AI & I: Beyond the Screen - Teacher Script

Warm-Up: Digital Dilemma Starter (10 minutes)

(Display Slide 1: AI & I: Beyond the Screen)

"Good morning/afternoon, everyone. Welcome! Take a look at the image on the screen. It's a hypothetical situation, but one that could feel very real in our digital world. Today, we're going to talk about something incredibly important: how powerful new tools like Artificial Intelligence can sometimes be misused, especially when it comes to something as serious as cyberbullying."

"Before we dive deeper, I'd like you to take a moment for some individual reflection. I'm handing out a quick Warm-Up: Digital Dilemma Starter worksheet. Please read the scenario carefully. It asks you to imagine seeing an AI-generated image of a classmate, altered to make them look foolish, being shared widely on social media."

"On the worksheet, I want you to write down your immediate thoughts and feelings. What are the potential consequences for your classmate? What would you do in that situation? Would you share it? Why or why not? There are no right or wrong answers here, just honest reflection."

"Alright, let's hear from a few of you. No pressure to share if you don't want to, but who'd be willing to tell us one thought they had about this scenario?"

(Listen to a few student responses.)

"Thank you for sharing. As you can see, even a hypothetical situation like this can bring up a lot of emotions and ethical questions. It highlights how quickly things can escalate online, and how AI can add a whole new layer of complexity to our interactions. We'll keep these thoughts in mind as we move forward."

Introduction to AI and Cyberbullying (15 minutes)

(Display Slide 2: What is AI?)

"Let's start by making sure we're all on the same page. When we talk about Artificial Intelligence, or AI, we're referring to computers or machines that can perform tasks that usually require human intelligence. Think about how many times a day you interact with AI."

"Can anyone give me an example of AI they use or encounter regularly?"

(Allow students to offer examples like Siri, Alexa, Netflix recommendations, gaming AI, Snapchat filters, etc. Guide them if needed.)

"Exactly! From recommending your next favorite song to helping you unlock your phone, AI is all around us. And it's rapidly evolving, with new tools emerging that can even create realistic text, images, and videos."

"Now, let's briefly revisit a term you're probably already familiar with: cyberbullying. Can someone remind us what cyberbullying is?"

(Wait for student responses. Guide them to the definition: bullying that takes place over digital devices like cell phones, computers, and tablets, involving harmful content about someone.)

"That's right. It's sending, posting, or sharing mean or harmful content about someone online. Now, here's the critical question for today: How might AI change the game when it comes to cyberbullying? Turn and talk to a partner for about 30 seconds about this. What are your initial ideas?"

(Pause for partner discussion, then bring them back.)

"What did you and your partner discuss? How might AI make cyberbullying even more harmful or difficult to identify?"

(Listen to a few responses, connecting them to the idea of realism, speed, and difficulty in identifying the source.)

(Display Slide 3: AI: A New Tool for Bullies?)

"Let's explore this further. AI is a powerful tool, and unfortunately, like any powerful tool, it can be misused. Here are some specific ways AI can be weaponized for cyberbullying."

"First, we have deepfakes. Has anyone heard of deepfakes before?"

(Explain deepfakes: AI-generated fake images, audio, or videos that look incredibly real. Emphasize how these can be used to humiliate or spread false information.)

"Then there's automated harassment. Imagine a bot, or an AI program, sending a constant stream of mean messages or comments to someone. It's relentless and can be incredibly overwhelming for the target."

"AI can also be used for impersonation. It can generate text or even voices that mimic a person's style, making it easier for someone to pretend to be another person online, spreading rumors or lies."

"And finally, targeted manipulation. AI can analyze information about someone to find their weaknesses or insecurities, and then create content specifically designed to exploit those vulnerabilities. This is particularly cruel."

"Think about all these methods. Why is AI-driven cyberbullying particularly dangerous compared to traditional cyberbullying? What makes it different and potentially more harmful?"

(Allow students to respond. Guide them towards points like: harder to detect because it looks real, wider reach and faster spread, and the increased psychological harm due to the advanced nature of the attacks.)

"You're hitting on key points. It's harder to detect, it spreads faster, and the psychological harm can be immense because it's so convincing and public."

Understanding the Impact: Scenarios and Consequences (25 minutes)

(Display Slide 4: The Real-World Impact)

"When we talk about cyberbullying, whether AI-driven or not, it's crucial to remember that there are real people with real feelings behind every screen. The effects on those who are targeted can be devastating."

"Let's look at some of the impacts on targets. They can experience severe emotional distress, leading to anxiety, depression, and feelings of isolation. Their social life can be damaged, affecting friendships and their reputation. Even their academic performance can suffer, making it hard to focus in school. And sometimes, there are even physical symptoms like stress-related illnesses."

"But it's not just the target who faces consequences. The perpetrators—the ones doing the bullying—also face serious repercussions."

"What do you think some of those consequences might be for someone who uses AI to cyberbully another student?"

(Listen to student ideas. Prompt them towards school disciplinary actions, legal consequences, and damage to their own reputation.)

