Teach Primary Issue 18.5

WEEK 4 Learning objective l To understand how to create images and audio with AI, adapting text prompts to achieve a desired outcome. Before the lesson, generate some pieces of art using a suitable AI platform, such as Adobe’s Firefly. Tell the children that you want them to critique the images. Ask what they like about them, what they don’t, and what they think the artist was trying to convey when they created each piece of art. Reveal that these images have been created using AI. Ask whether the children still think that the ‘artist’ has intentions and something they wish to convey. Ask pupils to complete Worksheet 4 . Return to the saved text of the stories the children created in Week 3. Ask pupils to come up with prompts to generate illustrations for their stories, refining the prompts in the ways they practised during Week 2, until they are satisfied with what is generated. Assessment Assess the learners by their ability to use prompts to generate images and music based on desired traits, uses and audience. WEEK 5 Learning objective l To understand that AI has limitations and makes mistakes, and that it can be used to create content that is untrue and made to deceive and confuse. Before putting everything you’ve learned so far together, it’s really important to discuss the limitations of AI, and how it can be used to spread misinformation. Before the lesson, go to moondisaster.org . Start and then pause the video, to hide the warning that it has been manipulated. Play the first four and a half minutes of the video you’ve cued up, to get a sense of the fictitious disaster. Ask the children whether they notice anything unusual about the video. Let your class know the video is fake – AI and clever editing have been used to show an alternative history. Discuss how pupils can use trusted sources to try and verify whether media is real or fake. Talk about the possible motives someone might have for creating and sharing fake media. Explain that AI can also make mistakes and generate incorrect information. As mentioned in the BBC video from Week 1, AI can simply make things up sometimes, and this is known as an AI hallucination. Ask pupils to prompt the AI platform for information about a local place and then, using traditional research methods, see if they can spot incorrect information from the AI. Finally, discuss briefly how AI is only as good as its training data. If historical data contains bias or discrimination then AI may continue to show bias in its output, which can have real-world impacts on people lives. The children can now complete Worksheet 5 . Assessment Assess by your learners’ ability to articulate the limitations, concerns and potential dangers of AI and demonstrate robust methods to check sources and conduct independent fact-checking research via trusted sources. Martin Burrett is a primary teacher, EdTech specialist, editor at UKEdChat, and an author. See ictmagic.co/books to view his books on computing and coding. WEEK 6 Learning objective l To combine prior knowledge and skills at using generative AI to create a video on a given topic for a specific audience. Show the class some age- appropriate AI videos that contain mistakes and bizarreness, such as the cartoon at bit.ly/aibapple and the children’s song at bit.ly/ aiskiplou . Ask pupils to point out moments of weirdness. Bringing everything together, ask your class to create short films in small groups. Pupils should use text generation to create a story, and can then use a free platform like app.pixverse.ai or app. runwayml.com to create a few seconds of AI-generated video. Assessment Assess on the learners’ ability to use prior skills in combination to create a short film. F EATURE S P L ANN I NG @ICTmagic www.teachwire.net | 25