Exploring Endangered Animals with AI Flint: A Fun Adventure for Kids!

Aug 30, 2024

Meliana | LinkedIn

Guest Writer

NJIS plus Flint logos on top of picture of students interacting in a group with Flint

This article was originally written by Meliana, a Kindergarten Teacher at NJIS for the PYP Dunia Blog on June 6th, 2024. It was reposted here with permission from NJIS.

One of NJIS’ school-wide goals is to help students develop important 21st-century skills, including using AI in the classroom. Teachers foster technological awareness in kindergarten by familiarizing children with basic technology tools and devices, such as tablets and interactive learning apps. We have integrated Flint AI into our classroom activities as part of this initiative. This article will explore the captivating world of endangered animals with AI Flint, where kindergarten children transform into scientists and conservationists.

Developing AI skills with Flint

Flint AI is an educational platform and virtual tutor powered by artificial intelligence (AI) technology. It serves as a virtual tutor that enhances students’ learning experiences. Teachers can create and refine AI assignments until they meet specific learning goals. Children’s interactions with the AI are accessible to teachers, allowing for oversight and documentation of their progress. Furthermore, Flint’s assessment and feedback features provide instant student feedback and enhance overall engagement and learning outcomes (Gao, 2024).

Example session and analytics from tutor created by Meliana

The endangered animals project

Kindergarten’s project-based learning activity this term focused on endangered animals. After being introduced to the concept of endangered species, the children were presented with a curated list of animals facing extinction. Each student chose a specific endangered animal to focus on for their research project, setting the stage for a personalized and engaging learning experience.

Using provocation pictures, teachers prompted the children to employ critical thinking tools like “see, think, wonder” to strategize their research process. This exercise encouraged them to observe, analyze, and question various aspects of their chosen animal, setting the stage for a structured investigation. With teacher guidance, the children formulated a list of questions, honing in on essential inquiries about the animal’s habitat and the factors contributing to its endangered status.

Example provocation pictures and “See, Think, Wonder” activities

As part of their research, the young learners were guided in planning their approach. They brainstormed potential sources of information, including visits to the library for books, reaching out to parents, teachers, or knowledgeable individuals for insights, and utilizing technology such as gadgets and the Internet to gather data. This approach diversified their research methods and encouraged independent and collaborative learning.

Using Flint for research

As a component of their research toolkit, the children were introduced to Flint AI as their virtual tutor. The teacher divided the children into groups based on their chosen endangered animals. Each group sat with the teacher and used a laptop. She explained that, besides Google and YouTube, they could use Flint as a tutor to answer their questions. After setting up the tutor’s behavior, language, and tutoring objectives to teach or assess the children on specific topics, they clicked the mic button to ask questions and clicked again to receive the answers. The children inquired about the animals’ habitats, diets, and why they are endangered. They listened to the answers and wrote the information in their research papers. This process allowed them to engage with AI technology individually and in groups. By integrating Flint AI into their project, the students experienced interactive learning with instant feedback and assessment.

Groups of students worked together to ask the Flint tutor questions.

Through this engaging and hands-on project, the kindergarten children developed valuable research skills and cultivated a deeper appreciation for wildlife conservation, aligning with NJIS’s commitment to a sustainable approach to the environment and planet protection. As Su and Zhong (2022) highlighted, integrating AI literacy into early childhood education is crucial for equipping future generations with the skills needed to navigate an AI-driven society, underscoring the importance of innovative educational initiatives like ours at NJIS.

Example student assignment and picture of students completing their worksheets

References

Gao, L. (2024, February 27). How The York School used Flint to embrace student-centered AI use. http://Www.flintk12.com. https://www.flintk12.com/blog/the-york-school-case-study?fbclid=IwAR1r8nQXNa17bgPt-dZb3j-LKH0Wlh9cRdsgkbW8q5kyO4lzr0pr5hSQCtc

Su, J., & Zhong, Y. (2022). Artificial intelligence (AI) in early childhood education: Curriculum design and future directions. Computers and Education: Artificial Intelligence, 3, 100072. ScienceDirect. https://doi.org/10.1016/j.caeai.2022.100072

Link for videos: https://drive.google.com/drive/folders/1MJQlskBKiym4CEjkhB6wzEBuVIvLy91B?usp=drive_link