"Exactly. There can be school disciplinary actions, from suspension to expulsion. Depending on how severe the bullying is, there can even be legal consequences like harassment charges. And think about their reputation—how might using AI to bully affect their future, like college applications or job opportunities? It's a serious mark against them. Not to mention the guilt and regret that can come with harming someone else."

"The takeaway here is clear: cyberbullying, especially when it involves AI, isn't just 'online drama.' It has serious, lasting consequences for everyone involved."

(Display Slide 5: Scenarios: What Would You Do?)

"Now, to truly grasp this, we're going to work through some scenarios. I'm going to divide you into small groups of about 3-4 students. Each group will receive a Worksheet: Consequences and Solutions with a few different AI-driven cyberbullying scenarios."

"In your groups, I want you to read through your assigned scenarios and discuss the following questions, which are also listed on the slide and your worksheet:

1. Identify the AI element: How is AI being used in this situation?
2. Impact on the target: What are the consequences for the student being targeted?
3. Impact on the perpetrator: What are the consequences for the person using AI to bully?
4. Solutions: What steps can be taken to report or stop this behavior? How can you support the target?"

"You'll have about 15 minutes for this discussion. I'll be walking around to listen in and help if you get stuck. After that, we'll come back together as a class to share your insights. Please make sure everyone in your group participates."

(Circulate and monitor group discussions. After 15 minutes, bring the class back together.)

"Alright, let's bring it back together. Who would like to share one key insight or a solution that their group discussed for one of the scenarios?"

(Facilitate a brief whole-class discussion, drawing out key points from different groups. Reinforce the severity of the consequences and effective reporting strategies.)

Ethical AI and Digital Citizenship (20 minutes)

(Display Slide 6: Responsible AI & Digital Citizenship)

"We've talked about the dangers, but it's important to remember that AI itself isn't inherently bad. It's a powerful tool, and like any tool, its impact depends on how it's used. So, how can we use AI for good, and how can we be responsible digital citizens in an AI-powered world?"

"First and foremost, we need to think critically. The internet is full of information, and now, with AI, it's also full of AI-generated content. If something seems too shocking, too good to be true, or designed to make you really angry, question it. Don't just accept it as fact."

"Always try to verify sources. If you see something suspicious, can you find it on a trusted news site? Is there another reputable source that confirms it?"

"And perhaps most importantly, remember empathy. There's a real person behind every screen. Before you share something, before you comment, ask yourself: How would I feel if this content was about me? How would I feel if this was my friend?"

"Now, what if you encounter cyberbullying? What if you see someone else being targeted? We call people who stand up to bullying upstanders. It's easy to be a bystander and do nothing, but it takes courage and character to be an upstander."

"I'm handing out a Discussion Guide: Ethical AI Choices that has some prompts we'll use for a class discussion. Let's talk about strategies for being an upstander. If you see cyberbullying happening, especially with AI involved, what should you do?"

(Lead a whole-class discussion using prompts from the discussion guide.)

• "What are some immediate steps you can take if you see AI-driven cyberbullying?"
  
  
  (Guide them towards: Don't share, report it using platform features, tell a trusted adult, support the target.)
• "Why is it so important to tell a trusted adult, even if you think you can handle it yourself?"
  
  
  (Emphasize that adults have more resources, can involve school administration or legal authorities if necessary, and can provide emotional support.)
• "How can we encourage our friends to be upstanders too? What's the best way to talk to someone who might be participating in or ignoring cyberbullying?"
  
  
  (Focus on peer influence, education, and leading by example.)
• "What does it mean to document cyberbullying? Why is that important?"
  
  
  (Explain taking screenshots or saving evidence, and how it helps with reporting and investigations.)

"Excellent points, everyone. We all have a role to play in creating a positive and safe online community. It starts with our individual choices and actions."

Cool-Down: My AI Pledge (10 minutes)

(Display Slide 7: Your Digital Pledge)

"As we wrap up today, I want to give you a chance to solidify your commitment to responsible digital citizenship. I'm handing out a Cool-Down: My AI Pledge worksheet."

"On this sheet, I want you to take a moment to reflect on everything we've discussed today. Think about how you will personally commit to using AI responsibly, how you will be an upstander against cyberbullying, and what actions you will take to promote a positive online environment."

"This is your personal pledge. Please complete it individually. When you're finished, you can turn it in as your exit ticket for today."

(Collect the pledges as students finish.)

"Thank you, everyone. Remember this: our digital actions, especially now with powerful tools like AI, have real-world impacts. Your choices matter. Let's all work together to make the internet a safer, kinder, and more ethical place for everyone. Have a great rest of your day!"

Warm-Up: Digital Dilemma Starter

Name: ________________________
Date: ________________________

Scenario:

Imagine you see an AI-generated image of a classmate, altered to make them look foolish, being shared widely on social media. This image looks incredibly real, making it hard to tell it's fake.

