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Overview
This lesson explore how AI works and the implications of the technology. Students will be challenged to think critically and collaborate on ideas for responsible use.
Grade level: 6-12
Time: 50-minutes
Materials
You can find a supplemental vocabulary list here.
Objectives
Students will be able:
- to explain what generative AI is and how it works.
- to discuss challenges with AI such as bias and misinformation.
- to think of a concept for an AI tool that can help with a real-world challenge.
Warm-up activity
Think, Pair, & Share
- Think: Students consider what they already know about AI.
- Pair: Students pair up and share ideas and experiences with generative AI tools.
- Share: Pairs share their insights with the class.
Watch the video
AI Unlocked: What is generative AI?
Main activity
- After the first viewing, replay. Pause and discuss at the following points:
- Pause #1 (Time: 01:06 )
- Discussion question: Why do you think this design was created? What does this tell us about the way in which AI generates content? (Answer — An AI tool does not think like a human and does not create with logic and utility; it creates using patterns from its training data.)
- Teacher Note: Use this moment to introduce the purpose of predictive patterns and large language models (LLMs), which is explained at 01:09 in the video.
- Discussion question: Why do you think this design was created? What does this tell us about the way in which AI generates content? (Answer — An AI tool does not think like a human and does not create with logic and utility; it creates using patterns from its training data.)
- Pause #2 (Time: 02:30)
- Discussion question: How does training data impact what AI generates? What is one example where this process could be helpful? (Answer — Training data shapes everything AI creates. One example is predictive text and spellcheck.)
- Teacher Note: Ask students to think about how training data may impact predictive text on their phones or spellcheck.
- Discussion question: How does training data impact what AI generates? What is one example where this process could be helpful? (Answer — Training data shapes everything AI creates. One example is predictive text and spellcheck.)
- Pause #3 (Time: 02:55)
- Discussion Question: Why is tuning AI important? At what point in the process should someone consider tuning? (Answer — Tuning helps improve the output produced by AI, making it more precise, beneficial, and aligned to user needs. Consider tuning when you continue to see errors, you have new data, or you identify bias in the output.)
- Teacher Note: Lead a conversation around understanding how tuning can make AI more accurate and useful.
- Discussion Question: Why is tuning AI important? At what point in the process should someone consider tuning? (Answer — Tuning helps improve the output produced by AI, making it more precise, beneficial, and aligned to user needs. Consider tuning when you continue to see errors, you have new data, or you identify bias in the output.)
- Pause #4 (Time: 04:10)
- Discussion Question: What are some of the things you use everyday that might have AI capabilities? Is there anything that has surprised you by having AI technology?
- Teacher Note: Ask students to think about how AI has evolved into what it is today and how we might use the technology.
- Discussion Question: What are some of the things you use everyday that might have AI capabilities? Is there anything that has surprised you by having AI technology?
- Pause #1 (Time: 01:06 )
Debrief
As a class discussion, ask students to consider what they have learned about generative AI. A few questions might be:
- What are some good things about AI? (Answer — It can help with speeding up workflows; it can make challenging tasks easier; it can help with creating ideas and brainstorming.)
- What are some of the challenges it can create? (Answer — hallucinations, bias, unethical uses.)
- What is one idea you have to solve those challenges? (Answer — Open answer for students.)
Standards
Reading Informational Text
CCSS.ELA-Literacy.RI.6.1, RI.6.2, RI.6.4;
RI.7.1, RI.7.2, RI.7.4;
RI.8.1, RI.8.2, RI.8.4;
RI.9-10.1, RI.9-10.2, RI.9-10.4;
RI.11-12.1, RI.11-12.2, RI.11-12.4
Writing
CCSS.ELA-Literacy.W.6.1b, W.6.2d, W.6.7;
W.7.1a-e, W.7.2a-b, W.7.7;
W.8.1a-c, W.8.2a-c, W.8.7;
W.9-10.1a-d, W.9-10.2a-d, W.9-10.7;
W.11-12.1a-c, W.11-12.2a-d
Speaking and Listening
CCSS.ELA-Literacy.SL.6.1a-d, SL.6.4;
SL.7.1a-d, SL.7.4;
SL.8.1b-d, SL.8.4;
SL.9-10.1a-d, SL.9-10.4;
SL.11-12.1b-d, SL.11-12.4
ISTE Standards for Students
ISTE 1.2 Digital Citizen
ISTE 1.3 Knowledge Constructor
Media Literacy Standards
Analyze the role of AI in shaping online content.
Evaluate sources for credibility, transparency, and accuracy.
Additional Suggested Standards
NGSS MS-ETS1-1; HS-ETS1-4 (Engineering Design)
These videos and lessons were developed by the Poynter Institute’s MediaWise and the Teen Fact-Checking Network in partnership with PBS News Student Reporting Labs. This partnership has been made possible through our collaboration with the Patrick J. McGovern Foundation.
