Teacher Guide

1. Lesson 1 · Fairness

   Can a computer choice be unfair?

   Goal: Spot when an automated choice leaves some people out, and suggest a fairer rule.

   Notice · 5–10 min

   Ask: “Has a game or app ever picked something for you? How did it decide?”

   Discuss · 15–25 min

   Read a fictional dilemma: a school club uses an AI tool to pick members, and students without home internet are rarely chosen. In small groups, list who is helped and who is left out.

   • Who might be left out, and why?
   • What would you check to see if the tool is fair?
   • What fairer rule could the club use?

   Reflect · 5–10 min

   Exit ticket: “One way to make a computer choice fairer is ___.”

2. Lesson 2 · Privacy

   What information is mine to share?

   Goal: Sort personal details into “keep private”, “ask first” and “OK to share”.

   Notice · 5–10 min

   Show a list: favourite colour, home address, password, pet’s name, birthday. Students vote: share or keep?

   Discuss · 15–25 min

   Read a fictional dilemma: a class wants to upload classmates’ names and birthdays into an AI tool to plan parties. Groups decide which details are really needed and plan the party without uploading anything personal.

   • Which details are actually needed?
   • Who should decide how this information is used?
   • What could we do without uploading personal information?

   Reflect · 5–10 min

   Exit ticket: “One detail I will always keep private is ___ because ___.”

3. Lesson 3 · Truth

   How do we know it’s true?

   Goal: Check a claim against two trustworthy sources before believing or sharing it.

   Notice · 5–10 min

   Read two short sentences — one true, one made up. Students guess which is which and explain how they could check.

   Discuss · 15–25 min

   Read a fictional dilemma: an AI-written paragraph says a local animal is endangered but gives no source. Pairs list what to check, where they would look, and how they would correct it.

   • What would you check before sharing this claim?
   • How could two trustworthy sources help?
   • How should we fix the paragraph if it is wrong?

   Reflect · 5–10 min

   Exit ticket: “Before I share something, I will check ___.”

4. Lesson 4 · Kindness

   Is it “just a joke”?

   Goal: Think about how online words feel to the person on the other side of the screen.

   Notice · 5–10 min

   Ask: “How can the same message feel different in person and in a text?”

   Discuss · 15–25 min

   Read a fictional dilemma: in a group chat, students share an AI-made joke about a classmate who isn’t there. Groups write two kind things a bystander could say or do.

   • How might the classmate feel?
   • Does calling something a joke make it harmless?
   • What could a bystander say or do to help?

   Reflect · 5–10 min

   Exit ticket: “If I see an unkind post, I can ___.”

5. Lesson 5 · Consent

   Did you ask first?

   Goal: Explain why we ask before using someone’s picture, voice or words, and respect a “no”.

   Notice · 5–10 min

   Ask: “Would you want someone to post a photo of you without asking? Why or why not?”

   Discuss · 15–25 min

   Read a fictional dilemma: a student makes a fake video using a friend’s face without asking and plans to post it. Groups role-play asking for permission and hearing a “no”.

   • What permission is needed before making or sharing this?
   • What should happen if the friend says no?
   • Does a “yes” once mean “yes” forever?

   Reflect · 5–10 min

   Exit ticket: “Before I use someone’s picture or words, I will ___.”

What to look for: students consider other people’s points of view, check where information comes from, and respect privacy and permission. These are discussion activities, not tests or grades.

Classroom Dilemma Helper

Using the Dilemma Helper

When something real comes up in class — an AI homework question, a group chat problem — the helper suggests which protocols fit and gives you questions to start the conversation.

1. 1

   Describe the situation

   Write what happened in general terms — for example, “Some students used an AI tool to write their book reports and others think it’s unfair.” Add the grade level if you like.

2. 2

   Get suggestions

   The helper suggests which of the five protocols fit and gives a few discussion questions.

3. 3

   Review before using

   Suggestions are written by AI. Read them first, change anything that doesn’t fit your class, and leave out anything you aren’t comfortable with.

4. 4

   Run the conversation

   Use the questions with the Notice · Discuss · Reflect steps from the lesson plans above.