AI Mastery Course
The K-8 Educator’s Professional Development
Welcome to the Comprehensive AI Curriculum Mastery Course
This resource provides a complete, self-led professional development course on integrating Gemini AI responsibly and effectively into K-8 pedagogy. You will master prompt engineering, curriculum alignment, differentiation, and administrative efficiency.
16 Total Modules
Includes 4 Universal and 12 Grade-Specific Deep Dives.
College-Level Depth
Instructional theory and 4+ hands-on activities per module.
Self-Paced & Standalone
Requires no external facilitation or supplementary materials.
Select Your Grade Pathway
Choose your grade band to view the 4 Universal Modules + 3 Specialized Modules specific to your needs. Select “All Grades” to view the 4 foundational modules only. The 4 foundational modules are the same for each grade level and appear at the top of each grade level pathway to start your journey.
Module 1: Foundations, Tools, and Responsible Practice
Universal Module – Core Theory
1.1 Instructional Theory (4.0 Hours)
This module establishes the ethical, technical, and pedagogical groundwork for using AI. Before deploying any tool in a classroom setting, a teacher must be proficient in the **Four Pillars of Prompt Engineering** and understand the mandatory ethical safeguards that protect both student data and academic integrity. This is the bedrock of all subsequent practice.
The Four Pillars of Prompt Engineering (R.C.T.F)
**Mandatory Ethical and Safety Protocols:** AI tools must only be used with data that is **de-identified or non-existent student data**. Always proofread and verify AI-generated content (hallucination risk). **Never** input confidential student information (names, grades, behavior logs). AI is a drafting tool, and all final pedagogical decisions and content must be reviewed and approved by the educator.
1.2 Hands-On Application
The following activities require direct application of the R.C.T.F. framework to common administrative tasks, establishing proficiency in controlled output.
Activity 1: Curriculum Alignment and Standard Mapping
Practice using R.C.T.F. to ensure content directly relates to academic standards.
Role: Act as a curriculum coordinator. Context: I teach [Your Grade Level] Science. The current unit is on ecosystems. Task: Map the following three state/national standards to three relevant project ideas and list three required prerequisite skills for each project. Format: Present the results as a single, three-column Markdown table.
Activity 2: Generating a High-Rigor Debate Position
Use the ‘Role’ pillar to generate text written from a complex or expert perspective.
Role: Act as a high-level political analyst. Context: The class is debating the necessity of renewable energy. Task: Generate a persuasive, 3-point argument supporting the position that local funding should prioritize solar energy over wind energy. Format: Use a numbered list, with each point citing a specific, fictional economic benefit.
Activity 3: Creating Content with Specific Constraints
Challenge the model to adhere to tight word and formatting limits.
Role: Act as a 5th-grade history textbook writer. Context: The section is on the causes of the American Revolution. Task: Write a short paragraph, strictly 75 words long, summarizing the role of the French and Indian War. Format: A single paragraph of continuous prose.
Activity 4: Practicing Iterative Refinement
Generate content and then refine it with a follow-up prompt.
First Prompt: Generate a creative writing prompt for a short story about a talking animal that finds a magical object. Second Prompt (using the first output): Now, rewrite the prompt so the story must be told from the second-person perspective.
Final Application Task: Create a Responsible Use Policy (R.U.P.) Draft
Role: Act as a school district technology director. Context: The district is drafting a policy for teacher use of AI tools in curriculum development. Task: Draft a 5-point policy for responsible AI use, focusing on student data privacy and academic integrity checks. Format: A numbered list with a professional title.
Module 2: Saving Time During Your Planning Hour (Admin Focus)
Universal Module – Efficiency and Productivity
2.1 Instructional Theory (3.0 Hours)
This module treats AI as a **personal administrative assistant**, focusing on high-volume, repetitive tasks that consume non-instructional time. The goal is to offload the *initial drafting* of communication, forms, and assessment shell structures, allowing the teacher to focus on the final quality review and personalized edits.
High-Impact Time Savings: The Drafting Advantage
The most significant efficiency gains come from eliminating the “blank page” problem. By using precise prompts, teachers can achieve 80-95% completion on initial drafts of common documents. The chart below illustrates estimated time savings on initial drafts.
Maximizing Communication Efficiency
AI is highly effective at adjusting tone. Teachers should learn to prompt for communications (emails, newsletters) to be generated in different styles: formal/professional, encouraging/positive, or urgent/concerned. This saves the mental energy spent on crafting perfect, context-appropriate language.
2.2 Hands-On Application
Practice using AI to generate high-quality drafts for administration, communication, and basic data organization.
Activity 1: Drafting a Positive Parent Email
Practice controlling tone and length for efficient communication.
Role: Act as the 6th-grade math teacher. Context: I need to inform parents about an upcoming unit on geometry and encourage them to use the online portal for grades. Task: Write an email of exactly 150 words. The tone must be highly positive and encouraging. Format: A complete email ready to send, including a subject line.
Activity 2: Generating a Lesson Plan Outline
Generate the structure and content for a lesson to save planning time.
Role: Act as a 4th-grade social studies teacher. Context: The lesson is on the three branches of the U.S. government. Task: Generate a lesson plan outline using the 5E Model (Engage, Explore, Explain, Elaborate, Evaluate). For the Engage phase, suggest a specific hook activity. Format: A clear, step-by-step outline using the 5E headings.
Activity 3: Creating a Basic Budget and Supply List
Using AI for organizational and budgeting tasks.
Role: Act as a department head managing a small grant. Context: We need supplies for a year-end STEM fair. Task: Generate a list of 10 essential supplies (e.g., glue, batteries, cardboard) and assign a fictional unit cost to each, then calculate the total budget assuming 25 units of each item. Format: A Markdown table with columns for Item, Unit Cost ($), Quantity, and Total Cost ($).
