Unit 1: AI's Impact on Learning
GRADE LEVEL 9-12
Introduction
Themes & Ideas
Interpersonal Dynamics
Academic Environments
Mobile Device Usage
Digital Advancements
Artificial Intelligence
Human Connections
What Students Will Uncover
Through a variety of discussions and activities, students will learn about the potential impact of Artificial Intelligence on their learning habits, academic integrity and cognitive development. They will examine how reliance on generative tools influences independent thinking. They will also learn about the importance of critically evaluating AI-generated content.
Lesson Overview
This guide addresses the integration of generative AI tools into academic environments, exploring both the benefits for learning and the risks to critical thinking, memory retention, and academic stamina. It works well for educators to run:
As a follow-up to the Screening and Class Discussion Lesson Plan
OR
Independently, if you already know this is a subject you want to explore in particular.
We recommend that students watch Screenagers: Generation AI prior to (or as part of) this lesson, but relevant clips are embedded throughout the guide if students do not have time to watch the whole film or need a refresher.
The lesson is organized around activities that can be completed during a class period. Educators can select and arrange the activities to fit their class timing, including running activities over multiple periods or assigning them as homework.
Lesson Objectives
Students will be able to:
- Examine how generative AI tools and automation impact independent problem-solving, cognitive stamina, and deep learning habits
- Evaluate the accuracy, bias, and reliability of AI-generated content.
- Identify healthy strategies for utilizing technology as a learning aid without replacing original through and academic effort.
- Analyze the ethical considerations and academic integrity questions surrounding AI usage in school settings.
Lesson Materials:
- The lesson plan below or if you prefer to print it out: Download PDF (English)
- Activity 1: Examples of Honor Codes | Academic Scenario Cards | Generic Honor Code
- Activity 2: Evaluating Research Excerpts handout
Vocabulary
Background
This section is intended for the educator, providing them with information about the film, its themes and topics, as well as tips for how to lead students in an impactful discussion.
About The Film
The Film in Context
Lesson
Lesson Introduction
Before The Movie
Lesson Activities
Discussion Prompts & Video Reflections
- Please see the Discussion Format guidance here: Download PDF (English) -
▶️ Show: Expert Reflection - Dr. Jared Cooney Horvath (30 seconds) (External Link)
1. Expert Reflection (Dr. Jared Cooney Horvath): Horvath explains that learning requires costly cognitive effort that the brain naturally resists. How might relying on AI shortcuts affect your job-readiness and real-world problem-solving skills?
Suggested Discussion Formats:
- Socratic Seminar
- Talk-Listen Partner Sharing
▶️ Show: Expert Reflection - Dr. Rebecca Winthrop (50 seconds) (External Link)
2. Expert Reflection (Dr. Rebecca Winthrop): Winthrop points out that AI is degrading trust between teachers and students in both directions. How do you feel about this loss of trust? Have you ever experienced this? What can schools do to restore this trust?
Suggested Discussion Formats:
- Fishbowl
- Anonymous Comments
▶️ Show: Fake AI Research Paper (1 minute, 10 seconds) (External Link)
3. How was a completely fake medical journal article able to easily infiltrate multiple AI products? How does AI-generated misinformation undermine public trust in real science and news?
Suggested Discussion Formats:
- Jigsaw Puzzle
- Poster Board Discussion (Chalk Talk)
▶️ Show: AI Detectors (20 seconds) (External Link)
4. OpenAI quietly abandoned its AI detector because it falsely accused students and missed real AI content. If AI detectors frequently fail, how should teachers evaluate authentic human learning?
Suggested Discussion Formats:
- Four Corners
- Socratic Seminar
▶️ Show: Data on Learning Standards (50 seconds) (External Link)
5. Consider the example of the drop in standardized-testing data: Do you think the score drop was caused by the introduction of the devices themselves? Or do you think these tests no longer measure what is being taught in schools?
Suggested Discussion Formats:
- Line Communication (The Consensus Continuum)
- Fishbowl
▶️ Show: Homework & AI (1 minute, 15 seconds) (External Link)
6. Do you agree that if a homework assignment can be completed by AI, it shouldn't be assigned? How is this different from using a calculator in math class?
Suggested Discussion Formats:
- Four Corners
- Musical Chairs (Concentric Circles)
7. Should assignments that can be easily completed using generative AI tools be eliminated entirely from school curricula, or should students be expected and trusted to value the learning process independently?
