KISMET =

HITS =

Description

1) Students set learning goals

2) Use of prompting questions to move through the geological causes of an earthquake

3) Reflection on set goal

Full Lesson Plan (ChatGPT, 2024).

HITS= Teacher questioning to prompt critical understanding of the purpose of text ensuring the students understanding the role of context in shaping of author purpose. This task will lead to PETAL response

Possible additional activities, use AI tools to place text in alternate contexts and settings to engage students creatively with their close study.

1) Students illustrate and/or describe their own personal image of God. 

2) Metacognitive Strategies: Students reflect on how and/or why their personal image of God has been shaped over time. 

3) Guided inquiry / Explicit teaching: Images of God through scripture 

4) Students reflect on how and/or why one new images resonate with them

5) Students use GenAI (e.g. CoPilot) to generate images of God based on scripture

HITS = WORKED EXAMPLES

Year 8 - Rates and Ratios

Students choose a topic they are interested in (e.g. cooking, cars...) to create a question (e.g. which pasta recipe uses the highest proportion of tomato paste) that they can investigate.

Students may use AI to generate these questions.

1. How well do I understand my character’s emotions and motivations?

   • Am I showing how Macbeth and Lady Macbeth are feeling at this point in the play?

   • Have I thought about why they say each line the way they do?

2. Am I using Shakespeare’s language effectively?

   • Am I emphasizing key words or phrases to show their importance?

   • Is my delivery clear and expressive, helping the audience understand the text?

3. Do my stage directions match the mood and action of the scene?

   • Am I moving, gesturing, or positioning myself in a way that adds to the drama?

   • Have I planned where and how I interact with others on stage?

4. How do my props or costumes enhance the performance?

   • Do the items I’m using represent my character or the themes of the play?

   • Are my choices practical and meaningful for this scene?

5. Am I creating a compelling atmosphere for the audience?

   • Am I thinking about tone, pacing, and pauses to build tension?

   • Does my performance make the audience feel the suspense and conflict between Macbeth and Lady Macbeth?

Bonus Tip: Practice in pairs or small groups and give feedback to each other based on these questions!

Radical "Idea": Replace balls with "water balloons and a slingshot" generated by Victoria Pollard using Co-Pilot

Grade Level: Year 10
Duration: 60 minutes
Syllabus Links:

• MA4-10NA: Uses algebraic techniques to model and solve problems.

Learning Intentions

• Students will capture real-world motion data using stop-motion technology.

• Students will model and analyze the trajectory of a thrown ball as a quadratic function.

• Students will make inferences about the motion based on experimental data.

  
  

Success Criteria

• Successfully capture and visualize the ball’s trajectory.

• Use graphing software to model the trajectory and create an appropriate quadratic function.

• Analyze and compare trajectories for different distances.

Materials and Technology

• Devices: Smartphones, tablets, or cameras with a stop-motion app (e.g., Stop Motion Studio).

• Graphing Software: Geogebra, Desmos, or equivalent.

• Basketball/Similar Object: For throwing into a hoop or target.

• Markers/Cones: For setting different distances.

• Graph Paper: For manual plotting (optional).

Lesson Structure

1. Warm-Up (10 mins)

• Discussion:

  • Briefly introduce parabolas and how they represent the trajectory of objects in motion (e.g., ball, rocket).

  • Relate to the equation of a parabola: y=ax2+bx+cy = ax^2 + bx + cy=ax2+bx+c.

  • Show a short video example of a ball’s parabolic motion.

• Engage:

  • Pose the question: What factors affect the path of a ball thrown into a hoop?

  • Introduce the idea of using technology to analyze motion.

2. Experimentation: Data Collection (15 mins)

• Activity:

  1. Students, in pairs or small groups, set up a camera or stop-motion app to record the ball being thrown into a hoop.

  2. Ensure each group records at least 3 successful throws.

  3. Place markers at different distances (e.g., 1m, 2m, 3m from the hoop) and record throws from these distances.

• Tip: Position the camera at a consistent angle and distance to maintain accuracy.