Activity 4: Drafting an Urgent Field Trip Permission Slip
Practice generating official documents under a strict tone and content requirement.
Role: Act as the principal's secretary. Context: We have an upcoming field trip to the local fire station. Permission slips are due tomorrow. Task: Draft a short permission slip notification. Include the date, time, destination, a reminder about the due date, and a line about students needing to bring a bagged lunch. The tone should be polite but firm. Format: A short, formal notice suitable for printing.
Final Application Task: Create a Substitute Teacher Plan Shell
Role: Act as an elementary teacher creating a general emergency sub plan. Context: This plan is for a sudden absence. Task: Generate a detailed, half-day schedule template (morning block only, e.g., 8:00 AM - 12:00 PM). Include 4 activity slots: Math Review, Independent Reading, Social Emotional Learning (SEL), and Recess/Break. For each slot, provide a generic, simple activity instruction. Format: A clear, bulleted daily schedule.
Module 3: Differentiation and Text Leveling
Universal Module – Pedagogical Depth
3.1 Instructional Theory (4.5 Hours)
The most powerful pedagogical application of AI is its ability to instantly customize content to a student’s reading level or learning modality. This module trains the educator to use the **Lexile/Grade Level** constraint within the prompt to create high-interest, grade-level-appropriate, and below-grade-level content based on the same source text.
The Lexile Constraint Strategy
Lexile levels (or similar metrics like Flesch-Kincaid) provide a numerical target for text complexity. By providing a target complexity (e.g., “Rewrite this passage for a 4th-grade reading level,” or “Use vocabulary appropriate for a Lexile of 650L”), the AI can adjust sentence length, word choice, and complex clause usage while preserving the core informational content. This is essential for mixed-ability classrooms.
Modality Conversion for Enrichment
Beyond reading level, AI can help differentiate *how* a student engages with content. A single piece of source material can be converted into a diagram, a dialogue, a song, or a set of step-by-step instructions (kinesthetic learners). This supports multiple learning styles from one prompt.
3.2 Hands-On Application
Practice converting text to different levels and modalities to meet diverse student needs.
Activity 1: Leveling a Historical Passage (K-8 Range)
Practice rewriting a complex text for both below-grade and above-grade readers.
I have a 10th-grade history passage on the causes of World War I. Task: Rewrite the passage once for a **3rd-grade reading level** (simple vocabulary, short sentences) and a second time for an **8th-grade reading level** (more complex structure, advanced vocabulary). Format: Two separate, clearly labeled paragraphs.
Activity 2: Converting Text to a Visual/Diagram Format
Practice creating content suitable for visual and spatial learners.
Role: Act as a visual learning specialist. Context: The topic is the water cycle (evaporation, condensation, precipitation, collection). Task: Generate a step-by-step description of the water cycle, formatted as a simple, text-based flowchart using arrows (->) to show sequence, suitable for creating a diagram. Format: A clear, sequential process list.
Activity 3: Generating Targeted Vocabulary Pre-Teaching
Practice identifying and pre-teaching difficult vocabulary to accelerate access to complex texts.
I am teaching a 5th-grade unit on the human skeletal system. The text uses the words: 'ligament,' 'cartilage,' 'tendon,' and 'marrow.' Task: For each of these four words, generate a simple definition and a concise, non-scientific analogy that a 5th grader would understand (e.g., 'a tendon is like super glue'). Format: A bulleted list for each word.
Activity 4: Creating a Differentiated Choice Board
Use AI to generate a variety of assessment options for a topic.
Context: The unit is on Native American tribes of the Pacific Northwest. Task: Generate a 3x3 choice board with 9 distinct final project options. Include options for writing, art/visual creation, and presentation/speaking. Format: A 3x3 table with a brief description for each option.
Final Application Task: Draft a Multi-Level Reading Response Guide
Role: Act as a reading comprehension expert. Context: The class is reading a novel. Task: Generate three sets of guiding questions (3 questions per set). Set 1: Literal (low-level recall). Set 2: Inferential (requires deduction). Set 3: Evaluative (requires opinion and justification). Format: Clearly labeled lists for each set of questions.
Module 4: Assessment, Rubrics, and Automated Feedback
Universal Module – Grading and Evaluation
4.1 Instructional Theory (3.5 Hours)
The most powerful use of AI in assessment is **rubric generation** and drafting **actionable feedback**. This module ensures the teacher understands how to prompt for analytic rubrics (breaking down skills into components) and constructive, growth-mindset-focused feedback that avoids simply giving a grade.
Analytic vs. Holistic Rubrics
**Analytic Rubrics** are critical for generating specific feedback. When prompting the AI, always specify the assessment criteria (e.g., Thesis clarity, Evidence quality, Grammar) and the performance levels (e.g., Exceeds, Meets, Needs Improvement). This forces the AI to create descriptive text rather than vague generalities.
Drafting Growth-Focused Feedback
The key is to instruct the AI to use the **”two stars and a wish”** model or to phrase feedback as a “next step.” Prompting for a specific tone (e.g., “be encouraging but honest,” “focus only on structural issues”) controls the output and makes the feedback immediately useful for the student.
4.2 Hands-On Application
Practice generating high-quality assessment tools and using AI to simulate providing actionable student feedback.
Activity 1: Generating a Standards-Aligned Analytic Rubric
Create a detailed rubric for a specific project.
Role: Act as an 8th-grade ELA assessment designer. Context: The assignment is a research paper on a historical figure. Task: Generate an analytic rubric with four criteria: Research Depth, Citation Accuracy (MLA), Structure/Flow, and Mechanics. Use four performance levels: Exceeds, Meets, Developing, Emerging. Format: A single, comprehensive Markdown table.
