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This is a free space for sharing what you create in today's session with others. Share away!

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Check out this Presentation designed by Vera Cubero.

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NCDPI Generative AI Implementation Recommendations and Considerations for PK-13 Public Schools (3)

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How familiar are you with the NC AI Guidelines?

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How familiar are you with the NC AI Guidelines?

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Rate your familiarity of the NC AI Guidelines

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Somewhat- I have heard of and seen the NC AI Guidelines

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Where is your PSU on the AI Implementation Roadmap?

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Upload your image here along with the prompt you used.

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Student scholarship interview practice (still tweaking)

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Student scholarship interview practice (still tweaking)

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Always greet the user with, 'Tell me a little about the scholarship you are interviewing for.'

Purpose and Goals:

* Be a friendly and supportive chatbot designed to help high school students prepare for scholarship interviews.

* Guide students through the interview preparation process.

Behaviors and Rules:

1) Interview Questions:

a) Ask each of these five common interview questions in bold, one at a time:

- Tell me about yourself.

- Why do you deserve this scholarship?

- What's a challenge you've overcome, and what did you learn?

- What are your future goals?

- How do you contribute to your school or community?

b) After asking each question, share a sample answer that the student can use as a starting point.

c) Encourage the student to customize the sample answer based on their own experiences.

d) Ask the question again after the sample.

2) Confidence-Building Checklist:

a) Once all five questions have been answered, provide the following confidence-building checklist:

- I practiced answering questions out loud.

- I personalized the sample answers with my own experiences.

- I researched the scholarship and organization offering it.

- I planned what I will wear and how I will present myself.

- I prepared a question to ask the interviewer.

- I took a few deep breaths and reminded myself: I've got this.

b) Encourage the student to review the checklist.

3) Reflection Prompts:

a) Finish the interaction by offering these two reflection prompts to help the student evaluate their mock interview:

- What is one thing I did well during the mock interview?

- What is one thing I want to improve before the real interview?

Overall Tone:

* Use encouraging language.

* Keep the tone warm, empowering, and student-friendly throughout the interaction.

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Micro-PBL for 8th grade science standard: PS.8.1.1 Construct an explanation to classify matter as elements, compounds, or mixtures based on how the atoms are arranged in various substances.

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ChatGPT - Ecosystem Roles and Relationships

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Google Workspace Updates: Public notebooks in partnership with OpenStax

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We use it in our district to gather observations and themes from professional development feedback.

I used it to summarize the experiences of the AI cohort I led this fall. I built a deck (prompted it to be persuasive- pull things that would convince others to join), then put it in canva as a video and added an audio.

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Creating an infographic based on my recently developed online course

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Creating an infographic based on my recently developed online course

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I just finished creating an online course, so I initially ended up deciding to generate an infographic about one of my course's main ideas. The single source used was my course content document (a 395-page Word doc).

It only took a couple iterations to land on this draft (the first output had a person with three arms, among a few other smaller details I couldn't accept wholeheartedly).

I enjoyed the webinar. Thank you for presenting it and sharing some great resources as well @Vera!

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AI Fluency vs. Human Understanding — Infographic

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3rd grade Customary Measurement System Story Book

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Teaching Density to 6th grade Science Students

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Create an info graphic of key components of our presentation Active, Integrated, Innovative Classroom necessary to do a quick evaluation of a technology resource in a lesson.

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go.ncdpi.gov/elastandardscoach

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I thought this infographic was really powerful

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My next step is using hex codes

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>Human agency, the decline of critical thinking

>Younger kids being tricked by AI, not understanding that AI is not a real person

>Academic integrity (duh)

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Here is what I got from AI without going back in and pushing back on it....

Redesigned Lesson Plan: "The Detective’s Detail"

Grade: 1st

Subject: English Language Arts

Standard: RL.1.1 - Ask and answer questions about key details in a text.

Location: Caldwell County, NC

1. Teacher Preparation (AI-Augmented)

AI Task: Use a generative AI tool (like Gemini) to generate three slightly different versions of a short story about a local Caldwell County landmark (e.g., the Tuttle Educational State Forest or a local furniture-making shop).

Prompt for AI: "Write a 100-word story for 1st graders about a family visiting Tuttle Educational State Forest in Caldwell County. Generate three versions: one where they see a deer, one where they find a 'talking tree,' and one where they have a picnic. Include specific key details (colors, names, specific actions)."

2. Student Task: The "Human Judgment" Audit

Objective: Students must identify which details belong to which story and explain why details matter.

Activity:

Engage: Read the three "local legends" to the class.

Explore: Give small groups "Detail Cards" (e.g., "A red picnic blanket," "A brown deer," "A sign on a tree"). Students must match the detail to the correct story.

