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Caitríona, I love that question and I think pupils would be very excited and feel very involved in participating in this research question. It is a great idea and I bet the puipls would have loads of wonderful ideas.
Research Question: How can we reduce the amount of power we are using in our School on a daily basis?
I would begin by brainstorming with pupils what already is working well in the school and what areas we could improve on. Through the process of critical thinking, collaboration, creativity and communication I would allow the pupils the opportunity to come up with a SMART Action Plan on the above research question. Using IT & Maths, pupils could divide up into groups and go to each classroom and survey pupils on areas that are working well and areas we could improve on regarding the amount of power we are using in our school. Another group could survey staff using google forms and then record and tabulate the results as part of Data in Maths. Once the evidence is gathered, it could be analysed together with the teacher eliciting answers from pupils. Pupils can then create a plan and put it into action. They could inform all of the school during assembly and they will have Energy Wardens to monitor the Action Plan. Energy Wardens could be appointed in each class and during break and lunch, they could ensure and check that all lights are turned off when pupils go outside and at times throughout the day when light is not needed, as well as monitoring teacher’s whiteboard usage powered off when not needed), doors could be kept closed as much as possible in order to keep rooms warm and cut down on boosting the heating. They could monitor and record the results on a daily basis. Energy Saving Day could be hosted in the school to raise awareness on reducing the amount of power in our school e.g. Not using electrical devices such as whiteboards, laptops, ipads, photocopiers for one day, on Friday evening to have a Power Hour where for the last hour of the day all devices are powered off and other activities are carried out instead e.g. reading, board games etc.
I would have to agree with you Sharon. I knew very little about satellites before this module and I now I feel much more competent and confident about teaching this topic. I am enjoying the practical resources that I have come across during this course.
I used the satellite tracker and I observed several starlink satellites that passed over Ireland: Starlink 4144, 33922, 34602 and Oneweb 0180, Sunsat.
The EO browser is fascinating. As the term EO stands for Earth Observation, it allows you the opportunity to view satellite images of places all over the world, explore different images and satellites, monitor oceans, lakes and coastlines, as well as comparing areas and noting their changes.
The resource ESA Nose Up High in the Sky is a wonderful resource which I look forward to using with my pupils. It was a resource I discovered doing this course. I intend to build a meteorological station with my class and allow them the opportunity to explore, discuss, problem-solve, collaborate and engage in active learning where they learn about wind, rain, air temperature, weather observations and how satellites help scientists monitor Earth and improve weather forecasts.
I think your idea Sarah of giving each class group a specific task is excellent and is something I would do with my class. I think they would be very engaged witht the task and it the instruction is clear they would have a focus and could write aboutn it and present their section back to the class.
<span style=”font-weight: 400;”>I found the film HOME powerful and well worth the watch. The imagery was exceptional and the music was captivating.I think pupils would certainly enjoy small short segments of it and it would be fantastic to introduce a lesson and base your discussion around it eliciting from pupils’ prior knowledge and what they have learned. It would be a film that possibly could be watched in 3 parts as assembly with the senior end of the school.</span>
<span style=”font-weight: 400;”>I would certainly introduce pupils to the Paxi video as it explains the Greenhouse Effect in a very clear, concise, childlike way. I would show a short clip of Greta Thunberg’s TED talk and use the opportunity in a positive manner to do project work on people that have made a difference to the environment in a positive manner. These could lead to a discussion around the role we all have in protecting the environment.</span>
<span style=”font-weight: 400;”>For art, we could design posters on being an Active Helper for our Environment. I would also design an Environmentally Friendly Corner for our Classroom where pupils could do STEM projects creating an environmentally friendly house, car, village etc. The idea behind it would be to start locally and work towards globally. I would then present our ideas/Action Plan to other classes at Assembly in order to get the entire school on board and make it meaningful for the pupils. </span>
I love the idea Áine that you used of adding Air Quality as I think you make it more personal to the pupils. it is important to elicit from the pupils what is important to them and tweaking the lesson slightly in order to make it more meaningful for them and alloing then the opportunity to reflect and fully engage witht the material.
I would introduce the lesson using the Paxi video as it provides a clear, concise and child like explanation about the Greenhouse Effect. It is extremely engaging and I think pupils gain a detailed understanding of the greenhouse effect and how each person has a role to play in combatting global warming and future temperatures. I aslo found the video of David Attenborough excellent and I think it would really catch the pupils interest while delivering a meaningful message.