Activity 2: Drafting Two Stars and a Wish Feedback
Practice formatting and phrasing constructive criticism.
Context: A 5th-grade student wrote a persuasive essay where the introduction was excellent and had a clear voice, but the student only used one weak piece of evidence in the body paragraphs. Task: Draft feedback using the "Two Stars and a Wish" model. The stars should focus on the introduction/voice. The wish should focus on the need for multiple, stronger pieces of evidence. Format: A short, encouraging paragraph.
Activity 3: Creating a Question Bank for a Formative Quiz
Generate multiple types of questions for immediate assessment.
Role: Act as a 7th-grade science teacher. Context: The unit is on plate tectonics (convergent, divergent, transform). Task: Generate 5 multiple-choice questions, 3 true/false questions, and 2 short answer questions on the three plate boundary types. Format: Clearly labeled sections for each question type.
Activity 4: Generating “Model” Student Responses
Create exemplar answers to guide grading and instruction.
Context: The class was asked the following question: "Explain the difference between weather and climate using two examples." Task: Generate three separate responses: 1. A response that earns full credit (model answer). 2. A response that earns partial credit (missing one example). 3. A response that earns no credit (confuses the two terms). Format: Clearly labeled responses.
Final Application Task: Create a Self-Correction Feedback Loop
Role: Act as a writing tutor. Context: A student's paper has weak sentence transitions and repetitive word choice. Task: Generate a checklist (3-5 items) the student can use to check their work **before** submission, specifically targeting transitions and varied vocabulary. Format: A short checklist with a motivational title.
Module 5 (K-2): Phonics, Foundational Literacy, and Decodable Text Generation
K-2 Specialized Module – Foundational Skills
K5.1 Instructional Theory (3.5 Hours)
This module focuses on using AI to support systematic, explicit phonics instruction. You must train the model to act as a specialized literacy material developer, not a general storyteller, to achieve **phonetic purity** and avoid complex sight words that overwhelm beginners.
The Decodable Text Challenge
The primary goal is to **differentiate reading practice** instantly. AI is used for precise constraint-based prompting to generate high-quality decodable text—stories where the majority of words strictly adhere to the phonics rules the student has been taught (e.g., short ‘u’ CVC words only: *cut, sun, pup*). Its role is strictly supplemental content generation, never for assessment or diagnosis.
K5.2 Hands-On Application
The following activities require generating pure, age-appropriate literacy content by setting tight phonetic and vocabulary constraints.
Activity 1: Targeted CVC Sentence Generation
Role: Act as a phonics curriculum specialist for an emergent reading program. Context: Students are now learning short 'i'. Task: Generate a list of 12 distinct, simple sentences using only common sight words (the, a, is, was) and CVC words containing only the short 'i' sound. Avoid all other vowel sounds, blends, and digraphs. Format: A simple numbered list, 12 items long.
Activity 2: Generating a High-Frequency Word Practice Sheet
Role: Act as a first-grade teacher. Context: I need a homework sheet focusing on the high-frequency words: 'look,' 'find,' 'away,' and 'saw.' Task: Generate five short, descriptive sentences for each of the four words (20 sentences total). Each set of five sentences must tell a very brief, connected micro-story. Format: Clearly labeled sections for each word.
Activity 3: Creating a Phonics Intervention Warm-up
Role: Act as a reading interventionist. Context: I have a small group struggling with 'ee' and 'ea' long vowel sounds. Task: Generate a warm-up activity with two columns. Column 1 should list 10 words containing 'ee.' Column 2 should list 10 words containing 'ea.' Use only 1-2 syllable words. Format: A two-column table titled "Long E Sound Sort."
Activity 4: Character Naming Convention Support
Context: I am writing a decodable reader focused on the short 'o' sound. Task: Generate 10 simple, one-syllable character names that only use the short 'o' sound and simple consonant letters (e.g., Tom, Dot, Ron). Format: A simple numbered list.
Final Application Task: Generate a Small Group Guided Reading Book
Role: Act as an early literacy author. Context: Create a short 5-page story (approx. 2-3 sentences per page) for a group that only knows CVC words and the sight words 'is', 'a', 'the', 'my'. The theme is "A Trip to the Farm." Task: Write the story ensuring it strictly adheres to all constraints. Format: Clearly labeled Page 1 to Page 5 with text for each.
Module 6 (K-2): Math Sense-Making and Manipulative Modeling
K-2 Specialized Module – Concrete Math
K6.1 Instructional Theory (3.5 Hours)
This module explores using AI to generate math story problems that naturally lead to **manipulative modeling**. The prompt must specify the *theme* and *visual context* (e.g., counting bears, ten frames) to ensure the problem is visual and easily represented by physical tools. This supports the transition from Concrete to Representational understanding (CRA Framework).
AI for Differentiated Word Problems
Control the numerical range precisely (e.g., “numbers up to 12 only”) and instruct the AI to describe the action clearly so students can ‘act it out’ with their hands. Using a consistent theme (like “Space Explorers”) for a week reduces cognitive load and aids comprehension.
K6.2 Hands-On Application
The following prompts focus on generating math problems that are perfectly suited for hands-on, concrete representation.
Activity 1: Ten-Frame Addition Stories
Role: Act as a Kindergarten math specialist. Context: Students are learning addition within 10 using ten-frames. Task: Write three simple, connected math story problems. The first problem should total 7, the second 9, and the third 10. Each problem must involve common classroom supplies. Format: A numbered list of three brief stories. Title the section "Math Stories for Ten Frames."
