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This is a great idea. I have used Scratch to create something similar. It is actually easy enough to code and the child can virtually grab the item by being in the scene. I did a course a few years ago and it only took about 10 minutes to create it. I feel it may be worth exploring to help achieve your objective.
I am just wondering about your thoughts on Claude. I used it to synthesis some plans together and to be honest it seems so powerful, and in my experience to date better than Gemini and ChatGPT.
Topic and Class Level: Science: Rocket Design & Flight Dynamics (5th Class), adapted from the SFI Curious Minds resource.
For this learning sequence, I chose to design student-facing material using Google Slides to deliver the content sequentially. Anchoring the lesson on slides helped establish a clear, predictable flow. I started with inspiring rocket launch footage to hook the pupils, followed by clear step-by-step instructions for constructing and testing their rockets.
The core goal was using a fair test procedure to investigate how trajectory angle affects maximum flight distance. While I have taught this lesson before, using AI as a planning partner helped refine my scaffolding.
One adjustment I would make would be to introduce this to data, and use Google Sheets to show children how to compile a simple table on sheets and create a graph. I may also follow up the lesson by allowing student to design and make adjustments to their rockets to investigate the results of their adjustments.
Link to Reflection / SSE: From a School Self-Evaluation (SSE) perspective, analyzing pupil recordings from these flight trials offers valuable evidence for assessing STEM problem-solving and critical thinking skills across the senior cycle.I like your use of AI to generate differentiated questions. It really can take out a lot of the workload of the teacher in terms of creating this type of work. It is definitely something that I will use it for in the future.
<span style=”font-weight: 400;”>Every year to inspire creative poetry writing in my 5th or 6th class pupils I use the poem </span><i><span style=”font-weight: 400;”>Pied Beauty </span></i><span style=”font-weight: 400;”>by Gerard Manley Hopkins as my stimulus. I gave Gemini the prompt to design three activities around this poem and lesson objective.</span>
<span style=”font-weight: 400;”>The three suggestions were: 1. To create descriptive compound words, 2. Poetry writing based on things that are imperfect. 3. A snapshot based on a common scene to be done in three minutes. </span>
<span style=”font-weight: 400;”>I chose number 3 as it aligns well with my usual repertoire but adds a more polished product to demonstrate learning. While the activity was well conjured by Gemini I felt that it needed more scaffolding for weaker students and asked it to tweak the lesson by adding more discussion, vocabulary and words at the start of the lesson..using the term word thief to encourage word smithery within the class. As no pupils’ names are ever shared, Gemini does not use any personal information about pupils within its ideas.</span>
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