Your Reflection:

1. What are your immediate thoughts and feelings when you see this image being shared?
   
   
   
   
   
   

2. What do you think are the potential impacts of this image on your classmate?
   
   
   
   
   
   
   
   
   

3. Would you share this image with others? Why or why not?
   
   
   
   
   
   
   
   
   

4. What do you think AI adds to the seriousness of this situation?
   
   
   
   
   
   

Worksheet: Consequences and Solutions

Name: ________________________
Date: ________________________

Group Activity: Analyzing AI-Driven Cyberbullying Scenarios

Instructions: In your groups, read the scenarios below. For each scenario, discuss the questions and write down your collective answers in the space provided.

Scenario 1: The Automated Rumor Mill

A student uses an AI text generator to create fake, highly believable messages that seem to be from another classmate, spreading false rumors about them to several mutual friends. The AI mimics the classmate's texting style, making the messages seem authentic.

1. AI Element: How is AI being used in this situation?
   
   
   
   
   

2. Impact on the Target: What are the potential emotional, social, and academic consequences for the classmate being targeted?
   
   
   
   
   
   
   
   
   
   
   

3. Impact on the Perpetrator: What are the potential school, legal, and personal consequences for the student who used the AI?
   
   
   
   
   
   
   
   
   
   
   

4. Solutions: What steps can be taken to report or stop this behavior? How can you support the target?
   
   
   
   
   
   
   
   
   
   
   

Scenario 2: The Deepfake Humiliation

A student creates a deepfake video of a teacher, making it appear as though the teacher is saying something inappropriate or embarrassing. This video is then shared privately within a small group chat, but quickly spreads to other students in the school, causing widespread confusion and damage to the teacher's reputation.

1. AI Element: How is AI being used in this situation?
   
   
   
   
   

2. Impact on the Target: What are the potential emotional, social, and professional consequences for the teacher being targeted?
   
   
   
   
   
   
   
   
   
   
   

3. Impact on the Perpetrator: What are the potential school, legal, and personal consequences for the student who created and shared the deepfake?
   
   
   
   
   
   
   
   
   
   
   

4. Solutions: What steps can be taken to report or stop this behavior? What support might the teacher need?
   
   
   
   
   
   
   
   
   
   
   

Scenario 3: The AI-Generated Harassment Campaign

A student uses an AI image generator to create multiple offensive and unflattering images of another student. They then use an AI bot to automatically post these images with hateful captions across various social media platforms and send them anonymously to several students over several days.

1. AI Element: How is AI being used in this situation?
   
   
   
   
   

2. Impact on the Target: What are the potential emotional, social, and academic consequences for the student being targeted?
   
   
   
   
   
   
   
   
   
   
   

3. Impact on the Perpetrator: What are the potential school, legal, and personal consequences for the student who orchestrated this campaign?
   
   
   
   
   
   
   
   
   
   
   

4. Solutions: What steps can be taken to report or stop this behavior? How can you support the target?
   
   
   
   
   
   
   
   
   
   
   

Discussion Guide: Ethical AI Choices

Promoting Responsible AI Use and Digital Citizenship

Instructions: Use these prompts to guide a whole-class discussion about the ethical implications of AI and how to be a responsible digital citizen.

Section 1: Thinking Critically in an AI World

1. With AI being able to create such realistic fake content, how can we train ourselves to be more critical of what we see and hear online? What are some 'red flags' that might indicate AI-generated content?
   
   
   
   
   
   

2. Why is it important to always consider the source of information or content, especially when it involves AI?
   
   
   
   
   
   

3. How does empathy play a role in how we interact with content online, particularly when AI is involved in its creation or spread?
   
   
   
   
   
   

Section 2: Being an Upstander Against AI Cyberbullying

1. If you witness AI-driven cyberbullying, what are the immediate steps you should take? Why is it crucial not to participate or share the harmful content?
   
   
   
   
   
   

2. Who are the trusted adults you could report cyberbullying to, and why is reporting such an important step, even if you think you can handle it yourself?
   
   
   
   
   
   

3. What does it mean to document cyberbullying, and why is collecting evidence (like screenshots) important?
   
   
   
   
   
   

4. How can you effectively support a friend or classmate who is being targeted by AI-driven cyberbullying? What might they need from you?
   
   
   
   
   
   

5. What responsibilities do we all have to create a positive and safe online environment, especially as AI technology advances?
   
   
   
   
   
   

Cool-Down: My AI Pledge

Name: ________________________
Date: ________________________

My Commitment to Ethical AI and Digital Citizenship

Instructions: Reflect on today's lesson and complete the following pledge. Your thoughtful responses show your commitment to making the digital world a safer and more positive place.

My Pledge:

1. Responsible AI Use: How will you commit to using AI tools and content responsibly and ethically in your own life?
   
   
   
   
   
   
   
   
   

2. Being an Upstander: What specific actions will you take to be an upstander against cyberbullying, especially when AI might be involved?
   
   
   
   
   
   
   
   
   

3. Promoting Positivity: How will you contribute to creating a more positive and respectful online environment for yourself and your peers?
   
   
   
   
   
   
   
   
   
   
   
   I pledge to use AI responsibly and to stand up against cyberbullying to create a safer and kinder online community.

Signature: ________________________