Screening and Class Discussion
GRADE LEVEL 9-12
Introduction
Themes & Ideas
Interpersonal Dynamics
Academic Environments
Mobile Device Usage
Digital Advancements
Social Media
Artificial Intelligence
Human Connections
What Students Will Uncover
Students reflect on their own use of digital technology and Artificial Intelligence, becoming aware of both the opportunities and risks AI poses to their learning, mental health and social lives. Students will examine their personal assumptions about digital tools and build self-awareness regarding how technology impacts their relationships and daily habits.
Lesson Overview
Students will engage in a short pre-screening exercise to surface some of their initial beliefs and concerns regarding Artificial Intelligence in their daily lives.
Students will then watch the classroom version of Screenagers: Generation AI (38-45mins), a documentary film that examines the impact of Artificial Intelligence on education and learning, emotional and mental health, and social relationships. The film empowers students with practical solutions for a healthy digital life.
Educators can choose to:
- Lead with the film screening as part of the lesson, utilizing the Pre- & Post-Screening Worksheet and guidance below.
- Additional activities are offered for use in conjunction with a classroom screening, or if used independently of a screening, short clips are provided. (E.g. if the film is being shown separately at a school-wide level)
- Additional lesson plans are offered for use in this or future lessons that that dive deeper into particular themes from the film:
- UNIT 1: Learning
- UNIT 2: Mental Health
- UNIT 3: Social Lives
Lesson Objectives
Students will be able to:
- Identify personal concerns and questions regarding AI and its lack of regulation.
- Compare personal AI concerns with those highlighted by peers and teens in the film.
- Predict how AI intersects with learning, mental health, and social relationships across the three upcoming units.
- Reflect on pre-screening assumptions about AI and digital technology to establish a baseline for future unit discussions.
Lesson Materials:
The lesson plan below or if you prefer to print it out: Download PDF (English)
Pre- & Post-Screening Worksheet: Download PDF (English)
Note-taking Sheet: 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
Pre-Screening: Questions & Survey
Overview: Students will independently answer two questions and complete a short survey, to surface some of their initial beliefs and concerns regarding Artificial Intelligence in their daily lives, prior to watching the film.
Approximate Time: 5 - 10 minutes
Supplies:
- Copies of Pre- & Post-Screening Worksheet (1 per student)
- Whiteboard space or butcher paper divided into sections for questions and concerns, and current feelings on AI.
- Pens/markers
Teacher Instructions:
- Preliminary Setup & Framing (2 mins): Pass out the Pre- & Post-Screening Worksheet to students explaining: "Today we are going to watch Generation AI, a documentary film that examines the impact of Artificial Intelligence on education and learning, emotional and mental health, and social relationships.”
- Completing Parts 1 & 2 (5 mins): Instruct students that working independently they are to complete the questions in part 1 and the “before” part of the survey in part 2, placing a number between 1-5 against each of the statements. Invite any clarifying questions before instructing students to begin.
- Sharing Perspectives (5 mins): Focusing on the 2 questions, invite students to share what they wrote for : i) their current questions or concerns with AI, ii) their current vibe/feelings with AI. Capture their answers on the whiteboard/butcher paper and group together similar responses.
- Play the film (38-45 mins): Please ensure you have selected the appropriate/approved version for your audience:
- Generation AI - Sensitive Stories Removed (stories related to teen deaths) (38 mins)
- Generation AI - Full: version including the sensitive stories. (45 mins)
- Optional - Instruct students to take notes on the film using the Note Taking Sheet
Lesson Activities
Post Screening: Discussion Prompts & Video Reflections
Overview: Students will return to their initial thoughts in the Pre-Screening Survey and identify and discuss how their initial beliefs and concerns may have changed after watching the film.
Approximate Time: 15-20 minutes
Supplies:
- Existing copies of Pre- & Post-Screening Survey (Parts 1 & 2 previously completed)
- Whiteboard space or butcher paper divided into sections for questions and concerns, and current feelings on AI.
- Pens/markers
Teacher Instructions:
- Completing Parts 2 & 3 (5 mins): Instruct students to return to their Pre- & Post Screening Surveys from earlier. Ask them to now independently complete the “after” part of the survey in part 2, placing a number between 1-5 against each of the statements, before moving on to answer the questions in part 3.
- Reviewing questions & concerns (5 mins): Returning to what was previously captured on the whiteboard/butchers paper for: i) their current questions or concerns with AI, go through each statement/group and ask students:
- Did the movie address this question or concern? Explain/How/In what way?
- (Their notes from completing the questions in part 3 should guide their responses)
- Reviewing vibes/feelings (5 mins): Returning to what was previously captured on the whiteboard/butchers paper for: ii) their current vibe/feelings with AI, ask students:
- Did any of your vibes/feelings on AI change after watching the movie?