Suggested Discussion Formats:
- Fishbowl
- Four Corners
Activity 1
Academic Integrity & Policy Workshop
Overview: Students analyze real-world honor codes, evaluate realistic high school AI assignment scenarios across core subjects, and amend a baseline High School Honor Code to establish clear boundaries for responsible AI use.
Approximate Time: 35 - 45 minutes
Supplies:
- Examples of Honor Codes (1 per group)
- Academic Scenario Cards (1 set per group)
- Generic Honor Code (1 per group)
- Highlighters and pens
Teacher Instructions:
- Preliminary Framing (5 mins): Ask:
- If a school bans AI completely, does that actually work in real life?
- If a school allows total, unmonitored AI freedom, what happens to the actual value of your diploma?
- Decoding Common Language (10 mins):
- Direct students to read the three examples of honor codes (San Domenico School, Duke University, and Harvard University).
- Working in pairs or small groups, students highlight shared core values (e.g., truth, integrity, personal responsibility, community trust).
- Ask students: "Notice how these codes focus on character and mutual trust rather than listing every forbidden tool. Why is a broad, value-based policy more effective long-term?"
- Scenario Sorting & Behavioral Mapping (10 mins):
- Have student groups review the 8 Academic Scenario cards
- Groups sort each scenario into one of three categories:
- Permitted Assistance (Green Light)
- Gray Area / Ask Instructor First (Yellow Light)
- Academic Misconduct (Red Light)
- Encourage groups to share some of their choices and debate a few of the “gray area” scenarios.
- The Honor Code Amendment Challenge (7 mins):
- Direct students to read the Generic High School Honor Code
- Groups act as a student-led policy committee to draft a concise 1 - 2 sentence "AI Amendment" directly into the baseline text.
- Follow-up Debrief (3 mins): Ask:
- Have 2 - 3 groups present their proposed amendments to the class.
- Ask: Why is mutual trust between teachers and students essential for any AI policy to actually succeed?
Activity 2
Peer Review Check Panel
Overview Students act as academic peer reviewers by analyzing physical printouts of fraudulent or hallucinated research papers, using highlighters and flag sticky notes to mark fake sources and flawed data. This task turns abstract source evaluation into a physical review process.
Approximate Time: 20 - 25 minutes
Supplies:
- Evaluating Research Excerpts handouts (1 per group)
- Highlighters, colored pens and/or colored pencils
Teacher Instructions:
- Preliminary Framing (3 mins): Highlight the film excerpt detailing the fabricated scientific paper on an eye disease. Ask:
- How does official-sounding formatting trick us into trusting fake information?
- ▶️ Show: Fake AI Research Paper (1 minute, 10 seconds) (External Link)
- Document Review (12 mins): Working in small teams of "Review Panels," students read through the research excerpts to search for indications that the research is not real.
- Group Discussion (5 mins): As a class, discuss each article. What were some of the “give-aways” that indicated the research articles were fake?
- Follow-up Debrief (5 mins): Ask students:
- What specific markers gave away the hallucinated content? Do you think these markers are always as obvious?
- What can you do to fact-check the research articles you encounter?
- Why is fast, automated content creation dangerous when applied to academic research and healthcare?"
Activity 3
Activity 4
Activity 5
Lesson Conclusion
Further Reading
For Educators
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For Students
Frameworks
CASEL® SEL Competencies
Our Curriculum & Lesson Plans are independently aligned by the Screenagers Team to the CASEL® SEL Competencies Framework.
- Self-awareness: Examining prejudices and biases.
- Self-management: Exhibiting self-discipline and self-motivation.
- Social-awareness: Taking others’ perspectives.
- Responsible Decision-making: Demonstrating curiosity and open-mindedness. Learning to make a reasoned judgment after analyzing information, data, and facts.
AASL Standards Framework for Learners
Our Curriculum & Lesson Plans are also informed by the American Association of School Librarians (AASL) Standards Framework for Learners. For additional information and resources, including a downloadable format for the Learners Standards Framework, for AASL’s National Standards visit standards.aasl.org.
Inquire
- A. THINK — Formulating questions about a personal interest or a need for information.
- B. CREATE — Generating products that illustrate learning.
Include
- B. CREATE — Evaluating a variety of perspectives during learning activities.
Collaborate
- D. GROW — Recognizing learning as a social responsibility.
Engage
- C. SHARE — Disseminating new knowledge through means appropriate for the intended audience.
Explore
- A. THINK — Reflecting and questioning assumptions and possible misconceptions. Developing personal habits that reflect a critical stance toward information.
