AI Literacy Module for Youth

Lesson 5: AI Ethics & Safety

Before you start the lesson, make sure to read through the lesson overview and the lesson preparation. The Facilitator Guide can also help you prepare.

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Part 1: What AI can and can’t do?

TELL YOUR STUDENTS

Let’s look at what AI can do and what it cannot do. Here are a few examples:

• AI is great at finding patterns—like knowing what videos you might like next on YouTube, but it doesn’t get happy, sad, or excited. It doesn’t have feelings like you do.
• AI can chat with you, write poems, or even help you with homework ideas, but it might not understand why jollof rice is so special or what a Arab wedding feels like—it needs people to explain.
• AI can recognize faces in photos or understand your voice, like when you say “Hey Google!” but it doesn’t have common sense or know what’s right or wrong on its own.
• The more examples AI sees, the better it gets—just like practicing makes you better at football or drawing, but it can make mistakes! Sometimes it guesses wrong or gives silly answers—so always double-check.

CLASS INTERACTION

Traffic Light Introduction:

Just like traffic lights help us navigate safely, we need guidelines for navigating AI safely. Let's look at green, yellow, and red scenarios.

Interactive Scenario Sorting:

I'll give you scenarios. Show me green (thumbs up), yellow (sideways thumb), or red (thumbs down) for each one:

Scenarios for voting:

• Using Google Translate to help understand an English passage for homework
• Asking ChatGPT to write your entire English essay
• Using AI to help brainstorm ideas for a science project
• Creating an AI image and posting it online claiming you drew it
• Using AI to help learn new words in your local language
• Making a fake AI photo of your principal and sharing it on WhatsApp

Discussion after each vote:

• Ask students to explain their reasoning
• Highlight nuanced thinking: "Why is getting help with ideas different from having AI write the whole essay?"

Part 2: What would you do? AI in real life.

CLASS INTERACTION

Let's practice making good decisions. I'll give you three scenarios that could really happen. Discuss with your partner for 1 minute, then we'll hear solutions.

Scenario 1: Your friend shares a photo claiming there’s flooding at school tomorrow. The photo looks real, but you think it’s AI-generated. What do you do?

Discussion Guide:

• Listen for: fact-checking, asking trusted adults, checking official sources
• Ask: "What could happen if false information spreads about school closures?"

Scenario 2: You forgot to write your Arabic essay. Your older sibling offers to help – with ChatGPT. What choice do you make?

Discussion Guide:

• Explore: academic integrity, learning vs. grades, alternative solutions
• Ask: "What are you missing if AI writes your essay for you?"

Scenario 3: Someone shares an AI-generated video of a classmate saying embarrassing things. It’s fake, but it’s going viral. How do you respond?

Discussion Guide:

• Focus on: digital citizenship, standing up for others, reporting mechanisms
• Connect to: real consequences of fake content

Part 3: Be a good digital citizen with AI

TELL YOUR STUDENTS

Our Four R's Framework

Remember these four R's when using AI:

• Respect: Respect others - don't create fake content about classmates, teachers, or family. How would you feel if someone made fake content about you?
• Responsibility: Take responsibility - always verify AI information before sharing. You're responsible for what you post, even if AI helped create it.
• Rights: Know your rights - understand what data AI companies collect about you. Read those terms and conditions, or ask adults to help explain them.
• Recognition: Give recognition - always acknowledge when AI helped you create something. Be proud of your collaboration with technology!

ASK YOUR STUDENTS

Which of the four R's is hardest for you to remember? Why?

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