Activity 2: Generating Comparison Word Problems
Role: Act as a first-grade teacher focused on number comparison. Context: Students are practicing comparing quantities up to 20. Task: Generate four comparison word problems (two 'more than' and two 'fewer than'). Ensure the numbers used are strictly between 14 and 19. The theme must be "Ocean Animals." Format: A labeled list of four problems.
Activity 3: Creating a Patterning Extension Activity
Role: Act as a second-grade math resource teacher. Context: I need an extension activity for students who have mastered AB and ABB patterns. Task: Generate six unique, slightly more complex number patterns (e.g., AABCC or ABC-ABC) starting with the first six numbers. For each pattern, list the rule and the next four numbers in the sequence. Format: A two-column table with "Pattern Rule" and "Next Four Numbers."
Activity 4: Generating ‘Change Unknown’ Subtraction Stories
Focus on the most difficult problem type for young students.
Role: Act as a primary math specialist. Context: I need three subtraction word problems where the starting and ending numbers are known, but the amount taken away is unknown (change unknown, e.g., 10 - ? = 4). The total must not exceed 15. The theme is 'Lost Toys.' Format: A numbered list of three problems.
Final Application Task: Scaffolded Task Card Generation
Role: Act as a task card designer. Context: I need 5 addition problems and 5 subtraction problems within 20. Task: Generate 10 problems total. For the first 5 (addition), add a sentence at the end of the story that offers a hint about using a drawing. For the second 5 (subtraction), add a sentence offering a hint about using counting cubes. Format: A labeled list of 10 word problems.
Module 7 (K-2): SEL Scenarios and Classroom Management Scripts
K-2 Specialized Module – Social-Emotional Learning
K7.1 Instructional Theory (3.5 Hours)
This module focuses on using AI to proactively prepare for common K-2 social and emotional challenges. AI can draft **responsive language scripts**—precise, positive words a teacher or student can use to navigate emotional moments. The language generated must be positive, short, and use feeling words common in the K-2 emotional vocabulary (mad, sad, frustrated, happy).
AI for Proactive SEL and Behavior Intervention
Practice generating realistic short scenarios that model conflict resolution (e.g., one student accidentally knocks over another’s block tower), drafting specific student-use “I Feel” scripts, and creating upbeat transition language to minimize off-task behavior during high-risk moments.
K7.2 Hands-On Application
The following prompts focus on generating structured social scripts and SEL scenarios.
Activity 1: Generating a Conflict Resolution Script
Role: Act as a school counselor specializing in restorative justice for primary grades. Context: Two second-grade students are fighting over who gets to lead the line. Task: Write a short, 5-step conflict resolution script for the teacher to use, guiding the students to: 1. State the problem. 2. State their feeling. 3. Suggest a solution. 4. Agree. 5. Practice the solution. Format: A numbered list of teacher prompts and suggested student responses.
Activity 2: Creating a Transition Song/Chant
Role: Act as a creative K-2 music teacher. Context: The class struggles to transition quickly and quietly from centers back to the carpet. Task: Write a short, rhythmic, and positive four-line chant or song (using a simple, common tune like 'Twinkle Twinkle Little Star') to encourage quick cleanup and movement. The chant should emphasize being a "cleanup hero" and using "walking feet." Format: Four short lines of rhyming text.
Activity 3: Drafting a Parent Communication on SEL
Role: Act as a Kindergarten teacher writing a weekly parent email. Context: The class focused on empathy this week, specifically recognizing when others are sad. Task: Write a professional, positive paragraph (no more than 5 sentences) explaining the week's empathy skill and suggesting one simple question parents can ask their child at home to reinforce the concept. Format: A single, well-written paragraph.
Activity 4: Generating Social Stories for Expected Behavior
Practice creating a short narrative to teach a specific behavior.
Role: Act as a behavior specialist. Context: I need a short social story for a student who has difficulty sharing and waiting for a turn. Task: Write a short, positive story about a character named Leo who learns that waiting for a turn makes his friends happy. Use simple, first-person language. Format: A short, three-paragraph story.
Final Application Task: Generate a Set of Responsive Teacher Phrases
Role: Act as a responsive classroom coach. Context: I need quick phrases for when a student is escalating (mad/frustrated). Task: Generate four simple, non-judgemental phrases a teacher can use to de-escalate a student, such as "I see you are frustrated." Use language appropriate for a 1st-grade classroom. Format: A simple numbered list.
Module 8 (3-4): Non-Fiction Synthesis and Structured Summarization
3-4 Specialized Module – Informational Text
T8.1 Instructional Theory (4.0 Hours)
At this level, students shift from ‘learning to read’ to ‘reading to learn,’ meaning they encounter denser informational texts. AI becomes critical for **structured summarization**, helping students extract the main idea and key details efficiently. The goal is to prompt the AI to model summarizing strategies like **Somebody Wanted But So Then (SWBST)** for narrative or **Main Idea/Key Details** for expository text.
Modeling Advanced Summarization Strategies
The most effective prompts at this level explicitly demand a synthesis method. For instance, giving the AI a paragraph about the Oregon Trail and asking it to output the information using a **Main Idea/Three Key Details** format models the exact organizational thinking students need to replicate when taking notes.
T8.2 Hands-On Application
Practice generating different types of summaries and synthesis templates for curriculum texts.
Activity 1: Main Idea and Key Details Extraction
Context: The following paragraph is from a 4th-grade social studies text about the first Thanksgiving. [Insert 100-word paragraph here]. Task: Extract the main idea of the paragraph, and then list three separate key details that support the main idea. Format: Two separate, labeled bulleted lists.
