This Months Newsletter

AI Prompts in Google Gemini

Google Gemini is available only to staff

however, the process of using AI to create can be shared with learners. Staff can create resources to be shared with learners and used to check for accuracy. This will develop a learner's understanding of the need to double-check the results of AI for hallucinations.

Remember that all AI-generated material should be checked for Bias and Hallucinations

Development of Literacy Skills

Write a prompt
Analyse what the AI creates and identify ways it can be improved
Edit the initial prompt with improvements
Repeat the process

What can be done in Google Gemini?

Google Gemini is Google's AI application, which can be used to ask questions. There are additional tools which can be used in Gemini; these are:

Guided Learning- acts as a personal AI study partner, supporting you to understand concepts, not just providing quick answers.
Create Images- through a prompt, an image can be created; however, you can also add images and explain edits you would like to make. You can add several images, which can be blended, and use Gemini to create images in the same thread means that there can be consistency in characters.
Canvas- can allow you to create code by describing the idea of what you would like to happen.

Create lesson plans

The result from AI will only be as good as the prompt you use.

Prompt: Create a lesson plan for an hour-long lesson on introducing the features of a river for year 4 class. Include an introduction that questions what the learners already know. Include two activities, one which can be created in a book and another activity which can be created using the applications available through Wales' Hwb platform. Include questions which can be used to assess the learner's understanding at the end of the lesson. Differentiate for three levels of understanding.

Add specifics to support Gemini in creating what has been asked.

Lesson Plan: The Journey of a River

Year Group: 4 Subject: Geography / Humanities Topic: Features of a River Duration: 60 Minutes

Learning Objectives (derived from Curriculum for Wales)

Core: I can identify and label the key features of a river (Source, Mouth, Channel, Tributary, Meander).
Digital Competence (Hwb): I can use digital software to combine text and images to demonstrate understanding.
Extension: I can explain the function of specific river features and how the river changes from source to mouth.

Vocabulary

Source, Mouth, Tributary, Confluence, Meander, Channel, Bank, Bed, Floodplain, Estuary.

1. Introduction & Prior Knowledge (10 Minutes)

Activity: "River detectives"

Display a high-quality image of a river landscape (preferably a local Welsh river like the Taff, Tywi, or Dee if applicable, or a generic image showing a winding river).
Questioning (Think-Pair-Share):
- "Look at this water. Where do you think it started?"
- "Where is it going?"
- "If I was standing on the edge, what is that ground called?"
- "Is the river fast or slow here? How can you tell?"
Create a "Word Wall" on the whiteboard. Write down the students' suggestions. Circle correct geographical terms if they arise (e.g., if a child says "the start," introduce the word "Source").

2. Main Teaching (15 Minutes)

Direct Instruction: Explain the journey of a river using the "Upper," "Middle," and "Lower" course structure.

The Upper Course: Explain the Source (usually high ground/mountains). The river is small, fast, and narrow.
The Middle Course: Introduce Tributaries (small rivers joining big ones) and the Confluence. Explain that the river gets wider and deeper. Introduce Meanders (bends).
The Lower Course: Explain the Mouth (where it meets the sea) and the Estuary.

Interactive check: Use the diagram above. Ask students to come to the front and point to the Source (top) and Mouth (bottom).

3. Activity 1: Book-Based (15 Minutes)

Task: Creating a "River Journey" Map.

Differentiation:
- Group 1 (Emerging/Support): Provide a pre-drawn diagram of a river. Students must cut out labels (Source, Mouth, Meander, Tributary) and stick them in the correct place. Focus: Recognition.
- Group 2 (Expected/Core): Students draw the river journey from mountains to sea. They must label 5 key features (Source, Tributary, Meander, Channel, Mouth) and include a colour key. Focus: Recall and presentation.
- Group 3 (Exceeding/Extension): Students draw the river journey. Next to each label, they must write a short definition (e.g., Source: The high ground where the river begins). They should also indicate where the water flows fastest and slowest. Focus: Explanation.

4. Activity 2: Digital Skills via Hwb (15 Minutes)

Platform: Hwb (Google Slides, PowerPoint Online, or Adobe Express). Note: Ensure learners are logged into their Hwb accounts prior to the lesson start if possible.

Task: Creating a "River Feature Flashcard."

Differentiation:
- Group 1 (Emerging): Open a blank slide/canvas. Use the "Insert Image" (Safe Search) tool to find a picture of a Waterfall or a Meander. Type the word as a title using a large font.
- Group 2 (Expected): Create a single slide/graphic titled "Parts of a River." Insert an image of a river and use the "Arrow/Shape" and "Text Box" tools to digitally annotate the image (labeling the Bank, Water, and Bed).
- Group 3 (Exceeding): Use Adobe Express or Google Slides to create a "Compare and Contrast" slide. Insert two images: one of the Upper Course (narrow, steep) and one of the Lower Course (wide, flat). Use text boxes to list three differences between the pictures.

5. Plenary & Assessment (5 Minutes)

Assessment for Learning (AfL) Questions:

Gather the class on the carpet or verify understanding through a "Show me boards" activity.

Recall (All): "What do we call the very beginning of a river?" (Source)
Recall (All): "What do we call the end of the river where it meets the sea?" (Mouth)
Understanding (Core): "I am a small river flowing into a bigger river. What am I called?" (Tributary)
Deep Thinking (Extension): "Why do you think the river moves slower when it gets close to the mouth?" (Because the land is flatter / it is wider).
Visual Check: "Make a shape with your arm that looks like a Meander." (Students should curve their arm like a snake).

