Lesson: Interacting with AI
In this lesson, students learn how large language models function by recognizing patterns in vast amounts of data to predict text and how to construct effective prompts by assigning specific roles and purposes. They then explore the differences between digital and human friendships, identifying potential risks such as misinformation, emotional dependency, and the collection of personal data by AI companies. They consider how to mitigate these dangers by performing “red-teaming” exercises and creating custom chatbot prompts that include safety guardrails to ensure ethical and responsible use of the technology.
Grade range: 7-9
Time Frame
| One class period (75 minutes) | Two or three class periods (150-225 minutes) | |
| Activities | Real vs. digital friends
How do chatbots work? Red-teaming chatbots
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Real vs. digital friends
How do chatbots work? Red-teaming chatbots Building a bot
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Preparation:
- Make sure that you are able to show the embedded videos or that students are able to access the links.
- Make sure that students are able to access the interactive activities.
A printable version of this lesson is available on the MediaSmarts website.
Learning Outcomes
Big ideas/key concepts: Students will understand that…
Interactions through digital media can have a real impact:
- Conversations with chatbots can have emotional effects and affect what we think and believe
Digital media experiences are shaped by the tools we use:
- The nature and limitations of large language models affect how we interact with chatbots
- We can affect how chatbots work through conscious prompt design
Digital media have unanticipated audiences:
- AI companies collect information when we use their tools and that data may be sold, shared or used to make decisions about us in the future
Key questions:
- Can a chatbot be a friend?
- How can we use chatbots in a safe and ethical way?
Essential knowledge: Students will know…
- Reading media: How large language models work
- Ethics and empathy: Concerns about interactions with large language models and steps to mitigate them
- Making and remixing: Steps for making an effective chatbot prompt
Performance tasks: Students will be able to…
- Use: Make a prompt that will make a chatbot interact safely and ethically in a given role
- Understand: Analyze how large language models work and the implications of that
- Engage: Evaluate the possible impacts of interacting with chatbots on human relationships and society
Student-friendly outcomes:
- We will learn how chatbots use word patterns to talk, why we need to be careful with them, and how to write good instructions for them to follow.
- We will think about whether a chatbot can be a true friend, how these tools change our emotions, and how AI companies collect and use our personal information.
- We will examine how AI works, judge its impact on people, and design a custom chatbot using special rules called guardrails to make sure it acts safely and ethically.
Curriculum Connections
Strand A: Literacy Connections and Applications
A2. Digital Media Literacy
A2.1 Digital Citizenship
evaluate and explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities
A2.2 Online Safety, Well-Being, and Etiquette
conduct research, considering accuracy, credibility, and perspectives, with a focus on misinformation, disinformation, and curated information, to construct knowledge, create texts, and demonstrate learning, while respecting legal and ethical considerations
A2.3 Research and Information Literacy
conduct research, considering accuracy, credibility, and perspectives, with a focus on misinformation, disinformation, and curated information, to construct knowledge, create texts, and demonstrate learning, while respecting legal and ethical considerations
A2.5 Media, Audience, and Production
demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production.
A2.6 Innovation and Design
select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing and proposing innovative solutions
C3. Critical Thinking in Literacy
C3.3 Analyzing Texts
analyze complex texts, including literary and informational texts, by evaluating, synthesizing, and sequencing relevant information and formulating conclusions
C3.5 Perspectives within Texts
Grade 7: explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias
Grade 8: analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias
Grade 9: analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could show bias in these perspectives, and suggest ways to avoid any such bias
C3.8 Reflecting on Learning
Grade 7: compare the critical thinking skills they used when analyzing and evaluating various texts, identify the skills that best supported their understanding, and explain why they were effective
Grade 8: assess the effectiveness of the critical thinking skills they used when analyzing and evaluating various texts, and set goals to improve their use
Grade 9: assess the effectiveness of the critical thinking skills they used when analyzing and evaluating various texts, and set goals to improve their use
Strand D:Composition (Expressing Ideas and Creating Texts)
D1 Developing Ideas and Organizing Content
D1.1 Purpose and Audience
Grade 7: identify the topic, purpose, and audience for various texts they plan to create, and analyze why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning
Grade 8: identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices
Grade 9: identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices
D1.4 Organizing Content
Grade 7: classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium
Grade 8: classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives
Grade 9: classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives
D2 Creating Texts
D2.1 Producing Drafts
Grade 7: draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas
Grade 8: produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect
Grade 9: draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas
D2.4 Point of View and Perspective
Grade 7: identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives
Grade 8: explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives
Grade 9: explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives