Unit 3: AI's Impact on Relationships
GRADE LEVEL 9-12
Introduction
Themes & Ideas
Digital Ethics
Synthetic Relationships
Deepfakes
Media Integrity
Human Connections
Artificial Intelligence
What Students Will Uncover
Through active roleplay, facial mimicry experiments, and policy workshops, students will examine how AI companions, algorithmic sycophancy, and deepfake technology impact authentic human relationships and digital trust. They will explore the biological importance of face-to-face empathy and develop concrete strategies for navigating digital media, non-consensual deepfakes and peer connections.
Lesson Overview
This guide addresses the impact of generative AI on youth social dynamics—focusing on image abuse, deepfake regulations, AI companion attachment, and the biological necessity of real-world empathy. 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:
- Evaluate the social, legal, and emotional risks associated with AI deepfakes, image manipulation, and digital misinformation.
- Analyze how AI companions and sycophantic algorithms alter human expectations for friendship, friction, and emotional vulnerability.
- Examine the role of non-verbal cues, facial mimicry, and physical presence in building real-world empathy and trust.
- Formulate student-led standards and policy recommendations to protect digital safety and support authentic peer connections.
Lesson Materials:
- The lesson plan below or if you prefer to print it out: Download PDF (English)
- Activity 1: The Take it Down Act
- Activity 2: Facial Mimicry Experiment Instructions
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
- Please see the Discussion Format guidance here: Download PDF (English) -
▶️ Show: Expert Reflection Anna Lembke (20 seconds) (External Link)
1. Expert Reflection (Dr. Anna Lembke): Lembke warns that using AI for relationship scripts causes teens to lose trust in their inner voice. Whose advice do you trust more when facing a tough choice: a parent, a coach/teacher, a friend, an AI bot, or your own inner voice?
Suggested Discussion Formats:
- Line Communication (The Consensus Continuum)
- Anonymous Comments
▶️ Show: Expert Reflection Zak Stein (30 seconds) (External LInk)
2. Expert Reflection (Zak Stein): Stein notes long interactions with AI set a new baseline expectation for "constant, approving attention." How does this expectation impact real-world dating and friendships where disagreement exists?
Suggested Discussion Formats:
- Socratic Seminar
- Musical Chairs (Concentric Circles)
▶️ Show: AI Chatbots & Loneliness (25 seconds) (External Link)
3. Research shows lonely adults who turn to chatbots experience more long-term loneliness, not less. Why do you think synthetic companionship increases long-term isolation?
Suggested Discussion Formats:
- Fishbowl
- Poster Board Discussion (Chalk Talk)
▶️ Show: The Take it Down Act (25 seconds) (External Link)
4. What do you think about the Take It Down Act requiring tech platforms to remove harmful deepfakes within 48 hours? What legal or ethical responsibilities should tech platforms have when minors are targeted by deepfakes?
Suggested Discussion Formats:
- Jigsaw Puzzle
- Fishbowl
5. What specific rights should students have when non-consensual deepfake images are created or shared in a school community?
Suggested Discussion Formats:
- Poster Board Discussion (Chalk Talk)
- Anonymous Comments
6. What are three concrete actions you can take to influence AI rules at the family, school, and government levels?
Suggested Discussion Formats:
- Poster Board Discussion (Chalk Talk)
- Turn-and-Talk (Elbow Partners)
▶️ Show: Using AI Chatbots for Connection (30 seconds) (External Link)
7. How does constant, approving attention from interactive AI companions alter real-world expectations for human relationships, emotional friction, and personal vulnerability?
Suggested Discussion Formats:
- Socratic Seminar
- Musical Chairs (Concentric Circles)
Activity 1
The 48-Hour Takedown Policy & Deepfake Workshop
Overview: Small groups analyze the federal Take It Down Act framework to produce a student-led school response protocol for reporting and removing non-consensual synthetic media.
Approximate Time: 35 - 40 minutes
Supplies:
- Poster paper and markers
- Printed summary sheets of the Take It Down Act (1 per student)
Teacher Instructions:
- Preliminary Framing (3 mins): Review the movie clip citing statistics on non-consensual deepfakes in schools. Ask:
- Why is rapid removal within 48 hours so critical when fake images are shared online?
- Reviewing the Law (10 mins): Students read the summary sheet of the Take it Down Act and ask clarifying questions.
- Protocol Workshop (15 mins): Working in groups, students design a poster flowchart titled "School Deepfake Incident Protocol" outlining:
- Safe, Anonymous Reporting Channels
- Immediate Administration Actions (Within 24 Hours)
- Victim Support and Evidence Preservation Steps
- Follow-up Debrief (7 - 10 mins): Present flowcharts. Ask:
- How can school culture ensure victims of image abuse feel supported rather than blamed or humiliated?
Activity 2
Chopstick Mimicry & Connection Workshop
Overview: High school students run a biological experiment using chopsticks to restrict facial muscles, learning about the neurological connection between mimicry, oxytocin release, and authentic empathy.
Approximate Time: 20–25 minutes
Supplies:
- Clean wooden chopsticks or pencils (1 per student)
- Printed Facial Mimicry Experiment Instructions (1 per student)
Teacher Instructions:
- Preliminary Framing (3 mins): Explain that human brains use microscopic facial muscle movements (mimicry) to trigger oxytocin and understand how others feel.
- Test 1: Unrestricted Mimicry (5 mins): Partners take turns acting out three subtle emotions using only their face (no sounds or body language allowed!). The non-acting partner tries to guess the emotion.
- Test 2: Blocked Mimicry (5 mins): Partner B holds a chopstick horizontally between their teeth (preventing smile/frown muscles from moving) while Partner A displays 3 new emotions. Partner B tries to guess the emotion. Partners then switch roles. Important: students should not share chopsticks!
- Follow-up Debrief (10 mins): Direct students read section: “The Science of Mimicry” and respond to the Discussion & Reflection Questions. Ask:
- Did the chopstick affect your ability to guess your partner’s emotions? Give some examples. Why do you think this happened?
- If blocking physical facial movements harms our ability to feel empathy, what happens when most of our communication occurs behind screens or with AI avatars?
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: Identifying one’s emotions. Linking feelings, values, and thoughts.
- Self-management: Identifying and using stress management strategies. Demonstrating personal and collective agency.
- Social-awareness: Demonstrating empathy and compassion. Taking others’ perspectives.
- Relationship Skills: Seeking or offering support and help when needed.
- Responsible Decision-making: Reflecting on one’s role to promote personal, family, and community well-being.
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
- B. CREATE — Generating products that illustrate learning.
Curate
- A. THINK — Identifying and evaluating information seeking strategies.
Include
- B. CREATE — Evaluating a variety of perspectives during learning activities.
Explore
- A. THINK — Reflecting and questioning assumptions and possible misconceptions.
- D. GROW — Developing personal habits that reflect a critical stance toward information.