- Which ones? (Capture new responses on the whiteboard/butchers paper)
- Follow-up Debrief/Reflection (3 mins): Ask the class: "After watching Generation AI, what are some ways you may re-consider how you approach AI use in the future?".
- You can invite responses, or ask students to complete this reflection personally.
Additional Discussion Questions
- Please see the Discussion Format guidance here: Download PDF (English) -
▶️ Show: Introductory Clip: AI Concerns (20 seconds) (External link)
1. What core concerns did the teens in the opening segment express about AI entering their daily lives? What critical issues did they leave out?
Suggested Discussion Formats:
- Socratic Seminar
- Turn-and-Talk (Elbow Partners)
▶️ Show: Expert Reflection clip (10 seconds) (External link)
2. Expert Reflection (Robbie Torney): Torney states that there are no guidelines or laws in place to monitor AI content. Why has regulation fallen so far behind rapid AI technological growth?
Suggested Discussion Formats:
- Fishbowl
- Jigsaw Puzzle
▶️ Show: Regulation & Safety clip (1 minute, 50 seconds) (External link)
3. What governmental laws or oversight should be in place surrounding images, videos, and information generated by AI? What non-governmental rules, norms, and habits should we adopt in our families, our schools, and our businesses to help us engage with AI in a healthy way?
Suggested Discussion Formats:
- Poster Board Discussion (Chalk Talk)
- Socratic Seminar
4. How can we as a school community take back control of our mental health, learning, and relationships rather than letting tech companies dictate them?
Suggested Discussion Formats:
- Four Corners
- Fishbowl
5. Predicting the units ahead: Why do you think the film separates AI's impact into Learning, Mental Health, and Social Lives? Which do you predict will be the hardest to solve?
Suggested Discussion Formats:
- Line Communication (The Consensus Continuum)
- Talk-Listen Partner Sharing
Activity 1
Curriculum Unit Mapping Exercise
Overview: Student teams collaborate on large poster paper to draw a visual framework connecting AI's impact across Learning, Mental Health, and Social Lives, identifying key policies they hope to explore in the course.
Approximate Time: 20 - 25 minutes
Supplies:
- Large chart paper (1 per team)
- Colored markers
Teacher Instructions:
- Preliminary Framing (3 mins): Ask:
- Why do you think the producers divided this documentary into Learning, Mental Health, and Social Lives rather than covering tech as one big topic?
- Poster Mapping (12 mins): In groups of 3 - 4, students draw three intersecting circles (Learning, Mental Health, Social Lives). In each section, they map out specific AI applications, potential harms, and ideal solutions/regulations.
- Gallery Walk (5 mins): Teams hang their posters and walk around to read peer ideas.
- Follow-up Debrief (5 mins): Ask:
- What common regulations or solutions appeared on almost every team's poster?
Activity 2
2D Impact of AI & Digital Tech Matrix
Overview: Students map out the real-world effects of digital tools and AI across their own lives and broader society, visually identifying where technology helps, where it hurts, and where the biggest challenges lie.
Approximate Time: 15 - 20 minutes
Supplies:
- Sticky Notes
- Pens/markers
- Wall or whiteboard set up with a large 2-axis grid (Example):
- x-Axis: Personal Impact (Left) → Societal Impact (Right)
- y-Axis: Negative Impact (Bottom) → Positive Impact (Top)
Teacher Instructions:
- Preliminary Framing (2 mins): Ask students to:
- Think of some ways AI or digital tech makes your personal day-to-day life better, and some ways that it creates problems.
- Think of some positive and negative ways AI or digital tech is affecting the larger world.
- Note Generation (5 mins): Hand out sticky notes. Instruct students to write down the examples they brainstormed, one idea per sticky note.
- Physical Mapping (5 mins): Have students walk up to the grid and place their notes according to where they fall on the axes. Consider:
- Up or Down? Is it a Positive Benefit (place near top) or a Negative Concern (place near bottom)?
- Left or Right? Is it mostly about Your Personal Life (place on left) or Broader Society/Environment (place on right)?
- Follow-up Debrief (5 - 8 mins): Analyze the resulting map together. Ask students:
- Which quadrant highlights the most exciting opportunities for positive change?
- How do the benefits we experience personally compare to the broader societal impacts?
- How can we intentionally design our habits to maximize the positive potential of technology while minimizing the risks?
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. Having a growth mindset.
- Social-awareness: Demonstrating empathy and compassion. Taking others’ perspectives.
- Responsible Decision-making: Anticipating and evaluating the consequences of one’s actions. 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:
- A. THINK — Formulating questions about a personal interest or a need for information.
- B. CREATE — Generating products that illustrate learning.
Engage:
- C. SHARE — Disseminating new knowledge through means appropriate for the intended audience.
Explore:
- D. GROW — Developing personal habits that reflect a critical stance toward information.