Activity 2: SWBST Summarization for Historical Figures
Role: Act as a 3rd-grade reading specialist. Context: The topic is the life of George Washington Carver. Task: Summarize the key struggles and achievements of George Washington Carver's life using the **Somebody Wanted But So Then** structure. Format: A five-part sentence clearly labeled with S, W, B, S, T.
Activity 3: Creating a Glossary for a Science Unit
Context: I am starting a unit on properties of matter. The key terms are: mass, volume, density, and physical change. Task: For each of the four terms, generate a simple, 4th-grade-appropriate definition and a clear example that students can visualize. Format: A labeled list of the four terms.
Activity 4: Generating Comprehension Questions by Bloom’s Taxonomy
Practice drafting questions that target higher-order thinking.
Context: The unit is on animal adaptations. Task: Generate 5 questions on the topic of camouflage: 2 questions that require simple recall (Remembering), 2 questions that require comparison (Analyzing), and 1 question that requires a judgment/opinion (Evaluating). Format: Clearly labeled lists for each level of question.
Final Application Task: Create a Paired Reading/Listening Activity
Role: Act as a 3rd-grade reading teacher. Context: I have a standard reading passage on the life cycle of a butterfly. Task: Generate 5 factual questions about the passage. Then, generate a simple, 3-sentence summary of the passage **rewritten for an oral presentation** that maintains a slightly conversational tone. Format: A numbered list of questions, followed by the summary paragraph.
Module 9 (3-4): Multi-Step Math Problem Creation and Error Analysis
3-4 Specialized Module – Computational Fluency
T9.1 Instructional Theory (4.0 Hours)
The 3-4 grade band introduces multi-step word problems (e.g., adding two amounts, then subtracting one). AI is powerful here because it can reliably generate these complex problems while guaranteeing they are **solvable** and use numbers appropriate for the grade. The focus is also on **error analysis**—generating common student mistakes so teachers can create effective teaching points.
Generating Common Misconceptions
When creating a multi-step problem, prompt the AI to: 1. Generate the problem. 2. Show the correct steps. 3. Generate a solution that reflects a specific common error (e.g., ignoring a step, using the wrong operation). This allows the teacher to create “Find the Mistake” activities, promoting deeper critical thinking.
T9.2 Hands-On Application
Practice generating complex, multi-step math problems and analyzing student errors.
Activity 1: Creating a Two-Step Word Problem with a Target Answer
Role: Act as a 4th-grade math worksheet creator. Context: I need a multi-step problem (addition and subtraction) that uses numbers up to 500 and results in the final answer 235. The theme should be a bake sale. Task: Generate the word problem and show the two steps required to solve it. Format: The word problem, followed by the two solution steps labeled Step 1 and Step 2.
Activity 2: Generating an Error Analysis Scenario (Finding the Mistake)
Context: A student was asked to solve $14 \times 5$. The student's incorrect work is $10 \times 5 = 50$, and $4 \times 5 = 20$. The student then added $50 + 20$ to get $70$. Task: Analyze the student's work. What was the specific error in their method? Draft a short, constructive paragraph explaining the mistake and what the next teaching step should be. Format: A paragraph that identifies the error and suggests a fix.
Activity 3: Creating Problems for Money/Decimal Practice
Role: Act as a 3rd-grade math teacher. Context: Students are learning to add and subtract money (decimals). Task: Generate three separate word problems that require adding and/or subtracting two different money amounts. All problems must be set in a grocery store. Format: A numbered list of three word problems, ensuring the total cost is under $10.00.
Activity 4: Generating Fluency Drills with a Focus
Quickly create targeted computational practice.
Context: I need a quick math warm-up. Task: Generate 20 simple, single-digit multiplication problems. For 10 of them, the answer must be an even number. For the other 10, the answer must be an odd number. Format: A single, comma-separated list of the 20 problems (e.g., $4\times5, 3\times7, ...$).
Final Application Task: Generate a Problem with a “Distractor” Number
Role: Act as a math specialist designing complex problems. Context: The problem must require only addition, but contain one number that is irrelevant to the solution (a "distractor"). Task: Generate a word problem where three separate quantities must be added to find a total, but include a fourth, irrelevant number. Identify the distractor number. Format: The word problem, followed by a separate line identifying the distractor.
Module 10 (3-4): Project-Based Learning (PBL) Design and Rubric Drafting
3-4 Specialized Module – Inquiry and Creativity
T10.1 Instructional Theory (4.0 Hours)
PBL requires significant up-front planning for structure, resources, and assessment. AI excels at taking a broad topic (e.g., “local government”) and generating a complete, actionable PBL prompt, including driving questions, research steps, and final product ideas. The focus here is on ensuring the PBL is **Authentic** (real-world application) and **Rigorous** (aligns to multiple standards).
The PBL Scaffolding Prompt
To create a solid PBL framework, your prompt must include: 1. The **Driving Question** (a single, open-ended question). 2. The **Final Product** (what the student creates). 3. **Interdisciplinary Connections** (which other subjects are involved). This forces the AI to build a comprehensive, multi-week project plan.
T10.2 Hands-On Application
Practice designing multi-disciplinary PBL units and the associated assessment tools.
Activity 1: Designing a Complete PBL Unit Shell
Role: Act as a 4th-grade PBL coordinator. Context: I need a new project combining science (force and motion) and math (data analysis). Task: Generate a complete PBL framework including: 1. A compelling Driving Question. 2. A 3-step research process. 3. Three distinct final product ideas (e.g., video, presentation, model). Format: Clear, labeled sections for the three components.
Activity 2: Generating a Group Contract/Collaboration Rubric
Context: Students are working in groups of four on a presentation. Task: Generate a short rubric (3 criteria) focused solely on group collaboration skills: Task Completion, Active Listening, and Conflict Resolution. Use a simple "Yes/No/Sometimes" scale. Format: A 3-row, 4-column table suitable for group self-assessment.