3. Data Analysis and Modeling (20 mins)

• Plotting Trajectory:

  1. Upload images or use the stop-motion app to extract key points of the ball’s motion (e.g., its highest point and where it hits the ground).

  2. Input the data points into graphing software (e.g., Geogebra or Desmos).

• Model Creation:

  • Use software to create a quadratic function that matches the ball’s trajectory.

  • Discuss how the coefficients aaa, bbb, and ccc relate to the motion.

4. Comparison and Inference (10 mins)

• Activity:

  1. Students compare trajectories from different distances.

  2. Analyze how the initial velocity and angle of the throw affect the parabola’s shape.

• Discussion:

  • Why does the trajectory change when the throw is made from a further distance?

  • What does this mean for basketball players in real games?

5. Wrap-Up (5 mins)

• Reflection:

  • Have students share their observations and models.

  • Discuss the real-world applications of this type of modeling in sports and physics.

  • Highlight connections between algebra and real-world phenomena.

• Extension:

  • Challenge students to model other types of throws (e.g., higher arcs, faster throws).

Assessment Opportunities

• Observe student collaboration during the experiment.

• Evaluate their ability to correctly model the trajectory using graphing software.

• Review their written inferences for mathematical reasoning and understanding.

Adaptations/Differentiation

• Advanced Learners: Explore the role of air resistance and other forces.

• Support for Struggling Learners: Provide a pre-recorded dataset to focus on modeling and analysis.

Homework/Follow-Up

• Research another real-world situation where parabolas are present (e.g., fountains, projectiles).

• Create a report or presentation summarizing findings.

This lesson promotes active learning and integrates mathematics, technology, and real-world applications seamlessly.

4o

Socratic Tutor: The following questions were generate from ChatGPT

1. What does "meaning" mean to you?

• How would you describe what it means to have meaning in life?

• Can meaning be something that is found, or is it something we create?

• Is there a difference between purpose and meaning? What do you think?

2. What do you think gives life value or purpose?

• Do you think there’s an inherent purpose to life, or do we decide what gives our life meaning?

• What kinds of experiences or actions make you feel like your life is meaningful?

• Is it possible for life to be meaningful without a specific goal or purpose?

3. Can meaning come from external sources, or is it something that arises from within?

• How do relationships, work, or accomplishments impact your sense of meaning?

• Is there something in your external world that you feel brings your life meaning, or is it more about how you interpret the world?

4. Do you think people are inherently "lost" when they question the meaning of life?

• When someone feels lost or unsure about the meaning of life, do you think it’s a sign of failure, or is it part of a natural process?

• Can it be valuable to question your purpose or meaning? Why or why not?

5. What role do challenges and suffering play in the search for meaning?

• Can hardship or suffering help us discover deeper meaning in life? If so, how?

• Do you think meaning is more likely to arise from joy or from struggle? Why?

6. Is the search for meaning something that can ever be "finished"?

• If you found the meaning of life, do you think that would change you? Would life become different in some way?

• Can meaning evolve over time, or do we reach one point where we can say we’ve found it?

7. Can meaning be universal, or is it unique to each person?

• Do you think there is one "true" meaning to life, or is meaning subjective, dependent on each person’s beliefs and experiences?

• How might two people living very different lives find different meanings in the same experiences?

8. Do you think meaning can be found in ordinary activities, or is it reserved for extraordinary events?

• Do the small things—like the relationships we build, the choices we make each day—hold meaning? Or is meaning something reserved for major events?

• How might something as simple as a conversation or a moment of quiet reflection contribute to our sense of meaning?

9. What role does mortality play in the search for meaning?

• Does the fact that life is finite change the way we search for meaning? How so?

• Does the awareness of death motivate you to seek meaning in a specific way? Why?

10. Is it possible to live a meaningful life without having answers to the big existential questions?

• Can a person live a full, rich, and meaningful life even if they never find a clear answer to “why we are here”?

