Lesson Plan to introduce high school students in Addis Ababa to generative AI
Prompt:
Please create a week long lesson plan to introduce high school students at St. John Baptist De Lasalle Catholic school in Addis Ababa to generative AI. Class sessions are 45 minutes. The teacher will have access to the Internet but students will have limited access to the Internet while in class. Homework should be assigned in which students would be asked to use the internet. Please provide details of use of time in each class session
Response from Gemini:
Here's a possible lesson plan for introducing high school students to generative AI. I've included options for flexibility, as your available technology, class size, and students' prior knowledge will shape your ideal approach.
School: St. John Baptist De Lasalle Catholic School, Addis Ababa Grade Level: High School (adjust complexity as needed for your students) Class Session Length: 45 minutes
Learning Objectives
- Understand the basic principles behind generative AI models.
- Recognize different types of generative AI (text, image, etc.).
- Experience the creative potential of generative AI tools.
- Critically evaluate the outputs of generative AI.
- Reflect on potential ethical and societal implications of generative AI.
- Projector/screen
- Whiteboard or large paper for brainstorming
- Access to at least one computer with an internet connection for the teacher
- Student devices (optional, but beneficial for homework and in-class exploration if possible)
Day 1: Introduction to Generative AI
- Warm-up (5 min): Ask students, "Have you ever interacted with something that seemed to be created by a computer, not a person?" (Examples: personalized song recommendations, auto-completed sentences in emails)
- What is AI? (10 min): Brief discussion on Artificial Intelligence as a broad concept. Emphasize AI's ability to mimic human-like behaviors.
- Generative AI (15 min): Explain the focus on AI that creates new content (text, images, audio, etc.) Give examples:
- Text-to-Image generators (Craiyon, Dall-E)
- ChatGPT and similar chatbots
- Demonstration (10 min): Show a few pre-selected examples of generative AI's outputs. Highlight the range and surprising quality.
- Homework: Find one article or video about generative AI. Be ready to share what you learned.
- Review (5 min): Recap yesterday's key terms (AI, generative AI)
- Under the Hood (15 min): Explain the concept of large language models (LLMs) in simplified terms. Emphasize training on enormous datasets, pattern recognition, and probability in text generation.
- Experiment- ChatGPT (20 min):
- Option 1 (limited devices): Teacher demos on projector, whole class suggests prompts.
- Option 2 (some devices): Students work in groups, sharing one device per group.
- Homework: Use ChatGPT to generate a short poem, a recipe, or a fictional conversation. Reflect on the experience.
- Image Generators (15 min): Introduce tools like Dall-E or Craiyon. Explain how they work similarly to LLMs but with pictures.
- Teacher Demo (10 min): Showcase the ability to combine concepts, alter styles, and follow detailed instructions.
- Student Exploration (15 min):
- Option 1 (limited devices): Rotate device access, have students call out prompts.
- Option 2 (devices): Students experiment on their own devices.
- Homework: Find examples of image generation used in the real world (advertising, concept art, etc.).
- Benefits & Risks (20 min): Class discussion. Prompt with questions:
- How could generative AI change how we create?
- What problems might arise with the spread of this technology?
- Detecting AI Content (15 min): Explain "watermarks" and how AI leaves behind subtle clues. Show examples if possible.
- Homework: Read a news article about a generative AI controversy (deepfakes, plagiarism, etc.).
- Real-world Ethics (20 min): Present ethical dilemmas involving generative AI. Examples:
- Using an AI to write essays or stories for school
- AI-generated art imitating a specific artist's style without permission
- Open Discussion (20 min): Guide students in sharing thoughts, concerns, and hopes about AI. Connect the discussion to values emphasized within the faith-based school context.
- Wrap-up (5 min): Summarize that generative AI is a powerful tool with evolving implications that require our ongoing ethical consideration.
Follow up Prompt:
Thanks. But a projector is not available. Can you suggest an alterative?
Gemini's response:
Absolutely! Here are a few alternatives to using a projector and how you can modify the lesson plan:
Alternatives:
- Interactive Whiteboard: If your school has an interactive whiteboard, you can use it to display images, text examples, and even directly interact with generative AI websites.
- Large Monitor/TV: Connect a laptop to a large monitor or TV to display examples and websites. This still allows visual demonstration, although less immersive than a projector.
- Detailed Verbal descriptions + Printouts: If you have no large display options, provide very clear verbal descriptions of AI outputs. Supplement with printed examples whenever possible (images, text samples). Let students pass these examples around during the lesson.
- Days 1, 2, and 3:
- Teacher-led demos become even more important. Take screenshots in advance, and plan on describing AI outputs vividly instead of students seeing them in real-time.
- Homework will be even more crucial for students to get hands-on experience.
- Days 4 and 5:
- Discussions can still be effective without visual aids. You could even turn this limitation into a thought exercise: "If you could show an example of a deepfake, what would it look like?"
- Enlist student helpers: Have a few trusted students use their devices for a short time during class if allowed by school policy to assist in the demo. Rotate this privilege to give a few students a chance to interact.
- Focus on collaboration: Emphasize group work and sharing of discoveries on homework. This lets students pool their experiences to overcome the classroom tech limitations.
Compare responses:
ChatGPT
Gemini
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