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AI Policy Website

  • Grade Level: 7-8, 9-12
  • Duration: 60+ minutes
  • Subject: Language Arts
  • Interdisciplinary Connection: Social Studies
  • Platform: Other (Google Sites)
  • Skill: Critical Thinking, Agency

This project engages students in creating a persuasive website using Google Sites to propose fair and practical AI usage rules for their school. Over the course of one week, students will research multiple stakeholder perspectives (students, teachers, parents, administrators), collaboratively develop a 10-rule AI policy with strong reasoning, and design a professional website to pitch their ideas to an authentic audience such as the school principal. The culminating activity involves co-constructing a classroom AI policy by selecting the best rules from each group, fostering student agency, design thinking, and real-world civic engagement.

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What's in this lesson

  • Lesson Plan

    Editable Document

  • Video/Slides

  • Assessment

    Summative

  • Educator Resources PDF

    PDF

  • One-pager PDF

    PDF

Curricular Connections Accordion

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Grade 8- D1: plan, develop ideas, gather information, and organize content for creating texts of various forms, including digital and media texts, on a variety of topics.

Grade 8- D1.2: generate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion, using a variety of strategies.

Secondary- Media Language (C): Demonstrates how specific codes and conventions combine to: Position an intended/target audience; Communicate a producer’s stance.

Objectives Accordion

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Learning Goals

Students will be able to...

  • Research different perspectives on AI use in schools.
  • Brainstorm specific, fair rules for AI use with strong reasoning.
  • Experiment with features on Google Sites to support your arguments.

Success Criteria

I can...

  • Understand what students, teachers, parents, and other stakeholders think about AI by using credible sources and persuasive arguments.
  • Suggest rules that are specific and actionable/persuasive.
  • Create a professional-looking website.

Material Accordion

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Required Materials

Optional Materials

Lesson Accordion

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Activity Description
Prior Knowledge

Students should have some awareness or experience thinking about Generative Artificial Intelligence (AI) such as Large Language Models (ChatGPT, image generation tools).
Minds On
  1. Whole Group (Day 1): Discuss what Artificial Intelligence is/is not.
  2. Small Group (Think-Pair-Share): Students discuss their feelings/orientations about AI with a partner.
  3. Independent: Students complete brainstorm, considering their current experience with AI tools (ChatGPT, Grammarly, Siri, etc.), whether they have used AI for school, and what questions they have."
Model

Whole Group: Explain that students will be constructing their own Classroom AI policy that they will pitch to the principal to be school-wide. Hand out and review the outline, covering Part 1 (What is AI?), Part 2 (Research), Part 3 (Rules & Reasons), and Part 4 (Create Website!).
Practice
  1. Small Group (Day 2): Students get into groups of 3-4 and begin Part 1.
  2. Small Group (Day 3): Groups continue Part 2: Research on stakeholder perspectives: Students, Teachers, Parents, and Administrators (Policy enforcement, legal issues).
  3. Whole Group (Demo): Review what a classroom policy looks like/sounds like/feels like. Practice brainstorming potential rules on the board as students ‘popcorn’ ideas, ensuring language conventions and consideration of the audience. Example: Rule 1: “AI should be used as an option to brainstorm ideas during language time,” explained using persuasive techniques like citing researchers.
  4. Small Group (Practice): Groups decide their 10 rules democratically (Part 3). They must select and explain their stance (AI-Embracing, AI-Restricting, or AI-Balancing), list their top 3 arguments, and ensure rules are presented as convincing/persuasive.
  5. Whole Group (Demo): Demonstrate how to use Google Sites, covering pages, media, and image functions. Show the example site. Required Website Pages: “About Us,” “What is AI?,” “Our Policy” (list of 10 rules), and “Our Reasoning” (persuasive 'why,' pulling from stakeholder research).
  6. Small Group (Practice): Groups transfer their outline content into a website format (Part 4). They must plan site title, structure, and design choices (colour scheme, font style, images/graphics) and justify why these choices will help convince their audience.
Consolidation
  • Presentation: Give learners the opportunity to present their policy to the class.
  • Co-Constructing: Choose 1–2 rules from each group to co-construct the classroom’s final AI policy for the year.
  • Sharing: Write out, sign, post, and share the final policy.
Modifications & Accommodations

This project can be adopted to fit the expectations of different grade levels (4-6). Modify project to be a persuasive letter, paragraph or speech instead of a website.

Assessment Accordion

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Summative

In this summative task, students show how well they can understand different stakeholder perspectives, use credible information, and turn their ideas into clear, meaningful rules supported by strong persuasive reasoning. Teachers can assess the work using rubrics tied to curriculum expectations for persuasive writing, media literacy, and transferable skills like critical thinking, global citizenship, collaboration, and communication. Students will also be assessed on how clearly and professionally they present their final website as a polished media product, as well as the project outline process.

Extension Accordion

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Cross Curricular Connections

Social Studies: Give learners the opportunity to present their policy to the school principal and receive feedback, and consider which political leadership figures might be best to share their thoughts with.

Extend Your Thinking

Have students share their site on other platforms and pitch to make it school-wide. Students can extend the project to a letter or infographic format and mail it to the board office.