Socio-Ethical AI Impact

Lesson 5 of 5: Socio-Ethical Implications of AI on the Future Workforce

Year Level: 4
Duration: 45 minutes
Class Size: 25 students
Subject: Technology
Unit: Navigating Generative AI

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Curriculum Context

This lesson aligns with the NSW Technologies Curriculum for Years 3 and 4, focusing on students describing the uses and impacts of technologies, including the ethical and social implications. Students develop critical thinking about digital systems and AI’s role in society, consistent with the achievement standards requiring them to describe designed solutions and consider sustainability and societal needs.

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WALT (We Are Learning To)

• Understand the socio-ethical implications of AI technologies for society and the workforce.
• Discuss how AI might impact jobs, ethics, and social dynamics in the future.
• Think critically and responsibly about AI's role in our daily lives and future choices.

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Success Criteria

Students will be able to:

1. Explain what AI is and identify examples of AI in everyday life.
2. Describe potential positive and negative effects of AI on future jobs.
3. Discuss ethical questions surrounding AI’s use in the workplace and society.
4. Reflect on how AI might affect people’s work and social interactions.
5. Share their own ideas and listen respectfully to others during discussions.

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Lesson Structure: MGI Model

1. Explicit Learning (15 minutes)

Teacher Input:

• Brief recap of AI basics: What is AI? (referring to previous lessons in the unit)
• Introduce the concept of the "future workforce" — jobs that exist now and how AI could change them.
• Present simple socio-ethical questions:
  • How might AI help or harm people at work?
  • Should robots or AI systems be allowed to make important decisions?
  • What happens if AI replaces some jobs?

Visual Aid: Use a colourful infographic showing AI examples in daily life and jobs (e.g., robot assistants, self-driving cars, AI in hospitals).

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2. Guided Learning (15 minutes)

Activity 1: Case Study Discussion

• Divide students into small groups (4-5 per group).
• Provide each group with a simple AI-related case study scenario, e.g.:
  • "An AI robot helps pack supermarket shelves faster, but some workers lose their jobs."
  • "AI helps doctors diagnose disease more accurately."
  • "A company uses AI to decide who gets a job interview."

Guiding Questions for Groups:

• What do you think about this situation?
• What are the good things about using AI here?
• What are some problems or worries?
• How could people work with AI to make things better?

Teacher Role: Circulate and prompt critical thinking, ensuring all students participate.

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3. Independent Learning (10 minutes)

Activity 2: Reflective Drawing & Writing

• Students individually draw a picture or write a few sentences envisioning their own future job and how AI might help or affect that job.
• Encourage creative but thoughtful responses (e.g., "I think I will be a teacher and AI will help me make learning fun," or "I worry a robot might do my job instead.").

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4. Plenary & Sharing (5 minutes)

• Invite several students to share their drawings or ideas.
• Reinforce the importance of thinking about ethical use and working responsibly with AI.

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Differentiation Strategies

• For diverse learners:

  • Provide sentence starters and visual prompts for writing or drawing tasks.
  • Offer extra teacher or aide support during group discussions.
  • Use clear, simple language and concrete examples.

• For advanced learners:

  • Encourage them to think about more complex ethical dilemmas (e.g., privacy issues, AI fairness).
  • Challenge them to think about solutions or rules to ensure AI is used responsibly.

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Assessment for Learning

• Observe group discussions to assess understanding and engagement.
• Review students’ reflective drawings/writings for insights into their grasp of socio-ethical implications.
• Use questioning to check for reasoning about positive and negative impacts of AI.

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Resources Needed

• AI socio-ethical infographic (teacher-created or printed).
• Printed case study cards with scenarios for group discussion.
• Drawing/writing materials (paper, pencils, coloured pens).

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Links to NSW Curriculum Content Descriptions (Technologies)

• ACTDIP010: Explore how people safely use common digital systems to meet information, communication, content creation and recreation needs.
• ACTDEP011: Apply safe procedures when using information systems to meet information, communication and recreation needs.
• Students explain how people use technology in different ways to meet personal, family and community needs, including sustainability .

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This lesson completes the unit "Navigating Generative AI" by encouraging students to think beyond simple use toward understanding ethical, social, and workforce implications — fostering critical digital citizenship at an age-appropriate level.

If teachers embed student voice and curiosity here, they will inspire thoughtful awareness of AI's complex role in our shared future.