• What would it mean for someone to live "without answers," and could they still find meaning in their life?

11. How does personal responsibility factor into the search for meaning?

• Do you think meaning is something that we must actively create, or is it something that happens to us?

• What is your role in shaping the meaning of your life? Are there things you can control, and things you cannot?

12. Do you think meaning is connected to the concept of happiness?

• Is a meaningful life necessarily a happy life? Can a meaningful life sometimes involve suffering or hardship?

• How might we differentiate between short-term pleasure and long-term meaning?

13. Is the search for meaning something that requires external validation or approval?

• Do we need others to recognize the meaning of our lives for it to have value? Why or why not?

• How do you feel when someone challenges your beliefs or your understanding of what gives your life meaning?

14. How do you deal with uncertainty in the search for meaning?

• What happens when we don’t have clear answers or when the path to meaning feels uncertain?

• Is uncertainty itself part of the search for meaning? If so, how can we make peace with it?

15. What do you think it means to live a "good" life in terms of meaning?

• What characteristics would someone who is living a meaningful life have?

• How do you personally define living well or living rightly? What does that have to do with meaning?

16. What do you think about the idea that meaning might not be a single destination, but rather a journey?

• Can you think of examples in your life where the search for meaning itself has been a fulfilling part of your experience?

• How might the ongoing quest for meaning provide value, even if we never fully "arrive"?

17. How do you feel about the relationship between faith and the search for meaning?

• Does belief in a higher power, or lack thereof, influence the search for meaning in your life?

• How do people with strong religious beliefs find meaning compared to those who don’t follow any religious tradition?

18. Can meaning be shared, or is it deeply personal?

• Do you think it’s possible to share your meaning with others in a way that deepens their lives, too?

• How might your relationships with others influence or challenge your sense of meaning?

for a natural disaster.

Choose a natural disaster and use Copilot to do research into a disaster management plan in small groups.

Create a 3 minute video on the evacuation plan.

Stage 5 year 9

Kismet - research assist

Feedback - peer review feedback.

Using AI Tools (Co-Pilot upload capabilities) to create a PETAL paragraph with common mistakes in analysis and general issues with student not meeting 7-8 band. Students can then input paragraph and ask to fix the writing OR teacher provides 2 samples and students find the changes in the improved paragraph. Student and teacher could also use MYP criteria to upload and help AI tools with what they produce.

This focus is to improve student metacognition and understanding of application of feedback.

Use AI to write scripts for ohms law concept and calculations. Each group of 3 creates a worked example of a calculation of ohms and re-enacts it. (Groups of 3 to account for all 3 variables)

Overview

This 5-lesson sequence is designed to simulate a United Nations Security Council (UNSC) debate surrounding the Cuban Missile Crisis. Students will engage in collaborative learning by representing key nations, researching historical perspectives, drafting position papers, negotiating, and crafting resolutions. The sequence incorporates varying degrees of student agency, from guided learning to independent decision-making.

Research Prompt for Security Council Nations: Understanding Events Up to October 1962

As a representative of your assigned Security Council nation, your role is to develop an informed position based on the facts and perceptions available as of October 1962, during the Cuban Missile Crisis. Use the following guiding questions to shape your understanding, ensuring you limit your research to events, statements, and diplomatic positions known up to this time:

1. National Interests and Alliances

• What are your country’s key political, economic, and military interests in October 1962?

• How does the discovery of Soviet missiles in Cuba align or conflict with these interests?

• What alliances or rivalries does your nation maintain that influence its stance on Cuba, the United States, and the Soviet Union?

2. The Cuban Missile Crisis

• What is known about the Soviet Union’s deployment of missiles in Cuba?

• What has been publicly stated by the United States, the Soviet Union, and Cuba regarding the situation?

• How is your nation interpreting the balance of power given the presence of nuclear weapons so close to U.S. territory?

3. The Role of Cuba and the Soviet Union

• How does your nation view Cuba’s relationship with the Soviet Union in 1962?

