting their google slides this year, I gave feedback and so did the children to each other and they were nearly more inclined to listen to the feedback from each other than me the teacher.
One area from the Digital Learning framework that I wish to discuss is Learner experiences. It highlights the importance of using digital technologies to support active, engaging, and collaborative learning experiences for the children in our classes. I am very fortunate in the school I am as there is a wide variety of digital resources that we have access to and lots of opportunities for the children to engage in meaningful learning activities. However, whilst I have a strength in using digital technologies to inform teaching and strengthen learning, I feel I could use it more to embed computational thinking into their learning and using the unplugged activities on Dream Space to get me started. Taken a step back and asking yourself, what is it that I want the children to learn from this, how will this inform their future thinking/learning and will it develop those skills necessary for lifelong learning.
Actions going forward-embedding unplugged activities into weekly/daily lessons across all subjects for example the Irish activity, Using the Dream Space lessons/activities to inform teaching and have more awareness of the Digital framework when planning lessons.