Unit 1: AI's Impact on Learning
GRADE LEVEL 6-8
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 thought 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: Puzzle Worksheet - Download PDF (English)
- Activity 2: Flawed Article Worksheet - Download PDF (English) | AI Proofreading Output Sheets - Download PDF (English)
- Activity 3: Assignment Cards - Download PDF (English)
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): "Your brain does not like to work." What does this mean? Why does your brain naturally try to avoid hard mental effort?
Suggested Discussion Formats:
- Turn-and-Talk (Elbow Partners)
- Poster Board Discussion (Chalk Talk)
▶️ Show: Expert Reflection - Dr. Rebecca Winthrop (20 seconds) (External Link)
2. Expert Reflection (Dr. Rebecca Winthrop): Winthrop notes adults use AI for productivity, but students need "productive struggle" to grow. What does this mean? How do adults and students view AI differently?
Suggested Discussion Formats:
- Talk-Listen Partner Sharing
- Fishbowl
▶️ Show: “Struggle is learning” (20 seconds) (External Link)
3. "Don’t think struggle is antithetical to learning. Struggle is learning." Can you share a time you worked very hard to learn a skill? How did it feel while you were learning the skill? How did it feel after you mastered it? How would this experience have been different if the “hard work” part had been removed?
Suggested Discussion Formats:
- Musical Chairs (Concentric Circles)
- Anonymous Comments
▶️ Show: Fake AI Research Paper (1 minute, 10 seconds) (External Link)
4. How was the fake scientific paper about an eye disease able to spread so quickly into multiple AI products? Why do AI systems fail to catch fake information?
Suggested Discussion Formats:
- Jigsaw Puzzle
- Fishbowl
▶️ Show: The Importance of Writing (1 minute, 10 seconds) (External Link)
5. What happens to your brain's "learning muscle" if an AI tool always does the heavy lifting for you?
Suggested Discussion Formats:
- Four Corners
- Turn-and-Talk (Elbow Partners)
6. Have you ever felt encouraged or pressured by parents or teachers to use AI when you didn't want to? Why did you prefer not to use it? What was the outcome?
Suggested Discussion Formats:
- Anonymous Comments
- Talk-Listen Partner Sharing
Activity 1
The Cognitive Muscle Challenge
Overview: Students complete an analog, device-free problem-solving task while tracking their internal "frustration score" on a shared classroom wall. This exercise demonstrates how mental struggle builds cognitive stamina.
Approximate Time: 15 - 20 minutes
Supplies:
- Printed puzzle worksheet (1 per student)
- Sticky notes (3 per student)
- Poster or whiteboard space labeled "The Class Stamina Board"
Teacher Instructions:
- Preliminary Framing (2 mins): Introduce Dr. Cooney Horvath’s concept: "Your brain naturally wants to save energy, but struggle is how learning actually happens."
- Device-Free Work Block (12 mins): Instruct students to work on the paper challenge independently without digital tools. Every 3 minutes, ring a bell and have students write a "Frustration Score" (1 = Easy/Bored, 5 = High Frustration) on a sticky note and stick it on the Stamina Board.
- Data Analysis & Debrief (5 mins): Examine the board's trendline together. Ask students:
- At what point did you feel tempted to give up or ask an AI tool for the answer?
- How did pushing through that frustration change how well you understood the problem?
Activity 2
The Manual vs. Machine Proofing Lab
Overview: Students act as human quality-control editors by manually auditing a flawed document using red pens to calculate their "Human Detection Rate" before comparing their results to an automated AI output. This exercise demonstrates the specific logic and factual errors AI tools frequently miss.
Approximate Time: 15 - 20 minutes
Supplies:
- Printed Flawed Article Worksheets (containing subtle factual errors, logical inconsistencies, and tone slips)
- Highlighters or colored pencils/pens
- Printed AI Proofreading Output Sheets (showing what a basic AI check flagged vs. missed)
Teacher Instructions:
- Preliminary Framing (2 mins): Ask students: "If a spellcheck or AI tool marks a paper as clean, does that mean the paper is actually accurate and logical?"
- Manual Human Audit (8 mins): Hand out the paper worksheet and highlighters or colored pens/pencils. Give students 5 minutes to read through the text independently, circle errors, write corrections in the margins, and count the number of errors they detected.
- AI Output Comparison (5 mins): Hand out the pre-run AI proofreading sheet. Have students compare what they caught manually versus what the software missed or incorrectly changed.
- Follow-up Debrief (5 mins): Ask students:
- What types of errors did the machine catch easily, and what types of errors required human judgment to spot?
- How does relying 100% on automated tools weaken your own critical auditing skills?
- Key Takeaway: Automated proofreaders search for syntax, spelling, and basic grammar mechanics. They do NOT check historical facts, internal logic, extreme bias, or tone consistency. Relying 100% on automated software leaves critical errors behind!
Activity 3
Assignment Scenario Sorting
Overview: In small groups, students categorize real classroom assignments using scenario cards into three clear buckets: AI Helps Learning, AI Hurts Learning, or Gray Area.
Approximate Time: 15 - 20 minutes
Supplies:
- Sets of printed Assignment Cards (Contains some blanks if you want to write some more of your own)
- 3 sorting areas or labeled butcher paper per group (Helps Learning / Hurts Learning / Gray Area)
Teacher Instructions:
- Preliminary Framing (2 mins): Ask students: "Is using AI for school always cheating, or does it depend on which part of the learning process you hand over to the machine?"
- Group Sorting (10 mins): Divide students into small groups. Have them take turns selecting an Assignment Card, reading it aloud, justifying where it belongs, and placing it on a sorting mat.
- Defending Gray Areas (5 mins): Call on groups to share one assignment they placed in the "Gray Area."
- Follow-up Debrief (3 mins): Ask:
- What rule can we make to decide if an AI tool is helping you learn or just doing the work for you?
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.