• What evidence exists of Soviet military and political support for Cuba?

• Does your nation perceive Cuba as a sovereign state asserting its rights or as a proxy in the Cold War?

4. Cold War Context

• How does your nation view the broader ideological and military struggle between the United States and the Soviet Union in 1962?

• What is your government’s position on nuclear proliferation and the threat of escalation to global conflict?

5. United Nations Involvement

• What role does your country believe the United Nations should play in resolving the Cuban Missile Crisis?

• What principles (e.g., sovereignty, collective security, non-intervention) guide your country’s approach to this crisis?

6. Public Statements and Media Coverage

• What statements have been made by your nation’s leaders, or reported in the media, about the Cuban Missile Crisis?

• How does your country publicly justify its stance on the placement of Soviet missiles in Cuba or U.S. actions like the naval blockade?

7. Possible Actions

• What actions would your country likely support in the Security Council (e.g., condemnation, negotiation, sanctions, resolutions for withdrawal of missiles)?

• What alliances, compromises, or backchannel negotiations might your nation pursue to protect its interests while avoiding escalation?

Instructions

• Stick strictly to information and perspectives that were known up to October 1962, avoiding details that emerged after the crisis (e.g., the resolution of the crisis or post-crisis revelations about secret agreements).

• Use historical records and primary sources, ensuring they reflect your country’s official stance and knowledge at the time.

• Focus on your nation’s specific priorities, biases, and diplomatic strategies during the crisis.

This prompt will help you immerse yourself in your country’s historical context and craft an authentic position for the simulation, navigating the complex dynamics of the Cuban Missile Crisis.

Students pick 3 of their generated ideas to further mindmap and develop.

2) ChatGPT puts the steps into a chronological order (in a table format)

3) Students can then add further details into each of the steps such as tools and materials needed to complete their planning

4) This can be accompanied with photographs to represent the steps

• Reading and Note-Taking: Students read about the Ottawa Charter and take notes.

• 3-2-1 Graphic Organiser: Students summarise their learning by noting three things they learned, two questions they have, and one interesting point.

• Image Analysis: Students observe and question an image related to the Charter.

• Short Answer and Multiple Choice Questions: Students answer questions to demonstrate their understanding.

• Discussion Prompts: Open-ended questions for group discussions on applying the Charter's principles to their lives and communities.

This activity aims to deepen students' understanding of health promotion and its importance.

Example Request:

"Hi, can you help me create a CSV file for Blooket with questions and answers about [subject]? I need it to include the question number, question text, multiple-choice answers, time limit, and the correct answer. Here are some example questions:

1. What is the capital of France?

   • Paris

   • London

   • Berlin

   • Madrid

   • Correct Answer: Paris

2. What is the largest planet in our solar system?

   • Jupiter

   • Saturn

   • Earth

   • Mars

   • Correct Answer: Jupiter

Please format it like the Blooket template."

Steps to Follow:

1. Specify the Subject: Clearly mention the subject or topic for the questions.

2. Provide Example Questions: Include a few example questions and answers to illustrate the format.

3. Mention the Format: State that the format should match the Blooket template, including columns for question number, question text, multiple-choice answers, time limit, and correct answer.

Feel free to ask me for any specific details or additional features you need in the CSV file!

The Design and Technology department is committed to harnessing the power of Artificial Intelligence to foster innovation, creativity, and critical thinking among our students. We aim to:

1. Enhance Learning Experiences: Integrate AI tools to provide personalised learning pathways, enabling students to explore and develop their unique talents and interests.

2. Promote Ethical Use of Technology: Educate students on the ethical implications of AI, ensuring they understand the importance of responsible and sustainable technology use.

3. Encourage Collaboration and Problem-Solving: Utilise AI to facilitate collaborative projects and real-world problem-solving, preparing students for future careers in a technology-driven world.

4. Support Teachers and Staff: Provide AI-driven resources and training to empower our educators, allowing them to deliver more effective and engaging instruction.

