[Paul Carroll]

Part 1

I look forward to incorporating some of the AI tools I have learned about on this course into my teaching from September. I like the idea of creating instantaneous lesson plans from a prompt so I will try this for certain lessons this year. Certainly using Gamma to create powerpoints looks like another AI tool that will benefit my teaching and save valuable time. The option of creating questions related to YouTube Videos using Twee will add great purpose to such activities. Using AI to generate quizzes as a means of assessment also looks inviting. I have done Kahoot quizzes with my class but again that takes some time so I liked how copilot could be used for this purpose. These are the main AI tools I see myself using in 4th class this year.

 

Part 2

As stated in a previous forum Science is an area of the curriculum I do enjoy  teaching. Having the option of an AI tool to create a lesson plan is of huge benefit and will clarify my thoughts and give direction to the lesson.

 

Lesson Plan: Introduction to Acids and Bases
Grade Level: 5th Grade (11 years old)
Subject: Science
Duration: 60 minutes

Objectives:
By the end of this lesson, students will be able to:

Define what acids and bases are.
Identify common examples of acids and bases in everyday life.
Understand the pH scale as a measure of acidity and basicity.
Conduct a simple experiment to test substances for acidity or basicity.

Materials:
Whiteboard and markers
pH paper or universal indicator
Common household substances (e.g., lemon juice, vinegar, baking soda solution, soap solution)
Water and small containers for testing
Chart of the pH scale
Paper, pencils, and worksheets for students

Lesson Structure:
Introduction (10 minutes):
Hook:

Start with a simple question: “Have you ever tasted something sour like a lemon or felt soap on your hands? What did it feel like?”
Explain that these everyday experiences involve substances called acids and bases.
Objective Overview:

Explain to students that today, they will learn what acids and bases are, how to identify them, and why they are important.
Direct Instruction (15 minutes):
Acids:

Define acids as substances that taste sour and can be found in foods like lemons, oranges, and vinegar.
Explain that acids release hydrogen ions (H⁺) when dissolved in water.
Show some examples of common acids and discuss where they might encounter them.
Bases:

Define bases as substances that feel slippery and taste bitter, found in items like soap and baking soda.
Explain that bases release hydroxide ions (OH⁻) when dissolved in water.
Show examples of common bases and discuss their uses.
pH Scale:

Introduce the pH scale, explaining that it ranges from 0 to 14.
pH less than 7 = acidic, pH of 7 = neutral (like water), and pH greater than 7 = basic.
Show a chart of the pH scale and provide examples for different pH values.
Guided Practice (20 minutes):
Demonstration and Experiment:

Distribute pH paper or universal indicators to students.
Have students work in small groups to test the acidity or basicity of various household substances (lemon juice, vinegar, baking soda solution, soap solution, etc.).
Guide them to match the color change on the pH paper to the pH scale.
Observation and Recording:

Have students record their observations and results on a worksheet.
Discuss their findings as a class.
Independent Practice (10 minutes):
Worksheet Activity:Provide a worksheet with questions about acids, bases, and the pH scale.
Students will complete the worksheet individually, reinforcing the day’s concepts.
Conclusion (5 minutes):
Review:

Recap what acids and bases are, the pH scale, and the experiment.
Ask students to share one new thing they learned today.
Homework (Optional):

Assign students to find one acidic and one basic substance at home and write about where they found it and its pH value (if known).
Assessment:
Participation during the experiment and group discussion.
Accuracy of worksheet answers.
Ability to explain the concepts of acids and bases.

Differentiation:
For advanced students: Provide additional examples of acids and bases, and introduce the concept of neutralization.
For struggling students: Pair them with peers for the experiment and provide additional guidance during independent practice.

Extension Activities:
Conduct a follow-up lesson on the role of acids and bases in the human body or the environment.
Explore natural indicators like red cabbage juice to test pH.
This lesson plan offers a hands-on, engaging approach to understanding acids and bases, making the science accessible and fun for 11-year-old students.

[Paul Carroll]

Like a number of other participants here I am also interested in exploring bias through AI generated articles. An activity I often do through the narrative writing genre is writing the story of “The Three Little Pigs” from the wolf’s perspective. It teaches the children that there are often 2 sides to every story and how a person or group of people can have a strong feeling related to their side of the story which can distort the actual truth.