Activity 3: Creating a Resource Scavenger Hunt
Role: Act as a research librarian. Context: The topic is "Endangered Animals of North America." Task: Generate 5 specific, open-ended research questions that students can answer using common online resources (e.g., Wikipedia, National Geographic Kids). Format: A numbered list of five questions.
Activity 4: Generating Authentic Audience Suggestions
Practice integrating real-world impact into projects.
Context: The students are finishing a project on local recycling practices. Task: Generate three creative and authentic ways the students can present their findings to a real audience (e.g., school board, local newspaper, other classes). Format: A numbered list of three suggestions.
Final Application Task: Draft a Project ‘Pitch’ Document
Role: Act as a professional design lead. Context: I need a short, exciting summary of the new PBL unit for parents and administrators. Task: Draft a two-paragraph, high-energy summary of the project created in Activity 1. The first paragraph should explain the topic and final goal. The second should explain the real-world skills students will learn. Format: Two polished paragraphs.
Module 11 (5-6): Thesis Development and Evidence Citing
5-6 Specialized Module – Academic Writing
S11.1 Instructional Theory (4.5 Hours)
The 5-6 grade band introduces formalized essay structures, requiring students to move beyond stating facts to articulating a clear argument (**thesis statement**). AI is used to model strong, three-part theses and generate sample body paragraphs that correctly integrate evidence. This directly supports the complex skill of organizing academic thought.
Deconstructing the Three-Part Thesis
A strong thesis for this level often includes a topic, an opinion, and three supporting reasons. Prompt the AI to generate a topic and then construct a thesis *that explicitly lists the three supporting arguments*. This provides a clear roadmap for the essay and helps the student structure their body paragraphs.
S11.2 Hands-On Application
Practice generating thesis statements, integrating evidence, and differentiating between strong and weak arguments.
Activity 1: Generating Three-Point Thesis Statements
Context: The class is writing a persuasive essay on whether animal shelters should be allowed to use social media for adoptions. Task: Generate three different thesis statements on this topic. Thesis 1: Two supporting points. Thesis 2: Three supporting points. Thesis 3: Four supporting points. Format: Clearly labeled Thesis 1, Thesis 2, and Thesis 3.
Activity 2: Modeling Evidence Integration (Citation Practice)
Role: Act as a 6th-grade research writer. Context: The argument is that the Roman Empire fell due to economic instability. The quote is: "Inflation and excessive spending severely weakened the Roman state." (Source: History of the Romans, page 42). Task: Write a short paragraph that introduces the quote, integrates it into the argument, and includes a simple parenthetical citation (Author, page number). Format: A single, integrated paragraph.
Activity 3: Identifying Weak vs. Strong Theses
Context: Generate two thesis statements on the topic of climate change and melting glaciers. Thesis A must be weak (simple fact or question). Thesis B must be strong (arguable position with at least two reasons). Task: Generate the two statements and provide a 1-sentence explanation of why Thesis A is weak. Format: Clearly labeled Thesis A, Thesis B, and the explanation.
Activity 4: Generating Counterarguments for Debate Preparation
Practice strengthening an argument by considering the opposition.
Context: The main argument is: "Mandatory school uniforms reduce bullying and distractions." Task: Generate three separate counterarguments a reasonable person might make against this position. Format: A numbered list of three counterarguments.
Final Application Task: Draft a Conclusion Paragraph Shell
Role: Act as an ELA writing coach. Context: The essay argued that recycling should be mandatory to protect ocean health. Task: Generate a conclusion paragraph template that includes: 1. Restating the thesis in new words. 2. A 1-sentence summary of the main points. 3. A compelling final thought (a "call to action" or broader implication). Format: Three separate, labeled sentences.
Module 12 (5-6): Proportional Reasoning and Data Representation
5-6 Specialized Module – Intermediate Mathematics
S12.1 Instructional Theory (4.5 Hours)
The core mathematical concept in 5th and 6th grade is proportional reasoning (ratios, percentages, fractions). AI is used to create **real-world proportional scenarios** (e.g., scale models, recipes, unit rates) and generate diverse data sets that require interpretation and graphing, supporting deeper conceptual understanding beyond rote computation.
Prompting for Visual Data Sets
Instead of giving students a problem, provide them with the data and ask them to choose the correct representation. Prompt the AI to generate a simple table (e.g., student survey results) and then generate 3 follow-up questions that require converting the data into a different format (fraction, percentage, or graph type).
S12.2 Hands-On Application
Practice creating complex proportional problems and generating data for analysis.
Activity 1: Generating a Real-World Ratio Problem Set
Role: Act as a 6th-grade math consultant. Context: Students are learning ratios and equivalent fractions. Task: Generate three separate word problems: 1. A problem involving a simple part-to-part ratio (e.g., apples to bananas). 2. A problem involving a part-to-whole ratio (e.g., blue marbles to total marbles). 3. A problem requiring scaling a recipe up or down. Format: A numbered list of three word problems.
Activity 2: Creating a Data Set for Graphing Practice
Context: I need a data set for students to practice creating a line graph. Task: Generate a table showing the temperature (in Fahrenheit) recorded every hour for 8 hours on a fictional hot day. The starting temperature should be 70 degrees and the final temperature should be 92 degrees. Format: A two-column Markdown table with "Hour" and "Temperature (F)."
Activity 3: Generating Unit Rate Comparison Problems
Role: Act as a consumer math teacher. Context: Students are learning to find the best deal (unit rate). Task: Generate two comparison scenarios (e.g., Brand A vs. Brand B) for a common consumer item (like cereal or juice). Provide the price and quantity for each brand, and pose the question: "Which is the better deal?" Format: A numbered list of two comparison problems.
