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I think this is a really important lesson and it is something I also experienced in 6th class when we did our end of year projects.
I like that the children would be working in pairs or groups and they finding the inaccuracies themselves as it makes them far more aware and active.
I would suggest doing this lesson with younger classes maybe 3rd class throughout a school and then building on it with developing an understanding of why and how errors happen.
This lesson would be for the class stage 3rd Class
Curriculum area: SSE and STEM. The children will be able to research and recall facts about Australia, whilst understanding that AI is an everyday tool but can make mistakes and develop the skills to question it.
AI concept: Accuracy and Bias
Activity – This is an activity we do in our school in 3rd class, where the teacher present a powerpoint with information about Australia. I think a way to improve and to integrate the STEM curriculum, would be to use an AI tool to create a information sheet about Australia and then children would use Britannic to verify the information. They could work in groups to organise the information into correct and unfound. The whole class will then come back together and create a shared chart of their findings.
Question: How do we know the information provided by AI is correct?
One responsible-use consideration – The children will learn that AI is a useful toolthey should question it. They will learn that should not include AI generated information without checking from another trusted source when researching.
By working in groups the children will discuss and question and then as a whole class work we would discuss and question our findings
I would gather evidence of learning through observations, discussion and whole class chartI chose the demo Bad connections, I feel online safety is extremely important and is going to become more and more integrated into all curriculum areas.
The world helps children to learn how to make safe internet choices – through peer driven interactions and narratives. As they move through the world they encounter different realistic situations and they decide how to respond to them. It provides the children with internet safety dilemmas in an interaction and educational manner. The demo provides children with dilemmas and information regarding sharing personal information and how to stay safe online.
The lesson plan is clearly laid out and has supporting documents – the extension games are very good. The lessons goal is that the learners will recognise, respond and report unsafe online interactions. It does it in a way that is not scare mongering rather using a lot of peer voice and interactions to promote online safety which is very good.
I originally chose this lesson as it is an area that I feel is really important but I haven’t found any materials that the children fully engage with regarding internet safety. I often find the materials can be a little instructional rather than engaging and involving the children. This lesson worked well as it talked to the children from a peer point of view but also works on developing a trusted adult which integrates well with the weaving wellbeing program. I think it would work well in the new curriculum Wellbeing and STEM sections.
I would use this lesson – I would do work from the weaving wellbeing program on emotions and then integrate in this lesson. This lesson would be for 6th class students.
I really like the idea of this lesson, I often find music a difficult lesson to teach as I am not very musical so I am always trying to find new ways to teach it. I also agree that it is very positive that they are teaching it through exploration rather than combat. I also feel you can do a lot of lessons after where the children have hands on musical instruments but also could tie into come geography lessons.
I really like the sprites you used as they are nice and colourful and child friendly. The games ties in well with your learning objective of developing hand eye cordination. Perhaps a way of developing the game would be to have a sprite they are trying to avoid as it would also help increase their hand eye coordination and problem solving skills.
https://makecode.com/_W3yeh6TY43PX
Game type: Timed Chaser
Game title: Catch the healthy food
Curriculum area and objective: SPHE (healthy eating) The children will identify healthy food and develop computational thinking skills and coding skills through a game.
Simple storyboard:
Location – green background – thought the colour associated well with healthy food.
Player: a little human controlled by arrows
Game elements: There are 3 healthy foods (apple, strawberries and cherries) that the human has to chase around and catch. When they catch the healthy food they gain one point. There are 2 unhealthy (doughnut and ice cream) if they catch them their score reduces by one. When the foods are caught they move to another location on the screen. The aim is to gain as many points as possible in 30 seconds. They must try to avoid the unhealthy foods.Computational thinking: I used debugging as when I started to add more foods they were not moving to a different location on the screen and were covering the human sprite so the score was increasing very fast without having to move the sprite.
I created the Dice microbit tutorial – https://makecode.microbit.org/_LuFD19Vy32uH you have to change to code to show numbers 1 – 6 and there is a shake function that makes it simulate real life rolling of a dice.
I chose this tutorial as I am interested in developing a bank of materials for the junior end of my school – I started with the clap lights tutorial but I felt it was too complex for infants and there were too many steps so I changed to the dice tutorial.
In infants we do a lot of work on number and we use dice all the time so a felt this tutorial would be a good one to try. To make it an integrated STEM activity – forces used for shaking (science), create their own container to shake a dice (engineering), number work and make a basic graph of what number appears when the shake the dice (maths) and I think they could work on changing and modifying the numbers (technology).
Hi Rachel,
This is absolutely amazing, I wouldn’t have thought about doing this with junior infants. I think the work with patterns is very clever as it is such a big part of junior infant maths. We have done a lot of work with schools of sanctuary – send love and this would also integrate well with this.
You could also integrate picture books and stories such as in my heart.
I really like your plan to use CT activities in areas other than just STEM lessons as it is very easy to get focused on STEM as a stand alone activity. presenting at your staff meeting is something we have started this year and have found it really helpful as it allows people to share ideas when everyone is present however I have found that at times people don’t feel as comfortable to ask questions in a staff meeting format so an idea could be to have a shared document with your staff where they could share ideas after the meeting.
LAOS collaborative teacher practice
I think with the new curriculum coming it it provides an excellent opportunity for our school to look at collaborative practice within our school in the area of STEM to ensure all students are getting an opportunity to develop their STEM skills.
My school has taken in junior infants for the first time this year and we have created a progression pathway from JI – 2nd class using beebots to develop computational thinking in which the the skills the children learn in each class level are revised and built upon as they move up the school.
I think I had always thought of computational thinking development as needing a iPads or robotics but it is wonderful too see there can be so many hands on activities that do not need IT resources – I definitely need to work on developing more of those types of activities. Especially in the older class levels when iPads and chrome books are introduced in my school they are relied on for playing maths games etc.
Next year I plan to teach one unplugged computational thinking activity a fortnight. Assess the progress through observations and student feedback. I will present the activities with my staff at the halloween staff meeting and encourage discussion on how to use activities to develop computational thinking across each class level. I will create a shared document for staff to share ideas and see what staff would be interested in work on a plan to promote STEM throughout the school. I think it is important to take small steps to build buy in rather than trying to push too much stuff on people all at once.