I found Activity 3 to be extremely
This activity allows pupils the opportunity to analyse climate projections, discuss and draft a report following their findings using the following skills: critical thinking, collaboration, creativity and communication. Pupils will acquire an understanding of how future increase in temperatures will impact their lives. I would teacher model using the prediction tool and I would give pupils a scenario that we would workt through togeteh. I would then elicit from the pupils a variety of other scenarios that we could record. They could then break up into groups and work on a given scenario. The student worksheet is very useful and it could be edited in order to make it more meaningful.
I think it would be important to do some work on the prediction tool as a whole class before dividing pupils into groups in order for them to gain an understanding of the tool and for their group work to be worthwhile.
I totally agree with Michael that these resources and activites could be stretched over a liger period of time. I think to fully embed learning regarding Climate and weather, it is something that could be done throughout the year. I would incorporate it into my Gaeilge lesson each morning where we would discuss the weather as Gaeilge and then we could engage in a discussion surrounding weather, climate and activities from the resources that I have bcome aware of having compeleted Module 1.
Having read Unravelling STEM: Beyond the acronym of STEM (Liston 2018), I gained a deeper insight into what is necessary to teach STEM in the classroom allowing more time for problem solving, discussion, critical thinking, pair work, group work. Pupils must be engaged and active learners and the process is more important than the product. I thoroughly enjoyed Activity 1: Is it weather or climate? & Activity 2: Weather Detectives and I could see myself using these resources in the classroom. They are engaging and worthwhile. Activity 1 is very important and something that I had never reflected on before. I feel pupils would gain a greater understanding between climate and weather in a fun engaging way and would pave the way to the pupils themselves realising that we all have a role to play in protecting the environment and creating a more sustainable future.
Activity 2: Weather Detectives would be so much fun and I love the idea of setting up a weather station and allowing pupils the opportuntiy to break up into groups and create their own anemometer to measure wind speed and a water gauge to measure rainfall etc. The opportunity for integration with Maths, Art, Geography, Gaeilge (Réamhaisnéis na hAimsire) etc. is immense. I would definitely keep a Weather Journal in class throughout the year as I feel it would create a culture in the class where we take note of weather and climate.
Differentating would be very important but I feel this is comething that could be done easily. I look forward to using these resources in September.
Michelle,
I think you gave a really good example of a lesson that I intend to do in September. ‘Creating a story together with AI’ is a wonderful place to start and is a great platform to discuss the pros and cons of using AI such as the need to be specific in what you wish to generate and the need to adapt the material to make it relevant to you.
This assignment really shows you the huge benefit to improving the teaching and learning. It promotes self reflection and allows every teacher the opportunity to tailor the lesson to suit the needs of each class and it opened up my eyes to the huge benefits of using AI in the classroom. Using AI prompts for vocabulary development really allows pupils the opportunity to engage with their own learning.
Lesson Plan: Recount Writing – All-Ireland Senior Hurling Final
Subject: English / LiteracyGrade Level: 4th – 6th Class (Primary School)
Time Allotment: 60-70 minutes (30 minutes for stations, 30 minutes for introduction and plenary)
Learning Objectives
By the end of this lesson, pupils will be able to:Define and identify the key features of recount writing (e.g., past tense, chronological order, specific details).
Use a variety of descriptive vocabulary to create a vivid account of an event.
Structure a recount into a clear beginning, middle, and end.
Collaborate with peers to gather and organize information for a written piece.
Use an AI tool as a creative assistant to generate ideas and refine vocabulary for their writing.
Materials
Whiteboard or chart paperA short video clip of a recent All-Ireland Senior Hurling Final (the last 5 minutes or key highlights).
Printouts or digital access for each station (instructions, images, and vocabulary lists).
Pens, paper, or digital devices with access to a safe, age-appropriate AI chat tool.
Timer
Procedure
Introduction (15 minutes):Start by asking pupils to share what they know about the All-Ireland Senior Hurling Final. Discuss their favourite team or a memorable moment.
Show a short, exciting highlight reel of a recent final.
Introduce the concept of “recount writing” as a way to tell the story of an event. Discuss the key features:
Telling what happened in chronological order (first, next, then).
Using the past tense.
Including specific details about who, what, where, and when.
Using descriptive words to make the writing more interesting.
Explain the station-based activity and introduce the AI tool as a “writing partner” that can help them brainstorm ideas and find new words. Emphasize that they are the author, and the AI is there to assist. Set the timer for a total of 30 minutes (6 minutes per station).
Station Activity (30 minutes):
Divide the class into five small groups. Each group will start at a different station and rotate every six minutes.
