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I really like this approach, particularly because it introduces the idea of perspective in a way that is accessible and meaningful for young children. Using familiar stories such as The Three Little Pigs or The Gruffalo would allow children to focus on the characters and their different viewpoints without the concept becoming too complicated.
Lesson Plan: What Is AI?
Class: Junior Infants
Duration: 30–35 minutes
Curriculum subjects: SPHE, Oral Language, Digital Learning
Topic: Introduction to Artificial Intelligence
Theme: Can we trust what a computer creates?Learning Intentions
By the end of the lesson, pupils will:Understand that AI is a type of technology that can create pictures, words and ideas.
Recognise that AI does not always produce accurate results.
Develop confidence in discussing and questioning digital content.
Use imagination and oral language to describe and discuss images.
Success Criteria
Pupils can:Explain in simple terms what AI can do.
Describe something they notice in an AI-generated image.
Identify when something in an image does not look right.
Explain why we should check information rather than believing everything a computer produces.
Resources
Interactive whiteboard
Child-friendly AI-generated images
Familiar photographs for comparison
Picture cards
Optional AI image generator, used by the teacher
Introduction – 5 minutes
Begin by showing the children a familiar photograph of an animal. Ask:What can you see?
How do you know it is a real photograph?
What would happen if we asked a computer to make a picture of this animal?
Explain that AI is a type of technology that can create pictures, stories and ideas when people give it instructions called prompts.Main Activity – 15 minutes
Show the children several AI-generated images based on a familiar topic, such as “A dog having a picnic in the park.”Allow the children to discuss what they notice. Encourage them to look carefully for unusual details, such as animals with incorrect numbers of legs, objects in strange places or unrealistic features.
Explain that computers can sometimes make mistakes, even when an image looks convincing.
Next, ask the children to suggest ideas for their own image. Gather their suggestions and create one image using an AI image generator on the interactive whiteboard.
Discuss the finished image:
Did it look the way we expected?
What did the computer get right?
Is there anything strange?
Would we need to check the picture?
Follow-Up Activity – 10 minutes
Give pupils paper and crayons and ask them to design their own imaginary animal. They can give it a name, draw where it lives and explain what makes it special.Children can share their creations with a partner or with the class. This reinforces the idea that humans use their own imagination and ideas alongside technology.
Assessment
Assessment will be informal and ongoing through:Questioning and class discussion.
Observing pupils’ responses to AI-generated images.
Listening to children’s explanations and vocabulary.
Examining their drawings and ability to communicate their ideas.
Identifying pupils who can recognise that AI-generated content may contain mistakes.
Differentiation
Support: Use simple images, sentence starters and partner discussion.Extension: Encourage children to explain why they think something in an image is unusual and suggest how it could be changed.
Future Use of AI
Following this lesson, I would use AI tools carefully to support my teaching rather than replace teacher judgement. MagicSchool could assist with planning and creating differentiated materials, while image-generation tools could provide visual prompts for storytelling, oral language and creative activities. I would always review AI-generated content before presenting it to children to ensure that it is accurate, appropriate and suitable for Junior Infants.I would introduce AI concepts to Junior Infants through a simple lesson based on “Can we trust a computer?”. The aim would be to help children understand that technology can give us answers and ideas, but that people still need to decide whether they make sense.
I would begin by showing the class two or three child-friendly images created using an AI image tool, linked to a familiar topic such as animals or the seasons. We would discuss what we can see and encourage the children to notice if anything looks unusual. I would then explain, in very simple language, that AI is technology that can create pictures, words or ideas when we give it instructions. The children could suggest prompts for an image and predict what might appear.
In my teaching, I would use tools such as MagicSchool to support planning and differentiation, while image generators could provide visual stimuli for storytelling and oral language. I would always check AI-generated material carefully before using it. For Junior Infants, I think the focus should remain on curiosity, questioning and learning through play, while gradually helping children understand that technology can be useful but is not always correct.
Definitely agree, Magicschool AI looks amazing and I would strongly suggest using our CP hours to have the neccesary time to explore the site and all it’s functions. Really think it could be so resourceful and beneficial to our planning and teaching!
An AI application I would consider introducing to my Junior Infants is ScratchJr. I would begin by presenting it as an opportunity to create a simple digital story rather than focusing on the technology itself. I could first model a short example on the interactive whiteboard, showing the children how a character can be given instructions to move and act within a scene. I would then allow the children to experiment in pairs, encouraging them to predict what will happen before running their sequence.