Activity 4: Creating Fraction and Percentage Interconversion Practice
Practice generating paired conversion problems quickly.
Context: I need 10 quick interconversion problems. Task: Generate a list of 5 fractions and 5 percentages. The goal is for students to convert the fractions to percentages and the percentages to fractions. Format: A comma-separated list of the 10 mixed values.
Final Application Task: Scaffold a Percent of a Number Worksheet
Role: Act as a math tutor. Context: Students are learning to find the percent of a number (e.g., 20% of 80). Task: Generate 10 problems. For the first 5, use "friendly" percentages (10%, 25%, 50%). For the remaining 5, use "unfriendly" percentages (13%, 38%, 79%). Format: A clearly labeled list of 10 percent-of-a-number problems.
Module 13 (5-6): Scientific Inquiry, Variables, and Hypothesis Drafting
5-6 Specialized Module – Science Process Skills
S13.1 Instructional Theory (4.5 Hours)
The 5-6 grade level requires formal instruction in the Scientific Method. AI is the perfect tool for generating **testable hypotheses** (If… then… because…) and identifying the **three types of variables** (Independent, Dependent, Control) within a given experimental design. This ensures students understand the structure of a valid experiment before they even begin testing.
Variable Isolation Prompting
To teach variable identification, prompt the AI to generate a simple experiment description. Then, instruct it to explicitly label the independent, dependent, and three key control variables. The control variables are often the hardest for students, so this generative practice is key.
S13.2 Hands-On Application
Practice structuring experiments, identifying variables, and drafting hypotheses.
Activity 1: Hypothesis Generation (If… Then… Because)
Context: The experiment is testing if the amount of sunlight affects the height of a bean plant. Task: Generate a testable hypothesis using the **If... then... because...** format. The hypothesis must predict that more sunlight will lead to a taller plant. Format: A single, fully formed hypothesis sentence.
Activity 2: Variable Identification from an Experiment
Context: An experiment tested whether salt or sugar dissolves faster in 100mL of water at 25°C. Task: Identify the Independent Variable, the Dependent Variable, and three Control Variables in this experiment. Format: A labeled list of the three variable types.
Activity 3: Designing a Safe, Grade-Appropriate Experiment
Role: Act as a 5th-grade science teacher. Context: The unit is on chemical reactions (safe, observable reactions only). Task: Design a simple experiment (no hazardous materials) that demonstrates a chemical change. Include a list of 4 materials and 5 sequential steps. Format: Clearly labeled sections for Materials and Procedure.
Activity 4: Generating “Claim, Evidence, Reasoning” Prompts
Practice generating the components of scientific argumentation.
Context: The statement: "All living things are made of cells." Task: Generate three prompts corresponding to the C-E-R structure: 1. A prompt asking the student to state the claim. 2. A prompt asking for evidence (a fact that supports the claim). 3. A prompt asking for the reasoning (the link between the evidence and the claim). Format: Clearly labeled C, E, and R prompts.
Final Application Task: Draft a Full Experiment Report Template
Role: Act as a science fair judge. Context: I need a clean template for a 6th-grade student's experiment report. Task: Generate a report template that includes the following 7 sections: Title, Hypothesis, Variables, Materials, Procedure, Data/Results, and Conclusion. Provide a brief (1-sentence) instruction for what each section must contain. Format: A numbered list of the 7 sections and instructions.
Module 14 (7-8): Advanced Research Question Formulation and Source Evaluation
7-8 Specialized Module – Research & Inquiry
E14.1 Instructional Theory (5.0 Hours)
Middle school students transition to complex, open-ended research. AI’s role here is to teach **question refinement**—moving from simple, factual questions (“When was the Civil War?”) to complex, argumentative questions (“To what extent did industrialization affect the outcome of the Civil War?”). This module also covers using AI to model source reliability checks.
The F.A.C.T.S. Reliability Check
The F.A.C.T.S. framework is a tool for quick source evaluation: **F**actual (is it verifiable?), **A**uthority (who wrote it?), **C**urrency (is it current?), **T**one (is it objective?), **S**upport (does it cite sources?). Prompt the AI to generate a short, fictional source description and then evaluate it using F.A.C.T.S. to model the process for students.
E14.2 Hands-On Application
Practice generating and refining high-quality research questions and assessing source validity.
Activity 1: Question Refinement and Complexity Grading
Context: The student's initial question is: "What are the planets?" Task: Refine this simple question into three increasingly complex questions: 1. A question requiring comparison. 2. A question requiring cause/effect analysis. 3. A question requiring evaluation/judgement. Format: Clearly labeled Q1, Q2, and Q3.
Activity 2: Generating and Assessing a Fictional Source
Role: Act as a research assistant. Context: The topic is "The history of video game design." Task: Generate a short, fictional blog post description that is HIGHLY biased and lacks citations. Then, analyze this source using the F.A.C.T.S. framework, identifying its two biggest flaws. Format: The source description, followed by a bulleted list of the two biggest flaws.
Activity 3: Creating an Annotated Bibliography Entry
Context: The source is a book titled *Energy Futures* by Dr. Jane Doe (2022). Task: Generate a short, 4-sentence annotation that summarizes the book's main argument and explains why it would be useful for a research paper on solar energy policy. Format: A single, concise annotation.
Activity 4: Generating Research Sub-Questions for Organization
Practice breaking a large question into manageable steps.
Context: The main research question is: "How did the invention of the printing press fundamentally change European society?" Task: Generate four logical sub-questions that would guide a student's research and structure their paper (e.g., economics, religion, literacy, politics). Format: A numbered list of four sub-questions.