5. Foster a Culture of Innovation: Create an environment where experimentation and innovation are encouraged, and where AI is used as a tool to push the boundaries of what is possible in design and technology.

Together, we strive to prepare our students to be the leaders and innovators of tomorrow, equipped with the skills and knowledge to thrive in an ever-evolving technological landscape.

As the Physical Development, Health, and Physical Education (PDHPE) Department at Monte we recognise the transformative potential of Artificial Intelligence (AI) in enhancing the educational experience of our students. AI technologies offer innovative tools that can support personalized learning, improve physical fitness, and foster a deeper understanding of health and wellness.

PDHPE Vision

Our vision is to integrate AI in a way that complements and enhances traditional physical education methods. We aim to leverage AI to provide individualised feedback, track progress, and create engaging, data-driven learning experiences that motivate students to achieve their personal best.

Guiding Principles

1. Student-Centered Learning: AI will be used to support personalised learning experiences, catering to the unique needs and abilities of each student. This includes adaptive fitness programs, personalised health recommendations, and real-time feedback during physical activities.

2. Ethical Use of Technology: We are committed to using AI responsibly and ethically. This includes ensuring data privacy, maintaining transparency about how AI tools are used, and promoting digital literacy among students and staff.

3. Enhancing Engagement: AI will be utilised to create interactive and engaging learning environments. This includes the use of virtual reality for immersive experiences, AI-driven fitness apps, and gamified learning platforms that make physical education fun and motivating.

4. Supporting Teachers: AI will serve as a tool to support teachers, not replace them. It will provide valuable insights into student performance, help identify areas for improvement, and free up teachers to focus on personalised instruction and mentorship.

5. Promoting Health and Wellness: AI will be integrated into our curriculum to promote overall health and wellness. This includes monitoring physical activity levels, providing nutritional guidance, and supporting mental health through AI-driven wellness programs.

Implementation Strategy

1. Professional Development: Provide ongoing training for teachers to effectively integrate AI tools into their teaching practices.

2. Curriculum Integration: Incorporate AI-driven tools and resources into the PE curriculum to enhance learning outcomes.

3. Student Empowerment: Educate students on the benefits and ethical considerations of AI, empowering them to use technology responsibly.

4. Continuous Evaluation: Regularly assess the impact of AI on student learning and well-being, making adjustments as needed to ensure positive outcomes.

Conclusion

The PDHPE Department is committed to embracing AI as a means to enrich the educational experience of our students. By integrating AI thoughtfully and ethically, we aim to create a dynamic, engaging, and supportive learning environment that promotes lifelong health and wellness.

• teachers to develop learning resources/activities to enhance student learning, differentiation and deep learning.

• For students to be able to independently use these tools to improve their work, use it for feedback and explore concepts for deeper learning.

We seek to emulate these ideas through the following principles:

Learning Enhancement

• Leverage for personalised learning

• Opportunity to differentiate for individual students needs

• Enhance individual experiences

Creativity and Innovation

• Opportunity for teachers and students as Co-Learners

• New and innovative tool 

• Prepare for future

Ethical Use 

• Transparency and accountability of AI use

• Inclusivity and Accessibility in how respect dignity of all students that supports diverse abilities

• Aim to ensure we don’t perpetuate bias or discrimination through our use of AI

• Different considerations of use in Critical and Historical Studies and Artmaking 

However, with any new tool in technology, we want our students to develop the ability to think critically—not only about the information being presented to them but also about the world around them. We want our students to continue to feel challenged in ways that build persistence and resilience, develop interpersonal skills through collaboration with others, think independently, be creative and unique in their problem-solving and tackle challenges from new perspectives generated by the depth of their own thinking and understanding.

As a department, we support the use of AI as a tool in an ethical and transparent way, recognising its power to transform Mathematics in the teaching and learning environment. At the same time, we acknowledge its current limitations and emphasise the importance of human experience in learning