Resources Needed:

Projector/Interactive Whiteboard.
Exercise books/Plain paper.
Scissors/Glue (for Group 1).
Laptops/Tablets with Hwb access.

Create resources to share in class - Data sets

The result from AI will only be as good as the prompt you use.

Prompt: Create a spreadsheet of example data that can be used by learners to understand weather patterns around the major cities around the world.

Add specifics to support Gemini in creating what has been asked.

Data sets can be created to suit the requirements of the topic. The data can then be manipulated by learners; they could sort the data and apply formulas to understand the data further. Graphs and Charts can be created to represent the data.

create a spreadsheet of example data that can be...

Create resources to share in class - Interactive activities

The result from AI will only be as good as the prompt you use.

Prompt: Create an interactive HTML game of the Tower of Hanoi where users can select the number of disks they start with

Add specifics to support Gemini in creating what has been asked.

Prompt: Create an interactive game where children match colours to the Welsh name for that colour, and write the code for this game

Create resources to share in class - Interactive Timelines

The result from AI will only be as good as the prompt you use.

Prompt: Create an interactive timeline for the Tudor period. This is for year 5 pupils; it should include all significant events.

You can add specifics to support Gemini in completing what has been asked for, specifics about the reformation of the church or Henry's wives could have been added to the prompt.

This resource could be shared with learners to fact-check. This would allow them to complete research on the topic being covered, which should be good practice with anything created using AI. Learners will be able to confirm the information or find hallucinations.

Create resources to share in class - Exemplar texts

The result from AI will only be as good as the prompt you use.

Prompt: Create a three day diary entry from Puck in a Midsummer Night's Dream. The entry should be no more than 300 words per day.

Add specifics to support Gemini in creating what has been asked.

This resource could be shared with learners to discuss their feelings about its accuracy. They could write their own diary entry for one of the other characters in the play.

Day 1: Shadows and Spite

The King of Shadows is in a right foul mood tonight. He and the Queen met by moonlight, and the forest fairly trembled with their jealousy. It is all over a little changeling boy, but truly, I think Oberon simply hates to be denied. When the winds whistle and the corn rots in the field, mortals blame the weather, but I know it is just my master and mistress having a domestic spat.

To cheer him, I’ve been sent on a fetch-quest. I put a girdle round about the earth in forty minutes to find it: a little western flower, purple with love’s wound. Love-in-idleness. One drop on sleeping eyelids makes a man (or woman) madly dote on the next live thing that it sees.

I returned victorious, only to be given a second task. My master saw a cruel Athenian lad spurning a sweet lady in the woods. "Anoint his eyes," quoth he. "Let him wake when the lady is near."

So, I am off through the brake and briar. I found an Athenian wearing the weeds of the city, sleeping soundly on the damp earth. A pretty enough fellow, though clearly a fool for sleeping so far from home. I squeezed the purple juice upon his eyes. When he wakes, he shall love the girl. Simple work. Now, to find some mischief of my own before the sun climbs the sky.

Day 2: What Fools These Mortals Be!

Well. Things have gone spectacularly, delightfully wrong.

It turns out there were two Athenian couples wandering my woods. I anointed the wrong man! Now the first man loves the second girl, the second man loves the second girl, and the first girl is left with nothing but confusion. They are all running about the dark woods, weeping and shouting. Lord, what fools these mortals be! I laughed until my sides ached, though Oberon was less amused. He called me a "mad spirit" and accused me of negligence. Me!

But my greatest jest was with the hempen homespuns—those rude mechanicals trying to rehearse a play near the Queen’s bower. There was one loud-mouthed weaver, Bottom, who thought himself the greatest actor in Athens. I thought he’d make a better ass.

I fixed an ass’s nole upon his head, and his friends fled in terror! Then, the best part: Queen Titania woke up, eyes dripping with the love-juice, and fell instantly in love with the monster. She is currently feeding him apricots and dewberries while he brays for hay.

Oberon has forgiven my mistake with the lovers because the Queen’s humiliation is so sweet to him. However, I must now fix the humans. I have overcast the night with drooping fog to lead them astray until they collapse from weariness. Once they sleep, I’ll crush the antidote into Lysander’s eye. Then, all shall be well.

Day 3: The Lark and the Broom

The dream is ended. The lark has sung, and the shadows are shrinking.

Oberon has his changeling boy, and he has released Titania from her spell. It was strange to see them dance together again, rocking the ground with their harmony. The ass’s head is off the weaver, and he has gone back to Athens, thinking he had a very rare vision.

As for the lovers? We found them asleep on the hill. The Duke’s hunting horns woke them, and they all stared about with glazed eyes. The right Jack has his Jill, and naught shall go ill. They remember the night only as a fierce, strange dream.

We followed them to the palace for the wedding feast. I watched from behind the pillars as the mechanicals performed their play. It was wretched; truly the worst thing I have ever seen. A lion that spoke! A moon made of a lantern! I nearly fell from the rafters laughing.

Now the iron tongue of midnight has told twelve. The lovers are in bed. The house is quiet. I am sent with the broom to sweep the dust behind the door and bless the house with sweet peace. We are but shadows, after all. If we have offended, think but this and all is mended: that you have but slumbered here.

Goodnight unto you all.

Create Resources to share with learners

Use Gemini and the Canvas feature...

Prompt: Create an interactive HTML game where children see the numbers 1-20 randomly spaced, and they need to click them in the correct order from 1-20. If they make a mistake, they must start again. If they get all the way to 20, they can choose to start again, counting in 2s, starting at either 1 or 2.

Curriculum Planning using Google Gems

Use Gemini and the Canvas feature...

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