Algorithms and Ethics

Overview

This 60-minute session is designed for Secondary 4 (Year 10) students, concluding the unit on algorithms and bias with a focus on ethical considerations surrounding AI and technology. Students will deliver presentations synthesizing their research on the future of technology and its ethical implications in employment, reality discernment, and school cell phone policies. This lesson aligns with the Quebec Education Program (QEP) for Secondary Cycle Two, focusing on competencies in critical thinking, ethical awareness, digital literacy, and collaborative work.

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Quebec Curriculum Alignment

Subject Area: Social Studies (Sciences humaines)
Cycle: Secondary Cycle Two (Sec 4)
Cross-curricular Competencies:

• C1: Uses information (Résolution de problèmes et innovation)
• C4: Adopts effective work methods (Méthodologie de travail)
• C5: Exercises critical judgment (Esprit critique)
• C6: Communicates appropriately (Communication)
• C7: Cooperates with others (Collaboration)

Broad Areas of Learning:

• Media Literacy and Information Technology
• Ethical and Responsible Citizenship

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Learning Objectives

By the end of the lesson, students will be able to:

1. Present clearly their own research findings concerning the future impact of AI and ethical questions related to employment, reality discernment, and school cell phone usage.
2. Provide constructive peer feedback, demonstrating critical thinking and respectful communication.
3. Reflect individually on the ethical dilemmas and biases associated with algorithmic technology.
4. Synthesize and articulately summarise key concepts related to algorithms, bias, and ethical technology use in contemporary social contexts.

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Materials Needed

• Student research projects prepared in advance (digital slides or posters)
• Peer feedback forms or digital tablets for live commenting
• Whiteboard or projector
• Reflection sheets (printed or digital)
• Timer or stopwatch

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Lesson Breakdown

1. Introduction and Framing (5 minutes)

• Briefly revisit key concepts explored during the unit: algorithms, bias, ethical usage of AI in employment, reality discernment, and policies on cell phones in school. Emphasise how these topics connect to students’ presentations.
• Explain goals of today’s session: presentations, peer feedback, reflection, and wrap-up.

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2. Student Presentations (30 minutes)

• Divide the class into 5 groups of 5 students or have individual presentations depending on the project format.
• Each group/student presents their research project (5–6 minutes each):
  • Future of technology and AI
  • Ethical challenges in employment (e.g., fairness in hiring algorithms)
  • Effects of AI on discernment of reality (fake news, deepfakes)
  • School policies on cell phone use and related algorithmic ethics
• Encourage clear communication, credible evidence use, and connection to ethical questions.

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3. Peer Feedback Activity (10 minutes)

• After each presentation, classmates complete guided peer feedback using a rubric aligned with Québec’s expected competencies:
  • Clarity and organisation of presentation (C6)
  • Ethical understanding demonstrated (C5)
  • Use of evidence and examples (C1)
  • Originality and critical thinking (C4)
• Feedback can be written on forms or submitted digitally for immediacy.
• Teacher facilitates and models respectful, constructive language.

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4. Individual Reflection (8 minutes)

• Students complete a reflection sheet with prompts:
  • What new ethical questions did you learn about AI in this session?
  • How might bias in algorithms affect fairness in society?
  • What role do you think schools should play in regulating technology use?
  • How do you plan to apply this understanding in your personal life or studies?
• Encourage personal engagement and synthesis of the whole unit.

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5. Final Synthesis and Wrap-up (7 minutes)

• Teacher-led discussion summarising key points:
  • The power and limitations of algorithms
  • Recognizing and mitigating bias
  • Ethical responsibilities in using technology in employment, media, and school life
• Link back to the broader social and ethical implications for Quebec society and globally.
• Highlight opportunities for further exploration in future courses or personal research.

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Assessment

• Formative assessment through peer feedback (assessing communication, ethical understanding, and critical thinking competencies).
• Summative assessment: teacher rating on presentations and individual reflections aligned with cross-curricular competencies C1, C4, C5, C6, and C7.
• Participation and engagement documented during peer feedback and reflections.

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Differentiation and Inclusivity

• Provide presentation aids (graphic organisers, outlines) for students needing support.
• Allow presentations in English or French based on student preference, respecting bilingual instruction practices in Quebec.
• Use technology accessible to all students (e.g., tablets with speech-to-text options for reflections).
• Encourage students to express their perspectives drawing from their diverse cultural backgrounds.

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Extensions and “Wow” Element

• Incorporate a quick real-time polling tool (e.g., Kahoot, Poll Everywhere) for peer feedback scoring to increase interactivity and immediate visual feedback.
• Challenge students to create a brief “ethical code” for AI use in school based on their learning, to be shared with administration for possible policy discussions.
• Use short video excerpts or simulated “deepfake” examples to stimulate discussion on reality discernment before presentations for enhanced engagement.

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This lesson is designed to deepen students’ understanding within Quebec’s educational objectives, promoting responsible citizenship and digital literacy through active, reflective, and ethical learning experiences.