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Curricular Connections Accordion
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Strand A2. Digital Media Literacy
- A2.3 Research and Information Literacy: conduct research, considering accuracy, credibility, and perspectives, with a focus on misinformation, disinformation, and curated information, to construct knowledge, create texts, and demonstrate learning, while respecting legal and ethical considerations.
- A2.4 Forms, Conventions, and Techniques: evaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts.
Strand C3. Critical Thinking in Literacy
- C3.3 Analyzing Texts: analyze complex texts, including literary and informational texts, by assessing the credibility, reliability, and significance of information and formulating conclusions.
- C3.5 Perspectives within Texts: analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could show bias in these perspectives, and suggest ways to avoid any such bias.
Reading a Variety of Texts Skills
1.1.e. Extract explicit and implicit information from multiple texts
A.e. Identify some characteristics of texts that aim to persuade or prompt action.
2.c.ii. To comment on the text and say what you would have changed.
Oral Communication Skills
A.1.d. Observe the diversity of communication contexts
A.1.b. Observe the variety of intentions behind speaking and listening
Objectives Accordion
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Learning goals:
- Identify how AI's agreeableness bias affects the way we should interact with it.
- Evaluate when AI's agreeable nature might be harmful.
- Develop critical awareness about seeking AI advice.
Success criteria:
- Rephrase the user’s request to make it more objective.
- Identify a consequence resulting from the AI’s response.
Material Accordion
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Required :
Optional
- Digital devices to allow students to test personal prompts during the "Consolidate" phase.
Lesson Accordion
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| Activity | Description |
|---|---|
| Prior Knowledge |
Students should have a basic understanding of what an AI chatbot is and have likely interacted with tools like ChatGPT. Understanding the difference between objectivity and subjectivity. |
| Minds On |
5 minutes The miller, his son and the donkey Setup: Prepare the video on a big screen in front of the classroom. Instructions: View the video with the whole class; stop at 3:05 Group discussion :
Teacher : “Let’s now explore how our interactions with AI can recreate a scenario similar to the one in this story.” |
| Model |
5 minutes Whole Class DiscussionWhole Class Discussion Teacher: "Raise your hand if you've ever asked AI for advice about a personal situation. friendship, family conflict, school stress, anything like that." Teacher: "Many of us are using AI this way. It's available 24/7, it won't judge you, and it can't tell anyone what you said. But there's something important about how AI responds that you’ve just demonstrated in our warmup. AI is designed to be agreeable. It's trained to validate your perspective and tell you what you want to hear." Key Points to Share:
Teacher: "Raise your hand if you've ever asked AI for advice about a personal situation. friendship, family conflict, school stress, anything like that." Teacher: "Many of us are using AI this way. It's available 24/7, it won't judge you, and it can't tell anyone what you said. But there's something important about how AI responds that you’ve just demonstrated in our warmup. AI is designed to be agreeable. It's trained to validate your perspective and tell you what you want to hear. Today we're going to explore what that means and why it matters." Key Points to Share:
|
| Practice |
15 minutes Analyzing prompts Small Group Task Divide the class into groups of 2 to 3 students. Give each group one scenario card that presents a teen seeking advice from AI about a personal situation. Instructions:
Group Share: Voluntary group briefly shares (1-2 minutes): Their scenario
Tips for the classroom activity:
|
| Consolidation |
5 minutes Whole Class Discussion Teacher: "AI is like a mirror that reflects back what we want to see, but a true friend or a trusted adult is like a window that shows us reality, even when it’s hard." Teacher: "When it comes to safety or health issues, AI can never replace an adult." Before acting on AI advice, students should ask:
|
| Modifications & Accommodations |
Universal Design for Learning (UDL): Offer the scenario cards in multiple formats, including audio recordings or simplified text versions for English Language Learners or students with reading disabilities. Guided Practice: For Tier 2 support, the teacher may work with a small group to "think-aloud" through Scenario A before moving to independent group work. |
Assessment Accordion
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Formative
Observation
During the "Practice" phase, the teacher will circulate and use a checklist to gauge students' ability to identify the user's actual need versus what the prompt is trying to get as an answer.
Exit Ticket
The teacher will collect the students sheet with the new prompts to evaluate their work.
Extension Accordion
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Individual Reflection → Provide students with these prompts for private reflection:
- Think about a time when someone gave you advice you didn't want to hear, but that turned out to be helpful. What made their disagreement valuable?
- How can you tell the difference between "AI is giving me a useful perspective" versus "AI is just telling me what I want to hear"?
Class Resource Development → As a class, create a resource guide/doc:
- When AI might be helpful: Brainstorming, organizing thoughts, exploring general information
- Who to turn to: School counselor, trusted teacher, parent/guardian, therapist, doctor, crisis hotline