Drawing on what I have learned here on this course so far I created a lesson plan for teaching bias in history suitable for 10 year old children using Chat GPT. The lesson plan focuses on Christopher Columbus from a European perspective and an indigenous perspective.  The lesson plan facilitates group work where the class read the story of Columbus from different perspectives. A guided class discussion which allows children to highlight the differences between both perspectives and why these differences occur is essential in consolidating the existence of bias in historical accounts. The lesson plan allows children to develop their critical thinking skills. I do have some reservations that some children may then begin to question much of what they learn in history and am unsure whether this is good or bad.

[Paul Carroll]

This was a really engaging module with lots of practical ideas some of which I can see myself using in 4th class.

I really loved the idea of how questions can be created from a YouTube video using Twee. I often show my class YouTube videos around various topics particularly in the area of SESE to consolidate learning. The option of creating questions creates a purpose to watching the video and increases engagement. The questions can be multiple choice, open ended and true or false questions and this option really promotes listening skills and concentration.

I really liked the options available in Twee. Children can create a text on a certain topic which appeals to them. The reading material can be graded by level and length of text. There is also the option of creating various types of comprehension material based on the text. Children take ownership of the reading experience.

Gamma is another AI tool I will consider using. Creating powerpoints is very time consuming and even searching for appropriate powerpoints takes a while. I will certainly try this as it has the potential to be an invaluable tool in the classroom with the advantage of producing engaging powerpoints in little time.

Microsoft speaker coach looks very motivational for children. Having the confidence to speak in public and deliver presentations and opinions is an important life skill. Speaker coach can be an important tool in developing children’s ability to speak to a group with confidence. Similar to Kate my 4th class also created Powerpoints during the year and I can see now how some children would have benefitted from Microsoft Speaker Coach.

The YouTube translator function is also very useful. I am reminded of a colleague teaching 6th class recently who had two Ukrainian students in the class and can see how this option could benefit those students.

 

[Paul Carroll]

There is no doubt that AI has the potential to transform teaching and learning in the classroom. In advance of this course I purchased a book called “Artificial Intelligence in the Primary Classroom – 101 ways to save time, cut your workload and enhance your creativity.” There are fantastic ideas in this book and I can see myself using many of them in the next school year. For example teachers often need to model various writing genres. I’ve done this myself and it takes a lot of time. There are examples here of modelling acrostics and limericks in poetry.

I entered the prompt “Write an acrostic for 10 year old children using the word HALLOWEEN” and this is what I got in seconds:

Haunted houses full of fright,
Apple bobbing, what a sight!
Lanterns carved with spooky faces,
Little goblins in dark places.
Owls hoot in the midnight air,
Witches flying everywhere!
Eerie shadows, moon so bright,
Everyone loves Halloween night!
Nighttime comes, the fun begins.

The book has further examples of modelled writing across the various writing genres.

Science is an area of the curriculum that I really enjoy teaching but again planning a science lesson can be very time consuming. This book similar to what was discussed in Module 2 identifies the benefits of AI in planning lessons.

So once again I entered the prompt “Please generate a science lesson plan on acids and bases suitable for 11 year olds.”

The lesson plan produced is fantastic and very thorough.

Scanning through the book there are fantastic ideas on teaching critical thinking, creating cloze procedures and quizzes, creating time filler games, creating higher order thinking skills questions, planning school assemblies and so on. I believe I will find this an invaluable resource as I tentatively dip my toes into the world of AI.

The big challenge for many schools in implementing AI tools will be access to the technology needed to do so. I teach in a very large urban school with over 700 students. We are lucky in that digital learning has been prioritized over a long period of time but that may not be the case in every school. Obviously staff buy-in may be another challenge as some teachers may be sceptical about the use of AI as an educational tool.

[Paul Carroll]

Having completed Module 1 I have learned with some enthusiasm and expectation about the potential of AI in the classroom. I have only used Chat GPT to assist me in writing school reports in June. However the language provided was concise and professional which enhanced the clarity of the reports.

I see the potential use of AI in creating engaging and stimulating lessons for the students in my 4th class this year. I look forward to seeing ideas for the practical use of AI in the classroom in the next modules.

As a teacher of 31 years I don’t see that AI will in any way undermine the role of the teacher. I see AI as a fantastic resource to create an engaging learning environment in the classroom. It will allow children to become increasingly independent learners and develop critical thinking skills. My two older sons have completed the Leaving Certificate in recent years without access to AI technology and my third son will begin his secondary school journey in the next few weeks. I will have a keen interest in seeing how he applies AI to assist his learning and listening to the views of his teachers on the role of AI in education. It is all very new at this time.

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