Station 1: The Build-Up & Atmosphere
Task: Discuss and jot down ideas about the atmosphere before the game.AI Integration: Use an AI chat tool with a prompt like: “Give me 5 powerful words to describe the sound of a big crowd at a sports game.”
Prompts:
What did the stadium sound like before the whistle?
What did the crowd look like?
How did the players look as they came onto the pitch?
Key Vocabulary: anticipation, electric, deafening, vibrant, tension, anticipation.
Station 2: The Action
Task: Focus on the main events of the match itself.AI Integration: Use an AI tool with a prompt like: “Describe a spectacular goal in a hurling match in one sentence.”
Prompts:
What were the most important moments of the game?
Who were the standout players? Why?
How did the mood of the crowd change during these moments?
Key Vocabulary: pivotal, thunderous, skillful, courageous, lightning-fast, deflected.
Station 3: The Commentary & Quotes
Task: Use quotes or imagine what commentators would say to add a sense of drama and authenticity.AI Integration: Use an AI tool with a prompt like: “Write a short, exciting commentary line for a winning point at the end of a hurling game.”
Prompts:
Listen to a short audio clip of commentary. What words or phrases are used to build excitement?
Imagine the commentator’s voice at a crucial moment. What might they say?
Write down some powerful quotes or phrases to use in your recount.
Key Vocabulary: unbelievable, gasp, roar, sensational, heartbreak, heroic.
Station 4: The Aftermath & Celebration
Task: Think about what happens after the final whistle.AI Integration: Use an AI tool with a prompt like: “Give me some descriptive words for a team that has just won a championship.” or “How would you describe the feeling of losing a big match?”
Prompts:
Describe the final whistle. What was the reaction?
How did the winning team celebrate? What about the losing team?
What happened during the trophy presentation?
Key Vocabulary: euphoria, jubilant, relief, dejected, triumphant, confetti.
Station 5: The Vocabulary & Sequencing
Task: Focus on improving the quality and flow of their writing.AI Integration: Use an AI tool with a prompt like: “Find a better verb for ‘ran’ in this sentence: ‘The player ran for the ball.'” Or, “Help me write a list of sequencing words for a story.”
Prompts:
Choose a few of your notes from the other stations.
Work with your group to find more interesting verbs and adjectives to replace common words.
List some time-connectives or sequencing words to use when writing their recount. (e.g., first, then, next, suddenly, later, finally).
Plenary (15 minutes):
Bring the class back together.
Ask a representative from each group to share one or two interesting things they discussed or a key word they found.
Discuss how the AI tool helped them. What was easy about it? What was still a challenge?
Explain that they now have all the tools and information they need to write a fantastic recount of the All-Ireland Senior Hurling Final, using their own creativity and the AI as a helpful assistant.
The pupils’ next task will be to write their individual recounts using the notes they gathered.
Assessment
Formative: Observe pupils during the station activity to see how they are collaborating and gathering ideas, and how they interact with the AI tool.Summative: The written recount will be assessed for the use of past tense, chronological order, descriptive language, and overall structure.
Quiz using Kahoot.
Integration: Create a powerpoint using Gamma entitled ‘Caitheamh Aimsire’ linking in with the recount writing.I totally agree with you Lina about finding the time in what is already a packed curriculum, therefore I love the idea you suggested about beginning with the AI handbook and exploring with pupils what AI is and the fact that opening this discussion in your classroom allow for the opportunity to build an understanding of AI together through teacher, pupil interaction. It is also an important time to discuss AI in great detail in a safe and fair environment.
Module 4 has some wonderful examples of AI tools and resources that I intend to start using in September. I have used Osmo before and the pupils loved it as it is extremely self motivating. I thought Khan Academy was extremely impressive as it caters for so many subject areas. I intend to start with Maths, English & SESE in September. Having explored Khan Academy, it is so teacher friendly with instructional videos, exercises & lots of assessment tools and even better that it is a free resource. It is child friendly too catering for each child’s individual needs placing the material at their level and allows them the opportunity to study at their own pace and motivating them at the same time. I would imagine that pupils are so engaged with this interactive type of learning, that they would look forward to using Khan Academy while at the same time accessing a high quality of education.
I totally agree with you Catherine about how these AI tools can really aid inclusion which is what we are striving for. Diffit is wonderful for catering for all pupils needs from the reader who is experiencing difficulty to the advanced reader. I love the fact that it caters for all levels. Gamma is a very valuable tool as a starting point for creating presentations on various topics especially in the area of SESE.