Screening and Class Discussion
GRADE LEVEL 6-8
Introduction
Themes & Ideas
Academic Environments
Mobile Device Usage
Interpersonal Dynamics
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 their current experiences of AI.
- 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 specific concerns about AI were brought up by the teens in the intro clip? Which of these resonated most with you?
Suggested Discussion Formats:
- Turn-and-Talk (Elbow Partners)
- Talk-Listen Partner Sharing
2. What concerns or questions do you have about AI that were not mentioned in the opening clip?
Suggested Discussion Formats:
- Post-It Notes (Silent Gallery Walk)
- Musical Chairs (Concentric Circles)
▶️ Show: Expert Reflection clip (10 seconds) (External link)
3. Expert Reflection (Robbie Torney): "There are no guidelines or laws in place to monitor content." Do you agree that there are currently no rules, or does it just feel that way? What rules should exist?
Suggested Discussion Formats:
- Four Corners
- Fishbowl
4. Consider the three major topics addressed by the film: Learning, Mental Health, and Social Lives. Which area do you think is most affected by AI in your daily life, and why?
Suggested Discussion Formats:
- Line Communication (The Consensus Continuum)
- Turn-and-Talk (Elbow Partners)
Activity 1
"What’s on Your Mind?" AI Hope & Concern Wall
Overview: Students post their questions, hopes, and concerns about AI and technology on a public board before watching the film intro, then physically sort their notes to see which topics the media and film highlight versus what gets overlooked.
Approximate Time: 10 - 15 minutes
Supplies:
- Sticky notes (1 - 2 per student)
- Whiteboard space or butcher paper divided into columns for hopes and concerns, and rows for"Mentioned in Intro" and "Not Mentioned”
- Pens/markers
Teacher Instructions:
- Preliminary Setup & Framing (2 mins): Pass out sticky notes to the class and ask: "Before we start, what is one hope and one concern you have about how AI might change your life, school, or the larger world?"
- Posting Notes (3 mins): Have students write one concrete hope and one concrete concern on their sticky notes and stick them under a wall space labeled "My Thoughts on AI".
- ▶️ Show: Intro clip (1 minute, 24 seconds) (External link)
- Sorting Task (5 mins): Screen the opening clip. Direct students to step up, read their notes, and move them to either "Mentioned in Intro" or "Not Mentioned" based on what the teens in the video discussed.
- Follow-up Debrief (3 mins): Ask the class: "Which column has more sticky notes?" and "Why do you think certain AI issues get talked about constantly while others are ignored?"
Activity 2
3D Roadmap
Overview: Pairs of students map out how real-world AI and technology scenarios cross over multiple areas of life by physically arranging and connecting topic cards on a shared unit poster. This activity builds a visual roadmap of how tech impacts learning, mental health, and social dynamics simultaneously.
Approximate Time: 20 - 25 minutes
Supplies:
- Large poster paper (one per student group, divided into three labeled columns: Learning, Mental Health, Social Lives)
- Pre-cut "Scenario Cards"
- Markers or colored yarn with tape
- Glue sticks or tape
Teacher Instructions:
- Preliminary Setup & Framing (3 mins): Ask students: "Do you think an issue like using AI for homework only affects your grades, or can it spill over into your stress levels and friendships?" Explain that technology issues rarely stay in a single box.
- Card Sorting & Placement (10 mins): Distribute poster paper and Scenario Cards to pairs. Instruct students to read each card, decide which primary unit header it belongs under, and paste it down.
- Mapping Connections (7 mins): Direct pairs to use markers or yarn to draw connecting lines from cards in one column to another, writing a 1-word explanation on the line (e.g., connecting AI Homework Tool in Learning to Sleep Loss in Mental Health with the word Stress).
- Follow-up Debrief (5 mins): Pin posters around the room. Ask the class: "Which card generated the most connecting lines across all three units?" and "Why is it important to look at tech through all three lenses instead of just one?"
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.