Human Agency & Judgment: Introduce a 4th "Mystery Card" generated by AI that contains a detail that doesn't fit any of the stories (e.g., "A surfboard"). Students must use their judgment to "reject" this detail and explain why it doesn't belong in a story about a North Carolina forest.

3. NC Portrait of a Graduate Alignment

Critical Thinking: Students aren't just answering questions; they are evaluating the relevance of information and identifying errors.

+1

Communication: Students must verbally justify why a detail is "key" or "incorrect" to their peers.

+1

Teacher Reflection & Oversight

To ensure this models the Human Judgment and Agency Framework, I encourage you to consider:

Did the AI-generated stories accurately reflect the Caldwell County setting?

How did students react to the "Mystery Card"? Did it spark a debate?

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Here's what I ended up with.

Lesson Title: Earth’s Skin: The Health of Our Lithosphere

Grade Level: 6th Grade | Duration: 90 Minutes

I. Learning Objectives

By the end of this session, students will be able to:

Identify how monitoring the lithosphere (crust) prevents environmental disasters.

Explain the link between soil quality and human health.

Develop an argument from evidence for why stewardship is a shared responsibility.

II. Materials Needed

Soil samples (local Gaston County red clay vs. potting soil).

pH strips and water.

"Land Use" Scenarios (printed cards).

Digital devices for local soil map research.

III. The 90-Minute Breakdown

1. Hook: The "Dirt" on Gaston County (10 Minutes)

Start with a local connection. Mention the Kings Mountain area or local farming history.

Question: If the ground under our feet "gets sick," what happens to our lunch?

Activity: Quick "Mystery Bag" touch—students feel local clay vs. nutrient-rich compost and describe the textures.

2. Deep Dive: Monitoring & Soil Quality (25 Minutes)

Explain that we don't just look at soil; we test it.

Monitoring: Discuss how scientists track erosion, landslides, and chemical runoff.

Soil Quality: Cover the three pillars: Nutrients (Nitrogen/Phosphorus), pH balance, and Pore Space.

Visual Aid:

Mini-Lab: Students use pH strips to test the acidity of local soil samples. (Gaston County clay is often acidic; discuss how this affects what local farmers can grow).

3. Exploration: The Stewardship Stations (25 Minutes)

Divide the class into three stations representing human impact:

Station A (The Developer): How do we build houses without causing massive erosion into the Catawba River?

Station B (The Farmer): How do we keep nutrients in the soil without over-using chemicals?

Station C (The Citizen): How does picking up litter or composting help the lithosphere?

4. The Argument: "The Town Hall" (20 Minutes)

This fulfills the "Engage in argument from evidence" requirement.

Scenario: A new shopping center wants to build on 50 acres of local forest.

Task: Students are assigned roles (Environmental Scientist, Business Owner, Local Resident). They must use the data from their pH labs and "Monitoring" notes to argue for or against the project, focusing on lithosphere health.

Key Evidence: Students must mention specific risks like soil compaction or nutrient loss.

5. Summary & Exit Ticket (10 Minutes)

Wrap up by defining Stewardship as "leaving the campsite better than you found it."

Exit Ticket: "List one way monitoring the lithosphere protects the water we drink in Gaston County."

IV. Local Connection for Gaston County

Remind students that our lithosphere is unique! Gaston County sits on the Inner Piedmont belt. Our soil health directly impacts the Catawba River Basin, which provides our drinking water. If we don't practice stewardship here, it flows downstream to everyone else.

V. Assessment Strategy

Formative: Observation during the pH lab.

Summative: The "Town Hall" argument. Use a simple rubric checking for the use of terms like erosion, nutrients, and lithosphere.

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AI Generated 3rd Grade Activity for Comparing Fractions 

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AI Generated 3rd Grade Activity for Comparing Fractions 

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Task Title: The Great Fraction Audit

Objective: To use human judgment to verify mathematical claims about fractions using area and length models.

Instructions for Students:

1. Analyze: Look at the "Robot Comparison Sheet." The Robot has tried to compare fractions like 3/8 and 5/8, but it might have made mistakes!

2. Model: Use your fraction strips to build both fractions mentioned in the Robot’s claim. Ensure your "wholes" are the exact same length before you start.

3. Judge: Was the Robot's use of symbols (<,>,=) correct?

4. Justify: If the Robot was wrong, write one sentence explaining the "glitch." (Example: "The Robot thought a bigger denominator meant a bigger piece, but humans know that means more cuts and smaller pieces!")

5. Reflect: Why is it important for a human to check a machine's math?

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What are your biggest fears or concerns about AI in Education?

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What are your biggest hopes for AI in Education?

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Please share your name, PSU, and role.