The activity could be linked to familiar stories or topics from our classroom, allowing children to demonstrate their understanding in a creative way. For example, they could make a character travel through a setting or act out part of a story. I would circulate and question the children about their choices, using their creations as an informal assessment of sequencing, communication and understanding. This would make technology purposeful while encouraging creativity, independence and confidence.Modle 3 has given me a much better understanding of how AI could be incorporated into my Junior Infants classroom in practical ways. I can see particular value in using AI to create engaging visuals, simplify resources and provide activities that are appropriate for the age and abilities of the children. Tools such as Copilot Image Creator could support oral language, storytelling and discussion by giving children interesting images to explore and respond to. MagicSchool could also be useful for creating personalised resources, particularly for children who require additional support with communication, routines or social situations.
I think AI could also have a positive impact on assessment by helping teachers develop varied ways of checking understanding and identifying areas where children may need further support. However, I would still need to carefully review anything generated to ensure it is suitable, accurate and developmentally appropriate. Overall, I feel the tools could reduce preparation time while allowing me to create more creative, inclusive and responsive learning experiences for young children
One way I could use AI in Junior Infants is through Copilot image creator to produce colourful, age-appropriate visuals linked to topics we are learning. For example, when exploring a story, season or nature topic, I could create specific images to introduce new vocabulary, encourage oral language and stimulate discussion. This would make lessons more visually engaging and give children opportunities to describe, predict and communicate their ideas.
A second useful tool is MagicSchool AI, particularly its ability to create personalised resources. I could use it to develop simple activities or social stories suited to individual children’s needs, such as preparing pupils for a new classroom routine, school event or unfamiliar situation. This would support inclusion while reducing preparation time. I could also adapt the generated materials based on children’s responses and observations, helping me to identify areas where further support or additional learning opportunities may be needed.Agree with using croke park hours for AI training as well as planning through use of AI is an excellent suggestion!
Module 2 has highlighted how AI could become a valuable support within both classroom teaching and wider school planning. Its ability to adapt learning, organise information and generate resources could make differentiation more manageable while giving teachers more time to focus on meaningful interaction with pupils. I was particularly interested in the potential of tools such as Immersive Reader to support children who experience difficulties with reading by providing accessible and engaging ways to practise independently. I also see considerable potential for AI to help schools make better use of their local environment by organising information into structured SESE topics, activities and project work. However, successful implementation will depend on teachers having sufficient training and confidence, as well as clear guidance around privacy, reliability, cost and academic integrity. Overall, this module has broadened my understanding of how AI could support more inclusive, creative and efficient teaching while still requiring careful professional oversight.
I agree viewing AI as a “teaching assistant” is a useful way of understanding its role in education. Its interesting to consider how AI could be implemented effectively in the classroom and how it might enhance lessons through more engaging resources, differentiated activities and creative teaching ideas.
AI has the potential to greatly enhance teaching and learning by reducing teachers’ administrative workload and saving valuable time. It can support tasks such as lesson planning, resource creation, differentiation, assessment, quizzes, and generating ideas for engaging activities. Tools like Vidnoz and Pictory have opened new doors for creating more interactive and captivating learning experiences. By handling routine tasks, AI frees teachers to focus more on effective instruction and addressing the individual needs of their students.
For students, AI can enable personalized learning through tailored explanations, extra practice, feedback, and opportunities for creativity and problem-solving. However, its use requires careful management. Teachers must verify AI-generated content for accuracy, relevance, and bias, as AI might sometimes produce misleading information or misunderstand parts of a text. Protecting student privacy and maintaining transparency about AI use are also essential.
AI should serve to enhance learning rather than replace teachers’ professional judgment or students’ independent thinking. Developing key skills like critical thinking, communication, creativity, and collaboration remains fundamental in primary education. Additionally, pupils should build AI literacy to understand its strengths and limitations and learn to evaluate information critically.
Overall, I see AI as a valuable and exciting classroom resource, particularly because it can save teachers time and foster engaging learning opportunities. Yet, I recognise the importance of responsible use and believe that further training will help me gain the confidence and knowledge needed to integrate AI effectively and safely into my teaching practice.