AI Risks Explored

Overview

Duration: 60 minutes
Class size: 2 students
Unit: Navigating AI Safely (Lesson 3 of 4)
Age group: KS3 (ages 12-14)
Subject: PSHE

Curriculum links:

• PSHE Association Programme of Study: Develop knowledge of how to live in a diverse society, understanding rights, responsibilities and relationships, focusing on digital resilience and citizenship.
• Computing KS3 National Curriculum (England): Understand the implications of digital technology, including ethical, legal and privacy considerations.
• UK GDPR Awareness (tailored for young learners): Highlight importance of data privacy rights.

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Lesson Objectives

By the end of this lesson, students will:

• Identify key dangers linked to AI, including privacy risks, job displacement, and ethical challenges.
• Critically analyse real-world AI scenarios that resulted in harm or ethical dilemmas.
• Reflect on personal and societal implications of AI technology.
• Develop skills in evaluating the impact of emerging technologies in everyday life.

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Resources

• Printed scenario cards outlining real-world AI risk cases (e.g., facial recognition bias, automated hiring algorithms, deepfake videos).
• Whiteboard/flipchart and coloured markers.
• AI Ethics Toolkit Handout (age-adapted, brief explanations of ethics terms like bias, accountability, transparency).
• Tablet/laptop for quick video clips illustrating AI issues (optional).

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Lesson Structure

1. Introduction and Hook (10 minutes)

Activity: AI Newsflash

• Begin by posing an open question: “What are some ways people use AI today?” Note student responses.
• Show or narrate a short engaging story or video clip summarising an AI-related incident with consequences (e.g., facial recognition wrongly identifying innocent people).
• State the lesson focus: exploring the dangers and ethical considerations behind AI use.

UK-specific pedagogy: Use dialogue and prior knowledge activation encouraged by PSHE Association guidelines to personalise learning.

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2. Group Discussion: Understanding AI Risks (15 minutes)

Activity: Scenario Deep-Dive

• Distribute scenario cards to students. Each card describes a different AI risk:
  1. Privacy breach via AI-powered apps collecting personal data without clear consent.
  2. Job displacement due to AI automation in delivery or retail sectors.
  3. Bias in AI recruitment algorithms disadvantaging certain groups.
  4. Deepfake technology causing misinformation problems.
• Students read and discuss in pairs the risks and who they think is affected most.
• Prompt with questions:
  • What went wrong?
  • Whose responsibility was it?
  • Could this have been prevented? How?

Teacher’s role: Facilitate the discussion, ensuring students recognise the complexity of the issues while linking to personal experience and societal impact.

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3. Critical Thinking Activity: Ethical Dilemmas (20 minutes)

Activity: AI Ethics Role-Play

• Introduce key ethical principles briefly using the Ethics Toolkit Handout (fairness, accountability, transparency, privacy).
• Assign roles to students (e.g., AI developer, government regulator, affected citizen, employer).
• Present a new AI scenario where students must debate and reach a consensus on what actions to take. Example scenario: An AI system used for school admissions shows bias—should it be used? What are the ethical considerations?
• Students articulate their character’s viewpoint and negotiate decisions.
• Debrief on how different perspectives influence AI ethics decisions.

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4. Reflection and Personal Action Planning (10 minutes)

Activity: My AI Safety Pledge

• Students reflect on what they have learned and write a short pledge about how they will use or interact with AI responsibly and help others understand risks.
• Prompt examples: “I will always check the privacy settings before using an AI app.” or “I will talk to my family about how AI can affect jobs.”
• Optionally, students can share their pledges aloud.

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5. Plenary and Assessment (5 minutes)

• Review the key dangers and ethical considerations discussed, reinforcing vocabulary and concepts.
• Quick formative assessment: students each name one risk and one ethical principle they found most important.
• Give a teaser for the next lesson: “Next time, we will explore how to protect ourselves and others from AI risks.”

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Differentiation

• Paired work and role-play ensure accessibility for different learning styles.
• Scenario cards are varied in complexity; teacher can scaffold reading if needed.
• Use of visual aids (handouts, video) supports comprehension and engagement.

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Teacher Notes

• Encourage critical but balanced viewpoints; AI also holds benefits, but focus this lesson on risk awareness.
• Keep discussions grounded in relatable, age-appropriate contexts to avoid overwhelm.
• Highlight links to students’ digital lives, making it relevant (“Think about apps on your phone or online games.”).

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This lesson empowers students to become thoughtful digital citizens, capable of navigating AI’s complexities with awareness and ethics at the forefront, fully aligned with UK PSHE and Computing educational standards.