Final Application Task: Draft a Research Question Peer Review Checklist
Role: Act as a high school English teacher. Context: I need a checklist for 7th graders to peer-review each other's research questions. Task: Generate a 5-item checklist that assesses the question for: being debatable, being clear, being focused, requiring research, and avoiding a simple yes/no answer. Format: A simple numbered checklist with a checkbox beside each item.
Module 15 (7-8): Algebraic Thinking and Concept Modeling
7-8 Specialized Module – Pre-Algebra and Algebra I
E15.1 Instructional Theory (5.0 Hours)
This grade band is the introduction to formal algebra, where students must transition from arithmetic to abstract variables. AI is used to create **balanced-equation models** and real-world scenarios that immediately lead to **linear equations** (e.g., cell phone plan costs, taxi fares). This grounds the abstract concepts in relatable, contemporary contexts.
Variable Definition and Contextualization
Students often struggle with defining variables. Prompt the AI to generate a word problem and then explicitly state the definitions for $x$ and $y$ that must be used. For example, “Let $x$ be the number of rides and $y$ be the total cost.” This modeling provides the essential conceptual scaffolding needed for solving systems of equations later on.
E15.2 Hands-On Application
Practice generating algebraic word problems, equation models, and error analysis for algebraic concepts.
Activity 1: Generating a Linear Equation from a Real-World Scenario
Role: Act as an 8th-grade math teacher. Context: The topic is linear equations in slope-intercept form ($y=mx+b$). Task: Generate a word problem about the cost of a gym membership (monthly fee + cost per class). Define the variables $x$ and $y$. Then, write the resulting equation. Format: The word problem, followed by the variable definitions, and finally the equation.
Activity 2: Factoring and Distributive Property Error Analysis
Context: A student simplified $4(x+2)$ as $4x+2$. Task: Identify the specific algebraic error the student made (failing to distribute). Draft a short, prescriptive paragraph explaining the mistake and giving one other example ($2(y-5)$) for them to solve correctly. Format: The explanation of the error, followed by the example for the student.
Activity 3: Creating a System of Equations Scenario
Role: Act as a Pre-Algebra consultant. Context: Students are solving systems of equations. Task: Generate a word problem that requires the use of two variables and two equations (e.g., ticket costs for adults and children). Do NOT provide the equations. Format: A two-paragraph word problem that clearly sets up the two separate conditions.
Activity 4: Generating Functions for Pattern Recognition
Practice creating $x/y$ tables that require students to find the rule.
Context: I need three separate input/output tables to teach function rules. Task: Generate three tables with 5 pairs each: Table 1: Rule is $y=2x+3$. Table 2: Rule is $y=x-5$. Table 3: Rule is $y=3x$. Format: Three separate, labeled tables showing $x$ (Input) and $y$ (Output) values.
Final Application Task: Draft an Algebraic Concept Review Sheet
Role: Act as an algebra tutor. Context: The end-of-unit review is on solving linear equations. Task: Generate a set of 5 mixed-practice problems: 1. One-step. 2. Two-step. 3. Variables on both sides. 4. Distributive property. 5. One word problem requiring equation setup. Format: A numbered list of 5 problems.
Module 16 (7-8): Digital Citizenship, Media Literacy, and AI Ethics for Students
7-8 Specialized Module – Citizenship and Technology
E16.1 Instructional Theory (5.0 Hours)
As students enter high school, they must become critical consumers of digital media. This module focuses on using AI to teach students **how to spot deepfakes, bias, and manipulation** in digital content. Crucially, the teacher learns to prompt AI to generate realistic examples of biased or misleading text to use as classroom discussion material.
Teaching Deception: The Generative Approach
Instead of lecturing, use AI to generate examples of **logical fallacies** (e.g., *ad hominem*, slippery slope) or **biased news headlines**. Students practice identifying these flaws in AI-generated text, making the concept concrete. This is the ultimate form of media literacy training: learning the tools of content creation to better identify their misuse.
E16.2 Hands-On Application
Practice generating misleading content for analysis and creating student-facing ethics guides.
Activity 1: Generating Biased and Neutral News Summaries
Context: The event is a local town hall meeting about building a new park. Task: Generate two short (5-sentence) summaries of the event. Summary A must be highly biased and favor the park construction. Summary B must be neutral and report only verifiable facts. Format: Clearly labeled Summary A and Summary B.
Activity 2: Creating a Deepfake/Manipulated Content Scenario
Role: Act as a digital ethics expert. Context: I need a discussion prompt about media manipulation. Task: Write a short, fictional scenario where a politician's voice is manipulated in a social media video to make it seem like they said something controversial. End the scenario with the question: "What two steps should a viewer take to verify this video?" Format: A short scenario followed by the question.
Activity 3: Drafting Classroom Rules for Student AI Use
Role: Act as an 8th-grade teacher. Context: I am setting rules for when students are allowed to use AI (e.g., outlining, brainstorming, not writing final drafts). Task: Generate 5 clear, concise rules for student use of AI on assignments. Format: A numbered list with a clear title.
Activity 4: Generating Examples of Logical Fallacies
Practice creating specific errors in logic for student identification.
Context: I am teaching logical fallacies. Task: Generate two separate, simple examples: one demonstrating a **Straw Man fallacy** and one demonstrating an **Appeal to Popularity fallacy**. Format: Clearly labeled examples for each fallacy.
Final Application Task: Draft a Student-Facing AI Citation Guide
Role: Act as a high school librarian. Context: Students need to know how to cite AI-generated content (like using a footnote for a brainstormed outline). Task: Generate a short, 3-step guide on "When and How to Cite AI in Your Work." Format: A numbered list with clear, simple instructions for 7-8th graders.